Engaging Math Lesson: Zero Zebras and Infinity
A Mystery Box
The Question: What’s in the box?
To teach this lesson bring in a medium to large empty box that is all wrapped up. Tell students that the principal got them a very special gift, and have them quickly write or draw a picture about what they think is inside. Have them share their thoughts with the class. Collect the students work to use later in the lesson.
The Reveal
Open the box and reveal its contents. Students may be disappointed that it’s empty. Tell them not to worry, and that there are a lot of things inside. Explain to them you will discuss it after the class reads a story.
The Plot Thickens
Pre-Reading
Show students the cover of the book Zero Zebras: A Counting Book About What’s Not There by Bruce Goldstone with the class and then flip through a few pages. Ask them what they think the book is about? Have students identify the front cover, title page, and the back cover of the book.
Buy Zero Zebras: A Counting Book About What’s Not There by Bruce Goldstone. Note: I am NO longer participating in Amazon’s affiliate link program (8/28/25). The links are left here for your convenience.
Reading
Read Zero Zebras: A Counting Book About What’s Not There once to the class counting all the animals together as you read along. Then reread a 2nd time stopping in the middle of each spread and asking students “How many zebras?”
When you get to the spread with the sunset, stop and draw a sunset on the board. Ask students “What zeroes can you spy in this summer sky?” Record their answers with pictures and/or words on the board on or near the sunset. Have students practice writing the number “0” when discussing their special object on the subject page.
Post-Reading Discussion Questions
- What does the number “0” mean?
- How do the pictures help you understand what “0” means?
- Each page repeats the words “0 zebras,” why do you think the author repeats himself so much?
- At what page does the repeating pattern break? Why do you think the author decided to break the pattern?
The Surprise Box of Zeroes
Read through the students’ “What’s in the box?” guesses from the lesson opening. Point out there are “0” of each guess. For example, if a student guessed there were stuffed animals in the box, tell student that there are 0 stuffed animals in the box. Go through each student’s guess. Then ask students “What’s in the box?” They should respond something like “a bunch of zeroes.” This is the opportunity to ask them “How many zeroes are in the box?” At this point the answer may be the number of kids in the class that day. Then ask them, “How many more zeroes could you add to the box?”
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Infinity Zeros
Zero Box in the Classroom
Give each students a pile of sticky notes or index cards, and ask them to record with words and/or pictures as many zero object that they can think of. Make sure they draw the number “0” on each sticky note. Then have them tear apart their sticky notes, and put them in the box.
Ask students how many zeros the box has in it. The answer at this juncture will still be countable, but it will take a little longer. (You as a teacher can decide if you want to take time to count them.)
Zero Box in the School
Then ask students how many zeroes will be in the box if all the classrooms in the building filled out sticky notes with 0 objects. (If you want you can ask other teachers to have their classes fill out sticky notes as well and give them to your class, or you can just leave it as a hypothetical question.) Ask students if the number of zeroes is still countable. Students should realize they are still countable, but it would take a really long time. You may even have an overzealous student who offers to count them during recess!
Zero Box Beyond the School
Then ask them “What if all the students in all the classrooms in the whole world filled out sticky notes with zeros for 10 days and put them in the box, how many zeroes would they have?” At this juncture they should realize that although technically countable it becomes almost impossible to count. Keep increasing the number of days until they get to an uncountable place.
Write the infinity symbol on the board: ∞, and explain that infinity represents a number for something that is too big to count. It’s bigger than a million, or a zillion, or even a google (Note: A google is a 1 followed by 100 zeroes). Even when you have the biggest number in the world you can always add 1 more to it to make it bigger. Infinity is always bigger than the biggest number.
Refer to your empty box, and ask students what makes the “Zero Box” so special.
Tip: Have the kids decorate the “0 box” and display it proudly somewhere in the school or classroom.
Zero Box Application
Have students write the biggest number that they can think of. Then have them exchange their paper with a partner, and have the partners add 1 to it. Discuss if their number got bigger after exchanging it with a partner. Make sure they explain their reasoning.
Conclusion
Here is a quote from Bruce Goldstone the author of Counting Zebras:
“Counting numbers are great for things you can see, feel or smell or taste or hear, but zero can name things you can think about. The possibilities go on forever. That’s how zero can lead you into infinity. The only limit is your imagination.”
Write the quote on the board and read it to your students. Ask students what they think the quote means.
Zero Zebras: A Counting Book About What’s Not There by Bruce Goldstone.
Next Steps
Have students talk about position. For example, have them count the 0th step when going up the steps or the 0 starting point on a track. Have the students actually walk up the steps while counting, starting with zero. You can do the same thing on a track or have them count the number of sidewalk squares between two points with the starting point being 0.
For a lesson plan and student review worksheet visit the Math Lessons page on the blog.
Musical Connections
Tell students that a blessing is a special gift or favor from God such as good health, food, people who love you, etc. Give students small pieces of paper, and have them write/draw some of their blessings down. Ask students to share some of their blessings with the class. Using tally marks, record the number of blessings on the board. Ask students if they had more time, could they list more. Then ask them, “How many could they list?” Push them to get to the idea that God has infinitely blessed us.
Have students listen to Seph Schlueter’s “Counting My Blessings” song. After answering the questions below, you may also want to watch the video.
Ask students the following questions about “Counting My Blessings”:
- How does is make you feel?
- What do you think the song means?
- When you close your eyes, what images come to mind?
- How does this connect to the concept of infinity in math class?
As a note, Seph Schlueter is selling a T-shirt that would be cool for math teachers:
Seph Schlueter “Counting My Blessings” T-Shirt (5f299f-3.myshopify.com)
Note: The link above is not an affiliate link. I just think the shirt is cool!
Compare & Contrast
To reinforce the concept of 0 and hit ELA Common Core Standard RI.K.9, read Zero is the Leaves on the Tree by Betsy Franco and compare it with Zero Zebras.
Disclosure: I only recommend products/books that I think would be helpful to you in your journey as an educator. All opinions expressed here are my own. I am NO longer participating in Amazon’s affiliate link program (8/28/25). Read my full privacy policy here.
Standards
Math
Here is the Common Core Math Standards that this lesson focuses on:
- K.CC.3 Write numerals from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).
English Language Arts
Here is a list of the Common Core ELA Standards that this lesson addresses:
- RI.K.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.
- RI.K.5 Identify the front cover, back cover, and title page of a book.
- RI.K.7 With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).
- RI.K.9 With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
- RI.K.10 Actively engage in group reading activities with purpose and understanding.
Fine Arts: Music
This lesson connects to Ohio’s Fine Arts Music Standards:
- K.1CO Experience how music communicates feelings, moods, images, and meaning.
- K.3CO Investigate concepts shared between music, other art forms, and other subject areas
Bible Connections
Zero
Here is a Bible verse that talks about the concept of 0. You can discuss that when we were born we had 0 objects with us, and so we should be content. You may want to discuss only verses 4-5a if you want to skip the concept of dying.
- “But godliness with contentment is great gain. For we brought nothing into the world, and we can take nothing out of it. But if we have food and clothing, we will be content with that.” I Timothy 6: 6-8 NIV
Infinity
Here are some verses that discuss the infinite nature of God. With kindergarteners you can talk about how God knows “infinitely much.” and that He has been alive for an infinite amount of time.
- “Before the mountains were born or you brought forth the whole world, from everlasting to everlasting you are God.” Psalm 90: 2 NIV
- “Great is our Lord and mighty in power; his understanding has no limit.” Psalm 147: 5 NIV
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