Grade 1: Step Up to Grade 2 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 1: Step Up to Grade 2 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 3:55:50 PM

2 A29 Number Words to Twenty C8 A32 Numbers to 100 on the Number Line Adding Two-Digit and One-Digit Numbers C12 Subtracting C13 Finding Parts of 100 C22 Two-Digit Subtraction A _SLPSHEET_FSD 2 Underst anding On e as a Fraction A61 Comparing Sets of Coins C31 Estimating Differences A86 Ordering Numbers to 999 D25 Inches B23 Using Doubles to Subtract D26 Centimeters and Meters B32 Stories about Separating D50 Flat Surfaces of Solid Figures B33 Stories about Comparing D51 Properties of Plane Shapes B44 Arrays and Multiplication D89 B47 Multiplying by 2 and 5 Making Bar Graphs to Show Outcomes 6/6/08 3:56:12 PM

3 Number Words to Twenty Intervention Lesson A29 Number Words to Twenty Intervention Lesson A29 Teacher Notes One 1 Eleven 11 Two 2 Twelve 12 Three 3 Thirteen 13 Four 4 Fourteen 14 Five 5 Fifteen 15 Six 6 Sixteen 16 Seven 7 Seventeen 17 Eight 8 Eighteen 18 Nine 9 Nineteen 19 Ten 10 Twenty 20 Materials: Two-color counters, 20 per child 1. Have children show one counter. Say the word in the blank beside the word one as a class while children point to the word. Then have the children write the number in the blank beside the word. 2. Have children add one more counter. Say the word two as a class while children point to the word. Then have children write the number in the blank beside the word. 3. Repeat for each number to twenty. Intervention Lesson A Ongoing Assessment Make sure children can rote count to 20. Encourage them to count and point to each number word and symbol as they say the number. Error Intervention If children keep looking at the first page in order to do the matching, then help them read the number words using phonics. If You Have More Time Have pairs of students write the words and the symbols on index cards and then shuffle the deck. Each child takes 7 cards from the deck and makes as many pairs as possible with those cards. Then the children take turns drawing a card from the deck, trying to make a pair, and throwing one card away. The other child may pick up the discarded card or may draw a card from the deck. The game is over when one child pairs up all his or her cards. Intervention Lesson A29 Number Words to Twenty (continued) Match each word to the correct number. 1. twelve 9 2. eighteen 4 3. nine fifteen four eight nineteen eleven twenty fourteen Intervention Lesson A29 Intervention Lesson A29

4 Numbers to 100 on the Number Line Intervention Lesson A32 Intervention Lesson A32 Numbers to 100 on the Number Line Sample answers are shown. 1. Say: Every number has its own place on the number line. The numbers go in order from least to greatest. What number comes after 20? Have children write 21 in the box. 2. What number comes between 23 and 25? Have children write 24 in the second box. 3. Have children complete the number lines for Problems 1 and 2. Ask questions like those above for children who have difficulty. 4. For Problem 3, have children find 64 on the number line and circle it and its point. Ask: What number is before 64? After? Have children circle 67 and its point. Ask: Is 67 greater than or less than 64? 5. Have children circle a number that is greater than 53 on the last number line. Then have them circle one that is less than 46. Teacher Notes Ongoing Assessment Ask: Which number is greater, a number left of 50 or a number right of 50, on the number line? The number right of 50 is greater. Numbers increase from left to right on the number line. Error Intervention If children have trouble associating numbers with points on a number line, then use A13: Ordering Numbers to 12 with a Number Line. If You Have More Time Have 11 children each write a different number from 70 to 80 on a sheet of paper and line up in any order, facing the class. Have other children take turns telling one child where to move to show where that child s number would go on the number line. Continue until the numbers are in order. Intervention Lesson A Intervention Lesson A32 Numbers to 100 on the Number Line (continued) Write the missing numbers Circle the numbers on the number line , , Intervention Lesson A32 Intervention Lesson A32

5 Understanding One as a Fraction Intervention Lesson A41 Understanding One as a Fraction Reasoning parts red parts in all parts blue parts in all parts orange parts in all parts orange parts in all Materials: Crayons or markers 1. Have children color all 4 parts of the circle red. Ask: How many parts are red? Have children write 4. How many parts in all? Have children write 4 again. What fraction of the circle is red? Say: Four fourths are red. 2. Ask: Is the whole circle red? Say: So, four fourths equal one whole. Have children write Have children color all 3 parts of the square blue. Ask questions like those above. 4. Have children finish the other problems, coloring all 6 parts of the square orange and all 8 parts of the octagon yellow. Intervention Lesson A Intervention Lesson A Teacher Notes Ongoing Assessment Ask: If a pizza is divided into 8 equal slices, how many slices would it take to equal the whole pizza? 8 What fraction of the pizza equals a whole? 8 8 Error Intervention If children have difficulty writing fractions, then use A38: Writing Fractions for Part of a Region. If You Have More Time Have children name things that come divided into equal parts. State how many equal parts it has and then say a fraction for the whole. Intervention Lesson A41 Understanding One as a Fraction (continued) Color each shape. Write a fraction equal to Reasoning Color the whole group Intervention Lesson A41 Intervention Lesson A41

6 Comparing Sets of Coins Intervention Lesson Intervention Lesson A61 Teacher Notes A61 Comparing Sets of Coins 1. Ongoing Assessment Make sure children understand which coins have the same value. For example, make sure they know that two nickels equal a dime and that two dimes and a nickel equal a quarter. 70 < 75 Error Intervention If children have trouble counting the value of groups of coins, then use A58: Quarters and A60: Counting Sets of Coins. 2. If children have trouble with the and signs, 62 > then use A27: Using,, and to Compare Numbers. 58 Materials: 3 quarters, 5 dimes, 3 nickels, and 3 pennies per child or pair. 1. Have children use the coins to match the ones in the first group. Have them arrange the coins, count on, and write the total value. If You Have More Time 2. Have children line up the two groups of coins as shown. Have them cross out the first quarter in each group because they have the same value. Have them continue to cross out coins with the same value, 2 quarters, 2 dimes, and then 2 nickels and the dime. Since the second group of coins has a nickel left, it is greater than the first set. That means and the first set is less than the second. Have children write. 3. Point out that 70 cents is less than 75 cents, since 70 is less than Repeat for the second group of coins. Tell children to not use coins from their first group. 5. Have children find the value of each set of coins in item 2 and compare. Intervention Lesson A61 Intervention Lesson 215 Have children work in pairs. Put about 15 assorted coins in a paper bag. Have each child pull 5 coins from the bag without looking. Each child counts the set of coins drawn. Then they compare to decide which set is worth more. Have them return the coins to the bag and repeat. A61 Comparing Sets of Coins (continued) Write the total amounts and compare them. Write,, or > > > Intervention Lesson A61 Intervention Lesson A61 82

7 Ordering Numbers to 999 Intervention Lesson A86 Ordering Numbers to 999 Intervention Lesson A86 Teacher Notes least greatest least greatest least greatest least greatest Materials: Place value blocks, 10 hundreds, 8 tens, 10 ones per pair or group 1. Have children show 132, 223, and 124 with blocks. 2. Ask: Which number has the greatest number of hundreds? 223 Say: If one number has more hundreds than all the others, it is the greatest. Have children write 223 on the line with greatest. 3. Ask: Does one number have the fewest number of hundreds? No, 132 and 124 have the same number of hundreds. Say: When two or more numbers have the same number of hundreds, compare the tens. Which number has fewer tens, 132 or 124? 124 Say: So, 124 is the least. Have children write 124 on the line with least. 4. Ask: Which number is between 124 and 223? Have children write Say: So the numbers in order from least to greatest are: 124, 132, Have children order the other sets of numbers, using place value blocks, if they wish. Intervention Lesson A Intervention Lesson A86 Ongoing Assessment Make sure children start by looking at the hundreds. Error Intervention If children have difficulty with the concept of ordering, then use A28: Ordering Three Numbers, A85: Before After, and Between, A84: Comparing Numbers to 999, and A83: Patterns with Numbers on Hundreds Charts. If You Have More Time Put children in groups of 4. Have 3 children each write a different three-digit number on a half sheet of paper and then physically line up in any order. Have the fourth child reorganize the children to show the numbers in order from least to greatest. Continue until each person in the group gets to be the reorganizer. If two of the students write the same number have the reorganizer put them one in front of the other. Ordering Numbers to 999 (continued) Write the numbers in order from least to greatest least greatest least greatest least greatest least greatest least greatest least 11. Reasoning The Lions have 117 points, the Cougars have 112 points, and the Tigers have 121 points. Which team has the least number of points? Cougars greatest 266 Intervention Lesson A86 Intervention Lesson A86

8 Using Doubles to Subtract Intervention Lesson B23 Using Doubles to Subtract Intervention Lesson B23 Teacher Notes So Ongoing Assessment Ask: What double addition fact can help you find 4 2? So Error Intervention If children do not know the double addition facts, then use B12: Adding Doubles So Materials: Snap cubes, 12 for each child 1. Have children make 2 trains of 3 snap cubes each. Ask: How much is 3 plus 3? Have children write 6. Have children break the train apart into two trains with 3 each. Ask: Since 3 plus 3 is 6, what is 6 minus 3? Have children write Say: If you know the doubles addition facts, you can use them to subtract. Have children use cubes to find 8 4 and Ask: What doubles addition fact can you use to find 4 minus 2? Have children complete = 4. Ask: What is 4 minus 2? Have children write 2. If students have trouble relating addition and subtraction, then use B19: Relating Addition and Subtraction. If You Have More Time Have children draw pictures to show double subtraction facts. Have them write a fact to match each picture. Intervention Lesson B Intervention Lesson B23 Using Doubles to Subtract (continued) Find the double. Then subtract. Use cubes if you like So So Write an addition fact. Then subtract So So So So Carolyn has 6 apples and 3 oranges. How many pieces of fruit does she have in all? 9 pieces of fruit 110 Intervention Lesson B23 Intervention Lesson B23

9 Stories about Separating Intervention Lesson B32 Stories about Separating Intervention Lesson B32 Teacher Notes Ongoing Assessment Observe which children can solve the Exercises with pictures and which need to use counters. Error Intervention If children have trouble writing number sentences for the separating stories, then use B2: Subtraction and B17: Separating Stories Materials: Counters, 18 for each child 1. Say: Rosa had 12 balloons. Have children put 12 counters in the first box and write 12 in the first line of the number sentence. Say: Rosa gave her sister 3 balloons. Have children move 3 counters to the second box and write 3. Ask: How many balloons did Rosa have then? Have children count how many counters are left in the first box and write Say: Quaid had 15 marbles. Have children put 15 counters in the first box and write 15. Say: Quaid gave his brother 7 marbles. Have children move 7 counters to the second box and write 7. Ask: How many marbles did Quaid have then? Have children count how many counters are left in the first box and write Say: What if Rosa had 18 balloons and gave away 9? How many balloons would Rosa have then? Have children write a number sentence and use counters to solve. 4. Say: What if Quaid had 13 marbles and gave 6 away? How many marbles would Quaid have then? Have children write a number sentence and use counters to solve. Intervention Lesson B If You Have More Time Have children work in pairs. One child tells a separating story. The other child writes a number sentence and solves. Then, they change roles and repeat. Intervention Lesson B32 Stories about Separating (continued) Draw a picture to find the difference. Then write the numbers birds are sitting on the fence. 7 birds fly away. How many birds are left? pigs are in the pen. 5 pigs run away. How many pigs are still in the pen? ducks are in the pond. 9 ducks swim away. How many ducks are left? Intervention Lesson B32 Intervention Lesson B32

10 Stories about Comparing Intervention Lesson B33 Stories about Comparing Intervention Lesson B33 Teacher Notes Ongoing Assessment Observe that children are taking away the counters in pairs, not all from one row. Make sure they understand that they are finding how many more counters are in one row than in the other more crayons more grapes more apples more fish more hair bows Materials: Counters, 18 for each child 1. Say: Alicia had 12 crayons. Have children show 12 counters in a row and write 12. Say: Max had 5 crayons. Have children show 5 counters in a row below Alicia s and write 5. Say: How many more crayons did Alicia have than Max? Have children remove 1 counter from each row at the same time. Have them continue removing pairs until all the counters in the top row are gone. Have children complete the number sentence by writing Say: Jaden had 16 grapes. Have children show 16 counters in a row and write 16. Say: Rafel had 8 grapes. Have children show 8 counters in a row below Jaden s and write 8. Say: How many more grapes did Jaden have than Max? Have children remove 1 counter from each row at the same time. Have them continue removing pairs until all the counters in the top row are gone. Have children complete the number sentence by writing Say: Vero had 14 apples and 5 oranges. How many more apples than oranges did she have? Have children use counters to write and solve the number sentence. 4. Say: Miles had 15 fish. Olivia had 6 fish. How many more fish did Miles have than Olivia? Have children use counters to write and solve the number sentence. 5. Say: Poppy had 11 hair bows. Lora had 3 hair bows. How many more hair bows did Poppy have than Lora? Have children use counters to write and solve the number sentence. Intervention Lesson B Error Intervention If children have trouble writing number sentences for the comparing stories, then use B18: Comparing Stories. If You Have More Time Have two different size groups of children come to the front of the class and line up in two rows, one group in each row. Have children in their seats write a number sentence for how many more children are in one group than another. Then, have one child from each group sit down. Continue until there are no children left in the smaller group. Have children count the remaining children to check their number sentences. Intervention Lesson B33 Stories about Comparing (continued) Draw a picture to find the differences. Then write a subtraction sentence dogs are in a pen. 5 dogs are chasing a cat. How many more dogs are in the pen? 6 more dogs Paul has 14 dimes. Sue has 6 dimes. How many more dimes does Paul have than Sue? 8 more dimes apples are in a basket. 8 apples are on the ground. How many more apples are in the basket? 9 more apples Intervention Lesson B33 Intervention Lesson B33

11 Arrays and Multiplication Intervention Lesson B44 Arrays and Multiplication Intervention Lesson B44 Teacher Notes Materials 16 counters per student 1. Show an array of 4 rows with 2 counters in each row. 2. Write a multiplication sentence for the array Number Number of Total of Rows Counters in Number of Each Row Counters 3. How many counters are in the array? 8 4. Show an array of 2 rows with 4 counters in each row. 5. Write a multiplication sentence for this array Number Number of Total of Rows Counters in Number of Each Row Counters 6. How many counters are in this array? 8 7. Both arrays have 8 counters. So, Since both arrays have 8 counters then you can say, 4 2 8, and Knowing one multiplication fact means you know another. 9. If you know , then you know Intervention Lesson B Intervention Lesson B44 Ongoing Assessment Ask: If you know , why can you say you know that ? Sample answer: The arrays are made with the same number of counters, one array is just the other one turned sideways. Error Intervention If students get confused on the correct fact for a given array or have difficulty drawing the right number of rows with the right number in each for a given fact, then encourage the students to read the multiplication fact as 6 rows of 4 instead of 6 times 4. If You Have More Time Have students in pairs. Have one partner draw an array, or make it if counters are available, and write the multiplication sentence. Then have the other partner draw or make the corresponding fact, like 5 7 for 7 5, and write the multiplication sentence for it. Arrays and Multiplication (continued) Write a multiplication sentence for each array Draw an array to find each multiplication fact. Write the product The array should The array should show 3 rows of 5. show 2 rows of 6. Fill in the blanks , so , so , so , so , so , so Reasoning How does an array show equal groups? Each row has the same number of objects. 152 Intervention Lesson B44 Intervention Lesson B44

12 Multiplying by 2 and 5 Intervention Lesson B47 Multiplying by 2 and 5 Intervention Lesson B47 Teacher Notes 1. Continue skip counting by 2s on the number line below Each number that a hop lands on is a multiple of two. Circle each multiple of 2 on the number line. Then list them in the blanks below To find 6 2, count by 2s until 2s Facts you have said 6 numbers. 2, 4, 6, 8, 10, = = 10 So, = = Repeat 3 above for each 2 2 = = 14 of the 2s facts in the table. Complete the table. 3 2 = = = = Reasoning What is the pattern in the products of the 2s facts? All of the multiples of 2 end in 0, 2, 4, 6, or Continue skip counting by 5s on the number line below. Circle each multiple of 5 on the number line Intervention Lesson B Ongoing Assessment Ask: Since all the multiples of 2 end in either 0, 2, 4, 6, or 8, are multiples of 2 odd or even? Even Error Intervention If students are having trouble with problems like 2 8, then have the students think about the doubles addition facts. 2 8 is 2 groups of 8, or 8 8. Since , then If You Have More Time Have 2 students each take 9 index cards and label their cards 1 through 9. Shuffle the cards. The first round is 2s facts. Each student takes a turn drawing a card and finding the product of that number times 2. If correct, the student keeps the card, otherwise it goes back into the pile. After all cards from the pile are used, shuffle and repeat with the 5s facts. Intervention Lesson B47 Multiplying by 2 and 5 (continued) 7. Circle each multiple of 5 on the number line. Then list them in the blanks below To find 7 5, count by 5s until 5s Facts you have said 7 numbers. 5, 10, 15, 20, 25, 0 5 = = 25 30, = = 30 So, = = Repeat 8 above for each of 3 5 = = 40 the 5s facts in the table. 4 5 = = Reasoning What is the pattern in the products of the 5s facts? All of the multiples of 5 end in 0 or 5. Complete each multiplication problem _ 3 _ 6 _ 2 _ _ 2 _ 5 _ 3 _ _ 4 _ 5 _ 4 _ Reasoning Movie tickets are on sale for $5 each. Ross, Emily, and John want to see the movie. Is $18 enough for all of their tickets? Explain. Yes; and $15 $ Intervention Lesson B47 Intervention Lesson B47

13 Adding Two-Digit and One-Digit Numbers Intervention Lesson C8 Intervention Lesson C8 Adding Two-Digit and One-Digit Numbers Materials: Snap cubes, 34 per pair or group 1. Have children show two 10-trains and six individual cubes for 26. Then have them show 8 individual cubes. Ask: How much is 6 ones and 8 ones? 14 ones If you have 14 ones can you regroup? Have children snap together 10 ones to make 1 ten-train. Ask: The 14 ones equal how many tens and ones? 1 ten and 4 ones; Have children write a 4 in the bottom of the ones column of the second placevalue chart, to show 4 ones, and a 1 in the box at the top of the tens column to show 1 ten. Say: Add the tens. How much is 2 tens plus 1 ten? Have children write the 3 in the tens column of the last place-value chart. Ask: How much is 3 tens and 4 ones? 34 So, Have children show two 10-trains and three individual cubes for 23. Then have them show four individual cubes. Ask: How much is 3 ones and 4 ones? 7 ones If you have 7 ones can you regroup? No; Have children write the 7 at the bottom of the ones column of the second place-value chart. Ask: How many tens? 2; Have children write a 2 in the tens column of the last place-value chart. Ask: How much is 2 tens and 7 ones? 27 So, Do Problem 3 similar to Problem 1. Adding Two-Digit and One-Digit Numbers (continued) Intervention Lesson C8 71 Intervention Lesson C8 Teacher Notes Ongoing Assessment Ask: Which addition problem does not need regrouping? 14 8, 25 5, 53 4, Error Intervention If children continually reverse the placement of the regrouped ten and the remaining ones, for example if the ones had a sum of 14 and they carry the 4 to the top of the tens column and leave the 1 at the bottom of the ones, then have children write 14 as tens and ones and put 14 in a place-value chart with nothing else in it. Emphasize that the 1 goes in the tens column and the 4 goes in the ones column. If You Have More Time Put children in pairs. Give each pair a penny, a copy of a calendar, and a number cube labeled 4 through 9. Have one child flip the penny onto the calendar without looking, while the other child rolls the number cube. Have both children find the sum of the number of the day the penny landed on and the number that was rolled on the cube. Have them change roles and repeat. Add. Regroup if you need to Intervention Lesson C8 Intervention Lesson C8

14 Subtracting Intervention Lesson C12 Subtracting Intervention Lesson C12 Teacher Notes tens 5 tens 2 tens tens 2 tens 5 tens tens 2 tens 4 tens Materials: Snap cubes, 70 for each pair or group 1. Have children make seven 10-trains. Then have them take five of the 10-trains away and cross out 5 of the ten-trains shown. Ask: Seven tens minus five tens equal how many tens? Have children write 2. Ask: How much is 7 tens? Have children write 70. Ask: How much is 5 tens? Have children write 50. Ask: How much is 2 tens? Have children write 20. Say: So, Do the other problems similarly. Ongoing Assessment Ask: How much is 8 tens minus 3 tens? 50 Error Intervention If children have trouble deciding how much a set of ten is, then use A7: Counting by 10s to 100. If You Have More Time Put children in pairs. Give each pair nine 10-trains. Have children work together to write 4 different subtraction sentences starting with 90, such as ; If time allows, have them do the same for eight 10-trains. Intervention Lesson C12 79 Intervention Lesson C12 Subtracting (continued) Write the numbers. Subtract tens 1 ten 6 tens 2 tens tens 4 tens 8 tens 7 tens tens 4 tens 7 tens 7 tens Intervention Lesson C12 Intervention Lesson C12

15 Finding Parts of 100 Intervention Lesson C13 Finding Parts of 100 Intervention Lesson C13 Teacher Notes 1. 55, 56, 57, 58, 59, 60, 70, 80, 90, , 65, 75, 85, 95, 96, 97, 98, 99, Materials: Snap cubes, 100 for each pair or group 1. Have children show five 10-trains and one 5-train of cubes. Ask: How can you find out how many more snap cubes it will take to make 100? Give children time to discuss possible ways. Say: One way is to add ones until you make the next ten. Then count by tens until you get to 100. Start with 55 and add one snap cube at a time until you reach a ten. Have the children add a snap cube to the 5-train, say 56, and write 56. Have them do this until they reach 60. Say: Now count by tens. Have the children add a 10-train down to the pile, say 70, and write 70. Do this until they reach 100. Say: You added 5 ones and 4 tens. How much is 5 ones and 4 tens? Have children write 45. Say: So you had to add 45 to 55 to get Have children show five 10-trains and one 5-train of cubes again. Say: Another way is to add tens first and then add ones. Start with 55 and add tens until you reach either 100 or a number in the 90s. Have the children add a 10-train to the pile, say 65, and write 65. Have them do this until they reach 95. Say: Now count by ones until you reach 100. Have children add a snap cube to the 5-train, say 96, and write 96. Do this until they reach 100. Say: You added 4 tens and 5 ones. How much is 4 tens and 5 ones? Have children write Ask: Does it matter if you count by ones first or tens first? No Intervention Lesson C13 81 Ongoing Assessment Ask: One hundred children are in the second grade. Eighty-four of them have already had their picture taken. How many children have not gotten their picture taken yet? 16 Error Intervention If children have difficulty understanding while using snap cubes, then use the same process, but with filling partial ten-frames with counters and then adding complete ten frames. If You Have More Time Have children work in pairs with 9 ten-trains, ten individual cubes, and a bag. One child hides a combination of 10-trains and individual cubes in the bag. The other child tells how many are in the bag by looking at the ones outside. Then, they change roles and repeat. Intervention Lesson C13 Finding Parts of 100 (continued) Add on to find the other part of 100. Use mental math or cubes Reasoning The lunchroom holds 100 children. There are 60 children eating in the lunchroom. How many more can join them? children 82 Intervention Lesson C13 Intervention Lesson C13

16 Two-Digit Subtraction Intervention Lesson C22 Two-Digit Subtraction Intervention Lesson C22 Teacher Notes _ 73 _ 19 _ 36 _ 28 _ 20 _ Materials: Have snap cubes available for children who need them 1. Ask: How many ones are in 76? 6 How many ones are in 28? 8 Does 76 have 8 ones to take away? No Do you need to regroup? Yes How many tens are in 76? 7 If you trade one ten for ten ones, how many tens are left? 6 tens Show this by crossing out the 7 tens in the place-value chart and writing 6 at the top of the tens column. Make sure children record correctly. You had 6 ones and traded one ten for ten ones. How many ones do you have now? 16 Show this by crossing out the 6 ones and writing 16 at the top of the ones column. Make sure children record correctly. 2. Ask: How much is 16 ones minus 8 ones? Have children write 8 in the ones column. Ask: How much is 6 tens minus 2 ten? Have children write 4 in the tens column. Say: How much is 4 tens and 8 ones? 48 So, 76 minus 28 is Do other problems, similarly. When you get to 91 73, which is not in a place-value chart, start by asking how many tens and ones are in each number. Ongoing Assessment Ask: How do you know you need to regroup to subtract if you don t have snap cubes? You need to regroup because 4 is greater than 2. Error Intervention If children have trouble regrouping, then use C19: Subtracting Two-Digit and One-Digit Numbers and C21: Subtracting with Regrouping. If children have trouble deciding when to regroup, then use C20: Deciding when to Regroup in Subtraction. If You Have More Time Have children make up word problems involving subtracting two-digit numbers. Let them draw a picture to illustrate their problems. Then, have children trade problems with a partner to solve. Intervention Lesson C22 99 Intervention Lesson C22 Two-Digit Subtraction (continued) Subtract. Regroup if you need to. If you had to regroup, color those shapes red. Color the other shapes blue. 27 _ blue 96 _ _ _ 21 7 red blue blue 23 _ 4 19 blue 91 _ red 15 _ 6 9 red 67 _ red 97 _ blue 73 _ red 63 _ red blue 92 _ _ blue 65 _ blue 17 _ 4 13 blue 100 Intervention Lesson C22 Intervention Lesson C22

17 Estimating Differences Intervention Lesson C31 Estimating Differences Intervention Lesson C31 Teacher Notes When Jarvis subtracted 41 29, he got a difference of 12. To check that this answer is reasonable, use estimation. 1. Round each number to the nearest ten. 41 rounded to the nearest ten is rounded to the nearest ten is Subtract the rounded numbers Since 12 is close to 10, the answer is reasonable. DaNitra subtracted and got a difference of 406. To check that this answer is reasonable, use estimation. 3. Round each number to the nearest hundred. 685 rounded to the nearest hundred is rounded to the nearest hundred is Subtract the rounded numbers Since 406 is close to 400, the answer is reasonable. Ongoing Assessment Ask: What is the largest number that can be subtracted from 882 so that the difference is 300 when both numbers are rounded to the nearest hundred? 649 Error Intervention If students are having trouble with rounding the numbers correctly, then use F2: Rounding to Nearest Ten and Hundred. If You Have More Time Have students work with a partner. Each student should write a three-digit number. Then students can estimate the difference of the two numbers by rounding to the nearest hundred. Intervention Lesson C Intervention Lesson C31 Estimating Differences (continued) Estimate by rounding to the nearest ten _ 19 _ _ 12 _ _ 45 _ Estimate by rounding to the nearest hundred _ 195 _ _ 125 _ _ 464 _ Reasoning Marlee has collected baseball cards for 3 years. Kin has collected baseball cards for 2 years. Marlee has 845 baseball cards and Kin has 612 baseball cards. About how many more baseball cards does Marlee have than Kin? Reasoning What is the smallest number that can be subtracted from 723 so that the difference is 200 when both numbers are rounded to the nearest hundred? Explain. Sample answer: 450, Since 723 will round to 700, 500 would need to be taken away from it. The smallest number that rounds to 500 when rounded to the nearest hundred is Intervention Lesson C31 Intervention Lesson C31

18 Inches Intervention Lesson D25 Inches Intervention Lesson D25 Teacher Notes Check that students estimates are reasonable. 1. Ongoing Assessment Make sure children can use and read a ruler correctly. Some common errors to watch for include not starting at the zero and not measuring in a straight line parallel to the object being measured estimate inches 2. estimate inches measure 3 inches measure 2 inches 3. estimate inches 4. estimate inches measure 4 inches measure 1 inches Materials: Inch rulers, 1 for each child 1. Show children an inch on a ruler. Ask them to find the line numbered 1 on the boat. Ask: About how many inches long do you think the line is? Have children write their estimates. 2. Draw a line on the board or overhead and demonstrate how to measure its length. Tell children to line up the zero on the ruler+ with one end of the line and read the number that is closest to the other end. Have children measure the line numbered one on the boat and write the measure. 3. Have children compare their measures to their estimates. 4. Have children estimate and then measure the other lines. Error Intervention If children have trouble comparing a unit length to a given length, then use D22: Unit Size and Measuring. If You Have More Time Have children estimate and then measure objects in the classroom to the nearest inch. Intervention Lesson D Intervention Lesson D25 Inches (continued) Use a ruler. Measure each dotted line on the house. Color the lines to show how long each line is. red 1 inch blue 2 inches green 3 inches yellow 4 inches yellow blue red red red red green 140 Intervention Lesson D25 Intervention Lesson D25

19 Centimeters and Meters Intervention Lesson D26 Centimeters and Meters Intervention Lesson D26 Teacher Notes Ongoing Assessment Ask: Would you use centimeters or meters to measure the width of the classroom? meters 1. about 1 centimeter 2. about 1 meter Check that children s estimates are reasonable about centimeters about meters Materials: meter stick and feather for demonstration 1. Show children one centimeter on the meter stick. Tell them a pencil is about one centimeter wide. Ask them to draw pictures in the first rectangle to show objects that are about one centimeter long or wide. 2. Tell children the meter stick is one meter long and a door is about one meter wide. Ask them to draw pictures in the second rectangle to show objects that are about one meter long or wide. 3. Show the feather. Ask: Would you use centimeters or meters to measure the length of the feather? centimeters About how many centimeters long is the feather? Have children write their estimates. Discuss the estimates. 4. Ask: Would you use centimeters or meters to measure the length of the bulletin board? meters About how many meters long is the bulletin board? Have children write their estimates. Discuss the estimates. Error Intervention If children have trouble estimating, then let them use a pencil and a piece of yarn cut to the width of the door to measure real objects. If You Have More Time Give children two pieces of construction paper and old magazines. Let them cut out and glue pictures to the construction paper. One piece should have pictures of things they would measure in centimeters and the other should have pictures of things they would measure in meters. Intervention Lesson D Intervention Lesson D26 Centimeters and Meters (continued) About how long or tall might the real object be? Circle the better estimate about 1 centimeter about 30 centimeters about 1 meter about 3 meters about 10 centimeters about 1 meter 9. Reasoning Would it take more centimeters or meters to measure your height? Circle your answer. about 1 centimeter about 1 meter centimeters meters 142 Intervention Lesson D26 Intervention Lesson D26

20 Flat Surfaces of Solid Figures Intervention Lesson D50 Flat Surfaces of Solid Figures Intervention Lesson D50 Teacher Notes Ongoing Assessment Ask: What shape is the flat surface on a can of soup? circle Error Intervention If children have trouble relating a solid to the shape of its flat surface, then let them trace the bottoms of the geometric solids onto a piece of paper. 4. Materials: Cylinder, cube, sphere, and cone geometric solids 1. Show the cylinder and ask children its name. Ask: Does a cylinder have any flat surfaces? It has two. Ask: If you traced one of the flat surfaces, what shape would you get? Hold the cylinder against the board or overhead and trace around the bottom to make a circle. Have children ring the circle. 2. Repeat with the cube and the cone similarly. 3. Show the sphere. Ask: Does a sphere have any flat surfaces? no If You Have More Time Give children a cube and either a cone or a cylinder. These can be real objects or shapes made out of poster board. Also, provide paint so that children can make a picture by putting the solids in the paint and pressing them onto a piece of paper. Intervention Lesson D Intervention Lesson D50 Flat Surfaces of Solid Figures (continued) Look at each shape. Circle the object that has the flat surface Intervention Lesson D50 Intervention Lesson D50

21 Properties of Plane Shapes Intervention Lesson D51 Properties of Plane Shapes Intervention Lesson D51 Teacher Notes 1. Square 2. 3 corners corners 4. 6 sides 3 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 1. 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. 3. Ask the children to choose the shape with 3 corners, trace it in the second space, and write the number of sides. Ask: What is the name of the shape with 3 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 3 corners and 3 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 3 sides 3 corners 9. Color 192 Intervention Lesson D51 Intervention Lesson D51

22 Making Bar Graphs to Show Outcomes Intervention Lesson D89 Intervention Lesson D89 Teacher Notes Making Bar Graphs to Show Outcomes Materials 3 index cards (cut in half vertically), bag 1. Write each letter in the word MUMMY on an index card. Use the extra index card to make a tally chart for the possible outcomes: M, U, and Y. 2. Place the letters in a bag. Shake them and without looking pick a letter. Tally the letter. Replace the letter, shake, pick, and tally. Do this 20 times. Answer 3 to 8 to make and use a bar graph of the results. 3. Write the title: Letters Picked from Bag above the graph and label the axes: Outcome and Number of Times. 4. Complete the scale. Make the scale by 2s. 5. Draw a bar for each letter. For every 2 tally marks for the letter M, color in one square above the letter M. After coloring a square for every 2 tallies, if you have a tally left over, color half of a square. Do this for U and Y. 6. Which two letters were picked about the same number of times? U and Y Letters Picked from Bag M U Y Outcome 8. Reasoning Predict the next letter picked. Explain how you made your prediction. M; it is the outcome that occurred most often. Intervention Lesson D Number of Times 7. Which bar is the longest? M The lengths of the bars will vary, the bar for M should be the tallest. Since the bar above M is the longest, M is the outcome that occurred most often. Intervention Lesson D89 Ongoing Assessment Ask: How can you tell which color on a spinner covers the most area by looking at a bar graph? The color that has the longest bar probably has the largest area on the spinner. Error Intervention If students have trouble make or reading bar graphs, then use D84: Reading and Making a Bar Graph, D71: Reading Bar Graphs, and D75: Making Bar Graphs. If You Have More Time Have students repeat the activity, but with the word COMPUTER. Pick one letter from the bag 40 times. After the students have drawn their bar graph, ask: Will it be easy to predict what letter would be drawn next? Sample answer: No, all the letters were drawn about the same amount of times. It could be any of the letters. Then ask: Why do you think all the letters were drawn about the same number of times? There are only 1 of each letter. So they are all equally likely to be drawn. Making Bar Graphs to Show Outcomes (continued) Kendra spun a spinner 20 times. She recorded the number of times each color was spun. Use the data for Exercises 9 to 13. Spinner Results Outcome Tally Number Purple 11 Green 4 Orange 4 Yellow 1 9. Make a bar graph in the grid on the right to show the data. 10. Which color occurred most often? least often? purple; yellow 11. Reasoning What can you tell from the orange and green bars? Sample answer: Orange and green were spun the same number of times. 12. Reasoning Which color do you predict would be spun next? purple Number of Times 13. Reasoning Draw what you think the spinner looked like that Kendra used. Sample spinner is shown. Spinner Results Outcome Purple Orange Green Yellow 268 Intervention Lesson D89 Intervention Lesson D89

23 Number Words to Twenty Write the number. A29 1. four 4 2. seven 3. five 4. eight 5. twelve 6. eleven 7. fourteen 8. twenty 9. seventeen 10. nineteen 11. thirteen 12. sixteen Write the number word one A29

24 Numbers to 100 on the Number Line Use the number line below. Write the numbers in order. A , 32, 59, , 45, 60, , 37, 68, What is the missing number? 5. What is the missing number? A32

25 Understanding 1 as a Fraction Color to show 1 whole. Write the fraction that equals 1 whole = A41 = 1 = 1 = = 1 = 1 7. Which fraction is equal to 1 whole? A41

26 Comparing Sets of Coins Write the total amounts and compare them. Write >, <, or =. A Choose the correct symbol. 4. > < = 5. A61 > < =

27 Ordering Numbers to 999 Write the numbers in order from least to greatest. A , 267, least greatest ,, least greatest Write the numbers in order from greatest to least ,, greatest least ,, greatest least 5. Which number is the least? Which number is the greatest? Tell how you would decide which number is the greatest. Then circle it. 572, 570, 576 A86

28 Using Doubles to Subtract Subtract. Write the doubles fact that helped you. Use cubes if you need to. B = = + = + = = = + = + = B23

29 Stories About Separating Draw a picture to find the difference. Write a subtraction sentence. B32 1. Pete has 16 stickers. He uses 9 of them. How many stickers does he have left? 16 7 stickers 16 9 = 2. Hong has 10 stamps. She gives 6 stamps to Joe. How many stamps does she have left? 10 4 stamps 6 stamps 5 stamps 7 stamps 3. James has 12 rocks. He puts 7 rocks in Maria s garden. Which subtraction sentence tells how many rocks he has left? 7 2 = = = = 5 B32

30 Stories About Comparing Draw a picture to find the difference. Write a subtraction sentence. B33 1. A pond has 11 weeds and 7 lily pads. How many more weeds than lily pads does the pond have? 4 more weeds 11 7 = 4 2. A vine has 8 red leaves and 5 brown leaves. How many fewer brown leaves does the vine have? fewer brown leaves = 3. Mike plants 6 trees. Faye plants 4 trees. How many fewer trees does Faye plant than Mike? 2 fewer trees 6 fewer trees 4 fewer trees 10 fewer trees 4. Write a math story about comparing to go with the picture. B33

31 Arrays and Multiplication Complete the sentence for each grid. 1. B = 12 = rows in each product rows in each product row row 2. = = rows in each product rows in each product row row Which number sentence fits the grid? = = = = Write multiplication sentences. = = Do both grids show the same number? B44

32 Multiplying by 2 and 5 Multiply. Use cubes if you need to. 2s Facts 0 2 = = = = = = = = = = 18 5s Facts B = = = = = = = = = = 45 Complete each multiplication problem B47 5 6

33 Adding Two-Digit and One-Digit Numbers Add. Regroup if you need to. C Bessie has 25 flowers. Then she picks 9 more flowers. How many flowers does Bessie have in all? Tell how you know when to regroup. C8

34 Subtracting Write the numbers. Subtract C12 6 tens 2 tens tens tens tens tens tens tens C12 tens tens tens tens

35 Finding Parts of 100 Add on to find the other part of 100. C The lunchroom holds 100 children. There are 50 children eating in the lunchroom. How many more can join them? 100 children C13

36 Two-Digit Subtraction Write the subtraction problem. Find the difference. C Subtract. Regroup if you need to C22

37 Estimating Differences C31 Estimate by rounding to the nearest ten _ 48 _ _ 32 _ _ 12 _ Estimate by rounding to the nearest hundred _ 196 _ _ 199 _ _ 204 _ 25. Marlee has 845 baseball cards and Kin has 612 baseball cards. About how many more baseball cards does Marlee have than Kin? 26. Reasoning What is the smallest number that can be subtracted from 723 so that the difference is 200 when both numbers are rounded to the nearest hundred? C31

38 Inches Estimate the length of each object. Then use a ruler to measure. 1. D25 Estimate: inches Measure: 4 inches 2. Estimate: inches Measure: inches 3. Estimate: inches Measure: inches 4. Measure the length of the straw in inches. About how long is the straw? 5 inches 7 inches 6 inches 8 inches D25