On My Way to Grandma's House

$On My Way to Grandma's House book cover$

Grade 1
5 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.

1Which House Is Closer?
2The House in the Middle
3Build Cypress Road
4Count On, Count Back
5The Tie at the Middle House

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

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

1. Which House Is Closer? Application · Deciding which of two numbers is closer to a third by counting both ways and comparing the two counts

Cypress Road is a numbered line and the book walks it six times. Lily lives at number 40, her grandmother at number 50, and the rule Lily is sent out with names those two houses and nothing else: run to whichever one is closest. Students lay eleven house cards from 40 to 50 in a row, stand a walker on the house the book leaves somebody at, count the houses back to number 40 and then on to number 50, say both counts aloud, and name the house the smaller count belongs to. They do it for the three houses the story settles for itself, 42 and 44 and 47, and then for the two it asks about and walks away from, Caroline's 46 and Olivia's 43. The counting is the easy half. The half worth a period is that a rule with the word closest in it decides nothing until both counts exist, so a child who names a house after counting once has guessed.

Full lesson — 20 minutes

1. Lay out the street and mark the two safe houses (4 min)
Lay the eleven house cards in a row from 40 up to 50, left to right, and check with a partner that nothing is missing. Put a red dot on number 40 and a red dot on number 50; those are the only two houses the rule lets anybody run to. Read the rule card aloud once, touching a dot as you say each of the two numbers.
Word preview: closest
Since we lived at 40 Cypress Road and grandma lived at 50 Cypress Road, there were lots of houses between our two homes.
If something ever went wrong, I knew that I had to immediately run to whichever house was closest to me.
Number 40 or number 50.
2. Count both ways from house 42 (5 min)
Stand your walker on house 42, where the rain caught Lily on her first try. Count the houses back to number 40, touching one card for each number word, and say how many. Do the same counting on to number 50. Say both counts out loud before you name a house, then check the house you named against the book's own sentence.
Word preview: closer
I got as far as house number 42 when the rain poured down on me.
My house was clearly the closest location.
3. Do the same from house 44 and house 47 (6 min)
Move the walker to house 44 and count both ways again, then to house 47 and count both ways again. Say the two counts each time before you name a house. Between those two houses the answer changes from number 40 to number 50; say which of your two counts got smaller to make that happen.
This time, I got as far as house number 44 when a clap of thunder roared through the air.
In this case, it was House Number 40, Home Sweet Home.
I smiled as I passed the Kelly's house, but when I got to house number 47, the sky opened up again.
Grammas was just up ahead and clearly the closest location.
4. Answer Caroline and Olivia (5 min)
Take the two question cards. Caroline lives at 46 and Olivia at 43, and the book never answers either of them. Stand the walker on each house in turn, count both ways, and say the answer in a full sentence with both counts in it. Trade cards with another pair and check their two counts on your own street.
At the end of my story, Caroline asked, I live in house number 46.
If we start walking and get to my house when it starts to rain, would we go back to your house or would we go to grandma's house?
Olivia asked, how about if we get to my house house number 43, then what would we do?

Short version — 9 minutes

1. Count both ways from house 42 (4 min)
Stand your walker on house 42. Count the houses back to number 40, touching one card for each number word, then count on to number 50. Say both counts out loud and then name the closer house.
Word preview: closer
I got as far as house number 42 when the rain poured down on me.
My house was clearly the closest location.
2. Do the same from house 44 and house 47 (5 min)
Move the walker to house 44 and count both ways, then to house 47 and count both ways. Say the two counts before you name a house each time, and say which count got smaller when the answer changed.
This time, I got as far as house number 44 when a clap of thunder roared through the air.
I smiled as I passed the Kelly's house, but when I got to house number 47, the sky opened up again.

Three levels

Support: Work the street as it stands but only from house 42 and house 47, the two houses where one count is small and the other is nowhere near it. The child still counts both ways, still says both counts aloud, and still names the house. Only the number of houses tried comes down, and the two red dots stay on the table the whole time so the ends of a count never have to be held in the head.
At Grade: Count both ways from 42, then 44, then 47, saying both counts before naming a house each time. Then answer Caroline's question and Olivia's question the same way, with both counts inside the sentence.
Extension: Go along the street and sort every house into two piles: the ones that send a child back to number 40 and the ones that send a child on to number 50, marked with different counters. Say where the two piles meet, and say what is true of the one house that will not go into either.

English learners

The counting carries across languages with no help at all, and a child who touches one card per number word and arrives at six has done the mathematics of this step whatever they can say about it. The word to teach is closest, because English builds it out of close by adding an ending, and a child who hears it as close, meaning near or nearby, will stop at the first house that feels near instead of comparing two counts. Rehearse one frame before the walker goes down: it is ___ houses back to 40 and ___ houses on to 50, so ___ is closer, with a count in each of the first two blanks and a house number in the third. Invite a child to do the counting and to argue about which house wins in their strongest language, and to give the two counts and the house number in English, which is what this step collects. Read the friends' house numbers off the question cards rather than out of the book: Olivia's sentence prints the word house twice over in one clause, and the family at the middle house has its name spelled three different ways across the story.

Materials

A row of eleven house cards per pair, numbered 40 to 50, one number to a card
Two red dot stickers per pair, for the two houses a child is allowed to run to
A rule card per pair carrying the two sentences that say where a child may run
A walker counter per pair to stand on a house card
Two question cards per pair, one carrying Caroline's question and one Olivia's, with the friend's house number on each
Word cards: closest, closer, between

Standards & curriculum

These lessons are being matched against curricula now.

2. The House in the Middle Concept · Finding the number that sits the same count from each of two ends, and showing there is only one

The book names one house twice and both names are mathematical: it is the midpoint between my house and grandma's on the day Lily is handed the rule, and it is the halfway point on the day her friends finally reach it. Number 45 earns both names for one reason, and students find that reason by counting rather than by being told it. Five houses back to number 40, five houses on to number 50, the same count twice. Then they try its neighbours: house 44 gives four back and six on, house 46 gives six back and four on, and neither of them ties. Then they try the rest of the street and find no tie anywhere else. Halfway is not the house that looks central on the row; it is the only house on this street where the two counts come out the same, and a child who has counted 44 and 46 and found them lopsided holds that in a way nobody can hand over.

Full lesson — 20 minutes

1. Count five back and five on from house 45 (5 min)
Stand the walker on house 45, the house the book calls the midpoint. Count the houses back to number 40, touching one card for each number word, and say the count. Count on to number 50 the same way and say that count too. Build the two counts on the blank strips, one above the other, and say whether their ends line up.
Word preview: midpoint
If I got as far as the Kelly's house, which was house number 45, the midpoint between my house and grandma's, I had permission to run full steam ahead to grandma's house.
At House number 45, my friends joyfully giggled, knowing they had reached the halfway point, and sure that they would be eating rainbow cookies at Grandma's House rain or not.
2. Try house 44 and house 46 (6 min)
Move the walker to house 44 and count both ways, then to house 46 and count both ways. Build each pair of counts on the two strips, one above the other, so both ends are in view at once. Say out loud, for each of the two houses, whether its two counts came out the same.
Word preview: equal
Together, we walked past House's 41, 42, 43, and 44.
We skipped past Houses 46, 47, 48, and 49, and then sprinted with joy through Grandma's front door.
3. Hunt for another tie (5 min)
Try the rest of the houses on the street, one house at a time, hunting for a second one where the two counts come out the same. Drop a small counter on every house you have tried so you can see which are done. When the street runs out, say how many houses tied.
In the middle of the block sits number 45, a favorite spot for kids of all ages.
4. Say what halfway means with the numbers in it (4 min)
Each of you says one sentence to a partner: house 45 is halfway because it is five houses from number 40 and five houses from number 50. The partner listens for both fives and says so if one of them is missing. Then say the sentence again with the book's other word, midpoint, in place of halfway, and say whether any of the counting changed.
Word preview: halfway
Our designated midpoint.

Short version — 9 minutes

1. Count five back and five on from house 45 (4 min)
Stand the walker on house 45. Count back to number 40 and say the count, then count on to number 50 and say that count. Build the two counts on the strips, one above the other, and say whether their ends line up.
Word preview: midpoint
If I got as far as the Kelly's house, which was house number 45, the midpoint between my house and grandma's, I had permission to run full steam ahead to grandma's house.
At House number 45, my friends joyfully giggled, knowing they had reached the halfway point, and sure that they would be eating rainbow cookies at Grandma's House rain or not.
2. Try house 44 and house 46 (5 min)
Move the walker to house 44 and count both ways, then to house 46. Build each pair on the strips and say, for each house, whether its two counts came out the same.
Word preview: equal
Together, we walked past House's 41, 42, 43, and 44.
We skipped past Houses 46, 47, 48, and 49, and then sprinted with joy through Grandma's front door.

Three levels

Support: Stay with three houses, 44 and 45 and 46, and keep every pair of counts built on the strips so both ends are in view at once. The child still counts both ways, still lays the two counts one above the other, and still says whether they came out the same. Only the hunt across the rest of the street waits.
At Grade: Count both ways from 45, then from 44 and 46, then across the rest of the street, and say how many houses on Cypress Road give two equal counts. Finish with the halfway sentence and both fives said aloud.
Extension: Build a street with different ends, number 40 to number 48, and find its halfway house by counting. Then try number 40 to number 47, where the counting finds no house that ties at all, and say what a child at 43 and a child at 44 could each claim about that street.

English learners

Counting both ways and laying the two counts one above the other needs no English, and a child who builds two rows of five and points at their matching ends has said the whole idea. Two words carry the load and they are not words a child can guess at. Midpoint and halfway point name one house in this book, and English lets both stand where a child's first language may have only one of them, or may build the idea out of half in a way that sounds like half a house. Equal is the other, and it is what the strips show. Rehearse the frame before the walker moves: 45 is ___ houses from 40 and ___ houses from 50, so 45 is halfway. Invite a child to count and to argue about 44 and 46 in their strongest language, and to give the two counts and the word halfway in English. Take the two names off the word cards rather than off the page: one of the book's two sentences about the middle house also carries the family's name, which the story spells three different ways.

Materials

A row of eleven house cards per pair, numbered 40 to 50, one number to a card
A walker counter per pair to stand on a house card
Two blank ten-square strips per pair, to build the two counts one above the other
A handful of small counters per pair, to mark the houses already tried
Word cards: midpoint, halfway, equal

Standards & curriculum

These lessons are being matched against curricula now.

3. Build Cypress Road Representation · Placing eleven consecutive two-digit numbers in order on a line and reading a position back off it

This story hands its number line over already built. Every house from 40 to 50 is printed somewhere in it: 40 and 50 in the sentence that sets the rule, 45 in the middle of the block, 41 through 44 in the list the friends walk past, 46 through 49 in the list they skip past, and 42, 43, 44, 46 and 47 again as the houses the story leaves people standing at. Students take eleven shuffled cards and put Cypress Road back in order, mark the three houses the book places before anybody walks anywhere, and then set a counter on every house where the story leaves somebody. What they end with is not decoration. It is the thing the rest of this book's mathematics gets done on, and it has to be right: one card out of order puts Caroline on the wrong side of the middle house and changes the answer to her question.

Full lesson — 20 minutes

1. Put the eleven houses in order (6 min)
Shuffle the eleven house cards and lay them out in order from 40 up to 50, left to right, with no gaps. Check your row against the book's two lists, the four houses the friends walk past and the four they skip past, and fix anything out of place. Say the whole street aloud once, touching each card as you say its number.
Word preview: order
Together, we walked past House's 41, 42, 43, and 44.
We skipped past Houses 46, 47, 48, and 49, and then sprinted with joy through Grandma's front door.
2. Mark the first house, the middle and the end (4 min)
Put a house-shaped marker on number 40, number 45 and number 50, and say who the book puts at each one. Read the four sentences off the card and check your markers against them. Those three houses are the only ones the story places before anybody starts walking.
Word preview: between
Since we lived at 40 Cypress Road and grandma lived at 50 Cypress Road, there were lots of houses between our two homes.
It's the very first house on our block, and the designated bus stop for all the children in the neighborhood.
In the middle of the block sits number 45, a favorite spot for kids of all ages.
The best part of all is that my grandmother lives at the end of the street, at 50 Cypress Road.
3. Put every walker where the book leaves them (6 min)
Take five counters and put one on each house the book leaves somebody standing at: 42, then 44, then 47 for Lily's three tries, 46 for Caroline and 43 for Olivia. Say the number under each counter aloud as you place it. Three of your counters land on one side of the middle house and two on the other; say which side has more.
I got as far as house number 42 when the rain poured down on me.
This time, I got as far as house number 44 when a clap of thunder roared through the air.
I smiled as I passed the Kelly's house, but when I got to house number 47, the sky opened up again.
At the end of my story, Caroline asked, I live in house number 46.
Olivia asked, how about if we get to my house house number 43, then what would we do?
4. Read a position back off the row (4 min)
Take turns: one of you points at a card and says nothing, the other says the house number and whether the book puts anybody there. Go along the whole street once each. Finish at number 50 and read the book's last house sentence off the card.
As we entered house number 50, grandma welcomed us with open arms.

Short version — 9 minutes

1. Put the eleven houses in order (5 min)
Shuffle the eleven house cards and lay them in order from 40 up to 50, left to right, with no gaps. Check the row against the book's two lists and fix anything out of place, then say the whole street aloud, touching each card.
Word preview: order
Together, we walked past House's 41, 42, 43, and 44.
We skipped past Houses 46, 47, 48, and 49, and then sprinted with joy through Grandma's front door.
2. Put every walker where the book leaves them (4 min)
Put a counter on each house the book leaves somebody standing at: 42, 44 and 47 for Lily, 46 for Caroline, 43 for Olivia. Say each number aloud as you place it, then say which side of the middle house has more counters.
I got as far as house number 42 when the rain poured down on me.
At the end of my story, Caroline asked, I live in house number 46.
Olivia asked, how about if we get to my house house number 43, then what would we do?

Three levels

Support: Start from a row that already has 40, 45 and 50 laid down and place only the eight cards that go between them. The child still lays the row with no gaps, still checks it against the book's two lists, and still sets a counter on every house the story leaves somebody at. Only the two ends and the middle arrive already placed.
At Grade: Lay all eleven cards from shuffled, check the row against the book's two lists, mark the first house and the middle and the end, and set a counter on each of the five houses the story leaves somebody standing at.
Extension: Turn one card in the middle of your row face down, hand the street to another pair, and let them say which number is hidden and how they knew. Then take a card out of the row altogether, so ten cards sit in eleven spaces, and say what goes wrong when a partner tries to count from 43 to 50 on it.

English learners

Putting eleven numbered cards in order is work a child can do, and be seen to be right about, with no English at all. The number words from forty to fifty are worth saying aloud as a run while the cards go down, because English builds them one way, forty, forty-one, forty-two, where a child's first language may put the ones first or join the two parts differently. The words to teach are order and between, and between is the harder of them: it takes two things after it, and a child who hears it as near will set a card beside one end instead of inside a pair. Rehearse the frame as the cards land: ___ is between ___ and ___. Invite a child to lay the row and to say in their strongest language what is wrong with a mixed-up street, and to give the house numbers and the between sentence in English. Say the numbers off the cards rather than off the page: the book prints its first list with a stray apostrophe on the word houses, and prints Olivia's house twice over in one clause.

Materials

A shuffled set of eleven house cards per pair, numbered 40 to 50, one number to a card
A long paper strip per pair with eleven marked spaces to lay the row on
Three house-shaped markers per pair, for the first house on the block, the house in the middle and the house at the end of the street
A card per pair carrying the four sentences that place Lily's house, her grandmother's house and the house in the middle of the block
Five counters per pair in one colour, for the houses the book leaves somebody standing at
A card per pair carrying the sentence about arriving at number 50
Word cards: order, between, middle

Standards & curriculum

These lessons are being matched against curricula now.

4. Count On, Count Back Fluency · Counting on and counting back within 50 to find how many houses away, and meeting the pair of counts that makes ten

Cypress Road runs from number 40 to number 50, and that is the whole of what the book says about its length: it prints no total and nobody in it ever takes one number away from another. What it does print is the entire run of houses, 41 through 44 in one breath and 46 through 49 in another, which is exactly the practice this lesson needs. Students draw a house card, count on from that house to number 50, count back from it to number 40, and say both counts. After six houses a pattern arrives that nobody handed over: the two counts always make ten. Three back and seven on at 43, six back and four on at 46, five and five at 45. Getting quick at the counting is the work, and the pair that makes ten is the reason a child can eventually give both counts for house 48 without walking it.

Full lesson — 20 minutes

1. Count on to number 50 (5 min)
Draw a house card from the pile and stand your walker on that house in the row. Count on to number 50, touching one card for each number word, and say how many houses that was. Put the drawn card aside, take another, and keep going until you have done six houses, saying each count aloud so your partner can check it.
We skipped past Houses 46, 47, 48, and 49, and then sprinted with joy through Grandma's front door.
2. Count back to number 40 (5 min)
Take the same six houses again, one at a time, and this time count back from each one to number 40. Say each count aloud. Keep both of a house's numbers together, how many back and how many on, and say them as a pair before you pick up the next card.
Together, we walked past House's 41, 42, 43, and 44.
3. Line the two counts up and look (5 min)
Write each house's two counts on the record strip, houses back in the middle column and houses on in the last one. Read down the two columns for all six of your houses and say what is true of every pair. Build one of the pairs on the ten-square strip to check what you noticed.
Word preview: altogether
Since we lived at 40 Cypress Road and grandma lived at 50 Cypress Road, there were lots of houses between our two homes.
4. Say the pair without walking (5 min)
Your partner names a house between 41 and 49 and you say both counts without touching the row; they check you on the cards. Get through as many houses as you can. Finish with number 41 and number 49, the two houses next door to the ends, and say how you got them.
Word preview: ten
Number 40 or number 50.

Short version — 9 minutes

1. Count on to number 50 (5 min)
Draw a house card and stand your walker on that house. Count on to number 50, touching one card for each number word, and say how many. Draw again and keep going until you have done four houses.
We skipped past Houses 46, 47, 48, and 49, and then sprinted with joy through Grandma's front door.
2. Count back to number 40 (4 min)
Take the same four houses again and count back from each one to number 40. Say both of a house's counts as a pair, how many back and how many on, before you pick up the next card.
Word preview: ten
Together, we walked past House's 41, 42, 43, and 44.

Three levels

Support: Work four houses instead of six and keep them all on one side of the middle house, 41 through 44, so every count back stays small. The child still counts both ways for each house, still says the two counts as a pair, and still records them on the strip. Only the number of houses and the size of the count back come down.
At Grade: Count on and count back for six houses, record both counts for each one, say what every pair has in common, and then give both counts for a house a partner names without walking it.
Extension: Cover the row and give both counts for all nine houses from 41 to 49 in order, saying them as a pair each time. Then build a longer street, number 40 to number 60, and say what the two counts add to on that one, and how you know it before counting a single house.

English learners

Counting on and counting back are the two things here that carry across every language, and a child who touches one card per number word is doing them correctly whatever they can say about it. The English to teach is the two direction words, because on and back are doing something here that they do not do in ordinary talk: count on means go up the street toward 50, count back means go down it toward 40, and a child who hears back as return may count the same houses twice. Rehearse the frame before the first card is drawn: from ___ it is ___ back and ___ on. Invite a child to say in their strongest language what they noticed about every pair, and to give the two counts and the word ten in English, which is what the record strip collects. The number words from forty to fifty are worth saying aloud as a run while the walker moves; the book prints them in two clean lists and those lists are the only place in it where the whole street is spelled out.

Materials

A row of eleven house cards per pair, numbered 40 to 50, one number to a card
A pile of nine draw cards per pair, numbered 41 to 49
A walker counter per pair to stand on a house card
A record strip per pair with three columns headed house number, houses back, houses on
A ten-square strip per pair, to build one pair of counts on
Word cards: ten, altogether, pair

Standards & curriculum

These lessons are being matched against curricula now.

5. The Tie at the Middle House Reasoning · Judging what a rule about the closest house can and cannot settle when the two counts come out equal

Rosa asks the last of the three questions and the sun comes out before anybody answers her: what if we get as far as the Kelly's house, number 45, the middle one. Students count it. Five houses back to number 40, five houses on to number 50. Then they read the rule Lily was given, run to whichever house was closest, and find that it names no house at all once the two counts come out the same. There is a second sentence in the book that does name one, and what it says is that at that house Lily had permission to run full steam ahead to grandma's. Students weigh the two sentences, take a side, and the side has to arrive with both fives inside it. What a rule does at the one spot where its own words go quiet is the hardest thing about any rule, and this book stands a child at exactly that house and then walks off.

Full lesson — 20 minutes

1. Count Rosa's two ways (5 min)
Stand the walker on house 45, the house Rosa asks about. Count back to number 40 and say the count, then count on to number 50 and say that one. Build the two counts on the blank strips, one above the other, and say what you see at their ends.
Word preview: equal
Rosa chimed in.
What if we get as far as the kele's house 45?
If something ever went wrong, I knew that I had to immediately run to whichever house was closest to me.
2. Say why the rule goes quiet (5 min)
Read the rule card again and say, in one sentence with both fives in it, why it names no house for Rosa. Then try the same rule at house 44 and at house 46 and say why it does name one at each of those. Point at the two strips while you say it.
Number 40 or number 50.
3. Find the sentence that does name a house (5 min)
Hunt through the sentence cards for the one that says what happens at the middle house. Read it aloud and say two things about it: which house it names, and whether it tells Rosa she has to go there or only that she may. Underline the word that decides which of those two it is.
Word preview: permission
If I got as far as the Kelly's house, which was house number 45, the midpoint between my house and grandma's, I had permission to run full steam ahead to grandma's house.
4. Take a side and count for it (5 min)
Say which house you would send Rosa to and give the counts that back you up, both fives out loud. Listen to a partner who chose the other house and say the strongest thing about their side. Nobody has to change their mind, and nobody gets a turn without a number in it.
At House number 45, my friends joyfully giggled, knowing they had reached the halfway point, and sure that they would be eating rainbow cookies at Grandma's House rain or not.

Short version — 9 minutes

1. Count Rosa's two ways (5 min)
Stand the walker on house 45, the house Rosa asks about. Count back to number 40 and count on to number 50, saying each count aloud, and build the two on the strips one above the other. Say what you see at their ends.
Word preview: equal
Rosa chimed in.
What if we get as far as the kele's house 45?
If something ever went wrong, I knew that I had to immediately run to whichever house was closest to me.
2. Take a side and count for it (4 min)
Say which house you would send Rosa to and give both fives out loud as your reason. Listen to a partner who chose the other house and say the strongest thing about their side.
At House number 45, my friends joyfully giggled, knowing they had reached the halfway point, and sure that they would be eating rainbow cookies at Grandma's House rain or not.

Three levels

Support: Stay with house 45 and one comparison house, number 46, and keep both pairs of counts built on the strips the whole time. The child still counts both ways, still says the sentence with both fives in it, and still takes a side and gives a count for it. Only the hunt through the cards comes down: hand over the two sentences that matter and set the others aside.
At Grade: Count Rosa's two ways, say why the rule names no house at 45 but does name one at 44 and at 46, find the sentence that names a house at 45, and take a side with both fives inside the turn.
Extension: Write the rule again so that it settles house 45 on its own, in one sentence, without using the words midpoint or halfway. Try your rule at every house from 41 to 49 and say whether it names exactly one house every time. Then say which house would tie if the two safe houses were number 40 and number 49.

English learners

Counting five and five and laying the two rows one above the other is the whole argument, and a child can build it and be understood pointing at it. Two pieces of English carry the weight here. Equal is one: the counts are equal is what the strips show, and a child who reaches for the same will be understood but will not have the word the rest of the lesson turns on. Permission is the other and it is the harder one, because English uses had permission to for something a child may do and not for something she must, and that difference is the entire disagreement in this lesson. Rehearse two frames: it is ___ back and ___ on, so they are equal; and she may go to ___, but she does not have to. Invite a child to argue their side in their strongest language and to give the two counts and one of the two frames in English. Take Rosa's question off the card rather than off the page: the family at the middle house has its name spelled three different ways in this book and the spelling inside Rosa's own sentence is the worst of the three.

Materials

A row of eleven house cards per pair, numbered 40 to 50, one number to a card
A walker counter per pair to stand on a house card
Two blank ten-square strips per pair, to build the two counts one above the other
A card per pair carrying Rosa's question and the rule sentence, one to a line
A set of four sentence cards per pair, carrying the rule, the permission, Rosa's question and the sentence about the halfway point
Word cards: equal, permission, closest

Standards & curriculum

These lessons are being matched against curricula now.