A Dollar, a Penny, How Much and How Many

$A Dollar, a Penny, How Much and How Many book cover$

Grade 1
3 skill lessons · 2 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.

1Three Ways to Bring a Dollar
2What Each Coin Is Worth
3Zach's Handful: Counting On When the Coin Changes

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.

4Worth Is Not How Big
5How Much Did Each Cat Bring?

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.

6Money Is the Term For: How a Book Tells You a Word
7Metal and Round, Paper and Rectangular: One Sentence, Two Things
8Ton and Through: Listening for the Words That Rhyme
9All These Combinations: The Sentence That Ties a Page Together
10It Doesn't Grow on Trees: A Saying and What It Really Means

Both exports carry any edits you have made. Edits are saved in this browser only — nobody else sees them, and they are not sent anywhere.

Skill lessons

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

1. Three Ways to Bring a Dollar Application · Composing one hundred cents from quarters, dimes and pennies

Three cats pay for the same thing with completely different handfuls, and the book asserts the handfuls match without ever counting one. Students count them: four quarters by twenty-fives, ten dimes by tens, a hundred pennies in ten-frames. The application is that one amount has many shapes, and the evidence is three trays that all land on the same number after three different counts.

Full lesson — 20 minutes

1. Read what each cat brought (4 min)
Read the three payment lines aloud with your partner and put out the coins each one names, in its own tray: Jenny's four quarters, the brother's ten dimes, Anna's hundred pennies. Do not count any tray yet. Read the line once more and check the tray has exactly the coins the line says.
Word preview: quarters, dimes, pennies
Jenny brought four quarters while ten dimes came with her brother.
Anna paid 100 pennies taken from her mother.
2. Count Jenny's tray and the brother's tray (6 min)
Count the four quarters by twenty-fives — twenty-five, fifty, seventy-five, one hundred — touching one coin per number word. Then count the ten dimes by tens the same way. Say the cents each tray came to, and say whether the two trays came to the same number.
Word preview: hundred
$1 worth of coins can look a lot of different ways.
3. Count Anna's hundred pennies (5 min)
Fill the ten-frames with Anna's pennies, ten to a frame, then count the full frames by tens to one hundred. Set an amount card on the tray. Say what is the same about this tray and Jenny's four coins, and what is different.
Word preview: hundred
Anna paid 100 pennies taken from her mother.
4. Say the same-amount sentence (5 min)
Each child says one sentence naming two of the trays and the cents they share: Jenny's four quarters and Anna's hundred pennies are both one hundred cents. Point at both trays as you say it. Partners check the number in the sentence against both amount cards before agreeing.
Word preview: same
All these combinations prove to be the same as Jennies.

Short version — 9 minutes

1. Count Jenny's tray and the brother's tray (5 min)
Count the four quarters by twenty-fives and the ten dimes by tens, one touch per number word. Say the cents each tray came to and whether the two match.
Word preview: hundred
$1 worth of coins can look a lot of different ways.
2. Say the same-amount sentence (4 min)
Say one sentence naming two trays and the cents they share, pointing at both. Your partner checks the number against both amount cards.
Word preview: same
All these combinations prove to be the same as Jennies.

Three levels

Support: Work the dimes and the pennies and leave Jenny's quarters for the Extension. Counting by tens to one hundred is a run most of this grade can already say, and the ten-frames make the hundred pennies the same run with objects under it.
At Grade: Count all three trays with their own counts — twenty-fives, tens, and ten-frames — card each tray, and say a same-amount sentence naming two of them.
Extension: Build a fourth tray nobody in the book brings, using dimes and pennies only, that comes to the same one hundred cents. Then say what you had to keep true while you chose the coins, and show it on the ten-frames.

English learners

The counting is the transferable half and the coin names are not; neither is the English way of saying an amount two ways, one hundred cents and a dollar, for the same thing. Keep the trays in front of the sentence and rehearse one frame: ___ and ___ are both ___ cents. Invite students to run the three counts in their strongest language — the number words are where the fluency lives — and to say the one comparing frame in English with a hand on each tray it names.

Materials

Plastic coin sets per pair: four quarters, ten dimes, one hundred pennies, five loose pennies, seven extra dimes
Three labelled trays: JENNY, HER BROTHER, ANNA
Ten-frames for pennies, ten to a frame
Amount cards: blank slips for writing a number of cents
Word cards: worth, same, hundred, dollar

Standards & curriculum

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

2. What Each Coin Is Worth Concept · Coin worth: matching each coin to the number of pennies it is worth

The book prints a worth line for all four coins and promises the reader will know each one before it ends. Students build that promise in pennies: a pile under every coin, counted, and a spoken sentence giving the number of cents. The concept is that worth is separate from size, which the nickel and the dime settle by hand — the bigger coin sits on the smaller pile, and the piles decide the order.

Full lesson — 20 minutes

1. Lay out the four coins and name them (4 min)
Each pair sets one penny, one nickel, one dime and one quarter in a row on the mat, left to right, and names each one aloud as it goes down. Say the four names in order twice, touching a coin on each name. Do not sort them by size yet; the row stays as it is.
Word preview: penny, nickel, dime, quarter
Common coins are pennies, nickels, dimes, and quarters too.
2. Build each coin's worth in pennies (8 min)
Under the penny put one penny. Under the nickel lay five pennies, counting them one by one. Under the dime lay ten, and under the quarter lay twenty-five, laid five to a row so they can be counted by fives. Count each pile aloud and say the number of cents it took before you move to the next coin.
Word preview: worth, cent
Penies each are worth 1 cent.
A nickel is worth 5.
3. Say the worth sentence for every coin (4 min)
Each partner says one sentence per coin, out loud, naming the coin and the number of cents its penny pile took: a nickel is worth five cents. Put a worth card carrying that number beside the coin. Your partner checks the number on the card against the pile before agreeing.
Word preview: worth
And you'll know how much each is worth before this lesson's through.
4. Sort by worth, not by size (4 min)
The nickel is bigger than the dime and worth less. Put the four coins in order from least worth to most worth, using the penny piles and not the coins to decide. When two children disagree, both recount the piles rather than looking at the coins again.
Word preview: worth
It takes 10 cents to make a dime a quarter 25.

Short version — 9 minutes

1. Build each coin's worth in pennies (5 min)
Under each coin lay the pennies it is worth: one, then five, then ten, then twenty-five laid five to a row. Count each pile aloud and say how many cents it took.
Word preview: worth, cent
A nickel is worth 5.
2. Say the worth sentence for every coin (4 min)
Say one sentence per coin naming the coin and the cents its pile took, and set the worth card beside it. Your partner checks the card against the pile.
Word preview: worth
Penies each are worth 1 cent.

Three levels

Support: Stay with the penny, the nickel and the dime and leave the quarter in the box. Three piles of one, five and ten are inside a count a child can finish without losing the place, and the nickel-and-dime order is the whole point anyway.
At Grade: Build all four piles, lay the twenty-five five to a row, say a worth sentence for each coin and order the four by their piles.
Extension: Set out two coins that are worth the same in different ways — two nickels beside one dime — and say what the two piles show. Then say which coin you would rather carry ten of, and how the piles fund the answer.

English learners

Counting transfers and coins transfer: a child who has handled money in any currency already owns the idea that a small object can be worth many. A learner brings none of these four names, which are arbitrary in every language, and none of the English habit of saying worth rather than costs or is. Rehearse one frame against the piles: a ___ is worth ___ cents. Students may count the piles and settle the order in their strongest language, then say the four frames in English with a finger on the pile that proves each one.

Materials

Plastic coin sets per pair: one penny, one nickel, one dime, one quarter, and thirty loose pennies
Coin mat: a paper strip with four squares in a row
Worth cards: blank slips for writing a number of cents
Word cards: worth, cent, penny, nickel, dime, quarter

Standards & curriculum

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

3. Zach's Handful: Counting On When the Coin Changes Fluency · Counting on across coin kinds to one hundred cents

Zach's is the only handful in the book that mixes three kinds of coin, and it is the one that cannot be counted with a single skip-count. Students count seven dimes by tens and then carry the count on across a quarter and five pennies without restarting. The fluency is counting on from a number already reached; the place the count changes step is where children lose the running total, so the lesson makes them name it out loud.

Full lesson — 20 minutes

1. Read Zach's line and set out his coins (4 min)
Read Zach's payment line aloud and put out exactly the coins it names — seven dimes, one quarter, five pennies — grouping each kind in its own place on the mat. Say aloud how many of each kind you have before you count any value. Check the mat against the line one more time.
Word preview: dimes, quarter, pennies
Zach hands over seven dimes, one quarter plus five pennies.
2. Count the dimes, then count on (8 min)
Count the seven dimes by tens to seventy, touching one coin per number word. Keep going from seventy onto the quarter — seventy-five, then eighty, eighty-five, ninety, ninety-five, one hundred as the pennies go down one at a time. Do not start the count over when the coin changes; carry on from where the dimes stopped.
Word preview: worth
It takes 10 cents to make a dime a quarter 25.
3. Say where the count changed step (4 min)
Say aloud the two places your counting changed its step: from tens to a twenty-five, and from the twenty-five to ones. Name the coin that made each change. Your partner repeats the two places back before you swap roles.
Word preview: worth
Zach hands over seven dimes, one quarter plus five pennies.
4. Match Zach's total to a tray from before (4 min)
Set Zach's counted mat beside Jenny's four quarters. Say one sentence naming both and the cents they share. Then say what is different about them, using the number of coins and not the number of cents.
Word preview: same
All these combinations prove to be the same as Jennies.

Short version — 9 minutes

1. Count the dimes, then count on (5 min)
Count the seven dimes by tens to seventy, then carry the count on across the quarter and the five pennies without starting over. Say where you finished.
Word preview: worth
It takes 10 cents to make a dime a quarter 25.
2. Say where the count changed step (4 min)
Say the two places your count changed its step and name the coin that made each change. Your partner repeats them back.
Word preview: worth
Zach hands over seven dimes, one quarter plus five pennies.

Three levels

Support: Drop the quarter and count the seven dimes and five pennies only, to seventy-five. Tens onto ones is one change of step rather than two, and the carrying-on is still the whole move.
At Grade: Count the full handful across all three kinds, name both places the step changed, and match the total to a tray from the dollar lesson.
Extension: Build a different handful that also reaches one hundred cents using all three kinds of coin, then say which of the two handfuls was harder to count and why, naming the places the step changed in yours.

English learners

Counting on is the transferable act; what is not is that English says the coin names in a count where other languages would say the values. A child who says ten, twenty, thirty is doing the mathematics whatever the coins are called. Rehearse one frame at the point of difficulty: I stopped at ___ and counted on to ___. Let students carry the running count in their strongest language and report only the two change points and the finish in English, with a finger on the coin that made each change.

Materials

Plastic coin sets per pair: seven dimes, one quarter, five pennies
Counting mat with three labelled areas: DIMES, QUARTER, PENNIES
Worth cards from the first lesson, one per coin kind
Amount cards: blank slips for writing a number of cents
Word cards: worth, count on, cent

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.

4. Worth Is Not How Big Integrated · Students act out what worth does to a handful of coins by building the pile each coin is worth, then say what changes when worth is swapped for the word big.

Students act out what worth does to a handful of coins by building the pile each coin is worth, then say what changes when worth is swapped for the word big.

Full lesson — 20 minutes

1. Read the worth lines and mark the word (4 min)
Read the book's two worth lines aloud with your partner and put a finger on the one word that tells you what to count. Say what that word tells your hands to do before you touch a coin.
2. Build the pile each coin is worth (7 min)
Lay the pennies each coin is worth underneath it — one, five, ten, and twenty-five laid five to a row. Count each pile aloud, one touch per number word, and say the cents it came to.
3. Order them twice and say why (6 min)
Put the four coins in order by how big the coin is. Then put them in order by worth, using the piles. Say aloud which two coins swapped places and how many cents apart they are.
4. Say a worth sentence for every coin (3 min)
Each child says four sentences, one per coin, naming the coin and the cents its pile came to. Partners check the number in each sentence against the pile before agreeing.

Short version — 9 minutes

1. Build the pile each coin is worth (7 min)
Lay the pennies each coin is worth underneath it — one, five, ten, and twenty-five laid five to a row. Count each pile aloud, one touch per number word, and say the cents it came to.
2. Order them twice and say why (6 min)
Put the four coins in order by how big the coin is. Then put them in order by worth, using the piles. Say aloud which two coins swapped places and how many cents apart they are.

Three levels

Support: Work the penny, nickel and dime and leave the quarter in the box. The nickel-and-dime reversal is the whole point and it survives without the quarter, while a pile of ten is a count a child can finish and still remember what it was for.
At grade: Build all four piles, run both orders, name the two coins that swapped places, and give four spoken worth sentences checked against the piles.
Extension: Set two nickels beside one dime and say what the piles show about the two arrangements. Then say why a child could be right that the nickel is bigger and wrong that it is worth more, using the word worth correctly in both halves of the sentence.

English learners

Coins and counting both transfer — a child who has handled money in any currency already knows a small object can stand for many. The English word worth sits where other languages use a verb of costing or simply the verb to be, and it is the whole hinge of this lesson. Keep the piles under the coins while the sentences are said and rehearse one frame against them: a ___ is worth ___ cents, but it is not the biggest. Students may count the piles and argue the order in their strongest language, then say the frame in English with a finger on the pile that proves it.

Materials

Plastic coin sets: one penny, one nickel, one dime, one quarter and about forty loose pennies per pair
Coin mat: a paper strip with four squares in a row
Worth cards: blank slips for writing a number of cents
A sentence strip carrying the book's line: A nickel is worth 5.
A second strip with the same line, the word worth changed to big

Standards & curriculum

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

5. How Much Did Each Cat Bring? Integrated · Students count three handfuls the book never prices, then say the number they found together with the line in the book that told them what each coin was worth.

Students count three handfuls the book never prices, then say the number they found together with the line in the book that told them what each coin was worth.

Full lesson — 20 minutes

1. Read the lines and fill the trays (4 min)
Read the three payment lines aloud and fill each labelled tray with exactly the coins its line names. Read the line again and check your tray against it before moving on.
2. Count a tray and card it (7 min)
Count your tray with the count its coins want — twenty-fives for quarters, tens for dimes, ten-frames for pennies — touching one coin or one frame per number word. Write the cents on an amount card and set it on the tray.
3. Say the amount and the line behind it (6 min)
Say two things together about your tray: the amount you counted, and the line in the book that told you what that coin is worth. Your partner checks the amount against the tray and finds the line you named before agreeing.
4. Test the book's closing claim (3 min)
Put the three carded trays side by side and say whether the book's closing line is true, using the three numbers on the cards as your reason.

Short version — 9 minutes

1. Count a tray and card it (7 min)
Count your tray with the count its coins want — twenty-fives for quarters, tens for dimes, ten-frames for pennies — touching one coin or one frame per number word. Write the cents on an amount card and set it on the tray.
2. Say the amount and the line behind it (6 min)
Say two things together about your tray: the amount you counted, and the line in the book that told you what that coin is worth. Your partner checks the amount against the tray and finds the line you named before agreeing.

Three levels

Support: Take the dimes tray. Counting ten dimes by tens to one hundred is a run most of this grade can already say, so the whole load lands on pairing the number with its line rather than on getting the number.
At grade: Count one tray, card it, give the spoken two-part answer, and use the three cards to settle the book's closing claim.
Extension: Zach's handful is the one the book prices last and the only one that mixes three kinds of coin. Count it, then say which line of the book you needed more than once and why — and say what a reader would have to know that this book never prints, if the store had asked for less than a dollar.

English learners

The counting transfers and the coins do not, and neither does the English habit of naming a coin where the amount is meant. The two-part answer is also a form, not just a sentence: many classrooms elsewhere expect the number alone, so the request to say the evidence with it is new work rather than harder English. Rehearse it as one frame against the tray: I counted ___ cents, and the book says ___. Students may run the count in their strongest language and give the frame in English with a hand on the tray and a finger on the line.

Materials

Plastic coin sets: four quarters, ten dimes and one hundred pennies per group
Three labelled trays: JENNY, HER BROTHER, ANNA
Ten-frames for pennies, ten to a frame
Amount cards: blank slips for writing a number of cents
A sentence strip carrying the book's worth line: It takes 10 cents to make a dime a quarter 25.
A sentence strip carrying the book's closing claim: All these combinations prove to be the same as Jennies.

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.

6. Money Is the Term For: How a Book Tells You a Word Reading · Reading a Sentence That Tells You What a Word Means

This book explains a word right where it uses it, and it does so in a pattern a first grader can learn to spot: name the word, say the word is, then say what it stands for. Students read the definition sentence aloud, point at each part, and then find the same pattern in a second sentence. They finish by saying a definition of their own out loud in the same shape. Nothing is added up; the work is reading how an explanation is built.

Full lesson — 20 minutes

1. Read the sentence that tells you the word (6 min)
The teacher reads the passage below once, then again with the class joining in. Point with your finger to the word being explained. Then point to the part that says what it stands for. Say aloud, in your own words, what money means here.
Word preview: term
Money is the term for coins and bills that people use. to buy things such as pizzas, pencils, planes, and chains, and shoes.
2. Find the examples the sentence gives (5 min)
Read the passage below again with a partner. After it explains the word, it gives you a list of things you could buy. Read that list aloud together. Say why a writer would put examples right after an explanation.
Word preview: example
Money is the term for coins and bills that people use. to buy things such as pizzas, pencils, planes, and chains, and shoes.
3. Find the same pattern again (5 min)
Read the passage below. It explains a different word the same way. Point to the word being explained and to the part that says what it stands for. Say aloud which word this passage explains.
Word preview: explain
Paper money doesn't look or feel like coins at all. but it can also pay for things however large or small.
4. Say your own explaining sentence (4 min)
Read the passage below one more time. Then say your own explaining sentence out loud about something in your classroom. Use the shape the book uses: ___ is the term for ___.
Word preview: means
Money is the term for coins and bills that people use. to buy things such as pizzas, pencils, planes, and chains, and shoes.

Short version — 9 minutes

1. Read the sentence that tells you the word (5 min)
The teacher reads the passage below once, then again with the class. Point to the word being explained and to the part that says what it stands for. Say what money means in your own words.
Word preview: term
Money is the term for coins and bills that people use. to buy things such as pizzas, pencils, planes, and chains, and shoes.
2. Say your own explaining sentence (4 min)
Read the passage below again. Then say your own explaining sentence about something in the classroom, using the shape: ___ is the term for ___.
Word preview: means
Money is the term for coins and bills that people use. to buy things such as pizzas, pencils, planes, and chains, and shoes.

Three levels

Support: Work only with step 1. The teacher reads the passage and you echo it. Point to the word money. Answer aloud: is money coins and bills, or is it food? Say your answer twice.
At Grade: Read the passage in step 1, point to the word being explained and the part that explains it, and say what money means in your own words.
Extension: The passage in step 1 explains the word and then lists five things you could buy. Say two sentences about what the list does for a reader that the explanation alone does not.

English learners

The frame X is the term for Y sounds formal in English and has no single equivalent in many languages, where a definition may be signalled by word order or a particle instead. Read the sentence, then say the plainer version Money means coins and bills so the two are heard as the same idea. Invite students to explain a familiar word in their strongest language first. Rehearsable frame: ___ is the term for ___.

Materials

A Dollar, a Penny, How Much and How Many?, the passage printed in this step
pointing finger
sentence frame card
Word cards: term, example, explain, means

Standards & curriculum

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

7. Metal and Round, Paper and Rectangular: One Sentence, Two Things Reading · Reading a Sentence That Puts Two Things Side by Side

One sentence in this book describes coins and bills at the same time, joined by the word while. Students read it, sort the describing words into two piles by eye, and say what the joining word is doing. A second passage lets them say the same thing a different way. The whole lesson is about how a comparing sentence is put together, with no measuring or counting of any kind.

Full lesson — 20 minutes

1. Read a sentence about two things at once (6 min)
The teacher reads the passage below once. This one sentence talks about two different things. Say aloud which two. Then point to the word while, which is where the sentence turns from one to the other.
Word preview: while
US coins are metal, small and round, while bills are made. of paper cut rectangular with famous folks portrayed.
2. Sort the describing words (5 min)
Read the passage below again with a partner. Find the words metal, small, round, paper and rectangular. Say aloud which of them belong to coins and which belong to bills. Hold up one finger for coins and two for bills as you say each word.
Word preview: round
US coins are metal, small and round, while bills are made. of paper cut rectangular with famous folks portrayed.
3. Find another sentence that compares (5 min)
Read the passage below. It also puts coins and paper money side by side, but it uses different joining words. Point to the words look or feel like. Say aloud what this passage says is the same about them, even though they look different.
Word preview: different
Paper money doesn't look or feel like coins at all. but it can also pay for things however large or small.
4. Say a comparing sentence of your own (4 min)
Read the passage below one more time. Then say a comparing sentence of your own about two things in the classroom, using the word while: ___ is ___, while ___ is ___.
Word preview: same
US coins are metal, small and round, while bills are made. of paper cut rectangular with famous folks portrayed.

Short version — 9 minutes

1. Read a sentence about two things at once (5 min)
The teacher reads the passage below. Say which two things the sentence talks about, then point to the word while, where it turns from one to the other.
Word preview: while
US coins are metal, small and round, while bills are made. of paper cut rectangular with famous folks portrayed.
2. Sort the describing words (4 min)
Read the passage below again. Find metal, small, round, paper and rectangular, and say which belong to coins and which to bills. Hold up one finger for coins and two for bills.
Word preview: round
US coins are metal, small and round, while bills are made. of paper cut rectangular with famous folks portrayed.

Three levels

Support: Work only with step 1. The teacher reads the passage and you echo it. Point to the word round and to the word paper. Answer aloud: which one is round, a coin or a bill?
At Grade: Read the passage in step 1, say which two things it compares, and sort at least four of its describing words into the right pile.
Extension: The passage in step 1 has a sentence break in the middle of the comparison, right after the words bills are made. Say two sentences about how that break makes the passage harder to read than it should be.

English learners

The joining word while does two different jobs in English at the same time, and in contrast and only the second is meant here. Read the sentence, then read it again replacing while with but, so the contrast meaning is heard. Invite students to compare two familiar objects in their strongest language. Rehearsable frame: ___ is ___, while ___ is ___.

Materials

A Dollar, a Penny, How Much and How Many?, the passage printed in this step
pointing finger
two sorting mats
sentence frame card
Word cards: while, round, different, same

Standards & curriculum

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

8. Ton and Through: Listening for the Words That Rhyme Language · Hearing the Rhyme in a Book That Teaches

This book explains things in rhyme, and hearing the rhyme is part of reading it. Students listen for the pair of rhyming words at the end of two passages, say the pair aloud, and add a word of their own that rhymes with it. They then hear one passage read as ordinary speech and say what changed. The lesson is listening and speaking work; no amount in any passage is used.

Full lesson — 20 minutes

1. Listen for the rhyme (6 min)
The teacher reads the passage below aloud twice while you listen. Say aloud the last word of each of its two sentences. Then say whether those two words rhyme, and say them one after the other to check.
Word preview: rhyme
Common coins are pennies, nickels, dimes, and quarters too. And you'll know how much each is worth before this lesson's through.
2. Find a second rhyming pair (5 min)
The teacher reads the passage below aloud. Listen for the last word of each sentence. Say the two words aloud, then say whether they rhyme. Clap once each time you hear the rhyming sound.
Word preview: sound
Paper money doesn't look or feel like coins at all. but it can also pay for things however large or small.
3. Add a word that rhymes (5 min)
Read the passage below again with a partner. Take one of the rhyming words from it and say two more words of your own that rhyme with it. Your words do not have to be about money.
Word preview: ends
Paper money doesn't look or feel like coins at all. but it can also pay for things however large or small.
4. Say it without the rhyme (4 min)
The teacher reads the passage below once as it is written, and then says the same idea in ordinary words with no rhyme. Tell a partner which one was easier to remember, and say one reason why.
Word preview: remember
Common coins are pennies, nickels, dimes, and quarters too. And you'll know how much each is worth before this lesson's through.

Short version — 9 minutes

1. Listen for the rhyme (5 min)
The teacher reads the passage below aloud twice. Say the last word of each sentence, then say whether those two words rhyme.
Word preview: rhyme
Common coins are pennies, nickels, dimes, and quarters too. And you'll know how much each is worth before this lesson's through.
2. Add a word that rhymes (4 min)
Read the passage below with a partner. Take one of its rhyming words and say two more words of your own that rhyme with it.
Word preview: ends
Paper money doesn't look or feel like coins at all. but it can also pay for things however large or small.

Three levels

Support: Work only with step 1. The teacher reads the passage twice while you listen. Say the two end words after the teacher. Answer aloud: do they sound the same at the end?
At Grade: Read the passages in steps 1 and 2, name the rhyming pair in each, and say whether the two words in each pair really do rhyme.
Extension: The rhyme in step 1 depends on how you say the last word of each sentence. Say two sentences about what a reader has to do with their voice to make the rhyme come out.

English learners

Rhyme is judged by the ending sound, not the spelling, and too and through look nothing alike on the page. Say each pair aloud slowly, stretching the final sound, before showing the written words. Invite students to say a rhyming pair from a song or verse in their strongest language, so the idea of rhyme is anchored somewhere familiar. Rehearsable frame: ___ and ___ rhyme.

Materials

A Dollar, a Penny, How Much and How Many?, the passage printed in this step
space to clap
rhyme word cards
Word cards: rhyme, sound, ends, remember

Standards & curriculum

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

9. All These Combinations: The Sentence That Ties a Page Together Reading · Finding the Sentence That Says What the Page Is About

A page of this book names three shoppers and then ends with one sentence that says what the whole page was showing. Students find that closing sentence, say who and what it points back to, and notice that its last word is damaged in this transcript so it can be read two ways. They finish by saying the idea in their own words. The skill is finding a main idea sentence, not working with the amounts the shoppers hand over.

Full lesson — 20 minutes

1. Find the sentence that sums the page up (6 min)
The teacher reads the passage below once. Three shoppers are named, and then one last sentence talks about all of them together. Point to that last sentence. Say aloud what it is telling you about the three shoppers.
Word preview: together
Jenny brought four quarters while ten dimes came with her brother. Anna paid 100 pennies taken from her mother. Zach hands over seven dimes, one quarter plus five pennies. All these combinations prove to be the same as Jennies.
2. Read the sentence that set the page up (5 min)
Read the passage below, which comes just before the shoppers. It promises what the page is going to show. Say aloud what it promises. Then say whether the page kept its promise.
Word preview: promise
$1 worth of coins can look a lot of different ways. Let's go inside this dollar store and see how each cat pays.
3. A last word that is damaged (5 min)
Read the passage below again with a partner. Its very last word is printed as Jennies, but the shopper named at the start is called Jenny. Say aloud which of those two the book most likely meant. Then say why you cannot be completely sure from this page alone.
Word preview: damaged
Jenny brought four quarters while ten dimes came with her brother. Anna paid 100 pennies taken from her mother. Zach hands over seven dimes, one quarter plus five pennies. All these combinations prove to be the same as Jennies.
4. Say the page in one sentence (4 min)
Read the passage below one more time. Then say the whole page in one sentence of your own, out loud, without naming any of the shoppers. Start with: This page shows ___.
Word preview: shows
Jenny brought four quarters while ten dimes came with her brother. Anna paid 100 pennies taken from her mother. Zach hands over seven dimes, one quarter plus five pennies. All these combinations prove to be the same as Jennies.

Short version — 9 minutes

1. Find the sentence that sums the page up (5 min)
The teacher reads the passage below. Point to the last sentence, the one that talks about all three shoppers together, and say what it tells you about them.
Word preview: together
Jenny brought four quarters while ten dimes came with her brother. Anna paid 100 pennies taken from her mother. Zach hands over seven dimes, one quarter plus five pennies. All these combinations prove to be the same as Jennies.
2. Say the page in one sentence (4 min)
Read the passage below again. Say the whole page in one sentence of your own, without naming any shopper. Start with: This page shows ___.
Word preview: shows
Jenny brought four quarters while ten dimes came with her brother. Anna paid 100 pennies taken from her mother. Zach hands over seven dimes, one quarter plus five pennies. All these combinations prove to be the same as Jennies.

Three levels

Support: Work only with step 1. The teacher reads the passage and you echo the last sentence. Point to the word combinations. Answer aloud: does the last sentence talk about one shopper or all of them?
At Grade: Read the passage in step 1, point to the sentence that talks about all three shoppers, and say the idea of the page in your own words.
Extension: The passage in step 1 lists three shoppers and then makes one claim about all of them. Say two sentences about why a writer puts that claim last instead of first.

English learners

The summing-up sentence uses these and all as pointing words that reach back across three earlier sentences, and such long-range reference is a common stumbling point. Read the three shopper sentences, then read the closing sentence and ask aloud what these points at. Invite students to retell the page in their strongest language before saying it in English. Rehearsable frame: This page shows ___.

Materials

A Dollar, a Penny, How Much and How Many?, the passage printed in this step
pointing finger
sentence frame card
Word cards: together, promise, damaged, shows

Standards & curriculum

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

10. It Doesn't Grow on Trees: A Saying and What It Really Means Language · Understanding a Saying That Does Not Mean What It Says

The book uses a common English saying and then explains itself in the next sentence. Students read it, say what the words seem to say, then say what people actually mean by it, using the sentence that follows as their evidence. They finish by reading the book's closing question and answering it aloud. This is meaning and speaking work with nothing quantitative in it.

Full lesson — 20 minutes

1. Read the saying and picture it (6 min)
The teacher reads the passage below once. Look at the second sentence. Picture what it would look like if money really did grow on trees. Say aloud what you picture. Then say whether you think the book means that really happens.
Word preview: saying
Money is not magical. It doesn't grow on trees. It's something you can save or lend or spend on what you please.
2. Find the sentence that explains it (5 min)
Read the passage below again with a partner. The last sentence tells you what money really is instead. Point to it. Say aloud the three things the passage says you can do with money.
Word preview: really
Money is not magical. It doesn't grow on trees. It's something you can save or lend or spend on what you please.
3. Answer the book when it asks you (5 min)
Read the passage below. Here the book stops explaining and asks you a question. Read the question aloud together. Then answer it out loud in one full sentence of your own.
Word preview: question
So, what is money? Do you know?
4. Say the saying in plain words (4 min)
Read the passage below one more time. Then tell a partner what someone really means when they say money does not grow on trees. Say it without using the words trees or grow.
Word preview: answer
Money is not magical. It doesn't grow on trees. It's something you can save or lend or spend on what you please.

Short version — 9 minutes

1. Read the saying and picture it (5 min)
The teacher reads the passage below. Picture what it would look like if money really grew on trees, say what you picture, then say whether the book means it really happens.
Word preview: saying
Money is not magical. It doesn't grow on trees. It's something you can save or lend or spend on what you please.
2. Say the saying in plain words (4 min)
Read the passage below again. Tell a partner what someone really means by saying money does not grow on trees, without using the words trees or grow.
Word preview: answer
Money is not magical. It doesn't grow on trees. It's something you can save or lend or spend on what you please.

Three levels

Support: Work only with step 1. The teacher reads the passage and you echo the second sentence. Answer aloud: does money really grow on trees? Say no, and say one reason.
At Grade: Read the passage in step 1, say what the saying seems to say, and then say what people really mean by it, pointing to the sentence that tells you.
Extension: The passage in step 1 says money is not magical before it says it does not grow on trees. Say two sentences about why the writer puts those two ideas next to each other.

English learners

Sayings are the hardest part of a new language because every word is known and the meaning is still hidden. Say the literal picture first, then the real meaning, and keep them clearly apart. Invite students to share a saying about money or work from their strongest language and explain what it really means this is the fastest way to show that every language does this. Rehearsable frame: It sounds like ___, but it really means ___.

Materials

A Dollar, a Penny, How Much and How Many?, the passage printed in this step
pointing finger
sentence frame card
Word cards: saying, really, question, answer

Standards & curriculum

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