Mac & Cheese, Pleeeeze!

1. Build thirty and add twenty-nine (4 min)

Build 30 with three ten-rods. Add two more ten-rods and say fifty, then lay down nine cubes and say fifty-nine. Say the whole think-step out loud with your partner: thirty and twenty is fifty, and nine more makes fifty-nine.

30 plus 29 equals 59. Think. 30 and 20 is 50. And 9 more makes 59.

2. Split the second number into tens and ones (6 min)

Build 72 on the mat, three ten-rods and one cube waiting beside it. Slide the three rods on first and say one hundred two, then slide the single cube on and say one hundred three. Do it again with 10 plus 20 and say the two stages aloud each time. Your partner checks that you always move the tens before the ones.

Word preview: split

That's another 31 votes. Awesome. 72 plus 31 equals 103. Think. I know that 72 plus 30 equals 102 and one more makes 103.

3. Drop the blocks and keep the steps (6 min)

Push the blocks away. Turn over one sum card at a time and give the answer in two spoken stages, tens first and then ones. Take turns so each of you answers two cards. If a partner cannot get there in two stages, hand back one ten-rod and let them rebuild that one sum only.

Word preview: strategy

When you start to add greater numbers, you can use special thinking strategies.

4. Write the count as one line (4 min)

Write each of the four sums as one equation on your strip, then write the two think-stages underneath the hardest one. Read that line to your partner without looking at the blocks.

Word preview: equals

I wish I could add everything up on paper like Luna, but if anyone saw me, they'd know how much I want the votes.

1. Split the second number into tens and ones (6 min)

Build 72 on the mat with three ten-rods and one cube waiting. Slide the three rods on and say one hundred two, then the cube and say one hundred three. Do 10 plus 20 the same way.

Word preview: split, hundred

72 plus 31 equals 103.

2. Write the count as one line (3 min)

Write 72 plus 31 equals 103 on your strip and write the two think-stages underneath it. Read the line to your partner with the blocks out of reach.

Word preview: equals

1. Start the count at two (5 min)

Put two counters in the middle of your desk. That is the whole count so far, and neither of you may move it until a vote card says to. Say the total out loud together: two.

Word preview: count, total

Now I can count on two votes, Rachel's and mine.

2. Add each new group and say the total (6 min)

Turn the vote cards face up one at a time in order. Add that many counters, then say the sentence before you touch the next card: the chess club joined, that is twenty-nine more, now it is fifty-nine. Your partner holds the next card back until the sentence is finished.

Word preview: more, total

Well, in that case, there are 28 kids in the chess club, and Luna makes 29. 29 more votes.

3. Record the running total on the strip (5 min)

Write each group and its number in one row of the strip, and write the new total beside it. Go back and check row by row that every total is bigger than the one above it and by exactly the number in that row.

Word preview: row, total

Yes! 13 more votes! 59 plus 13 equals 72.

4. Finish the count the book stops (4 min)

The last total the book says out loud is one hundred three. Nick changes his mind at the very end and the story never adds him. Trade your hundred counters for the flat, add Nick's one, and tell your partner the number the book never says.

I'm hungry, he says. I want Mac and cheese.

1. Add each new group and say the total (6 min)

Turn the vote cards face up in order. Add that many counters and say the sentence before the next card is turned: the choir joined, that is thirteen more, now it is seventy-two.

Word preview: more, total

Yes! 13 more votes!

2. Finish the count the book stops (3 min)

One hundred three is the last total the book says. Add Nick's single vote on the hundred flat and tell your partner the number the story never says.

Word preview: one more

Now if I can just get one more vote.

1. Build the doubles fact you know (4 min)

Fill one ten-frame with six counters and put six more in the second frame. Say the doubles fact out loud, six and six is twelve, and point at each six as you say it.

Word preview: doubles

Think 6 plus 6 is a doubles fact. 6 plus 6 is 12.

2. Stretch the double by two (6 min)

Leave the twelve counters where they are and drop two more into the second frame so it holds eight. You have not started over, so you do not count from one. Say what you did: twelve, and two more is fourteen. Do the same stretch for five and seven, and for seven and nine.

Word preview: more than, stretch

I know 8 is 2 more than 6. So 12 plus 2 more is 14.

3. Trade the ones for tens (6 min)

Lay out one cube and two cubes and say one and two is three. Now swap each cube for a ten-rod and say the new fact: ten and twenty is thirty. Do the same trade for two and three, and for four and four, saying the small fact before the big one every time.

Word preview: trade

I know 1 plus 2 equals 3, so 10 plus 20 equals 30.

4. Say the fact and the new fact (4 min)

Pick the trade that felt easiest and the stretch that felt hardest. Say each one to your partner using the frame card, naming the fact you already knew before you name the one you worked out.

When you start to add greater numbers, you can use special thinking strategies.

1. Build the doubles fact you know (4 min)

Fill one ten-frame with six counters and the second with six more. Say the doubles fact aloud, six and six is twelve, pointing at each six.

Word preview: doubles

6 plus 6 is 12.

2. Stretch the double by two (5 min)

Keep the twelve and drop two more into the second frame. Do not count from one. Say it: twelve, and two more is fourteen.

Word preview: more than

So 12 plus 2 more is 14.

1. Build thirty and twenty-nine with rods and cubes (5 min)

Build 30 with three rods on the left of your desk and 29 with two rods and nine cubes on the right. Push them together and trade nothing yet. Count the rods, then the cubes, and say what you have: five tens and nine ones, fifty-nine.

30 plus 29 equals 59.

2. Jump the same sum on the number line (6 min)

Mark 30 on the strip. Draw one long jump of twenty and label where you land, then one short jump of nine and label where you land. Two jumps only, no small hops. Say each landing number as you write it.

Word preview: jump, number line

Think. 30 and 20 is 50. And 9 more makes 59.

3. Match the rods to the jumps (5 min)

Put a finger on the two rods you pushed over and the other finger on the long jump. Do the same for the nine cubes and the short jump. Tell your partner which part of the blocks is the fifty on your line and which part is not on the line at all.

Word preview: match, same

4. Show fifty-nine plus thirteen both ways (4 min)

Do 59 plus 13 with blocks and on a fresh line. You will have to build a ten out of loose cubes partway through, so watch for where that happens on the line too.

59 plus 13 equals 72.

1. Jump the same sum on the number line (6 min)

Mark 30 on the strip. Draw one jump of twenty, label the landing, then one jump of nine and label the landing. Two jumps only. Say each landing number aloud.

Word preview: jump, number line

Think. 30 and 20 is 50. And 9 more makes 59.

2. Match the rods to the jumps (3 min)

Point at the two rods and at the long jump, then at the nine cubes and the short jump. Tell your partner where fifty is on your line.

Word preview: match

1. Sort the four sums (4 min)

Read the four sum cards with your partner and put each one on the mat you would use for it. Do not work any of them out yet. You must both agree before a card goes down.

Word preview: sort, strategy

1. Find 6 plus 8.

72 plus 31 equals 103.

2. Work one sum two ways (5 min)

Take 30 plus 29 and do it twice: once by splitting the twenty-nine into twenty and nine, once by starting from a fact you already know. Write both routes on your strip and check that both land on fifty-nine.

Word preview: route, check

Think. I know that 72 plus 30 equals 102 and one more makes 103.

3. Count the steps and argue (7 min)

Count how many think-steps each route took you and write the number on your strip. Tell your partner which route you would give someone doing this in their head, using the frame card and naming the number of steps. Then listen while your partner argues the other route and say whether the step count changes your mind.

You can do math in your head. That's called mental math.

4. Post the rule for Caitlin (4 min)

As a class, agree on one sentence that says when to reach for a fact you know and when to split into tens and ones. It has to name a sum from the chart as its example. Write it on the chart paper.

Put your pencil down, get ready to add in your head.

1. Work one sum two ways (5 min)

Do 30 plus 29 twice: once by splitting twenty-nine into twenty and nine, once from a fact you already know. Write both routes and check both land on fifty-nine.

Word preview: route

30 plus 29 equals 59.

2. Count the steps and argue (4 min)

Count the think-steps each route took and write the number down. Use the frame card to tell your partner which route you would give someone adding in their head.

Word preview: steps

1. Build the total the sentence names (5 min)

Pairs read the sentence strip for seventy-two votes with thirty-one more coming, build seventy-two in rods and cubes, add the thirty-one, and say the total aloud.

2. Swap the word and build again (6 min)

Pairs are given the same strip with another crossed out and in all written over it. They read it aloud, build what the new sentence says on the other half of the mat, and say that total.

3. Sort four sentences by what they tell you to do (5 min)

Pairs read four sentence strips from the story and place each one under join it on, that is the total, or take it away, saying the word that decided it.

4. Say a sentence about your own pile (4 min)

Each student says one sentence about their own two piles using the swapped word correctly, and the partner says whether the sentence matches the desk.

1. Swap the word and build again (6 min)

Pairs are given the same strip with another crossed out and in all written over it. They read it aloud, build what the new sentence says on the other half of the mat, and say that total.

2. Say a sentence about your own pile (4 min)

Each student says one sentence about their own two piles using the swapped word correctly, and the partner says whether the sentence matches the desk.

1. Find the last number the book says (4 min)

Pairs hunt back through the closing pages for the last total the story states out loud, and write it at the top of the card.

2. Read the two lines that say what comes next (6 min)

Pairs read aloud the sentence that says how many more votes are wanted and the sentence in which Nick says what he wants, then say in their own words what each one tells them.

3. Add Nick and show the hundred (6 min)

Pairs build one hundred three on the flat with rods and cubes, add Nick's one, and say what happens to the ones, the tens and the hundred as they do it.

4. Give the number with its line (4 min)

Each pair writes the total on the card, copies the sentence they used beside it, and reads both to another pair, who says whether the sentence really settles the number.

1. Read the two lines that say what comes next (6 min)

Pairs read aloud the sentence that says how many more votes are wanted and the sentence in which Nick says what he wants, then say in their own words what each one tells them.

2. Give the number with its line (4 min)

Each pair writes the total on the card, copies the sentence they used beside it, and reads both to another pair, who says whether the sentence really settles the number.

1. Build both rows (5 min)

Pairs put six counters in the top ten-frame and eight in the bottom, lined up square by square, and count the empty squares at the end of the short row.

2. Say the book's sentence and point (4 min)

Pairs say the book's comparison aloud and point at the gap it names, then say which row the sentence starts from.

3. Turn the sentence around (7 min)

Pairs start the sentence from the other row and say it, changing only the comparison word, then write both sentences on the strip and check the gap they are pointing at has not moved.

4. Do it again with the vote counts (4 min)

Pairs build seventy-two and one hundred three in rods, find the gap, and say and write both directions for that pair too.

1. Turn the sentence around (7 min)

Pairs start the sentence from the other row and say it, changing only the comparison word, then write both sentences on the strip and check the gap they are pointing at has not moved.

2. Do it again with the vote counts (4 min)

Pairs build seventy-two and one hundred three in rods, find the gap, and say and write both directions for that pair too.

1. Say the title the way it is spelled (5 min)

Read the title line aloud from the card twice: first say please the ordinary way, then say Pleeeeze the way the four e's ask you to. Stretch the middle sound as long as the letters run. Tell your partner what the extra letters made your voice do that the ordinary spelling did not.

Word preview: Pleeeeze

393_Mac & Cheese, Pleeeeze! I like my teacher, Mr. Moore.

2. Hunt the shouted one-word lines (5 min)

Read the printed cheering scene aloud in a group of three, one sentence each around the circle. Every time you reach a word that ends in an exclamation mark, say it louder than the sentence before it. Underline Cute, Great and Woohoo on your copy and say which one is the loudest and why.

Word preview: Woohoo

The next day some fifth grade girls see me putting up posters. Cute! One of them says, You've got my vote. I love mac and cheese. Her friends say, Me too. Great! Three more votes! I'm up to ten. And I'm starting to like this election.

One vote less for pizza. One vote less for stuffed potato. Woohoo! It's a three-way tie. Now if I can just get one more vote.

3. Yell the ending line (5 min)

Read the printed ending line twice with a partner. The first time, read it flat, the way you would read a grocery list. The second time, yell it the way the word yell tells you to. Then say which reading matches the words Mac and cheese, the lunch you love, and point to the word in the sentence that told you.

Word preview: yell

Say cheese, I yell, Mac and cheese, the lunch you love. I jump up and down. Luna gives me a high five.

4. Stretch a word of your own (5 min)

Look again at the printed title line and count the e's in Pleeeeze. Pick a word you would say long in a loud voice and write it twice on your slip: once spelled the ordinary way, once with letters stretched the way this title stretches its e's. Read both to your partner and let them tell you which one they heard as longer.

Word preview: stretch

393_Mac & Cheese, Pleeeeze! I like my teacher, Mr. Moore.

1. Say the title the way it is spelled (4 min)

Read the title line aloud twice: once saying please the ordinary way, once stretching Pleeeeze as long as its four e's run. Tell your partner what the extra letters made your voice do.

Word preview: Pleeeeze

393_Mac & Cheese, Pleeeeze! I like my teacher, Mr. Moore.

2. Yell the ending line (5 min)

Read the printed ending line flat, then yell it. Say which reading matches the words and point to the word in the sentence that told you to shout.

Word preview: yell

Say cheese, I yell, Mac and cheese, the lunch you love. I jump up and down. Luna gives me a high five.

1. Read Annie's slogan and find the two meanings (5 min)

Read the printed scene aloud with a partner and stop at the slogan. Say what melt means when it happens to cheese on a tuna melt, then say what melt your heart means about a person. Tell your partner which meaning Annie wanted a voter to think of, and why she picked a food that does both.

Word preview: slogan, melt

Check out my campaign posters for Tuna Melt. Annie says, I raise an eyebrow. You made posters? She unrolls one to show me her slogan. Tuna, it will melt your heart.

2. Sort Sam's posters by their sound trick (5 min)

Read the printed poster wall aloud, one poster each around your group. For each one, circle the two words that sound alike: corn dogs and corny, cheese and cheesy, burger and booger. Then say aloud which pair is a rhyme and which pair is one word made out of another.

Word preview: corny, cheesy

Tuna melts your brain. Vote stuffed potato. Who wants burger? Booger casserole. Vote stuffed potato. Then I see another poster. Corn dogs are corny. Mac and cheese is cheesy. Vote stuffed potato. Hmm. That's not very funny.

3. Say why one poster stops being funny (5 min)

Read the printed poster wall again to its last two sentences. Say aloud what is different about the corn dog poster: whose lunch does the joke insult, and whose lunch does it accidentally praise? Then explain to your partner what the narrator means by That's not very funny, using the poster's own words.

Word preview: insult

Tuna melts your brain. Vote stuffed potato. Who wants burger? Booger casserole. Vote stuffed potato. Then I see another poster. Corn dogs are corny. Mac and cheese is cheesy. Vote stuffed potato. Hmm. That's not very funny.

4. Build a slogan out of a food word (5 min)

Look at the printed ending line, where the narrator turns Say cheese into her own slogan. On your strip, write a slogan for a lunch you like, using one word from the food's name twice, the way melt is used twice on Annie's poster. Read it to your group and let them name the word you used twice.

Word preview: campaign

Say cheese, I yell, Mac and cheese, the lunch you love. I jump up and down. Luna gives me a high five.

Check out my campaign posters for Tuna Melt. Annie says, I raise an eyebrow. You made posters? She unrolls one to show me her slogan. Tuna, it will melt your heart.

1. Read Annie's slogan and find the two meanings (5 min)

Read the printed scene aloud and stop at the slogan. Say what melt means for cheese on a tuna melt, then what melt your heart means about a person, and tell your partner which one Annie wanted voters to hear.

Word preview: slogan, melt

Check out my campaign posters for Tuna Melt. Annie says, I raise an eyebrow. You made posters? She unrolls one to show me her slogan. Tuna, it will melt your heart.

2. Sort Sam's posters by their sound trick (4 min)

Read the printed poster wall aloud. Circle the two words that sound alike on each poster, then say which pair rhymes and which pair is one word built out of another.

Word preview: corny, cheesy

Tuna melts your brain. Vote stuffed potato. Who wants burger? Booger casserole. Vote stuffed potato. Then I see another poster. Corn dogs are corny. Mac and cheese is cheesy. Vote stuffed potato. Hmm. That's not very funny.

1. Read what Caitlin says out loud to her friends (5 min)

Read the printed scene aloud in threes, taking the parts of Caitlin, Annie and the narrator's own thoughts. On your tracking sheet, copy the sentence where Caitlin tells the others what she thinks of the election. Say to your group what someone hearing only that sentence would believe about her.

Word preview: goofy

I can't believe you two even care who wins this goofy election. Don't you? Annie asks. Yeah, right, I say. Broccoli battles tuna. Big thrill.

2. Read what Caitlin thinks when nobody is listening (5 min)

Read the two printed private moments aloud, in the quiet voice you use for a secret. On your tracking sheet, write what Caitlin is hiding in the first one and what she admits in the second. Tell your partner which of the two is closer to what she really wants.

Word preview: admit

I wish I could add everything up on paper like Luna, but if anyone saw me, they'd know how much I want the votes. I'd never live it down.

I check to make sure no one else can hear me. Maybe I do care. A little, I admit.

3. Put the two Caitlins side by side at the end (5 min)

Read the printed last scene aloud with a partner, one of you as Annie and one as Caitlin. On your tracking sheet, write the two things Caitlin says in the same breath. Then say aloud which one Annie hears and which one is the truth, and how you know.

Word preview: stares

Annie stares. I thought you said it was a goofy election. Totally goofy, I say. Totally weird. And I sure hope I win.

4. Say the sentence that gives her away (5 min)

Look back at your tracking sheet and pick the one printed sentence you would show to prove Caitlin cared all along. Read it aloud to your group and finish the frame out loud: I know Caitlin cared because she says here that ______. Everyone in the group must read a different sentence from the printed strips.

Word preview: evidence

I wish I could add everything up on paper like Luna, but if anyone saw me, they'd know how much I want the votes. I'd never live it down.

Annie stares. I thought you said it was a goofy election. Totally goofy, I say. Totally weird. And I sure hope I win.

1. Read what Caitlin says out loud to her friends (4 min)

Read the printed scene aloud in threes as Caitlin, Annie and the narrator. Copy the sentence where Caitlin says what she thinks of the election, and say what a listener would believe about her from it alone.

Word preview: goofy

I can't believe you two even care who wins this goofy election. Don't you? Annie asks. Yeah, right, I say. Broccoli battles tuna. Big thrill.

2. Read what Caitlin thinks when nobody is listening (5 min)

Read the two printed private moments in a secret voice. Write what she hides in the first and what she admits in the second, then tell your partner which is closer to the truth.

Word preview: admit

I wish I could add everything up on paper like Luna, but if anyone saw me, they'd know how much I want the votes. I'd never live it down.

I check to make sure no one else can hear me. Maybe I do care. A little, I admit.

1. Read the posted rules and count what they ask of you (5 min)

Read the printed rules notice aloud, one line each. On your rules chart, write the three things the notice tells a student to do, in the order the notice puts them. Then tell your partner which of the three is something the notice does for you rather than something you do.

Word preview: rules

Election rules for Mr. Moore's class. Choose one lunch from the cafeteria menu. Try to get other kids in the school to vote for your lunch. The winning lunch will be served at Springfest.

2. Compare the notice with the way the teacher said it (5 min)

Read the printed spoken explanation aloud, taking Mr. Moore's part. Put it beside the printed notice on your rules chart and mark one thing the teacher's speech has that the notice does not, and one thing the notice has that his speech does not. Say aloud which version you would rather hand to a student from another class, and why.

Word preview: explained

Class, Mr. Moore said this morning, we are running the Spring Fest lunch election. Huh? We all asked. He explained, you'll each pick a lunch you'd like to eat at Spring Fest, then you try to get other students to vote for your choice. The whole school will be voting, so good luck and may the best lunch win.

Election rules for Mr. Moore's class. Choose one lunch from the cafeteria menu. Try to get other kids in the school to vote for your lunch. The winning lunch will be served at Springfest.

3. Show where Caitlin obeys rule one (5 min)

Read the printed sign-up scene aloud with a partner. Find the sentence that shows Caitlin doing the first thing the notice tells her to do, and read that sentence and the matching rule line back to back. Say aloud what she did before she wrote her name that the rule never asked for.

Word preview: cafeteria

At school I check out the sign-up sheet. I guess I have to pick something. Wait, nobody has signed up for mac and cheese. That's crazy. It's the best thing on the menu. I put down my name.

Election rules for Mr. Moore's class. Choose one lunch from the cafeteria menu. Try to get other kids in the school to vote for your lunch. The winning lunch will be served at Springfest.

4. Say the rules back in your own words (5 min)

Read the printed notice once more to yourself. Then close your eyes and tell your partner the three rules in your own words, in order, without looking. Your partner holds the printed notice and says stop if you skip a line or put one out of order; then you swap.

Word preview: order

Election rules for Mr. Moore's class. Choose one lunch from the cafeteria menu. Try to get other kids in the school to vote for your lunch. The winning lunch will be served at Springfest.

1. Read the posted rules and count what they ask of you (5 min)

Read the printed rules notice aloud, one line each. Write the three things it tells a student to do, in order, and say which of the three the notice does for you instead.

Word preview: rules

Election rules for Mr. Moore's class. Choose one lunch from the cafeteria menu. Try to get other kids in the school to vote for your lunch. The winning lunch will be served at Springfest.

2. Say the rules back in your own words (4 min)

Read the printed notice once more, then tell your partner the three rules in your own words and in order without looking. Your partner holds the notice and says stop if a line is skipped or moved.

Word preview: order

Election rules for Mr. Moore's class. Choose one lunch from the cafeteria menu. Try to get other kids in the school to vote for your lunch. The winning lunch will be served at Springfest.

1. Find the sentence where Charlie changes his mind (5 min)

Read the printed scene aloud with a partner, one as Caitlin and one as Charlie. Underline the word at the start of Charlie's second answer that tells you he is about to say the opposite of his first. Then say aloud the two reasons he gives, and which one is about a person and which is about a food.

Word preview: neighbor

I spot my neighbor Charlie on the slide. Will you vote for Mac and Cheese? I ask? Sam wants me to vote for Broccoli's stuffed potato, he tells me. I'm about to walk off. Then he says, but you're my neighbor, and Broccoli is gross.

2. Follow two strangers talking themselves into a choice (5 min)

Read the printed soccer team scene aloud in threes, taking the girl, the boy and the narrator. On your persuasion chart, write what the first speaker wanted and what they chose instead. Say aloud the reason the girl gives, and whether it is a reason about the lunch at all.

Word preview: agrees

Two kids from the soccer team are looking at my poster. I edge closer. I like peppy pizza better. One of them is saying. The girl says, Yeah, but the Frisbee team is voting for pizza. We can't do what they do. No way, the boy agrees. The soccer team vote goes to Mac and cheese.

3. Read two people who will not be moved (5 min)

Read the two printed refusal scenes aloud with a partner. On your persuasion chart, write the exact reason each one gives for saying no. Then tell your partner which refusal is about liking something else and which is about not wanting anything right now.

Word preview: refuse

I find my sister Sophie on the swings. What lunch are you voting for? I ask, pizza, she says. But I need votes for mac and cheese. Sophie smiles. Okay. Okay. You'll vote for mac and cheese? No. I like pizza.

Nick, do you like mac and cheese? I ask. I just ate. He says, I'm not hungry. What about when you are hungry? But I'm not.

4. Find the words that finally win Nick over (5 min)

Read the printed later scene aloud, then read Nick's earlier refusal on your chart beside it. Say aloud the one thing that changed between the two scenes, using Nick's own words from both. Finish the frame out loud for your group: Nick said no because ______, and Nick said yes because ______.

Word preview: hungry

The Nick looks at me. I'm hungry, he says. I want Mac and cheese.

Nick, do you like mac and cheese? I ask. I just ate. He says, I'm not hungry. What about when you are hungry? But I'm not.

1. Find the sentence where Charlie changes his mind (5 min)

Read the printed scene aloud as Caitlin and Charlie. Underline the word that starts his second answer and tells you he is about to say the opposite, then name his two reasons aloud.

Word preview: neighbor

I spot my neighbor Charlie on the slide. Will you vote for Mac and Cheese? I ask? Sam wants me to vote for Broccoli's stuffed potato, he tells me. I'm about to walk off. Then he says, but you're my neighbor, and Broccoli is gross.

2. Read two people who will not be moved (4 min)

Read the two printed refusal scenes aloud. Write the exact reason each gives for saying no, and say which refusal is about liking something else and which is about not wanting anything now.

Word preview: refuse

I find my sister Sophie on the swings. What lunch are you voting for? I ask, pizza, she says. But I need votes for mac and cheese. Sophie smiles. Okay. Okay. You'll vote for mac and cheese? No. I like pizza.

Nick, do you like mac and cheese? I ask. I just ate. He says, I'm not hungry. What about when you are hungry? But I'm not.