The Doorbell Rang

THE DOORBELL RANG

POSTED BY KELLY BRUNELLE

LE

Title: The Doorbell Rang

Author and Illustrator: Pat Hutchins

Recommended Grade Level: 3

Common Core Standards Addressed:

CCSS.MATH.CONTENT.3.OA.A.2

Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8.

CCSS.MATH.CONTENT.3.OA.A.3

Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.1

CCSS.MATH.CONTENT.3.OA.A.4

Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = _ ÷ 3, 6 × 6 = ?

Understand properties of multiplication and the relationship between multiplication and division.

CCSS.MATH.CONTENT.3.OA.B.5

Apply properties of operations as strategies to multiply and divide.2 Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.)

CCSS.MATH.CONTENT.3.OA.B.6

Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8.

Multiply and divide within 100.

CCSS.MATH.CONTENT.3.OA.C.7

Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.

Summary: This book is about a woman named “Ma” who has made a batch of cookies for her children Sam and Victoria. Throughout the book, they keep getting visitors, and have to divide their cookies to share with their guests. They repeat, “No one makes cookies like Grandma,” even though they all seem excited about having Ma’s cookies. After 10 visitors arrive and each person has 1 cookie on their plate, they are afraid to answer the door because they don’t want to have to divide their cookies anymore. Luckily it was Grandma who came to the door with more cookies.

Rating: ***** I rate this book a 5 because it was a great book on learning early division. It is extremely relatable and I feel children can relate to their mother’s baking cookies and sharing them with their friends from the neighborhood. This is a great book on introducing division because children have to think, if there are 12 cookies and 4 children, how much does each child get? They are able to relate this to real life and understand how one might use division in every day life.

Classroom Ideas: This book was very straightforward with introducing division and I think it would be a great idea to physically have the 12 cookies on a plate (either real or fake) and divide them onto separate plates as each child enters in the book. This would be fun to actually act out as a drama and give each child a role. You could start with “Ma” holding a plate of 12 cookies and having children walk through a fake “doorway” holding plates. Then “Ma” can divide the cookies equally as more children enter the “door” into the “kitchen.” You could also use Velcro and hold the cookies up on an easel on a fake plate and attach them to more plates as you go. Or you can draw this sequence simply with whiteboard/smartboard as the cookies continue to be divided. There are many opportunities for turn and talks as the book doesn’t give away exactly how many cookies there were to start with so that gets the children already thinking like mathematicians from the beginning.