Grade 2 COMMON CORE STANDARDS

Transcription

1 Grade COMMON CORE STANDARDS E L P M A S TEACHER EDITION Published by AnsMar Publishers, Inc. Visit excelmath.com for free math resources & downloads Toll Free: -- Local: -- Fax: -- Kirkham Way, Poway, CA -

2 Thanks for requesting a sample of our new Common Core Teacher Editions. We welcome the opportunity to partner with you in building successful math students. This booklet is a sample Common Core Standards Teacher Edition for Grade (Table of Contents and first lessons). As other grade level samples become available, you will be able to download them from our website: Here are some highlights of our new Common Core Teacher Editions:. The Table of Contents will indicate Lessons that go further than Common Core (CCS) concepts. There is a star next to lessons that are an advanced Excel Math concept that goes beyond Common Core Standards for Grade but may be required by some states. With this information, teachers can choose to teach the concept or skip it.. For each Lesson Plan (each day) we are changing the Objective to Common Core Objective (see Lesson # ). On days where lessons are not directly related to CCS, we will offer instruction for the teacher to alter what they do for the Lesson of the Day so they can still teach a Common Core concept. The Objective on those days will look like this (see Lesson #): Objective Students will identify the ordinal numbers (first through fifth) associated with sequences. Common Core Alternative Activity # Measuring Length & Distance (on page A in the back of this Teacher Edition) may be used instead of the lesson part of the Student Sheet. Have students complete the Basic Fact Practice, Guided Practice and Homework. --. Within Guided Practice when a non CCS concept is one of the practice problems we will indicate it with the star again.. On Test Days (see Test #) we indicate with a star any non CCS concepts being assessed. We are in the very early stages of creating these CCS Teacher Editions. When each one is released, we will have an announcement on our website. Our goal is to have as many grades ready by the fall as possible (focusing on grades - first, and then grades K- and ). The student sheets are now ready to ship. In the meantime, you can find updates plus additional downloads on our website (manipulatives, Mental Math, placement tests in English and Spanish, and lots more): Please give us a call at --- (between : - : Monday through Friday West Coast time) if you have questions about these new Excel Math Common Core Editions. Cordially, The Excel Math Team

3 Scope & Sequence of Lesson Concepts by lesson & page number Lesson # Page Lesson Concept Learning the addition and subtraction facts up through nine Filling in missing numbers when counting by one (zero through nine) Evaluating numbers using the words most, least, greatest value and least value Adding one-digit numbers Interpreting tally charts Test Calculating a number more or less than a given number Recognizing the ordinals first through fifth A CCS Alternate: Activity # - Measuring Length & Distance Recognizing the shapes - circles, triangles, squares and rectangles Learning the addition facts of ten and eleven Recognizing and drawing shapes with specified attributes Optional: Reasoning using overlapping figures (Venn diagrams) Test Adding/subtracting two-digit & one-digit number; calculating more or less than given number Recognizing the symbols and terms < less than, > greater than, = equal Learning the subtraction facts of and Putting two-digit numbers in order Interpreting information given in picture graphs & tally charts Test Adding & subtracting two-digit numbers; adding one-digit numbers with sum greater than Recognizing the words for numerals - zero through ten Filling in missing numbers when counting up to and crossing a ten Telling time by the hour on an analog clock Recognizing addition and subtraction fact families Test Adding one-digit numbers horizontally Regrouping using the facts of ten when adding a two-digit and a one-digit number Regrouping using the facts of ten when adding a two-digit and a one-digit number Recognizing the words twenty, thirty, forty and fifty; more regrouping Adding a two-digit and a one-digit number using place value and the facts of ten Optional: Determining probability using a spinner Test Filling in missing numbers when counting down and crossing a ten Solving story problems using addition and subtraction and a five-step process Recognizing the words eleven, twelve, thirteen and fourteen; learning addition facts of and Recognizing half past on the clock Evaluating information to see if it is sufficient to answer the question Test Regrouping when adding two-digit numbers using the sums of ten Regrouping when adding two-digit numbers using the sums of ten Recognizing the words sixty, seventy, eighty and ninety; solving word problems w/o calculation Adding two-digit numbers without regrouping Collecting data and creating line plots; optional: pie graphs; calculating possible outcomes = This is an accelerated Excel Math concept that goes beyond Common Core Standards for Grade but may be required by some states. Alternate Common Core activities are included in the Daily Lesson Plan. i. AnsMar Publishers, Inc.

4 Scope & Sequence of Lesson Concepts by lesson & page number Lesson # Page Lesson Concept First Quarter Test Learning the addition facts of and ; learning a square is also a rectangle Recognizing by what number a sequence is counting Words fifteen, sixteen, seventeen, eighteen and nineteen; missing number in addition number sentence Regrouping using the addition facts of eleven Putting a series of events in order Test Recognizing any number less than Learning the subtraction facts of and Recognizing the coins - quarter, dime, nickel and penny Learning the days of the week Recognizing a quarter to and a quarter past the hour Test Adding two-digit numbers with regrouping and numeration blocks Filling in missing numbers when counting by or Learning the addition facts of, and Regrouping using the addition facts of Interpreting information from vertical and horizontal bar graphs and tally charts Test Regrouping using the addition facts of ; adding one-digit numbers Filling in a missing number in a number sentence involving addition Reading scales and other measuring devices Grouping items by tens Learning common units for measuring length (inch, foot, yard, centimeter, meter, kilometer) Test Learning the subtraction facts of and Solving story problems with extraneous information and the phrase "more than" Filling in a missing number in a number sentence involving subtraction Regrouping using the addition facts of Learning the names for units of weight (ounce, pound, ton, gram, kilogram) Test Putting four numbers in order from least to greatest Telling time by minutes Modeling fractions with shaded diagrams and groups of people Writing numbers that are represented in units of tens and ones Measure length of objects to the nearest whole unit Optional: Learning common units for measuring volume (cup, pint, quart, gallon, liter) Test Solving story problems involving money Learning the subtraction facts of,, and using numeration blocks Regrouping using the addition facts of Telling time to the nearest five minutes; optional: tell time to the nearest minute Filling in a missing number when a sequence is counting by two Second Quarter Test = This is an accelerated Excel Math concept that goes beyond Common Core Standards for Grade but may be required by some states. Alternate Common Core activities are included in the Daily Lesson Plan. i. AnsMar Publishers, Inc.

5 Scope & Sequence of Lesson Concepts by lesson & page number Lesson # Page Lesson Concept Regrouping using subtraction facts of when subtracting one-digit from two-digit number Regrouping using subtraction facts of when subtracting one-digit from two-digit number Putting two-digit numbers in order from greatest to least; more regrouping Counting objects by grouping in sets of tens Using mental math and place value to skip-count by tens Optional: Recognizing lines of symmetry on geometric figures Test Regrouping using addition facts of,,, and ; opt: recognizing ordinals sixth to tenth Writing an equation to express an even number as a sum of two equal addends Recognizing and naming shapes with common characteristics Using the dollar symbol when adding and subtracting money amounts; opt.: using the decimal Partitioning rectangles into same-size squares; optional: defining numerator and denominator Test Solving story problems involving the comparative words less than and more than Regrouping subtracting two-digit number from two-digit number using subtraction facts of Recognizing coins and change equivalents for a quarter, dime and nickel. Measuring a line segment to the nearest inch Measuring a line segment to the nearest centimeter Test Adding and subtracting money amounts horizontally Filling in missing numbers when counting by five; optional: counting by two and crossing a ten Regrouping using the subtraction facts of Calculating the minutes before an hour; minutes in an hour Computing the area of a plane figure given in square units Test Recognizing the hundreds place Recognizing any word representation to ; adding and subtracting three-digit numbers Recognizing a sequence counting by ten (,,, ) when ones place is not zero Regrouping using the subtraction facts of and Solving multiplication word problems using models and pictures Test Partition circles and rectangles into two or four equal shares Optional: Recognizing patterns of shading in a sequence of figures Calculating more or less than given number; solving addition & subtraction given in words Telling time within so many hours in the past or future (on the hour using analog clock) Recognizing odd and even numbers, up to Calculating probability from possible outcomes; making combinations A CCS Alternate: Activity # - Bar & Picture Graphs Test Using mental strategies to solve addition and subtraction problems Optional: Recognizing and completing a pattern of shapes Learning the order of operations when parentheses are involved A CCS Alternate: Activity # Fractional Parts = This is an accelerated Excel Math concept that goes beyond Common Core Standards for Grade but may be required by some states. Alternate Common Core activities are included in the Daily Lesson Plan. i. AnsMar Publishers, Inc.

6 Scope & Sequence of Lesson Concepts by lesson & page number Lesson # Page Lesson Concept Performing a calculation and then filling in a missing number in a number sentence Solving two-step word problems Interpreting information in bar and picture graphs Optional: Counting by two when interpreting picture graphs Third Quarter Test Regrouping to the tens place when adding three-digit numbers Regrouping with subtraction facts of and. Learning the multiplication facts with products up to and products with two as a factor Recognizing money number words (cents and dollar); writing change with a $ Optional: Using decimals Recognizing shapes Optional: Learning names of three-dimensional figures Test Recognizing odd and even numbers up to ; calculating one-half of a group up to Finding number sentence with < less than, > more than, = equal and not equal; equation Writing an equation to express an even number as a sum of two equal addends Writing an equation to express an even number as a sum of two equal addends Writing an equation to express an even number as a sum of two equal addends Test Regrouping with the tens place when subtracting three-digit numbers Selecting the correct equation when given a story problem Regrouping with subtraction facts of, and ; adding two-digit numbers Recognizing coins; finding which coins to use to make a certain amount Optional: Recognizing the half dollar Learning that a whole is the sum of its parts Optional: Adding fractions Test Learning multiplication is repeated addition; Optional: Learning multiplication facts with products & as a factor Regrouping with the hundreds place when adding Solving place value problems with a zero in the tens or ones place Using pairs of numbers in < less than, > greater than, and = equal to problems Learning to solve word problems using repeated addition Optional: Learning to solve word problems using multiplication Test Learning to match numbers with fractional parts of a circle A CCS Alternate: Activity # Fractional Parts Learning to solve word problems involving division when given pictures Learning to solve word problems involving division when given pictures Regrouping only with the hundreds place when subtracting Using deductive reasoning to solve a story problem Test = This is an accelerated Excel Math concept that goes beyond Common Core Standards for Grade but may be required by some states. Alternate Common Core activities are included in the Daily Lesson Plan. i. AnsMar Publishers, Inc.

7 Scope & Sequence of Lesson Concepts by lesson & page number Lesson # Page Lesson Concept These lessons provide increased rigor to prepare students for Grade Common Core Concepts: Learning the multiplication facts with products up to A CCS Alternate: Activity # Mental Math Calculating perimeters to the nearest inch or centimeter Regrouping twice adding three-digit numbers; Regrouping once adding three-digit numbers Comparing time measurements Optional: Calculating the date within one week going forward Optional: Learning to recognize flips, turns and slides of geometric figures A CCS Alternate: Activity # Recording Data Test Learning division facts with dividends up to ; repeated subtraction Recognizing multiplication and division families Regrouping when adding or subtracting money amounts Regrouping twice when subtracting three-digit numbers A CCS Alternate: Activity # Skip Counting Regrouping twice when subtracting money amounts Fourth Quarter Test Learning the multiplication facts with products less than and with or as a factor Evaluating three-digit numbers in < and > problems and put-in-order problems Telling time within so many hours in the past or future (off the hour using analog clock) A CCS Alternate: Activity # Addition with a Rectangular Array Recognizing similar or congruent figures Subtracting three-digit numbers, regrouping twice, when there is a or in the tens place Year End Test Regrouping twice when adding three-digit numbers Adding or one-digit numbers where the sum is greater than and less than Recognizing and writing any number word up to Learning the dollar equivalents for half dollars, quarters and dimes Adding and subtracting fractions Year End Test Recognizing the names of the months of the year in order A CCS Alternate: Activity # Shapes on a Grid Learning division facts when the dividend is a multiple of A CCS Alternate: Activity # Measuring Using Line Plots Solving word problems using division Solving word problems using division Recognizing equivalent fractions using pictures = This is an accelerated Excel Math concept that goes beyond Common Core Standards for Grade but may be required by some states. Alternate Common Core activities are included in the Daily Lesson Plan. i. AnsMar Publishers, Inc.

8 Scope & Sequence of Activities by activity & page number Activity # Page Lesson Concept Common Core Standard A Measurement - Introduction (Using tally charts; non-standard & standard units).md.- A Measurement - Length & Distance (Measuring length and distance).md.-,.md. A Recording Data (Using tally charts to record data).md. A Bar & Picture Graphs (Interpreting bar and picture graphs).md. A Measuring Using Line Plots (Using line plots to record and interpret data).md. A Fractional Parts (Partitioning shapes into halves, thirds and fourths).g. A Fractional Parts (Differentiating between whole and fractional parts).g. A Math in Advertising (Calculating math problems from advertisements).md. A Recognizing -Dimensional Figures (Creating -D figures and finding their attributes).g A Recognizing -Dimensional Figures (Creating -D figures and finding their attributes).g A Mental Math: Addition & Subtraction (Mental strategies for adding & subtracting).oa. A Skip Counting: Frogs on a Pad (Skip counting by s, s, s and s).oa.,.nbt.- A Shapes on a Grid (Identifying and drawing shapes with specific attributes).g. A Addition with a Rectangular Array (Writing equations for objects in arrays).oa. We sometimes find it necessary to change problems or answers in the Excel Math Lessons. Changes and corrections are posted on the PRODUCT UPDATES page of our website. Please let us know if you find an incorrect CheckAnswer or have other questions. i. AnsMar Publishers, Inc.

9 nd Grade Lesson Plans and Answer Keys i. AnsMar Publishers, Inc.

10 Lesson Common Core Objective Students will learn addition and subtraction facts up to nine. Preparation This section of the Teacher s Lesson Plan will explain what you need each day. If it starts For each student then you need a copy of each item for each student. If it says For the entire class you need just enough materials to demonstrate to the class. For the entire class: counting objects such as books, beans or crayons; a dozen interlocking cubes of different colors For each student: items that can be used for counting (students should have these items available every day) write a number sentence on the board to indicate what you have done ( + = ). Next ask students to sit down. Count how many are left, then write = on the board. Ask the class if there is another way to separate the seven students into two groups. As they make suggestions, write these number sentences on the board: + = + = + = To demonstrate this concept in another way, give students interlocking cubes in two colors (i.e. red and blue). Ask how many different colored trains they can make that are cubes long. Lesson Plan Distribute the Lesson Sheets. On problems # #, the students should count the objects. On problems # and #, students are given one set of figures. Tell them how many more figures are to be added, and let them complete the equation. # was done for them. On # #, students are given a set of figures. They are to count the number of shapes. Then tell them the number to be subtracted. They are to complete the number sentence to indicate the number of shapes that are left over. # was done for them. Learning addition and subtraction will be easier if students see the relationship between the two processes. Invite seven students to the front of the room. Divide them into two groups. Ask a student to Reinforce subtraction facts using the same trains. Take red cubes plus blue cubes to make cubes. Write the sentence + =. Detach the red cubes and write the sentence - =. Repeat this process with other numbers. On problems # #, students will fill in the addition fact and the two subtraction facts that are related to the given fact. # was done for them. Explain the CheckAnswer on the right side of the Lesson Sheet. If you have an overhead projector or the Excel Math Projectable CD it will be easier to point out the CheckAnswer process. See page i. for information on the CheckAnswer. Problems connected with the Lesson are numbered, while Homework and Guided Practice sections use letters.

11 Lesson Name Learning addition and subtraction facts up through nine How many objects are there in each set? Add objects to each set. Write a number sentence. + = + = + = Cross out objects in each set. Write a number sentence. - = - = - = - = Date For each addition fact that is given, write the other addition fact and the two subtraction facts that are related To check your work, add the answers to your problems and compare the result to the CheckAnswer that is provided. If the two numbers are equal, your answers are correct and you may go on to the next problem. Look at examples and. + - CheckAnswer CheckAnswer Do the next two examples. If the sum of your answers does not equal the CheckAnswer, then go back and check your work. If you are unable to find your mistake, raise your hand to ask for help. CheckAnswer CheckAnswer + Copyright AnsMar Publishers, Inc. Guided Practice - + Name A B C D E F G H I J K L M N + = - = + = + = Copyright AnsMar Publishers, Inc.

12 Lesson Common Core Objective Students will fill in missing numbers when counting, in either direction, from any number through. Preparation For the entire class: objects for counting, such as books, paper clips, bottles, etc. Lesson Plan Before distributing the Lesson Sheets, invite four students to the front of the room. Give one student crayon, one student crayons and one student crayons. The last student receives no (zero) crayons. Have the class arrange the four students in order, either,,, (counting up) or,,, (counting down). If the class counted up, have them then arrange the four students counting down. If the class counted down, have them then arrange the four students counting up. Do this several times using different sets of four sequential numbers from through. Do this same activity again, but use four different objects (such as books, paper clips and boxes) along with the crayons. If they are counting up, the students need to see that pencils would come after books even though books are larger than pencils. Distribute the Lesson Sheets. For problems # #, have the students first identify in what direction the series is counting and then fill in the missing number. # and # have been done for them. Have the class do the CheckAnswer and the Basic Fact Practice on their own. See page i. at the front of the manual for more information about the Basic Fact Practice. Go through the instructions for the CheckAnswer on the right side of the page. If you have the Projectable Lesson CD (see introductory page i.), it will be easier to point out the process. Guided Practice Use the Guided Practice portion of your math lesson to ask students to explain their thinking. Common Core State Standards (CCSS) stress the importance of students making sense of mathematics by describing their thinking. Asking students to explain their work will help you to determine the students depth of understanding and will give you a chance to clear up any misconceptions. Adapt your lesson to the needs of your class. If your students are having difficulty with a concept, take time to practice that concept or reteach it the next day before moving on to the next lesson. On some Lessons, we provide Basic Fact Practice. Have students complete these before going to the Guided Practice on the back side. TIP: Use Basic Fact Practice as bell work or warmups to help your students focus on the lesson as they enter the classroom.

13 Lesson Name Date Filling in missing numbers when counting by one (zero through nine) For each number series indicate which way the series is counting and then fill in the missing number. (,,,, ) up down (,,,, ) up (,,,, ) (,,,, ) up down down (,,,, ) up down (,,,, ) up down (,,,, ) (,,,, ) (,,,, ) (,,,, ) Basic Fact Practice up up up down down down + The first two examples have mistakes in them. Find the errors and correct them. + - CheckAnswer CheckAnswer Do the next two examples. If your answers do not agree with the CheckAnswer, go back and check your work. If you cannot find your mistake, raise your hand and ask for help. CheckAnswer CheckAnswer + Copyright AnsMar Publishers, Inc. Guided Practice + - Name A B C D E F + - = + = G H + + = - = I J K L M N (,,, ) (,,,, ) + (,,,, ) (,,,,, ) + Copyright AnsMar Publishers, Inc.

14 Lesson Common Core Objective Students will evaluate numbers using the words most, least, greatest value, and least value. Preparation For the entire class: objects for counting, such as books, paper clips, bottle caps, etc. Lesson Plan Before distributing the Lesson Sheets, invite four students to the front of the room. Give each student to objects. Make sure the student with the fewest objects has items that are larger than the items being held by the students with more objects. Ask the class to identify the student with the most objects and the student with the fewest objects. You want them to understand that the number of objects is a different concept than the size of objects. Distribute the Lesson Sheets. Read each set of instructions. The students can do #, # and # # on their own along with the CheckAnswer problem and the Basic Fact Practice. # and # have been done for them. Use the Guided Practice portion of your math lesson to ask students to explain their thinking. Asking students to explain their work will help you to determine the students depth of understanding and will give you a chance to clear up any misconceptions. Adapt your lesson to the needs of your class. If your students are having difficulty with a concept, take time to practice that concept or reteach it the next day before moving on to the next lesson. As you anticipate opportunities to reteach, you will be better equipped to address the specific learning needs of your students. Encourage your students to ask for help so they can turn in papers with every answer correct. Since we constantly review previously taught concepts in Guided Practice, you do not need to look for total mastery for the whole class before moving on to other concepts. For additional practice with addition, subtraction, multiplication and division (or a combination of all four), refer students to our Online Timed Basic Fact Practice: The letter on the right side of the Lesson Sheet should be signed by each student s parent or guardian and returned to class. More detailed Parent Letters with CheckAnswer instructions are available in Spanish and English on introductory pages i. i. of this Teacher Edition.

15 Lesson Name Date Evaluating numbers using the words most, least, greatest value, least value For each problem put an "" on the set with the most and draw a line under the set with the fewest. For each problem draw a line under the number with the greatest value and draw a line around the number with the least value. (,,,, ) (,,,, ) (,,,, ) For each problem, select the number from the given set to fill in the blank. (,,,, ) (,,,, ) (,,,, ) greatest value least value greatest value Select the number from the given set to fill in the blank. (,,,, ) - least value Basic Fact Practice Dear Parents, You can help your child by getting involved with homework. You may not always have time to help, but just showing an interest may really motivate your child. The problems on the back of this lesson sheet were done in class. The children check their work by adding the answers of two or more problems then comparing the result to the CheckAnswer that we provide above and to the right of the problem. A Sometimes we find children will add the answers incorrectly rather than ask for help. If parents and teachers work together, we can help the child learn the value of asking for help now, rather than being satisfied with a wrong answer. Homework is available four nights a week, and will be located on the lesson sheet where this letter appears. Whenever you have the time, please check to see that the answers on your child's homework are added correctly and the calculations are shown. With your assistance, I look forward to a successful year in mathematics. Please contact me if you need any clarification of our math program. Sincerely, I have read this letter and I will do my best to help at home. Parent's signature Copyright AnsMar Publishers, Inc. Guided Practice - + Name A B C D E F + + = - = G H - = + + = I J K L Select the number from the given set to fill in the blank. (,,,,, ) greatest value - M N + (,,,, ) (,,,, ) + Copyright AnsMar Publishers, Inc.

16 Lesson Common Core Objective Students will add one-digit numbers and map them on a number line. Preparation For the entire class: a Number Line Chart taped to the front wall (master on page M), masking tape or twenty feet of string, optional numeral cards through (master on page M) Read problems # # since they are not printed on the students Lesson Sheets. Throughout the year we will ask you to read aloud to your students so they get practice setting up problems for themselves and improving their listening skills. TIP: Laminate the Number Line Chart and use dry-erase markers to write on it. Then wipe it off and reuse it as needed. Lesson Plan Before distributing the Lesson Sheets, stretch a piece of string on the floor or use masking tape to make marks approximately feet apart. On the marks write the numerals through or place pieces of paper (or index cards) with the numerals written on them along the marks. On the board, draw a number line with arrows at both ends (or print the number line from M and tape it to the board). Explain that the arrows indicate that the line continues on and on in both directions. Invite a student to come forward to the string or tape line. Ask her/him to start on zero, then take steps along the line. Then ask the student to take more steps and then more. The student should be standing on the. Ask the student how many steps he has taken. Next have one of the students draw on the number line a representation of what was done on the floor while another student writes the addition problem. Repeat this several times. Do # # together. # has already been done.

17 Lesson Name Date Homework Adding one-digit numbers Show the problem on the number line A B + - = - = + + Write the problem shown by each number line Basic Fact Practice = - = - = + = Select the number from the given set to fill in the blank. (,,,, ) greatest value C D + (,,, ) - = E F + - = + = - G Copyright AnsMar Publishers, Inc. Guided Practice Name A B C D E F + + = - = G H + - = + = + I J K L M Select the number from the N given set to fill in the blank. - (,,,, ) (,,,, ) (,,,, ) + + least value Copyright AnsMar Publishers, Inc.

18 Lesson Common Core Objective Students will interpret information given in a tally chart. Preparation For the entire class: a tally chart labeled as shown below and taped to the front board (master on page A) or drawn on the board Lesson Plan Before distributing the Lesson Sheets, label the following chart on the board. Pets dogs cats fish Pets in the class If they don t see the pattern, point it out to the class. Distribute the Lesson Sheets. Read the explanation aloud. # has been done for the students. Go over it together. For # # they are to fill in the correct number. Use the Projectable Lessons CD (see introductory page i.) to show these problems on your board or wall so the entire class can focus on the lesson. Let a student fill in the answers on the board while the others complete their Student Lesson Sheets. Remember, the fifth day lesson does not have homework. Sometimes the Guided Practice begins on the right side of the front of the Student Lesson Sheet. Next ask the students how many of them have a dog, cat or fish. Some may have more than one. For each student that has one of these pets, put a tally mark in that row. Point out that each time you get to the fifth item, a diagonal line is drawn through the previous four marks: When you are finished, ask the class if they can see how this method might help when counting. Hopefully at least one student will see the pattern of counting by five. (They can count more quickly because each group is counted as five:,,, etc.)

19 Lesson Name Date Guided Practice Interpreting tally charts Tally charts are a way of counting items. One "tally" mark represents one item. When the count becomes,,,, etc. the mark is drawn at an angle. Number of Fish Ted Ted has fish. - = + A + Students Students The title above the chart tells what the tally marks are counting. The names down the left of the chart indicate what is connected with a specific count. Mary Tom Keiko Raphael Brian Anna Paige Jose Number of Pencils Number of Crayons Keiko has pencils. Raphael has pencils. Tom has pencils. Mary has pencils Paige has crayons. Brian has crayons. Jose has crayons. Anna has crayons. + - = - = - = + = - = B C D Copyright AnsMar Publishers, Inc. Guided Practice Name + - E + (,,,, ) (,,,, ) F + G H - = + = + - = + = = I J = + Select the number from the given set to fill in the blank. (,,,, ) least value - K Flowers in Sami's Garden L roses Sami's garden has roses, tulips, and orchids. - tulips + + orchids Sami has roses. Copyright AnsMar Publishers, Inc.

20 Test & Create A Problem Test This test covers the concepts that have been introduced on Lessons. The table below shows which concepts are reviewed on this test and on which lesson the concept was first introduced. The test question numbers are shown in column Q#. Q# Lesson Concept Addition facts Addition facts Addition facts Addition facts Addition facts Subtraction facts Subtraction facts Subtraction facts Subtraction facts Subtraction facts Subtraction facts Addition facts Addition facts Subtraction facts Filling in missing numbers in a series Filling in missing numbers in a series Recognizing most, fewest, greatest, least Recognizing most, fewest, greatest, least Recognizing most, fewest, greatest, least Recognizing most, fewest, greatest, least Make a copy of the Score Distribution and Error Analysis Chart on pages i-i in the front of this Teacher Edition (also available online: Record each student s identification number on the line, indicating the number of problems he or she missed. This distribution of test results will help you show parents how their child did in comparison to the rest of the class without revealing the identity of the students who scored higher or lower than their child. Use tally marks on the right side of the chart to record how many students missed a particular question. There is no need to review the entire test, but you could go over problems missed by a number of students. Create A Problem The story problems on the back of tests are used to reinforce concepts that are not easily demonstrated on the Lesson pages. These problems are optional, and can be used as a continuation of the test, or any time you want to combine literacy with the math lesson. The purpose of this exercise is to help students be able to identify names or numbers that are posed in a story. This exercise gives your students the opportunity to extract data from larger passages of text. The format will change during the year. The right side of the page will usually provide questions and activities for students. In most cases we create a story that has some numerical content, then ask students to answer and eventually create their own questions. There is no need to keep a formal score of students performance on Create A Problem pages.

21 Test Name # Date = + = + = - = What are the missing numbers? (,,,, ) (,,,, ) Put an "" on the set with the most fewest Select the number in each set that has the (,,,, ) (,,,, ) greatest value least value Copyright AnsMar Publishers, Inc. Create A Problem Name Making A Flag Pin with Beads Marsha and her friends wanted to make pins that looked like American flags. They saw a design that used safety pins and beads. It looked fun and easy to make. Marsha counted all the beads. Each pin required big safety pin and small safety pins. Each pin takes red beads and blue beads, and white beads. The girls decided to make pins. Marsha's mother helped them get everything together. She told them that when she was years old she also made pins with her friends. How many small safety pins does it take to make a flag pin? How many big safety pins does it take to make a flag pin? Draw a picture of an American flag. How many flag pins did they make? small safety pins flag pins How old was Marsha's mother when she made pins with her friends? big safety pin years old + + It took them hours to make the pins. They could have made them faster, but they were listening to Marsha's mother tell about when she was young. Her stories were so funny that they spent more time laughing than working. Copyright AnsMar Publishers, Inc.

22 Lesson Common Core Objective Students will calculate a number more or less than a given number. Preparation For the entire class: objects for counting, such as books, paper clips, bottles, etc. Distribute the Lesson Sheets. For # #, the students are to put an on the correct set. For # #, have them write a number sentence showing how they arrived at their answer. # and # have been done for them. Lesson Plan Before distributing the Lesson Sheets, invite four students to the front of the room. On problems # #: Look at the number of items given in each problem. Put that number of books on the table in the front of the classroom. Next give each of the four students another type of item (paper clips, pencils, etc.) so that the number they have corresponds to the sets in the problems. (For example, with #, you would put books on the table and the four students would have,, and items respectively.) Have the four students hold up their items and ask the class to identify the sets that are more, less and equal to the number of books. Have another student come forward and write a number sentence that will correspond to the more and less questions.

23 Lesson Name Date Homework Calculating a number more or less than a given number Count the items and then put an "" on the group that is equal more less + = - = A B C D more less equal If you need to, use this number line to answer questions -. What number is more than? What number is less than? + = - = What number is less than? - = What number is more than? + = What number is less than? - = + = + = (,,,, ) Select the number from the given set to fill in the blank. (,,,,, ) - = greatest value + - = - = - E F Copyright AnsMar Publishers, Inc. Guided Practice Name A B C D E F - = = G H + + = - = + + I (,,, ) J + + (,,, ) K L + - = - = + What number is less than? - = What number is more than? + = M Computer games played N + Boris Dena Tyler Tyler played computer games Copyright AnsMar Publishers, Inc.

24 Lesson Objective Students will identify the ordinal numbers (first through fifth) associated with sequences. Common Core Alternative Activity # Measuring Length & Distance (on page A in the back of this Teacher Edition) may be used instead of the lesson part of the Student Sheet. Have students complete the Basic Fact Practice, Guided Practice and Homework. Preparation For the entire class: Write the words first, second, third, fourth and fifth in large letters on separate sheets of paper. First Second Fifth... Lesson Plan Invite five students to the front of the room. Have them stand in a line across the room. Next, have another student give each of the lined-up students a numbered paper showing their place in line. The student on the far left can serve as the starting point. Have the students exchange their papers. Invite someone else to come forward and rearrange the students so that they are in the order corresponding to their new paper, but with the student on the far right as the starting point. Ask the students to give you their five favorite numbers from to. Write the numbers on the board as they are given to you. They will probably not be sequential nor in ascending or descending order. Ask the class to identify each number s place in line. Remind them that ordinals only indicate order in a sequence and not value. If students have difficulty reading the ordinal words, draw or paste pictures in a line on a piece of paper. Indicate the front of the line and then write the words under each place in line and leave the paper up on the board for reference. Next, write the following statements on the board: Pull on socks Put on shoes Pick up socks Tie shoes Pick up shoes Have one of the students come forward and write first through fifth after each sentence, as they should appear in the correct order. Repeat this with getting dressed, making a sandwich, doing homework, etc. Distribute the Lesson Sheets. After you have read the instructions let the students work on their own, while you walk around the room and observe. = This is an accelerated Excel Math concept that goes beyond Common Core Standards for Grade but may be required by some states. The stars are not marked on the Student Lesson Sheets.

25 Lesson Name Date Homework Recognizing the ordinals first through fifth Under each person, print their place in line at the movie theater. fifth third first second fourth first second third fourth fifth ticket + - A B + - = + = + From the left, draw the shape that is third fifth second first fourth (,,,,, ) From the right, which number is second? fourth? third? fifth? first? + + C D E (,,,, ) (,,,, ) From the right, which number is fifth? From the left, which number is fourth? Basic Fact Practice (,,, ) Select the number from the given set to fill in the blank. - = (,,,,, ) - = least value F Copyright AnsMar Publishers, Inc. Guided Practice Name A B C D E F - = + + = G H + = + - = + I What number is J K L more than? (,,,, ) = = (,,,, ) Hair Color in the Class brown blonde In the class, have brown hair. black - M From the left, which What number is N number is third? less than? + (,,,,, ) - = + Copyright AnsMar Publishers, Inc. = This is an accelerated Excel Math concept that goes beyond Common Core Standards for Grade but may be required by some states. The stars are not marked on the Student Lesson Sheets.

26 Lesson Common Core Objective Students will identify circles, triangles, rectangles and squares. Preparation For the entire class: Draw a circle, triangle, rectangle and square on the board. For each student: Multiple Shapes page (master on page M) Lesson Plan Ask students to describe the figures on the board in terms of straight and curved lines, whether they are open or closed, the number of sides and if there are square vertices or corners. If the students are not familiar with these terms, point out what you mean on one of the figures and ask them how they would describe that characteristic. Ask the class if anyone can answer questions # and #. Distribute a copy of the shapes page to each student. Put students in pairs. One student per pair selects one of the figures. The other student tries to guess which figure has been chosen. Use the Guided Practice portion of your math lesson to ask students to explain their thinking. Asking students to describe their work will help you to determine the students depth of understanding and will give you a chance to clear up any misconceptions. Adapt your lesson to the needs of your class. If your students are having difficulty with a concept, take time to practice that concept or reteach it the next day before moving on to the next lesson. As you anticipate opportunities to reteach, you will be better equipped to address the specific learning needs of your students. Encourage your students to ask for help so they can turn in papers with every answer correct. Because we constantly review previously taught concepts in Guided Practice, you do not need to look for total mastery for the whole class before moving on to other concepts. They can only ask questions that can be answered with a yes or a no. The questions must relate to characteristics of the shape. For example they cannot ask, Is it a rectangle? but they can ask Does it have vertices? Distribute the Lesson Sheets and have the students do # on their own by putting a C on circles, a T on triangles and an R on rectangles.

27 Lesson Name Date Homework Recognizing circles, triangles, rectangles, and squares A B rectangle circle triangle square Why is this shape not a rectangle? Why is this shape not a circle? C D Put a "C" on circles, a "T" on triangles and an "R" on rectangles. R squares Basic Fact Practice T R C A triangle has sides T T C R R + + = + = Select the number from the given set to fill in the blank. (,,,, ) least value + - = - = - (,,,, ) (,,,, ) + E F + + Copyright AnsMar Publishers, Inc. Guided Practice Name A B C D E F + - = = G What number is H more than? + + = - = + I What number is J K Select the number from the L less than? given set to fill in the blank. (,,,,, ) = greatest value + + = - = poodles boxers collies Dogs in the Dog Show There were boxers in the show. - M From the left, which N number is second? + (,,,,, ) triangles + Copyright AnsMar Publishers, Inc.

28 Lesson Common Core Objective Students will separate objects into groups of ten and remaining ones, and identify addition facts related to sums of and. Preparation For each student: Tens Exchange Board, Ones and Tens Pieces (masters on pages M and M), optional interlocking cubes or colored chips, scissors, tape Lesson Plan A key math concept is called regrouping, exchanging and/or carrying. Use the term you like best. We call the base for regrouping the Exchange Board and the counters used are units or ones, and tens. Using the exchange boards and interlocking cubes or the tens and ones pieces, have your students practice grouping tens. The left side of the exchange board will be for the tens and the right side for the ones. Regrouping Board Have students take out their exchange boards and cut apart the Tens and Ones pieces. Provide tape for students who cut the Tens strips into Ones. Let students place a ones counter on the right side and say unit. Put another on the right side and say ones. Put one more on the right side, saying ones, etc. until you have counters on the right. Next, have them add more ones. Explain that on the exchange board they cannot have more than on a side. Any time they have more than ones on the right, they are to exchange tens piece for each group of ones. They will then put the tens piece on the left. Give students nine or ten problems involving the addition facts of and. Each time they count out the ones and then combine any groups of ten. Also, each time have one of the students write the number on the board. After several problems have been done, ask if the number written has any relation to the groups of ten and the remaining ones. Distribute the Lesson Sheets. For # #, the students are to draw a line around a group of ten, as shown on #. They are then to write the number based on the grouping of ten and the ones left over. Ask them to count each item to check their answer. # shows an example of a number sentence and how it is represented on a number line. For # #, the students are to complete the number sentence and then represent it on the number line. Read the instructions at the bottom of the lesson and have them do this on their own as you walk around the room. Save the colored chips, Exchange Boards and Ones and Tens Pieces in envelopes. They will be used throughout the year.

29 Lesson Name Date Homework Learning addition facts of ten and eleven Count the objects in each group by first combining the groups of ten = + = + = + = For a two-digit number, the digit on the left represents groups of ten and the digit on the right represents the ones. Find all the pairs of one-digit numbers which sum to ten and eleven = - = What number is less than? - = Select the number from the given set to fill in the blank. (,,,, ) least value A B + - = + = (,,,, ) + = E F + C D Copyright AnsMar Publishers, Inc. Guided Practice + - Name A B C D = - = E + What number is F G more than? A square has + = sides = - = H I J + (,,,, ) (,,,,, ) K What number is L less than? - = = From the right, which number is fourth? (,,,, ) squares M Instruments in the Band N trumpet drums There are + clarinet + tuba players in + flute the band. tuba Copyright AnsMar Publishers, Inc.

30 Lesson Common Core Objective Students will recognize and draw shapes having specified attributes, such as closed sides or a certain number of vertices. Students will select information that is described as inside or outside overlapping figures (Venn diagrams). Preparation For the entire class: draw on the board the figures shown on the Lesson Student Sheet or use the Projectable Lesson CD Lesson Plan Recognize & Draw Shapes Distribute the lesson sheets and have the class look at the number. Ask them what shape the number is inside. (a square) Ask a student to describe how many vertices (corners) and sides the square has. Now describe a shape and have the students draw it. For example: Draw a closed shape with sides and square vertices. (a rectangle) Do the same with a circle and triangle. Point out that a triangle has vertices but no square vertices. Recognize Numbers Inside & Outside Overlapping Figures Option This lesson is used as a prelude to working in later grades with Venn diagrams. At this point the students will be learning to discern the items that are inside or outside overlapping figures. The three statements will narrow the choices down to only one number. Read through the examples and # # with the class. Do the same for the rectangle and circle, asking students to describe them and how many sides and square vertices or corners each has. Also talk about straight and curved lines and whether the shapes are open or closed. If the students are not familiar with these terms, point out what you mean on one of the figures and ask them how they would describe that characteristic. = This is an accelerated Excel Math concept that goes beyond Common Core Standards for Grade but may be required by some states.