Where's Harley

$Where's Harley book cover$

Grade 1
5 skill lessons

Math

Skill lessons

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

1The Floor Nobody Looked On
2Ten Floors, Three Doors
3Counting Down the Floors
4Higher, Lower, and How Far
5The Same Order, Two Ways

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.

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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.

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Skill lessons

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

1. The Floor Nobody Looked On Reasoning · Crossing an ordered list off to find the one place left

The book's building has ten floors and by the end nine of them have been searched: the sixth before the friends split up, four by Mandy and Gus going down, four by Maria and Nate coming down from the top. The one that is left over is never named as such and nobody counts. Students cross each floor off a card tower as the story names it and say the running count out loud, so the search shrinks in front of them from nine floors to one. The one card still face up is the first floor, and that is where the rabbit turns out to be.

Full lesson — 20 minutes

1. Lay out the ten floors (3 min)
Lay the ten floor cards in a column, first floor nearest you and tenth furthest, saying each one as it goes down. Leave every card face up. Nobody has looked anywhere yet, so nothing is crossed off and the count is ten.
First floor, second floor, third floor, fourth floor, Gus lives here, fifth floor, sixth floor, Nate and Mani live here, seventh floor, eighth floor, Maria lives here, ninth floor, tenth floor.
2. Cross off every floor they search (8 min)
Start with the floor the friends are standing on: Mandy says the apartment and the hall are already done, so cross the sixth off and say how many floors are still face up. Then take Mandy and Gus's four, fifth, fourth, third, second, crossing one at a time and saying the new count after each. Do the same for Maria and Nate's tenth, ninth, eighth, seventh.
Mandy and I already checked our apartment and the hall.
Mandy reports from the fifth floor.
Gus and Mandy go down to the second floor.
Maria and Nate report from the 10th floor.
Maria reports from the seventh floor.
3. Say how many floors are left and which (4 min)
Nate says they do not know where else to look. Look at your column and say how many cards are still face up, then say the floor's name out loud. Say how you know it is the only one, naming the two teams and the floor they started on.
We don't know where else to look, says Nate.
4. Read the ending against your tower (5 min)
Read where Mandy sends everybody and where the rabbit turns up. Put a finger on the one card you never crossed off and check it is that floor. Then say the whole thing in one sentence with both numbers in it: nine floors crossed off, one floor left, and that is where he was.
Let's all meet on the first floor, says Mandy.
Something warm and furry hops from behind some boxes.

Short version — 9 minutes

1. Cross off every floor they search (6 min)
Cross the sixth floor off first, because the apartment and the hall are done, and say how many are still face up. Then cross Mandy and Gus's fifth, fourth, third and second, and Maria and Nate's tenth, ninth, eighth and seventh, saying the new count after each.
Mandy and I already checked our apartment and the hall.
Mandy reports from the fifth floor.
Maria and Nate report from the 10th floor.
2. Say how many floors are left and which (3 min)
Say how many cards are still face up and name that floor out loud. Say how you know it is the only one.
We don't know where else to look, says Nate.

Three levels

Support: Cross off only the five floors the story reaches first, the sixth and then Mandy and Gus's four, saying the count after each one. Maria and Nate's four can be crossed off together with the count said once at the end, and the floor left over is named from the column rather than remembered.
At Grade: Cross all nine off one at a time, say the running count after each, and name the floor left over before the ending is read.
Extension: Cross the nine off, then put the column away and answer from the numbers: if the friends had lived on the third floor instead of the sixth, and each team had still been sent four floors away from home, which floors would be left over at the end and how many? Say which team would run out of building first, and why.

English learners

A crayon and one number word are enough to take a full turn here, so a child can do the mathematics before the sentence arrives. The counting-down language is what to rehearse: nine floors left, eight floors left, said after each cross. Left is doing two jobs across this lesson and the book: here it means the floors still to search, and the book's own back page uses it for the direction a line runs in. Keep this lesson's sense pinned to the cards that are still face up and say plainly that the other is a different job for the same word. Invite a child to say the running count in their strongest language and only the last one, one floor left, in English.

Materials

Ten floor cards per pair, numbered first to tenth on one side
Printed source passage in this step
Crayon per pair for crossing a floor off
Word cards: checked, left, everywhere

Standards & curriculum

These lessons are being matched against curricula now.

2. Ten Floors, Three Doors Representation · Placing an ordinal position on a ten-floor tower

The book gives its building away twice: once a floor at a time as the story climbs it, and once at the back as a chart that runs from the first floor to the tenth and marks three of them with names. Students stack ten cards into that building, first floor nearest and tenth furthest, then find Gus's fourth, Nate and Mandy's sixth and Maria's eighth by touching up from the bottom, one touch and one number word. An ordinal stops being a word said in a list and becomes an instruction for where a card goes, and the book's own chart is the answer key.

Full lesson — 20 minutes

1. Stack the ten floors (5 min)
Deal the ten floor cards and lay them in a column running away from you, the first floor nearest and the tenth furthest, so the column climbs the way the book's chart does. Say each floor out loud as it lands: first floor, second floor, on to tenth floor. Run a finger back up the finished column and say the ten again without stopping.
Word preview: bottom, top
One type of order from bottom to top.
2. Put Gus on his floor (5 min)
Read Gus's line, then find his floor from the bottom rather than by guessing. Start on the first floor and touch your way up, one touch and one number word, until you say fourth. Lay Gus's name card there and keep your finger on it while your partner counts your touches back.
Gus lives on the fourth floor.
3. Put the other three friends on theirs (5 min)
Do the same twice more. Touch up from the first floor to the sixth for Nate and Mandy and lay their card there. Then carry on up from the sixth for Maria: seventh, eighth. Name the one floor you passed between their card and hers.
Mandy and Nate live on the sixth floor.
Maria lives on the eighth floor.
4. Read the book's chart against your tower (5 min)
The book prints its own building at the back. Read it from the first floor upward and stop at each of the three places a name appears. Check your card is on that floor and not one above or below. If a card is out by one, move it and say which floor it was on and which floor it belongs on.
First floor, second floor, third floor, fourth floor, Gus lives here, fifth floor, sixth floor, Nate and Mani live here, seventh floor, eighth floor, Maria lives here, ninth floor, tenth floor.

Short version — 9 minutes

1. Stack the ten floors (5 min)
Lay the ten floor cards in a column running away from you, first floor nearest and tenth furthest, saying each one as it lands. Run a finger back up and say the ten again.
Word preview: bottom, top
One type of order from bottom to top.
2. Put Gus on his floor (4 min)
Read Gus's line. Touch up from the first floor, one touch and one number word, until you say fourth, and lay his card there. Your partner counts your touches back.
Gus lives on the fourth floor.

Three levels

Support: Work from a column already stacked, with a dot on the fourth, sixth and eighth cards. Touch up from the first floor for one name only, Gus on the fourth, saying the four number words as you go. The other two cards can be laid by matching a dot, and the touching up for those comes once the first four words are steady.
At Grade: Stack the ten, place all three names by touching up from the first floor every time, and check each card against the book's chart.
Extension: Place the three names, turn the chart face down, and answer from the tower alone: the floor directly above Gus's, the floor directly below Maria's, and the floor that has a friend on it with another friend two floors up and another two floors down. Say each answer as a floor, not as a name.

English learners

Touching up the column carries a child through this lesson with no English at all, so start there and let the words follow the finger. The ordinal words are the load: English builds first, second and third out of nothing and then adds -th to everything after, so fourth, sixth and eighth are worth saying slowly against a card before they go in a sentence. Rehearse one frame and only one: Gus lives on the blank floor. A child who counts fastest in another language should place all three cards and say the three floors in that language first, then take just the three English words that name them.

Materials

Ten floor cards per pair, numbered first to tenth on one side
Printed source passage in this step
Three name cards per pair: Gus, Maria, and Nate and Mandy
Ten floor cards already stacked, with a dot on the fourth, sixth and eighth
Word cards: fourth, sixth, eighth

Standards & curriculum

These lessons are being matched against curricula now.

3. Counting Down the Floors Fluency · Saying the ordinal numbers backward from tenth

Both search teams work downward and the book says every floor they land on. Mandy and Gus go fifth, fourth, third, second; Maria and Nate go tenth, ninth, eighth, seventh; and at the end an elevator takes Maria and Nate from the seventh all the way to the first. Students walk a counter down the card tower and say each floor as it lands, so the backward run of ordinals is said with something moving under it rather than recited. Saying tenth, ninth, eighth, seventh at speed and without dropping one is the whole of it.

Full lesson — 20 minutes

1. Say them up (4 min)
Run a finger up the ten floor cards and say the ordinals in order, one touch and one word, first to tenth. Do it twice, the second time with your eyes on the cards rather than the page. One touch, one number word, and no card skipped.
Word preview: ninth, tenth
First, second, third, fourth, fifth, sixth, seventh, eighth, ninth, tenth.
2. Walk Gus and Mandy down (6 min)
Stand the counter on the sixth floor, where Mandy starts. Walk it down one card at a time and say the floor each time it lands: fifth, fourth, third, second. Those are the four floors Mandy and Gus report from, and the two on the cards in front of you are the ends of that run. With the counter still on the second, say the four again from the top.
Mandy reports from the fifth floor.
Gus and Mandy go down to the second floor.
3. Walk Maria and Nate down (5 min)
Move the counter to the tenth floor, the furthest card. Walk it down and say each floor as it lands: ninth, eighth, seventh. Stop on the floor where Maria finds nothing. Then say all four of their floors from the top in one breath.
Maria and Nate report from the 10th floor.
Maria reports from the seventh floor. No sign of Harley here, she says.
4. Ride to the first (5 min)
Nate and Maria are on the seventh when Mandy calls everyone down. Walk the counter from the seventh to the first, saying every floor it lands on: sixth, fifth, fourth, third, second, first. Say how many floors that was. Now do the same from the second, where Gus and Mandy are standing, and say how many that was.
Let's all meet on the first floor, says Mandy.
Nate and Maria ride down to the first floor.

Short version — 9 minutes

1. Say them up (3 min)
Run a finger up the ten floor cards and say the ordinals first to tenth, one touch and one word. Do it twice.
Word preview: ninth, tenth
First, second, third, fourth, fifth, sixth, seventh, eighth, ninth, tenth.
2. Walk Gus and Mandy down (6 min)
Stand the counter on the sixth floor and walk it down, saying each floor as it lands: fifth, fourth, third, second. Say the four again with the counter still on the second.
Mandy reports from the fifth floor.
Gus and Mandy go down to the second floor.

Three levels

Support: Walk only Mandy and Gus's four floors, fifth down to second, with the cards numbered and the counter in hand. Say each floor as the counter lands and nothing else. Saying the run backward a second time comes after the walk is smooth.
At Grade: Walk both descents saying every floor as the counter lands, then count the ride from the seventh floor down to the first and the one step from the second.
Extension: Walk both descents with the cards face down, from memory. Then stand the counter on the tenth and go down saying only every other floor: tenth, eighth, sixth, fourth, second. Say which of the three homes the counter landed on, and what that tells you about the three floors the friends live on.

English learners

Ordinals from fourth up are one word with -th stuck on the end, and a child hears that ending only when it is said slowly against a card. Fifth and sixth collide in the mouth, so walk those two floors twice on their own. The frame is short enough to say while the counter is moving: down to the blank floor. Invite a child to count the ten floors down in whichever language they count fastest in, then walk the same ten again in English with the counter carrying the memory.

Materials

Ten floor cards per pair, numbered first to tenth on one side
Printed source passage in this step
One counter per pair to stand for the searchers
Word cards: fifth, seventh, tenth

Standards & curriculum

These lessons are being matched against curricula now.

4. Higher, Lower, and How Far Concept · Comparing two positions on an ordinal tower and counting the floors between

The book puts three homes on the fourth, the sixth and the eighth floors, states all three and then never compares them. Students put the three name cards on a card tower, say who lives higher for each pair and then say the same fact backward with the other name first, checking that nothing on the tower moved. Then they hop a counter from one home to the next and count the hops: two from Gus to Nate and Mandy, two more to Maria, four for the whole climb. Higher and lower turn out to be two ways of saying one arrangement of cards, and the distance is something you count rather than something you are told.

Full lesson — 20 minutes

1. Put the three homes up (4 min)
Stack the ten floors and lay the three name cards where the book puts them: Gus on the fourth, Nate and Mandy on the sixth, Maria on the eighth. Now say who lives higher for each pair of cards, touching both cards as you say it. Nothing is counted yet.
Word preview: higher, lower
Mandy and Nate live on the sixth floor.
Maria lives on the eighth floor. Gus lives on the fourth floor.
2. Say it the other way round (5 min)
Take each sentence you just said and say it again with the other name first. Maria lives higher than Gus turns into Gus lives lower than Maria. Keep a finger on each of the two cards for both sentences and check that nothing on the tower has moved. Do all three pairs.
3. Hop from one home to the next (5 min)
Put the counter on Gus's card and hop it up one floor at a time to Nate and Mandy's, counting the hops out loud. Say how many hops that was. Hop on from there to Maria's the same way and say that number too.
4. Hop the whole way and check (6 min)
Start the counter on Gus's card again and hop all the way to Maria's without stopping, counting every hop. Say that number, then say the two numbers from the last step and whether they come to the same thing. Read the book's chart and name the two floors your counter landed on that have nobody on them.
First floor, second floor, third floor, fourth floor, Gus lives here, fifth floor, sixth floor, Nate and Mani live here, seventh floor, eighth floor, Maria lives here, ninth floor, tenth floor.

Short version — 9 minutes

1. Put the three homes up (4 min)
Stack the ten floors and lay the three name cards where the book puts them: Gus on the fourth, Nate and Mandy on the sixth, Maria on the eighth. Say who lives higher for each pair, touching both cards.
Word preview: higher, lower
Mandy and Nate live on the sixth floor.
Maria lives on the eighth floor. Gus lives on the fourth floor.
2. Say it the other way round (5 min)
Say each of those sentences again with the other name first, so higher turns into lower. Keep a finger on both cards and check the tower has not moved.

Three levels

Support: Work with two cards rather than three, Gus on the fourth and Nate and Mandy on the sixth. Say who is higher, say it backward with the names swapped, then hop the counter between them and count the hops. Maria's card joins once those two hops are said without help.
At Grade: Place all three, say all three comparisons both ways round, and count the hops from Gus's floor to Maria's against the two shorter counts that make it up.
Extension: Place all three, then answer without hopping: how many floors does Maria live above Gus, and how many floors sit between their two cards? Say why those two numbers are not the same, using the cards to show it.

English learners

The book supplies no comparing word anywhere, so higher and lower are the class's own from the first minute and both have to be said against the tower rather than defined. Say each sentence twice with the names swapped and a finger on each card, so the turnaround is felt before it is spoken. The frame is fixed and short: blank lives higher than blank, blank lives lower than blank. A child whose strongest language marks up and down with a different kind of word should say both sentences in that language first, with the two English words on cards beside the tower to reach for.

Materials

Ten floor cards per pair, numbered first to tenth on one side
Three name cards per pair: Gus, Maria, and Nate and Mandy
Printed source passage in this step
One counter per pair to stand for the searchers
Word cards: higher, lower, hop

Standards & curriculum

These lessons are being matched against curricula now.

5. The Same Order, Two Ways Representation · Reading the same ordinal position in a stack and in a row

The back of the book gives the ordinals twice over: once as a building running from bottom to top and once as a plain line running from left to right. Students lay both with two sets of cards and then put a finger on the fourth in each, and the eighth, and the first, finding that the number of touches matches every time. Then they turn the row round and watch the fourth card become a different floor. What an ordinal counts from is the thing that matters, and the book names it both times.

Full lesson — 20 minutes

1. Build it bottom to top (4 min)
Stack the ten floor cards in a column with the first floor nearest you, the way the book's first rule says. Touch up the column saying the ordinals, first to tenth, and leave it standing where it is.
Word preview: bottom, top
One type of order from bottom to top.
2. Lay the same ten left to right (5 min)
Take the second set of ten cards and lay them in a row across the desk, left to right, the way the book's second rule says. Say the ordinals along the row, first to tenth. The same ten numbers are now in two shapes, one going up and one going across.
Another type of order from left to right in a line. First, second, third, fourth, fifth, sixth, seventh, eighth, ninth, tenth.
3. Find the same floor in both (6 min)
Put one finger on the fourth card in the column and one on the fourth card in the row, counting the touches out loud each time. Say the two counts. Do it again for the eighth and again for the first. Say what your two fingers are doing every time.
4. Turn the row round (5 min)
Turn the row so it runs the other way and put a finger on the fourth card from the left again. Say which floor it is now. Put the row back the way the book has it and say what the words from left to right are doing in that sentence.
Another type of order from left to right in a line.

Short version — 9 minutes

1. Build it bottom to top (4 min)
Stack the ten floor cards in a column with the first floor nearest you. Touch up the column saying first to tenth, and leave it standing.
Word preview: bottom, top
One type of order from bottom to top.
2. Lay the same ten left to right (5 min)
Lay the second set of ten cards in a row across the desk, left to right, saying the ordinals along it. Put a finger on the fourth in the column and the fourth in the row and say both counts.
Another type of order from left to right in a line. First, second, third, fourth, fifth, sixth, seventh, eighth, ninth, tenth.

Three levels

Support: Build both shapes with six cards rather than ten, first to sixth. Find the third in each and then the sixth, counting the touches aloud both times. Turning the row round comes only after both fingers have landed on matching cards twice.
At Grade: Build both shapes with all ten, match the fourth, the eighth and the first across them, and say what changes when the row is turned round.
Extension: Build both shapes, then look away while a partner turns one of them round. Say which shape was turned by naming the card now nearest you or now furthest left, and say what position that card held before it moved.

English learners

Both shapes do the talking, so a child can take every turn here by pointing. The English that decides the whole lesson is two short phrases, from bottom to top and from left to right, and each is worth walking with a whole hand before it is said. Rehearse one frame: the blank card in the column, the blank card in the row. A child who reads a language written right to left has a real reason to expect the row to run the other way, and that is worth hearing out loud before the row is turned.

Materials

Ten floor cards per pair, numbered first to tenth on one side
Printed source passage in this step
A second set of ten floor cards per pair
Word cards: bottom, top, row, column

Standards & curriculum

These lessons are being matched against curricula now.