Only One by Marc Harshman; Barbara GarrisonReview by: David J. WhitinThe Arithmetic Teacher, Vol. 41, No. 8 (APRIL 1994), pp. 503-504Published by: National Council of Teachers of MathematicsStable URL: http://www.jstor.org/stable/41196073 .

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pace in a mathematics class or as topics for a mathematics club. - Thomas О 'Shea.

MATHNET Casebook: #1, The Case of the Unnatural and #2, Despair in Monterey Bay, David D. Connell and Jim Thurman, ill us. by Danny O'Leary. 1993, 62 pp. and 64 pp. respectively, $4.50 ea. paper. ISBN 0-7167-6504-7 and 0-7167-6502-0. Scientific American Books for Young Readers, W. H. Freeman á Co., 41 Madison Ave., New York, NY 10010.

MATHNET Casebooks 1 and2 offer an enticing format for upper elementary or early middle school students. The multidisciplinary approach to mathematics is intriguing and cannot but help to draw the students into solving the cases and doing the mathematics.

The references to violence might be objectionable to some educators and parents even though it is accompanied by subtle humor.

Problem-solving and critical-thinking situations abound throughout the book and present a wonderful scenario on which to base real-life mathematical skills.

Book 1 includes gathering data about baseball (total bases and slugging averages), guess-my- rule activities, and alphanumeric codes and other baseball facts. Book 2 includes measurement of gems and precious stones, triangulation, and time zones.

In my opinion, this series is delightful for eleven- to thirteen-year-olds who need to see the connections between mathematics and real life. - Mary Kepple, Friendship Valley Elementary School, Westminster, MD 21157.

Moving from One to Ten, Shari Halpem. 1993, 29pp., $13.95 cloth. ISBN 0-02-74 1981- 9. Macmillan Children's Book Group, 866 Third Ave., 24th Floor, New York, NY 10022.

A moving adventure is the context for this counting book. After saying good-bye to all his friends, a young boy named David embarks on one long car ride, accompanied by two angry cats, three worried sisters, four handy tools (crayons, cookies, books, and a drink to keep him busy and well fed), five overnight bags, and six tired people. When they reach their destination, the counting continues with seven moving men, eight special boxes, nine new neighbors, and ten green bushes in front of "our new house." The illustrations are particularly colorful and inviting. The author- illustrator has cut and pasted pieces of painted paper together to create crisp and joyful images across the page; objects are placed against a clear white background and are easy for young children to count. This story might prompt children to tell some of their own moving stories. - David J. Whitin.

My First Number Book. Marie Heinst. 1992, 48 pp., $12.95 cloth. ISBN 1-879431- 73-4. Dor ling Kinde rs ley, 232 Madison Ave., New York, NY 10016.

This number book for primary-grade students presents them with a variety of mathematical concepts and strategies. It begins by asking readers to sort various objects, such as animals, clothes, leaves, and fruit. Children note similarities and differences among objects as they are introduced to pairs of things, such as ballet shoes, twins, and a set of faucets, as well as to "partners" of two, such as a knife and a fork or a paintbrush and a bottle of paint. The strategy of finding patterns is also presented to readers through the use of blocks, beads, and sponge-painted dinosaurs. The concept of equivalence is shown through contrasting sets of candy, butterflies, and children. Another prenumber concept, that of order or seriation, is represented through sets of pencils, playing cards, and different-aged children. Several pages show the functionality of numbers in the real world, such as the numbers on a dart board, a watch, a license plate, a kitchen timer, and a cereal box. Several pages are also devoted to some basic problems using addition and subtraction. The latter part of the book addresses several measurement concepts as children are asked to compare objects of different length, width, thickness, and weight.

One of the strengths of the book is the use of bright, colorful photographs silhouetted against a crisp, white background. The large size of the book (10" X 13") helps to make the objects seem less cluttered on the page. Each page includes a series of questions that invite the reader to be an active participant in reading this book. For instance, on the page involving time, readers are asked, "How far can you run in ten seconds? How long does it take you to jump ten times? What are some other activities you can time?" Certain pages, such as this one, could lead to a variety of classroom extensions. Since this book involves so many mathematical ideas, teachers might want to share only parts of this book at one time. - David J. Whitin.

One Smiling Grandma, Anne Marie Linden, illus. by Lynne Russell. 1992, 22 pp., $15 cloth. ISBN 0-8037-1132-8. Viking Penguin, 375 Hudson St., New York, NY 10014.

This counting book for young children introduces the numbers 1 to 10 as a young girl describes various sights on her Caribbean island. In rhyming format readers hear about "One smiling grandma in a rocking chair / Two yellow bows tied on braided hair / Three humming birds sipping nectar sweet / Four steel drums tapping out the beat," and so on. Other objects for counting include flying fish,

women in the marketplace, conch shells, sugar apples (pineapples), coconuts, and mongooses. The illustrations are bright and colorful and depict a variety of daily activities. The placement of objects on a page is carried out with mixed results. For instance, six market ladies selling their wares are nicely divided into two groups of three by the young girl as she stands between the groups and makes a purchase; however, it is difficult to count the nine coconuts because two fall in the gutter of the book and lay hidden from the reader. Teachers might want to contrast this book with another recent Caribbean counting book by S. T. Garne, One White Sail (New York: Simon & Schuster, 1992).- David J. Whitin.

Only One, Marc Harshman, illus. by Barbara Garrison. 1993, 32 pp., $12.99 cloth. ISBN 0- 525-65116-0. Cobblehill Books, 375 Hudson St., New York, NY 10014, (212) 366-2628.

Here is a unique counting book centered on a country fair. Sets of objects that are typically seen at a fair are represented, such as musicians, wagons, rabbits, horses on a merry-go-round, cows, and so on. However, the special feature of this book is the contrast between individual objects and the larger set. For instance, the story begins, "There may be a million stars, but there is only one sky." This same predictable structure is used throughout the story; "There may be 50,000 bees, but there is only one hive. There may be 500 seeds, but there is only one pumpkin," and so on. Readers learn about 100 patches in only one quilt, 12 eggs but only one dozen, 1 1 cows but only one herd, 10 cents but only one dime. Other numbers include 9 baseball players (one team), 8 horses (one merry-go-round), and 7 peas (one pod).

This book might be the beginning point for various explorations. Children might want to find other things in the words that are grouped in a specific set, such as five fingers, five days of the week, five arms of a starfish, and five sticks of gum. Two good books to read in this connection are What Comes in 2 's, 3's, and 4fs? by Suzanne Aker (New York: Simon & Schuster, 1990) and Notorious Numbers by Paul Giganti (San Leandro, Calif.: Teaching Resource Center, 1993).

Children might also be intrigued by the language of mathematics; the author includes such descriptions as a trio of musicians, a dozen eggs, and a herd of cows. What other words do we use to describe a specific number of objects (such as a gross of pencils or a ream of paper) or a general collection of objects (such as a load of wood or a gaggle of geese)? Other books that incorporate this idea include Tana Hoban's More Than One (New York: Greenwillow Books, 1981) and Patricia MacCarthy's Herds of Words (New York: Dial, 1991).

APRIL 1994 503

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Another strength of this book is the art work by Barbara Garrison, which uses a technique known as collagraph ("collage" and "graphic" combined). She glues down pieces of paper and other materials on cardboard, which is then inked and printed on an etching press. Watercolor washes are applied for color. The illustrator uses a range of earthy tones to create a rustic mood for this country-fair counting book. - David J. Whitin.

Who Wants One? Mary Serfozo, illus. by Keiko Narahashi. 1989, 28 pp., $13.95 cloth. ISBN 0-689-50474-8. Margaret K. McElderry Books, 866 Third Ave., 24th Floor, New York, NY 10022.

A little girl stands beside her magician's box and asks her younger brother, "Do you want one? / One butterfly, one raisin bun / One rainbow coming with the sun / Do you want one?" Although he responds, "Yes, I want one!" the little girl continues to tease him by waving her magician's wand and asking, "Now won't two do? / Two shiny shoes, two kanga- roos / Two kangaroos in shiny shoes / Do you want two?" Although he keeps insisting, "No, I want one!" she continues to wave her wand, conjuring up sets of objects from one to ten, such as goats, peacocks, sails, whales, dolphins, kits, cakes, and swans. Finally, as the story ends, she asks again if he would like just one and lifts out of her magician's box one cute puppy. The rhyming text and the conversation between these two children make this counting book a joy book to read aloud. - David J. Whitin.

For Teachers

Authentic Assessment, Diane Hart, and Open-ended Questions, Robin Lee Harris Freedman. 1994, handbooks for educators, $12.96 ea. ISBN 0-20 1-8 1864-7 and ISBN 0-201-81958-9. Addison-Wesley Publishing Co., 200 Middlefleld Rd., Menlo Park, CA 94025, (415) 688-0800.

Authentic Assessment A comprehensive overview of the assessment movement provides a backdrop for this discussion of alternatives to the machine- scored test. Detailed illustrations from literature, social studies, science, mathematics, and foreign language assist educators with documenting observations; creating and evaluating portfolios; and designing open-ended and extended tasks, enhanced multiple-choice items, and long-term projects. Student self-assessment, peer assessment, and family review of student work are included in the discussion of expanding the assessment process beyond teachers and administrators. Quotations in the margins

underscore main ideas and are offered by individuals, such as classroom teachers, who have a vested interest in, and knowledge about, the changes in assessment. A resource section, glossary, and set of responses to often-asked questions about authentic assessment give the reader additional help to understand better the connection between instruction and assessment. - Martha A. Brown, Prince George's County Public Schools, handover, MD 20785.

Open-ended Questions The focus is on one approach to, and a suggested process for, incorporating higher-level thinking through writing in any instructional program. A framework, independent of grade level and content, for writing open-ended questions is shared, with attention given to various formats for writing such questions. Issues related to grading are discussed, and the reader is given information and models that support the creation of his or her own rubrics for grading students' responses. The reader is walked through a process that begins with formulating the question and carries through to reading the students' responses. Eighteen sample questions address content related to several disciplines, and each question is associated with a specific rubric. These examples demonstrate how thinking, writing, and content in the form of open-ended questions come together to blur the line between instruction and assessment. - Martha A. Brown.

Best Practice: New Standards for Teaching and Learning in America's Schools, Steven Zemelman, Harvey Daniels, and Arthur Hyde. 1993, xi + 234 pp., $18.50 paper. ISBN 0-435-08788-6. Heinemann, 361 Hanover St., Portsmouth, NH 03801-3959, (603) 431-7894.

Best Practice is a very readable review of current thinking in curriculum and instruction in the major academic areas. Its strength is in its purpose: to identify and build on the commonalities in the recommendations of professional educators in each subject area. Its premise is "bring it all together," with suggestions for integrating topics that will best prepare students for life, as well as for the creation of a classroom climate that promotes excitement and success in learning.

The subjects of reading, writing, mathematics, science, and social studies are treated separately with consideration given to five areas: how the subject was taught or seen in the "old way"; new ways of teaching; qualities of best practice evident in the "new way"; ways parents can help; and actions that principals can take to support the change in instructional practice in the subject. Each chapter concludes

with a description of an exemplary program that demonstrates the qualities of best practice and with a concise chart identifying the areas of increased and decreased emphasis in the treatment of the subject. The striking theme is the similarities in best practice among the subjects. Each exemplary program could almost be interchanged with that of another subject. An authentic, rich, integrated environment is presented in each description.

The authors contend that the "strength of renewal" (p. x) in creating more authentic schools comes from teachers leading one another in applying a new model of education. Infusing more time, money, teachers, or tests into the system will not cause significant changes in the ways education is delivered to students. What we do and what we see one another doing as educators will result in reform. The authors call the elements that characterize the recommended model in each subject area an "unrecognized consensus." Best practice is child centered, experiential, reflective, authentic, holistic, social, collaborative, democratic, cognitive, developmental, constructivist, psycholinguistic, and challenging.

Eight classroom structures are described that assist in promoting these principles of best practice. They include thematic studies, curriculum jigsawing, collaborative-group activities, learning logs, classroom workshops, conferences, centers, and authentic assessment. A chapter on making the transition, which enumerates the six basic needs of successful change, and a chapter on the consideration of issues important to school communities, such as evaluation, test scores, tracking, special education, classroom management, and parental concerns, are included. The book concludes with an exemplary program that demonstrates building-level change in a big-city school.

Best Practice is informative, insightful, and exciting to read. - Judith Ball, School District U-46, Elgin, IL 60120.

Butterflies Abound! Gr. K-4, Seddon Kelly Beaty and Irene Fountas. 1993, xxiii + 200-pp. teacher f s guide & poster, $19.95. ISBN 0-201-81521-4. Addison-Wesley Publishing Co., 2725 Sand Hill Rd., Menlo Park, CA 94025-9915, (800) 358-4566.

This book is an excellent sourcebook about butterflies for the classroom teacher in grades K-4 and would save many hours of research. Although an index would be helpful, the cross- references within the book should permit ready access to other information. The second-grade science curriculum for my school system includes an extensive unit on insects. This theme study would help teachers extend their science lessons to all areas of the curriculum. The authentic writing activities give children

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