Grade K: Step Up to Grade 1 Teacher s Guide

Transcription

1 Glenview, Illinois Boston, Massachusetts Chandler, Arizona Shoreview, Minnesota Upper Saddle River, New Jersey Copyright by Pearson Education, Inc., or its affiliates. All rights reserved. Printed in the United States of America. This publication is protected by copyright, and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise. The publisher hereby grants permission to reproduce Pages and Tests, in part or in whole, the number not to exceed the number of students in each class. For information regarding permissions, write to Pearson School Rights and Permissions Department, One Lake Street, Upper Saddle River, New Jersey Pearson is a trademark, in the U.S. and/or other countries, of Pearson plc or its affiliates. Grade K: Step Up to Grade 1 Teacher s Guide Teacher Notes and Answers for Step-Up Lessons Answers for Test Answers for Test Scott Foresman and envisionmath are trademarks, in the U.S. and/or other countries, of Pearson Education, Inc., or its affiliates _SLPSHEET_FSD 1 6/6/08 :50:9 PM

2 45092_SLPSHEET_FSD 2 A7 Counting by 10s to 100 C1 Adding Tens A1 Ordering Numbers to 12 with a Number Line C2 Adding on a Hundred Chart C Adding Tens to a Two-Digit Number A16 Using Skip Counting C5 Estimating Sums A17 Odd and Even C14 Subtracting on a Hundred Chart A19 Before, After, and Between D5 Time to the Half Hour B7 Joining Stories D6 Ordering and Estimating Time B12 Adding Doubles D51 Properties of Plane Shapes B14 Facts with 5 on a Ten-Frame D52 Making New Shapes from Shapes B15 Making 10 on a Ten-Frame D72 Tallying Results B16 Missing Parts 6/6/08 :50:51 PM

3 Counting by 10s to 100 Intervention Lesson A7 Counting by 10 s to 100 Intervention Lesson A7 Teacher Notes Ongoing Assessment Have children count out loud by 10s to Error Intervention If children have trouble deciding which multiple of ten, to write, then tell them the first digit tells how many groups of ten. So if there are 4 groups of ten, the number is a 4 and a 0. If You Have More Time Have children make tens out of snap cubes for a partner to count Count the groups of 10 lady bugs out loud, altogether as a class. 2. Have children say the numbers again, to themselves, and write the numbers. Intervention Lesson A7 107 Intervention Lesson A7 Counting by 10 s to 100 (continued) How many? Intervention Lesson A7 Intervention Lesson A7

4 Ordering Numbers to 12 with a Number Line Intervention Lesson A1 Ordering Numbers to 12 with a Number Line 2.. Intervention Lesson A least between greatest least between greatest 4 5 least between greatest Materials: Crayons or markers Have children circle the 6 and its dot on the number line. 2. Have them circle the 9 and its dot.. Ask: What number is between 6 and 9? 7 or 8 Have children write the number. 4. For Problem 2, have children circle the 9 and Ask: What number is after 10? Although 11 is the preferred answer, 12 is also correct. Have children write the number. 6. For Problem, have children circle 4 and 5. Ask: What number is before 4? 0 to are acceptable. Have children write the number. Teacher Notes Ongoing Assessment Ask: Are the numbers on the number line in the same order that you count? Yes Error Intervention If children confuse the terms before and after, then make sure they know their right from left. The number before is to the left and the number after is to the right. If You Have More Time Ask children how many pets they have and write the numbers from least to greatest using the number line. Intervention Lesson A1 119 Intervention Lesson A1 Ordering Numbers to 12 with a Number Line (continued) Use the number line. Write the missing number least between greatest least between greatest least between greatest least between greatest least between greatest least between greatest least between greatest least between greatest 12. Reasoning Find the two numbers between and least between between greatest 120 Intervention Lesson A1 Intervention Lesson A1

5 Using Skip Counting Intervention Lesson A16 Using Skip Counting Intervention Lesson A16 Teacher Notes Say: How many roosters? Skip count by 2s to find out. Have children skip count and write the numbers. 2. Say: How many fingers? Skip count by 5s to find out. Have children skip count and write the numbers.. Say: How many toes? Skip count by 10s to find out. Have children skip count and write the numbers. Ongoing Assessment Observe to see if children are skip counting or counting all the objects. Children who are not skip counting will take a long time to finish. Error Intervention If children have difficulty skip counting, then have them practice just saying the numbers, using a hundred chart. If You Have More Time Have children name things that come in 2s, 5s, and 10s. Intervention Lesson A Intervention Lesson A16 Using Skip Counting (continued) Skip count. 4. How many bowling pins are there? Count by 10s How many ears are there? Count by 2s How many flowers are there? Count by 5s Intervention Lesson A16 Intervention Lesson A16

6 Odd and Even Intervention Lesson A17 Odd and Even Intervention Lesson A17 Teacher Notes even odd even odd even odd even odd even odd even odd Ongoing Assessment Ask: 4 is an even number. Is 14 even or odd? even 7 is an odd number. Is 17 even or odd? odd Error Intervention If children have trouble writing number patterns of even numbers, then encourage them to skip count by 2s. If You Have More Time Give children 0 snap cubes and have them classify 21 to 0 as even or odd even odd even odd Materials: snap cubes, 20 per child Have children count out 8 cubes and make pairs as shown. Say: Since you can make pairs out of 8 cubes with none left over, 8 is an even number. Have children circle even. 2. Have children count out 15 cubes and make pairs as shown. Say: Since there is one left over when you make pairs out of 15, 15 is an odd number. Have children circle odd.. Have children use cubes and pairs to do the other problems. Intervention Lesson A Intervention Lesson A17 Odd and Even (continued) Circle even or odd. Use cubes if you like even odd even odd even odd even odd even odd even odd even odd even odd Look at the pattern What comes next? 17. 5, 7, 9, , 12, 14, , 6, 8, 10 9, 11, 1, Intervention Lesson A17 Intervention Lesson A17

7 Before, After, and Between Intervention Lesson A19 Before, After, and Between 52, 5, , 9, , 98, , 20, 21 Intervention Lesson A19 Teacher Notes Ongoing Assessment Make sure children can rote count to 100, that is, say the number in order without objects. Error Intervention If children have trouble counting from any number, then use A8: Counting to 100 and A18: Counting from Any Number. 5. 1, 14, , 72, 7 Materials: Snap cubes, 100 per pair or group Have children show 52 with snap cubes, making five 10-trains and one 2-train. Have them add one more cube. Ask: What number comes after 52? Have them add one more cube and tell what number comes after 5. Have them write Repeat, starting with 8.. Have children show 99 with snap cubes. Have them take away one cube. Ask: What number comes before 99? Have them take away one more cube and tell what number comes before 98. Have them write Repeat, starting with 2 5. Have children show 1 with snap cubes. Have them add one more cube. Ask: What number comes after 1? Does 15 come after 14? Say: So, 14 is between 1 and Repeat, starting with 7 Intervention Lesson A19 11 If You Have More Time Have pairs play Guess My Number. One child writes down a two-digit number. The other child asks questions like, What is the number before your number? or, What two numbers is your number between? After the first child answers, the second child says the number. Then, they change roles and repeat. Intervention Lesson A19 Before, After, and Between (continued) Write the number that comes just after , 22, , 44, , 5, , 29, 0 Write the number that comes just before. 1 16, 17, , 84, 85 Write the number that comes between. 26, 27, , 99, , 49, , 66, 67 Reasoning Write the numbers that come just before and just after , 86, , 1, , 79, , 60, Intervention Lesson A19 Intervention Lesson A19

8 Joining Stories Intervention Lesson B7 Joining Stories Intervention Lesson B7 Teacher Notes in all 4 7 in all Ongoing Assessment Watch children count to see if they are starting with 1 to count or if they are counting on. Error Intervention If students do not match the counters to the pictures correctly, then ask questions like, Which picture does this counter match? This one? Continue until the child sees that there is either an extra counter or not enough. 5 8 in all Materials: Counters, 9 per child Say: Three frogs are by the pond. Have children place a counter on each frog in the first group, use the counters to count the frogs, and then write the number. Say: Two more frogs join them. Have children place a counter on each frog in the second group, use the counters to count the frogs, and then write the number. Ask: How many frogs are by the pond now? Have students use the counters to find how many in all and write the number. 2. Say: Four ducks are swimming on the pond. Three more ducks land on the pond and start swimming. How many ducks are on the pond now? Have children use counters to solve as in the previous problem.. Say: What if there are 5 frogs by the pond and frogs join them? How many frogs are by the pond now? Have students solve similarly. Intervention Lesson B7 77 If You Have More Time Have children work in pairs. One partner makes up a word problem like the ones in the lesson and shows it with counters. The other partner solves the problem. Then, they trade roles and repeat. Intervention Lesson B7 Joining Stories (continued) Write a number sentence for each picture Reasoning Complete each number sentence Intervention Lesson B7 Intervention Lesson B7

9 Adding Doubles Intervention Lesson B12 Adding Doubles Intervention Lesson B12 Teacher Notes Materials: Snap cubes, 12 for each child Have children make 2 trains of 4 snap cubes each and write the 4s. Ask: How much is 4 plus 4? Have children write Ask: What is special about the sum 4 plus 4? The numbers are the same. Say: When the numbers are the same, the addition fact is a double.. Have children use snap cubes to find the other doubles. Ongoing Assessment Ask children a doubles fact from 1 1 to 6 6 and see whether or not the child can answer quickly. Encourage children who cannot answer quickly to try to memorize the doubles facts. Error Intervention If children use cubes to find the sums involving 1 and 2, then encourage them to count on and use B11: Adding with 0, 1, 2. If You Have More Time Have children form a train with 2 snap cubes and write a doubles fact with a sum of 2. Have them add 2 more snap cubes and write a doubles fact with a sum of 4. Continue to a sum of 12. Intervention Lesson B12 87 Intervention Lesson B12 Adding Doubles (continued) Add to find the double Add. Circle the doubles facts _ 2 _ 4 _ 2 _ 6 _ 8 _ Reasoning Write the missing number that makes each sentence true Intervention Lesson B12 Intervention Lesson B12

10 Facts with 5 on a Ten-Frame Intervention Lesson B14 Facts with 5 on a Ten-Frame Intervention Lesson B14 Teacher Notes Ongoing Assessment Ask: If 5 plus 2 equals 7, what is 2 plus 5? Materials: Two color counters, 10 for each child Have children put 5 red counters in the first row of the ten-frame. Then have them put one yellow counter in the second row. Ask: What is 5 plus 1? Have children write Ask: How many counters would you need to fill the ten-frame? 4 Ask: So, 6 plus what number equals 10? Have children write 4.. Have children put 5 red counters in the first row of the ten-frame and two yellow counters in the second row. Ask questions like those above to have children find 5 2 and Do other problems similarly. Error Intervention If children have trouble finding sums with 5, then tell them they can think of 5 as a hand. So, for example, 5 plus is hand plus, or 8. If You Have More Time Have children look for the pattern described below What is 1 4? What is 2? 5 Intervention Lesson B14 91 Intervention Lesson B14 Facts with 5 on a Ten-Frame (continued) Write an addition fact with 5. Then write an addition fact with Reasoning Write the missing numbers Intervention Lesson B14 Intervention Lesson B14

11 Making 10 on a Ten-Frame Intervention Lesson B15 Making 10 on a Ten-Frame Intervention Lesson B15 Teacher Notes Ongoing Assessment Ask: After you moved the counter into the ten-frame, how did you know 9 2 equals 10 1? Sample Answer: I didn t change the number of counters _ 1 _ _ 2 _ Materials: Two-color counters, 12 for each child Have children fill the ten-frame with yellow counters. Have them put one red counter below the frame. Ask: What is 10 plus 1? Have children write 1 Do 10 2 similarly. 2. Have children put 9 yellow counters in the ten-frame and 2 red counters below. Ask: What addition do the counters show? 9 plus 2 Then have children move one red counter to fill up the ten-frame. Ask: Nine plus 2 is equal to 10 plus what number? Have children write Ask: If 10 plus 1 equals 11, then what is 9 plus 2? Have children write 11 for the sum Have children put 8 yellow counters in the ten-frame and 4 red counters below. Ask: What addition do the counters show? 8 plus 4 Then have children move two red counters to fill up the ten-frame. Ask: Eight plus 4 is equal to 10 plus what number? Have children write 2. Ask: If 10 plus 2 equals 12, then what is 8 plus 4? Have children write 12 for the sum 8 4. Intervention Lesson B15 9 Error Intervention If children have trouble with 10 1 and 10 2, then use A9: Numbers to 12. If children have trouble recognizing how much to add to make 10, then use B10: Parts of Ten. If You Have More Time Have children draw a picture with 9 birds in a circle and birds outside the circle. Below this, have them draw 10 birds in the circle and the same total number of birds. Have children write addition sentences for each picture. Intervention Lesson B15 Making 10 on a Ten-Frame (continued) Write the missing numbers. Find the sums _ 2 _ _ 4 _ Reasoning Find less than 2 is So, Intervention Lesson B15 Intervention Lesson B15

12 Missing Parts Intervention Lesson B16 Missing Parts Intervention Lesson B16 Teacher Notes Ongoing Assessment Ask: If plus something equals 8, What is the total? 8 What is the part you know? What is the missing part? 5 Error Intervention If children do not count out the total number of counters reliably, then use A: Six to Ten = = 5. 9 = = If You Have More Time Have children make up missing part stories = = 4 Materials: Two-color counters, 9 for each child Say: There are 6 counters in all. Have children count out 6 counters and put 4 in the first box. Ask: How many counters go in the second box? Have children put 2 counters in the second box and write 2. Say: Two is the missing part. 2. Have children count out 5 counters. Say: There are 5 counters in all. Put 2 in the second box. What is the missing part? Have children put counters in the first box and write.. Do the other problems similarly. Intervention Lesson B16 95 Intervention Lesson B16 Missing Parts (continued) Draw how many are missing. Write the number. Use counters if you like in all 8. 4 in all in all in all Write the missing numbers. Use counters if you like Reasoning Write the number sentence. Solve. Fred bought 5 cookies. His mother gave him some more. Now Fred has 8 cookies. How many more did she give him? 8 in all Intervention Lesson B16 Intervention Lesson B16

13 Adding Tens Intervention Lesson C1 Adding Tens tens 1 ten 4 tens tens 2 tens 4 tens tens tens 5 tens tens tens 7 tens Intervention Lesson C1 Teacher Notes Ongoing Assessment Ask: How much is 5 tens plus 2 tens? 70 Error Intervention If children have trouble deciding how much a set of tens equal, then use A7: Counting by 10s to 100. If You Have More Time Have children work in pairs. Give each pair 9 tens. Have pairs write 4 different addition sentences with a sum of 90 such as ; If time allows, have children do the same for 8 tens Materials: Snap cubes, 70 for each pair or group Have children make three 10-trains. Ask: How many tens? Have children write. Have children make another 10-train and write Ask: Three tens plus one ten equals how many tens? Have children write 4. Ask: How much is tens? Have children write 0. Ask: How much is 1 ten? Have children write 10. Ask: How much is 4 tens? Have children write 40. Say: So, Find the other sums similarly. Intervention Lesson C1 57 Intervention Lesson C1 Adding Tens (continued) Write the numbers. Add tens 2 tens 6 tens tens tens 6 tens tens 1 ten 6 tens 5 tens 4 tens 9 tens tens tens 9 tens Intervention Lesson C1 Intervention Lesson C1

14 Adding on a Hundred Chart Intervention Lesson C2 Adding on a Hundred Chart Intervention Lesson C2 Teacher Notes Say: Find the sum of 14 plus 2 on a hundred chart. Start by putting your finger on 14. Ask: How many tens are in 2? 2 To add the 2 tens, move your finger down 2 rows. Have children count 14, 24, 4 as they move down. Ask: Where is your finger? 4 To add the ones, move your finger ahead from 4. Have children count 4, 5, 6, 7 as they move ahead. Ask: Where is your finger? 7: So, Have children write For Problems 2 to 4, have children find 8 21,, and similarly.. Have children find 74 2 Ask if the sum is the same as Adding on a Hundred Chart (continued) Add using the hundred chart _ 2 _ 42 _ 11 _ 26 _ 14 _ Intervention Lesson C2 59 Intervention Lesson C2 Ongoing Assessment Ask: On a hundred chart, when you move 2 rows down and 5 to the right, how many are you adding? 25 Error Intervention If children don t understand why moving down 1 row is the same as adding 10, then have them start with a number and count 10 spaces to the right. Have them notice that when they counted 10 spaces they ended up one row below where they started. If students have trouble remembering whether they move down or to the right first, then tell them it doesn t matter since, for example, 10 1 and 10 If You Have More Time Write 21, 2, 2, 8, and 4 on the board. Have children work in pairs. Have pairs choose two of the numbers from the list and find the sum using a hundred chart. Have them then write a number sentence. Have children repeat until they have 5 number sentences. If time allows, have each pair share their number sentences with the class to see how many different ones were found. If and are counted as two different number sentences, there are 20. Otherwise, there are _ 20 _ 21 _ 5 _ 22 _ 12 _ _ 7 _ 1 _ 24 _ 21 _ 14 _ _ 42 _ 17 _ 2 _ 21 _ 40 _ Reasoning Explain how to use a hundred chart to add Move down 2 rows from 45 to 65, then move to the right more spaces to Find Intervention Lesson C2 Intervention Lesson C2

15 Adding Tens to a Two-Digit Number Intervention Lesson C Adding Tens to a Two-Digit Number _ 0 _ , 51, 61, 71 22, 2, _ 20 _ Intervention Lesson C 57, 67, 77 9, 49, 59, _ 20 _ 60 _ 20 _ 50 _ Materials: Snap cubes, 79 for each pair or group Have children show 41 with snap cubes, making four 10-trains and one single. Have them also show 0 with snap cubes, making three 10-trains. Have children count on by tens, from 41, as they move each 10-train from the 0 pile to the 41 pile. Have children write 51, 61, and 71 as they count. Say: Fortyone plus 0 equals 7 Have children write 71 as the sum. 2. Have children show 22 with snap cubes, making two 10-trains and two singles, and 20 with snap cubes, making two 10-trains. Have them count on 22, 2, 42 as they move the tens from 20 to 22. Have them write the numbers and the sum.. Have children find the other sums similarly. 4. For Problem 7, tell children they can count on from 1, just like they did in number 6. Teacher Notes Ongoing Assessment Ask: How many tens do you count on if you add 50 to a number? 5 Error Intervention If children have trouble counting on by tens, then allow them to use a hundred chart to count by tens by moving one row down for every ten. If You Have More Time Have children work in pairs. Have one child write 18, 19, 24, 27,, 5, 42, and 46 on index cards. Have the other child write 20, 20, 0, 0, 40, 40, 50, and 50 on index cards. Each child shuffles their set of cards, places them face down, and then turns one card over. Both children find the sum of the numbers, and compare sums for accuracy. Repeat until all cards have been turned over. If time allows, have children shuffle and repeat the activity. Intervention Lesson C 61 Intervention Lesson C Adding Tens to a Two-Digit Number (continued) Add _ 20 _ , 5, 6 16, _ 20 _ 50 _ 20 _ 0 _ 40 _ _ 0 _ 40 _ 20 _ 20 _ 60 _ _ 50 _ 20 _ 0 _ 10 _ 0 _ Reasoning How many tens are in 28 0? How do you know? 5 tens; Sample answer: 28 has 2 tens. 0 has tens. 2 tens tens 5 tens 62 Intervention Lesson C Intervention Lesson C

16 Estimating Sums Intervention Lesson C5 Estimating Sums Intervention Lesson C5 Teacher Notes 2 is between 20 and 0. 2 is closest to is between 0 and is closest to So, 2 7 is about is between 20 and is closest to 0. 6 is between 0 and is closest to So, 28 6 is about 70. Have children count by tens and circle the numbers on the number line that they say. Check that children circled 20, 0, and Say: Sam has 2 party favors and Mia has 7 favors. About how many total party favors do they have? Have children circle 2 on the number line. Ask: Twenty-three is between which two tens? Have children write 20 and 0. Ask: Which ten is 2 closest to? Have the children write 20. Have children circle 7 on the number line. Ask: Thirty-seven is between which two tens? Have children write 0 and 40. Ask: Which ten is 7 closest to? Have children write 40. Say: To find about how many party favors Sam and Mia have, add Have children write 60. Say: So, 2 7 is about 60.. Estimate the sum 28 6 similarly. Ongoing Assessment The purpose of the lesson is to teach children to estimate sums, not calculate actual sums. So make sure they are not just adding the actual numbers. Error Intervention If children have trouble identifying the closest ten on exercises where number lines are not provided, then encourage the children to use counting back to count back to a ten and counting on to count up to the next ten. The ten that takes the least number of counts is the closest ten. If You Have More Time Write the name and weight of 6 imaginary dogs on the board. Have the weights range from 1 pounds to 4 pounds. As a class, find the estimated combined weight of two of the dogs. Let the children take turns picking the two dogs. Intervention Lesson C5 65 Intervention Lesson C5 Estimating Sums (continued) Estimate. Find the closest is closest to 0. is closest to is closest to is closest to is closest to is closest to is closest to 50. Estimate 0 _ is about _ is about _ is about is closest to is about is closest to 0. 4 is closest to is about Reasoning Kathy has 1 stickers. Albert has 47 stickers. Estimate how many stickers they have in all. About 80 stickers. 66 Intervention Lesson C5 Intervention Lesson C5

17 Subtracting on a Hundred Chart Intervention Lesson C14 Subtracting on a Hundred Chart Intervention Lesson C Say: To find the difference of 57 minus 2 hundred chart, start by finger on on a putting your 2 and count up to 57. How many ones are in 57? 7; Have children count on from 2, moving their fingers right on the hundred chart, until they get to a number with 7 ones, 27. Ask: How many ones did you add? 4; Have children count on by tens, moving their fingers down rows, from 27 until they get to 57. Ask: How many tens did you add? ; Say: You added tens and 4 ones. How much is tens and 4 ones? Have children write 4; Say: So For Problems 2 to 4, have children find 86 21, 49 17, and 78 5 similarly. Intervention Lesson C14 8 Intervention Lesson C14 Teacher Notes Ongoing Assessment Observe that children start with the number that is being subtracted. Error Intervention If children try to remember how many ones and tens they have moved, but consistently forget, then encourage them to lightly circle the numbers they start with and end on when counting by ones and tens. That way they can go back and see the path they took and calculate the total spaces moved. If You Have More Time Put children in pairs. Have one partner think of a subtraction sentence with two-digit numbers. The first child instructs the other child how to find the difference on a hundred chart. Using as an example, the first child tells the second child to put a finger on 5, move 2 spaces right and then rows down to 67. The second child must write the number sentence. Then, they trade roles and repeat. Subtracting on a Hundred Chart (continued) Subtract using the hundred chart _ 24 _ 1 _ 58 _ 12 _ 74 _ _ 20 _ 1 _ 42 _ 22 _ 12 _ _ 7 _ 21 _ 54 _ 21 _ 14 _ _ 42 _ 17 _ 2 _ 21 _ 50 _ Reasoning Explain how you use a hundred chart to subtract Sample answer: Start with 42. Move spaces right to 45, then move 2 rows down to 65. That s So, Intervention Lesson C14 Intervention Lesson C14

18 Time to the Half Hour Intervention Lesson D5 Time to the Half Hour Intervention Lesson D5 Teacher Notes :00 4:0 8 o clock half past :00 9:0 2 o clock half past 9 Materials: Crayons or markers Say: A clock has at least two hands. The longer hand is the minute hand. Have children color the minute hand blue. The shorter hand is the hour hand. Have children color the hour hand red. 2. Have children circle the numbers the minute and hour hands are pointing to in number Say: The clock shows 8 o clock. Have children write 8:00 and 8.. Have children circle the numbers the minute and hour hands are pointing to in number 2. Say: When the minute hand is on the 6, it is half past the hour. A half hour is 0 minutes. The clock shows half past 4 or four thirty. Have children write 4:0 and Have children write the other times similarly. Intervention Lesson D5 99 Ongoing Assessment Ask: Where is the hour hand on a clock at four thirty? The hour hand is halfway between the 4 and the 5 because four thirty is halfway between 4 o clock and 5 o clock. Error Intervention If children have trouble telling time to the hour, then use D4: Time to the Hour. If You Have More Time Write times to the hour and half hour on index cards. Give each pair of children about 6 cards and a student clock. One partner draws a card and shows the time on the clock. The other partner checks the answer. Then the second partner draws a card and shows the time while the first partner checks. Have them take turns until all the cards are used. You can draw picture of clocks on the index cards, showing each time, if necessary. Intervention Lesson D5 Time to the Half Hour (continued) Write each time :0 1:0 7:00 Half past 7 Half past 1 7 o clock :0 10:0 8:0 Half past Half past 10 Half past :0 2:00 11:0 Half past 5 2 o clock Half past Intervention Lesson D5 Intervention Lesson D5

19 Ordering and Estimating Time Intervention Lesson D6 Ordering and Estimating Time A about 1 minute about 1 hour about 1 day Intervention Lesson D6 Teacher Notes Ongoing Assessment Ask: Are you at school about a minute, about an hour, or about a day? About a day 2. B about 1 minute about 1 hour about 1 day. C about 1 minute 4. B A C shortest longest about 1 hour about 1 day Ask children to name things they do which take about a minute. Say: It takes about a minute to... Then rename the best examples. Repeat the exercise for hour and day. If necessary, give examples such as, from the time we start math until we finish recess is one hour. 2. Ask children to describe the first picture. Ask: Does a soccer game take about 1 minute, about 1 hour, or about 1 day? Have children draw a line from the picture to about 1 hour.. Ask children to describe the second picture. Ask: How long does it take to brush your teeth about 1 minute, about 1 hour, or about 1 day? Have children draw a line from the picture to about 1 minute. 4. Ask a similar question for the last picture. 5. Ask: Which takes the shortest amount of time, playing soccer, brushing your teeth, or painting a room? Have children write B in the blank above shortest since there is a B by brushing your teeth. Find which activity takes the longest time, and which is in the middle, similarly. Error Intervention If children have difficulty understanding the different ways the word day is used, then explain that a day is actually from the time they go to bed at night until the next time they go to bed. Point out that people also say all day to refer to the time between when they get up until they go to bed. If You Have More Time Have children draw a picture of something they enjoy doing that takes about an hour. Intervention Lesson D6 101 Intervention Lesson D6 Ordering and Estimating Time (continued) About how long does each activity take? Draw lines to match minutes 6. 1 minute 2 hours 1 hour 2 days 1 day 7. 1 minute 8. 1 minute 1 hour 1 hour 1 day 1 day 9. 1 minute 10. minutes 1 hour hours 1 day days 1 Reasoning Draw something you like to do that takes all day. Check children s drawings. 102 Intervention Lesson D6 Intervention Lesson D6

20 Properties of Plane Shapes Intervention Lesson D51 Properties of Plane Shapes Intervention Lesson D51 Teacher Notes Square 2. corners corners 4. 6 sides Ongoing Assessment Ask: What does a corner feel like on the triangle? Possible Answer: The corner is sharp. Error Intervention If children count one side of a shape twice, then have them color each side in their tracing as they count. Materials: Attribute blocks, one triangle, one square, one rectangle, one circle, and one hexagon for each child or pair Show a corner and a side of an attribute block. Have children touch one of each on a block. 2. Ask the children to choose the square and trace it in the first space on their paper. Ask: How many sides does a square have? Have children write 4 inside the square they drew. Ask: How many corners does a square have? Have children write 4 inside the square again.. Ask the children to choose the shape with corners, trace it in the second space, and write the number of sides. Ask: What is the name of the shape with corners? triangle 4. Ask the children to choose the shape with zero corners and trace it in the third space. Ask: What is the name of the shape with 0 corners? circle 5. Reasoning Ask the children to choose the shape with 6 sides, trace it in the last space, and write the number of corners. 6 If You Have More Time Have children work in pairs and play Guess My Shape. Place the set of attribute blocks on the table between the two children. One partner describes a shape using words like, It has corners and sides. The other partner chooses the attribute block that fits the description. Have children change roles and repeat until all the blocks have been chosen. Intervention Lesson D Intervention Lesson D51 Properties of Plane Shapes (continued) Trace each side in a different color. Draw an X on each corner. Write how many sides and corners. 5. x x 6. x x x x x x 4 sides 4 corners 4 sides 4 corners 7. x 8. x x x x x x 4 sides 4 corners sides corners 9. Color 192 Intervention Lesson D51 Intervention Lesson D51

21 Making New Shapes from Shapes Intervention Lesson D52 Making New Shapes from Shapes Intervention Lesson D52 Materials: Pattern blocks, 2 hexagons, 2 trapezoids, 1 parallelogram, rhombuses, and 7 triangles for each child, pair, or group Show the rhombus pattern blocks. Have children use rhombus blocks to cover the first shape. Have them trace the blocks to show how they covered it. 2. Hold up a rhombus block. Say: You used these blocks to make a new shape. Hold up a trapezoid block. Ask: How can you use these blocks to make the same shape? Have children cover the second hexagon with trapezoid blocks and trace.. Have children use triangle blocks to make the shape in number and then use a triangle and a rhombus to make the same shape in number Have children use a trapezoid and triangle block to make the shape in number 5 and triangle blocks to make the shape in number 6. Teacher Notes Ongoing Assessment Ask: What do you get when you put two shapes together? A new shape Error Intervention If children do not combine blocks correctly to make a larger shape, then make sure they have enough pattern blocks to try to cover the larger shape. This way they can see the combination they had either does not fill the shape completely or more than fills it. If You Have More Time Let children draw a picture made out of shapes created by combining pattern blocks. Display the pictures in the classroom. Intervention Lesson D52 19 Intervention Lesson D52 Making New Shapes from Shapes (continued) Use pattern blocks to make each shape. Draw the blocks you used. Make This Shape 7. Use These Shapes Create your own shape. Show the blocks you used. and Sample answer is shown. 194 Intervention Lesson D52 Intervention Lesson D52

22 Tallying Results Intervention Lesson D72 Tallying Results Intervention Lesson D72 Teacher Notes Ongoing Assessment Make sure children make a one-to-one correspondence between tally marks and objects they cross out. Total Say: A tally chart can be used to organize information like the toys shown. Show children how to make a tally mark. Have them cross out a drum and make a tally mark next to the drum in the chart. Have them cross out a Teddy bear and make a tally mark next to the Teddy bear in the chart. Show children how to cross 4 tallies with a fifth one. Explain that making groups of 5 makes it easier to count up the tallies. Have children continue crossing out toys and making tallies until all the toys have been counted. 2. Ask: How many tallies do you have for the Teddy bear? Have children write 8 in the total column of the chart. Repeat for the drum and top.. Ask: Which toy has the most? Have children circle the drum in item 2. Which toy has the least? Have children circle the top in item. 4. Ask: How many more drums than Teddy bears are there? Have children write 4 for item Ask: How many Teddy bears and tops are there altogether? Have children write 1 for item 5. Error Intervention If children incorrectly find how many more of one object than another, then use B18: Comparing Stories, B24: Thinking Addition to 12 to Subtract, B: Stories about Comparing, and B9: Using Subtraction Strategies. If You Have More Time Draw a blank tally chart on the board with toys. Have each child make a tally mark by his or her favorite of the toys. As a class, find the totals and answer questions about the chart. Intervention Lesson D72 2 Intervention Lesson D72 Tallying Results (continued) For Exercises 6 to 10, use the picture at the right. 6. Make tally marks to show how many of each there are. Then write each total. Total Which has the most? 8. Which has the least? 9. How many more spoons than cups? How many cups and plates in all? Intervention Lesson D72 Intervention Lesson D72

23 Counting by 10s to 100 A7 10, 20, 0, 40, 50, 60, 70, 80, 90, 100, How many? Show 70 in tens. A A7-D72.indd A7 7/1/08 :1:01 PM

24 Ordering Numbers to 12 with a Number Line A1 Use the number line. Write the missing numbers Reasoning Find the number between 9 and 12. A

25 Using Skip Counting Use the pictures to skip count. A16 How many ears are there? Count by 2s. 2,,,,,, 2. How many cans are there? Count by 5s.,,,,,,. How many balls are there? Count by 10s.,,,,,, 4. Find the missing number., 50, 55, 60, 65, 70, Find the missing number. 20, 22, 24,, 28, A16

26 Odd and Even Draw counters to show each number. Try to make equal rows. Then circle odd or even. A odd even odd even odd even odd even 5. Find the pattern. Complete the sentence The shaded numbers are. less than 20 even greater than 40 odd A17

27 Before, After, and Between Write the number that comes just before. A19, 27, 51, 62 2., 76, 45, 4 Write the number that comes just after.. 41, 0, 59, 4. 85, 28, 6, Write the number that comes between ,, 2 59,, 61 87,, ,, 47 74,, 76 9,, 95 Number Sense 7. The number on Fido s dog tag comes just after 49. Which is the number on Fido s dog tag? A19

28 Joining Stories B7 Write a number sentence for each picture =. + = 4. + = 5. + = + = B7

29 Adding Doubles Add to find the double. B = + = Write the missing number that makes each sentence true = = 18 B12

30 Facts with 5 on a Ten-Frame B14 Look at the ten-frames. Write an addition fact with 5. Then write an addition fact for = + = = + = = + = = + = = = = = B14

31 Making 10 on a Ten-Frame Draw counters to solve. Write the missing numbers. B Draw a picture of 8 purple flowers and 4 red flowers. Make a 10. Write two addition sentences. + = + = B15

32 Missing Parts Draw how many are missing. Write the number. B16 8 in all in all in all in all in all in all in all B16 4 7

33 Adding Tens Write numbers to complete each number sentence. C1 tens + tens = tens + = 2. 5 tens + 2 tens = 7 tens =. tens + 4 tens = 7 tens + = 4. 2 tens + tens = 5 tens + = 5. 7 tens + 2 tens = 9 tens + = 6. 6 tens + tens = 9 tens + = 7. 1 ten + 8 tens = 9 tens + = C1

34 Adding on a Hundred Chart C Use the hundred chart to add Reasoning 7. Which addition sentence matches the clues? Start at 4. Move down 4 rows. Move right 2 columns = = = = 76 C2

35 Adding Tens to a Two-Digit Number Write each number sentence. C Think 2. Think = + =. Think 4. Think = + = Number Sense C

36 Estimating Sums Find the number on the number line. Write the closest ten. C is about is about.. 47 is about is about. Find the closest 10. Estimate is closest to is closest to is about is closest to is closest to is about is closest to is closest to is about C5

37 Subtracting on a Hundred Chart Subtract using the hundred chart. C C14

38 Time to the Half Hour Write the time shown on each clock D Show :00 on the clock Show :0 on the clock D5

39 Ordering and Estimating Time About how long does each activity take? Mark your estimate. D6 about 1 minute about 1 day about 1 hour about 2 days 2. about 2 minutes about 1 day about 2 hours about 2 days. going on vacation about 1 minute about 10 hours about 10 minutes about 10 days 4. about 1 minute about 10 minutes Build a doghouse. about 1 hour about 1 day D6

40 Properties of Plane Shapes Color shapes with 4 corners blue. Color shapes with corners red. Color shapes with 0 corners green. D51 Color shapes with 4 sides blue. Color shapes with sides red. Color shapes with 0 sides green. D51

41 Making New Shapes from Shapes Use pattern blocks to make each shape. Trace your new shape. D52 Use This Shape Make This Shape Trace New Shape Use pattern blocks to make a new shape. Draw the blocks you used below. D52

42 Tallying Results Make tally marks to show how many flowers of each kind there are. Then write each total. D72 Rose Total Tulip Daisy Use your tally to answer the questions. 2. Which kind of flower is there the most of?. Which kind of flower is there the least of? D72

43 Answers for A7, A1, A16, A17 Counting by 10s to , 20, 0, 40, 50, 60, 70, 80, 90, 100, How many? A7 Ordering Numbers to 12 with a Number Line Use the number line. Write the missing numbers. A Show 70 in tens. 6. Reasoning Find the number between 9 and A7 A1 A7 A1 Using Skip Counting Use the pictures to skip count. How many ears are there? Count by 2s A ,,,,,, 2. How many cans are there? Count by 5s ,,,,,,. How many balls are there? Count by 10s ,,,,,, Odd and Even Draw counters to show each number. Try to make equal rows. Then circle odd or even Find the pattern. Complete the sentence. A17 odd even odd even odd even odd even 4. Find the missing number., 50, 55, 60, 65, 70, Find the missing number. 20, 22, 24,, 28, A16 A The shaded numbers are. less than 20 even greater than 40 odd A17 A17 Answers: A7, A1, A16, A17

44 Answers for A19, B7, B12, B14 Before, After, and Between Write the number that comes just before , 27, 51, 62 2., 76, 45, 4 Write the number that comes just after , 0, 59, 4. 85, 28, 6, Write the number that comes between A ,, 2 59,, 61 87,, ,, 47 74,, 76 9,, 95 Number Sense 7. The number on Fido s dog tag comes just after 49. Joining Stories Write a number sentence for each picture = = = = B7 Which is the number on Fido s dog tag? = A19 B7 A19 B7 Adding Doubles Add to find the double. 2. B12 Facts with 5 on a Ten-Frame Look at the ten-frames. Write an addition fact with 5. Then write an addition fact for 10. B = = Write the missing number that makes each sentence true = + = = + = = = + = = + = = = = 18 B12 Answers: A19, B7, B12, B14 B = B14 B =

45 Answers for B15, B16, C1, C2 Making 10 on a Ten-Frame Draw counters to solve. Write the missing numbers B15 Missing Parts Draw how many are missing. Write the number. 8 in all in all B in all in all in all in all Draw a picture of 8 purple flowers and 4 red flowers. Make a 10. Write two addition sentences. PF PF PF PF PF PF PF PF RFRF RFRF 7. 7 in all = + = 4 7 B15 B16 B15 B16 Adding Tens Write numbers to complete each number sentence. C1 Adding on a Hundred Chart C tens + tens = tens = 2. 5 tens + 2 tens = 7 tens = 70. tens + 4 tens = 7 tens = 4. 2 tens + tens = 5 tens = 5. 7 tens + 2 tens = 9 tens = 6. 6 tens + tens = 9 tens = 7. 1 ten + 8 tens = 9 tens = C1 C A7-D72.indd C1 6/25/08 10:04:0 AM Use the hundred chart to add Reasoning 7. Which addition sentence matches the clues? Start at 4. Move down 4 rows. Move right 2 columns = = = = 76 C C2 Answers: B15, B16, C1, C A7-D72.indd C2 6/25/08 10:04:05 AM

46 Answers for C, C5, C14, D5 Adding Tens to a Two-Digit Number Write each number sentence. C Estimating Sums Find the number on the number line. Write the closest ten. C5 Think 2. Think = = 77 Number Sense = 56 Think = C C A7-D72.indd C 6/25/08 10:04:07 AM Think C is about is about.. 47 is about is about. Find the closest is closest to is closest to is closest to 19 is closest to is closest to 62 is closest to Estimate is about is about is about 100 C A7-D72.indd C5 6/25/08 10:04:08 AM Subtracting on a Hundred Chart Subtract using the hundred chart. C Time to the Half Hour Write the time shown on each clock D C A7-D72.indd C14 6/25/08 10:04:10 AM Answers: C, C5, C14, D C14 5. Show :00 on the clock D Show :0 on the clock D A7-D72.indd D5 6/25/08 10:04:11 AM

47 Answers for D6, D51, D52, D72 Ordering and Estimating Time D6 About how long does each activity take? Mark your estimate. about 1 minute about 1 day Properties of Plane Shapes Color shapes with 4 corners blue. Color shapes with corners red. Color shapes with 0 corners green. D51 about 1 hour about 2 days blue blue red 2. about 2 minutes about 1 day about 2 hours about 2 days green red blue. going on vacation about 1 minute about 10 hours about 10 minutes about 10 days Color shapes with 4 sides blue. Color shapes with sides red. Color shapes with 0 sides green. 4. about 1 minute about 10 minutes green blue red Build a doghouse. about 1 hour about 1 day blue blue blue D6 D51 D6 D51 Making New Shapes from Shapes Use pattern blocks to make each shape. Trace your new shape. D52 Tallying Results Make tally marks to show how many flowers of each kind there are. Then write each total. D72 Use This Shape 2.. Make This Shape Trace New Shape Check children s drawings. Check children s drawings. Check children s drawings. Rose Tulip Daisy Use your tally to answer the questions. Total Which kind of flower is there the most of? 4. Use pattern blocks to make a new shape. Draw the blocks you used below.. Which kind of flower is there the least of? Answers will vary. D52 D52 D72 D72 Answers: D6, D51, D52, D72