C17 Msallbob Sample

Bring on the Books
• Middle School •
IT ALL ADDS UP
MindWorks Resources strives to provide exciting, engaging, and fun lessons and
materials that promote critical thinking, problem-solving, and reasoning skills in
support of the school day. Special care is taken to ensure materials are age
and skill appropriate. MindWorks Resources provides these materials for
differing demographics internationally, and thus asks you, as an individual
program, to review lessons and materials prior to conducting activities for
appropriateness for your particular environment. Often, lessons will indicate use
of specific book pages or game pieces; this is generally to allow access to
compelling materials in a controlled way. All materials should be used with
direct adult supervision. Program instructors may modify lessons and materials
as needed to conform to individual program standards.
© 2017 MindWorks Resources Incorporated
All rights reserved. The activities and illustrations within this manual may be
reproduced by the sole individual owner of this publication for single classroom
or educational purposes only and may not be redistributed in part or in whole.
This work may not be reproduced or copied in its entirety in any form or by any
means – graphic, electronic, or mechanical – without express written consent
from the publisher.
Printed in the U.S.A.
www.MindWorksResources.com
Bring on the Books •IT ALL ADDS UP• Middle School 2 © 2017 MindWorks Resources Incorporated
MindWorks Curriculum Components
Included in each Teacher’s Guide:
Overview – This section provides a brief description of what students

experience in the subject over the course of the week. Read this to gain an
understanding of the scope of activities for the week.
Project Based Learning Voice and Choice – Project Based Learning (PBL)
activities in the Voice and Choice section are designed for programs utilizing the
optional MindWorks PBL component. Review the driving question included in the
beginning of the Teacher’s Guide at the beginning of each week to support the PBL
daily voice and choice.
Objectives – The activities and topics in each subject are matched to national
standards in reading, writing, math, science, social studies, art, STEM, SEL, and financial
literacy. On occasion, state standards will be listed as well. Reference these standards
as necessary in grant applications, conversations with school district employees, state
education representatives, etc. Objective numbers are not referenced due to the
many duplications across state and national standards.
Career Connections – This component helps instructors guide students in

drawing parallels from the lessons to various related careers. This helps students to link
their career options with their unique skills, encouraging optimal success in families,
careers, and communities. Remind students what they learn now allows them to
discover their individual strengths and interests, to consider and outline career goals,
and to focus their thought processes to achieve desired lifestyles.
Materials List – Divided between materials provided by MindWorks and

materials the instructor should gather, the comprehensive list at the beginning of each
set of lessons includes everything needed for the week. Check the availability of the
listed items on the master list, and gather the materials listed in preparation for a
successful week.
Pre- and Post-Test Questions and Answers – Each subject includes both a pre-
and post-test for students, as well as answer keys for the instructor. This allows both the
instructor and the students to assess the students’ knowledge, skills, and abilities. Copy
and give students a pre- and post- test, or administer the test as a large group. Modify
the version of the test, if appropriate for your group. Collect data to show
improvements between before and after learning and to measure lesson
effectiveness.
Core Vocabulary – Each subject includes a list of core vocabulary taught in

the lessons, as well as related extension vocabulary. Review this list prior to the unit and
each day’s lessons as necessary to become familiar with words and concepts.
Websites – Near the back of each book, instructors will find a handy list of
websites that are referenced in daily lessons. These websites provide examples to
show during the lessons, pictures that reinforce key lesson concepts, videos that relate
to the topics, and interactive sites for extension activities. Share this list with the
technology department and request assistance to ensure firewalls do not block
access. Preview sites for their appropriateness for your student audience.
Included in each day’s lesson:
Materials List – A materials list for each individual lesson helps the instructor
know what materials he or she should gather in order to complete that particular
lesson successfully.
Preparation – This section provides the instructor with a list of items that need to
be prepared prior to beginning the lesson. Prepare for a successful lesson by
completing the tasks listed in this section.
Lesson Focus – This section provides a quick statement of the goal or objective
of the lesson.
Background Knowledge and Fun Facts for Instructor – Designed for the
instructor, this section provides background knowledge and fun facts about the topic
for the instructor to incorporate into the discussion. It is not designed to be read word-
for-word but rather woven into the organic conversation generated from the
Suggested Discussion Starters.
Suggested Discussion Starters – The Suggested Discussion Starters are included
as a tool to engage students in conversation about the day’s topic. The instructor may
use the suggested questions or ask other questions to engage students in thought-
provoking conversation about the topic of the day’s activity.
Pre- and Post-Activity Discussion – Each lesson’s pre- and post-activity

discussions ensure key learning opportunities. The purpose of the pre-activity discussion
is two-fold: first, it transitions students from the entry event to the content of the lesson
and activity; and secondly, it reviews the concepts taught in previous lessons so
students are consistently receiving review and preparation for the post-test at the end
of each set of lessons.
The post-activity discussion provides a time for students to process, summarize, and
review that day’s lesson and activity. This allows students not only to explain their
understanding of the day’s concepts and processes, but to solidify the concepts
covered in the lesson.
Read these discussions before beginning lessons. Determine if you, as an instructor,

need to read the script as written or read the underlined summary sentences and lead
the content of the discussion to support these.
Activity – This component provides step-by-step instructions to engage

students in a learning experience. Follow the outlined instructions to bring excitement,
energy, and enjoyment to learning as lesson concepts “come to life” for each
student.
Social-Emotional Learning – Some daily lessons include a social-emotional

learning component. When applicable, this section provides suggestions for ways to
promote social and emotional development in connection with the daily activity.
Read the information to determine if it is pertinent to the students you serve, and
discuss with them as appropriate.
Optional Review of Previous Concepts – This section can be used as an easy

way to review the previously taught concepts which are included on the pre- and
post-tests.
Reminder – Only certain lessons contain reminders. Look for reminders that are
included when preparation is necessary for an upcoming day.
Extension Activities – These supplemental activities build upon each day’s

learning to provide additional opportunities to explore lesson concepts. Allow time for
students to complete extension activities, communicate extension activities to families,
or use these activities at another program time.
Voice and Choice – The Voice and Choice suggestion in each daily lesson
provides ideas for connecting each day’s lesson to the over-arching PBL component
project. Implement these ideas to build to the culminating PBL event, described in the
optional PBL Facilitator’s Guide.
Overview
This week in Bring on the Books, students explore different examples of
vocabulary related to mathematics. Students will learn more about famous
mathematicians and mathematical ideas. They will also discuss how an author
or illustrator develops her ideas in different print forms.
Project Based Learning

Project Based Learning (PBL) Voice and Choice activities included in the daily
lessons are for programs utilizing the optional MindWorks Project Based
Learning component. Campuses utilizing MindWorks PBL Component begin the
week by discussing with students the driving question for the unit.
Driving Question for It All Adds Up: How can we prove that math is in
EVERYTHING?
Social-Emotional Learning
This Bring on the Books provides an opportunity for students to discuss how to
respect others’ individual differences. Students will discuss different ways to
build relationships and communicate with people from diverse backgrounds.
They will also discuss ways in which mathematicians and others collaborate
while problem solving.
Objectives
 Understand new vocabulary and use it when reading and writing
 Use context to determine or clarify the meaning of unfamiliar or multiple-
meaning words
 Analyze, make inferences, and draw conclusions about the author’s
purpose in cultural, historical, and contemporary contexts, and provide
evidence from the text to support their understanding
 Use comprehension skills to analyze how words, images, graphics, and
sounds work together in various forms to impact meaning
 Use elements of the writing process to compose text
Career Connections
 Author – one who writes books, journals, or other pieces of information for
others to read
 Editor – a person who reviews the material others have written
 Illustrator – an artist who creates illustrations for books and other forms of
media
 Communications director – a person responsible for communicating
information about a company or organization
 Copywriter – a professional who creates original written publications
 Historian – an expert in the study of history
 Interpreter – a person who translates one language into another
 Librarian – a person, typically with a degree in library science, who
administers or assists in a library
 Linguist – one who studies other languages
 Mathematician – an expert in the field of mathematics
Materials List
Provided by MindWorks
 Just a Second by Steve Jenkins
 Math-terpieces by Greg Tang  Infinity and Me by Kate
Hosford
 The Boy Who Loved Math by
Deborah Heiligman  Animal Flash Cards
 Chronology game  12 x 18 white construction
paper
 Why Pi? by Johnny Ball
 9 x 12 white construction
 Animals by the Numbers: A
paper
Book of Infographics by Steve
Jenkins  Markers
 Discovery Kids: Animals by  Black permanent markers
Parragon  Rulers
Not Provided by MindWorks

 Bowl or basket
 Timing device
 Pencils
 Scissors
 Scratch paper
 Tape
 Books about animals (optional)
Pre- and Post-Test Answer Key
Give each student a pencil and a copy of the Pre-Test located on page 48, or
read questions aloud and have students record A, B, or C as answers on a
sheet of paper, taking no more than five minutes. Collect finished tests.
1. What term describes the amount of time that passes from the beginning
of an event to its end?
A. nanosecond B. elapsed time C. picosecond
2. Which of the following concepts describes the idea that if you color in a
map, you only need four colors to complete it so that no two areas
touching each other have the same color?
A. four color theorem B. 10 color theorem C. theorem of four
3. What is an Erdős number?
A. the collaborative B. the distance between C. the distance

distance that describes two cities between two neighbors
people who worked
with Paul Erdős
4. What does the term “googol” represent?
A. 1 followed by 100 B. 1 followed by a million C. 1 followed by a trillion

zeroes zeroes zeroes
5. What is infinity?
A. a term used to C. the concept that

describe different B. another term for one
something is unlimited or
shapes billion
endless
6. What do you call a visual image such as a chart used to represent
information or data?
A. a googolplex B. a biography C. an infographic
Day 6: Amazing Animals
Materials
Provided by MindWorks Resources:

 Animals by the Numbers: A Book of Infographics by Steve Jenkins
 Discovery Kids: Animals by Parragon
 Animal Flash Cards
 12 x 18 white construction paper
 Markers
 Black permanent markers
Not provided by MindWorks Resources:

 Pencils
 Scratch paper
 Books about animals (optional)
Included in Subject Guide:

 No other support materials are needed.
Preparation
 Read Background Knowledge and Fun Facts for Instructor in preparation
for the discussion with the students. This information is designed to give the
instructor background knowledge to guide the discussion. It is designed to
be used organically rather than as a scripted discussion.
 Pre-read pages 8 and 9; 12 – 15; and 28 and 29 of Animals by the Numbers:
A Book of Infographics by Steve Jenkins in preparation for the Activity and
Post-Activity Discussion.
Reminder
 The white construction paper provided in the materials kit must be equally
distributed for use throughout the entire nine weeks. Failure to monitor the
amounts being used by students may result in a shortage of supplies
toward the end of the nine weeks.
Lesson Focus
 Students will learn about how authors and illustrators use infographics to
convey mathematical information.
Background Knowledge and Fun Facts for

Instructor
 Animals and insects exist on every continent in the world.
 There are 8.7 million species, or different types of animals, on Earth.
 Fun facts about animals:
- Experts have studied only about 1.2 million of the 8.7 million animal
species on the planet.
- The blue whale produces the loudest sound of any animal on Earth.
- Giant Artic jellyfish have tentacles that can reach over 36 meters long.
- A tarantula spider can survive more than two years without food.
- The bat is the only mammal that can fly.
- In green areas, an average of 50,000 spiders live in one acre.
Suggested Discussion Starters

 What is your favorite kind of animal? Describe the animal and why it is your
favorite.
 Have you ever noticed any interesting insects where you live? If so,
describe some of the characteristics of the insect.
 Some authors travel to unusual destinations to observe animals or insects
in their natural habitats. If you could travel anywhere in the world to study
an animal or insect, where would you go? Why?
Activity
 Share the following information with students:
- An infographic is a visual image, such as a chart or diagram, used to
represent information or data. Infographics may also display
mathematical information such as diagrams or charts. Authors and
illustrators create infographics to convey information in a visually
pleasing way.
 Read aloud and show pictures on pages 8 and 9 in Animals by the
Numbers: A Book of Infographics by Steve Jenkins.
 Tell students they will use different resources to create an animal
infographic.
 Divide students into groups.
 Divide each group into pairs.
 Give each group the following materials:
- 12 x 18 white construction paper (1 per pair)
- Markers (1 set per group)
- Black permanent markers (1 per pair)
- Pencils (1 per student)
- Access to the following items:
 Animal Flash Cards
 Animals by the Numbers: A Book of Infographics by Steve Jenkins
 Discovery Kids: Animals by Parragon
 Books about animals (optional)
 Scratch paper
 Provide pairs with the following instructions:
- Select an animal from the Animal Flash Cards to feature on an
infographic.
- Use the animal flash card and other animal books to gather information
about the animal.
- Use a pencil and scratch paper to write down interesting facts about
the animal.
- Discuss some different ways to display the information on the
infographic.
 Once students have gathered information and created a rough draft of
the infographic on the scratch paper, have them use the white
construction paper to create the infographic.
 Use the markers to create visual interest on the infographic.
 If time allows, have pairs share their infographic with the group.
 Allow time for pairs to create the infographics.
Post-Activity Discussion
Briefly talk about the infographics created in the Activity.
 Infographics include interesting pieces of visual and written information.
What information about your animal did you think was the most
interesting? Share the information with the group.
- (Answers will vary.)
Read aloud and show pictures on pages 12 – 15 and 28 and 29 in Animals
by the Numbers: A Book of Infographics by Steve Jenkins.
 Experts think that there are so many termites and bristlemouth sea fish in
the world that they might outweigh every other kind of animal on Earth.
Are there any animals or insects that seem to thrive or live well in your
area? If so, describe the animal or insect.
 Entomologists (en – to – mol – o – gists), or those who study insects, believe
that the bugs on our planet may weigh almost 300 times as much as all
the humans on Earth. If you were an entomologist, what insect would you
most enjoy studying? Why?
Continue reading aloud and showing pictures on pages 28 and 29 in
Animals by the Numbers: A Book of Infographics.
 The small pistol shrimp can create a sound louder than a firetruck. What is
the loudest sound you have ever heard? Describe the sound.
 The blue whale, bulldog bat, and howler monkey are some of the loudest
creatures on Earth. Which of these animals would you most enjoy
observing in the wild? Why?
Discuss Steve Jenkins, the author and illustrator of the book.
 Steve Jenkins, who wrote and illustrated Animals by the Numbers: A Book
of Infographics, often begins his books with an idea he has or a question
his child asks about the world. He then researches the topics and begins
a rough draft of the book. What idea or question do you have that might
inspire the creation of a book? Share some of your ideas.
Optional Review of Previous Concepts

 What term describes the amount of time that passes from the beginning
of an event to its end?
- (Elapsed time is the term used to describe the amount of time that
passes from the beginning of an event to its end.)
 What concept describes the idea that if you color in a map, you only need
four colors to complete it so that no two areas touching each other have
the same color?
- (The four color theorem describes the idea that if you color in a map,
you only need four colors to complete it so that no two areas touching
each other have the same color.)
 What is an Erdős number?
- (An Erdős number is the term used to describe the collaborative
distance of people who worked with Paul Erdős.)
 What does the term “googol” represent?
- (The term “googol” represents one followed by 100 zeroes.)
 What is infinity?
- (Infinity is the concept of something that is unlimited or endless.)
Extension Activities
 Create an original board game featuring an animal from the book.
 Read Animals by the Numbers: A Book of Infographics by Steve Jenkins in
its entirety.
 View other infographics on the following website:
- https://www.kidsdiscover.com/infographics/
 Learn more about author Steve Jenkins on his website:
- http://www.stevejenkinsbooks.com/
PBL Voice and Choice

This suggestion is designed for programs utilizing the optional MindWorks
Project Based Learning component. Reference the driving question, included
on page 7, and read the additional PBL Facilitator’s Guide for more
information.
 Students can create an enlarged infographic featuring facts about
animals in their community or state to feature at a family math night.
Give Post-Test
Give each student a pencil and a copy of the Post-Test located on page 50, or
read questions aloud and have students record A, B, or C as answers on a
sheet of paper. Collect the finished papers.

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Bring on the Books

© 2017 MindWorks Resources Incorporated

Printed in the U.S.A.

Overview – This section provides a brief description of what students

Career Connections – This component helps instructors guide students in

Materials List – Divided between materials provided by MindWorks and

Core Vocabulary – Each subject includes a list of core vocabulary taught in

Included in each day’s lesson:

Pre- and Post-Activity Discussion – Each lesson’s pre- and post-activity

Read these discussions before beginning lessons. Determine if you, as an instructor,

Activity – This component provides step-by-step instructions to engage

Social-Emotional Learning – Some daily lessons include a social-emotional

Optional Review of Previous Concepts – This section can be used as an easy

Extension Activities – These supplemental activities build upon each day’s

Project Based Learning

Not Provided by MindWorks

A. nanosecond B. elapsed time C. picosecond

A. four color theorem B. 10 color theorem C. theorem of four

3. What is an Erdős number?

A. the collaborative B. the distance between C. the distance

4. What does the term “googol” represent?

A. 1 followed by 100 B. 1 followed by a million C. 1 followed by a trillion

A. a term used to C. the concept that

A. a googolplex B. a biography C. an infographic

Provided by MindWorks Resources:

Not provided by MindWorks Resources:

Included in Subject Guide:

Background Knowledge and Fun Facts for

Suggested Discussion Starters

Optional Review of Previous Concepts

PBL Voice and Choice

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