TouchMath Instructional Strategies


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1 TouchMath Instructional Strategies Module 1C Activity Sheet 1 Adding 2Digit Numbers Using Place Value Models Guided Practice: Activity Sheet 1 [ This page and the next two pages have four sections each: 1. Add with models, trace the answer; add the numbers, write the answer. 2. Fill in the sum for the model. Trace the second addend, add the numbers, write the answer. 3. Add with models, write the answer. Write the numbers for each model. Add the numbers, write the sum.. Apply in a word problem or comparison.] Model for your student the addition problem + 13 using connecting cubes. Then direct his attention to the first model on the page that shows this same action. First, add with the models, and have your child trace the sum. Count together the cubes, + 3 = 7, and the trains, = 2. Have your student trace the numbers 2 and 7 in the sum. Now lead your student to add the numbers by starting at the arrow and adding the. Say together, plus 3 equals 7. Write the 7 in the box. Then add the, say together, 1 ten plus 1 ten equals 2, and write the 2 in the box. Finish by reciting together, plus 13 equals 27. Tell your child to look at the next place value model and chart to the right. Count together the cubes in the and columns, and write the sum for the model in the boxes. Connect the 1 ten and 7 in the model to the number 17 by having your student slide his finger from the model to the number and say, 1 ten and 7 is 17. Do the same for the other addend,. Have your student trace the number, saying, 1 ten and 2 is. Then together add with the numbers, writing the sum in the boxes. Say together, 17 plus equals 29. Refer your student to the box on the left at the bottom of the page. Once again, have him add with the models and write the sum in the box. Say together, plus equals 8. 1 ten plus 1 ten equals 2. Help your student write the numbers for each model by asking, How many? How many? Then tell him to add the numbers and write the sum. Recite together, plus equals 28. Read the word problem together. Guide your student to decide what numbers and operation he will use to solve the problem. Ask, How many balls does Lila have? How many and are in 11? Tell your student to write the addend in the appropriate box. Then ask, How many balls does Jack give to Lila? How many and are in 17? Direct your student to write this addend in the appropriate box. Then have your child add, starting with the, then the, and write the sum. Say together, 11 plus 17 equals 28. Lila has 28 balls in all Lila has 11 balls. Jack gives her17 more balls. How many balls does Lila have in all? 20 FGHSUCM1C Add within balls First Grade Homeschool Unit C Module Guide Sample 1
2 TouchMath Instructional Strategies CONTINUED Module 2C Activity Sheet 16 Adding 3 Addends within 20 Guided Practice: Activity Sheet 16 Read the word problem together with your student, pointing out the new vocabulary term, markers. Guide your student to decide what numbers she will write in the boxes to solve the problem. Ask, How many markers does Aden have? How many markers does Logan have? How many markers does Amy have? Tell your student to write the addends in the appropriate boxes. Then ask, How many markers do they have altogether? Lead your student to notice that the addition problems on this page contain three addends. Direct her attention to the first problem. Have her point to each addend, starting at the top and moving down, saying each number name. Model how to add the three addends. Touch and say the greatest number,, and then count on the TouchPoints of the other two addends 5, 6, 7, 8. Write the sum. Then say, plus 3 plus 1 equals 8. Tell your student to repeat your actions. Have your child look at the next addition problem to the right. Ask, Which is the greatest addend? Say, Let s start with this number and count on the TouchPoint of the other two addends 6, 7, 8, 9. Tell her to write the sum. Recite together, 5 plus 2 plus 2 equals 9. Continue in the same manner for the next four problems. Lead your student to find each sum by identifying the greatest addend and counting on the TouchPoints of the other two addends.! Aden has 2 (markers). Logan has markers. Amy has 1 marker. How many markers do they have altogether? ! markers FGHSUCM2C Add 3 Addends within First Grade Homeschool Unit C Module Guide Sample 2
3 TouchMath Instructional Strategies CONTINUED Module 3C Activity Sheet 32 Using the Commutative Property Guided Practice: Activity Sheet 32 [ TouchPoints have been included on the first problem in each row to provide support in finding the sum. Many children may no longer need them at all; some will use them as visual cues.] Have your student find the sum of the first problem. Remind him to start with the greater number,, and count on the TouchPoints. Tell him to write the sum, 16, in the box. Say together, plus equals 16. Direct your student s attention to the next problem with the missing addend. Ask, How can you use what you know about the first problem to find the missing addend? Elicit that this problem is related to the first because it has the same sum, 16, and one of the same addends,. Ask, What the missing addend? Have your student write in the box, and state the problem together, plus equals 16. Tell your child that the numbers,, and 16 make up an addition family. Have your student tell what number to write in the box for the last problem in the row. Discuss why is the number to write (e.g., It is part of the family of,, and 16.). Discuss how the problem is similar to and different from the previous problem (e.g., same numbers but in different order). Tell your student that this shows the commutative property changing the order of the addends does not change the sum. Write on the board and say together, + = +. Continue in the same manner for the next two rows, where each row uses missing addends to relate the family numbers (, 3, 17 in the second row and,, 19 in the third row). Lead your child to see that the last problem in each row contains the same addends, just in a different order. $ $ FGHSUCM3C Add 1 Digit to 2 Digits Module C Activity Sheet 58 Subtracting 2Digit Numbers Guided Practice: Activity Sheet 58 Point out to your student that on this page, although there are no place value models, he will still subtract and then to find the difference. Review how to subtract using TouchPoints and counting backward. Draw your student s attention to the first problem. Elicit from him that he starts on the side with the arrow, the place, say and touches the greater number (6), and counts backward the TouchPoints on the number. Then subtract the, starting with and counting backward 2 TouchPoints. Continue in the same manner for the next five problems. For a variation, have your child solve the problems using TouchPoints and backward counting and also use base 10 blocks to model the problem. Then have him compare answers. Tell your student to write a >, <, or = in the box to complete the comparison. Suggest that your child write the difference for each problem and then compare. 6 $ 22 ^ 20 FGHSUCMC 39 ^!% !! $ 59 $^ 13 Subtract 2Digit Numbers First Grade Homeschool Unit C Module Guide Sample 3
4 TouchMath Instructional Strategies CONTINUED Module 5C Activity Sheet 63 Using Number Families to Subtract Guided Practice: Activity Sheet 63 Have your student find the sum of , and elicit the numbers in the number family of all four related facts 3, 35, and. Tell your child that knowing these numbers will help him find the missing numbers in the next three facts of the number family. After completing the number family, say aloud together each fact in the number family. Tell your student that the two problems to the right are two members of a number family. Guide him as he finds the missing numbers. Then elicit from your student the two missing facts from the number family, and write them on the whiteboard. In the box on the right side of the page, have your student write the four related facts for each number family in the two problems above. 20 FGHSUCM5C = 3+35= 3=3533=3 60+7= = = =7 Subtract 1 Digit from 2 Digits Module 6C Activity Sheet 78 Adding within 100 Independent Practice: Activity Sheet 78 Have your student work on this page independently, reinforcing what he has learned (adding within 100). If your child is having difficulty, have him complete the page with your guidance. Directions: Add. Write the answer in the box.! 5!$ ! $ FGHSUCM6C Bud sees 31 (frogs) in the (pond). He also sees 27 frogs in the (grass). How many frogs are there altogether? frogs Mixed Review within First Grade Homeschool Unit C Module Guide Sample
5 Lila has 11 balls. Jack gives her17 more balls. How many balls does Lila have in all? balls 20 FGHSUCM1C Add within 30 1
6 Aden has 2 (markers). Logan has markers. Amy has 1 marker. How many markers do they have altogether? markers! 5 2 6! FGHSUCM2C Add 3 Addends within 10 16
7 $ $ FGHSUCM3C Add 1 Digit to 2 Digits 32
8 6 $ 39 ^ 27!% ^ 6!! 5 8 $ 59 $^ 20 FGHSUCMC Subtract 2Digit Numbers 58
9 FGHSUCM5C Subtract 1 Digit from 2 Digits 63
10 Directions: Add. Write the answer in the box.! 7! 5!$ 6 3 Bud sees 31 (frogs) in the (pond). He also sees 27 frogs in the (grass). How many frogs are there altogether? $ 5 frogs 20 FGHSUCM6C Mixed Review within 60 78
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