e number 100 was repeatedly mentioned, e.g., the Wolf made 100 pancakes; he bought 100 doughnuts, etc. Based on the story, the children decided to make a book of the class' favorite foods, a process that required them to determine how 40 students could produce a book of exactly 100 pages. Figuring this out allowed children to work with part-whole relationships for 100.
Other tasks derived from the book and in which children participated included: interviewing people (for homework) and recording their favorite foods, predicting the height of 100 pancakes, and counting the chocolate chips in 100 cookies. Based on her observations of children's thinking and performance in the various tasks involving 100, Schneider (1995) concluded that:
Children's literature can be used to create activities that foster children's thinking. (p. 552)
Other benefits were said to be the facilitation of mathematical reasoning, building ma
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