Shanti Saves Her Money

$Shanti Saves Her Money book cover$

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.

1Four Tickets
2Filling the Monster Jar
3One Dollar or Fifty Cents
4How Close to Ten Dollars?

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.

No math-through-reading lessons for this book yet.

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.

No reading and language lessons for this book yet.

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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. Four Tickets Application · Counting four equal prices of twenty dollars to the cost of a family's tickets

Chapter 1 stops the story to ask a question and then walks away from it: the family has four people, a ticket is twenty dollars, and how much money the family needs is never printed anywhere in the book. Students build the four tickets with a twenty-dollar bill laid on each, count the row twenty at a time to eighty, and write the amount the book left blank on the book's own question card. The price is given twice in different words, once as per person and once as each, and both are on the page before the question is asked, so the ground for the count is the text rather than the teacher. The last step puts the monster ride's five dollars beside one ticket and makes the class decide whether extra means on top of the twenty or in place of it; counting on from eighty by five is what settles it. What students carry away is that four equal prices are counted four times, not once, and that the word deciding this sits in a sentence with only one numeral in it.

Full lesson — 20 minutes

1. Read the question the book leaves open (4 min)
Read the ticket sentences aloud in your pair, then read the question the book asks and stop there. Say what the question wants: one amount of money, for how many tickets. Say what one ticket costs and point to the words that told you. Do not work anything out yet.
Word preview: person, tickets
Fun park tickets are $20 per person.
How much money does the family need to buy four tickets?
2. Build the four tickets (5 min)
Lay four paper tickets in a row and put one twenty-dollar bill on each one. Say out loud why every ticket gets a bill of its own. Then take three of the bills away, look at the row again, and say what is wrong with paying for four tickets with one twenty.
Word preview: each, four
Shanty's family has four people.
Tickets are $20 each.
3. Count the twenties across the row (6 min)
Put the bills back, touch the first ticket and say twenty, touch the next and say forty, and keep going to the end of the row. Write the running amount under each ticket as you say it. Write the whole cost on the question card, then count the row backwards from the last ticket and check that you land on twenty.
Word preview: save
Mom and I will have to save money for those.
4. Say what the word extra adds (5 min)
Put the five-dollar ride card beside one ticket only. Say what that one person pays now, and say whether the five goes on top of the twenty or takes its place. Then count on from your whole cost by five and say what the family would need if one of them rides the monster once.
Word preview: extra
The monster ride costs $5 extra.

Short version — 9 minutes

1. Build the four tickets (4 min)
Lay four paper tickets in a row and put one twenty-dollar bill on each. Say why every ticket gets a bill of its own, then take three bills away and say what is wrong with paying for four tickets with one twenty.
Word preview: each
Tickets are $20 each.
2. Count the twenties across the row (5 min)
Put the bills back and touch the tickets one at a time, saying twenty, forty, sixty, eighty. Write the running amount under each ticket, then write the whole cost on the question card and count the row backwards to check.
Word preview: four
How much money does the family need to buy four tickets?

Three levels

Support: Start with the four tickets already laid out and two ten-dollar bills on each instead of a twenty, so the building is done and the counting is in tens: ten, twenty on the first ticket, thirty, forty on the second, and on to eighty. Write the amount under each ticket as you reach it. Keep the writing and keep the answer going on the question card, because the card is what tells the child the count landed somewhere.
At Grade: The question read and said back in the child's own words, four tickets built with a twenty on each, the row counted twenty at a time to eighty with the running amount written under every ticket, the cost written on the question card, the row counted backwards as a check, and the five-dollar ride card set beside one ticket with the family's amount counted on from eighty.
Extension: Shanti says she wants three monster rides the next time they go. Lay five-dollar cards in a row for those three rides and count them, then put that beside one ticket and say what one person's whole day would cost. Say how much more that is than the ticket on its own, and say whether three rides cost more or less than a fifth ticket would.

English learners

The price is given twice in two shapes and neither shape is easy to hear. Per person puts the marker before the noun and is the shape most languages use for a rate; each puts it after the amount, at the end of the phrase, and unstressed, and English is unusual in letting it sit there alone with no noun after it. A child can know exactly what per person means and still not hear each doing the same job. Say twenty dollars each and twenty dollars for the four back to back with the four tickets on the table and let the bills carry the difference before any explaining does. Rehearse the frame four tickets at twenty dollars each costs ___ dollars. Invite children to say how their strongest language marks a price for one of something, and write that form on the chart beside the English.

Materials

A card per pair carrying the book's four-ticket question
Four paper tickets per pair
Four play twenty-dollar bills per pair
A recording strip per pair, four boxes long
A five-dollar card per pair marked with the monster ride's price
Word cards: each, extra, cost

Standards & curriculum

These lessons are being matched against curricula now.

2. Filling the Monster Jar Fluency · Adding one amount at a time to a running total inside ten dollars

Seven amounts go into Shanti's monster jar between Dad's idea and the last page, and the book prints what the jar holds at five of the points along the way. That is unusual, and it is what makes the run a thing a child can check without being told. Students start the jar at the dollar fifty Shanti moves across from her old jars, drop in the six later amounts in the book's order, and write the new total on the next line of a strip every time, so the addition is one step at a time and never a column. Four of those lines are checked against the figures the book prints along the way and the last against what two rides cost, which leaves exactly one line with no printed figure behind it: the two dollars after the fifty cents is the single running amount the book leaves out, and finding it is the point of the check. Two of the six amounts are wages, and the book states the rate once and never repeats it, so those two lines are read off a sentence rather than off a printed total. Every line is one step, said aloud before it is written, with something to hit against when it is wrong.

Full lesson — 20 minutes

1. Start the jar at a dollar fifty (4 min)
Read Dad's idea and the first amount Shanti puts in. Put a dollar bill and a fifty-cent card into your jar and write a dollar fifty on the top line of the strip. Say out loud that this money is not new: it came out of the two jars she already had.
Word preview: jar
Why not turn your save jar into a monster jar?
I put a $1.50 into the monster jar.
2. Put the six later amounts in one at a time (7 min)
Take the six deposit cards in the order the book puts them and drop them in one at a time. After each card, say the new amount out loud before you write it on the next line. Two of the cards are money Shanti was paid for helping her brother; the book names that rate once and never again, so use the same rate for both.
Word preview: saved, whole
Pretty good gumdrops were pretty bad, but I saved 50 cents.
I put a whole dollar in the monster jar.
I'll pay you $1 if you help Bunsy with his spelling words.
Then Aunt Daya sent me $4.
3. Check your strip against the amounts the book prints (5 min)
The book says what the jar holds at four points on the way. Find those four lines on your strip and tick each one that matches. If a line disagrees, count that stretch again from the last line that did match. Then find the one running amount on your strip that the book never prints, and circle it.
Word preview: grew
I've only saved $3 I said.
Still, the monster jar grew to $4.
I put a dollar in my monster jar, the monster jar grew to $5.
I had $9 for the monster ride, almost there!
4. Say what finished it (4 min)
Read the last two lines of your strip and say which amount took the jar to ten dollars. Then read what two monster rides cost and say whether the jar is short, exactly enough, or more than enough, and how you know.
Word preview: rides
I had $10.
Two monster rides would cost $10.

Short version — 9 minutes

1. Put the six later amounts in one at a time (5 min)
Drop the six deposit cards in one at a time in the book's order. Say the new amount out loud after each card, then write it on the next line of the strip. Use the same rate for both of the cards that are wages.
Word preview: saved
Pretty good gumdrops were pretty bad, but I saved 50 cents.
Then Aunt Daya sent me $4.
2. Check your strip against the amounts the book prints (4 min)
Find the four lines where the book says what the jar holds and tick the ones that match your strip. Count a stretch again if a line disagrees. Then circle the one running amount the book never prints.
Word preview: grew
Still, the monster jar grew to $4.
I had $9 for the monster ride, almost there!

Three levels

Support: Start the jar at two dollars, already built, and use only the five whole-dollar cards: a dollar, a dollar, a dollar, four dollars, a dollar. Every amount that goes in is then a whole number of dollars and the child adds one bill at a time with no cents anywhere. All four of the figures the book prints still land on the lines they land on in the story, so the checking is untouched and it is only the cents that have gone.
At Grade: The jar started at a dollar fifty, the six later amounts dropped in one at a time in the book's order, a new total said aloud and written after every one, the strip checked against all four amounts the book prints, the one unprinted running amount found and circled, and the finish said against what two rides cost.
Extension: Take Aunt Daya's four dollars out of the run and total what is left. Then say how many more Sundays Shanti would have needed, keeping to the rate the book shows her keeping, which is a dollar into the jar on a Sunday. Finish by saying which single amount did the most work in the run as the book actually tells it, and how you can tell without adding anything up.

English learners

Grew to is the phrase to rehearse, because it names the amount after and not the amount added, and a child who hears grew to four dollars as grew by four dollars puts seven in the jar. English uses the same verb for a jar and for a child, and the difference between to and by is one unstressed syllable in the middle of a sentence. Say the monster jar grew to four dollars and a dollar went in back to back with the strip in front of the class, and put a finger on the line each one names. Rehearse the frame a ___ went in, so now the jar holds ___. Invite children to say the running amounts in their strongest language first; the counting is the same in every language and only the reporting phrase is new.

Materials

A jar or paper jar outline per pair
A recording strip per pair, seven lines long
Play dollar bills and two fifty-cent cards per pair
Six deposit cards per pair, one for each amount that goes in after the first
Word cards: grew, allowance, gift

Standards & curriculum

These lessons are being matched against curricula now.

3. One Dollar or Fifty Cents Concept · Choosing between two prices and finding what the cheaper choice leaves

The shop scene in Chapter 2 sets two bags of gumdrops beside each other, prices them both, and then prints what choosing the cheaper one saved. Everything a child needs is on the page: a dollar, fifty cents, and fifty cents saved. Students hold one dollar, buy each bag in turn, and say what is left in their hand each time, so the difference is money on the table rather than a subtraction to be performed. Laying the two fifty-cent cards on the dollar is what makes the two answers agree with each other, because the money left over comes out the same size as the price paid, and that is only true because the two halves make the whole. The last step carries the fifty cents into the monster jar on top of a dollar fifty and then adds the next dollar the book adds, which lands on the three dollars the book prints; a child who reached the wrong amount finds out from the book rather than from the teacher. The idea students leave with is that spending less is not the same as going without, and that the amount not spent is a real amount you can pick up and move.

Full lesson — 20 minutes

1. Put both candies on the shelf with their prices (4 min)
Set the two candy bags on the shelf and clip the right price card to each one, straight from the book. Read both prices aloud. Say which bag Shanti likes best and which one costs less, and point to the word in the book that told you which costs less.
Word preview: only
Great gumdrops are my favorite candy.
They cost one dollar.
Then I saw pretty good gumdrops.
They were only 50 cents.
2. Buy each one and see what is left in your hand (6 min)
Hold one dollar and buy the great gumdrops from your partner. Say what is left in your hand. Take the dollar back, buy the pretty good ones instead, take the change your partner hands you, and say what is left now. Write both answers on the slip, then read what the book says Shanti saved and put your own answer beside it.
Word preview: saved
Pretty good gumdrops were pretty bad, but I saved 50 cents.
3. Show that the two fifties are the dollar (5 min)
Take the fifty-cent card your partner kept as the price and the fifty-cent card you were handed as change, lay them end to end, and put the dollar bill beside them. Say whether the two together cover the dollar exactly, with nothing over and nothing short. Then say why the money left in your hand came out the same size as the price you paid.
Word preview: less
How could you save some money by spending less?
4. Put the saving in the jar (5 min)
Drop your fifty cents into the monster jar on top of a dollar fifty and say the new amount out loud. Then drop in the next dollar the book puts in and say the amount again. Check that second amount against the figure the book prints, and say what the fifty cents was worth to the jar.
Word preview: monster
I put it in my monster jar.
I've only saved $3 I said.

Short version — 9 minutes

1. Buy each one and see what is left in your hand (5 min)
Hold one dollar and buy the great gumdrops from your partner; say what is left. Take the dollar back, buy the pretty good ones, take your change, and say what is left now. Write both answers and lay the book's own fifty cents beside them.
Word preview: saved
Pretty good gumdrops were pretty bad, but I saved 50 cents.
2. Show that the two fifties are the dollar (4 min)
Lay the price your partner kept end to end with the change you were handed, put the dollar bill beside them, and say whether the two together cover it exactly. Then say why the money left in your hand came out the same size as the price you paid.
Word preview: less
How could you save some money by spending less?

Three levels

Support: Lay the two fifty-cent cards, the one kept as the price and the one given as change, on the dollar bill before the child starts, so the covering is there to be seen rather than made. Keep the buying whole: the child holds the dollar, buys each bag in turn, and says what is left both times. Keep the book's own fifty cents laid beside the child's answer, because that is what settles the second buy without anybody being told.
At Grade: Both bags priced from the book, each one bought with a dollar in hand and the money left said aloud both times, the two answers written and laid against the book's own fifty cents, the two fifty-cent cards laid on the dollar and said to cover it exactly, and the saving carried into the jar and on to the figure the book prints next.
Extension: The book writes a dollar fifty two ways: once in words, when Shanti counts her two jars out loud, and once in figures, when she moves it into the monster jar. Find both places and say whether they are the same money. Then say where the fifty in a dollar fifty is, using the cards and the bill, and say how many fifty-cent cards a dollar fifty takes.

English learners

Only is the word doing the mathematics in this scene and it carries no number and names nothing to compare with. English drops the second half of the comparison and expects the listener to hold the dollar from the sentence before, which is a lot to ask of a child who is holding a new language as well. Say fifty cents and only fifty cents back to back with both bags on the shelf, and ask which one sounds like a bargain and why. Rehearse the frame the ___ cost fifty cents less, so I saved fifty cents, with the two cards in view. Invite children to say in their strongest language how a shopkeeper says a thing is cheap, and put that phrase on the chart next to only.

Materials

Two candy bags per pair
Two price cards per pair, one reading one dollar and one reading fifty cents
A play dollar bill and two fifty-cent cards per pair
A slip per pair for the two answers
A jar or paper jar outline per pair holding a dollar fifty
One more play dollar bill per pair
Word cards: only, less, saved

Standards & curriculum

These lessons are being matched against curricula now.

4. How Close to Ten Dollars? Reasoning · Finding how far an amount is from a goal by counting up to it

The book reports how close Shanti is four separate times and never once says how close in money. It says only three dollars, it says almost there, it says her parents had saved enough, and it closes by telling the reader to count their money and see how close they are to buying what they want. The numbers for all of that are on the page and the gaps are not. Students set the goal at the ten dollars two rides cost, mark the four amounts the book prints on a ten-box strip, and count up from each mark to the goal, so the gap arrives as boxes touched rather than as a subtraction written. Then they say a sentence the book never says, one that carries the amount and the gap together. One of the gaps is worth noticing and the class is asked to notice it: at five dollars the jar is five dollars short, which is one more ride exactly. The reasoning is in choosing which two numbers a closeness word is about, and one of the book's closeness words turns out to have no numbers behind it at all.

Full lesson — 20 minutes

1. Set the goal at the top of the strip (4 min)
Read what two monster rides cost and write that amount at the top of your ten-box strip. Read what one ride costs and say which box on the strip one ride reaches. Say why the goal is ten dollars and not five.
Word preview: cost
Two monster rides would cost $10.
The monster ride costs $5 extra.
2. Mark the four amounts the book prints (5 min)
Find the four places the book says what the jar holds and put a marker on the matching box for each one. Say each amount aloud as you place its marker. Leave all four markers on the strip; you will need every one of them.
Word preview: only
I've only saved $3 I said.
Still, the monster jar grew to $4.
I put a dollar in my monster jar, the monster jar grew to $5.
I had $9 for the monster ride, almost there!
3. Count up from each marker to the goal (6 min)
Put a finger on one marker and count the boxes up to ten out loud, one dollar to a box. Write that many dollars beside the marker. Do it for all four markers, then say which gap is the biggest and which is the smallest. Last, say what the gap at the five-dollar marker is worth in monster rides.
Word preview: dollars
4. Say how close in words and in dollars (5 min)
Read the book's closing instruction and say what it asks a reader to find out. Then, for each of your four markers, say one sentence carrying both numbers: what the jar held and how much more it needed. Finish by saying which of your markers is the one the book itself calls almost there.
Word preview: close
Count your money every few weeks to see how close you are to being able to buy your special item.
I had $10.

Short version — 9 minutes

1. Mark the four amounts the book prints (4 min)
Find the four places the book says what the jar holds and put a marker on the matching box for each. Say each amount aloud as you place it, and leave all four markers on the strip.
Word preview: only
I've only saved $3 I said.
I had $9 for the monster ride, almost there!
2. Count up from each marker to the goal (5 min)
Put a finger on a marker and count the boxes up to ten out loud, one dollar to a box, then write that many dollars beside it. Do all four, and say which gap is biggest and which is smallest.
Word preview: dollars

Three levels

Support: Work with two markers instead of four, the one at five dollars and the one at nine. Count up to ten by sliding a counter one box at a time and saying the count out loud as it moves, so the gap is heard as well as seen. Keep the writing of the gap beside each marker, and keep the sentence at the end that says both numbers, because that sentence is the whole point of the counting.
At Grade: The goal written from the book's own figure, all four printed amounts marked on the strip, the gap counted up to ten from every marker and written beside it, the biggest and the smallest gap named, the gap at five dollars said in monster rides, and one sentence for each marker carrying the amount and the gap together.
Extension: Shanti says she wants three rides the next time they go. Work the new goal out from what one ride costs, draw a strip long enough to hold it, and say how far an empty jar is from that goal. Then put ten dollars on the new strip and say how far ten dollars is from it. Finish by saying whether the new goal is more or less than two of the old ten-dollar goals, and by how much.

English learners

Almost there and close are place words doing the work of amounts, and there is not a place in this book: it is ten dollars. A child translating word by word gets a sentence about walking. Say she is one dollar away and she is almost there back to back with a finger on the same box of the strip, so the phrase and the number sit on one square. Rehearse the frame she had ___ dollars, so she needed ___ more, which is the sentence the book itself never says and the one this lesson is for. Invite children to say in their strongest language how you tell someone they have nearly saved enough, and put that phrase on the chart beside almost there.

Materials

A ten-box dollar strip per pair
Four markers per pair
Word cards: close, almost, enough

Standards & curriculum

These lessons are being matched against curricula now.