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Sorry for the Photo, I couldn't find the book under google images search, and i had the book with me.

Strand B Number, Spatial Sense,
B1.1 read and represent whole numbers up to and including one million, using appropriate tools and strategies, and describe various ways they are used in everyday life

E2.1 measure length, area, mass, and capacity using the appropriate metric units, and solve problems that require converting smaller units to larger ones and vice versa

D1.4 create an infographic about a data set, representing the data in appropriate
ways, including in tables, histograms, and broken-line graphs, and incorporating any
other relevant information that helps to tell a story about the data

This book is Fantastic connecting math to other subjects. (Space, History, Time, Inventions, Geography, Water, Living things/biodiversity, Energy, Population, Health/Food)The book covers concepts of; time, shapes, multiplying, dividing, whole numbers, and has many visual representations to highlight the different numbers within specific contexts.

Activity/Assessment
This book can be a great example of how we can represent numbers in a variety of contexts. How we can represent our solutions and communicate our findings in a way to understand.

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This book is geared towards late primary/ early junior students looking at multiplication.

Overall Expectation
B2.1 use the properties of operations, and the relationships between addition, subtraction, multiplication, and division, to solve problems involving whole numbers, including those requiring more than one operation, and check calculations

Specific Expectations
B2.2 recall and demonstrate multiplication facts for 1 × 1 to 10 × 10, and related division facts

B2.5 represent and solve problems involving the multiplication of two- or three-digit whole numbers by one-digit whole numbers and by 10, 100, and 1000, using appropriate tools, including arrays

This is a great book that has arrays, poems, and multiplication incorporated into amazing pictures that capture the readers attention. The pictures are organized with different objects that get the kids to guess the correct number using a strategy different than simply counting them. It is neat to see a picture of 25 snails in 5 rows of 5, and 3 snails missing from random rows and colums. The reader can subtract three from 25 rather than count row by row. Amazing book for number talks!

Definitely on the lower side with respect to grades, but you could use this as a starting point for recognizing patterns in numbers as well.

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What's your Angle, Pythagorus? by Julie Ellis (Mystie)

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What's your Angle, Pythagorus? by Julie Ellis (Mystie)

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Big Idea: Connecting Spatial Sense and Geometry

Specific: E2.4 - Describe the Pythagorean relationship using various geometric models, and apply the theorem to solve problems involving an unknown side length for a given right triangle.
Connecting: This book is a great way for students to visualize right triangles and gain a better understanding of the Pythagorean theorem.

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A Very Improbable Story By: Edward Einhorn

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A Very Improbable Story By: Edward Einhorn

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Big Idea: Connecting Fractions to Probability Grade 5/6
Specific:
D2.1 use fractions to express the probability of events happening (Grade 5)

*Could be adapted for Grade 6 with addition of decimals/percents)

Connecting:
Ethan is having an odd day. The improbable or impossible keep happening to him! Great hook for Junior students to activate their prior knowledge and introduce theoretical probability.
a)Fractions (equivalent /10 or 100)
b)Probability of an event occurring (predicting theoretical probability)

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|  The book connects to Mathematics because it is showing a real life application of Math, in the workplace making bricks and building with bricks. It shows counting, it shows making bricks mixing mortar putting bricks in molds, images of workplace, scaffolding etc. It shows patterning of bricks, “lay them at your feet, fit them nice and neat. Four by four then more and more. Repeat. Repeat. Repeat. On it goes in rows and rows and soon you have a street.” Math vocabulary like metres, shapes like arches, pillars, columns, rows etc.
Curriculum Connections:
| Gr. 5 C1. Patterns and Relationships C1.1 identify and describe repeating, growing, and shrinking patterns, including patterns found in real-life contexts C1.3 determine pattern rules and use them to extend patterns, make and justify predictions, and identify missing elements in repeating, growing, and shrinking patterns Gr. 6 C1. Patterns and Relationships C1.1 identify and describe repeating, growing, and shrinking patterns, including patterns found in real-life contexts, and specify which growing patterns are linear C1.2 create and translate repeating, growing, and shrinking patterns using various representations, including tables of values, graphs, and, for linear growing patterns, algebraic expressions and equations C1.3 determine pattern rules and use them to extend patterns, make and justify predictions, and identify missing elements in repeating, growing, and shrinking patterns, and use algebraic representations of the pattern rules to solve for unknown values in linear growing patterns   Gr. 5 E2. Measurement E2.1 use appropriate metric units to estimate and measure length, area, mass, and capacity E2.2 solve problems that involve converting larger metric units into smaller ones, and describe the base ten relationships among metric units E2.5 use the area relationships among rectangles, parallelograms, and triangles to develop the formulas for the area of a parallelogram and the area of a triangle, and solve related problems   Gr. 6  E2. Measurement E2.1 measure length, area, mass, and capacity using the appropriate metric units, and solve problems that require converting smaller units to larger ones and vice versa E2.4 determine the areas of trapezoids, rhombuses, kites, and composite polygons by decomposing them into shapes with known areas E2.6 determine the surface areas of prisms and pyramids by calculating the areas of their two-dimensional faces and adding them together
For an activity and lesson based on this book, I would show them the youtube video:

https://www.youtube.com/watch?v=W2wKwN4OFGA

that shows the book being read, and all the pictures in the book. We would have a discussion about Math in the real world. Then I would give them the activity of solving a real world problem. I would tell them that I am going to be needing to put backsplash in my kitchen, or retiling my bathroom floors. I will say that a pattern in the book on this page:

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Inspired me to try pattern number 5 on this subway tile backsplash patterns that I found on pinterest.

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I would give them the dimensions of my kitchen wall, the area that needs to be covered in subway tile, I would give them the dimensions of the individual subway tiles, the cost of the subway tiles and ask them how many tiles I would need to fill that space using that pattern, how much it would cost etc. I would also ask them patterning questions like in what position would the “X” tile be, ie. the 25th tile. You could ask them questions like converting the measurements from cm to mm to m etc. There is so much you could do with it! Then I would actually tile my kitchen as this is a real job my husband and I need to do, and show them pictures of how their work they did in Math class actually helped me in my real life in my home. I think it would be super engaging for them! I also think it would be a great way of bringing the real life into the classroom, thinking about future jobs etc.

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Stacey Hackett- Inch by Inch by Leo Lionni

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Stacey Hackett- Inch by Inch by Leo Lionni

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|  It connects to Mathematics because it deals with measuring and counting. In the book there is an inch worm who tells the robin not to eat him because he is useful because he can measure. He measures the robin’s tail, 5 inches, and he measures other birds ie. the flamingo’s neck, which is 30 inches. It has math vocabulary like “length.” Then the nightingale asks him to measure his song. He says he measures things not songs and doesn’t know how to do it, but the nightingale threatens him so he goes around measuring his song. He measured inch by inch, he gets to 629,000 and then he forgets.
Curriculum:
|  Gr. 5 E2. Measurement E2.1 use appropriate metric units to estimate and measure length, area, mass, and capacity  E2.2 solve problems that involve converting larger metric units into smaller ones, and describe the base ten relationships among metric units Number Sense B1.1 read, represent, compose, and decompose whole numbers up to and including 100 000, using appropriate tools and strategies, and describe various ways they are used in everyday life B1.2 compare and order whole numbers up to and including 100 000, in various contexts   gr. 6  Measurement  E2.1 measure length, area, mass, and capacity using the appropriate metric units, and solve problems that require converting smaller units to larger ones and vice versa  Number Sense B1.1 read and represent whole numbers up to and including one million, using appropriate tools and strategies, and describe various ways they are used in everyday life
For an activity and lesson based on this book I would show my class the video of the book being read aloud as shown here:

https://www.youtube.com/watch?v=UlB_xk1-3CE

One idea is after showing them the video of the book being read aloud, I would have a discussion with them about the measurement in this book, and the different ways we measure, using standard units of measure, vs. non standard units of measure, the different tools we can use to measure, which unit of measure we should use to measure things, ie. mm, cm, m, km etc. Students could come up with different things they would like to investigate and measure, ie. a favourite car, height of a favourite basketball player, height of a famous building like the CN tower, or the leaning tower of Piza, the height of their own house, length of beach front in a favourite vacation destination etc. Or we could do measuring of things around the school, ie. the perimeter of our classroom, the school gym, the entire school yard. I would also want to discuss with them how do you keep track of, and record, your counting and measurements, especially of a very large item/space, ie. the length of main street without getting lost, like how the inchworm got lost after 629,000.

Another different idea is to have the students meet up with a primary class like a reading buddy partnership and read them this story, and teach them how to measure using non standard units and standard units of measure. The students’ younger buddies could pick out a favourite toy, their desk, etc. and figure out how to measure it.

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Stacey Hackett- The Most Magnificent Thing by Ashley Spires

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Stacey Hackett- The Most Magnificent Thing by Ashley Spires

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The book connects to the new curriculum “Social-Emotional Learning (SEL) Skills and the Mathematical Processes because the girl in the book works hard to make the most magnificent thing, she plans, she works on it, she gets frustrated and angry, she then reevaluates and makes a new plan to fix things, she perseveres and does make the most magnificent thing.
Curriculum:
Gr. 5

A1. Social-Emotional Learning (SEL) Skills and the Mathematical Processes

apply, to the best of their ability, a variety of social-emotional learning skills to support their use of the mathematical processes and their learning in connection with the expectations in the other five strands of the mathematics curriculum

1.     identify and manage emotions

2. recognize sources of stress and cope with challenges

3. maintain positive motivation and perseverance

4. build relationships and communicate effectively

5. develop self-awareness and sense of identity

6. think critically and creatively

problem solving: develop, select, and apply problem-solving strategies

reasoning and proving: develop and apply reasoning skills (e.g., classification, recognition of relationships, use of counter-examples) to justify thinking, make and investigate conjectures, and construct and defend arguments

reflecting: demonstrate that as they solve problems, they are pausing, looking back, and monitoring their thinking to help clarify their understanding (e.g., by comparing and adjusting strategies used, by explaining why they think their results are reasonable, by recording their thinking in a math journal)

connecting: make connections among mathematical concepts, procedures, and representations, and relate mathematical ideas to other contexts (e.g., other curriculum areas, daily life, sports)

communicating: express and understand mathematical thinking, and engage in mathematical arguments using everyday language, language resources as necessary, appropriate mathematical terminology, a variety of representations, and mathematical conventions

representing: select from and create a variety of representations of mathematical ideas (e.g., representations involving physical models, pictures, numbers, variables, graphs), and apply them to solve problems

selecting tools and strategies: select and use a variety of concrete, visual, and electronic learning tools and appropriate strategies to investigate mathematical ideas and to solve problems

For an activity and lesson based on this book I would show my class the video of the book being read aloud as shown here:

https://www.youtube.com/watch?v=UM8oN4yzJqw

After watching the video of the book being read aloud we would break off into partners and do a think pair share about their thoughts on the book, and relating it to a time in their life when they were trying to do something difficult. How did they feel? How did they handle it? We would do a whole class discussion after. Then I would ask them how they think this video relates to Mathematics. I would record their ideas on a chart. We would brainstorm and co-create success criteria for problem solving, reflecting, and communicating in the Math class. As we move on and go through different Math concepts and activities and assignments, I would bring them back to the ideas that I recorded on the chart and to co-constructed success criteria. We would have open and honest discussions about what to do when we are frustrated and stuck and feeling challenged. How we cope and persevere? This would be something that we would continuously circle back to when it is needed. Another way to use it is to have the students do a project where they create their own “most magnificent thing” and document their challenges, and revisions, and the process throughout.

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Number Sense

B2.4 represent and solve problems involving the addition and subtraction of whole numbers that add up to no more than 10 000 and of decimal tenths, using appropriate tools and strategies, including algorithm

Data Management

-D1.5 analyse different data sets presented in various ways, including in frequency tables and in graphs with different scales, by asking and answering questions about the data and drawing conclusions, then make convincing arguments and informed decision

Connections:
S

Students are learning global competencies by understanding the people of the world in a mathematical concept using scales/representations and graphs.

Students will be interacting with numbers in a variety of forms (standard/written) and fractions when determining the various aspects of each characteristic in the Global village (e.g., out of almost 6000 languages, if there were only 50 people in the world, 9 of them would speak English, 8 speak Hindi, and 4 speak Arabic.) Students are learning global competencies by understanding the people of the world in a mathematical concept using scales/representations and graphs.

Students will be interacting with numbers in a variety of forms (standard/written) and fractions when determining the various aspects of each characteristic in the Global village (e.g., out of almost 6000 languages, if there were only 50 people in the world, 9 of them would speak English, 8 speak Hindi, and 4 speak Arabic.)

Assessment Idea
- Do a comparison to our ‘classroom village’ and have students collect data similar to the book (e.gnationalities, languages, religions, food, subjects, hobbies) and create a global lens of your classroom using the data, put into a graph and display in the room in some sort of artistic/creative form (e.g., posters, banners etc.)

Mike T.

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If the World Were a Village - Global Water Story

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Expectations
B.1.1- read, represent, compose, and decompose whole numbers up to and including 1000, using a variety of tools and strategies, and describe various ways they are used in everyday life

Measurment

E2.3 solve problems involving elapsed time by applying the relationships between different units of time.

Connections:

Connected through Number Sense and teaching children the concepts of time, and the importance of understanding it in a real world context.

Uses time based facts interwoven in the story, and students will learn the significance of knowing variations of time (minutes, hours) and the scale of how long some things are/take.

Assessment Ideas:

- Students can do a biography on their favourite animal, and must include number representations in a variety of forms (Grade level pending) and integrate Literacy and Science expectations!

- Students can create their own comic strip of an adventure they go on in time. Create a success criteria and agree on elements with your students.

Mike T.

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Far more than just another picture book, couples a delightfully zany story with a fact-filled look at just what can occur in the course of a minute - or an hour, a day, a month, or a year. The story follows Gary, who's a mere 5 million minutes old, throughout his day, which takes some decidedl...

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Big Idea: By the end of grade 7, students will use knowledge of numbers and operations to solve mathematical problems encountered in everyday life

Specific Expectations: B2.1 use the properties and order of operations, and the relationships between operations, to solve problems involving whole numbers, decimal numbers, fractions, ratios, rates, and percents, including those requiring multiple steps or multiple operations

Connecting:
This story can be used to hook the average student who doesn't love mathematics into learning their order of operations. It's full of math and science basics made fun and accessible and is a cross-curricular type of story.

-Alyssa

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Big Idea: C2. Equations and Inequalities

By the end of grade 7, students will demonstrate an understanding of variables, expressions, equalities, and inequalities, and apply this understanding in various contexts

Specific: C2.2 evaluate algebraic expressions that involve whole numbers and decimal numbers

Connecting:  This story can be used to teach what is meant by the term "equal", which is a major topic when teaching mathematics. A concept that can very easily be taught wrong. It's also a perfect addition to any STEM/STEAM collection that shows readers how math can be used in everyday problem solving.

-Alyssa

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Fractions in Disguise by: Edward Einhorn

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Fractions in Disguise by: Edward Einhorn

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Big Idea: Equivalent fractions

Specific Expectation: B1.4 use equivalent fractions to simplify fractions, when appropriate, in various contexts.
Can be used at Grade 7 to introduce Equivalent fractions.

Fractions in Disguise can be used to introduce students to finding and identifying equivalent fractions and how to reduce fractions.
The connection is made with key vocabulary relevant to the teaching of equivalent fractions and it uses visuals which makes for added benefits to the visual learner. It captures the use of drama and so teacher could integrate it into the drama lesson for students roleplay the scenarios which will lend itself to a better understanding of the ideas being expressed. This could also foster teamwork and collaboration of students.

It makes for an entertaining introduction to  simplifying fractions.

-Collett Bailey-Smith

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Bigger, Better, Best By Stuart J. Murphy

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I would say this is late primary/early junior

Big Ideas:

1)Measurement- Any   measurement   can   be   determined   in more   than   one   way

2) Number Sense and Numeration-   There are   relationships   between   the   four   operations

Have a discussion about how the kids compared the windows in their house. What tools did they use? What type of measurement did they use (standard/non-standard)? What would we like to compare at our school?

Have some ideas ready:

-compare our classroom window to the front window at the school

-do we have a bigger window than the principal does?

-is the floor bigger or smaller than the library? How do you know?

-What has a bigger area, the swingset or play structure?

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The Girl With a Mind for Math a book by Julia Finley Mosca

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The Girl With a Mind for Math a book by Julia Finley Mosca

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Big Ideas: SEL3.
-Maintain positive motivation and perseverance
- recognize that testing out different approaches to problems and learning from mistakes is an important part of the learning process, and is aided by a sense of optimism and hope

Connecting: Students will likely identify and emphazise with the "it's not fair" of the sexism and racism as in Junior grades, Social Studies includes the study of First Nation.

This book tells a memorable tale of a young girl who followed her passion and persued her dream through math and grit.

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Ms. Hudson Reads: "The Girl With a Mind for Math: The Story of Raye Montague"

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Math Curse By: Jon Scieszka and Lane Smith

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Math Curse By: Jon Scieszka and Lane Smith

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*There are multiple strands and specific expectations tied to this book however I decided to go the SEL route.

Big Idea: To the best of their ability, students will learn to: think critically and creatively.

Specific

Goal: so they can… “make connections between math and everyday contexts to help them make informed judgements and decisions”

* This book can also support developing the 7 mathematical processes

Connecting

Math Curse really embraces the theme of “Math is Everywhere”. This would be a great book to work through for review of multiple skills (it is a little heavier on a number sense focus) and to support building problem solving strategies. It would also be a great jumping off point to getting your class to create their own ‘real life’ math word problems.

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Math Curse Read Aloud by Jon Scieszka and Lane Smith

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Big Idea - Connecting Geometry and spatial Relationships
Specific:  E2.3 use the relationships between the radius, diameter, and circumference of a circle to explain the formula for finding the circumference and to solve related problems
Connecting:
This story can be used to introduce the terms related to circles and how to find the circumference of a circle

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Mrs. Kim Reads Sir Cumference and the Dragon of Pi (READ-ALOUD)