Math-terpieces: The Art of Problem-Solving [Hardcover]

Greg Tang (Author), Greg Paprocki (Illustrator)

Book Description

Age Level: 7 and up | Grade Level: 2 and up

NEW YORK TIMES bestselling author Greg Tang challenges kids to solve problems creatively while introducing art history.

In his most ground-breaking book since THE BEST OF TIMES (Fall 2002), Greg Tang underscores the importance of four basic rules in problem-solving. Keeping an open mind, looking for unusual number combinations, using multiple skills (like subtracting to add) and looking for patterns, will guarantee any child success in math. In MATH-TERPIECES, Tang continues to challenge kids with his innovative approach to math, and uses art history to expand his vision for creative problem-solving.

Editorial Reviews

From School Library Journal

Grade 1-5-In his fifth visual math adventure, Tang uses the artwork of 12 famous painters as an aid in developing problem-solving skills through grouping. Each spread features a quality reproduction on the left side. The poem underneath it highlights an item in the picture and presents a math query. For example, on the spread titled "Dancing Shoes," illustrated with Edgar Degas's Ballet Rehearsal on Stage, readers are asked to combine the colorful pictures of varying numbers of ballet shoes on the opposite page into several groups of seven. ("Can you make 7 with these SHOES?/THREE clever ways earn rave reviews!") Clearly written solutions to these exercises are given at the end of the book along with art definitions and brief explanations. This math-concept book is far more appealing than most.
Nancy A. Gifford, Schenectady County Public Library, NY
Copyright 2003 Reed Business Information, Inc.

From Booklist

Gr. 2-4. Tang and Paprocki, who also wrote and illustrated The Best of Times (2002) and Math Appeal (2003), again challenge children to take a playful approach to learning math, using elements from famous paintings by artists such as Matisse, Mondrian, and Warhol. For instance, one double-page spread has a reproduction of Dali's painting The Persistence of Memory and the verse, "Is it a dream or is it real? / It's hard to know when art's surreal. / Dali's clocks once so precise-- / now they're melting just like ice. / Find SEVEN ways to make an 8 / group the CLOCKS, it's getting late!" Paprocki's more colorful versions of melting clocks are grouped on the facing page, and the groups can be combined in seven different ways that add up to eight clocks. Children drawn to the gamelike element will undoubtedly become more familiar with the paintings, though the main point is combining the sets of objects. This book provides an attractive setting for that activity. Carolyn Phelan
Copyright © American Library Association. All rights reserved

Product Details

• Reading level: Ages 7 and up
  
• Hardcover: 32 pages
• Publisher: Scholastic Press; 1st edition (July 1, 2003)
• Language: English
• ISBN-10: 0439443881
• ISBN-13: 978-0439443883
• Product Dimensions: 10.2 x 9.3 x 0.4 inches
• Shipping Weight: 13.6 ounces (View shipping rates and policies)
• Average Customer Review: 4.8 out of 5 stars  See all reviews (9 customer reviews)
• Amazon Best Sellers Rank: #61,259 in Books (See Top 100 in Books)
  • #23 in Books > Children's Books > Arts, Crafts & Music > Art > History

More About the Author

Greg Tang earned his B.A. and M.A. degrees in economics from Harvard University and an M.A. in math education from New York University. Greg Tang has taught students of all ages, from kindergarten to college, and has used his problem-solving methods to create successful products and companies across many industries. He lives in Belmont, Massachusetts, with his three children. Greg's web address is www.gregtang.com.

Customer Reviews

Most Helpful Customer Reviews

29 of 29 people found the following review helpful:

5.0 out of 5 stars Math and Art - What A Great Combo!, September 14, 2003

By 

J. Tam (Ontario) - See all my reviews

This review is from: Math-terpieces: The Art of Problem-Solving (Hardcover)

I love this book and have shared it with colleagues! What a great idea to combine math and art, and what a great way to tackle problem solving which is not always a favourite with kids! For teachers, it helps us cover two subject areas at the same time which we greatly appreciate. When I saw the cover of this book, I was instantly intrigued. I liked the fact that it's suitable for all age groups -- older students may appreciate the art history aspect more, but the rhymes appeal to all ages. The illustrations jump out, are appealing and make math more interesting. When I showed this book to some of my students, one instantly said that it was "neat" because everyone came up with a different way of getting the answer yet everyone was right, to which I responded with a delighted smile!

25 of 25 people found the following review helpful:

5.0 out of 5 stars Wonderful math/art connection, August 17, 2003

By 

Tracy Glick Manousaridis (Southborough, MA United States) - See all my reviews

This review is from: Math-terpieces: The Art of Problem-Solving (Hardcover)

Bravo, Greg Tang has done it once again! This wonderful book is full of authentic masterpieces which Tang recreates to get us looking at the art in a "math kind of way!" This book is super for all elementary levels, kindergarten through grade five. The focus is on addition, and the many ways we can group numbers to get to a given sum. We love it!

16 of 16 people found the following review helpful:

5.0 out of 5 stars Another great book from Greg Tang!, July 7, 2006

By 

Julie (Houston, Texas, United States) - See all my reviews
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This review is from: Math-terpieces: The Art of Problem-Solving (Hardcover)

Greg Tang encourages his audience to develop number sense in a lively way. With the help of this and his other books, you can encourage your students to develop a more fluid approach to math. I have used many of his books in my classroom, and find it is best to pre-teach his way of combining number sets before reading the book aloud (just a short lesson).

After introducing several of his books last September, I spent the rest of the year listening to students' spontaneous explanations of how 13 is really just two sixes and one more, or 5 + 8 which is really 5 + (5 + 3), but it's easier to see it as (5 + 5) + 3, and so on. When kids catch on to what he is doing with numbers, it is hard to get them to stop...but why would you want to?