Hide And Seek

$Hide And Seek book cover$

Grade 1
4 skill lessons · 3 math-through-reading

Math

Skill lessons

The mathematics the book carries, taught directly. Printable workbook pages and teacher keys are not available for this book yet.

1Same Place, Fewer Words
2Ten at a Time
3Ten Tens Make the Hundred
4Say What Counts as Counting

Math + reading

Math through the reading

The same book, entered through a sentence it prints. Change one word in the reading and the numbers change with it.

5To Says Where, By Says How Big
6How Many Times Did He Say a Number?
7Did He Really Count to a Hundred?

Reading

Reading and language lessons

The same book read as a text. What a word means in its sentence, how a character is shown, how the writing is put together - no mathematics.

8Two voices and no names
9How the argument is built

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Skill lessons

4 lessons on the mathematics the book carries. Printable workbook pages and teacher keys are not available for this book yet.

1. Same Place, Fewer Words Reasoning · Comparing how many number words two counting units take to the same number

This is the argument the book is actually about. One child gets to a hundred quickly and the other refuses to believe it, and the disagreement is settled when somebody names the unit out loud. What makes it mathematics rather than a joke is that both counts really do arrive: the destination is the same and the number of number words is not. Students count the same distance twice, once by tens and once by ones, and tally the words rather than the objects, so the thing being compared is the effort of the count itself. Matching the two tally slips mark for mark reaches the difference by lining up rather than by subtracting, and the reasoning is the sentence a child says at the end, that a bigger step needs fewer steps to cover the same ground.

Full lesson — 20 minutes

1. Count the number words, not the cubes (6 min)
One of you counts to fifty by tens while the other makes a tally mark for every number word said out loud. Do not tally the cubes; tally the mouth. Read your tally back and say how many number words that count took.
Word preview: count
You're counting by 10s.
This time count to 100 by 1s.
2. Do the same trip by ones (5 min)
Now count to fifty by ones while your partner tallies every number word. Stop when you reach fifty. Read the tally back and say how many number words this trip took.
1, 2, 3, 4, 5. 6.
3. Put the two tallies side by side (5 min)
Lay your two tally slips next to each other and match them mark for mark. Say which slip runs out first and how many marks the longer one has left over. Say the number you landed on both times.
4. Say why both trips end in the same place (4 min)
Tell your partner why two counts with different numbers of words can stop on the same number. Use the strips to show it: point at what one number word bought you each time. Say the sentence with both numbers in it.

Short version — 9 minutes

1. Count the number words, not the cubes (5 min)
One of you counts to fifty by tens while the other tallies every number word said aloud. Tally the mouth, not the cubes. Read the tally back and say how many number words that count took.
Word preview: count
You're counting by 10s.
2. Put the two tallies side by side (4 min)
Lay the by-tens slip and the by-ones slip next to each other and match them mark for mark. Say which runs out first and how many marks the longer one has left over.

Three levels

Support: Run both trips to twenty rather than fifty, so the by-ones tally stays short enough to match without losing the place, and let a partner do the tallying while you do the counting. The two trips, the side-by-side match and the spoken reason are all unchanged; only the distance travelled comes down.
At Grade: Tally the number words for a by-tens count and a by-ones count over the same distance, match the two slips mark for mark, say which runs out first, and say why both counts stop on the same number.
Extension: Predict how many number words a by-tens trip to one hundred would take before you run it, say what you predicted it from, then run it and check. If your prediction was wrong, say which part of your reason was the part that failed.

English learners

Tallying is the accessible half here and needs no English at all: a mark for a word, and a new speaker can do the recording job correctly from the first mark. Put a new speaker on the tally slip first and let that competence show before any explanation is asked for. The comparison language is the hard part, because fewer, more and the same as are exactly the vocabulary this lesson turns on and they are not the number words a child already owns. Fix one frame and keep it, this count took this many words, and let the two slips do the arguing. A child may work out the reason in their strongest language and give only the frame and the two numbers in English; the matched slips show you the comparison whatever language rides on top.

Materials

A tally slip per child, for keeping a count of number words said
Ten-strips, ten of them per pair, each strip ten squares long
Word cards: count

Standards & curriculum

Choose your curriculum above to see the standards for this lesson.

2. Ten at a Time Fluency · Skip counting by tens to one hundred, one number word per ten

The book prints the by-tens count twice and it is the only run of numbers the text carries all the way to its destination. That gives a child a checked sequence to say and a reason to say it: one of the two children in this story counts this way because it gets him to a hundred fast, and the other child does not believe him. Students lay a ten-strip for every number word, so the thing they say and the thing they hold change together and neither runs ahead of the other. The tens come out in order without hesitation and without the child rebuilding the sequence from one each time; the strips are what make a skipped or doubled number word visible on the desk instead of only audible.

Full lesson — 20 minutes

1. Lay the strips and say the tens (6 min)
Lay one ten-strip on the desk and say ten. Lay a second beside it and say twenty, a third and say thirty, one strip and one number word each time. Keep going until the strips run out, and say the last number louder so your partner hears where you stopped.
Word preview: count
You count to 100 and I will go hide.
Ready? Count.
2. Count the tens back down (5 min)
Take the strips away one at a time and say the number you have left after each one goes. Start from the top of your pile and work down to nothing. If you lose your place, put the strip back and say that number again before you take it off.
3. Touch the tens on the hundred chart (5 min)
Put a finger on ten on the chart, then jump it to twenty, then thirty, landing only on the numbers your strips gave you. Say each number as you land. Notice that every one of your landings sits at the end of a row.
4. Count a pile you did not build (4 min)
Your partner makes a pile of strips while you look away. Count the pile by tens without taking it apart and say how many squares are in it. Say the number of strips and the number of squares as two different numbers.

Short version — 9 minutes

1. Lay the strips and say the tens (5 min)
Lay one ten-strip and say ten, a second and say twenty, one strip and one number word each time. Keep going until the strips run out and say the last number louder.
Word preview: count
You count to 100 and I will go hide.
2. Count a pile you did not build (4 min)
Your partner makes a pile of strips while you look away. Count the pile by tens and say how many squares are in it, without taking the pile apart.

Three levels

Support: Stay with five strips and count to fifty, laying and saying one at a time, and keep the strips in a straight line so no strip is counted twice. The laying, the saying and the last-number answer are all unchanged; only how far the count runs comes down.
At Grade: Lay and say the tens to one hundred, count the same strips back down to nothing, and count a partner's pile by tens without taking it apart.
Extension: Count a partner's pile that has been laid out scattered rather than in a line, then count it a second time starting from a different strip. Tell your partner why both counts land on the same number when you began somewhere else.

English learners

Number words are among the first English a new speaker owns, and the laying itself needs no English at all: one strip, one word, and a child is visibly correct from the first strip. The shape of the English tens is the new thing, because twenty, thirty and fifty are not built from two, three and five the way the tens are built in many other languages, and a child who knows the pattern in their first language may still be caught by the English words. Say the tens with the strips in view before asking for them without, and let a child count aloud in their strongest language first and give only the final number in English. The frame to fix and never vary is I have this many tens, that is this many.

Materials

Ten-strips, ten of them per pair, each strip ten squares long
A hundred chart per pair, one to one hundred, unmarked
Word cards: count

Standards & curriculum

Choose your curriculum above to see the standards for this lesson.

3. Ten Tens Make the Hundred Concept · Understanding one hundred as ten tens, and a ten as ten ones

The line that ends the argument in this book says the count reached a hundred by tens, and a child who has only chanted the tens can say that sentence without knowing what it claims. This lesson puts the claim in their hands. Students snap ten single cubes into a strip before they are allowed to call it ten, so the strip is earned rather than handed over, and then build ten of those strips into a block and meet the two names the same block carries at once: ten strips and one hundred cubes. The concept is unitizing, the move where a group stops being counted and starts being counted with. It is the reason a child can get to a hundred in ten number words instead of a hundred, and without it the tens are only a rhyme.

Full lesson — 20 minutes

1. Fill the strip before you name it (6 min)
Snap ten single cubes into one strip and say ten as the strip closes. Do it again and say twenty, holding the two strips apart so the tens stay separate. Say how many strips you are holding and how many cubes are inside them, as two different numbers.
Word preview: ten, hundred
So, that is counting to 100 by 10s.
2. Build the hundred out of tens (6 min)
Keep snapping strips until you have ten of them, saying the running number as each one closes. Lay the ten strips side by side in a square block. Say the two numbers the block gives you: ten strips, one hundred cubes.
3. Break one ten open (4 min)
Take one strip out of the block and snap it back into single cubes. Count the singles to make sure there are ten. Put the block back together and say why the hundred did not change when the ten came apart and went back.
4. Say which number the card means (4 min)
Your partner holds up a tens card and you show that many strips, not that many cubes. Say the card's number and say how many strips it took. Swap and do it again with a card your partner has not shown you yet.

Short version — 9 minutes

1. Fill the strip before you name it (5 min)
Snap ten single cubes into one strip and say ten as it closes. Do it again and say twenty, holding the strips apart. Say how many strips and how many cubes as two different numbers.
Word preview: ten, hundred
So, that is counting to 100 by 10s.
2. Build the hundred out of tens (4 min)
Keep snapping strips until you have ten, saying the running number as each closes. Lay them side by side in a square block and say both numbers the block gives you.

Three levels

Support: Build to fifty rather than a hundred, five strips rather than ten, and keep the singles you snapped in a small heap beside each finished strip so the ten inside it stays visible. The snapping, the naming and the two-numbers answer are all unchanged; only the size of the block comes down.
At Grade: Snap each ten from singles before naming it, build ten strips into a hundred block, say both names the block carries, and show a partner's tens card in strips rather than in cubes.
Extension: Build the same hundred a second way, as two blocks of five strips, and say what stayed the same and what changed. Tell your partner why the hundred is still a hundred when the tens are grouped differently underneath it.

English learners

The mathematics here is largely language-independent: snapping ten singles into a strip and laying ten strips into a block is an argument a child can follow and make with no English. The double naming is the new demand, because English asks a child to call one object both ten and one strip in the same breath, and the two-numbers answer is a sentence shape rather than a fact about number. Fix one frame and keep it all lesson, this many strips, this many cubes, so the frame is learned once and only the numbers move inside it. A child may reason and count in their strongest language and report the two numbers in English; the block on the desk shows you the unitizing whatever language rides on top of it.

Materials

Ten-strips, ten of them per pair, each strip ten squares long
Number cards for the tens, 10 through 100, one set per pair
Word cards: ten, hundred

Standards & curriculum

Choose your curriculum above to see the standards for this lesson.

4. Say What Counts as Counting Application · Naming a counting rule completely, its stopping number and its step

The whole quarrel in this book happens because a rule was given with a piece missing. One child is told where to stop and never told what to step by, takes the tens, and cannot be caught out on it. The book's own repair is to give the rule again with both pieces in it. Students do exactly that repair: they state a rule before any counting starts, count to somebody else's rule without changing the step partway, and catch a count that broke one. The application is precision about a procedure, which is what a counting rule is, and the observable evidence is a rule so clearly said that a partner cannot follow it two ways. This lesson does not settle who was right in the story; it makes the missing piece visible.

Full lesson — 20 minutes

1. Say the rule before anyone counts (5 min)
Before your partner counts anything, say out loud what the rule is: where the count stops and what it steps by. Your partner counts only after the rule has been said. If the rule was not said, do not start.
Word preview: rule
This time count to 100 by 1s.
You never said that I couldn't count by 10s.
2. Count to the rule you were given (5 min)
Take the rule your partner gave you and count to it exactly, using strips if the rule steps by tens and single cubes if it steps by ones. Stop on the number the rule named and say it. Do not change the step partway through.
3. Catch the count that broke the rule (6 min)
Your partner counts and breaks the rule on purpose, once, either by changing the step or by stopping in the wrong place. Say which of the two things went wrong and name the number where it happened. Say what the count should have said there instead.
4. Write a rule that cannot be argued with (4 min)
Make up a rule for your partner that says both things clearly, where to stop and what to step by. Give it to them and watch them count. If they could follow it two different ways, fix the rule and give it again.

Short version — 9 minutes

1. Say the rule before anyone counts (5 min)
Before your partner counts, say out loud where the count stops and what it steps by. Your partner counts only after the rule has been said.
Word preview: rule
This time count to 100 by 1s.
2. Catch the count that broke the rule (4 min)
Your partner counts and breaks the rule once on purpose. Say whether the step changed or the stopping place was wrong, and name the number where it happened.

Three levels

Support: Give the rule from two number cards rather than from memory, one card for the stopping number and one for the step, so the two pieces are on the desk while the sentence is said. The saying, the counting and the catching are all unchanged; only holding both pieces in the head comes down.
At Grade: State a complete rule before counting, count to a partner's rule without changing the step partway, and catch a broken count by naming which piece of the rule went wrong and where.
Extension: Give your partner a rule with one piece deliberately left out and let them count. Have them tell you what they could not know from your rule and count it a second way to prove the rule allowed both. Then say the missing piece.

English learners

The counting itself is the accessible half and transfers whole. The rule sentence is where the difficulty sits, because English packs two conditions into one short line and the small words carrying them, to and by, are the least stressed words in it and the easiest to lose. Say the rule with a clear pause between the two pieces and let a new speaker hear the pause before they are asked to produce it. Fix one frame for the whole lesson, count to this number by this number, and never vary the wording, so the frame is learned once and only the numbers move. A child may catch a broken count and work out what went wrong in their strongest language and report only the frame and the number in English; the count on the desk shows you the checking whatever language rides on top of it.

Materials

Number cards for the tens, 10 through 100, one set per pair
Ten-strips, ten of them per pair, each strip ten squares long
Word cards: rule

Standards & curriculum

Choose your curriculum above to see the standards for this lesson.

Math through the reading

The mathematics is reached through a sentence the book prints: change one word in the reading and the numbers change with it. These carry their own standards, matched against these lessons rather than inherited from the skill ones.

5. To Says Where, By Says How Big Integrated · Students count to the same number two different ways and learn that the small word in front of a numeral decides which count they were asked for.

Students count to the same number two different ways and learn that the small word in front of a numeral decides which count they were asked for.

Full lesson — 20 minutes

1. Take the rule apart (5 min)
Children hear the book's instruction and say back its two pieces separately, where the count stops and what it steps by. On the instruction that names only one piece, they say aloud which piece is missing and what a counter could do because of it.
2. Run it both ways (6 min)
Each pair counts to the same destination twice, once stepping in tens with strips and once stepping in ones with single cubes, tallying a mark for every number word said. They say the two tallies aloud.
3. Swap the two numerals (5 min)
Children are given a rule with the numerals exchanged between to and by. They try to follow it, find they cannot, and say which slot each numeral was sitting in and what that made the rule ask for.
4. Give a rule that cannot be argued with (4 min)
Each child says a counting rule to a partner that names both pieces. If the partner can follow it two different ways, they say which word let them, and the rule is said again.

Short version — 9 minutes

1. Take the rule apart (5 min)
Children hear the book's instruction and say back its two pieces separately, where the count stops and what it steps by. On the instruction that names only one piece, they say aloud which piece is missing and what a counter could do because of it.
2. Run it both ways (6 min)
Each pair counts to the same destination twice, once stepping in tens with strips and once stepping in ones with single cubes, tallying a mark for every number word said. They say the two tallies aloud.

Three levels

Support: Put the two pieces of the rule on separate cards, one card for the stopping number and one for the step, and let children build the rule sentence by laying the cards in order before saying it. The counting, the swap and the challenge all stay exactly as they are; only holding both pieces of the sentence in the head at once comes down.
At grade: Say a counting rule with both pieces named, count the same destination by tens and by ones, tally the number words each takes, and catch a rule that can be followed two ways by naming the word that allows it.
Extension: Give a partner a rule with one piece deliberately left out, let them count it, and have them count it a second way to prove the rule allowed both. Then have them say what the rule would need in order to allow only one, and say the repaired rule.

English learners

The counting is the accessible half and transfers whole: a child counts in tens correctly with no English at all. The material of this lesson is exactly what a child will not already have, because to and by are the least stressed words in the English sentence and many languages mark step and destination with case endings or with word order rather than with a separate word. Say the rule with a deliberate pause before each numeral so the two slots are audible before a child is asked to produce them, and keep one frame all lesson, count to this number by this number, so only the numerals move inside it. A child may work out what a broken rule allows in their strongest language and report the two numbers and the frame in English. Never ask a child to explain what the words do in the abstract; ask them to count and let the count show it.

Materials

Ten-strips, ten of them per pair, each strip ten squares long
Single cubes, twenty per pair
A tally slip per child, for keeping a count of number words said
Two rule cards per pair, one for the stopping number and one for the step
The book's instruction lines read aloud one at a time, the incomplete one before the repaired one

Standards & curriculum

Choose your curriculum above to see the standards for this lesson.

6. How Many Times Did He Say a Number? Integrated · Students settle the book's argument by working out a number the book never prints, how many number words a count to one hundred by tens actually takes.

Students settle the book's argument by working out a number the book never prints, how many number words a count to one hundred by tens actually takes.

Full lesson — 20 minutes

1. Find the two sentences that decide it (5 min)
Children hear the argument read through once, then hunt for the sentences that would settle it. They say aloud which two they chose and what each one tells them, and say why the sentences where the children shout at each other tell them nothing.
2. Cover the hundred and count the strips (6 min)
Each pair lays one ten-strip for every number word of the tens count, saying the number as the strip goes down, until the hundred chart is covered. They then count the strips and say how many number words the count took.
3. Do it the other way and see the difference (5 min)
Children start covering the same chart one square per number word. They do not finish. They say how many words it would take to cover the whole chart this way and how they know, using the chart in front of them.
4. Say the answer with its evidence (4 min)
Each child tells a partner the number and names the two sentences it came from, in that order. The partner says whether the sentences do fix the number or whether something else was needed.

Short version — 9 minutes

1. Find the two sentences that decide it (5 min)
Children hear the argument read through once, then hunt for the sentences that would settle it. They say aloud which two they chose and what each one tells them, and say why the sentences where the children shout at each other tell them nothing.
2. Cover the hundred and count the strips (6 min)
Each pair lays one ten-strip for every number word of the tens count, saying the number as the strip goes down, until the hundred chart is covered. They then count the strips and say how many number words the count took.

Three levels

Support: Give the pair a hundred chart with the tens columns already ruled, so a strip has an obvious place to land and covering the chart does not depend on placing strips accurately. The hunting, the counting of strips and the spoken answer with evidence all stay exactly as they are; only the fine motor demand of the covering comes down.
At grade: Choose the two sentences that fix the answer, cover the hundred chart with one strip per number word, say how many number words the tens count took, and give the answer with both evidence sentences named.
Extension: Work out how many number words a count to one hundred by fives would take, using the same chart, and say what you did to the tens answer to get there. Then say what would happen to the number of words if the destination changed but the step did not, and show it on the chart.

English learners

Finding the answer needs no English: a child covers a chart with strips and counts them, and is visibly right or wrong without saying a word. Put a new speaker on the strips first. The hunt in the first segment is where English gets in the way, because the deciding sentences are buried in fast informal dialogue full of contractions and interjections, and a new speaker will lose them in the noise. Read the argument slowly the first time and give the two candidate sentences on cards so the choice is between cards rather than out of running speech. Fix one frame for the answer, this many number words, because these two lines say so, and let children give the reason in their strongest language and the frame and the number in English.

Materials

Ten-strips, ten of them per pair, each strip ten squares long
A hundred chart per pair, one to one hundred, unmarked
Sentence cards carrying the candidate lines, one set per pair
The argument read aloud in full, slowly on the first reading

Standards & curriculum

Choose your curriculum above to see the standards for this lesson.

7. Did He Really Count to a Hundred? Integrated · Students take a side in the book's unfinished argument and defend it to the child who was hiding, with a number in the defence.

Students take a side in the book's unfinished argument and defend it to the child who was hiding, with a number in the defence.

Full lesson — 20 minutes

1. Get both numbers on the table (5 min)
Each pair works out how many number words each of the two counts takes to reach the same destination, laying strips for the tens count and reasoning about the ones count on the chart. Both numbers are written on the tally slip before anybody argues.
2. Say your side to the hider (6 min)
One child plays the hider coming out to complain. The other takes a side and says it to them in one or two sentences, and the reason must have one of the two numbers in it. The hider says whether the reason answered the complaint.
3. Hear the other side (5 min)
Partners swap and the second position is made the same way, to the same hider. Both children then say which of the two numbers each position leaned on hardest.
4. Change your mind or keep it (4 min)
Each child says whether they are staying where they were, and names the number that kept them there or the number that moved them. Changing sides is an answer, and so is staying.

Short version — 9 minutes

1. Get both numbers on the table (5 min)
Each pair works out how many number words each of the two counts takes to reach the same destination, laying strips for the tens count and reasoning about the ones count on the chart. Both numbers are written on the tally slip before anybody argues.
2. Say your side to the hider (6 min)
One child plays the hider coming out to complain. The other takes a side and says it to them in one or two sentences, and the reason must have one of the two numbers in it. The hider says whether the reason answered the complaint.

Three levels

Support: Give the position as a sentence opener on a card, one card per side, so the child supplies the number and the reason rather than the whole shape of the sentence. Both positions, both numbers and the swap are all unchanged; only the work of building the sentence from nothing comes down.
At grade: Work out both word counts, take a side, say it to the hider with a number in the reason, hear the other side, and say which number kept you where you are or moved you.
Extension: Argue the side you did not choose, to the same hider, using the same two numbers. Then say which of the two positions the numbers actually support better and why, or say honestly that the numbers support both and name the thing the numbers cannot decide.

English learners

The number work is the accessible half and carries no English demand: strips on a chart and two numbers on a slip. Arguing a position in a second language in front of a peer is a heavy demand and the one place a strong mathematician may look weak. Give the sentence-opener cards to everyone rather than to some, so using one is not a signal. Fix one frame, he did or did not do what he was told, because this many number words, and let the reason be worked out in the strongest language and delivered in English through the frame. A child may also make the argument in their strongest language to a partner who shares it and give only the frame and the number to the class. Never ask a child to say what they would have done in the game; the position is about the counter, not about them.

Materials

Ten-strips, ten of them per pair, each strip ten squares long
A hundred chart per pair, one to one hundred, unmarked
A tally slip per child, carrying both word counts
Two sentence-opener cards per pair, one per position
The argument read aloud, stopping where the book stops, without any ruling

Standards & curriculum

Choose your curriculum above to see the standards for this lesson.

Reading and language lessons

2 lessons on the reading and language the book carries - what a word means in its sentence, how a character is shown, how a text is built. No mathematics: these are matched against the English language arts curricula, which are a different and smaller set than the mathematics ones.

8. Two voices and no names Reasoning · Working out who is speaking when the text does not say

This whole book is two children talking and it never once says which of them is talking. Students read the opening turns aloud in pairs and find the swap points by ear, sort four lines onto Hider and Counter cards using the words inside each line, track one speaker through the middle of the argument, and finish by saying the reply the book does not print. The skill is inference from what a line says about its own speaker; students never repeat any counting run and no step asks them to count.

Full lesson — 20 minutes

1. Read the opening turns aloud (5 min)
Two students read this stretch aloud, one taking each turn, deciding as they go where one speaker stops and the other starts. Nothing in the words says who is talking, so listen for the moment the question comes back and swap readers there. Read it twice, swapping which of you starts, and say whether it sounded right both times.
What do you want to do? Hmm. I don't know. What do you want to do?
2. Mark the two speakers with cards (6 min)
Lay a card marked Hider and a card marked Counter in front of you. Read these lines with your partner and put each one on a card: work out that the person saying this line is telling the other one what to do, and that the person complaining about the hiding place must be the one who was counting. Say aloud which card each line goes on and which word in the line told you.
Word preview: hide, counted
You count to 100 and I will go hide.
Hey. That's not much of a hiding place. You didn't give me enough time to hide.
3. Follow one speaker through the argument (5 min)
Read these three lines in order with your partner. Decide which of them belong to the same speaker and put your finger on the two that do, then say what makes them a pair: both are the same person defending themselves. Read the odd one out in a different voice so the class can hear it is somebody else.
Word preview: quickly
I counted to 100.
There is no way you counted to 100 that quickly.
I did. No way. Well, I'll show you.
4. Say the line the book leaves out (4 min)
Read this line, then say aloud the sentence the other speaker would say straight back, using the speaker cards to keep track of whose turn it is. Say your sentence in that speaker's voice, then swap and let your partner say the next turn after yours.
Word preview: start
Okay. Let's start again. This time count to 100 by 1s.

Short version — 9 minutes

1. Read the opening turns aloud (4 min)
Two students read this stretch aloud, one taking each turn, swapping readers where the question comes back. Read it twice and say whether it sounded right both times.
What do you want to do? Hmm. I don't know. What do you want to do?
2. Mark the two speakers with cards (5 min)
Put each of these lines on the Hider card or the Counter card, and say which word in the line told you. Read both lines aloud in the voice of whoever you decided is speaking.
Word preview: hide, counted, quickly, start
You count to 100 and I will go hide.
Hey. That's not much of a hiding place. You didn't give me enough time to hide.

Three levels

Support: Work only the two lines on the cards in step two, and take them one at a time. Ask a single question of each: is this person doing the hiding or doing the counting? Let the child point at the word hide or the word counted rather than explain, and read the line back in that speaker's voice once the card is chosen.
At Grade: Sort both lines onto the cards and name the word that decided each, then read the pair aloud in two clearly different voices.
Extension: After sorting both lines, say what would change if the two lines were swapped between the speakers, and find the one word in each line that makes the swap impossible.

English learners

Tracking two unnamed speakers is hard in any language and harder in a second one, because the child is carrying the inference and the decoding at the same time. Give the two voices bodies before the words: stand one child on the left as Hider and one on the right as Counter, and let position carry the attribution. Rehearse the frame this one is the Hider because and this one is the Counter because before step two. Invite the child to explain their choice in their strongest language first and then give just the deciding word in English.

Materials

Hide And Seek, read aloud in pairs
Speaker cards marked Hider and Counter, one pair per partnership
Word cards: hide, counted, quickly, start

Standards & curriculum

Choose your curriculum above to see the standards for this lesson.

9. How the argument is built Reasoning · Naming the moves in a spoken disagreement

The back half of this book is one argument, and it has a shape a first grader can name: a claim, a challenge, an insistence, an offer of proof, an objection, an answer that turns the objection around, and a new rule that settles it. Students label the claim and the challenge, walk the three short turns as a ladder, find the sentence that answers an objection by naming a rule nobody made, and finish by supplying a sentence that would close the hole. The work is naming what each turn does to the one before it; nothing here asks a child to count or to check a count.

Full lesson — 20 minutes

1. Find the claim and the challenge (5 min)
Read these two lines with your partner. Say which one is a claim, a thing somebody says is true, and which one is a challenge, somebody saying it is not. Read the claim flatly and the challenge with the doubt you can hear in it, then say which words in the challenge carry the doubt.
Word preview: claim, challenge
I counted to 100.
There is no way you counted to 100 that quickly.
2. Track the three short turns (6 min)
Read this stretch and count the turns out loud with your partner: one speaker insists, the other refuses, the first offers proof. Say what each of the three turns is doing, using the words insist, refuse and prove. Then read it as a ladder, each turn a little louder than the one before, so the argument can be heard getting stronger.
Word preview: insist, refuse, prove
I did. No way. Well, I'll show you.
3. Name the objection and the answer to it (5 min)
Read these two lines. Say what the objection is in your own words, then say how the other speaker answers it without ever saying the objection is wrong. Point at the sentence in the second line that turns the objection around by naming a rule nobody made, and read that sentence aloud.
Word preview: fair
Hey. That's not fair. You're counting by 10s.
So, that is counting to 100 by 10s. You never said that I couldn't count by 10s.
4. Settle it with a new rule (4 min)
Read the settling line, then say in one sentence what rule it adds that was missing before. Say the sentence a fair player would say next so that no new argument can start, and tell your partner which word in your sentence closes the hole the first rule left open.
Word preview: rule
Okay. Let's start again. This time count to 100 by 1s.

Short version — 9 minutes

1. Find the claim and the challenge (4 min)
Read these two lines and say which is the claim and which is the challenge. Read the claim flatly and the challenge with the doubt in it, then name the words carrying the doubt.
Word preview: claim, challenge
I counted to 100.
There is no way you counted to 100 that quickly.
2. Name the objection and the answer to it (5 min)
Read these two lines. Say the objection in your own words, then point at and read aloud the sentence that answers it by naming a rule nobody made.
Word preview: fair, insist, refuse, prove, rule
Hey. That's not fair. You're counting by 10s.
So, that is counting to 100 by 10s. You never said that I couldn't count by 10s.

Three levels

Support: Work only the claim and the challenge, and use two hand signals rather than the two words: a flat palm for the claim, a shaking hand for the challenge. Read each line and give the signal. Add the words claim and challenge only after the signals are quick.
At Grade: Label both lines with the words claim and challenge and name the words in the challenge that carry the doubt.
Extension: After labelling both, say what the challenger would have to have seen to make the challenge, and say whether the claim could be true and the challenge fair at the same time.

English learners

Argument words such as claim, challenge and objection are academic vocabulary that no child brings to school in any language, so teach them as the labels for moves the child can already make. Let the child make the move first, insisting and refusing with a partner in whatever language they like, and attach the English label to a move they have just performed. Rehearse the frame I say it is true and you say it is not before step one. Invite the child to give the objection in their strongest language and then say just the English label for it.

Materials

Hide And Seek, read aloud in pairs
Word cards: claim, challenge, insist, refuse, prove, fair, rule

Standards & curriculum

Choose your curriculum above to see the standards for this lesson.