Hopkins Collection: Marvelous Math

BIBLIOGRAPHY

Hopkins, Lee Bennett. 1997. Marvelous math: A book of poems. Ill. by Karen Barbour. New York: Aladdin Paperbacks. ISBN 9780689844423

CRITICAL ANALYSIS

Marvelous Math: A Book of Poems, compiled by Lee Bennett Hopkins, highlights the wonderful qualities of mathematics such as its necessity in order for us to have birthdays, the usefulness of calculators, and even the occasional overload of mental math. Written by a handful of notable poets (including compiler Lee Bennett Hopkins, Betsy Franco, Janet S. Wong, and Rebecca Kai Dotlich), these calculating creations can be found in other works. Citations and permissions are included at the end of the book.

The poems of various length, rhyme, and rhythm come together to form a complete anthology of kid-friendly math verses. The short-lined, literal poems keep a whimsical tone while highlighting both the enjoyment and challenges of mathematics.  “SOS” by Beverly McLoughland and “Near the Window Tree” by Karla Kuskin point out annoyances with math—headaches and tired repetition.  “Math Makes Me Feel Safe” by Betsy Franco and “Take a Number” by Mary O’Neill positively reinforce the importance and constancy of math in the real world.

Readers can easily relate to the uses of mathematics in everyday life. “Nature Knows Its Math” highlights how math relates to the reproduction of plant life in the spring. “Time Passes” shows the reality of continuous time, whether counted in seconds, minutes, hours, or days. Embedded within each poem is some element of content vocabulary, reinforcing and promoting concepts taught in the classroom.

The imaginative nature of the poems will cause readers to see these math concepts in a different, less intimidating manner. For example, many students struggle with fractions—simply because they do not comprehend the relationship between parts and wholes. “Fractions” by Hopkins explicitly describes this relationship: “Broken number pieces / disconnected…..make them / whole / once more / again” (p. 22). In addition to the words, Karen Barbour’s illustrations further explain fractions with examples of wholes divided into parts.

Along with the personal application, Marvelous Math grabs and retains readers’ attention through its bright illustrations. Barbour used gouache watercolors to create vibrant pictures that complement the meaning and jovial mood of each poem. Somehow, although there was no strategic arrangement of poems, the illustrations cleanly flow from one poem to the next without a clash of colors or subjects. 

The layout permits one poem to star on each page without any crowding. Some poems use creative license in their formatting, adding to the already spirited mood of the book.  “Pythagoras” by Madeleine Comora utilizes stair-step lines to emphasize both the meaning and the sound of the lines as the poem is read aloud.

While the collection does not seem to have a deliberate order, a table of contents allows for quick access to single poems. Included on the table of contents are the poem title, author’s name and the page number. Several notable authors

POETRY SPOTLIGHT

“SOS” by Beverly McLoughland

Sammy’s head is pounding—

Sammy’s in pain—

A long division’s got

Stuck in his brain—

Call for the locksmith

Call the engineer

Call for the plumber

To suck out his ear,

Call the brain surgeon

To pry out the mess,

Call out the Coast Guard

SOS,

Because—

Sammy’s head is pounding—

Sammy’s in pain—

A long division’s got

Stuck in his brain.

Barbour’s illustration for this poem includes a HUGE division problem:

52643978651 ÷ 218

Introduce this poem by writing the division problem on the board. Discuss with students how easily they think they can solve this problem. Review the process for long division (Divide, Multiply, Subtract, Bring down). Use the acronym DMSB or the phrase “Dirty Monkeys Smell Bad” to aid in the review.

Using butcher paper about 3-5 feet in length, have student pairs attempt to work out the problem. As you see they are getting frustrated, bring the students together to share “SOS”. Allow students to express their feelings toward the division problem and how they relate to Sammy’s feelings.

At the conclusion of the discussion, unroll a scroll of butcher paper that has the division problem worked out with the correct answer (which is given at the end of the book).  Should students express the desire to use a calculator when figuring problems such as this, turn them to the poem “Calculator” by Rebecca Kai Dotlich on p. 16 to discuss the pros and cons of using this “mini-magician”.