Kitchen Math

$Kitchen Math book cover$

Grade 4
5 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 much soup for three?
2Two answers for one roast
3The same pound and a half, twice
4Which pan spreads the batter thinner?
5When can Tam eat a cookie?

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.

6The word that says how many times to weigh it
7The number Anna never says
8Telling Aunt Megan when to take the roast out
9Thirteen squares, said both ways

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.

10The Glossary at the Back: A Text Feature and Its Job
11Want Proof? How Each Section Opens Before It Explains Anything
12Customary and Metric: Two Words the Book Teaches As a Pair
13First, Then, Finally: The Words That Hold an Order Together
14Tisa, Tony and Grandma: Why an Explaining Book Has Characters At All

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Skill lessons

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

1. How much soup for three? Application · Finding a scale factor from a serving count and dividing ingredient amounts by it

Grandpa's recipe makes twelve servings and Anna is cooking for three people the book names one at a time and never counts. Students establish the three from the sentence that lists the eaters, divide twelve by three to get the scale factor of four, then divide each of the three vegetable counts by four. The arithmetic is easy and the setting-up is not: the divisor has to be recovered by reading before any division can start, and one of the three answers is half a potato, which tells students they have divided rather than guessed. The book prints its own working in an answer key on a later page, so students produce every number themselves and check afterwards.

Full lesson — 20 minutes

1. Count the eaters from the sentence (5 min)
Read the two sentences about Grandpa's recipe aloud with a partner. Underline every person who is going to eat, one pencil stroke per person, and write the count of eaters in the box on your scale card. Grandpa is on the list because the book puts him there. Write nothing else yet.
Word preview: servings
Yet his recipe makes 12 servings.
Anna only plans to feed herself and her brother, and grandpa, of course.
2. Divide twelve by three to size the cut (4 min)
Write twelve servings above three servings on your scale card and divide. Say the answer to your partner as a sentence: the recipe is four times bigger than we need. Circle that four; every number in the next step gets divided by it.
Word preview: scale factor
3. Divide the three vegetable counts (6 min)
Copy the carrots, potatoes and celery stalks onto three rows of your vegetable strip with their numbers. Divide each count by four and write the answer beside it. One answer will not be a whole vegetable; write what it really is rather than rounding it up.
Word preview: diced
His ingredients include four sliced carrots, two diced potatoes, and four diced celery stalks.
4. Say why the numbers got smaller (5 min)
Tell your partner in one sentence why Anna's numbers are smaller than Grandpa's, using the number four in your sentence. Then say the sentence the other way round, starting from Anna's amounts and getting back to Grandpa's. Your teacher will listen for the four in both sentences.
Word preview: reduce
Anna knows she must reduce these amounts, otherwise she'll be swimming in soup.

Short version — 9 minutes

1. Count the eaters from the sentence (4 min)
Read the two sentences about Grandpa's recipe aloud and underline every person who will eat, one stroke each. Write the count of eaters in the box on your scale card.
Word preview: servings
Anna only plans to feed herself and her brother, and grandpa, of course.
2. Divide the three vegetable counts (5 min)
Divide twelve by your count of eaters and circle the four. Then divide each of the three vegetable counts by four and write what each answer really is, including the one that is not a whole vegetable.
Word preview: diced
His ingredients include four sliced carrots, two diced potatoes, and four diced celery stalks.

Three levels

Support: Keep the whole task and lay out the counting with objects. Put twelve counters on the table as the twelve servings and deal them into three equal plates, one plate per eater the book names. The number left on each plate is the four you divide by, arrived at by dealing rather than by dividing. Then use the same plates for the vegetables: four counters dealt into four plates gives one carrot, and two counters dealt into four plates is where the half appears in front of the child rather than in an answer.
At Grade: Recover the count of three eaters from the sentence, divide twelve by three, and divide all three vegetable counts by the four. Write half a potato as a half and be ready to say which two vegetables came out the same and why the potatoes did not.
Extension: Anna's brother invites a friend, so four people eat instead of three. Work the whole cut again for four eaters and then say what is now awkward about the celery that was not awkward before. Then find the one number of eaters between two and twelve that would make every one of the three vegetable answers a whole vegetable, and prove no other number does it.

English learners

The division itself transfers: twelve divided by three is written and read the same way in most of the languages your students bring, and the vegetables are picturable objects on a strip. The sentence that hides the divisor is the obstacle. 'Herself and her brother, and grandpa, of course' names three people without ever saying three, and 'of course' is an English tag that adds a person while sounding like it is adding nothing. Rehearse the frame 'The recipe feeds ___ people. Anna feeds ___ people. So every amount is ___ times too big.' Invite students to count the eaters and reason about the cut in their strongest language first, then report the three numbers in English.

Materials

The scale card, one per pair
Pencils
The three-row vegetable strip, one per pair
Counters, twelve per pair
The vegetable strip from the previous step
Word cards: servings, reduce, diced

Standards & curriculum

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

2. Two answers for one roast Application · Multiplying a rate given as a range by a weight and converting the minutes to hours

The label gives a cooking rate as a range, twenty-three to twenty-five minutes per pound, and a roast of five pounds. Students multiply the rate by the weight twice, once at each end of the range, and get a cooking time that is itself a range rather than a number. Then they turn both ends into hours using the sixty the book supplies. The mathematics is two multiplications and two divisions inside grade-four bounds; the demand is that students carry a range through an operation without collapsing it to one answer, and say what a roast timed at the wrong end would be like, using the book's own two words for it.

Full lesson — 20 minutes

1. Read the label and write the two rates (4 min)
Read the label sentences aloud with a partner. Write the roast's weight in the weight box of your label card, then write the two rates on the two rate rows, the smaller one on top. Do not multiply yet.
Word preview: per pound
The roast weighs 5 pounds, 2.3 kilograms.
The beef needs to cook for 23 to 25 minutes per pound.
2. Multiply each rate by five pounds (6 min)
Multiply the top rate by five pounds and write the minutes in the row beside it. Do the same with the bottom rate. You now have two cooking times, not one. Circle both and write the word 'to' between them so the card reads as a range.
Word preview: range
3. Turn both times into hours (5 min)
Divide each of your two minute totals by sixty and write the hours beside the minutes. Neither answer lands on a whole hour. Say to your partner which whole number of hours both answers sit closest to, and be ready to say why 'about two hours' is a fair thing to tell Aunt Megan.
Word preview: convert
They know that 1 hour equals 60 minutes.
4. Say what each end of the range costs (5 min)
Point at each end of your range and tell your partner what happens to the meat there, using the book's own two words. Then say one sentence naming the number of minutes between the two ends and what a cook gains by knowing it. Your teacher will listen for both numbers in your sentence.
Word preview: overcooking
Over cooking meat makes it tough.
Under cooking it can make people sick.

Short version — 9 minutes

1. Multiply each rate by five pounds (5 min)
Write the weight and the two rates on your label card, smaller rate on top. Multiply each rate by five pounds and write the two minute totals, then write 'to' between them so the card reads as a range.
Word preview: per pound, range
The beef needs to cook for 23 to 25 minutes per pound.
2. Turn both times into hours (4 min)
Divide each minute total by sixty and write the hours beside it. Say which whole number of hours both answers sit closest to, and why 'about two hours' is fair to tell Aunt Megan.
Word preview: convert
They know that 1 hour equals 60 minutes.

Three levels

Support: Keep both ends of the range and take the multiplication off the page. Lay out five pound-cards, write twenty-three on each, and add the column: five twenty-threes is the same journey as twenty-three times five and the child can see where the hundred comes from. Do the second rate the same way. Keep the hour conversion whole; the point of the lesson is that both answers survive to the end.
At Grade: Multiply both ends of the rate by five pounds, divide both minute totals by sixty, and report the cooking time as a range in minutes and as one about-figure in hours. Be ready to say why the answer is not a single number.
Extension: Aunt Megan buys a roast that weighs seven pounds instead of five. Work the range again, then find how much wider the range in minutes has become and say why a heavier roast makes the cook's guess less exact rather than more. Then argue whether a cook who has only two hours should buy the seven-pound roast at all, using your minute figures as the reason.

English learners

Multiplication and the sixty-minute hour transfer directly, and many students will already cook with weights at home. The phrase that does not transfer is 'per pound', where a single English word turns a number into a rate; several languages carry this with a preposition or a case ending rather than a word of its own, so students may read twenty-three as the whole cooking time. Rehearse 'Each pound needs ___ minutes, so ___ pounds need ___ minutes.' The pair of words 'overcooking' and 'undercooking' are worth teaching together as opposites built on one stem, since the prefix is doing all the work. Invite students to say the rate sentence in their strongest language before writing the multiplication in English.

Materials

The label card, one per pair
Pencils
A number line marked in sixty-minute hours, one per pair
Word cards: per pound, range, convert

Standards & curriculum

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

3. The same pound and a half, twice Reasoning · Deciding which multiplication a sentence asks for when the same amount is attached to two different counts

The fudge pages print one and a half pounds twice, in two sentences that begin with the same word and demand different multiplications: eighteen friends each get that much, and four pans each hold that much. Students build both products, label each with the count that produced it, and prove the two answers are answers to different questions. The numbers cannot decide the work: both sentences supply the identical amount, and only the noun after 'Each' says whether a student is measuring what leaves the house or what fits in the fridge at one time.

Full lesson — 20 minutes

1. Read the two sentences and mark what is counted (5 min)
Read the two sentences aloud with a partner. On your two-question card, write what is being counted in each one, friends on the first row and pans on the second. Notice that the amount is the same in both and write it once, in the middle. Do not multiply yet.
Word preview: each
Each friend will get 1.5 pounds, 680 grams of fudge.
Each holds 1.5 pounds, 680 grams of fudge.
2. Build both products (6 min)
Multiply one and a half pounds by eighteen friends and write the answer on the friends row. Multiply one and a half pounds by four pans and write that answer on the pans row. Write the unit 'pounds' after both. You now have two different totals built from the same amount.
Word preview: product
They plan to share the sweetness with 18 friends.
Fortunately, his parents own four square pans.
3. Match each total to its question (5 min)
Your teacher will read the book's three questions aloud. For each one, point at the row on your card that answers it and say the number. One of the book's questions is answered by neither row; when you reach it, say so rather than guessing, and say what you would still need to work out.
Word preview: at any given moment
4. Swap the counts and say what breaks (4 min)
Tell your partner what Ray's family would be doing if the eighteen and the four traded places: eighteen pans and four friends. Say both new totals and then say which one is impossible in this book and why the text rules it out. Your teacher will listen for a number in your reason.
Word preview: swap

Short version — 9 minutes

1. Read the two sentences and mark what is counted (4 min)
Read the two sentences aloud. Write what is counted in each on your two-question card, friends on the first row and pans on the second, and write the shared amount once in the middle.
Word preview: each
Each friend will get 1.5 pounds, 680 grams of fudge.
2. Build both products (5 min)
Multiply the amount by eighteen friends and write it on the friends row, then by four pans and write it on the pans row, with 'pounds' after both. Say which row answers how much fudge leaves the house.
Word preview: product
Fortunately, his parents own four square pans.

Three levels

Support: Keep both sentences and both multiplications, and make the counts physical before they are numerals. Put out four pans drawn on paper and lay a pound-and-a-half card in each; count the cards by ones and a halves to six. Then lay out eighteen friend-cards in rows of six and see three of the pan-groups fill. The child reaches both totals by counting groups rather than by multiplying, and the two answers stay visibly different.
At Grade: Build both products from the same one and a half pounds, label each with its count, and match each of the book's questions to the row that answers it. Name the question that neither row answers and say what is missing.
Extension: Ray's parents buy two more pans. Rework the fridge total, then find how many rounds of chilling the family now needs for the same twenty-seven pounds and say whether the extra pans save any hours at all. Then argue which of the two numbers on your card a cook would rather be told first, and defend it with the hours.

English learners

The multiplication transfers and so does the weight; a pound and a half is the same quantity in any language and the counters make it visible. 'Each' at the head of a sentence is the problem: in English it silently distributes the amount over whatever noun comes next, and it looks identical in both of this book's sentences. Students whose languages mark distribution with a suffix or a repeated noun may read the two sentences as one repeated fact. Rehearse 'Each ___ gets 1.5 pounds, and there are ___, so that is ___ pounds.' Invite students to say what is being counted in their strongest language before writing either product in English.

Materials

The two-question card, one per pair
Pencils
Counters, twenty-seven per pair
Word cards: each, product

Standards & curriculum

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

4. Which pan spreads the batter thinner? Representation · Computing the area of two rectangles from stated lengths and widths and comparing them

Two loaf pans are given with their lengths and widths, and the book supplies the rule that turns them into an area. Students build both rectangles on grid paper, count the squares to establish that the multiplying rule and the counting agree, then compute both areas and decide which pan bakes faster using the book's own stated relation between area and time. Representation is the point: the same pan exists as two numbers in a sentence, as a rectangle of squares, and as a product, and students are asked to move between all three and say that they are one thing.

Full lesson — 20 minutes

1. Draw both pans on grid paper (6 min)
Read the two pan sentences aloud with a partner. Draw Pan A on grid paper using one square per inch, eight squares along and four squares down, and outline it. Draw Pan B beside it, nine along and five down. Label each rectangle with its letter.
Word preview: length, width
Pan A is 8 inches, 20 centimeters, long, and 4 inches, 10 centimeters wide.
Pan B is 9 inches, 23 centimeters, long, and 5 inches, 13 centimeters wide.
2. Count the squares, then multiply (5 min)
Count the squares inside Pan A row by row and write the number under it. Now multiply eight by four and write that under the count. Do both for Pan B. Say to your partner what you notice about the two ways of getting each number.
Word preview: square inches
In this case, surface area equals length times width.
3. Decide which pan bakes faster (5 min)
Read the book's sentence about surface area and time. Put your two rectangles side by side, point at the larger one and say which pan finishes first. Write one sentence on your pan card naming both areas and the pan you chose.
Word preview: surface area
Greater surface area usually means less baking time.
4. Say how much more room Pan B gives (4 min)
Lay Pan A's rectangle over Pan B's and mark the squares that stick out. Count them. Tell your partner one sentence with that number in it comparing the two pans, then say the same fact the other way round, starting from Pan A.
Word preview: difference

Short version — 9 minutes

1. Draw both pans on grid paper (5 min)
Draw Pan A on inch grid paper, eight squares along and four down, and Pan B beside it, nine along and five down. Label each with its letter.
Word preview: length, width
Pan A is 8 inches, 20 centimeters, long, and 4 inches, 10 centimeters wide.
2. Decide which pan bakes faster (4 min)
Count the squares in each rectangle and multiply the two sides to check. Read the book's sentence about surface area and time, then write one sentence naming both areas and the pan that finishes first.
Word preview: surface area, square inches
Greater surface area usually means less baking time.

Three levels

Support: Keep both pans and both comparisons; take the multiplying off the child and leave the counting. Give the two rectangles already outlined on grid paper and have the child count the squares inside each one, row by row, writing the row totals down the side. The area arrives as a count rather than a product, and the comparison at the end is between two counted numbers, which is the part of the lesson that must stay whole.
At Grade: Draw both pans on inch grid paper, count the squares and confirm the count against the product of the two sides. Compare the two areas, name the faster pan using the book's own relation, and state the difference in square inches both ways round.
Extension: Tisa's parents buy a third pan that is six inches wide. Find the length that would give it exactly the same area as Pan B, and say whether a pan of that shape would really bake in the same time as Pan B or not, using the book's sentence and your own rectangles as the reason. Then find a pan with a larger area than Pan B whose length is smaller than Pan B's.

English learners

Area transfers as an idea and grid paper carries it without any English at all, so a student new to the language can do the counting and the comparing on day one. The vocabulary that does not transfer is the pair 'length' and 'width', which many languages distinguish differently or not at all, and 'square inches', where the unit is a shape rather than a distance. Rehearse 'Pan ___ is ___ squares along and ___ squares down, so it holds ___ square inches.' Invite students to label their two rectangles in their strongest language first and then add the English words beside them, keeping both on the page.

Materials

Inch grid paper, one sheet per pair
Pencils
The pan card, one per pair
Scissors, one pair per table
Word cards: length, width, surface area, square inches

Standards & curriculum

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

5. When can Tam eat a cookie? Fluency · Adding three intervals of minutes onto a clock time and finding the elapsed time between two clock times

The cookie pages give a starting clock time and three waits in minutes, scattered across the story in the order they happen. Students collect the three intervals, add them onto the start time by moving a clock's hands rather than by writing a sum, and read off the finish. Then they go back and total the three intervals to answer the book's second question. The lesson builds the two-direction skill of grade four elapsed time: forwards from a time by adding intervals, and backwards between two times to recover the gap, with students confirming that the two routes agree.

Full lesson — 20 minutes

1. Collect the three waits (5 min)
Read the cookie pages aloud with a partner. Every time the story makes Tam wait, write the number of minutes on a wait card and put the cards in the order the waits happen. You should finish with three cards. Write the starting time at the head of the row.
Word preview: preheat
Tam's mom starts preheating the oven at 315 pm.
Seven minutes passed before the temperature reaches 375 degrees Fahrenheit.
2. Walk the clock forward (6 min)
Set your geared clock to the starting time. Move the minute hand forward by your first wait card and say the new time aloud. Do the same for the second and third cards, saying the time after each one. Write the time your clock finishes on.
Word preview: elapsed
Another 10 minutes drag by.
Her mom takes the cookies out and places them on the counter for 5 minutes.
3. Total the waits and check the gap (5 min)
Add the three numbers on your wait cards and write the total. Now count on your clock from the starting time to your finishing time and write that number. The two numbers should agree; if they do not, find which wait card you missed.
Word preview: total
4. Tell the story back in times (4 min)
Tell your partner what happens to Tam, using a clock time for each event rather than a number of minutes: at this time the oven goes on, at this time the cookies go in, and so on. Finish with the time Tam eats. Your teacher will listen for four times in the right order.
Word preview: timeline

Short version — 9 minutes

1. Collect the three waits (4 min)
Read the cookie pages aloud and write each wait in minutes on a wait card, in the order the waits happen. Write the starting time at the head of the row of three cards.
Word preview: preheat
Tam's mom starts preheating the oven at 315 pm.
2. Walk the clock forward (5 min)
Set your clock to the starting time and move the minute hand forward by each wait card in turn, saying the new time aloud after each. Write the finishing time, then add the three waits and check the total against the gap.
Word preview: elapsed, total
Another 10 minutes drag by.

Three levels

Support: Keep all three waits and all three clock moves, and hand the child the wait cards already filled in so the reading load comes off and the clock work stays whole. The child sets the clock to the start time and moves the hand three times, saying the time after each move. The finishing time is reached by the same three moves every other child makes.
At Grade: Collect the three waits from the story yourself, walk them onto a geared clock one at a time, and read off the finishing time. Then total the three waits and confirm that the total matches the gap between the two clock times.
Extension: Tam's mom wants the cookies ready at four o'clock exactly. Work backwards to the time she must switch the oven on, and say which of the three waits you had to undo first and why the order matters going backwards. Then decide whether skipping the cooling wait would really let Tam eat sooner, and defend your answer with the book's own sentence about the counter.

English learners

Clock reading is largely portable and the geared clock lets a student who is new to English do the whole mathematical task by hand. Two things do not transfer. The first is the twelve-hour clock with pm, which is unfamiliar to students from countries that use a twenty-four hour clock, so 'three fifteen pm' may need pairing with fifteen fifteen once and then left alone. The second is the way this book buries its intervals in idiom: 'Another 10 minutes drag by' is a wait, and 'drag by' says nothing about time to a literal reader. Rehearse 'First Tam waits ___ minutes, then ___ minutes, then ___ minutes, so she eats at ___.' Invite students to say the running times in their strongest language as they move the hand, then give the finishing time in English.

Materials

Three blank wait cards per pair
Pencils
A geared demonstration clock, one per pair
Word cards: preheat, elapsed, timeline

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.

6. The word that says how many times to weigh it Integrated · Students sort the book's distributing words by the operation each one sets up, then prove one load-bearing by swapping it and watching the fridge time triple.

Students sort the book's distributing words by the operation each one sets up, then prove one load-bearing by swapping it and watching the fridge time triple.

Full lesson — 20 minutes

1. Sort the two sentences by what they count (5 min)
Students read the two fudge sentences aloud in pairs and write on a two-question card what is being counted in each, friends on one row and pans on the other, with the shared amount written once between them. They mark that the amount has not changed.
2. Build both products (6 min)
Students multiply the amount by eighteen friends and by four pans, write both answers with the unit pounds, and say aloud which total leaves the house and which sits in the fridge.
3. Swap the word and recompute (6 min)
Students rewrite the pans sentence so the four pans share a pound and a half between them, then recompute the fridge capacity and the hours of chilling that follow, setting the new figures beside the book's.
4. Say which word did the work (3 min)
Each student tells a partner one sentence naming the word that changed and both hour figures it produced, then writes that sentence under their swap.

Short version — 9 minutes

1. Sort the two sentences by what they count (5 min)
Students read the two fudge sentences aloud in pairs and write on a two-question card what is being counted in each, friends on one row and pans on the other, with the shared amount written once between them. They mark that the amount has not changed.
2. Build both products (6 min)
Students multiply the amount by eighteen friends and by four pans, write both answers with the unit pounds, and say aloud which total leaves the house and which sits in the fridge.

Three levels

Support: Keep both sentences and both multiplications and take the multiplying off the page. Give the child four paper pans and eighteen friend-cards and a stack of pound-and-a-half weights. Filling the pans one weight each and counting to six, then dealing a weight to each friend and counting to twenty-seven, produces both totals by counting groups. The swap is then acted rather than computed: one weight shared across all four pans is visibly not four weights, and the child says which arrangement the sentence describes.
At grade: Sort the two sentences by what each distributes over, build both products with their units, rewrite the pans sentence so the word no longer distributes, and recompute the capacity and the chilling hours. Report both hour figures and name the word that separates them.
Extension: Write a third sentence about the same one and a half pounds that would make the answer to Ray's third question smaller than fifteen hours without changing any numeral in it. Then argue whether Each is doing the same job in both of the book's sentences or two different jobs, and defend your position with your own figures.

English learners

The multiplication transfers and the weight is picturable, so a student new to English can build both products with counters on day one. Each at the head of a sentence is the difficulty: English marks distribution with a bare determiner that looks the same in both of this book's sentences, while many languages mark it with a repeated noun, a suffix or a classifier, and some mark it not at all. A student may reasonably read the two sentences as one fact stated twice, which is exactly the error the lesson exists to surface. Rehearse the frame 'Each ___ gets 1.5 pounds, and there are ___, so that is ___ pounds' and run it twice with different nouns in the first blank. Invite students to say what is being counted in their strongest language before writing either product in English; the sorting is the hard part and it can be done in any language.

Materials

A two-question card with two labelled rows and a centre box
Counters, twenty-seven per pair
Pencils
The two fudge sentences written one above the other with the shared amount underlined in both

Standards & curriculum

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

7. The number Anna never says Integrated · Students count three eaters out of a sentence that never says three, use it to size the cut, and pair every vegetable answer with the line that funds it.

Students count three eaters out of a sentence that never says three, use it to size the cut, and pair every vegetable answer with the line that funds it.

Full lesson — 20 minutes

1. Count the eaters and defend the count (6 min)
Students read the eater sentence aloud in pairs, underline one stroke per person who will eat, and write the count. Each pair says aloud which word tells them nobody else is coming, and points at it.
2. Size the cut (4 min)
Students divide twelve servings by their eater count and circle the factor, then say to a partner in one sentence how many times too big Grandpa's recipe is.
3. Divide the three amounts (6 min)
Students copy the three vegetables with their counts onto a strip and divide each by the factor, writing the potato answer as a half rather than rounding it to a whole vegetable.
4. Pair every answer with its line (4 min)
For each of the three answers, students read aloud the sentence that supplied the amount and the sentence that supplied the divisor, so no number is offered without the line that funds it.

Short version — 9 minutes

1. Count the eaters and defend the count (6 min)
Students read the eater sentence aloud in pairs, underline one stroke per person who will eat, and write the count. Each pair says aloud which word tells them nobody else is coming, and points at it.
2. Divide the three amounts (6 min)
Students copy the three vegetables with their counts onto a strip and divide each by the factor, writing the potato answer as a half rather than rounding it to a whole vegetable.

Three levels

Support: Keep the whole task and put the counting into the hands. Read the eater sentence aloud and have the child place one counter for each person as they hear them named, finishing with three counters on the table. Then deal twelve counters equally onto those three, and the four appears on each plate rather than in a division. The vegetables follow the same way: two counters dealt onto four plates is where the half arrives visibly, which is the part of this lesson that must not be simplified away.
At grade: Count the eaters from the sentence, derive the factor from twelve servings, and divide all three vegetable amounts by it. Write the potato answer as a half and read aloud the sentence that fixed the divisor before reporting any answer.
Extension: Grandpa decides to eat two servings himself. Rework the whole cut and say what has happened to the divisor and why it is no longer a whole number of people. Then find the one number of eaters between two and twelve for which all three vegetable answers come out whole, and prove no other number in that range does it.

English learners

The division transfers completely and the vegetables are picturable, so the mathematics is available before the English is. The barrier is the eater sentence, which is doing three difficult things at once: it names people with pronouns rather than nouns, it uses only as a limiter on the whole list rather than on the nearest word, and it closes with of course, an English tag that adds a person while sounding like an aside. A student may reasonably count two eaters, or four. Rehearse the frame 'The recipe feeds ___ people. Anna feeds ___ people. So every amount is ___ times too big.' Read the sentence twice, once at speed and once with a pause after each person named, and let students place a counter per person on the second reading. Invite students to count the eaters and argue about the count in their strongest language before reporting the three answers in English; the counting is the contested part and it does not need to happen in English to be right.

Materials

A scale card with an eater box and a factor box
A three-row vegetable strip
Counters, twelve per pair
Pencils
The eater sentence written large with space under each person named

Standards & curriculum

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

8. Telling Aunt Megan when to take the roast out Integrated · Students compute both ends of a stated cooking range, choose one time for a cook who needs a single number, and defend the choice aloud to her with the minutes in it.

Students compute both ends of a stated cooking range, choose one time for a cook who needs a single number, and defend the choice aloud to her with the minutes in it.

Full lesson — 20 minutes

1. Build both ends of the range (6 min)
Students write the weight and the two rates on a label card, multiply each rate by five pounds, and write both minute totals. They mark both on a minute number line and write the gap between them.
2. Read what each end costs (4 min)
Students read the book's two consequence sentences aloud and write beside each end of their number line which of the two failures that end risks.
3. Choose a time and mark it (4 min)
Each student marks one time on the number line as their recommendation and converts it to hours, writing the hour figure beside it.
4. Tell Aunt Megan and give your reason (6 min)
In pairs, one student plays Aunt Megan waiting for a number and the other tells her the time to take the roast out and why, naming the minutes and the risk. Then they swap, and the partner may argue for a different time using their own figures.

Short version — 9 minutes

1. Build both ends of the range (6 min)
Students write the weight and the two rates on a label card, multiply each rate by five pounds, and write both minute totals. They mark both on a minute number line and write the gap between them.
2. Tell Aunt Megan and give your reason (6 min)
In pairs, one student plays Aunt Megan waiting for a number and the other tells her the time to take the roast out and why, naming the minutes and the risk. Then they swap, and the partner may argue for a different time using their own figures.

Three levels

Support: Give the frame that carries the quantity rather than a smaller computation: 'Take it out after ___ minutes, because ___ minutes a pound times ___ pounds, and that way the meat will not be ___.' Both multiplications stay with the child and both ends still get built; what the frame removes is the burden of constructing an argument sentence from nothing while also holding two numbers. Rehearse the frame once with the teacher's numbers before the child uses their own.
At grade: Compute both ends of the range, mark both on a minute number line with the risk each one carries, choose one time, convert it to hours, and tell Aunt Megan the time and the reason aloud with the minutes in your sentence.
Extension: Take the position you did not choose and make the strongest case for it that you can, using the same numbers. Then decide whether you want to change your own recommendation, and say what would have to be true about the roast for the other position to become the better one. A student who revises their position and says why has done the harder work here.

English learners

The mathematics is portable and cooking is a domain most students bring real knowledge to, so this lesson often runs ahead of a student's English rather than behind it. What is hard is the argument syntax: English justification leans on because and so, and on conditional framing - if she takes it out too early - that many students meet here for the first time. The vocabulary of the two risks is also a pair of opposites built on prefixes, overcooked and undercooked, where the stem is identical and the whole meaning sits in a syllable. Teach that pair together and let students point at the ends of their number line while saying them. Invite students to reason about the choice and rehearse their recommendation in their strongest language first, then deliver it to Aunt Megan in English with the minutes in it; the number is the part that must survive the translation, and it is the part that already transfers.

Materials

A label card with a weight box and two rate rows
A minute number line marked from 100 to 130
Pencils
The label sentences and the two consequence sentences, written where both can be seen at once

Standards & curriculum

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

9. Thirteen squares, said both ways Integrated · Students build both loaf pans on grid paper, find the thirteen squares between them, and say the relation forwards and backwards over one unchanged arrangement.

Students build both loaf pans on grid paper, find the thirteen squares between them, and say the relation forwards and backwards over one unchanged arrangement.

Full lesson — 20 minutes

1. Build both pans and find the difference (7 min)
Students draw both pans on inch grid paper from the book's four numbers, count the squares in each and check the count against the product of the sides, then lay one rectangle over the other and count the squares that stick out.
2. Write the relation both ways (6 min)
Students write one sentence starting from Pan B and one starting from Pan A about the same thirteen squares, choosing the comparison word each sentence needs, then point at the overlaid rectangles to show both sentences describe one arrangement.
3. Turn the sentences to baking time (4 min)
Students read the book's sentence about surface area and time, then write the pair of time sentences for the same two pans and mark which comparison word had to flip against the area word.
4. Test a sentence a partner wrote (3 min)
Students swap papers and check a partner's four sentences against the overlaid rectangles, marking any sentence whose comparison word does not match the arrangement.

Short version — 9 minutes

1. Build both pans and find the difference (7 min)
Students draw both pans on inch grid paper from the book's four numbers, count the squares in each and check the count against the product of the sides, then lay one rectangle over the other and count the squares that stick out.
2. Write the relation both ways (6 min)
Students write one sentence starting from Pan B and one starting from Pan A about the same thirteen squares, choosing the comparison word each sentence needs, then point at the overlaid rectangles to show both sentences describe one arrangement.

Three levels

Support: Keep both sentences and both directions and take the drawing off the child. Give the two rectangles already outlined on grid paper, cut out, so the child counts the squares in each and physically lays Pan A on Pan B to find the thirteen. Both sentences are then written about an arrangement the child is holding, which is what the reversal needs; what has been removed is the construction of the rectangles, not either half of the comparison.
At grade: Build both pans, find the thirteen squares, and write the relation starting from each pan with the comparison word each sentence requires. Then write the matching pair about baking time and say which word had to flip.
Extension: Write a true sentence comparing the two pans that uses neither more nor fewer and still names the thirteen. Then find a third pan whose area sits exactly between the two, write its comparison with both of the book's pans, and say why one of those two sentences uses the same word as the other and one does not.

English learners

Comparative syntax is where this lesson will cost the most, and it is worth planning for. English builds the comparison two different ways - more than and fewer than as separate words, longer and greater with a suffix - and this book uses both within a page. Many languages mark comparison with a single particle or with word order, and a student may produce a sentence that is mathematically right and syntactically unavailable. The grid paper carries the whole mathematics without English, so the reversal can be shown by pointing before it is written. Rehearse the two frames together, 'Pan ___ has ___ more square inches than Pan ___' and 'Pan ___ has ___ fewer square inches than Pan ___', and have students say both while sliding one rectangle off the other. The pair more and fewer is worth teaching as opposites here rather than separately, because the whole lesson is that one arrangement takes both. Invite students to state the relation in their strongest language first and then choose the English word that matches the direction they already have.

Materials

Inch grid paper, one sheet per pair
Scissors, one pair per table
A sentence frame strip carrying more than and fewer than
Pencils
The two pan sentences and the surface-area-and-time sentence, displayed together

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.

10. The Glossary at the Back: A Text Feature and Its Job Reading · Reading a Glossary and Saying What It Is For

This book ends with a glossary, a text feature with its own rules: entries in alphabetical order, each a term followed by a short definition with no verb of its own. Students read several entries, describe the shape all of them share, and compare a glossary definition with the fuller explanation the same term gets inside the book. They also find one entry the transcription has damaged. The lesson is about how a reference feature works, and nothing in it is measured or converted.

Full lesson — 20 minutes

1. Read the glossary entries and find the shape (6 min)
The teacher reads the passage below once. Read it again with a partner. Each entry has two parts: the term and what it means. Point to where one entry ends and the next begins. Say aloud what tells you the boundary, since there is no number or bullet.
Word preview: glossary
Glossary Batter A thin baking mixture made with eggs, flour, and water or milk. Conversion Changing one unit of measurement to another.
2. Compare a glossary entry with the book's own explanation (5 min)
Read the two passages below. Both explain the same term. One is the glossary entry and one is how the book explains it inside a chapter. Say aloud which is which, and name two things the longer one gives you that the glossary entry does not.
Word preview: entry
Surface area A measurement of an object's total surface or outermost layer.
Surface area is a measurement of the surface of the batter. After Tisa pours the batter, it will stretch across the length and width of the pan. The top of the batter is at surface. Greater surface area usually means less baking time.
3. Find the damaged entry (5 min)
Read the passage below, printed exactly as the source prints it. One word in this entry is wrong, and you can tell because the other two words beside it are units and this one is not. Point to it and say aloud what unit was probably meant. Do not change the passage.
Word preview: damaged
Metric A measurement system that uses the leader, meter, and gram.
4. Write a glossary entry of your own (4 min)
Read the passage below one more time. Then write or say a glossary entry of your own for a word from your classroom, using the same shape: the term, then a short meaning, with no sentence verb between them.
Word preview: define
Customary A measurement system used in the United States. It uses the fluid ounce, teaspoon, table spoon, cup, inch and pound.

Short version — 9 minutes

1. Read the glossary entries and find the shape (5 min)
The teacher reads the passage below. Each entry has a term and a meaning. Point to where one entry ends and the next begins, and say what tells you the boundary.
Word preview: glossary
Glossary Batter A thin baking mixture made with eggs, flour, and water or milk. Conversion Changing one unit of measurement to another.
2. Write a glossary entry of your own (4 min)
Read the passage below. Then write or say a glossary entry of your own for a classroom word, using the same shape: term, then short meaning, no sentence verb.
Word preview: define
Customary A measurement system used in the United States. It uses the fluid ounce, teaspoon, table spoon, cup, inch and pound.

Three levels

Support: Read the passage in step 1 with the teacher, one entry at a time. Point to the word Batter and then to the words that tell you what batter is. Say the meaning aloud in your own words.
At Grade: Read the passage in step 1, mark where each entry ends, and say what all the entries have in common in the way they are written.
Extension: The entries in the passage in step 1 have no verb joining term to meaning. Say two or three sentences about why a glossary is written that way and what a reader gains from it.

English learners

Glossary entries drop the verb entirely, so the line reads as a fragment rather than a sentence and can be hard to parse. Read each entry, then say it as a full sentence batter is a thin baking mixture and show that both say the same thing. Invite students to describe how a dictionary or word list is laid out in their strongest language. Rehearsable frame: ___ means ___.

Materials

Kitchen Math, the passage printed in this step
pointing finger
sentence frame card
Word cards: glossary, entry, damaged, define

Standards & curriculum

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

11. Want Proof? How Each Section Opens Before It Explains Anything Reasoning · How an Informational Writer Pulls a Reader In

Every section of this book starts with something other than information: a question thrown at the reader, a scene with weather in it, or a joke about a kitchen. Students read three openings, name the move each one makes, and say what all three have in common. They then say what the book would lose if it opened with the explanation instead. This is analysis of a writer's craft and requires no calculation.

Full lesson — 20 minutes

1. Read three openings and name the move (6 min)
The teacher reads the three passages below. Each one opens a section of the book. For each, say aloud what the writer does first: asks you something, sets a scene, or makes a joke. Say which one you find most inviting, and why.
Word preview: hook
From cups to cupcakes, math is exciting. It shapes our world. Want proof? Simply step into your kitchen. Then just try making a tasty treat or meal without using math. That's hard to do.
Shrinking soup. It's a cold winter day. The wind is howling. The snow is falling. What could be better than a bowl of hot vegetable soup? How about 12 bowls?
Kitchen or candy factory? Ray looks around his kitchen. He can't believe his eyes. Did he just wander into a candy store?
2. Find where the writer speaks to you (5 min)
Read the passage below with a partner. Point to the places where the writer stops describing and talks directly to you, the reader. Say aloud how you can tell those parts apart from the rest.
Word preview: reader
From cups to cupcakes, math is exciting. It shapes our world. Want proof? Simply step into your kitchen. Then just try making a tasty treat or meal without using math. That's hard to do.
3. Say what a scene gives that a fact does not (5 min)
Read the passage below. Nothing in it is information about cooking, and yet it is the start of an informational section. Tell a partner what the wind and the snow are doing there. Say your answer in two full sentences.
Word preview: scene
Shrinking soup. It's a cold winter day. The wind is howling. The snow is falling. What could be better than a bowl of hot vegetable soup? How about 12 bowls?
4. Judge the opening (4 min)
Read the passage below one more time. Then say two or three sentences saying whether you think this opening works, and what would change for a reader if the writer had begun with the explanation instead.
Word preview: judge
Kitchen or candy factory? Ray looks around his kitchen. He can't believe his eyes. Did he just wander into a candy store?

Short version — 9 minutes

1. Read three openings and name the move (5 min)
The teacher reads the three passages below. For each, say what the writer does first: asks you something, sets a scene, or makes a joke. Say which you find most inviting.
Word preview: hook
From cups to cupcakes, math is exciting. It shapes our world. Want proof? Simply step into your kitchen. Then just try making a tasty treat or meal without using math. That's hard to do.
Shrinking soup. It's a cold winter day. The wind is howling. The snow is falling. What could be better than a bowl of hot vegetable soup? How about 12 bowls?
Kitchen or candy factory? Ray looks around his kitchen. He can't believe his eyes. Did he just wander into a candy store?
2. Judge the opening (4 min)
Read the passage below. Say two or three sentences on whether this opening works, and what would change if the writer had begun with the explanation instead.
Word preview: judge
Kitchen or candy factory? Ray looks around his kitchen. He can't believe his eyes. Did he just wander into a candy store?

Three levels

Support: Read the first passage in step 1 with the teacher. Point to the two question marks. Answer aloud: is the writer talking about somebody, or talking to you?
At Grade: Read all three passages in step 1, name the move each opening makes, and say what the three have in common.
Extension: All three passages in step 1 delay the information. Say two or three sentences about the risk a writer takes by doing that, and why this writer takes it anyway.

English learners

Direct address to the reader uses the bare imperative simply step, just try which in many languages would be marked as a command and sound rude. Say plainly that this is friendly in English writing, and contrast it with an ordinary command said aloud. Invite students to describe how a book in their strongest language speaks to its reader. Rehearsable frame: The writer starts by ___ instead of ___.

Materials

Kitchen Math, the passage printed in this step
pointing finger
sentence frame card
Word cards: hook, reader, scene, judge

Standards & curriculum

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

12. Customary and Metric: Two Words the Book Teaches As a Pair Vocabulary · Learning a Technical Word From How the Book Introduces It

This book introduces its technical words in a fixed way: name the thing, say what class it belongs to, then say where it is used. Students read two such introductions, describe the pattern, and then read a later passage that uses both words without re-explaining them. They finish by saying each word's meaning without the book in front of them. This is technical vocabulary work; no measurement is performed.

Full lesson — 20 minutes

1. Read how the first word is introduced (6 min)
The teacher reads the passage below once. It introduces a technical word. Say aloud the word being introduced, then say what class of thing it is, then say where the passage says it is used. Those are the three parts of the introduction.
Word preview: technical
These are customary units of measurement. We use the customary system in the United States.
2. Find the same three parts for its partner word (5 min)
Read the passage below with a partner. It introduces the partner word to the one in step 1, in the same three parts. Point to each part in turn. Say aloud what the two words have in common and how they differ.
Word preview: pair
Customary A measurement system used in the United States. It uses the fluid ounce, teaspoon, table spoon, cup, inch and pound.
3. Meet both words with no explanation attached (5 min)
Read the passage below. Here the book uses both technical words and does not stop to explain either of them. Say aloud what each one means, from memory. Then say why a writer can stop explaining a word after a while.
Word preview: assume
Sam's jug used to be labeled with both units. Over time, the customary labels have worn away. So how can Sam measure his liquids? Easy, he can convert customary units to metric units.
4. Say the words in your own definition (4 min)
Read the passage below one more time. Then say your own one-sentence meaning for each of the two technical words, without using the book's wording. A partner should be able to tell which word you mean.
Word preview: meaning
These are customary units of measurement. We use the customary system in the United States.

Short version — 9 minutes

1. Read how the first word is introduced (5 min)
The teacher reads the passage below. Say the word being introduced, what class of thing it is, and where the passage says it is used.
Word preview: technical
These are customary units of measurement. We use the customary system in the United States.
2. Say the words in your own definition (4 min)
Read the passage below again. Say your own one-sentence meaning for the technical word, without using the book's wording.
Word preview: meaning
These are customary units of measurement. We use the customary system in the United States.

Three levels

Support: Read the passage in step 1 with the teacher. Point to the word customary. Answer aloud: which country does the passage say uses it? Say the word customary three times.
At Grade: Read the passages in steps 1 and 2, name the three parts each introduction has, and say what the two technical words mean.
Extension: The passage in step 1 introduces a term by naming a country. Say two or three sentences about why a system of measurement gets explained by where it is used rather than by what it does.

English learners

These two terms are near-opposites in this book but are not opposites in form, so the pairing must be learned rather than heard. Say the two words together each time, and name which the student's home country uses many students will already know one system well. Invite students to name the units they grew up with. Rehearsable frame: ___ units are used in ___.

Materials

Kitchen Math, the passage printed in this step
pointing finger
sentence frame card
Word cards: technical, pair, assume, meaning

Standards & curriculum

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

13. First, Then, Finally: The Words That Hold an Order Together Reading · Following Order Words Through a Told Sequence

One section of this book tells what happens in the order it happens, and marks that order with words rather than numbers. Students read the section in two parts, list the ordering words in the order they appear, and retell the sequence in their own words using those markers. They then find a passage where the order words are missing and say how it reads differently. This is retelling and transition-word work; students are never asked how long anything took.

Full lesson — 20 minutes

1. Find the words that mark order (6 min)
The teacher reads the passage below once. Read it again with a partner. Find every word or phrase that tells you where you are in the order words like then and another. List them aloud in the order they appear in the passage.
Word preview: order
But Tam needs to be patient. The cookies have to bake for 10 minutes. Then they must cool for 5 minutes. Tick-tock, tick-tock. Tam can't wait much longer. She spoons dough onto the cookie sheet as fast as she can.
2. Follow the order into the next passage (5 min)
Read the passage below, which continues the same section. Find its ordering words too. Say aloud which single word tells you this passage carries on from the one before rather than starting something new.
Word preview: link
Tam tries not to drool as they bake. Another 10 minutes drag by. Ding! A timer sounds. Her mom takes the cookies out and places them on the counter for 5 minutes. Their aroma fills the air. Will Tam be able to stand the mouth-watering suspense?
3. Retell it in order (5 min)
Read the passage below again. Then retell what happens, in order, to a partner, using at least three ordering words of your own choosing. Do not read from the page while you retell.
Word preview: retell
But Tam needs to be patient. The cookies have to bake for 10 minutes. Then they must cool for 5 minutes. Tick-tock, tick-tock. Tam can't wait much longer. She spoons dough onto the cookie sheet as fast as she can.
4. Read one where the order words are missing (4 min)
Read the passage below. It is the opening of the same section and it has almost no ordering words in it. Say aloud what job it is doing instead, and why the writer does not need order words yet.
Word preview: missing
Cookie countdown. What's that grumbling sound? It's just Tam's stomach. She's always starving after school.

Short version — 9 minutes

1. Find the words that mark order (5 min)
The teacher reads the passage below. Find every word or phrase that tells you where you are in the order, and list them aloud in the order they appear.
Word preview: order
But Tam needs to be patient. The cookies have to bake for 10 minutes. Then they must cool for 5 minutes. Tick-tock, tick-tock. Tam can't wait much longer. She spoons dough onto the cookie sheet as fast as she can.
2. Retell it in order (4 min)
Read the passage below again. Retell what happens, in order, to a partner, using at least three ordering words of your own. Do not read from the page while you retell.
Word preview: retell
But Tam needs to be patient. The cookies have to bake for 10 minutes. Then they must cool for 5 minutes. Tick-tock, tick-tock. Tam can't wait much longer. She spoons dough onto the cookie sheet as fast as she can.

Three levels

Support: Read the passage in step 1 with the teacher, one sentence at a time. Point to the word Then. Answer aloud: what happens first, and what happens after that?
At Grade: Read the passage in step 1, list its ordering words in the order they appear, and retell the sequence using them.
Extension: The passage in step 1 mixes ordering words with a sound written out as tick-tock. Say two or three sentences about what that sound is doing for the sense of time in the passage.

English learners

English ordering words are short and unstressed, so they vanish in fluent speech exactly when they matter most. Read the passage once at speed and once slowly stressing every ordering word, and ask what changed. Invite students to retell a routine from home in their strongest language, then in English with ordering words. Rehearsable frame: First ___, then ___, finally ___.

Materials

Kitchen Math, the passage printed in this step
pointing finger
sentence frame card
Word cards: order, link, retell, missing

Standards & curriculum

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

14. Tisa, Tony and Grandma: Why an Explaining Book Has Characters At All Reasoning · Reading the People a Non-Fiction Book Invents to Explain With

This book could have explained itself with no people in it, but every section is given a name, a family and a reason to care. Students read three of these small portraits, say what each person is shown to want, and then say what the person adds that a bare explanation would not. They also find the sentence where a character's name changes mid-section, which is damage in the source. Character reading and craft analysis only.

Full lesson — 20 minutes

1. Read what a character wants (6 min)
The teacher reads the two passages below. They come from the same section and they are about the same girl. Say aloud two different things she wants, and point to the words that show each one.
Word preview: wants
Which loaf takes longer? Tisa is getting ready for her school's bake sale. She's making banana bread. She gathers her ingredients. She puts on her apron. Most important, she asks her dad to operate the oven.
Tisa wasn't planning to do math homework, but the clock is ticking. She doesn't want to be late for the bake sale. So she needs to figure out the fastest way to finish her bread.
2. Read a relationship in four sentences (5 min)
Read the passage below with a partner. In four sentences it establishes a whole relationship. Say aloud what each of the two people thinks of the other, and point to the words that tell you.
Word preview: relationship
Sunday is Tony's favorite day of the week. That's when he eats lunch at Ant-Meghan's house. She always serves something special. And Tony always tells her she's the world's best chef.
3. Find a name that changes (5 min)
Read the passage below again, printed exactly as the source prints it. The aunt is named twice in it, and the two spellings do not match. Point to both. Say aloud which spelling you think was meant, and say what makes a reader notice a slip like this. Do not change the passage.
Word preview: damaged
Sunday is Tony's favorite day of the week. That's when he eats lunch at Ant-Meghan's house. She always serves something special. And Tony always tells her she's the world's best chef.
4. Say what the person adds (4 min)
Read the passage below one more time. It is a rule about cooking with no character in it at all. Then say two or three sentences about what a named person with a bake sale to get to adds that a rule like this one does not.
Word preview: compare
Over cooking meat makes it tough. Under cooking it can make people sick.

Short version — 9 minutes

1. Read what a character wants (5 min)
The teacher reads the two passages below, both about the same girl. Say two different things she wants and point to the words that show each.
Word preview: wants
Which loaf takes longer? Tisa is getting ready for her school's bake sale. She's making banana bread. She gathers her ingredients. She puts on her apron. Most important, she asks her dad to operate the oven.
Tisa wasn't planning to do math homework, but the clock is ticking. She doesn't want to be late for the bake sale. So she needs to figure out the fastest way to finish her bread.
2. Read a relationship in four sentences (4 min)
Read the passage below. Say what each of the two people thinks of the other, and point to the words that tell you.
Word preview: relationship
Sunday is Tony's favorite day of the week. That's when he eats lunch at Ant-Meghan's house. She always serves something special. And Tony always tells her she's the world's best chef.

Three levels

Support: Read the first passage in step 1 with the teacher. Point to the words bake sale. Answer aloud: what is Tisa getting ready for? Then say one thing she does to get ready.
At Grade: Read both passages in step 1 and say, in full sentences, two things the character wants, naming the words that show each.
Extension: The second passage in step 1 gives the character a worry as well as a task. Say two or three sentences about why an explaining book would give a character a worry at all.

English learners

Non-fiction with invented characters is not a universal convention, and a student may reasonably read these people as real. Say plainly that they are made up to make the explaining easier, and that this is normal in English school books. Invite students to say whether books they know do the same. Rehearsable frame: The writer gives us ___ so that the reader ___.

Materials

Kitchen Math, the passage printed in this step
pointing finger
sentence frame card
Word cards: wants, relationship, damaged, compare

Standards & curriculum

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