Math Literature

Grade Levels: 1-3

These engaging stories have been designed to develop early mathematical concepts. Children who develop mathematical language become much more successful problem solvers. When children understand the links between mathematical ideas, they are also more able to succeed with skills such as number facts. The stories provide a vehicle for developing these skills. Lesson plans in each big book provide suggestions for using the stores as well as additional activities.

About the Program

Features:

  • Provide a sequence of learning for key areas of mathematics
  • Promote the math-language connection
  • Lead to greater success with problem solving

Titles and skills covered:

Grade Pre-K

  • Buster The Balloon Big Book (Comparing Sizes)
  • Pretty Patterns Big Book (Patterning)
  • I Think I'll Go Flying Big Book (Opposites)
  • The Puppet's Party Big Book (Counting to Ten)
  • The Dancing Dragons Big Book (Matching)
  • Wayne’s New Shape Big Book (3-D Shapes)
  • The Brassy Bird Band (Counting to Ten)

Grade K

  • Buzzing Bees Big Book (Subtraction)
  • Ten Tiny Ants Big Book (Addition)
  • The Squirrel's Store Big Book (Equal Groups)
  • Dinosaurs at School Big Book (Mathematics Activities)
  • The Animal Parade Big Book (Counting)
  • Shape Up! Big Book (3-D Shapes)
  • Bens Beans Big Book (Measurement & Data)
  • Coconut Crazy! Big Book (Sharing)
  • A Week Away (Addition)
  • Baker Bill (Halving)
  • Frowning Clowns (Sharing)

Grade 1

  • Bears Breakfast Big Book (Measuring Capacity)
  • Crocodiles Coat Big Book (Measuring Length)
  • Babysitting Twins Big Book (Addition)
  • Ten Friendly Frogs Big Book (Addition & Subtraction)
  • Icky Sticky Trap Big Book (Subtraction)
  • Monster Circus Big Book (Equal Groups)
  • Shape Race in Outer Space Big Book (3-D Shapes)
  • Fishy Scales Big Book (Measuring Weight)
  • Clarence the Clock Big Book (Measuring Time)
  • Helping Sally Tally Big Book (Recording Data)
  • Giants Toy Store Big Book (Equal Groups-Multiplication)
  • The Pitterpats Big Book (Patterns)
  • The Wheat Field (Addition)
  • Muffins at the Fair (Division)
  • Shirts and Skirts (Multiplication)
  • Jack and Jill and the Giant (Multiplication)

Grade 2

  • Counting Cousins (Place Value)
  • Five Minutes More (Time past the hour)
  • The New Fence (Length)
  • Baby Bear's Quilt (Area)
  • The Jumping Contest (Length)
  • Eight Gangling Arms (Multiplication)
  • Diffo the Dynamo (Subtraction)
  • The Penthalon (Addition & Subtraction)
  • Polly the Packer (Multiplication)
  • Miss Gobbledegook (Multiplication & Division)
  • Sherlock Bones (Position & Direction)
  • Amazing Mazes (Visual Thinking)
  • The Fun Room (Addition & Subtraction)
  • The Long, Long Ride (Time)

 

Program Components

  • A Week Away Big Book (Addition)
    A Week Away Big Book (Addition)
  • Baker Bill Big Book (Halving)
    Baker Bill Big Book (Halving)
  • Jack and Jill and the Giant Big Book (Multiplication)
    Jack and Jill and the Giant Big Book (Multiplication)
  • Muffins at the Fair Big Book (Division)
    Muffins at the Fair Big Book (Division)
  • The Fun Room Big Book (Addition & Subtraction)
    The Fun Room Big Book (Addition & Subtraction)
  • The Long, Long Ride Big Book (Time)
    The Long, Long Ride Big Book (Time)
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To learn about the specific purchase options for this program, please contact our Customer Service team at 800-338-3987

Additional Details & Resources

Research Base

  • The Effects of Early Reading Intervention
    The purpose of this study was to investigate the effects of Early Reading Intervention on the reading achievement of a select group of at-risk kindergarten through second-grade students.
  • Interim Report on the Effects of ERI: A RTI Model of Service Delivery
    The purpose of this study was to investigate the effects of Early Reading Intervention on the reading achievement of a select group of at-risk kindergarten through 3rd grade students. This study addresses two primary research questions: 1. What effect does the program have on the reading achievement of selected at-risk students? 2. How does student participation in the ERI intervention program affect the school’s decision to refer a student for special education evaluation? (This question cannot be answered until the study is completed.)
  • Research Base for Early Reading Intervention
    Learning to read is not an innate ability. Some students seem to effortlessly enter into the reading process. Other students struggle from the start. The gap between low-performing and proficient readers continues to widen as struggling readers fall further behind their more profi cient-reading peers (Stanovich 1986). Only through systematic, strategic, and intensive intervention can these struggling readers begin to close that gap. The Wright Group Early Reading Intervention program provides this needed intervention for students in kindergarten through grade 3.

Evidence of Success