Shopping Trip Math

$Shopping Trip Math book cover$

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.

1Cheaper on the screen or cheaper in the shop?
2Does the money stretch to the bird seed?
3The bigger price that buys the cheaper paint
4Why fifteen percent loses to ten
5How many rooms pays off the books?

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 words that tell you what to divide
7The number the page refuses to print
8Talk Nicole out of the bigger number
9Cheaper, but you have to say what for

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.

10Burr! Openings That Make You Want to Keep Reading
11Contents and Glossary: The Parts That Are Not Chapters
12What They Want, What Gets in the Way
13A Beg of Bird Seed: Catching the Wrong Word
14You Head to the Store: When the Book Puts You In It

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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. Cheaper on the screen or cheaper in the shop? Application · Comparing two totals built from the same items under different fees

This is the cleanest problem in the book: every number the comparison needs is printed, none of them is wrong, and the two totals differ for reasons the text names. Students build two carts from one list of goods, so the goods are held constant and only the fees vary. The mathematics is column addition and one subtraction; the judgement is deciding what the difference is made of. Two of the three item rows are identical across the carts, which means the whole gap sits in the shipping fees and the online discount, and students can see that by matching rather than by algebra.

Full lesson — 20 minutes

1. Build the online column (5 min)
Write the three item prices in one column and the three shipping fees in a second column beside them, matching each fee to its item. Add the six numbers and circle the online total. Keep both columns; you will need them whole.
Word preview: shipping and handling
The price of the bedding set is $59.99. The lamp Kira likes is $13.49. The wall decals she wants are $12.99.
Shipping and handling comes to $10.49 for the bedding set. It's $6.49 for the lava lamp. It would be $4.49 for the wall decals.
2. Rebuild the same cart at the store (5 min)
The lamp and decals cost the same in a shop as online, so copy those two prices unchanged. The bedding set is the only price that moves: it is ten dollars cheaper in the shop, so subtract ten from it and write the shop price. Add the three shop prices and circle the store total.
Word preview: online special
But the bedding set on the website is part of an online special. So it's $10 cheaper than it would be at the store.
3. Match the rows that did not move (4 min)
Lay your two sheets side by side and draw a joining line between every pair of rows carrying the same number. Two of the three item rows should join. Say aloud what is left unjoined once the matching lines are drawn.
4. Subtract the two totals and say where the gap came from (6 min)
Subtract the smaller total from the larger and write the difference. Then account for it out loud: name the shipping fees and the ten-dollar special, and say whether they explain the whole gap or only part of it. Write one sentence saying which way Kira should order.
Word preview: compare
How much will Kira spend if she orders everything online? How does it compare to what she'd pay at the stores?

Short version — 9 minutes

1. Build the online column (5 min)
Write the three prices in one column and the three shipping fees beside them. Add all six and circle the online total.
Word preview: shipping and handling
Shipping and handling comes to $10.49 for the bedding set. It's $6.49 for the lava lamp. It would be $4.49 for the wall decals.
2. Subtract the two totals and say where the gap came from (4 min)
Subtract the smaller total from the larger. Name the shipping fees and the ten-dollar special aloud and say which way Kira should order.
Word preview: compare
How much will Kira spend if she orders everything online? How does it compare to what she'd pay at the stores?

Three levels

Support: Work with the bedding set alone. Compare fifty-nine ninety-nine plus ten forty-nine of shipping against a shop price ten dollars lower with no fee, and say which is less and by how much. One item, two prices, one subtraction, and the same shape of answer as the full cart.
At Grade: Build both columns, match the rows that did not move, subtract the totals and account for the difference by naming the fees and the special. Say in one sentence which way Kira should order and why.
Extension: Find the shipping fee on the bedding set that would make the two carts cost exactly the same, leaving every other number as the book gives it. Then say what that means about the ten-dollar online special, and whether a bigger special would change your answer.

English learners

The comparison words here are the load, not the arithmetic. Cheaper, more than and comes to all point at the same subtraction, and a learner may know one and not the others. Rehearse the frame: "Ordering online costs eleven dollars and forty-seven cents more than buying in the shops." Note that shipping and handling is one idea in this book though it names two, and that a fee is added on top of a price rather than being part of it. Invite students to say which cart is cheaper in their strongest language first, then write the sentence with the number in it in English.

Materials

A two-column order sheet
Pencils
A store-column sheet
A ruler for the joining lines
A sentence strip with two blanks
Word cards: shipping and handling, online special, compare

Standards & curriculum

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

2. Does the money stretch to the bird seed? Fluency · Adding a column of money amounts and testing a total against a budget

The book hands students a cart of five priced items, a stated budget of thirty-five dollars and a tax rate, and asks a yes-or-no question the arithmetic settles. Students add the column themselves rather than reading a printed sum: the book prints its total in an answer key on a later page, so the total is available to check against but is not given beside the problem. They add five two-place decimals without losing a row and without misaligning a decimal point, then compare the result to a fixed amount. The tax step is the only place a rate enters, and students apply it to a total they produced.

Full lesson — 20 minutes

1. Read the cart and copy the four prices (4 min)
Read the cart aloud with a partner and copy the four prices onto a four-row cost card, one price per row, decimal points stacked in a column. Write the two brush prices on their own rows rather than one row, because the book prices a brush and Tom buys two. Do not add anything yet.
Word preview: cart, a piece
The package of nails is $2.98. Wood glue is $5.97. A quart of paint is $10.78. Finally, paint brushes are $0.97 a piece.
Grandpa gives them $35 to pay for nails, wood glue, paint and two paint brushes.
2. Add the column and hold the total (6 min)
Add your five rows from the bottom up and write the total in the box under the rule. Trade cards with your partner and add their column from the top down. If the two totals disagree, add once more together and circle the row one of you dropped.
3. Add the seed and test it against thirty-five (5 min)
Write the bird seed price on a sixth row and add it to your total. Set that new total beside the thirty-five dollars Grandpa handed over and say aloud which is larger. Write yes or no in the seed box.
Word preview: afford
A 10 pound, 4.5 kg, beg is $9.78.
Should Tom and Emily also grab bird seed?
4. Add the tax and test again (5 min)
The sign at the register adds eight cents of tax on every dollar. Multiply your total by eight hundredths, round the answer to the nearest cent, and add it on a seventh row. Test that final total against thirty-five one more time and say whether the seed goes back.
Word preview: sales tax
It says the store charges an 8% sales tax.
Uh oh, will they need to put the bird seed back?

Short version — 9 minutes

1. Read the cart and copy the four prices (4 min)
Copy the four prices onto a four-row cost card with decimal points stacked, writing the two brushes on separate rows. Do not add yet.
Word preview: cart
The package of nails is $2.98. Wood glue is $5.97. A quart of paint is $10.78. Finally, paint brushes are $0.97 a piece.
2. Add the seed and test it against thirty-five (5 min)
Add your column, write the bird seed price on a sixth row and add it in. Set that total beside Grandpa's thirty-five dollars and write yes or no in the seed box.
Word preview: afford
A 10 pound, 4.5 kg, beg is $9.78.

Three levels

Support: Work the cart without the tax step. Give the four item prices already written on the card with decimal points aligned, so the load is the addition itself and not the copying. Add the five rows, add the seed, and answer the yes-or-no question against thirty-five dollars. The comparison is the point and it stays whole.
At Grade: Copy the prices yourself, add the column both directions, add the seed, then apply the eight percent tax to your own total and answer the question again. Say aloud which of your two answers the store would actually charge.
Extension: Find the largest bird seed price Tom and Emily could have paid and still walked out under thirty-five dollars with tax added. Work backwards from thirty-five, not forwards from a guess, and say what your answer would become if the tax were nine percent instead.

English learners

Prices in dollars and cents transfer directly; a learner who reads decimal money in another currency reads this column with no new work. The phrase a piece is new, and the book uses it to mean the price of one brush when two are bought, and per pound later in the book for the same relation. Rehearse the frame: "One brush is ninety-seven cents, so two brushes are one dollar ninety-four." Invite a student to add the column aloud in their strongest language and write only the total in English, since the addition is the mathematics and the naming is not.

Materials

The four-row cost card, one per pair
Pencils
A calculator for the checking pass only
A seed strip
A tax strip
A calculator
Word cards: a piece, sales tax, afford

Standards & curriculum

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

3. The bigger price that buys the cheaper paint Concept · Finding a unit price by dividing, then comparing two rates

The book sets a trap and then names it: one paint costs $18.95 and the other $35.96, and the cheaper-looking one is the worse buy. Students cannot resolve it by comparing the two printed numbers, because the numbers describe different amounts of paint, so the lesson makes them build a common unit first by cutting a gallon into four quarts. This is the one place in the book where division does real work rather than checking a printed answer. The last step deliberately breaks the pattern: eight quarts must be bought as two gallon cans, so students multiply the gallon price and have to say why the unit price they just computed is not the number to multiply.

Full lesson — 20 minutes

1. Read the two paint prices and say why they cannot be compared yet (4 min)
Read the two brands aloud. Write each price on a card with its unit underneath: one card says per quart, the other says per gallon. Say aloud why the smaller number is not automatically the better buy, using the two unit words.
Word preview: unit price, per quart
The first brand costs $18.95 per quart. The second runs $35.96 a gallon.
Marissa likes the look of the lower number. But, she'd get more paint if she went with the second brand.
2. Cut the gallon into quarts (5 min)
The book tells you a gallon is four quarts. Fold a paper gallon strip into four equal parts and label each part one quart. Divide the gallon price by four and write the answer on one of the four parts. That number is the second brand's price for a single quart.
Word preview: gallon
Marissa knows that one gallon, 3.8 liters, equals four quarts, 3.8 liters.
3. Set the two unit prices side by side (5 min)
Write the two per-quart prices on one line with a gap between them. Subtract the smaller from the larger and write the saving on a single quart. Say aloud which brand is the better deal and by how much per quart.
Word preview: better deal
Miss Wells says they should decide between brands based on unit price.
That involves figuring out the cost per quart.
4. Buy eight quarts of the better brand (6 min)
Eight quarts is two gallons, so the shop sells it as two cans. Multiply the gallon price by two and write what eight quarts costs. Then write one sentence saying why you multiplied the gallon price and not the per-quart price you worked out.
Word preview: estimate
In fact, Miss Wells estimates they'll end up using about eight quarts, 7.6 liters.

Short version — 9 minutes

1. Cut the gallon into quarts (5 min)
Fold a paper gallon strip into four equal parts, label each one quart, and divide the gallon price by four. Write that per-quart price on one part.
Word preview: gallon
Marissa knows that one gallon, 3.8 liters, equals four quarts, 3.8 liters.
2. Set the two unit prices side by side (4 min)
Write both per-quart prices on one line, subtract the smaller from the larger, and say which brand is the better deal and by how much per quart.
Word preview: better deal
Miss Wells says they should decide between brands based on unit price.

Three levels

Support: Stay with the folded gallon strip. Fold it into four quarts, and instead of dividing, count the four equal parts and share thirty-six dollars across them by dealing out four nine-dollar cards. Say what one quart of the second brand costs and set it beside the first brand's price. The comparison stays whole; only the division is replaced with sharing.
At Grade: Work both unit prices, subtract to find the saving on one quart, and buy eight quarts as two cans. Write the sentence saying why the gallon price and not the per-quart price is what you multiplied.
Extension: Find the gallon price that would make the two brands cost exactly the same per quart. Then decide whether the first brand could ever be the better buy for someone who needs only three quarts, and defend your answer with the numbers the book gives.

English learners

Per is the whole lesson in one word. Per quart, per gallon and the book's own unit price all use it, and a learner may read per as a plain connector rather than as the word that says how much for one. Rehearse the frame: "The second brand is eight ninety-nine per quart, so one quart costs eight dollars and ninety-nine cents." Gallon and quart are units many learners will not have met by name even where they know the amounts, so keep the folded strip visible while the words are used. Students may reason aloud about which is the better deal in their strongest language before writing the comparison sentence.

Materials

Two brand cards
Pencils
A paper gallon strip
Scissors
A two-box comparison line
A recording strip
Word cards: unit price, per quart, gallon

Standards & curriculum

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

4. Why fifteen percent loses to ten Concept · Applying two percentage discounts of different scope and choosing the cheaper

Students meet a percentage question whose answer defeats the obvious rule. Fifteen is the larger rate and it produces the larger bill, because the fine print aims it at one item and at the cheaper of the two. The lesson is built so that both computations are performed before either is judged, and the choosing step is where the mathematics actually lands: a percentage is a rate of something, and changing what it acts on changes the answer more than changing the rate does. A tenth is built by dividing into ten equal parts so that one percentage is reached without a rule, while the fifteen hundredths is computed, and the two methods sitting side by side is deliberate.

Full lesson — 20 minutes

1. Add the cart and read both coupons (4 min)
Add the two craft kit prices and circle the cart total. Read the two coupons aloud and write each one on its own card: one takes a tenth off everything, the other takes fifteen hundredths off a single item, and the fine print says which item that is.
Word preview: coupon, discount
The bracelet making kits she wants is $15.49. The necklace making kits she picks out is $13.59.
One coupon is for 10% off a person's entire purchase. The other is for 15% off a single item.
2. Work the first coupon on the whole cart (5 min)
Take a tenth of your cart total by dividing it into ten equal parts and taking one, then round that discount to the nearest cent. Subtract it from the cart total and write what Nicole pays under coupon one.
Word preview: tenth
3. Work the second coupon on one item only (6 min)
The fine print sends this coupon to the cheaper of the two kits, not the one Nicole would choose. Take fifteen hundredths of that item's price, round to the nearest cent, and subtract it from that item alone. Add the full price of the other kit back on and write what Nicole pays under coupon two.
Word preview: least expensive
Oh, and the 15% discount applies to a customer's least expensive item.
4. Choose and check the card (5 min)
Set your two answers side by side and circle the smaller. Say aloud why the bigger percentage did not win. Then subtract the amount Nicole pays from the thirty dollars on her gift card and write what is left.
Word preview: gift card
She just got a $30 gift card for her birthday.
Which coupon should she use today? Will there be any money left on her gift card?

Short version — 9 minutes

1. Add the cart and read both coupons (4 min)
Add the two kit prices and circle the cart total. Write each coupon on its own card, noting that the fifteen percent one applies to a single item and the fine print names which.
Word preview: coupon, discount
One coupon is for 10% off a person's entire purchase. The other is for 15% off a single item.
2. Choose and check the card (5 min)
Work both coupons, set the two answers side by side and circle the smaller. Say why the bigger percentage did not win, then subtract from the thirty-dollar gift card.
Word preview: gift card
Which coupon should she use today? Will there be any money left on her gift card?

Three levels

Support: Work the ten percent coupon only. Divide the cart total into ten equal parts on the strip, take one part as the discount and subtract it. Then answer the gift card question. The second coupon is read aloud and discussed but not computed, so the load is one percentage rather than two.
At Grade: Compute both coupons, choose the cheaper, and say why the larger rate produced the larger bill. Finish with the gift card subtraction.
Extension: Find the price the bracelet kit would have to be for the fifteen percent coupon to win, leaving the necklace kit as the book prices it. Then say what happens if the two kits cost the same amount, and whether the fine print about the least expensive item still decides anything.

English learners

Percent off is the phrase to rehearse, because a learner may read fifteen percent off as fifteen dollars off, or as paying fifteen percent. Rehearse the frame: "Ten percent off means she pays nine tenths of the total." Entire purchase and single item are the words that carry the whole lesson and they are ordinary English doing technical work; keep both coupon cards face up while students talk. Least expensive is a superlative that some learners will meet here for the first time and it decides which item the coupon lands on, so check it explicitly. Students may argue for their chosen coupon in their strongest language before writing the choice.

Materials

Two coupon cards
Pencils
A ten-part strip
A calculator
A two-row itemised sheet
A choice strip with two boxes
Word cards: coupon, discount, gift card

Standards & curriculum

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

5. How many rooms pays off the books? Reasoning · Working backwards from a shortfall to a count of equal payments

Every other lesson in these lessons moves forward from prices to a total. This one runs the other way: the total is fixed by two book prices, and students must find how many of a repeated fifty-cent job closes the gap. The book reaches the answer by dividing; this lesson reaches it by jumping up a number line in fifty-cent steps, which keeps the remainder visible instead of producing a decimal that has to be interpreted after the fact. That matters because the honest answer is not the quotient. Three and a half rooms is what the arithmetic gives and four rooms is what Jason cleans, and the last step is entirely about the difference between those two.

Full lesson — 20 minutes

1. Find the shortfall (5 min)
Add the two book prices and write the total. Write the money in Jason's pocket underneath and subtract it. The number left is what Jason still owes his mother; label it short by on your card so it does not get read as money he holds.
Word preview: short
The first book is $15.47. The second is $13.30.
Jason has $21 in his pocket thanks to the allowance he gets from doing chores.
2. Take out the raking (5 min)
Jason promises two yards at three dollars each. Lay two three-dollar cards on your card and say the raking total aloud. Subtract it from the shortfall and write what is still owed after the leaves are done.
Word preview: earn
He earns $3 every time he rakes leaves.
3. Count the rooms in fifty-cent jumps (5 min)
Each room pays fifty cents. Starting at zero, jump up the number line in fifty-cent steps and stop at or past what Jason still owes, tallying one room per jump. Write how many jumps you made.
Word preview: per room
She pays Jason $0.50 for each room he cleans.
4. Decide whether a part room counts (5 min)
Your jumps probably landed past what Jason owes rather than exactly on it. Say aloud what the leftover means: whether Jason can clean part of a room, and what that does to your count. Write the number of rooms and one sentence saying why you rounded the way you did.
Word preview: round
How many rooms will he need to clean?

Short version — 9 minutes

1. Find the shortfall (5 min)
Add the two book prices, subtract the money in Jason's pocket, and label the answer short by so it is not read as money he holds.
Word preview: short
The first book is $15.47. The second is $13.30.
2. Count the rooms in fifty-cent jumps (4 min)
Take the six dollars of raking out of the shortfall, then jump up the number line in fifty-cent steps until you reach or pass what is left. Tally one room per jump.
Word preview: per room
She pays Jason $0.50 for each room he cleans.

Three levels

Support: Skip the raking subtraction; take the amount still owed after the leaves as a given seven dollars and seventy-seven cents minus six, written on the card for you. Jump the number line in fifty-cent steps and count the rooms. The rounding question stays, because it is the reasoning the lesson is for.
At Grade: Work the shortfall, take out the raking, jump the number line, and write the sentence explaining why a leftover of a few cents still costs Jason a whole room.
Extension: Change the job rate. If Jason's mother paid seventy-five cents a room instead of fifty, how many rooms would he clean, and does the leftover behave the same way? Then find a room rate that would divide the amount owed exactly, and say what makes that rate different from the two you have tried.

English learners

Owe, short and pay back all describe the same negative gap and a learner may have only one of them. The book never writes a number below zero, so keep the language of being short rather than of negatives. Rehearse the frame: "Jason is one dollar and seventy-seven cents short, so he cleans four rooms." Note that clean a room here is paid work with a fixed price, not a chore in the ordinary sense, and that per room means the same as each room. Students may count the fifty-cent jumps aloud in their strongest language; the tally and the final count are the record.

Materials

A three-row shortfall card
Pencils
Three-dollar cards
A number line marked in fifty-cent steps
Counters
A sentence strip
Word cards: short, per room, round

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 words that tell you what to divide Integrated · Students collect the book's rate words, sort them by the operation each one sets up, and prove one of them load-bearing by swapping it and watching the answer change.

Students collect the book's rate words, sort them by the operation each one sets up, and prove one of them load-bearing by swapping it and watching the answer change.

Full lesson — 20 minutes

1. Collect the rate words (6 min)
Working in pairs, students hunt four assigned sections for words that tell you what a number is a price of. They copy each sentence onto a rate card and underline the word. Expect per pound, per quart, a piece, unit price and percent off; accept any word a pair can defend.
2. Name the operation each word sets up (5 min)
On the back of each card students write what they would have to do to the number if they were buying — multiply it, divide it, or take a part of it — and work one small example. They sort the cards into a multiply pile and a divide pile and argue about any card both partners want in different piles.
3. Swap one word and compute both ways (6 min)
Students take the paint sentence, exchange per quart and a gallon, and compute the price of one quart of each brand under the book's version and under the swap. They write both recommendations down and circle the book's.
4. Say which word carried the weight (3 min)
Each pair reads out the two recommendations and finishes the sentence: the answer changed because the words per quart and a gallon changed places, not because any number did. They post the card for the word they think would cause the most trouble if a shopper missed it.

Short version — 9 minutes

1. Collect the rate words (6 min)
Working in pairs, students hunt four assigned sections for words that tell you what a number is a price of. They copy each sentence onto a rate card and underline the word. Expect per pound, per quart, a piece, unit price and percent off; accept any word a pair can defend.
2. Swap one word and compute both ways (6 min)
Students take the paint sentence, exchange per quart and a gallon, and compute the price of one quart of each brand under the book's version and under the swap. They write both recommendations down and circle the book's.

Three levels

Support: Work with two cards rather than five, a piece and per pound, both of which set up a multiplication. Copy the sentence, underline the word and work the example with the count supplied. Join the swap segment with the class using the paint numbers already divided, so the reversal is still witnessed.
At grade: Collect and sort five cards, argue the contested ones, then perform the swap and compute both unit prices independently. Write the closing sentence naming the words that moved.
Extension: Find a sentence in the book where a rate word is missing and the reader has to supply the unit from context, then write the sentence as the author should have written it and say what a careless shopper would have computed without it. The two-brush line and the ten-pound bird seed bag are both fair game.

English learners

Per is the highest-value word in this lesson and the hardest, because it is a preposition doing arithmetic. Rehearse the frame aloud before the hunt begins: "Eight ninety-nine per quart means one quart costs eight dollars and ninety-nine cents." Many learners will know the amounts without knowing the English unit names, so keep a quart jug and a gallon jug in view while the paint cards are made. A piece and each are the same idea in this book and are worth pairing explicitly on one card. Percent off is worth a second frame, since off can be misread as the amount paid rather than the amount removed. Students should sort and argue their cards in their strongest language and write only the operation word in English.

Materials

Blank rate cards, five per pair
The four assigned book sections
Pencils and a red pencil for underlining
A swap worksheet with two computation boxes
A quart jug and a gallon jug
The paint sentence written large, with per quart and a gallon on removable slips
A two-column multiply and divide chart

Standards & curriculum

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

7. The number the page refuses to print Integrated · Students sort a section's quantities into those the book states and those it withholds, then prove the withheld one is determined by finding it two independent ways.

Students sort a section's quantities into those the book states and those it withholds, then prove the withheld one is determined by finding it two independent ways.

Full lesson — 20 minutes

1. Sort every quantity into stated or withheld (6 min)
Pairs read the section and list every quantity it mentions or asks about, then place each into a stated column with the sentence that states it, or a withheld column. Pushing them to list what the section asks for, not only what it tells, is the point.
2. Turn the worded relations into numbers (5 min)
Students find the two sentences that give relations rather than numbers and convert each into a price. They write the shop price of the bedding set and say which direction they moved and why, then check that the two unchanged shop prices really are unchanged.
3. Prove the missing number is determined (6 min)
Pairs build both carts and subtract, then reach the same difference a second way by adding the three fees and the ten-dollar special. Two routes to $11.47 is the proof; a pair whose routes disagree finds the dropped line.
4. Find a quantity nobody could compute (3 min)
Students point to one thing in their withheld column that no amount of arithmetic would settle — whether the parents approve, what the decals look like — and say what makes it different from the difference they just computed.

Short version — 9 minutes

1. Sort every quantity into stated or withheld (6 min)
Pairs read the section and list every quantity it mentions or asks about, then place each into a stated column with the sentence that states it, or a withheld column. Pushing them to list what the section asks for, not only what it tells, is the point.
2. Prove the missing number is determined (6 min)
Pairs build both carts and subtract, then reach the same difference a second way by adding the three fees and the ten-dollar special. Two routes to $11.47 is the proof; a pair whose routes disagree finds the dropped line.

Three levels

Support: Sort a shortened list of five quantities that is handed to you rather than built from scratch, so the reading load is classification and not extraction. Convert the one worded relation into the shop price of the bedding set with the direction question asked aloud, then build the online cart only and compare it to a shop total supplied on the sheet.
At grade: Build the full list, sort it, convert both worded relations, compute both carts and reach the difference by two routes. Finish by naming an undeterminable quantity and saying why it is different.
Extension: Rewrite the section so that the shop total is printed and the bedding set's online price is the withheld number instead. Say which sentences you had to change, and whether your rewritten section still determines exactly one answer or now leaves a reader free to choose.

English learners

Cheaper than is the sentence that decides this lesson and it is a comparative with a direction, which is where the errors live. Rehearse the frame with objects before the reading: "The online price is ten dollars cheaper, so the shop price is ten dollars more." Withheld is a word for the sort itself rather than from the book, and it is worth introducing as simply not told to us. Note that comes to in the fees sentence means equals, which a learner may not read as a total. Students may run the sort and argue about the direction of cheaper in their strongest language; the written line converting the relation into $69.99 is what is collected in English.

Materials

The bedding-set section
A two-column stated and withheld sort sheet
A two-cart comparison sheet
Pencils
The two relation sentences written large
A price arrow showing cheaper pointing down and more pointing up

Standards & curriculum

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

8. Talk Nicole out of the bigger number Integrated · Students compute both coupons, take a position on which Nicole should use, and say it to her out loud in a sentence that carries the numbers.

Students compute both coupons, take a position on which Nicole should use, and say it to her out loud in a sentence that carries the numbers.

Full lesson — 20 minutes

1. Vote before you compute (3 min)
Students read the two coupons and the fine print, then vote by standing at one of two signs. Nobody computes anything yet. The split is recorded on the board and left visible for the rest of the lesson.
2. Compute both coupons (8 min)
Pairs work both branches of the sheet, circling the base each coupon acts on before applying the rate. They round each discount to the nearest cent, subtract, and write the two bills side by side with the gap between them.
3. Make the case to Nicole (6 min)
In pairs, one student plays Nicole at the till and the other argues for a coupon in no more than four sentences, naming at least two computed amounts. Then they swap roles and the second student must argue the opposite position, whatever they believe.
4. Revote and name what moved you (3 min)
Students vote again at the two signs and compare the split with the one on the board. Anyone who moved says the number that moved them.

Short version — 9 minutes

1. Compute both coupons (8 min)
Pairs work both branches of the sheet, circling the base each coupon acts on before applying the rate. They round each discount to the nearest cent, subtract, and write the two bills side by side with the gap between them.
2. Make the case to Nicole (6 min)
In pairs, one student plays Nicole at the till and the other argues for a coupon in no more than four sentences, naming at least two computed amounts. Then they swap roles and the second student must argue the opposite position, whatever they believe.

Three levels

Support: Work one branch of the sheet, the ten percent coupon, with the cart total of $29.08 supplied. Take a tenth by dividing into ten equal parts on a strip rather than by multiplying. Receive the other bill, $27.04, on a card and make the spoken case using the two bills and the gap; the argument is the point and it stays whole.
At grade: Compute both branches independently, circle each base, deliver a four-sentence case to Nicole naming two amounts, then argue the opposite side when you swap.
Extension: Take the third position — that the gift card makes the choice nearly irrelevant — and defend it against a partner who holds one of the first two. You will have to compute both card balances and decide whether 87 cents left on a card is the same kind of saving as 87 cents in a pocket. Then find the bracelet-kit price that would make the two coupons tie.

English learners

This is a persuading task and the frames matter more than the vocabulary. Rehearse two before the pairs begin: "You should use the ten percent coupon because it saves you two ninety-one instead of two oh four," and "It looks bigger, but it only comes off one toy." The concessive move in the second frame, granting the fifteen looks larger before defeating it, is the hardest and most useful thing here, and it is worth modelling twice. Entire purchase, single item and least expensive item are the three phrases that decide the mathematics; put them on cards and let students point rather than recall. Learners may rehearse the argument with a partner in their strongest language first and then deliver it in English, since the assessed evidence is the spoken case with its numbers in it.

Materials

A two-branch coupon comparison sheet
The two coupon cards with the fine print
A ten-part strip for Support
A three-box listening card for the partner
Two vote signs at opposite walls
The fine-print sentence written large
A running tally of the class split, before and after

Standards & curriculum

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

9. Cheaper, but you have to say what for Integrated · Students turn a comparison the book leaves in the wrong units into one that can be said both ways round, and find that the sentence reverses only once both sides sit on a quart.

Students turn a comparison the book leaves in the wrong units into one that can be said both ways round, and find that the sentence reverses only once both sides sit on a quart.

Full lesson — 20 minutes

1. Say it wrong on purpose (4 min)
Students write the comparison they would make from the two printed prices alone, using cheaper or more expensive. The sheets are collected face down and returned at the end of the lesson unmarked.
2. Draw both brands in quarts (6 min)
On squared paper students draw the first brand as one quart square with $18.95 on it, and the second as four quart squares with $35.96 across all four. They divide to write the price inside a single square of the second container.
3. Write the sentence both ways (6 min)
Students write the comparison forward and reversed, each with the number and the words per quart in it. Partners check that both sentences say the same thing about the paint and that neither could be read as being about the tags.
4. Find a comparison that will not reverse (4 min)
Students hunt one other section for a comparison whose two sides are counted in different things — a DVD bought singly against four bought together is the readiest — and copy out a sentence that cannot be reversed until a unit is supplied, circling the gap.

Short version — 9 minutes

1. Draw both brands in quarts (6 min)
On squared paper students draw the first brand as one quart square with $18.95 on it, and the second as four quart squares with $35.96 across all four. They divide to write the price inside a single square of the second container.
2. Write the sentence both ways (6 min)
Students write the comparison forward and reversed, each with the number and the words per quart in it. Partners check that both sentences say the same thing about the paint and that neither could be read as being about the tags.

Three levels

Support: Work with the drawing and skip the division. Cut four quart squares from the gallon container and share thirty-six dollars over them by dealing out nine-dollar cards, one to a square, then set that square beside the first brand's. Write the forward sentence only, with per quart supplied on the sheet, and say the reversal aloud to a partner.
At grade: Draw both containers, divide to reach the unit price, write both sentences with the number and the unit in each, and find a second comparison in the book that will not reverse.
Extension: The DVD bin gives $5 each or four for $18. Write that comparison as a per-DVD sentence in both directions, then decide whether the comic book pair — eight issues at $3.15 against a set of twelve for $26.50 — can be written the same way, and say what stops it. The two sets do not contain the same number of books, and that is the answer you have to argue for.

English learners

Comparative sentences with than are the target and the reversal is the drill: cheaper than and more expensive than describe one fact from two ends, and a learner may have only one of the pair. Rehearse both frames on the board with the number in place before students write. The critical addition is the prepositional phrase per quart, which many learners will omit because it is optional in English grammar and compulsory in this mathematics. Note that the book itself uses the lower number as a noun phrase for a price, which is a comparative used as a name. Students may sort and argue the reversals in their strongest language; the two written sentences are the evidence and they are collected in English.

Materials

Squared paper
A sentence-pair sheet with than printed in both frames
The paint section and the DVD section
Coloured pencils
A quart jug and a gallon jug
Marissa's preference sentence written large
A both-ways sentence frame with blanks for the number and the unit

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. Burr! Openings That Make You Want to Keep Reading Language · Analysing How a Writer Opens a Section to Draw a Reader In

Every section of this book opens with a hook rather than with its subject: an exclamation, a rhetorical question, a bare list of objects. Students compare four openings, name the technique each uses, and rank them for effectiveness with a reason. They then write an opening of their own in one of the styles. The skill is analysing an author's craft choices at the start of a text; no problem in any section is solved.

Full lesson — 20 minutes

1. Read two very different openings (6 min)
The teacher reads the two passages below aloud. One begins with a sound word and an exclamation mark; the other begins with a bare list of objects and no sentence at all. Read them again and name the technique each uses. Say aloud which made you want to read on, and why.
Word preview: hook
Burr! Quinn's teeth are chattering as she hurries into the mall. It won't be long before snow starts falling. That's why Quinn and her dad are going shopping.
Nails, wood glue, white paint, two paint brushes. Tom looks over the items on his list. He and his sister Emily are building a bird house with their grandpa. But they're missing a few supplies. So Tom and Emily offer to run to the hardware store down the street.
2. Find the openings that ask you something (6 min)
Two more passages are printed below. Both begin by asking the reader a question that nobody expects an answer to. Read them with a partner. Say aloud what each question is really doing, and why a writer might open a section that way instead of stating the topic.
Word preview: rhetorical
What's better than a trip to the bookstore? Not much of you ask Jason. He loves reading. His bookshelf is almost full, but he hopes to make room for two more books. His two favorite authors have just published new mysteries. The waiting list at the library is super long for both books. So, Jason's mom offers to take him to the bookstore.
Ready for some Saturday shopping? Ben is, kind of. His ball takes him to the mall to look for new shirts. Ben would prefer to buy video games, but his closet could use a little sprucing up. Today is the day to do a two.
3. Rank them and defend your order (4 min)
Three of the openings are printed below. Read them again and put them in order from the one that pulled you in hardest to the one that pulled you in least. Say your order to a partner and give a reason for your first choice that points at actual words on the page.
Word preview: rank
Burr! Quinn's teeth are chattering as she hurries into the mall. It won't be long before snow starts falling. That's why Quinn and her dad are going shopping.
What's better than a trip to the bookstore? Not much of you ask Jason. He loves reading. His bookshelf is almost full, but he hopes to make room for two more books. His two favorite authors have just published new mysteries. The waiting list at the library is super long for both books. So, Jason's mom offers to take him to the bookstore.
So long summer break. Hello, new school year. Olivia just got a letter and a school supply list from her new teacher. Some kids like buying clothes. Others get excited about a trip to the toy store. But Olivia is nuts about back to school shopping.
4. Write an opening of your own (4 min)
Look again at the passage printed below and reread how it begins. Choose a shop or an errand you know. Say aloud an opening line for a section about it, using one of the techniques you named. Your partner names which technique you used and says whether it made them want to hear more.
Word preview: compose
So long summer break. Hello, new school year. Olivia just got a letter and a school supply list from her new teacher. Some kids like buying clothes. Others get excited about a trip to the toy store. But Olivia is nuts about back to school shopping.

Short version — 9 minutes

1. Read two very different openings (5 min)
The teacher reads the two passages below. Name the technique each opening uses and say which made you want to read on, and why.
Word preview: hook
Burr! Quinn's teeth are chattering as she hurries into the mall. It won't be long before snow starts falling. That's why Quinn and her dad are going shopping.
Nails, wood glue, white paint, two paint brushes. Tom looks over the items on his list. He and his sister Emily are building a bird house with their grandpa. But they're missing a few supplies. So Tom and Emily offer to run to the hardware store down the street.
2. Find the openings that ask you something (4 min)
Read the two passages below with a partner. Say what each opening question is really doing and why a writer might begin that way.
Word preview: rhetorical
What's better than a trip to the bookstore? Not much of you ask Jason. He loves reading. His bookshelf is almost full, but he hopes to make room for two more books. His two favorite authors have just published new mysteries. The waiting list at the library is super long for both books. So, Jason's mom offers to take him to the bookstore.
Ready for some Saturday shopping? Ben is, kind of. His ball takes him to the mall to look for new shirts. Ben would prefer to buy video games, but his closet could use a little sprucing up. Today is the day to do a two.

Three levels

Support: Use the two passages in step 1. The teacher reads each opening line. Say which one starts with a sound. Point to the exclamation mark. Say which you liked better.
At Grade: Name the technique in four different openings and say which one worked best on you, pointing at the words that did it.
Extension: One section opens Burr! and another opens with a bare list of hardware. Say two sentences about which suits a book that wants to feel like everyday life, and what each opening promises about the section that follows.

English learners

Openings here lean on sound words and sentence fragments, both of which look like errors to a reader taught that sentences need subjects and verbs. Say plainly that Burr! and So long summer break. are deliberate. Invite students to give the sound their strongest language uses for cold, which is rarely the same. Rehearsable frame: This opening uses ___ to make me want to ___.

Materials

Shopping Trip Math, the passage printed in this step
technique naming cards
Word cards: hook, rhetorical, rank, compose

Standards & curriculum

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

11. Contents and Glossary: The Parts That Are Not Chapters Language · Using a Book's Contents Page and Glossary to Find Things Out

This book carries a contents page at the front and a glossary at the back, and each is read differently from a chapter. Students use the contents page to say where a section sits, read glossary entries to see how a definition is written, and then decide which of the two they would use for a given question. The skill is navigating text features and knowing what each is for; no page number is added or subtracted.

Full lesson — 20 minutes

1. Read a contents page and say what it is for (6 min)
The teacher reads the passage below aloud. It is the list at the front of the book. Read it again together. Notice that each section name is followed by a word telling you where to look. Say aloud how you would use this page if you wanted the section about a party.
Word preview: contents
Table of contents. Change for chocolate. Four. Pay for a winter wardrobe. Six. Enough to buy birdseed. Eight. Shopping and shipping. Ten. Borough at the bookstore. Twelve. Party purchases. Fourteen.
2. Read glossary entries and notice how they are written (6 min)
Read the passage below with a partner. These are glossary entries. Each gives a word and then explains it without using a full sentence. Read two of them aloud. Say what is different about how a glossary entry is written compared with a sentence in a story.
Word preview: glossary
Glossary Browsing Looking over various goods for sale Budget The amount of money available for a specific purpose Calculation The result of using math to figure out the number or amount of something Clerk A person who works in a store Department store A large store that sells many different kinds of goods Discount A reduction in the usual price of something Gift card A card that allows the recipient to receive goods or services of a specified value from a certain store Sales tax Money Usually a percentage of an item's price that a store collects on each purchase Unit price How much an item costs for an individual unit of measurement
3. Choose the right part for the question (4 min)
Both passages are printed below. Your teacher reads out a question, such as what does budget mean, or where is the section about a party. For each one, say aloud whether you would turn to the contents page or the glossary, and say how you decided.
Word preview: choose
Table of contents. Change for chocolate. Four. Pay for a winter wardrobe. Six. Enough to buy birdseed. Eight. Shopping and shipping. Ten. Borough at the bookstore. Twelve. Party purchases. Fourteen.
Glossary Browsing Looking over various goods for sale Budget The amount of money available for a specific purpose Calculation The result of using math to figure out the number or amount of something Clerk A person who works in a store Department store A large store that sells many different kinds of goods Discount A reduction in the usual price of something Gift card A card that allows the recipient to receive goods or services of a specified value from a certain store Sales tax Money Usually a percentage of an item's price that a store collects on each purchase Unit price How much an item costs for an individual unit of measurement
4. Write a glossary entry of your own (4 min)
Read the glossary passage printed below once more and notice its shape: term first, then explanation, no full stop needed. Now pick a word from your own classroom and say a glossary entry for it in that shape. Your partner says whether it sounded like a glossary or like a sentence from a story.
Word preview: define
Glossary Browsing Looking over various goods for sale Budget The amount of money available for a specific purpose Calculation The result of using math to figure out the number or amount of something Clerk A person who works in a store Department store A large store that sells many different kinds of goods Discount A reduction in the usual price of something Gift card A card that allows the recipient to receive goods or services of a specified value from a certain store Sales tax Money Usually a percentage of an item's price that a store collects on each purchase Unit price How much an item costs for an individual unit of measurement

Short version — 9 minutes

1. Read a contents page and say what it is for (5 min)
The teacher reads the passage below. Say how you would use it to find the section about a party, and what follows each section name.
Word preview: contents
Table of contents. Change for chocolate. Four. Pay for a winter wardrobe. Six. Enough to buy birdseed. Eight. Shopping and shipping. Ten. Borough at the bookstore. Twelve. Party purchases. Fourteen.
2. Read glossary entries and notice how they are written (4 min)
Read the passage below with a partner. Read two entries aloud and say what is different about how they are written compared with a story sentence.
Word preview: glossary
Glossary Browsing Looking over various goods for sale Budget The amount of money available for a specific purpose Calculation The result of using math to figure out the number or amount of something Clerk A person who works in a store Department store A large store that sells many different kinds of goods Discount A reduction in the usual price of something Gift card A card that allows the recipient to receive goods or services of a specified value from a certain store Sales tax Money Usually a percentage of an item's price that a store collects on each purchase Unit price How much an item costs for an individual unit of measurement

Three levels

Support: Use the contents passage. The teacher reads two section names. Point to one. Say the word that comes after it. Say whether this page tells you where to look or what a word means.
At Grade: Use the contents page to locate a named section and the glossary to explain a named word, and say which part of the book answers which kind of question.
Extension: The glossary defines budget as the amount of money available for a specific purpose. Say two sentences about why a glossary avoids full sentences, and what a reader gains and loses from that style.

English learners

Glossary entries drop the verb entirely, which reads as incomplete to students taught to produce full sentences. Read one entry as printed, then say the same idea as a full sentence, and label which is which. Note that the page locations here are spelled as words, not numerals, which is unusual and worth pointing at. Rehearsable frame: ___ means ___. I would look in the ___.

Materials

Shopping Trip Math, the passage printed in this step
find it fast task cards
Word cards: contents, glossary, choose, define

Standards & curriculum

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

12. What They Want, What Gets in the Way Language · Working Out What a Person Wants and What Stands in Their Way

Each section introduces somebody with a wish and something blocking it: Kira wants to redo her room but her parents must approve; Will dreams of Hollywood; Jake finds comics he half owns already. Students name the want and the obstacle in three sections, then say which pairing makes the best story and why. The skill is identifying character motivation and conflict, supported by quoted lines, with no prices or totals used.

Full lesson — 20 minutes

1. Name a want and an obstacle (6 min)
The teacher reads the passage below aloud. Read it again together. Say aloud in one sentence what Kira wants. Then find the sentence that tells you something stands in her way, and read it out. Say who has the power in this section.
Word preview: obstacle
Kira is ready to redo her room. Her sister just moved to college. That means Kira is finally free to decorate her way. Her mom and dad still have to okay her choices though.
2. Find a want with no obstacle yet (6 min)
Read the passage below with a partner. Here somebody's wish is very large and very far off. Say what he wants. Then say whether this passage tells you anything standing in his way, and how that makes it feel different from the last one.
Word preview: dream
Will wants to move to Hollywood someday. He dreams of becoming an actor or a big name director. So how could he prepare for this amazing career? By viewing is many movies as possible.
3. Chart three sections (4 min)
Three passages are printed below. Read them and fill in your chart with the want and the obstacle for each, leaving the obstacle blank where the passage does not give one. Say aloud which of the three you would most want to read on about, and why.
Word preview: chart
Kira is ready to redo her room. Her sister just moved to college. That means Kira is finally free to decorate her way. Her mom and dad still have to okay her choices though.
Will wants to move to Hollywood someday. He dreams of becoming an actor or a big name director. So how could he prepare for this amazing career? By viewing is many movies as possible.
Mr. Brown's Re-Sale Shop is like a giant treasure trove. Jake never knows what he'll discover there. Mr. Brown has everything from fishing poles to used books to baseball cards. Today, Jake stumbles upon his most amazing find yet.
4. Say why the obstacle matters (4 min)
Read the passage printed below once more. Imagine the sentence about her parents having to approve had been left out. Say two sentences to a partner about what the section would lose, and why a writer puts an obstacle in early.
Word preview: tension
Kira is ready to redo her room. Her sister just moved to college. That means Kira is finally free to decorate her way. Her mom and dad still have to okay her choices though.

Short version — 9 minutes

1. Name a want and an obstacle (5 min)
The teacher reads the passage below. Say what Kira wants, then read out the sentence showing something stands in her way.
Word preview: obstacle
Kira is ready to redo her room. Her sister just moved to college. That means Kira is finally free to decorate her way. Her mom and dad still have to okay her choices though.
2. Find a want with no obstacle yet (4 min)
Read the passage below with a partner. Say what Will wants and whether anything is stated as standing in his way.
Word preview: dream
Will wants to move to Hollywood someday. He dreams of becoming an actor or a big name director. So how could he prepare for this amazing career? By viewing is many movies as possible.

Three levels

Support: Use the passage in step 1. The teacher reads it. Say what Kira wants to do to her room. Then say who must say yes first. Two answers, two words each is enough.
At Grade: Name the want and the obstacle in the Kira and Jake passages, and say which sentence in each gave you the obstacle.
Extension: Kira is described as finally free to decorate her way, and then told her parents must okay her choices. Say two sentences about the effect of putting those two ideas next to each other in that order.

English learners

The obstacle in these passages is carried by small qualifying words rather than by any negative: still, though, but. A reader who skims them hears only the wish. Read the Kira passage twice, once dropping still and though, so students hear how much those two words were holding. Rehearsable frame: ___ wants ___, but ___.

Materials

Shopping Trip Math, the passage printed in this step
want and obstacle chart
Word cards: obstacle, dream, chart, tension

Standards & curriculum

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

13. A Beg of Bird Seed: Catching the Wrong Word Language · Using Context to Identify a Word That Was Typed Wrongly

This book was typed up from a recording and ordinary words landed wrong: a bag became a beg, erasers became racers, a sign became Assign. The sentences are printed exactly as they stand and are not corrected. Students use surrounding context to identify the intended word, explain the evidence for their reading, and say why a reader should flag rather than silently fix. The skill is context-based word identification.

Full lesson — 20 minutes

1. Find the word that cannot be right (6 min)
The teacher reads the passage below aloud exactly as printed. One word is not a word that belongs here. Read it again together and underline beg. Say aloud what word the sentence needed, and name the words nearby that prove it.
Word preview: context
Should Tom and Emily also grab bird seed? A 10 pound, 4.5 kg, beg is $9.78.
2. Catch two more in one passage (6 min)
Two passages are printed below, both exactly as the book has them. One calls erasers racers; the other turns a sign into Assign at the start of a sentence. Read them with a partner. For each, say the word that was meant and the evidence in the sentence for your answer.
Word preview: evidence
So long summer break. Hello, new school year. Olivia just got a letter and a school supply list from her new teacher. Some kids like buying clothes. Others get excited about a trip to the toy store. But Olivia is nuts about back to school shopping.
The biggest clothing store in the mall is running a special sale. Assign in the window says buy two shirts and get a third shirt of equal or lesser value free.
3. Meet a mistake that is harder to see (4 min)
Read the passage below exactly as printed. It says two shirts are formal and then gives what looks like one single price for them. Say aloud why that is strange when the sentence talks about two shirts. Say what a reader cannot be sure of here, and do not change the figure.
Word preview: plural
The fourth and fifth shirts are pretty formal. Ben thinks they're kind of boring. But his mom says they'll be good for holiday parties and class pictures. Those shirts are $25.35.
4. Say why you flag instead of fixing (4 min)
The passage below is printed once more with its wrong word still in it. With a partner, say two sentences about why a careful reader writes a note about a suspected mistake instead of quietly correcting the book, and what could go wrong if everybody just fixed what they thought was wrong.
Word preview: flag
Should Tom and Emily also grab bird seed? A 10 pound, 4.5 kg, beg is $9.78.

Short version — 9 minutes

1. Find the word that cannot be right (5 min)
The teacher reads the passage below as printed. Underline beg, say what word the sentence needed, and name the nearby words that prove it.
Word preview: context
Should Tom and Emily also grab bird seed? A 10 pound, 4.5 kg, beg is $9.78.
2. Catch two more in one passage (4 min)
Read the two passages below with a partner. For each, say the word that was meant and the evidence in the sentence for your answer.
Word preview: evidence
So long summer break. Hello, new school year. Olivia just got a letter and a school supply list from her new teacher. Some kids like buying clothes. Others get excited about a trip to the toy store. But Olivia is nuts about back to school shopping.
The biggest clothing store in the mall is running a special sale. Assign in the window says buy two shirts and get a third shirt of equal or lesser value free.

Three levels

Support: Use the passage in step 1. The teacher reads it and says the word beg twice. Say whether bird seed comes in a beg. Say the word you think belongs. Point to where it sits in the sentence.
At Grade: Identify the intended word in three damaged sentences and give the context evidence for each one.
Extension: Assign in the window is a real English word standing where two words belong, so a spellchecker would pass it. Say two sentences about why that kind of mistake is harder to catch than beg, and what warns a reader anyway.

English learners

This lesson asks students to overrule a printed English word, which is a large ask for someone still gaining confidence. Make the ground rule explicit: the book was typed from speech and the machine misheard, exactly as a person can mishear. Work from the picturable context, bird seed sold by the pound, rather than from spelling intuition. Rehearsable frame: The book says ___, but it means ___, because ___.

Materials

Shopping Trip Math, the passage printed in this step
editor's flag slips
Word cards: context, evidence, plural, flag

Standards & curriculum

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

14. You Head to the Store: When the Book Puts You In It Language · Noticing When a Text Switches to Speaking Directly to the Reader

This book keeps switching between telling you about somebody else and putting you into the scene as you. Students find the switch, sort passages by who they are about, explain what changes for a reader when the pronoun changes, and rewrite a line to move it the other way. The skill is recognising person and audience in informational writing; the tasks the book sets in those passages are never carried out.

Full lesson — 20 minutes

1. Read a passage about somebody else (6 min)
The teacher reads the passage below aloud. Everything here is about other people. Read it again together and underline the names and the words he, she and they. Say aloud who this passage is about and how you can tell at a glance.
Word preview: person
Math isn't just about questions and quizzes and homework. It shapes the entire world around us. Want to know how? Simply head to the store. That's where Alex and his cousin Joe hope to go.
2. Read a line that puts you in the scene (6 min)
Read the passage below with a partner. This one is addressed to you. Underline every you and your. Say aloud what changes for a reader when the book stops describing somebody else and starts describing you instead.
Word preview: address
Check your answers to all questions on pages 30 through 31.
3. Sort passages by who they speak to (4 min)
Three passages are printed below. Read each with a partner and lay down the them card or the you card. Say aloud which words decided it for you in each case.
Word preview: sort
Marisa is ready to liven up the school lunchroom. She's president of the R Club. The club's big project for the year is to paint a mural in the cafeteria.
Check your answers to all questions on pages 30 through 31.
Few presents beat a gift card for the toy store. At least, that's what Nicole thinks. She just got a $30 gift card for her birthday.
4. Turn one around (4 min)
Look again at the passage printed below, which is about a named person. Say it aloud again, but rewritten so it speaks to you instead, changing only the words that name who it is about. Your partner listens for any word you missed, and says whether the passage feels different now.
Word preview: rewrite
Few presents beat a gift card for the toy store. At least, that's what Nicole thinks. She just got a $30 gift card for her birthday.

Short version — 9 minutes

1. Read a passage about somebody else (5 min)
The teacher reads the passage below. Underline the names and the word they, and say who this passage is about and how you can tell.
Word preview: person
Math isn't just about questions and quizzes and homework. It shapes the entire world around us. Want to know how? Simply head to the store. That's where Alex and his cousin Joe hope to go.
2. Read a line that puts you in the scene (4 min)
Read the passage below with a partner. Underline every you and your, and say what changes when the book speaks to you instead of about somebody else.
Word preview: address
Check your answers to all questions on pages 30 through 31.

Three levels

Support: Use the two passages. The teacher reads each. Hold up the them card or the you card. Point to one word that told you. Say the word you aloud when you find it.
At Grade: Sort three passages by whether they speak about somebody or to you, naming the words that decided each one.
Extension: The book describes Alex and Joe in one place and instructs you directly in another. Say two sentences about why a book that teaches might want both, and which one you find easier to learn from.

English learners

English you is doing two different jobs across this book: sometimes it means the actual reader and sometimes it means people in general, and nothing on the page distinguishes them. Read one of each aloud and ask whether the sentence means you, right here. Many languages mark this difference explicitly, so invite students to say how theirs does. Rehearsable frame: This passage speaks ___ me.

Materials

Shopping Trip Math, the passage printed in this step
pronoun sorting cards
Word cards: person, address, sort, rewrite

Standards & curriculum

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