The Yum-Yum House

$The Yum-Yum House book cover$

Grade 1
4 skill lessons · 4 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.

1How Many More To Make 83?
2Two Sentences, One Missing Number
3How Far Behind Is Maggie?
4Counting On To Eighty-Three

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.

5The Word That Decides What You Count
6What Was In Miss Belinda's Bags?
7Did Maggie Need All Eighty-Three?
8Eight Fewer, Eight More, Same Eight

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.

9Rolling Her Eyes
10The Plan Is Not a Bad Idea
11House to House, In Order
12Who Says This?
13Prettier and Yummier

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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. How Many More To Make 83? Concept · Finding a missing addend by counting on to a fixed target

The book fixes one target, 83, and then walks a pair of children past it five times with a different amount in hand each time: none, three, fourteen, thirty-three and seventy-five. Every time it prints the equation with the missing number left as a blank. Students build each amount on a strip with 83 written at the far end, write the equation with an empty box, and count on to fill the box. The box is a number the strip already determines: once the amount in hand and the target are both fixed, only one number fits, and counting on finds it. Students check their box against the book's printed answer every time, so the book is a partner to argue with rather than an authority to copy.

Full lesson — 20 minutes

1. Set the target and the empty table (4 min)
Each pair lays a strip of paper on the desk and writes 83 at the far right end of it, then leaves the rest of the strip empty. Read aloud the sentence where Grace Ann names her count, and put one counter on the strip for every candy Maggie starts with. Maggie starts with none, so the strip stays empty and the 83 at the end has nothing in front of it.
Word preview: 83, missing
I used 83 pieces of candy, Grace Ann says proudly.
0 plus 83 equals 83.
2. Fill the strip to three and read the gap (5 min)
Put three counters at the left end of the strip for the three lemon drops. Say what is on the strip and what is still missing, in the book's own words: three plus how many more makes 83. Write the equation with an empty box where the missing number goes, then count on from three in tens to eighty and by ones to eighty-three, moving a counter for each ten. The number of counters you moved is what goes in the box.
Word preview: plus, equals
Three lemon drops. That's it.
Three plus blank equals 83. Maggie has three candies. How many more does she need to get to 83?
3. Check the book's answer against your own (6 min)
Read what the book says the missing number is. Compare it against the number in your box. If the two disagree, count the strip again before you decide who is right. Then do the same for the next stop in the story: build 14 counters, write the equation with a box, count on to 83, and check your box against the book's number. Say aloud each time whether you and the book agree.
Word preview: more, check
83 minus 3 equals 80. She needs 80 more candies.
14 plus blank equals 83. How many more candies do they need?
83 minus 14 equals 69. They need 69 more candies.
4. Run the last two stops without the counters (5 min)
The story stops twice more, at 33 candies and at 75. For each one, write the equation with a box straight onto the strip and fill the box without laying out counters. Use the strip you already built to argue for your number: from 75 the gap is short and you can count it on your fingers, from 33 it is long and you will want to count on in tens first. Read the book's two answers last and mark each of your boxes agree or disagree.
Word preview: gap
33 plus blank equals 83. How many more candies do they need to tie Gray Sam?
83 minus 33 equals 50. They need 50 more candies.
75 plus blank equals 83. How many more candies do they need to have as many as grace and think?
83 minus 75 equals 8. They need 8 more candies.

Short version — 9 minutes

1. Fill the strip to three and read the gap (5 min)
Write 83 at the right end of a paper strip and put three counters at the left end for the three lemon drops. Say what is missing in the book's words: three plus how many more makes 83. Write the equation with an empty box and count on from three to eighty-three to fill it.
Word preview: plus, equals
Three plus blank equals 83. Maggie has three candies. How many more does she need to get to 83?
2. Check the book's answer against your own (4 min)
Read the number the book puts in the box. Compare it against yours and count the strip again if they disagree. Then write the equation for the last stop, 75 and 83, fill the box without counters, and check that one too.
Word preview: more, check
83 minus 3 equals 80. She needs 80 more candies.
83 minus 75 equals 8. They need 8 more candies.

Three levels

Support: Stay with the two shortest gaps in the book, 75 to 83 and 11 to 17, and keep the counters out for both. Lay the amount in hand, then add counters one at a time to the target, saying the number word for each one you add. Count the counters you added; that is the box. Do not move on to 3 or 14 until a pair has done both short gaps without recounting the amount they started with.
At Grade: Work all five stops in story order, counters for the first three and pencil only for the last two. Count on in tens where the gap is long and in ones where it is short, and say which you chose before you count. Check every box against the book's printed number and mark agree or disagree.
Extension: After the five stops, ask what happens to the box when the amount in hand goes up by one. Build 33 and then 34 on the strip, fill both boxes, and say what the boxes did. Then predict the box for 82 without building it and defend the prediction from the pattern, not from counting.

English learners

Missing transfers as an everyday word before it transfers as a mathematical one: a learner may know missing means lost and not yet know it means the number that fits. The book's own phrasing does the teaching here, because how many more does she need to get to 83 says the operation in ordinary words. Rehearse the frame I have ___, I need ___, so the box is ___ and let learners fill it with the counters in front of them. Blank is the harder word, since the book uses it to mean the box itself; point at the box each time it is said. Invite learners to count on aloud in their strongest language and to say only the final box number in English.

Materials

Paper strips, one per pair
Two-colour counters, 90 per pair
Pencils
Word cards: missing, more, equals

Standards & curriculum

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

2. Two Sentences, One Missing Number Reasoning · Writing an addition sentence and a subtraction sentence for one situation

The book's back matter states a rule outright, that adding and subtracting are related, and then works one example both ways before setting two problems that each demand the opposite sentence from the one they hand over. Students write both sentences for a single situation, fill both boxes, and find that the same number answers each. The reasoning is that the two sentences are not two problems but two readings of one arrangement of counters, so a student who can write only one of them still has a way to reach the number. Trading strips at the end makes the disagreement between two boxes into the thing worth investigating.

Full lesson — 20 minutes

1. Read the book's rule aloud (4 min)
Read the back-matter hint together, twice: once for the sense of it and once slowly with a finger on the words related and opposite. Say in your own words what the rule claims. Then set out 5 counters and 12 counters in two rows and hold the rule against them: if adding gets you from the short row to the long one, what gets you back?
Word preview: related, opposite
Hint. Addition and subtraction are related. Try putting the numbers you have into addition and subtraction sentences.
Think. Subtracting is the opposite of adding. So you can write a subtraction sentence to find the missing number.
2. Write the pair of sentences for the peppermints (5 min)
Use the book's worked example. On one sentence strip write the addition sentence with a box, exactly as the book prints it. On a second strip write the subtraction sentence with a box. Fill both boxes and say aloud what you notice about the two numbers you wrote. Lay the strips one above the other so the matching numbers line up.
Word preview: addition, subtraction
Grace Anne needs 12 peppermints for her Yam-Yam House. She only has 5 peppermints.
Addition sentence. 5 plus blank equals 12.
12 minus 5 equals blank. The missing number in both sentences is 7.
3. Turn the story's subtraction back into an addition (6 min)
The story does this trick once in the middle of the action, with the melted milk balls. Read the two sentences where it happens. Write the addition sentence with a box on one strip and the subtraction sentence on another, then fill both. Do the same for the doggy-treat problem at the back, where the book hands you a subtraction and asks for the addition. Say which of the two sentences was easier to fill and why.
Word preview: opposite
11 plus blank equals 17. How many candies did William eat?
17 minus 11 equals 6. He ate six candies.
Miss Belinda gave Maggie blank treats. Think blank minus 5 equals 10.
Write an addition sentence to find the missing number. How many treats did Miss Belinda give Maggie?
4. Answer the gumdrop problem both ways (5 min)
The last problem in the book hands you an addition and asks for a subtraction, the reverse of the one before. Write both sentences with boxes, fill them, and answer the question the book actually asks. Then trade strips with another pair and check their two sentences against each other: if the two boxes hold different numbers, one of the sentences is written wrong, and finding which one is the job.
Word preview: extras
William needs 50 gumdrops to make a Yam-Yam school. He has 65 gumdrops. Yay! He can eat the extras.
William can eat blank gumdrops. Think 50 plus blank equals 65.
Write a subtraction sentence to find the missing number. How many gumdrops can William eat?

Short version — 9 minutes

1. Write the pair of sentences for the peppermints (5 min)
Read the book's hint that adding and subtracting are related. Using the peppermint example, write the addition sentence with a box on one strip and the subtraction sentence with a box on another. Fill both boxes and say what you notice about the two numbers.
Word preview: addition, subtraction
Addition sentence. 5 plus blank equals 12.
12 minus 5 equals blank. The missing number in both sentences is 7.
2. Answer the gumdrop problem both ways (4 min)
The book's last problem gives you an addition and asks for a subtraction. Write both sentences with boxes, fill them, and answer the question the book asks. Check that your two boxes hold the same number.
Word preview: extras
William can eat blank gumdrops. Think 50 plus blank equals 65.
Write a subtraction sentence to find the missing number. How many gumdrops can William eat?

Three levels

Support: Work only the peppermint example and only with counters, five in one colour and seven in the other making twelve. Push the two colours together while saying the addition sentence, then pull the five back while saying the subtraction sentence. Write the two sentences after the hands have done them twice, not before.
At Grade: Write both sentences for the peppermints, the milk balls and both back-matter problems, filling every box. Answer the question each problem actually asks, which is not always the box you filled first. Trade strips and check another pair's two boxes against each other.
Extension: Take one situation and write every true sentence you can make from its three numbers, including the ones with the box in a different position, and sort them into adding and subtracting. Then say which of your sentences would be the fastest to fill if you were handed only two of the three numbers, and why.

English learners

Related and opposite are the load-bearing words and neither is safely guessable; opposite in particular is often first met as facing or across from. Anchor both to the counters before the strips: push together, pull back. Many learners will have met the two operations under names that translate cleanly, so the concepts usually transfer even where the English does not. Rehearse the frame ___ plus ___ equals ___, so ___ minus ___ equals ___ with the strips in view, and let learners say the two sentences in their strongest language first and write them in English second.

Materials

Two-colour counters, 20 per pair
Sentence strips, four per pair
Pencils
Word cards: addition, subtraction, opposite

Standards & curriculum

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

3. How Far Behind Is Maggie? Representation · Comparing a growing amount against a fixed amount and naming the gap

The whole story is one comparison held against a fixed number: Grace Ann's 83 never moves and Maggie's pile climbs past it four times. Students build both as rows of counters aligned at the left end, so the gap is a length they can see before it is a number they say. The representation is the point. Students reach every difference by matching counters and counting the unmatched ones, not by subtracting, and the book's printed subtraction sentences are checked against the rows rather than used to produce them. The last step matters because it is the only moment the comparison reverses, and it forces the words behind and less to be swapped for their partners.

Full lesson — 20 minutes

1. Build the two piles that the story compares (5 min)
One partner builds Grace Ann's 83 in a long row of counters. The other builds Maggie's 14, three of one colour and eleven of another, the way the story gets there. Lay the short row directly under the left end of the long row so the two rows start together. Say which row is longer and how you know, without using any number yet.
Word preview: longer, behind
So, we have three lemon drops and 11 melted milk balls. That's 14 candies, a long way from 83.
I used 83 pieces of candy, Grace Ann says proudly.
2. Say the gap with a number in it (5 min)
Now put a number on the difference. Count the counters in the long row that have no partner under them and say the sentence the book says: how far behind Maggie is. Read the book's own sentence for this moment and check your number against it. Say the comparison twice, once starting with Maggie and once starting with Grace Ann, and notice that the number stays the same while the words swap.
Word preview: behind, more
83 minus 14 equals 69. They need 69 more candies.
We need 69 more candies just to tie grace to Anne.
3. Move the row twice as the story moves (6 min)
The story moves Maggie's pile twice more. Add counters to the short row until it holds 33 and read the book's sentence for that moment; then add until it holds 75 and read the sentence for that one. Each time, count the unmatched counters in the long row and say the gap. Keep a written list of the three gaps in the order they happened and say what the list is doing.
Word preview: still, less
We're still 50 behind Gray Sam.
Back home we spread the candy out on the table. I count 75 pieces.
That's a lot of candy, but it's less than 83.
4. Decide the moment the comparison flips (4 min)
At the very end a neighbour arrives with more candy and the counting stops past the target. Read that sentence. Put counters on the short row until it passes the long one, and say the comparison now, with a number in it. The words you needed all through the story were behind and less; say which words you need now, and why the old ones no longer fit.
Word preview: more than
I stop counting counties when I hit 150.

Short version — 9 minutes

1. Build the two piles that the story compares (5 min)
Build Grace Ann's 83 in a long row and Maggie's 14 in a short row under its left end. Say which is longer without using a number, then count the unmatched counters and say the gap with a number in it.
Word preview: longer, behind
So, we have three lemon drops and 11 melted milk balls. That's 14 candies, a long way from 83.
2. Move the row twice as the story moves (4 min)
Add counters to the short row until it holds 75, then read the book's sentence for that moment and count the unmatched counters. Say the gap starting with Maggie and then starting with Grace Ann, and notice the number does not change.
Word preview: still, less
That's a lot of candy, but it's less than 83.

Three levels

Support: Use the story's small pair instead of the large one: build 17 in the long row and 11 in the short row, aligned at the left, and count the six unmatched counters. Say the comparison both ways with those numbers. Move to 75 against 83 only when a partner can say both directions without rebuilding the rows.
At Grade: Build 14, 33 and 75 in turn against the fixed 83, matching and counting the unmatched counters each time, and say each gap in both directions. Keep the written list of the three gaps and say what the list shows about the story.
Extension: Predict the next gap before you build it. From 33 with two bags still to come, say roughly where the short row will land and how you decided, then build 75 and see how close you were. Then say what a gap of zero would look like on the rows and what the story would have to do to reach it.

English learners

Behind is the trap. It transfers as a position word, standing at the back of a line, and here it means having fewer of something, which is a different idea wearing the same word. The rows carry it: point at the unmatched counters while saying behind. Less and more than are a pair worth rehearsing together rather than one at a time, since the flip at the end needs both. Use the frame ___ has ___ fewer than ___ and its partner ___ has ___ more than ___, with the rows in view. Invite learners to say which row is longer in their strongest language before putting a number on it in English.

Materials

Two-colour counters, 100 per pair
A long desk or floor strip
Pencils
Word cards: behind, less, more than

Standards & curriculum

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

4. Counting On To Eighty-Three Fluency · Counting on to a two-digit target across a decade

Three of the book's five gaps cross from one decade into another, and one of them, 33 up to 83, is exactly five rows of a hundred chart. Students count on from each of the story's amounts to the fixed 83, first one square at a time where the gap is short and then a whole row at a time where it is long. The fluency being built is the move down a row, and the recognition that it is worth ten squares without counting them. The final step asks students to rank the three starts by difficulty, which makes the choice of method something they defend rather than something they are told. The chart is a counting tool here and nothing more; students read no digit out of any square.

Full lesson — 20 minutes

1. Count on the short way first (5 min)
Start at 75 on a hundred chart and put a finger on it. Count on to 83, one square at a time, saying each number word as you touch it. Count how many squares your finger crossed. Read the book's answer for this moment and check it against your count. Notice that your finger had to drop to the next row partway through, and say the number where it dropped.
Word preview: count on
I count 75 pieces.
83 minus 75 equals 8. They need 8 more candies.
2. Count on the long way in two moves (6 min)
Start at 33 and count on to 83. Do not go one square at a time. Move straight down the chart one row at a time, saying 43, 53, 63, 73, 83, and count the rows you moved. Say how many squares one row down is worth. Then say the answer and check it against the book's sentence.
Word preview: row
I count up the people candies. Our new grand total is 33.
83 minus 33 equals 50. They need 50 more candies.
3. Count on where the rows do not line up (5 min)
Start at 14 and count on to 83. Moving down rows lands you on 74, not 83, so you will need both moves: rows first, then single squares. Say aloud how many rows you moved and how many squares after that, then say the total. Check it against the book's sentence for this moment.
Word preview: rows, squares
83 minus 14 equals 69. They need 69 more candies.
4. Say which start was easiest and why (4 min)
You have counted on from 75, from 33 and from 14 to the same target. Rank the three from easiest to hardest and say what made the easy one easy. Then look at the book's own smaller problem, 11 up to 17, and say where it belongs in your ranking and why it does not need the chart at all.
Word preview: easiest
11 plus blank equals 17. How many candies did William eat?

Short version — 9 minutes

1. Count on the short way first (5 min)
Put a finger on 75 on a hundred chart and count on to 83 one square at a time, saying each number. Count the squares you crossed and check your number against the book's answer. Say the number where your finger dropped to the next row.
Word preview: count on
83 minus 75 equals 8. They need 8 more candies.
2. Count on the long way in two moves (4 min)
Start at 33 and move straight down the chart one row at a time to 83, saying 43, 53, 63, 73, 83. Count the rows and say how many squares each row is worth, then say the answer and check it against the book.
Word preview: row
83 minus 33 equals 50. They need 50 more candies.

Three levels

Support: Work only inside one row to begin with, using the book's small pair: put a finger on 11 and count on to 17, touching and saying each square. Then do 75 to 83, which crosses one row boundary, and say the number where the finger dropped. Leave the long counts alone until both of those are steady.
At Grade: Count on from 75, from 33 and from 14 to 83, choosing squares for the short gap and rows for the long one, and say which you chose before you start. Check every answer against the book's sentence and rank the three starts at the end.
Extension: Count on from 14 to 83 by rows and squares, then do it again starting with the squares instead of the rows and say whether the answer changed. Then find a starting number, not in the book, that would reach 83 in whole rows alone, and say how you found it.

English learners

Count on is a phrase, not a word, and it does not come apart usefully: on here means keep going, which is not the meaning a learner will have met first. Demonstrate it with a finger before naming it. Row is likely already known from lining up and transfers cleanly. The number words in the eighties are worth rehearsing aloud before the chart work, since eighty-three and thirty-eight are easily swapped by ear. Use the frame I started at ___ and counted on ___ to reach ___. Invite learners to count the rows aloud in their strongest language and say only the total in English.

Materials

Hundred charts, one per pair
Counters, 10 per pair
Word cards: count on, row

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. The Word That Decides What You Count Integrated · Students find the one word in each of the book's questions that decides whether they answer with the pile or with the gap, and say aloud what the question would mean without it.

Students find the one word in each of the book's questions that decides whether they answer with the pile or with the gap, and say aloud what the question would mean without it.

Full lesson — 20 minutes

1. Answer the book's first two problems (5 min)
Pairs read the opening problem where Maggie has no candy and the next one where she has three, and answer both with counters against a written 83. They say the two answers aloud and notice how far apart they are.
2. Find the word that moved the answer (6 min)
Pairs put the two questions side by side and find every word that differs. They argue to agreement about which single word made 83 become 80, and say what that word asks for.
3. Swap the word and say the new question (5 min)
The teacher offers a replacement word for each of four more problems, left for found, behind for ahead, extras for more, at least for exactly. Pairs say aloud what each question would now be asking and whether the book's printed answer would still be right.
4. Answer the gumdrop problem and defend the word (4 min)
Pairs answer the one problem where William has more than he needs, then say which word told them to take away instead of counting on, and what they would have answered if the word had been more.

Short version — 9 minutes

1. Answer the book's first two problems (5 min)
Pairs read the opening problem where Maggie has no candy and the next one where she has three, and answer both with counters against a written 83. They say the two answers aloud and notice how far apart they are.
2. Find the word that moved the answer (6 min)
Pairs put the two questions side by side and find every word that differs. They argue to agreement about which single word made 83 become 80, and say what that word asks for.

Three levels

Support: Work with only two words, missing and more, and only the book's first two problems. Keep the counters out and build both piles, none and three, against a written 83. Say the two answers and put a finger on the word that differs. Do not add left, behind or extras until a pair can say without prompting that more asks for the gap.
At grade: Work all six words across the book's six problems, answering each with counters or by counting on and saying which word decides the answer. Perform the four swaps the teacher offers and say for each whether the book's printed answer would survive it.
Extension: Write a seventh problem about Maggie's candy using one of the six words, hand it to another pair, and check whether they answer with the pile, the gap or the surplus. Then rewrite your own problem swapping only the operative word, and say what the answer became. The test of a good pair is that the two versions have different answers and the same numbers.

English learners

These six words are not equally hard and they fail in different ways. More and left are common enough to be already known in their everyday senses and that is the danger: a learner who knows more as a general word for a bigger amount will not hear it as marking the gap. Behind is the same trap, since its everyday sense is a position rather than a shortfall. At least and extras are more likely to be genuinely new, which paradoxically makes them safer, because nothing competes with the mathematical reading. Anchor each word to the counters before the arguing starts, pointing at the unmatched counters while saying more and at the surplus while saying extras. Rehearse the frame The word ___ tells me to find the ___, so the answer is ___. Invite learners to state the swapped meaning in their strongest language before saying it in English, since the reasoning is the assessed part and the English sentence is the report of it.

Materials

Two-colour counters, 90 per pair
Cards with the six words, one set per pair
The book's six problems on a printed sheet
The two opening problems side by side, large
A written 83 as a fixed target

Standards & curriculum

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

6. What Was In Miss Belinda's Bags? Integrated · Students find a number the book never prints, the candies two bags added to the pile, and must read out the two sentences that fix it before they are allowed to say it.

Students find a number the book never prints, the candies two bags added to the pile, and must read out the two sentences that fix it before they are allowed to say it.

Full lesson — 20 minutes

1. Find where the book stops telling you (5 min)
Pairs hunt the pages between William's house and Floyd's for every number. They find fourteen and thirty-three, and they say aloud what happened in between that the book never counted.
2. Say the evidence before you may compute (5 min)
Each pair states the two sentences that fix the answer and says why the two bags sentence, though it is about Miss Belinda, does not help them find a number. No counters are on the desk during this segment.
3. Count the distance between the two totals (6 min)
Pairs build 14 on a strip marked 33 at the end, count on to 33 and count the counters they added. They write the missing-addend sentence the book would have written and fill the box.
4. Say what the book would have had to print (4 min)
Pairs say aloud the sentence the book could have put on Miss Belinda's page, using their number, and check it against the thirty-three the book does print. They say whether any other number could have fitted and why not.

Short version — 9 minutes

1. Say the evidence before you may compute (5 min)
Each pair states the two sentences that fix the answer and says why the two bags sentence, though it is about Miss Belinda, does not help them find a number. No counters are on the desk during this segment.
2. Count the distance between the two totals (6 min)
Pairs build 14 on a strip marked 33 at the end, count on to 33 and count the counters they added. They write the missing-addend sentence the book would have written and fill the box.

Three levels

Support: Work with a shorter withheld gap first, using the milk balls: the book says seventeen, then eleven, and prints the six. Cover the printed six and have the pair recover it with counters, then uncover it and check. Only then move to Miss Belinda's bags, and keep the fourteen and thirty-three written on cards so the reading load is lifted and the counting on is the whole task.
At grade: Find both sentences unaided, state them aloud before touching counters, and count on from 14 to 33 to produce the nineteen. Write the missing-addend sentence and say why the answer could not be any other number.
Extension: Try the same method on the second gap, from thirty-three to seventy-five, and say what makes it a harder question rather than just a bigger one. The book names five separate givers there, so the forty-two is determined as a total and no single giver's share is. Say which of the two questions the book actually lets you answer, and what a reader would have to be told to answer the other.

English learners

The mathematical work here is light and the reading work is heavy, so the language support matters more than usual. Total is the pivotal word and it is not decodable from context: it must be established that a total counts everything on the table and not only what just arrived, because the entire argument for nineteen rests on it. Grand total, which is how the book says it, is likely to be read as a bigger kind of total rather than the same word with emphasis. Establish both with counters, sweeping a hand over everything while saying total. The hunting segment is dense with names and jokes that carry no number, so it helps to say in advance that most of these sentences are not evidence. Rehearse the frame The book says ___ before and ___ after, so the bags held ___. Invite pairs to argue about which sentences are evidence in their strongest language and to report the two chosen sentences in English.

Materials

Two-colour counters, 40 per pair
Paper strips marked 14 and 33
The pages between William's house and Floyd's, printed
The two sentences on separate cards, revealed only after pairs name them

Standards & curriculum

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

7. Did Maggie Need All Eighty-Three? Integrated · Students take a side on whether the day's counting was necessary and say it to Grace Ann with at least two of the book's numbers inside the answer.

Students take a side on whether the day's counting was necessary and say it to Grace Ann with at least two of the book's numbers inside the answer.

Full lesson — 20 minutes

1. Work out how close and how far past (5 min)
Pairs find the shortfall at 75 using the rows they built earlier, and then work out roughly how far past 83 the count at 150 went. They say both numbers aloud.
2. Pick a side and find your numbers (5 min)
The teacher states the question. Each pair takes a side, then hunts the last pages for the counts and the sentences that fund it. Pairs who cannot find two numbers must change sides.
3. Rehearse the answer with a partner (4 min)
Partners say their position to each other twice, the second time with both numbers inside it. The listening partner says back which two numbers they heard.
4. Say it to Grace Ann (6 min)
One child holds the role of Grace Ann at the table asking how the street was made. Pairs answer her in turn, taking their position and carrying their two counts. Grace Ann may ask one question back.

Short version — 9 minutes

1. Pick a side and find your numbers (5 min)
The teacher states the question. Each pair takes a side, then hunts the last pages for the counts and the sentences that fund it. Pairs who cannot find two numbers must change sides.
2. Say it to Grace Ann (6 min)
One child holds the role of Grace Ann at the table asking how the street was made. Pairs answer her in turn, taking their position and carrying their two counts. Grace Ann may ask one question back.

Three levels

Support: Take the first position, which the book funds most plainly, and work with one number rather than two. Use the row of counters already built to show that 75 was eight short of 83, and rehearse a single sentence: she was only eight away, so she did not need the rest. Say it to a partner three times before saying it to Grace Ann, and add the second number only if the first sentence comes easily.
At grade: Take a side, find two counts that fund it, rehearse it with a partner and say it to Grace Ann with both numbers inside the answer. Be ready for one question back.
Extension: Answer Grace Ann and then argue the other side. Take the position you did not choose, find its two numbers, and say it as convincingly. Then say which of the two you actually believe and what number would have to change in the book for you to switch.

English learners

This lesson asks for spoken argument, which is the hardest register to produce under pressure, so the rehearsal segment is not optional for learners working in a new language and should be lengthened rather than skipped. The mathematical words are already established by the earlier lessons, and the load here is the argument frame rather than the vocabulary. Need is the one word worth pausing on, because the question turns on it and its everyday sense, wanting something, is not quite the sense in play, which is closer to could not have managed without. Offer the frame She did not need it, because the book says ___ and ___ alongside its partner She did need it, because the book says ___ and ___, and let learners choose a frame rather than compose one. Rehearsing in the strongest language first is the right order here, since the position has to be settled before it can be said, and only the final answer to Grace Ann needs to be in English.

Materials

Two-colour counters, 100 per pair
The last four pages of the book, printed
Number cards for 83, 75 and 150
A chair at a table for whoever holds Grace Ann's role
The three numbers displayed where a speaker can see them

Standards & curriculum

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

8. Eight Fewer, Eight More, Same Eight Integrated · Students say the gap between two counted piles both ways round and prove with the counters that the number does not change when the words swap.

Students say the gap between two counted piles both ways round and prove with the counters that the number does not change when the words swap.

Full lesson — 20 minutes

1. Match the rows and find the gap (5 min)
Pairs build 75 in one row and 83 in another, aligned at the left end, and count the unmatched counters at the end of the long row. They say the number aloud.
2. Say the book's sentence, then the missing one (6 min)
Pairs read the book's sentence for this moment, which puts Maggie first. They then say the sentence the book never prints, starting with Grace Ann, and check that the same eight counters answer both.
3. Do it again with a pair the book says nothing about (5 min)
Pairs take the three lemon drops against the eleven milk balls, which the book counts and never compares. They match, count the gap and say both sentences without a model to copy.
4. Reverse the big one (4 min)
Pairs take the 33 against 83, where the book says fifty behind, and say the reverse sentence. They say what stayed the same and what changed between the two sentences.

Short version — 9 minutes

1. Match the rows and find the gap (5 min)
Pairs build 75 in one row and 83 in another, aligned at the left end, and count the unmatched counters at the end of the long row. They say the number aloud.
2. Say the book's sentence, then the missing one (6 min)
Pairs read the book's sentence for this moment, which puts Maggie first. They then say the sentence the book never prints, starting with Grace Ann, and check that the same eight counters answer both.

Three levels

Support: Work only with the milk balls, seventeen against eleven, where the gap is six and both rows fit on one desk. Match them at the left end, count the six unmatched counters and say the two sentences with the counters still in front of you, pointing at the six each time. Move to 75 against 83 only when both sentences come without prompting.
At grade: Match and count the gap for 75 against 83, for 3 against 11 and for 33 against 83, and say each comparison in both directions using fewer than and more than. Say each time that the number did not change.
Extension: Find the pair in the book where the smaller number belongs to the person who is winning, which is the gumdrops: William needs 50 and has 65. Say that comparison both ways and then say why behind, the book's word all through the story, does not fit it. Then say what word does.

English learners

Fewer and less are the pair to be careful with, and the book only ever supplies less. Both directions need to be rehearsed together rather than in separate sessions, because a learner who meets more than a week after fewer than will treat them as unrelated. Behind is the deeper trap: its everyday sense is a position, standing at the back, and the mathematical sense of having fewer is a different idea in the same word. Point at the unmatched counters while saying it. Many learners will have a construction in their strongest language that reverses more cleanly than English does, and that is an asset here, so invite pairs to say both directions in their strongest language first and to notice whether the reversal was easier there. Rehearse the paired frames ___ has ___ fewer than ___ and ___ has ___ more than ___, always as a pair, never singly.

Materials

Two-colour counters, 100 per pair
A long desk or floor strip
Cards reading fewer than and more than
The book's one-directional sentences displayed, so the missing direction is visible as missing

Standards & curriculum

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

Reading and language lessons

5 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.

9. Rolling Her Eyes Comprehension · Telling how a narrator feels from what she says and does

Maggie never says the word jealous, but the reader can hear it. Students read the sentence where she rolls her eyes, then the sentence where she calls Grace Ann a queen, and say what those words show about how Maggie feels. They test the feeling against a second passage, then say aloud one sentence naming the feeling and pointing at the words that carry it. Nothing is added up; the work is hearing a feeling that the words show but never name.

Full lesson — 20 minutes

1. Hear how Maggie says it (6 min)
The teacher reads the passage below aloud twice: once in a flat voice, and once the way Maggie sounds. Ask the class which reading sounded right. Then point to the words roll my eyes. Say aloud one word for how Maggie is feeling here.
Word preview: feel
I roll my eyes at my friend, William. Of course she made it herself. Grace Ann is the queen of making things herself.
2. Find the same feeling in another place (5 min)
Read the passage below with a partner. Maggie tells about two boats. Say aloud which boat she is proud of and which one she is not. Then tell your partner whether Maggie sounds the same here as she did before, and say one word that tells why.
Word preview: proud
Last summer, all the kids on our street made paper boats. Grace and made a ship with seven sails. I made a row boat and it sank.
3. Point at the words that carry the feeling (5 min)
Read the passage below together. Underline with your finger the three short sentences about the zoo. Say aloud what Maggie thinks of her own petting zoo, and which words made you think it.
Word preview: think
William and I ran a petting zoo. The zoo had one animal. My dog, Homer. At least it did until the dog biscuits ran out, then Homer went home.
4. Say the feeling in one sentence (4 min)
Read the two passages below one more time. Then say one whole sentence to a partner in this shape: Maggie feels ___ because she says ___. Use words from a passage in front of you for the second blank.
Word preview: because
I roll my eyes at my friend, William. Of course she made it herself. Grace Ann is the queen of making things herself.
William and I ran a petting zoo. The zoo had one animal. My dog, Homer. At least it did until the dog biscuits ran out, then Homer went home.

Short version — 9 minutes

1. Hear how Maggie says it (5 min)
The teacher reads the passage below aloud twice, once flat and once the way Maggie sounds. Point to the words roll my eyes. Say one word for how Maggie feels.
Word preview: feel
I roll my eyes at my friend, William. Of course she made it herself. Grace Ann is the queen of making things herself.
2. Say the feeling in one sentence (4 min)
Read the passage below again. Then say one whole sentence to a partner: Maggie feels ___ because she says ___. Use words you can see in front of you.
Word preview: because
I roll my eyes at my friend, William. Of course she made it herself. Grace Ann is the queen of making things herself.

Three levels

Support: Echo the teacher on the first passage in step 1, one sentence at a time. Point to the words roll my eyes. Then answer aloud: is Maggie happy about Grace Ann's house, or not happy? Say one word.
At Grade: Read the passage in step 1 and the zoo passage in step 3, and say which words in each one show how Maggie feels, then name the feeling in a full sentence.
Extension: Maggie says Grace Ann is the queen of making things herself. Say two sentences about why the word queen tells you more about Maggie than it tells you about Grace Ann.

English learners

Rolling your eyes means one thing in English and something quite different, or nothing at all, in many other languages, so the sentence can read as a description of eye movement rather than as an opinion. Act the gesture, then read the sentence, then say the plain meaning: she is not impressed. Invite students to name a gesture from home that shows a feeling without words, in their strongest language, and describe it for the class. Rehearsable frame: Maggie feels ___. I know because she ___.

Materials

The Yum-Yum House, the passage printed in this step
feeling faces cards
sentence frame strip
Word cards: feel, proud, think, because

Standards & curriculum

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

10. The Plan Is Not a Bad Idea Comprehension · Naming a character's problem and the plan she makes

Maggie wants something, hits a wall, and invents a way around it. Students read the moment the wish begins, the moment it stalls, and the moment William says something that turns into a plan. They put the three moments in order and say the problem and the plan out loud in their own words. No quantities are compared; the work is naming what a character wants and how she decides to get it.

Full lesson — 20 minutes

1. Find what Maggie wants (5 min)
The teacher reads the passage below. Then say aloud what Grace Ann has made, and what Maggie wishes she could do with it. Point to the sentence where Grace Ann says no.
Word preview: want
It's a yum yum house, Grace Ann says. Like a gingerbread house, but with graham crackers, I made it myself.
She giggles. It's not for eating, Maggie.
2. Find where the plan gets stuck (5 min)
Read the passage below with the teacher. Say aloud what Mrs. Duncan tells the children, and why that is bad news for Maggie's plan. Use the word but in your answer.
Word preview: but
Oh, honey, we've gone on a diet, she says. I got rid of every sweet treat in the house. So much for getting a ton of candy.
3. Find the sentence that starts the idea (6 min)
Read the passage below together. One person here says something as a joke and the other hears an idea in it. Point to the sentence where the idea begins. Say aloud who said it, and what Maggie decides to do about it.
Word preview: idea
Too bad it isn't Halloween, William says. We could go trick or treating. You know I say... That's not a bad idea.
We ring the Duncan's doorbell. I feel silly trick-or-treating without costumes, William, complains. Don't think of it as trick-or-treating, I say, think of it as borrowing. The Duncan's always have a ton of candy.
4. Say the problem and the plan (4 min)
Read the passage below once more. Then tell a partner two sentences: Maggie's problem is ___. Her plan is ___. Say the plan in your own words, not the book's.
Word preview: plan
Too bad it isn't Halloween, William says. We could go trick or treating. You know I say... That's not a bad idea.

Short version — 9 minutes

1. Find what Maggie wants (5 min)
The teacher reads the passages below. Say what Grace Ann has made and what Maggie wishes she could do. Point to the sentence where Grace Ann says no.
Word preview: want
It's a yum yum house, Grace Ann says. Like a gingerbread house, but with graham crackers, I made it myself.
She giggles. It's not for eating, Maggie.
2. Say the problem and the plan (4 min)
Read the passage below. Then tell a partner: Maggie's problem is ___. Her plan is ___. Say the plan in your own words.
Word preview: plan
Too bad it isn't Halloween, William says. We could go trick or treating. You know I say... That's not a bad idea.

Three levels

Support: Read only the two short passages in step 1 with the teacher. Answer aloud: can Maggie eat Grace Ann's house? Say yes or no, then point to the words that told you.
At Grade: Read the passage in step 2 and the passage in step 3 and say, in two sentences, what went wrong and what the children decided to try instead.
Extension: William says Too bad it isn't Halloween as a complaint. Say two sentences about how Maggie turns his complaint into a plan, using his words and hers.

English learners

Too bad it isn't Halloween is a complaint dressed as a wish, and the negative isn't carries the whole meaning. Say the plain sentence first — I wish it were Halloween — then read the book's line, so the wish is heard inside the complaint. Invite students to say, in their strongest language, one thing they wish were true today, then help them shape it as Too bad it isn't ___. Rehearsable frame: The problem is ___. The plan is ___.

Materials

The Yum-Yum House, the passage printed in this step
story order cards
sentence frame strip
Word cards: want, but, idea, plan

Standards & curriculum

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

11. House to House, In Order Application · Retelling the events of a story in the order they happen

The children knock on four doors and each door gives them something different. Students read three of the door passages, put them in the order the book puts them, and retell the walk using first, next and last. The retelling is spoken, not written. Nothing is totalled; the work is holding a sequence of events and saying it back in order.

Full lesson — 20 minutes

1. Read the first door (5 min)
The teacher reads the passage below. Say aloud whose door this is and what the children ask for. Then say what they get. Hold up one finger: this is the first house.
Word preview: first
We ring the Duncan's doorbell. I feel silly trick-or-treating without costumes, William, complains. Don't think of it as trick-or-treating, I say, think of it as borrowing. The Duncan's always have a ton of candy.
Oh, honey, we've gone on a diet, she says. I got rid of every sweet treat in the house. So much for getting a ton of candy.
2. Read the next door (5 min)
Read the passage below with a partner. Say whose door this is. Hold up two fingers: this is the next house. Say one way this door is different from the first one.
Word preview: next
We try Miss Belinda next. Homer, she trails when she sees my dog. Look, Fifi, it's our little friend. Fifi looks down at Homer and Sniffs.
3. Read a later door (5 min)
Read the passage below together. Say whose door this is and how Maggie can tell their luck is changing. Point to the sentence that says so.
Word preview: last
We head for Mrs. Rizuto's. Our luck is about to change. I can smell it. Come in, she says I'm baking cookies.
4. Retell the walk in order (5 min)
Lay the three passages below in front of you in the order the book tells them. Then retell the walk to a partner using the words first, next and last, one sentence for each door.
Word preview: order
We ring the Duncan's doorbell. I feel silly trick-or-treating without costumes, William, complains. Don't think of it as trick-or-treating, I say, think of it as borrowing. The Duncan's always have a ton of candy.
We try Miss Belinda next. Homer, she trails when she sees my dog. Look, Fifi, it's our little friend. Fifi looks down at Homer and Sniffs.
We head for Mrs. Rizuto's. Our luck is about to change. I can smell it. Come in, she says I'm baking cookies.

Short version — 9 minutes

1. Read the first door (4 min)
The teacher reads the passages below. Say whose door this is, what the children ask for, and what they get.
Word preview: first
We ring the Duncan's doorbell. I feel silly trick-or-treating without costumes, William, complains. Don't think of it as trick-or-treating, I say, think of it as borrowing. The Duncan's always have a ton of candy.
Oh, honey, we've gone on a diet, she says. I got rid of every sweet treat in the house. So much for getting a ton of candy.
2. Retell the walk in order (5 min)
Lay the three passages below in the order the book tells them. Retell the walk to a partner using first, next and last.
Word preview: order
We ring the Duncan's doorbell. I feel silly trick-or-treating without costumes, William, complains. Don't think of it as trick-or-treating, I say, think of it as borrowing. The Duncan's always have a ton of candy.
We try Miss Belinda next. Homer, she trails when she sees my dog. Look, Fifi, it's our little friend. Fifi looks down at Homer and Sniffs.
We head for Mrs. Rizuto's. Our luck is about to change. I can smell it. Come in, she says I'm baking cookies.

Three levels

Support: Use only the two passages in step 1. Say who lives here and whether the children got any candy. Answer in one short sentence.
At Grade: Put the three door passages in step 4 in the book's order and retell the walk with first, next and last, one sentence each.
Extension: Retell the walk in step 4 in order, then say one sentence about why the book saves Mrs. Rizuto's door for after the two that went badly.

English learners

First, next and last do the work that verb endings do in some other languages, so the order words carry more weight here than they look like they should. Lay the three passages left to right and say the order word aloud as you touch each one, so the sequence is seen as well as heard. Invite students to retell the walk in their strongest language first, then in English with the three order words. Rehearsable frame: First they go to ___. Next they go to ___. Last they go to ___.

Materials

The Yum-Yum House, the passage printed in this step
order cards: first, next, last
Word cards: first, next, last, order

Standards & curriculum

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

12. Who Says This? Reading · Working out who is speaking when the tag is unclear

This transcript has fused and scrambled some speaker tags, and one of them sits in a passage students can still read. Rather than repair it, this lesson makes the puzzle the work: students read the clean exchange first, learn how a said tag points at a speaker, then meet a line where the tag has gone wrong and decide from the surrounding sentences who must be talking. They say what made them sure. Nothing is computed; the work is tracking a speaker through a conversation.

Full lesson — 20 minutes

1. Follow a clean exchange (5 min)
The teacher reads the passage below, using a different voice for each speaker. Say aloud whether one person is talking here or more than one. Point to the words that tell you which one says the last line.
Word preview: says
What if we do it this way, William says? He shows me a tiny house. It's not what I had in mind at all, but it does stay up. He sticks on a chunk of dry banana for the chimney. Look, it's Floyd's house.
2. Meet a line where the tag went wrong (6 min)
Read the passage below with the teacher exactly as it is printed, without fixing anything. The middle sentence is muddled: the words that should name the speaker have come out wrong. Say aloud who you think is talking there, and which other sentence in the passage made you sure.
Word preview: speaker
Let's skip Floyd's house, I say. Why will you ask, he's nice. I remind him about the soybean snacks Floyd gave out on Halloween. William shrugs, they weren't so terrible. Better than doggy treats.
3. Check your answer against what happens next (5 min)
Read the passage below again, all the way to the end. Say aloud what William does right after the muddled sentence. Then say whether that makes you keep your answer about who was talking, or change it.
Word preview: check
Let's skip Floyd's house, I say. Why will you ask, he's nice. I remind him about the soybean snacks Floyd gave out on Halloween. William shrugs, they weren't so terrible. Better than doggy treats.
4. Say how you knew (4 min)
Read the clean passage below one more time. Then tell a partner one sentence: I knew who was talking because ___. Name the clue you used, not the answer.
Word preview: clue
What if we do it this way, William says? He shows me a tiny house. It's not what I had in mind at all, but it does stay up. He sticks on a chunk of dry banana for the chimney. Look, it's Floyd's house.

Short version — 9 minutes

1. Follow a clean exchange (4 min)
The teacher reads the passage below with a different voice for each speaker. Say whether one person is talking or more than one, and point to the words that name one of them.
Word preview: says
What if we do it this way, William says? He shows me a tiny house. It's not what I had in mind at all, but it does stay up. He sticks on a chunk of dry banana for the chimney. Look, it's Floyd's house.
2. Meet a line where the tag went wrong (5 min)
Read the passage below exactly as it is printed, without fixing anything. Say who you think is talking in the muddled middle sentence, and which other sentence made you sure.
Word preview: speaker
Let's skip Floyd's house, I say. Why will you ask, he's nice. I remind him about the soybean snacks Floyd gave out on Halloween. William shrugs, they weren't so terrible. Better than doggy treats.

Three levels

Support: Use only the passage in step 1. The teacher reads it in two voices. Point to the name William. Say aloud which line William says.
At Grade: Read both passages and say who is speaking in the muddled sentence, naming the sentence nearby that made you sure.
Extension: The sentence Why will you ask, he's nice has lost the words that named its speaker. Say two sentences about what the rest of the passage still tells you, even with those words gone.

English learners

English puts the speaker tag after the words in most of this book — William says, I say — which is the opposite of the order many students expect, and this transcript's damaged line makes the pattern harder to trust. Read the clean line first and mark the two halves with your hands: the words here, the name there. Invite students to say who speaks first in a conversation from home, in their strongest language, then name the speakers in English. Rehearsable frame: I think ___ is talking, because ___.

Materials

The Yum-Yum House, the passage printed in this step
two speaker puppets or name cards
sentence frame strip
Word cards: says, speaker, check, clue

Standards & curriculum

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

13. Prettier and Yummier Comprehension · Saying what a character learns by the end of a story

Maggie starts out trying to beat Grace Ann and ends up somewhere else entirely. Students read the failure, read the turn, and read the last exchange, then say what changed in Maggie between the beginning and the end. They answer using the book's own last words. No amounts are compared; the work is stating a change in a character across a whole story.

Full lesson — 20 minutes

1. Read the part where it goes wrong (5 min)
The teacher reads the passage below. Say aloud what happens to each of Maggie's three walls. Then say one word for how Maggie feels at this moment.
Word preview: wrong
My first wall falls over to one side. My second wall falls over to the other side. My third wall just falls apart.
2. Read the part where it turns (5 min)
Read the passage below with a partner. William suggests something small instead of something big. Say aloud what Maggie thinks of his idea at first, and what she does next.
Word preview: instead
What if we do it this way, William says? He shows me a tiny house. It's not what I had in mind at all, but it does stay up. He sticks on a chunk of dry banana for the chimney. Look, it's Floyd's house.
I laugh. I try building a little house like his. I make the windows out of chocolate chips. It's Mrs. Rezuto's house, I say. We make all the houses on our street.
3. Read the last thing anybody says (6 min)
Read the passage below together. Grace Ann says two things about the two houses. Say aloud which one is about looks and which one is about taste. Then say whether Maggie agrees, and point to the words that show it.
Word preview: agree
Grace and nibbles a piece of candy and smiles. Maybe mine looks prettier, but yours is yummier! You know, she's right. William and I aren't so bad at making things.
4. Say what changed (4 min)
Read the two passages below side by side. Then tell a partner one sentence in this shape: At the start Maggie wanted ___, and at the end she ___. Use words from the passages in front of you.
Word preview: changed
My first wall falls over to one side. My second wall falls over to the other side. My third wall just falls apart.
Grace and nibbles a piece of candy and smiles. Maybe mine looks prettier, but yours is yummier! You know, she's right. William and I aren't so bad at making things.

Short version — 9 minutes

1. Read the last thing anybody says (5 min)
The teacher reads the passage below. Grace Ann says two things about the two houses. Say which one is about looks and which is about taste, and whether Maggie agrees.
Word preview: agree
Grace and nibbles a piece of candy and smiles. Maybe mine looks prettier, but yours is yummier! You know, she's right. William and I aren't so bad at making things.
2. Say what changed (4 min)
Read the two passages below side by side. Tell a partner: At the start Maggie wanted ___, and at the end she ___.
Word preview: changed
My first wall falls over to one side. My second wall falls over to the other side. My third wall just falls apart.
Grace and nibbles a piece of candy and smiles. Maybe mine looks prettier, but yours is yummier! You know, she's right. William and I aren't so bad at making things.

Three levels

Support: Use only the passage in step 1. The teacher reads it. Answer aloud: did Maggie's big house stay up? Say yes or no, then say which sentence told you.
At Grade: Read the passages in step 3 and say what Grace Ann means by prettier and by yummier, and whether Maggie agrees with her.
Extension: Read the passage in step 3. Maggie says You know, she's right. Say two sentences about what Maggie had to give up before she could say that.

English learners

Prettier and yummier are comparison forms built with an ending rather than a separate word, and yummier is a made-up-sounding word besides. Say pretty, prettier and yummy, yummier as pairs, and show two objects while you say each pair, so the -er ending is heard as the comparison. Invite students to compare two foods they like in their strongest language and then in English with one -er word. Rehearsable frame: Hers is ___, but ours is ___.

Materials

The Yum-Yum House, the passage printed in this step
before and after cards
sentence frame strip
Word cards: wrong, instead, agree, changed

Standards & curriculum

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