have used 10 as a group previously, such as participating in tasks that use models such as tens frames. This sequence begins with a focus on developing students’ counting skills to work with numbers beyond 10, then continues on to build early place value understanding as students investigate teen numbers. The key understanding of unitising is introduced as students use a group of 10 and some more ones to represent numbers 11 to 19. Using animals and people as the elements to count from one to one hundred, this book uses small numbers to first introduce the concept and then through repetition and building on that concept teaches how to reach much larger numbers. In relying upon the foundation of one through ten, with each number being represented by a cute creature, the reader is taught how to build math skills in a fun, inviting format. In providing numerous ways to conceive of numbers, the text and the illustrations give the reader critical repetition. “”30 is three crabs…. or ten people and a crab.”

Brief Book Summary: This book is entirely about counting, and uses unique and creative ways of showing children how to do so. The book begins by showing the reader that a snail has one foot, so they begin there at one. Then it continues that two is a person because a person has two feet. Three is a person and a snail. Four is a dog because they have four legs. Five is a dog and a snail. Six is an insect. Seven is an insect and a snail. Eight is a spider. Nine is a spider and a snail. Ten is a crab. The book then continues to count by ten’s up to one hundred using various things to count with for instance, “twenty is two crabs”, and “thirty is three crabs or ten people and a crab.” This ingenious counting book is all about feet. Not the kind with inches. The kind with toes, or paws, or claws. “1 is a snail. 2 is a person. 3 is a person and a snail.” The four-footed dog plus a snail equals five. The eight –footed spider plus a snail equals nine. Ten? Why, ten is a crab! And that means 20 is two crabs. Forty is four crabs, or ten dogs or…you get the picture. And so will kids. No doubt they’ll be eagerly creating their own pedimentary equations in no time.” This is a really clever book which has strong cross curricular links with numeracy. The author is using feet/footprints as a counting tool. This is a great book which can be used across all primary year groups. The author carries on until 10 like this and then moves on to counting up to 100 (100 is ten crabs!) Lots of activities can stem from this book and can span a whole range of maths topics from basic counting to addition to algebra. E.g Are there any other ways we could make 100? (ie. 9 crabs, 1 dog and 6 snails) This task continues to use the book One is a Snail, Ten is a Crab. It introduces students to the patterns of our place-value system and the significance of 10. The key understanding of unitising is introduced by asking students to represent teen numbers using one crab, which is the same as using 1 ten. In doing so, students move from using 10 ones to 1 ten. A perfect cross curricular book with strong links to numeracy. This story is all about counting with feet! "One is a snail, two is a person, three is a snail and a person, four is a dog, five is a dog and a snail!" By using pictures as an effective tool for counting in arrays, children can see the link to counting in multiples of 10 and can even use the pictures to help them come up with their own sums. I like the way the story builds up slowly with illustrations. This allows children, especially those who are mathematically weak, use visuals to count and make connections with number sums. Because this book is not littered with numbers and calculations it proves more engaging to children.The humorous nature of the story is presented in multiple settings with crabs in a pyramid, crabs in a conga line, and crabs headed to the shore with their inner tubes. While they only have two small eyes and a simple mouth this provides ample expression as one crab is left behind with ten spiders, looking rather uncomfortable.

When you are counting by feet then 1 is a snail and 2 is a person and 4 is a dog! This book uses the number of feet on various animals to be the units by which numbers can be expressed. So for example: “40” can be 10 dogs (10 x 4) or 20 people (20 x 2) or 6 insects and a dog (6 x 6 + 4). The book is a humorous and colourful illustration of part-whole thinking.

After reading the book explain to students that they (or their pair) will each get to pull a number from the bag and make that number in 2 ways using the counting feet from the story.