Who's Got Spots

$Who's Got Spots book cover$

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.

1Fifteen Singers, Three Columns, One Card Each
2Seven Safe Singers, and the Three the Show Still Needs
3When Marks Will Not Do: Names You Can Move
4The Number Kip Never Says
5Ask Everyone, Then Say Why It Is True

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. Fifteen Singers, Three Columns, One Card Each Concept · Sorting a named group into three data categories, one member to one category

Kip's chart is a census of a group he can name. Fifteen singers, three columns, and every singer belongs in exactly one of them: had it, has it now, never had it. Students deal fifteen name cards onto a three-column board, place the four the book decides for them, then deal the rest as each answer arrives, ticking a card once so it cannot be placed twice. They finish by counting the names nobody has asked yet and saying that number before the book says it. A count is only worth having when every member is somewhere and nobody is in two places.

Full lesson — 20 minutes

1. Lay out the whole chorus (4 min)
Deal the fifteen name cards face up and count them by touching each one. Say fifteen with your hand flat over all of them. Leave every card off the board for now, in one pile you can see.
Word preview: chorus
There are 15 people in our chorus.
2. Place the four the book decides for you (6 min)
Find Travis, Mai and Cory and put their three cards in the column headed Has it now. Put your own card in the column headed Never had it, the way Kip put himself there. Count the cards on the board, count the cards still in the pile, and say both numbers.
Word preview: column
Three people in the chorus have chicken pox.
Travis, Mai, and Cory.
Then he made one mark under never had it.
That mark was for himself.
3. Give every card exactly one column (5 min)
Take the pile one card at a time. Your partner reads that singer's answer and you put the card in the column it belongs to, then tick it once. A ticked card may not move to a second column, and no card may still be in the pile at the end. Count each column when the pile is empty.
Word preview: neither
I had it last year Alice said.
Neither of them had had chicken pox.
4. Count the names nobody has asked (5 min)
Put every card you have no answer for in the tray and count them. Say how many singers are still to be asked, then say it again after two more answers come in. Check both numbers against the ones Kip says out loud.
Word preview: survey
11 kids to call he said better get started.
He thought only 4 more calls to make.

Short version — 9 minutes

1. Lay out the whole chorus (4 min)
Deal the fifteen name cards face up, count them by touching each one, and say fifteen with your hand flat over all of them. Keep them in one pile off the board.
Word preview: chorus
There are 15 people in our chorus.
2. Give every card exactly one column (5 min)
Take the pile one card at a time. Your partner reads that singer's answer, you put the card in the column it belongs to and tick it once. Count each column when the pile is empty, and check that no card is left over.
Word preview: neither
I had it last year Alice said.
Neither of them had had chicken pox.

Three levels

Support: Hand the child the three sick singers and their own card already placed, so the only work is dealing the rest one at a time. Keep everything else whole: one card, one column, one tick, and a count of each column at the end. Take the placed cards back off the board once the child has dealt the pile twice with nothing left over.
At Grade: Deal all fifteen cards, one column and one tick each, then count the three columns and the tray. Say the tray's count aloud before checking it against the book.
Extension: Once the board is full, say how you know nobody was counted twice: read the three column counts aloud one after another and stop when you reach fifteen. Then move one card to a different column and say what that single move does to two counts at the same time.

English learners

Placing a card and ticking it carries over from any language, so a child at the very start of English can do the whole dealing step and be seen to be right. Two things need work. The three column headings are built from the same three words in different arrangements - had it, has it now, never had it - and the difference between them is carried by tense, which many languages mark somewhere other than the verb. Say each heading while holding a card that belongs there, before any dealing starts. And neither answers for two people at once, which no gesture shows. Rehearse one frame and reuse it for every card: ___ goes in ___ because ___. Children may argue about a doubtful card in their strongest language and give only the frame in English.

Materials

A set of fifteen name cards, one for each singer in the chorus
A board with three columns headed Had it, Has it now and Never had it
A pencil, for the single tick a card gets once it is placed
A tray labelled Still to ask
Word cards: chorus, column, neither, survey

Standards & curriculum

These lessons are being matched against curricula now.

2. Seven Safe Singers, and the Three the Show Still Needs Fluency · Adding two groups within ten, and finding how many more reach ten

The book adds and never says so. Four singers had chicken pox already, three have it now, and the next sentence is just that this makes seven kids. Students build the four and the three in two colours, push them together and count the whole group, then lay the seven along a row of ten squares and count the squares nobody is in. They say how many more singers the show needs, starting once from seven and once from ten. Every number is small enough to check by touching, and the words for adding and comparing are the ones students supply.

Full lesson — 20 minutes

1. Build the four and the three (5 min)
Take four counters of one colour for the singers who already had chicken pox and three of the other colour for the singers who have it now. Keep the two groups apart and say each number with a hand on it. Say why the four can never move into another group.
Word preview: already
Four kids had chicken pox already, so they can't get it again.
The three kids who have it now should be better in plenty of time to sing.
2. Push them together and say the total (5 min)
Push the four and the three into one group and count it by touching each counter once. Say the total, then say the two numbers you started from. Say them the other way round, three and four, and count again to check you get the same total.
That's seven kids.
3. Lay the seven on the row of ten (5 min)
Lay your seven counters along the row of ten squares, one counter to a square, starting at the left. Count the squares nobody is in by touching them. Say how many singers are on the row and how many squares are empty.
Word preview: need
All we need is ten.
We can perform if at least 10 are well by the date of the show.
4. Say how many more the show needs (5 min)
Put a blank card on each empty square and say how many more singers have to stay well. Say it twice, once starting from seven and once starting from ten. Then add one counter and say what happens to the empty squares.
Word preview: more
I get it, said Amy, so at least three more of us have to stay healthy.

Short version — 9 minutes

1. Push them together and say the total (5 min)
Take four counters of one colour and three of the other, push them together, and count the whole group by touching each counter once. Say the total, then say the two numbers you started from.
That's seven kids.
2. Say how many more the show needs (4 min)
Lay the seven counters along the row of ten squares and put a blank card on every empty square. Say how many more singers have to stay well, once starting from seven and once starting from ten.
Word preview: more
I get it, said Amy, so at least three more of us have to stay healthy.

Three levels

Support: Keep both colours showing on the row of ten, so the seven can still be read as four and three while the empty squares are counted. Count the empty squares by touching them before naming the number, then say how many more. Move to a total said without touching once the child has done it twice.
At Grade: Build four and three, say the total, lay the seven on the row of ten, and say how many more singers the show needs, once starting from seven and once from ten.
Extension: Say which of the book's own groups reach ten when they are put together and which fall short: the four who already had it with the three who have it now, and then each of those with the singers who have never had it. Then say what would happen to the empty squares if a singer moved from the group that already had chicken pox into the group that has it now, and why the book says that move cannot happen.

English learners

Counting counters and touching empty squares work in any language, and the whole row step is open to a child who has no English yet. What has to be said out loud is that this book never uses a word for adding: it prints four, then three, then a sentence saying that is seven kids, so a child listening for a word like add or plus hears nothing at all. Give them the words the book leaves out. More also does two different jobs here - three more of us means three additional people, not more than somebody - so keep a hand on the empty squares while saying it. Rehearse one frame and reuse it all lesson: seven and ___ more makes ten. Children may work the total out in their strongest language and give only the frame in English.

Materials

Two-colour counters, fifteen per pair
A row of ten squares, one per pair
Blank cards, three per pair
Word cards: already, need, more

Standards & curriculum

These lessons are being matched against curricula now.

3. When Marks Will Not Do: Names You Can Move Representation · Choosing a data display that survives a change, and recounting after each change

Kip's chart works until the data moves. Marks in a column give a count and nothing else, so when three singers fall ill he cannot tell which three, and he says so. Alice's answer is a name on every note, and a note can be picked up. Students build the named board, then work the book's own changes: three singers move out and three move back, then two more fall ill, and the board is recounted each time. The book prints the totals after both changes, so a class has something to check its own recount against.

Full lesson — 20 minutes

1. Find out what the marks cannot tell you (5 min)
Look at a board of tally marks with no names on it and try to answer your partner's question: which three singers are absent today? Say what the marks can tell you and what they cannot. Then say Kip's two sentences about his chart.
Word preview: chart
My chart doesn't work so well anymore.
I can't keep track of who's sick and who isn't.
2. Put a name on every note (4 min)
Write one singer's name on each of fifteen notes and stick them in the columns where the marks were. Count each column and check that no count has changed. Say what the board can tell you now that it could not before.
Word preview: graph
How about making a graph with the kid's names on it, Alice suggested.
We can use sticky notes.
3. Move three names and count again (5 min)
Three singers are absent with chicken pox. Move Chloe, Fred and Sophie into Has it now, then move Travis, Mai and Cory the other way, because their seven to ten days are up. Count the singers who can sing on the day of the show and say the number.
Word preview: absent
The next day, Chloe, Fred, and Sophie were absent.
It only lasts 7-10 days, so they'll be better in time for the show.
Then we can move them around if things change.
4. Move two more and read the new total (6 min)
Say your count for the singers who can sing and check it against the number in the book. Then move Kelly and Jackson, count again, and say the new number before the book says it. Say what each move did to two columns at once.
Word preview: down
If nobody else gets sick, we'll have 12 kids!
Kelly and Jackson, she said shaking her head, chicken pox.
We're down to ten.

Short version — 9 minutes

1. Put a name on every note (4 min)
Write one singer's name on each of fifteen notes and stick them in the three columns. Count each column, then say what a named note tells you that a mark does not.
Word preview: graph
How about making a graph with the kid's names on it, Alice suggested.
We can use sticky notes.
2. Move three names and count again (5 min)
Move Chloe, Fred and Sophie into Has it now, then move Travis, Mai and Cory the other way because their seven to ten days are up. Count the singers who can sing on the day of the show and say the number before the book says it.
Word preview: absent
The next day, Chloe, Fred, and Sophie were absent.
It only lasts 7-10 days, so they'll be better in time for the show.
Then we can move them around if things change.

Three levels

Support: Keep the fifteen named notes and make one change instead of two: move Chloe, Fred and Sophie, then recount. Everything else stays whole, including saying the number before the book says it. Add the second change once the child's first recount has matched.
At Grade: Build the named board, work both of the book's changes in order, recount after each one, and say each number before checking it against the book.
Extension: Work the two changes in the other order, Kelly and Jackson first, and say whether the last number comes out the same and why. Then say which single move would put the count below the row of ten, and whether the book lets that move happen.

English learners

Moving a note and recounting needs no English, so the board work is open to a child on their first day. Two things need saying. A mark and a name do different jobs - one carries how many, the other carries who - and English uses the same word, count, about both boards, so put the two boards side by side and ask the which-three question of each. And the moves in this book are described with words pointing in opposite directions, absent and back tomorrow, said one line apart about six different children. Rehearse one frame and reuse it for every move: ___ moves from ___ to ___, so now we have ___. Children may work out the new count in their strongest language and give only the frame in English.

Materials

A board of tally marks only, three headed columns and no names
Fifteen sticky notes and a pen, one note for each singer
A row of ten squares, laid under the board as the line the count must not fall below
Word cards: chart, graph, absent

Standards & curriculum

These lessons are being matched against curricula now.

4. The Number Kip Never Says Reasoning · Producing a count the text withholds, and saying what it means beside a threshold

The book states every count it needs except one. Fifteen in the chorus, four who already had chicken pox, three who have it now, seven who are safe, ten the show needs, and never the number of singers who have never had it and could still catch it, which is the number the whole story turns on. Students set aside the two groups the book counts, count what is left in their hands, and say eight before anyone checks it. Then they lay the eight out beside the three the show still needs. The number is not in the text; the sentences that fix it are.

Full lesson — 20 minutes

1. Put a counter down for every number the book says (5 min)
Listen to the three sentences and put a counter on the desk for each number you hear: fifteen, four, three. Say which group each number counts. Then say why the four can never change groups again.
Word preview: already, never
There are 15 people in our chorus.
Four kids had chicken pox already, so they can't get it again.
The three kids who have it now should be better in plenty of time to sing.
The good news is that once you get chicken pox, you can never get it again.
2. Count what is left in your hands (6 min)
Take the fifteen cards. Put the four who already had chicken pox in one pile and the three who have it now in another, and hold the rest. Count the cards in your hands and say that number aloud before anyone checks it. Then count a second way, on from seven up to fifteen.
Then he made one mark under never had it.
3. Say who the eight are (5 min)
Name each card left in your hands, one at a time, and put it in the column headed Never had it. Count that column and say whether it matches the number you said. If it does not, put every card back and deal again.
Word preview: column
4. Say what eight means beside ten (4 min)
Lay your eight cards in a row and put a blank card under three of them. Say how many of the eight have to stay well, and how many of them could catch chicken pox with the show still going ahead. Keep a hand on each row while you say it.
Word preview: least
I get it, said Amy, so at least three more of us have to stay healthy.
We can perform if at least 10 are well by the date of the show.

Short version — 9 minutes

1. Count what is left in your hands (5 min)
Put the four who already had chicken pox in one pile and the three who have it now in another, and hold the rest of the fifteen. Count the cards in your hands and say the number before anyone checks it, then count again on from seven up to fifteen.
Then he made one mark under never had it.
2. Say what eight means beside ten (4 min)
Lay the eight cards in a row and put a blank card under three of them. Say how many of the eight have to stay well, and how many could catch chicken pox with the show still going ahead.
Word preview: least
I get it, said Amy, so at least three more of us have to stay healthy.
We can perform if at least 10 are well by the date of the show.

Three levels

Support: Hand the child the four and the three already piled and named, so the only work is counting what is left and saying the number. Keep the rest whole: say the number before it is checked, then name each card as it goes into the third column. Take the piles away once the child has done it twice.
At Grade: Set aside the four and the three from the fifteen, count what is left in your hands, say eight before anyone checks it, then name each of the eight into the third column and say what eight means beside the three the show still needs.
Extension: Say how many of the eight could catch chicken pox with the show still going ahead, and say how you know. Then say what the three counts would become if one of the eight had answered that they already had chicken pox, and whether that answer makes the show safer.

English learners

The counting is done with cards in the hand, so a child at the start of English can produce the answer and be seen to be right. The English to build is the difference between the book's three ways of talking about having chicken pox: had it already, has it now, and never had it. All three are made from the same two words, and the difference is carried by tense and by never, which several languages place elsewhere in the sentence. Say all three with a card in hand before any sorting starts. Rehearse one frame for the answer: ___ singers have never had it, so ___ could still catch it. Children may count and check in their strongest language and give only the frame in English.

Materials

A set of fifteen name cards, one for each singer in the chorus
A board with three columns headed Had it, Has it now and Never had it
Blank cards, three per pair
Word cards: already, never, column, least

Standards & curriculum

These lessons are being matched against curricula now.

5. Ask Everyone, Then Say Why It Is True Application · Taking a survey with three answers and justifying statements from the chart

The back of the book hands a class a question and a job. Amy and Fred asked some friends whether they would sing a solo in the next show, and the reader is told to say why five sentences about the answers are true. Students ask the same question of everybody in the room, tally the three answers, then make sentences of their own and defend each one with a finger on the row that proves it. They finish on the book's own five sentences, sorting the ones their chart can settle from the two that name a person rather than a number.

Full lesson — 20 minutes

1. Ask the book's question to everyone (6 min)
Ask every person in the room the book's question, exactly as it is printed, and write each answer on your list as yes, no or maybe. Ask everybody once and nobody twice. Count your list and say how many people you asked.
Word preview: survey
Amy and Fred took a survey.
They asked some friends this question.
Would you sing a solo in the next show?
2. Build the tally chart (5 min)
Make three rows headed yes, no and maybe, and put one mark in a row for each answer on your list, crossing the answer off as you mark it. Count the marks in each row, then count all the marks, and say whether that total matches the number of people you asked.
Word preview: tally
I'm doing a chicken pox survey he told her.
Then they showed the results of their survey.
3. Say why each sentence is true (5 min)
Make a sentence about your chart, say it to your partner, then say why it is true with a finger on the row that proves it. Your partner says whether that row really shows it. Do one sentence about a single row and one that puts two rows beside each other.
Word preview: true
Tell why each sentence is true.
More friends said yes than said no.
4. Test the book's five sentences on your chart (4 min)
Hear the book's five sentences one at a time and say for each whether your chart can settle it. Where it cannot, say what the chart would need: a mark tells you how many said maybe, and a name tells you who. Say which two of the five need names.
Word preview: maybe
Use the tally chart or the graph.
Amy and Fred asked 11 friends.
Rob said no.
Chloe said maybe.

Short version — 9 minutes

1. Build the tally chart (5 min)
Ask every person in the room the book's question and put one mark for each answer in a row headed yes, no or maybe. Count each row, count all the marks, and say whether the total matches the number of people you asked.
Word preview: tally
I'm doing a chicken pox survey he told her.
Then they showed the results of their survey.
2. Say why each sentence is true (4 min)
Make a sentence about your chart, say it to your partner, and say why it is true with a finger on the row that proves it. Do one sentence about a single row and one that puts two rows beside each other.
Word preview: true
Tell why each sentence is true.
More friends said yes than said no.

Three levels

Support: Ask a group of six rather than the whole room, so every row can be checked by touching, and give the child a list with the three answers already printed to tick. The rest stays whole: one mark for each answer, a count of each row, and one sentence defended with a finger on its row. Ask the whole room once the child's row counts have matched their list twice.
At Grade: Ask everybody once, tally the three answers, count each row against your list, then say two sentences about your chart and say why each is true with a finger on the row that proves it.
Extension: Build a chart for eleven friends that makes all five of the book's sentences true at the same time, and say which sentence you had to settle first. Then say which two of the five name a person rather than a number, and which of the book's two displays could settle those.

English learners

Asking one printed question and marking an answer is work a child can do on their first day in English, and the question is short enough to rehearse in a minute. The words carrying the mathematics here are the three answers, and maybe is the hard one: yes and no exist in every child's first language, while a middle answer that is neither is often a whole phrase rather than a word. Teach the three as a set, in the order they will sit on the chart. Rehearse one frame for the saying step and reuse it: it is true because this row has ___ marks. Children may argue about a doubtful answer in their strongest language and give only the frame in English.

Materials

A survey list with a line for every person in the room
A three-row chart headed yes, no and maybe
The book's five back-page sentences, one to a card
Word cards: survey, tally, true, maybe

Standards & curriculum

These lessons are being matched against curricula now.