Jump, Kangaroo, Jump!

$Jump, Kangaroo, Jump! book cover$

Grade 3
4 skill lessons

Math

Skill lessons

The mathematics the book carries, taught directly. Printable workbook pages and teacher keys are not available for this book yet.

1Twelve Campers, Three Ways to Split Them
2Count Off Without Losing Your Place
3One Lane, One Team, One Word
4More Teams, Fewer on Each

Math + reading

Math through the reading

The same book, entered through a sentence it prints. Change one word in the reading and the numbers change with it.

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Reading

Reading and language lessons

The same book read as a text. What a word means in its sentence, how a character is shown, how the writing is put together - no mathematics.

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Skill lessons

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

1. Twelve Campers, Three Ways to Split Them Concept · Naming the share when a group of twelve is dealt into two, three or four equal teams

The camp is twelve and it comes apart three times in this book, once for each event, and every time the book prints both numbers: how many teams and how many campers land on each one. Students lay out twelve counters and run all three splits with their hands, counting one plate after each deal, and get six, then four, then three. Then they put the book's word on each result. A team of six is called half of the campers, a team of four is called one-third, a team of three is called a quarter, and those names are not descriptions of the size of the team but of how many equal teams the twelve came apart into. The counters make that visible: the same twelve, three arrangements, three names.

Full lesson — 20 minutes

1. Lay out the twelve (4 min)
Lay twelve counters in one line on the desk, one for each camper, and count them out loud with one touch per number word. Then listen to Ruby's first two lines and say how many teams she is asking for and how you know. Keep the twelve in the line until the number of teams is agreed.
Word preview: halves, team, same
Finally, Ruby blew her whistle and said, we need two teams for tug of war.
Let's put the group into halves so that each team has the same number of campers.
2. Deal two teams and name one (6 min)
Deal the twelve counters one at a time onto plate 1 and plate 2 until the line is empty. Count one plate out loud and write the two numbers on the record strip: two teams, six on each team. Then read the book's line for this event and say whether your plate matches it, and say the name the book gives one plate.
Word preview: half
There were six campers on each team.
Each team had half of the campers.
3. Deal three teams, then four (6 min)
Sweep the counters back into one line of twelve and count them again so nothing has gone missing. Deal them onto three plates and count one plate: four. Sweep back, deal them onto four plates and count one plate: three. Write both results on the record strip. The pool line and the canoe line tell you how many plates to use each time.
There are three lanes in the pool.
Next, we'll use our four canoes for a race on the lake.
4. Name all three shares (4 min)
Read the three naming lines off the card and match each one to a row on your record strip. Say the three sentences with your own counts in them: two teams and six on each, and one team is half; three teams and four on each, and one team is one-third; four teams and three on each, and one team is a quarter.
Word preview: one-third, quarter
Each team had one-third of the campers.
Each team had a quarter of the campers.

Short version — 9 minutes

1. Lay out the twelve (3 min)
Lay twelve counters in one line and count them with one touch per number word, then hear Ruby's first two lines and say how many teams she wants.
Word preview: halves, team
Finally, Ruby blew her whistle and said, we need two teams for tug of war.
Let's put the group into halves so that each team has the same number of campers.
2. Deal two teams and name one (6 min)
Deal the twelve onto two plates, count one plate, and say both numbers: two teams, six on each. Then say the book's name for one plate.
Word preview: half
Each team had half of the campers.

Three levels

Support: Deal the two teams only, and lay a number card on each counter as it lands, counting up on that plate, so the last card on a plate is the count and nothing has to be held in the head. The whole job is the two plates and the one count; the words half, one-third and a quarter come in once the dealing lands six on each plate every time.
At Grade: Deal all three splits, write both numbers for each on the record strip, and say the three naming sentences with your own counts in them.
Extension: Deal all three, then take the record strip and say what the three rows have in common: the same twelve every time, and a plate count that gets smaller as the number of plates grows. Then predict, before dealing, what six plates would hold, deal it, and say what one of those plates would have to be called.

English learners

The dealing carries a student who is new to English straight through the mathematics: hands, plates and a count of one plate need no words at all. What does need care is that half, third and quarter are three unrelated-sounding words for one idea in English, and the number they carry is the number of teams rather than the number on a plate, which is the reverse of what a child hears. Pin each word to a plate arrangement on the desk and say it while pointing, so the word means two plates, three plates, four plates. Invite a student to say what one plate is in their strongest language first, then in English with the frame: blank teams, blank on each team, one team is blank.

Materials

12 counters per pair of students
Printed source passage in this step
Six paper plates per pair, numbered 1 to 6
Record strip with three rows, one for each split, and three columns: how many teams, how many on each team, what one team is called
Printed card carrying the book's three naming lines
Two sets of number cards 1 to 6 per pair
Word cards: half, third, quarter

Standards & curriculum

These lessons are being matched against curricula now.

2. Count Off Without Losing Your Place Fluency · Counting off around a group of twelve to make two, three or four equal teams

Three times the book says the same thing about how the teams got made: they counted off. That is a procedure, and it is the one piece of arithmetic in the book that a child does with their voice rather than their eyes. Students run it on twelve counters set in a ring, going round saying one, two, one, two and moving each counter to the plate whose number they just said, then round again saying one, two, three, and again saying one, two, three, four. Speed and accuracy are the whole point: the number word has to arrive with the counter, every counter takes exactly one, and the count is only right if the plates come out matching. Each run ends with two numbers said aloud, how many teams and how many on each.

Full lesson — 20 minutes

1. Learn the count-off (4 min)
Set twelve counters in a ring. Go round the ring saying one, two, one, two, one number word per counter, and slide each counter to the plate whose number you just said. Do it once slowly with a partner watching that no counter is skipped and none takes two numbers.
Word preview: counted off, team
They counted off into two teams.
2. Count off into two and count the teams (5 min)
Run the count-off again at speed and finish it without stopping. Then count plate 1 and count plate 2 and say both numbers out loud. Check them against the book's line for the tug of war and say whether your plates match.
There were six campers on each team.
3. Count off into three, then four (7 min)
Return the twelve counters to the ring. Count off one, two, three around it and move each counter to its plate, then count one plate. Return them again and count off one, two, three, four, then count one plate. Say each team size out loud the moment you have it so your partner can hold it for the last step, and say what happens to the size of a team every time you add a plate.
They counted off into three teams.
They counted off into four teams.
4. Say the two numbers every time (4 min)
For each of the three runs, say the sentence with both numbers in it: this many teams, this many campers on each team. Hold your plates beside the book's lines for the pool and the canoes and say whether they agree.
There were four campers on each team.
There were three campers on each team.

Short version — 9 minutes

1. Learn the count-off (3 min)
Set twelve counters in a ring, go round saying one, two, one, two, and slide each counter to the plate whose number you said. No counter is skipped and none takes two numbers.
Word preview: counted off
They counted off into two teams.
2. Count off into three, then four (6 min)
Return the twelve to the ring, count off one, two, three and count one plate, then count off one, two, three, four and count one plate. Say both team sizes.
They counted off into three teams.
They counted off into four teams.

Three levels

Support: Count off into two only. Say the number word and lay the card showing that number beside the counter before moving it, so the ring keeps a visible record of how far the count reached and a lost count can be picked up from the last card rather than restarted.
At Grade: Run all three count-offs, count one plate after each, and say both numbers for each run.
Extension: Run all three, then count off the same twelve into five plates and report what comes out: two plates end with three counters and three plates end with two, so the teams are not the same size. Say what a camper standing on the short plate would have to be told, and say which numbers of teams twelve does come out even for.

English learners

Counting off is language and arithmetic in the same breath, and the risk for a student new to English is the number words arriving faster than they can be produced, not the mathematics. Let the first run go at any speed at all, and let the student count in their strongest language while the counters move, since the plate a counter lands on is decided by position and not by which language named it. Then run it again in English. Counted off is worth saying with the action, because in English the off is doing work no other word in the phrase does.

Materials

Twelve counters in a ring per pair of students
Five paper plates per pair, numbered 1 to 5
Printed card carrying the book's three team-size lines
Team number cards, six each of 1 and 2, per pair
Word cards: count off, equal, team

Standards & curriculum

These lessons are being matched against curricula now.

3. One Lane, One Team, One Word Representation · Showing one-third of a pool and one-third of a group of twelve campers side by side

The book ends by asking its reader a question it never answers: the pool has three lanes and each one is one-third of the pool, the campers are split three ways and each team is one-third of the campers, so why is the same word used for both. Students build the two things and set them next to each other. The pool comes apart into three paper lanes that stack and match; the camp comes apart into three groups of four counters. One lane is one piece of paper, one team is four campers, and neither of those numbers is what the word one-third is counting. What it counts is how many equal parts the thing was cut into, and putting the strip beside the counters is what makes that visible rather than told.

Full lesson — 20 minutes

1. Cut the pool into its three lanes (5 min)
Cut the pool strip along its two lines to make three lanes. Stack the three pieces on top of each other to check they match, then lay them back down as a pool. Say how many lanes the pool has and what the book calls one of them.
Word preview: lane, one-third, whole
There are three lanes in the pool.
Each lane of the swimming pool is one-third of the pool.
2. Deal the campers and lay a lane beside them (6 min)
Deal twelve counters one at a time into three piles until they run out, then count one pile: four. Draw a ring round that one pile with your finger and lay one paper lane down beside it. Say one-third twice, once pointing at the lane and once pointing at the four counters.
Each team had one-third of the campers.
3. Say what is the same and what is not (5 min)
Say what makes both of them one-third: each is one of three equal parts. Then say what is not the same: the lane is one piece of paper and the team is four campers. Answer the book's own closing question out loud to your partner, using the words three equal parts.
Word preview: equal parts
Why are the parts of the pool and the teams called by the same fraction?
4. Do it again with quarters (4 min)
Fold a blank strip in half and in half again to make four equal parts, and deal the twelve counters into four groups of three. Lay one part of the strip beside one group and say what both are called.
Word preview: quarter
Each team had a quarter of the campers.

Short version — 9 minutes

1. Cut the pool into its three lanes (3 min)
Cut the pool strip on its two lines, stack the three lanes to check they match, and say what the book calls one lane.
Word preview: lane, one-third
Each lane of the swimming pool is one-third of the pool.
2. Deal the campers and lay a lane beside them (6 min)
Deal twelve counters one at a time into three piles until they run out, count one pile, and lay a paper lane beside it. Say one-third pointing at each in turn.
Each team had one-third of the campers.

Three levels

Support: Work the pool alone. Cut the three lanes, stack them to check they match, set one lane aside and say one-third about it while pointing at the whole pool. The counters and the second meaning can wait until one lane out of three equal lanes is said without hesitating.
At Grade: Build both, lay them side by side, and answer the book's closing question with the words three equal parts in the answer.
Extension: Build both for thirds and then for quarters, and then take a case the book does not hand you: cut a second pool strip into three parts that are not the same size, lay it beside the first, and say why only one of the two pools has lanes that can be called one-third.

English learners

The two meanings of one-third sit on the desk at once here, which is the point and also the load. The mathematics needs no English at all in the first part: cut, stack, match. The English arrives in the phrase one-third of, and the word after of is the one that changes, so build the sentence by pointing at the whole thing first and then at the part. Whole is worth a card, because the book never supplies the word and the whole is a different object in each half of this lesson. Invite a student to explain the difference in their strongest language before saying it in English.

Materials

Paper pool strip ruled into three equal lanes, one per pair
Scissors, one pair per pair of students
Printed source passage in this step
12 counters per pair of students
Blank paper strip, one per pair
A second, unruled paper pool strip per pair
Word cards: whole, part, one-third

Standards & curriculum

These lessons are being matched against curricula now.

4. More Teams, Fewer on Each Reasoning · Explaining why the same twelve gives smaller teams as the number of teams grows

This book runs one experiment three times and never comments on the result. The camp is twelve for all three events. Two teams put six on each, three teams put four on each, four teams put three on each. Students build all three with the same twelve counters, write the pairs of numbers in a table, put the rows in order and read the second column going down: six, four, three. Then they have to say why it must go that way, and the counters are the argument. Nothing was added and nothing was taken away between the rows, so spreading the same twelve over more plates can only make each plate smaller. The lesson ends on the row the book leaves for last, the long jump, where the twelve are spread as far as they go.

Full lesson — 20 minutes

1. Build the three splits (6 min)
Deal the twelve counters onto two plates, count one plate and write two and six in the first row. Sweep them back and deal onto three plates, count one, write three and four. Sweep back and deal onto four plates, count one, write four and three. Count the twelve back into one line after every sweep and write that count in the third column, so every row carries the size of the camp as well.
Word preview: equal, teams
There were six campers on each team.
There were four campers on each team.
There were three campers on each team.
2. Put the rows in order (4 min)
Order the rows by how many teams: two, then three, then four. Read the second column down out loud: six, four, three. Say what is happening to that column, then read the third column down and say what is happening to that one.
3. Say why it goes down (6 min)
With the twelve counters in front of you, say to your partner why more teams has to mean fewer campers on each team. Move the counters while you say it, and put two of your own numbers in the sentence. A partner who is not convinced asks you to show it with the counters again.
4. Add the row the book ends on (4 min)
Read the two long-jump lines and spread the twelve counters out singly, one camper to a jump. Count how many groups that makes and how many are in each, and write the last row: twelve teams, one on each team, twelve campers in all. Sweep them back and count to twelve to show the camp did not change.
This time, you're on your own.
Each camper took a turn jumping.

Short version — 9 minutes

1. Build the three splits (4 min)
Deal the twelve onto two plates, then three, then four, counting one plate each time and writing both numbers in a row. Count the twelve back into a line after every sweep and write that count in the third column too.
Word preview: equal, teams
There were six campers on each team.
There were four campers on each team.
There were three campers on each team.
2. Say why it goes down (5 min)
Say to your partner why more teams has to mean fewer campers on each team, moving the counters as you say it and putting two of your numbers in the sentence.

Three levels

Support: Build two rows rather than four, two teams and four teams, and answer one question about them: which arrangement puts more campers on a plate. The full table and the reason for the pattern can come once the two rows are built and counted without help.
At Grade: Build all three rows, order them, read the column down, and give the reason with two of your own numbers in it.
Extension: Build all four rows, then answer the harder version: could a camp of twelve ever be split so that more teams gave more campers on each team. Argue it with the counters, and say what would have to change about the camp for the answer to be yes.

English learners

The reason is easier to show than to say, so let the counters go first: sweeping the same twelve onto more plates is an argument a student can make with their hands before they have the English for it. The comparative endings are the real load here, because fewer on each and more teams point in opposite directions inside one sentence, and many languages build that comparison differently. Give the frame and let it be filled from the table: more teams, so blank on each team. Invite a student to give the reason in their strongest language first and then say the frame in English while pointing at two rows.

Materials

12 counters per pair of students
Four paper plates per pair, numbered 1 to 4
Record sheet with four rows and three columns: how many teams, how many on each team, how many campers in all
Printed source passage in this step
Word cards: more, fewer, equal

Standards & curriculum

These lessons are being matched against curricula now.