Trek learns about numbers

Trek Learns About NumbersThis edition: ISBN 978-0-7166-1909-3

Printed in China by Leo Paper Products LTD., Heshan, Guangdong1st printing August 2010

Lexile measure: 520

Story by Felicia LawIllustrations by Steve Smallman

and Shirley Tourret

a Scott Fetzer company Chicago

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Note to EducatorsActivities appear on pages 38-39of this book. You may make copiesof these pages and distribute themto students.

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“You’re just in time,” said thepeacock. “Just in time for thegrand parade. It will start fromhere in one minute’s time.”


Trek and the birds lookedaround. “A parade?” askedCrow. “Where is everyone?”


“I’m the parade,” said thepeacock proudly, spreadinghis feathers into a colorfulfan. “You may join myparade if you wish, butkindly keep far behind me.”


The peacock set off, struttingdown the center of the road.

“That’s a silly parade,” jeeredSeagull. “And I’m certainly notjoining in.”“I must agree,” said Crow,

“that a parade of one is a verystrange sight.”

“Is this a parade?” said a deep voice behind them.“May we join in?” said another.Trek and the birds turned to see

two huge elephants.

12 13© World Book, Inc. All rights reserved.


“Of course you may,” saidWagtail. “Two elephants arejust what we need.”

“Then climb up,” said theelephants, “and we’ll be off.”


“Oh, look at that parade!” criedthree women, as they filled theirwaterpots at the well. “May wecome along?”

“Of course!” boomed theelephants. “But stay far behind.We don’t want to step on your saris.”

19

“Oh look!” cried four waterbuffaloes in a nearby field.

“It’s a parade. May we join in?”“Of course you may,” said

the women in their saris. “Butplease keep far behind withthose muddy feet.”


Five monkeys looked down from the roof of the temple.They pointed their fingers andlaughed. “One, two, three, four.What you need are five more,”they called.

“Very well,” snorted thebuffaloes, “but keep far behindand don’t get into any monkeybusiness.”



It really was a very goodparade, and everything wasgoing well until. . .


“Stop!” roared the tiger, rollinghis eyes. “No one comes pasthere until I’ve had my supper.”

“Help!” squeaked the peacock,backing on to the elephants’trunks.“Stop!” trumpeted the

elephants and sat on thewomen’s saris.“Oops!” cried the women,

slipping in the buffaloes’mud.

“Whoa!” warned the buffaloes,treading on the monkeys’ tails.

“Eek!” squealed the monkeys,as they leapt up the jackfruit tree.



The jackfruits crashed to theground, bounced several times,and rolled toward the tiger.

The tiger didn’t wait. He was off in a flash!

“All right!” said the peacock,as he dusted himself off andtidied his feathers.

“If you’re all quite ready, we will continue our parade. All join in—but please keep far behind!”



The photo

“Where is everyone?” said Trek.“Please take your seats for the photo!” 5

4

3

2

1


“I will sit here,” said the peacock,“as I am the star of the show.”

There are two chairs for two elephants.

There are three chairs forthree women.

“Please ask the water buffaloesto take their seats,” said Trek.


There is one chair for eachof the monkeys.

“Smile, please,” said Trek.CLICK!

5

4

3

2

1


The number at the beginning of each linetells you how many objects to color.

Draw a line to join the groups that havethe same number of monkeys.

Activities

1

2

4

Ask an adult to photocopy these pages so you cancomplete the activities. Answers appear on page 40.

2726

Trek Learns About Numbers

Vocabulary list: one, two, three, four, five, six, seven,eight, nine, ten

Synopsis

Numbers are a part of our everyday lives. Counting,matching, and sorting are among the most importantskills that children can learn during their preschoolyears. Trek Learns About Numbers introduces your childto the numbers one to five as Trek and his friends joinin a big parade in India. Along the way, there are things to look at and count.

Your child will enjoy the story and pictures for their own sake, but with your encourage-ment, this story will be a valuable learning aid. Take every opportunity to count the animals or people in the pictures. Look for other objects in the pictures. Count theobjects in each set as they are introduced. Try to repeat the sequence of numbers fromone to five each time, to reinforce the counting activity.

At the end of the story, Trek takes a photo of the group. Here the words one to five arebrought together with the numerals 1 to 5. This is an opportunity for you and your childto count, match, and sort.

Before you read,�explain toyour child that the story is setin India and involves a paradeof animals. Talk about what aparade is. Ask your child ifshe has ever seen a parade.Ask her to describe a paradeshe has seen.

Look through the book at theanimals and people joining theparade. Count out the numberof animals for each newgroup. Keep in mind that theability to match the word with

the number of objects takes time and practice. See “A word about counting” forimportant information on teaching your child to count.

For skills development, suggest adding groups of six, seven, eight, nine, and ten tothe parade. Ask your child to choose the animals and draw each group with yourchild. This activity helps children recognize sets with different number values. For olderchildren, ask, How many animals should be in the next group?

After you read,�help your child to understand that numbers can represent quantities, achallenging concept for young children. Practice counting by placing a variety ofsmall objects in a line on a table. Begin with groups of 5 objects; later try 10 objects.Count the objects, then change the order of the objects and count again, emphasizingthe last number as the total number of objects.

Where in the world? Show your child India on a map or globe. Trace a route fromSouth America to India. Ask, What are some different ways a person could travel fromSouth America to India? Point out the PacificOcean and how large it is. After looking athow the land and water look different on amap or globe, ask your child to find otherlarge areas of water and land.

Discussion questionsMatch the number of animals and people withchairs: Are there enough chairs for everyone tosit down?�How many chairs are there for people to sit in?�How many chairs are there foranimals to sit in?�Which group has more, thegroup of people or the group of monkeys?�Which group has fewer, the group of water buffaloes or the group of elephants?�How many people and animals are in the paradealtogether?

Online activities

Refer to the online Program Guide for a summary of the online activities and videoassociated with this unit.

Skills and concepts• Learning words for numbers and names of animals• Recognizing the numbers 1 to 10• Counting objects from 1 to 10• Recognizing sets with different number values• Giving a number value to a set of objects• Matching sets• Naming a set of objects• Understanding concepts of more than/less than

A word about counting When children begin to count,they tend to see numbers as namesfor each object. Early on, theircounting also is more of an exercise in parroting than in under-standing a mathematical concept.A child begins by learning numbers through rote repetition. Tohelp your child understand therelationship between numbers andquantities, try practicing matchingone object with another. You couldask your child to set the table andmake sure there is one spoon foreach bowl or one plate for eachperson. Once your child can easilymatch one for one, you can beginto introduce larger numbers.

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Trek learns about numbers

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