Kyle Keeps Track of Cash

$Kyle Keeps Track of Cash book cover$

Grade 2
4 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 Notebook Page
2Four Ones Into Her Hand
3Three Dollars Each
4Two Columns on the Board

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

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

1. The Notebook Page Concept · Reading what a coin is worth and counting a handful of coins to one amount

Kyle's brother tips a handful of coins onto the table and Kyle opens a notebook to work out what it comes to. The book then does something almost no book in this collection does: it prints a worth for every coin on the table and a running figure for every pile. Students rebuild that handful with real coins — eight quarters, seven dimes, five nickels, eight pennies — sort it into four piles, and count each pile to the figure the book already gives, so a wrong count has something to hit against rather than a teacher's word. Then the four piles are counted straight through to three hundred and three cents, and the book's own three dollars and three cents goes down beside that as the same money written the other way. The idea students leave with is that a coin's size tells you nothing and its worth tells you everything: five nickels and one quarter are the same money, and the book says so twice on the same page, while the dime, the smallest coin on the plate, is worth twice as much as the bigger nickel standing next to it in the row. Two warnings for the teacher: the transcription misspells nickels as Nichols and pennies as Pennings in the sentences that give those two their worth, so read both words aloud correctly and let the coin in the child's hand, stamped with the same figure, be what settles it.

Full lesson — 20 minutes

1. Sort the handful into four piles (4 min)
Tip your pair's cup of coins onto a plate and push them into four piles, one pile for each kind of coin. Do not count anything yet. Say what makes each pile one pile, and if a coin is hard to place, turn it over and read what is stamped on it.
Word preview: notebook, money
He came back and put some money on the table.
I found a notebook to do the math.
2. Write what each kind is worth (5 min)
Take one coin from each pile and lay it on a worth card. Write on the card what that one coin is worth in cents, using the number the book gives for that kind of coin. Lay the four cards in a row from the biggest worth to the smallest. Then find the smallest coin on the plate, say where it sits in your row, and say whether it is the one worth least.
Word preview: worth, cents
Quarters are worth 25 cents.
Dimes are worth 10 cents.
Nichols equal 5 cents.
Pennings are 1 cent each.
3. Count each pile to the number the book prints (6 min)
Count one pile at a time in cents, sliding each coin across as you say the running amount, and write the pile's total in cents at the end of its row. Check each row against the amount the book prints for that pile. Three of them the book gives in cents and they should match your row exactly; the quarters it gives in dollars instead, so say whether your figure for that pile is the same money as the book's, and count the pile again if any of the other three rows did not match.
Word preview: equals
Eight quarters equals $2.
Seven dimes is 70 cents.
Five Nichols is 25 cents.
Eight pennies make 8 cents.
4. Put the piles together and say why three pennies go back (5 min)
Lay the four piles end to end in one line, biggest worth first, and count straight through from the first coin to the last, carrying the running amount from each pile into the next. Say what the whole line comes to in cents, then put the book's own figure beside it and say whether the two are the same money written two ways. Lay the three-dollar price tag under the line, count on from the price to your amount, and push back exactly what you counted.
Word preview: owe
You gave me $3.03.
I owe you three pennies.

Short version — 9 minutes

1. Count each pile to the number the book prints (5 min)
Count one pile at a time in cents, sliding each coin across as you say the running amount. Write the pile's total down and check it against the amount the book prints for that pile. Count again before moving on if a row does not match.
Word preview: equals
Eight quarters equals $2.
Seven dimes is 70 cents.
Five Nichols is 25 cents.
Eight pennies make 8 cents.
2. Put the piles together and say why three pennies go back (4 min)
Lay the four piles end to end and count straight through, carrying the amount from each pile into the next. Say what the line comes to, put the book's figure beside it, then count on from the three-dollar price tag to your amount and push back what you counted.
Word preview: owe
You gave me $3.03.
I owe you three pennies.

Three levels

Support: Give the child two piles instead of four, the eight pennies and the seven dimes, and leave the quarters and nickels in the cup. Both of those piles count in ones or in tens, so the counting is a count the child already owns and the new work is reading a worth off a coin. Keep the check against the book's printed figure, because that is the part of this lesson that tells a child whether the count was right without anybody being told.
At Grade: All four piles sorted, a worth written for each kind of coin from the book's own figure, each pile counted in cents and checked against the book's amount for it, the four piles counted straight through to three hundred and three cents, the book's printed figure laid beside that and named as the same money, and the three pennies counted back off the three-dollar price.
Extension: The book asks how many quarters make three dollars and never answers it. Build the answer out of the book's own figure and nothing else. Stack the eight quarters the book says are two dollars into two equal stacks, and say what one stack must be worth if the two together are two dollars. Then say how many stacks make three dollars, and how many quarters that is altogether.

English learners

Two of the four coin names carry their worth inside the name for an English speaker and neither one helps a child who is new to the currency: a quarter is a quarter of a dollar and the word never says of a dollar, and a dime says nothing at all. So the names have to be learned as labels for amounts, not decoded. The worth sentences all use one of two shapes — ___ are worth ___ cents and ___ is ___ cents — and the second drops the verb worth entirely, which is what makes a line like seven dimes is seventy cents read as an identity rather than a count. Rehearse one quarter is worth twenty-five cents and eight quarters is two dollars back to back so the difference between a coin's worth and a pile's amount is audible. Invite children to name each coin and its worth in their strongest language first and to say whether their own currency has a coin doing the same job.

Materials

A cup of coins per pair: eight quarters, seven dimes, five nickels, eight pennies
A paper plate per pair, ruled into four sections
Four blank worth cards per pair
A notebook page per pair, ruled into four rows
A price tag per pair reading three dollars
Word cards: worth, cents, equals

Standards & curriculum

These lessons are being matched against curricula now.

2. Four Ones Into Her Hand Application · Making change from a bill by counting up from the price to the amount handed over

Three times in this book somebody hands Kyle a bill worth more than what they are buying, and all three times the book prints both the price and the change. Mrs. Harding gives a ten for six dollars of candy and gets four ones. Miss Jennings gives a five for one box and gets two dollars. Cousin Ashina gives a twenty for four boxes and gets eight. Students run all three with play bills, and they reach the change the way Kyle does it in the one place the book shows the act — by counting ones out of the wallet, one at a time, from the price up to the bill. This is the only number sentence the whole book prints, and students meet it as a check on money they have already moved rather than as the thing to be copied. What students leave with is that the change is not the price and not the bill but the distance between them, and that you can hear whether it is right because the count lands exactly on the bill.

Full lesson — 20 minutes

1. Set the price and the bill side by side (4 min)
Put your pair's price card on the left of the mat and the bill the buyer handed over on the right. Say the two amounts out loud in that order, price first. Do not move any money yet, and do not say the change yet.
Word preview: bill
Two boxes is $6, I said.
Mrs. Harding gave me a $10 bill.
2. Count ones up from the price to the bill (6 min)
Start at the price and lay one dollar bill down at a time into the buyer's hand, saying the running amount each time, until you reach the amount on the bill she gave you. Count how many ones went across. Then read the book's line for that sale and say whether it agrees with the number of ones in her hand.
Word preview: minus, change
That's $10 minus $6 equals $4.
I counted four $1 bills into her hand.
3. Run the other two sales (6 min)
Do Miss Jennings next: one box, and she pays with a five. Then do cousin Ashina: four boxes, and she pays with a twenty, so work out what four boxes cost before you touch the bill. Count the change up from the price both times and check each one against the figure the book gives.
Word preview: back
They're three dollars each, I said.
Miss Jennings bought one box.
She gave me a $5 bill.
I gave her back $2.
Axina bought four boxes.
She gave me a $20 bill from her purse.
$8 back, I said.
4. Say the sentence before the money moves (4 min)
Trade jobs so one of you is the buyer. Before any bill crosses the mat, the seller has to say one sentence naming what the candy costs, what the buyer handed over, and how much is going back. The buyer holds the bill until that sentence is right, then the money moves and the buyer counts it.
Word preview: owed
You'll need it to make change.
I gave him back the $10 I owed him.

Short version — 9 minutes

1. Set the price and the bill side by side (4 min)
Put the price card on the left of the mat and the bill the buyer handed over on the right, and say both amounts out loud, price first. Move no money and name no change yet.
Word preview: bill
Two boxes is $6, I said.
Mrs. Harding gave me a $10 bill.
2. Count ones up from the price to the bill (5 min)
Lay one dollar at a time into the buyer's hand from the price up to her bill, saying the running amount. Count the ones that went across, then check that count against the book's line for the sale.
Word preview: minus, change
That's $10 minus $6 equals $4.
I counted four $1 bills into her hand.

Three levels

Support: Run only the two sales whose price the child does not have to work out: six dollars from a ten, which the book prints in that scene, and three dollars from a five, which is the one-box price the book prints twice elsewhere. Hand both price cards over already written. Keep the counting up in single dollar bills and let the child put each one into a partner's open hand rather than into a pile, so every dollar is one movement that can be heard as well as seen.
At Grade: All three sales run, the cost of the four boxes worked out before the twenty is touched, the change counted up in ones from the price to the bill each time and checked against the book's figure, and one sale spoken through as a full sentence naming cost, payment and change.
Extension: Give the change for the twenty in the fewest bills you can and say how many that is, then give it in ones and say how many that is. Say whether the buyer got the same money both times and how you know. Then say what would have had to be handed back off the ten if two boxes really had cost the seven dollars the book asks about, and say which of the two — buyer or seller — would have come out a dollar ahead of the sale the book actually made.

English learners

Change is a preposition problem before it is an arithmetic one. Gave me and gave her back use the same verb for money travelling in opposite directions, and back is the only word marking the difference; a child who hears gave and reaches for adding will hand over the wrong amount. Owe is worse, because it names money that has not moved at all yet. Put the three phrases on the wall as a set with an arrow drawn on each — you gave me, I gave you back, I owe you — and have children point at the arrow before they speak. Rehearse the frame the candy costs ___, you gave me ___, so ___ goes back, and let children say the direction words in their strongest language while the arrows carry the meaning for everyone at the table.

Materials

A change mat per pair, ruled into a left box and a right box
Play bills per pair: ten ones, two fives, one ten, one twenty
A wallet or envelope per pair to keep the ones in
Three sale cards per pair reading one box, two boxes, four boxes
A sentence strip per pair reading the candy costs, you gave me, and I owe you
Word cards: change, back, owe

Standards & curriculum

These lessons are being matched against curricula now.

3. Three Dollars Each Fluency · Finding what several boxes cost when each box costs three dollars

Every box of candy in this book costs the same three dollars, and the book says so twice in the word each. Customers then buy one box, two boxes, four boxes and one last box, so students build a price for each of those orders by putting down three dollars per box and counting the dollars. The book supplies its own answer key for the two-box order and, better than that, supplies a wrong answer first: the book asks whether that makes seven dollars, a shake of the head rejects it, and the next try gets six. Students test that seven the way the book leaves it open — by laying out boxes at three dollars and finding that the dollars land on three, then six, then nine, and never on seven at all. The counting is in threes and stays inside twelve dollars, and what students leave with is that each fixes the price of one box and the number of boxes fixes how many times that price goes down on the table.

Full lesson — 20 minutes

1. Build one box's price, then two (5 min)
Lay one candy box on the mat and put three dollar bills beside it. Add a second box and put three more bills beside that one. Count all the bills and say what two boxes cost, then check your figure against the line the book gives for two boxes.
Word preview: each
You'll sell them for three dollars each.
Mrs. Harding wanted two boxes.
Two boxes is $6, I said.
2. Test the answer the book gets wrong (5 min)
The book asks whether two boxes make seven dollars, and a shake of the head says no. Try to make seven dollars out of boxes at three dollars each: put boxes down one at a time and write the running total after every box. Say every amount your boxes can land on, and say whether seven is one of them.
Word preview: total
So that total $7?
Dad shook his head.
3. Price the rest of the sales (6 min)
Do the other three orders in the order the book has them: one box for Miss Jennings, four boxes for cousin Ashina, one last box for Dad. Build each one with boxes and bills, write the cost, and say how many threes you counted to get there. The book prints the cost for only one of these three, so say which one it is.
Word preview: boxes
Miss Jennings bought one box.
Axina bought four boxes.
Dad paid me $3.
4. Say the each sentence every time (4 min)
For every order on your mat, say one sentence out loud that has the word each in it and names both numbers: how much one box costs and how many boxes were wanted. Then say the cost. A partner checks that the word each is in the sentence and that the money on the mat matches it.
Word preview: each
They're three dollars each, I said.

Short version — 9 minutes

1. Build one box's price, then two (5 min)
Lay one box on the mat with three dollar bills beside it, then a second box with three more. Count all the bills, say what two boxes cost, and check it against the book's line.
Word preview: each
You'll sell them for three dollars each.
Mrs. Harding wanted two boxes.
Two boxes is $6, I said.
2. Test the answer the book gets wrong (4 min)
The book asks whether two boxes make seven dollars and a shake of the head says no. Put boxes down at three dollars each, write the total after each box, and say whether seven is an amount your boxes can ever land on.
Word preview: total
So that total $7?
Dad shook his head.

Three levels

Support: Work only the one-box and two-box orders, and keep the three dollars for each box in a single stack the child can pick up whole, so a second box means a second stack rather than three more counted bills. Count the two stacks in threes with a finger on each stack. The seven-dollar test still belongs here, because deciding that seven is not on the list is something a child can do with two stacks on the mat.
At Grade: All four orders priced by putting three dollars against each box and counting the dollars, the two-box figure checked against the book's own, seven ruled out with the running totals written down, and each order said aloud in a sentence containing the word each.
Extension: Say which amounts of money a customer could and could not hand over as the exact price of some number of boxes, up to twelve dollars, and how you decided. Then say what would have to change about the price for seven dollars to be an exact price, and say whether the book ever changes it.

English learners

Each is doing the whole job in this lesson and it is a small word in an odd position. Three dollars each puts it after the amount, where many languages would put a word like every before the thing being counted, and a child who reads it as a total instead of a rate makes exactly the mistake the book prints and corrects. Say the two readings against each other with boxes on the mat — three dollars each, and three dollars for all of them — and let the bills show which one the book means. Rehearse ___ boxes at three dollars each costs ___ dollars as a single frame, and invite children to say how their strongest language marks a price per item, then keep both forms on the wall side by side.

Materials

Ten small boxes or blocks per pair to stand for candy boxes
Eighteen play dollar bills per pair
A selling mat per pair with a row of box spaces
A recording strip per pair for the running totals
An order card per pair for each of the four customers
A sentence strip per pair reading boxes at three dollars each
Word cards: each, boxes, total

Standards & curriculum

These lessons are being matched against curricula now.

4. Two Columns on the Board Representation · Sorting amounts of money into the two columns of a budget

The book opens with a club leader writing three words on a board — budget, expenses, income — and defining the last two in a sentence apiece. That is the whole arrangement students build here: a sheet ruled into two columns, one headed with money that comes in and one headed with money that goes out, and every amount the story names dropped into the column it belongs in. The book never fills such a sheet in, so the sorting is the students' work and the categories are the book's. Two figures the book does print land at the bottom: thirty dollars of camping expenses, and the thirty dollars Kyle has at the end. Students lay those two side by side and say whether the money coming in covers the money going out. They reach that by matching the two amounts, not by taking one from the other, and the harder judgement is the ten dollars Dad lends for making change, which arrives, sits in a wallet, and leaves again.

Full lesson — 20 minutes

1. Rule the two columns and head them (5 min)
Fold your sheet down the middle and write a heading at the top of each half, using the two words the club leader writes on his board. Write the third word he writes across the top of the whole sheet. Say which of your two headings means money arriving and which means money leaving, and draw an arrow on each heading to show it.
Word preview: budget, expenses, income
He wrote budget on the board.
He wrote expenses next.
Budgets also track income.
2. Say what belongs under each heading (5 min)
Read the book's own sentence for each heading out loud, then say it again in your own words without using the heading word itself. Give one thing from your own week that would go in each column. A partner says which column it is before you write it.
Word preview: spend
Expenses are the things we spend our money on.
Income is the money we take in.
3. Sort Kyle's money into the columns (6 min)
Write each sum of money the story names on its own slip, putting an amount on it where the book gives one and the words alone where it does not: the thirty dollars for camping, the ten dollars Dad hands over for making change, the money from selling candy, and the chores money, the allowance and the gift money the club leader lists. Place each slip in a column, and put any slip you cannot place in the middle of the fold, ready to say why.
Word preview: allowance
Our expenses add up to 30 dollars for each camper.
It could be money you get for chores or an allowance.
Include gift money too.
4. Lay the two bottom amounts side by side (4 min)
Put the thirty dollars of expenses next to the thirty dollars Kyle ends up with and match them one dollar against one dollar down the page. Say whether the money coming in covers the money going out, and say how the matching told you rather than the counting.
Word preview: cover
I didn't have any candy, but I did have $30.

Short version — 9 minutes

1. Say what belongs under each heading (5 min)
Read the book's sentence for each heading aloud, then say it again without using the heading word. Name one thing from your own week for each column, and let a partner say which column it belongs in first.
Word preview: spend
Expenses are the things we spend our money on.
Income is the money we take in.
2. Sort Kyle's money into the columns (4 min)
Write each sum of money the story names on a slip, with an amount where the book gives one and the words alone where it does not, and place it in a column: the thirty dollars for camping, Dad's ten dollars, the candy money, the chores money, the allowance, the gift money. Park anything you cannot place on the fold and say why.
Word preview: allowance
Our expenses add up to 30 dollars for each camper.
It could be money you get for chores or an allowance.
Include gift money too.

Three levels

Support: Hand the child four slips already written instead of six and only two columns to put them in, with the arrows already drawn on the headings. Keep the thirty dollars for camping and the candy money among the four, because those two are the pair that makes the sheet mean something. The child may point at a column before naming it.
At Grade: Both columns headed with the book's own two words and an arrow apiece, each heading explained once in the child's own words, every amount the story names written on a slip and placed, the two thirty-dollar amounts matched dollar for dollar, and one unplaceable slip defended out loud.
Extension: Decide where Dad's ten dollars goes. It comes in, it sits in the wallet, and it goes back. Say whether it belongs in one column, in both, or in neither, name the amount Kyle ends with, and then say whether he could have sold anything at all without it — and what that means for a column it may not belong in.

English learners

Income and expenses are both borrowed adult words and both are plural nouns naming a total rather than a thing, which is why the book stops to define each one and why a child can repeat either word perfectly without holding on to its direction. The definitions carry the direction in a particle, not in the noun: take in against spend on. Those two are the words to rehearse, with a hand moving toward the body and away from it, before either heading is written. Keep the frame ___ dollars came in and ___ dollars went out on the wall and have children say which one each slip is as they place it. Invite children to give the two headings in their strongest language and write both words on the sheet.

Materials

A sheet of paper per pair, folded down the middle
A marker per pair for the two headings and the arrows
Six blank money slips per pair, and two spares
A camping expense card per pair reading campground and supplies
Two strips of thirty play dollars per pair, one for each column
Word cards: budget, income, expenses

Standards & curriculum

These lessons are being matched against curricula now.