# Contents. Foreword... 5

Size: px
Start display at page:

Transcription

1

2 Contents Foreword... 5 Chapter 1: Addition Within 0-10 Introduction... 6 Two Groups and a Total Learn Symbols + and = Addition Practice Which is More? Missing Items Sums with Sums with Adding on a Number Line Sums with Sums with Addition Practice Sums with Sums with Some Symbols Review of Addition Facts Chapter 2: Subtraction Within 0-10 Introduction Subtraction is 'Taking Away' Count Down to Subtract Subtraction and Addition in the Same Picture When Can You Subtract? Subtraction and Addition Two Parts One Total Fact Families How Many More? Difference or How Many More? Missing Addend Problems and Fact Families Review

3 Chapter 3: Addition and Subtraction Facts Introduction Addition and Subtraction Facts with 4 and Addition and Subtraction Facts with Addition and Subtraction Facts with Addition and Subtraction Facts with Addition and Subtraction Facts with Addition and Subtraction Facts with Adding and Subtracting Many Numbers Review Facts with 6, 7, and Review Facts with 9 and

6 1. Separate the balls into two groups. Two Groups and a Total and and and and 2 2 and 3 1 and 4 2. Separate the balls into two groups. Write how many are in the second group. a. 4 b. 4 c. 4 1 and d. 5 2 and e. 5 3 and f. 5 4 and g.5 3 and h. 5 2 and i. 5 1 and 2 and 0 and 10

7 Learn Symbols + and = = 5 THREE plus TWO equals FIVE = ONE plus THREE equals FOUR 1. Add. Read the addition sentences aloud using 'plus' and 'equals'. a. b. c = = + = d. e. f. + = + = + = g. h. i. + = + = + = j. k. l. + = + = + = m. + = n. + = o. + = 13

8 1. Draw more in the second group, and add. Addition Practice = = = = = = = = = 2. Draw dots. Add = = = = = = 15

9 Missing Items Something is missing from the addition. The TOTAL is not missing. We know the total. How many are in the second group? That's what is missing! Read: "2 plus what number makes 4?" "2 and how many more makes 4?" 1 + = 5 There should be 5 dots in all. Draw 4 in the second die face makes = 4 1. Draw more dots. 1 + = = = = = = = = = 4 19

10 Sums with 6 1. Six hippos are grouped into two groups, in different ways. Write the addition sentences. 2.Add = = = = = = = = = = = = = = = = 3. Drill. Don't write the answers but just think in your head. 1 + = = = = = = = = = = = = 6 24

11 Adding on a Number Line = 8 First jump 5... Then jump 3 more. You land at Draw jumps to illustrate the addition and find the answer. You can use two different colors to draw the jumps. a = b = c = d = e = f = 26

12 Sums with 9 1. Nine balls are grouped into two groups, in different ways. Write the addition sentences. 2. Add = = = = = = = = = = 3. Drill. Don't write the answers here. Just think in your head. + 8 = = = = = = = = = = = = = = = 9 39

13 Some Symbols 7 = 7 Seven equals seven. 6 = Six equals two plus four. = means "EQUAL". 7 8 Seven is not equal to eight Three plus four is not equal to five. means "NOT EQUAL". 1. Equal or not? Write = or. Read the sentences aloud Pick a number for the blank line so the comparison is true < 6 < 5 > 6 > > 7 < 5 > 6 < 3 47

15 Subtraction is 'Taking Away' From five bananas we take away three. There are two left. 5 3 = 2 Five minus three equals two From six carrots we take away one. There are five left. 6 1 = 5 Six minus one equals five 1. Cross out some. How many are left? Read each subtraction sentence aloud using the words 'minus' and 'equals'. 10 total. Cross out 4. How many are left? 6 total. Cross out 6. How many are left? 8 total. Cross out 2. How many are left? a = b. 6 6 = c. 8 2 = 8 total, cross out 7. 8 total, cross out 6. 7 total, cross out 3. d. 8 7 = e. 8 6 = f. 7 3 = 57

16 Subtraction and Addition in the Same Picture Add: How many colored balls? How many white ones? Add: + = 10 + = 7 Subtract: Cover the colored balls. Write a subtraction sentence. Subtract: Cover the colored balls. 10 = 7 = 1. Make an addition sentence and a subtraction sentence from the same picture. + = 7 = + = 6 = + = 5 = + = 6 = + = 8 = + = 6 = 64

17 Fact Families Two addition facts and two subtraction facts form a fact family if they use the same three numbers. For example, with 5, 3, and 2 we get a fact family: = = = = 3 1. Write the fact families to match the pictures. / 6 / 8 a = = 6 6 = 6 = b. / / c. d. / / e. f. 77

18 Missing Addend Problems and Fact Families Nathalie needs ten safety-pins. She only has two. How many more does she need? +? 2 + = 10 You can solve 2 + = 10 with subtraction: 2 + = = The answer to both problems is 8! Use the Fact Family: = 10, 10 2 = = 10, 10 8 = 2 1. Fill in. Note you can use the facts from the same fact family in each case. a. +? 5 + = = d. +? 5 + = = g. +? 3 + = = b. +? 3 + = = e. +? 4 + = = h. +? 2 + = = c. +? 4 + = = f. +? 5 + = = i. +? 1 + = = 86

20 Addition and Subtraction Facts with 8 1. Write the fact families in which the sum is eight. 8,, 8,, 8,, = 8 + = 8 8 = = 7 + = 8 + = 8 8 = = + = + = = =,, 8,, 8 + = 8 + = 8 = = + = 8 = 2. Write down the addition facts with 8 and memorize them! 0 + = = = 8 or or or + 0 = = 8 + = = = 8 or + = 8 99

21 Review Facts with 9 and Write addition and subtraction facts with 9 and = 9 9 = = = = 9 9 = 8 + = = 8 + = 9 9 = 7 + = = 7 + = 9 9 = 6 + = = 6 + = 9 9 = = = 5 2. a. Draw a line to connect each pair of numbers that add up to 9. Which number is left by itself? b. Draw a line to connect each pair of numbers that add up to 10. Which number is left by itself? Fill in the missing numbers. Draw a line to connect the facts that are from the same fact family. 9 = 7 9 = = 9 = = = = = = = 9 = = 9

22 4. Write an addition sentence or a subtraction sentence or a missing addend sentence. a. Millie bought two packs of crayons. Ken bought seven packs. How many more packs did he buy than she did? b. Mike has three yellow toy cars, four blue cars, and three red cars. How many cars does he have altogether? c. There were four birds in a tree. Four more flew in. Later, five of them flew away. How many birds were there in the tree to begin with, how many after the new ones flew in, and how many after some of them left? d. Elisa knows she has 10 crayons. She can only find four. How many are missing? e. A 10-piece puzzle has two pieces missing. How many pieces are there now? 5. Fill in the missing numbers. Draw a line to connect the facts that are from the same fact family. 10 = 8 10 = 0 10 = 5 10 = = 10 6 = + 9 = = = = = = = = 10 4 = + 3 = = 8 10 = 0 115

23

24 Contents Chapter 4: Place Value Within Introduction... 5 Counting in Groups of Naming and Writing Numbers The "Teen" Numbers Building Numbers A 100-Chart Practicing Numbers Building Numbers Practicing Numbers Which Number is Greater? Skip-Counting Mystery Numbers and More Practice Review Chapter 5: Clock Introduction Whole and Half Hours The Minutes AM and PM Review - Half Hours Chapter 6: Shapes and Measuring Introduction Shapes Shapes Measuring Lines in Inches Measuring Lines in Centimeters Review

25 Chapter 7: Adding and Subtracting Within Introduction Refresh Your Memory Adding Within the Same Ten Subtracting Within the Same Ten Whole Tens Difference and Word Problems Graphs Adding in Columns Subtracting in Columns Completing the Ten Going Over to the Next Ten Subtract to Ten Addition Practice Subtraction Review Chapter 8: Coins Introduction Money - Counting Dimes, Nickels, and Cents Money - Counting Dimes, Nickels, and Cents Quarters, Too Practicing With Money Review - Coins

26 Counting in Groups of Count in groups of TEN. Count ten dots, and circle them. Write how many ten-groups you get. Write how many ones are left over. a. tengroups ones b. tengroups ones c. tengroups ones d. tengroups ones e. tengroups ones f. tengroups ones 2. Counting game 1. (Optional - to give more practice for making ten-groups) Toss a bunch of beans or other objects on a table, and ask the child to make ten-groups. Then ask the child to count the ten-groups and the individual ones, using "four-tens six" or "seven-tens one", etc. Repeat as necessary with a different amount of objects, taking turns. 8

27 3. Counting game 2. You need: Counting items, such as sticks, beads, or beans. Small bags or bowls, OR rubber bands if using sticks. Before the game: Place 10 of the items in the middle, and the rest in a pile on the side. Play: At his turn, each player adds one more item to the middle pile on the table, and names the number thus formed. Whenever a whole ten is fulfilled, those ten items are grouped together with a rubber band or by placing them in a small bag or bowl. ONLY use words one to ten when counting in this came. Words like eleven, thirteen, twenty, fifty etc. are not allowed. For example, eleven is said as "ten and one", twelve is "ten and two", twenty is "two tens", twenty-five is "two tens and five", etc. Variation: Each player adds two (or some other quantity) matches to the pile instead of one. 4. Introduce the 100-bead abacus to the student. Make these numbers with the 100-bead abacus. a. 6 tens 5 ones b. 2 tens 7 ones c. 7 tens d. 1 ten 5 ones e. 2 tens 1 one f. 8 tens 9 ones g. 9 tens 3 ones h. 1 ten 1 one i. 4 tens 6 ones j. 6 tens k. 7 tens 1 one l. 1 ten 8 ones 5. Take turns telling each other what number to make on the abacus, such as "7 tens 9" or "1 ten 7". Do not proceed further until the student has mastered this! This is crucial. The names of the numbers with whole tens are: ten = ten four tens = forty seven tens = seventy two tens = twenty five tens = fifty eight tens = eighty three tens = thirty six tens = sixty nine tens = ninety ten tens = hundred 6. Say the number names from ten to hundred aloud a few times, while also making them with the 100-bead abacus. It almost sounds like a rhyme! 9

28 Building Numbers Fill in the table. Think of the '+' sign as "and": means 10 and 3. a. Eleven b. c. Thirteen d. 1 ten 1 one 1 ten 2 ones 1 ten ones 1 ten ones tens ones tens ones tens ones tens ones e. f. Sixteen g. h tens ones tens ones tens ones tens ones i. j. Twenty k. Twenty-one l tens ones tens ones tens ones tens ones

29 Which Number is Greater? 1. Fill in the missing parts. Circle the number that is more. OR OR 3 tens 6 ones tens ones tens ones tens ones 36 OR OR tens ones tens ones tens ones tens ones Study the above pictures. Do we first check how many TENS the numbers have or how many ONES the numbers have? Check first how many the numbers have. If the numbers have the same amount of, then compare the. For example, 92 has more TENS than 89, so 92 is greater than has the same amount of TENS as 66, but it has less ONES than 66. Therefore 62 is less than 66. The symbol > means "greater than", and < means "less than". The open end or open mouth of the symbol ALWAYS points to the bigger number. For example: 3 < 5 14 > 3 60 > < 99 7 < 17 Since 44 comes before 47 when you read the number line from left to right, 44 <

30 2. Write < or > between the numbers to compare them. a. 80 < 88 c e g b d f h Write < or > between the numbers. You can draw ten-sticks and one-dots to help. a b c d e f g h i

31 Skip-Counting 1. Fill in the chart. Then color yellow every second number on the number chart starting at 2. What pattern do you notice? Fill in the chart. Then color blue every second number on the number chart starting at 1. What pattern do you notice?

32 5. Write the time yourself! a. b. c. d. e. f. g. h. 6. On the first row, write the time. On the second row, draw the hour hand. to show the time a half-hour later. On the third row, draw the hour hand to show the time an hour later from the first row of clocks. Write the time. a. b. c. d. A halfhour later An hour later 39

33 The Minutes and Half Hours The minute hand on the clock is the thinner and longer hand. It shows us the minutes - but the numbers 1-12 on the clock face do NOT tell us the minutes. The green numbers are for the minute hand. They are not normally written on the clock face at all. The time on the clock is 4 o'clock, or 4:00, or four hours and zero minutes. Find a clock that has a knob you can turn to move the hour and minute hands. Set the hour hand pointing to one, and the minute hand pointing straight "up". Move the hour hand from 1 to 2, and observe the minute hand! Do it again: move the hour hand from 2 to 3. What does the minute hand do? Make the minute hand travel backwards as well. If you make the hour hand travel from 7 to 10, how many 'rounds' does the minute-hand make? It is 1 o'clock (and 0 minutes) 1. You know these from the previous lesson. But now the minute hand is added. Write the time using the expressions o'clock and half past. a. b. c. d. 41

34 3. Repeat the patterns to fill the grids. 54

35 Measuring Lines in Centimeters You can find out how long things are in inches, but you can also use centimeters. This line is 1 centimeter long: (This line is 1 inch long. ) 5 centimeters is about as long as 2 inches Centimeter is written shortly as "cm". 1. How many centimeters long are these things? cm cm cm cm 2. How many centimeters? Measure the line segments with your centimeter-ruler. 61

36 Adding Within the Same Ten Remember how numbers are broken down into TENS and ONES: 23 = = Break the numbers into tens and ones. 2. Do this the other way around! a. 18 = b. 30 = + a = b = 25 = + 67 = = = 89 = + 90 = = = 55 = + 46 = = = tens ones Write tens and ones in columns. Add the tens in their column. Add the ones in their column. (The box with 'T' is a ten.) 3. Add the tens and ones in their own columns. tens ones tens ones a. + b. + tens ones tens ones c. + d. + 65

37 2. Difference is also how many more! Find the differences in the way that is easier for you. a. Difference of 10 and 50: b. Difference of 20 and 70: c. How many more is 14 than 10? d. How many more is 20 than 6? 10 + = = = = = = = 20 6 = e. How many more is 80 than 40? f. How many more is 16 than 10? g. Difference of 50 and 48: h. Difference of 100 and 99: 3. Write a missing addend sentence or a subtraction sentence for each problem and solve. a. Jane had 20 strawberries and Jonathan had 11. How many more did Jane have? Jane had 9 more = = 9 b. One ruler is 30 cm long, and another rule is 10 cm long. How many centimeters longer is the first one? c. One book is 14 cm wide, and another is 6 cm wide. How many centimeters wider is the first book? d. Ann had five toy cars in a game, and Judith had 10. Then Ann got two more. Now who has more cars? How many more? e. Jake had 6 dollars and Jim had 12. Then, Jake earned 10 dollars. Now who has more money? How many dollars more? 76

38 2. Write the previous and next whole ten. a. 10, 13, 20 b., 94, c., 4, d., 93,, 25,, 39,, 57,, 81,, 78,, 65,, 72,, 46, 3. Complete the next ten. Below, write the same kind of problem within numbers a = 30 b = c = d = 3 + = = 7 + = 4 + = e = f = g = h = 5 + = 1 + = 9 + = + = 4. Complete the tens. Think of the corresponding problem within range a. b. c. d = = = = = = = = = = = = Count by fives. a. 10, 15,,,,,,,,,,, b. 1, 6,,,,,,,,,,, c. 17, 22,,,,,,,,,,, d. 13, 18,,,,,,,,,,, 85

39 Counting Dimes, Nickels, and Cents This coin is called one cent or one penny. We write 1. This coin is called one dime. It is worth ten cents Count up when finding how many cents total: Two dimes is 20. Four pennies is 4. The total is 24 cents. 1. Count and write the total amount in cents. a. b. c. d. 102

40 Quarters One quarter is 25 cents. The word "quarter" means one-fourth. A quarter coin is one-fourth part of a dollar. One dollar is 100 cents, and is written \$1. = 4 quarters 1 dollar = dollar = \$1 Two quarters = 50. Three quarters = , 45, 55 (count dimes by tens) 56, 57 Count the quarters first since they have the biggest cent-value. 1. Quarters and dimes. Write the total amount in cents. a. b. c. d. e. f. g. h. i. 107

### Grade 2: Using a Number Line to Order and Compare Numbers Place Value Horizontal Content Strand

Grade 2: Using a Number Line to Order and Compare Numbers Place Value Horizontal Content Strand Texas Essential Knowledge and Skills (TEKS): (2.1) Number, operation, and quantitative reasoning. The student

### Math Grade 3 Assessment Anchors and Eligible Content

Math Grade 3 Assessment Anchors and Eligible Content www.pde.state.pa.us 2007 M3.A Numbers and Operations M3.A.1 Demonstrate an understanding of numbers, ways of representing numbers, relationships among

### Ohio s Learning Standards-Clear Learning Targets

Ohio s Learning Standards-Clear Learning Targets Math Grade 1 Use addition and subtraction within 20 to solve word problems involving situations of 1.OA.1 adding to, taking from, putting together, taking

### Using Proportions to Solve Percentage Problems I

RP7-1 Using Proportions to Solve Percentage Problems I Pages 46 48 Standards: 7.RP.A. Goals: Students will write equivalent statements for proportions by keeping track of the part and the whole, and by

These are the standards for what is taught throughout the year in First Grade. It is the expectation that these skills will be reinforced after they have been taught. Mathematical Practice Standards Taught

Introduction: Summary of Goals GRADE ONE By the end of grade one, students learn to understand and use the concept of ones and tens in the place value number system. Students add and subtract small numbers

### Story Problems with. Missing Parts. s e s s i o n 1. 8 A. Story Problems with. More Story Problems with. Missing Parts

s e s s i o n 1. 8 A Math Focus Points Developing strategies for solving problems with unknown change/start Developing strategies for recording solutions to story problems Using numbers and standard notation

### RIGHTSTART MATHEMATICS

Activities for Learning, Inc. RIGHTSTART MATHEMATICS by Joan A. Cotter, Ph.D. LEVEL B LESSONS FOR HOME EDUCATORS FIRST EDITION Copyright 2001 Special thanks to Sharalyn Colvin, who converted RightStart

Student Name Date 1 Date 2 Date 3 Topic E: Decompositions of 9 and 10 into Number Pairs Topic E Rubric Score: Time Elapsed: Topic F Topic G Topic H Materials: (S) Personal white board, number bond mat,

### Multiplication of 2 and 3 digit numbers Multiply and SHOW WORK. EXAMPLE. Now try these on your own! Remember to show all work neatly!

Multiplication of 2 and digit numbers Multiply and SHOW WORK. EXAMPLE 205 12 10 2050 2,60 Now try these on your own! Remember to show all work neatly! 1. 6 2 2. 28 8. 95 7. 82 26 5. 905 15 6. 260 59 7.

### Reteach Book. Grade 2 PROVIDES. Tier 1 Intervention for Every Lesson

Book PROVIDES Tier 1 Intervention for Every Lesson Copyright by Houghton Mifflin Harcourt Publishing Company All rights reserved. No part of the material protected by this copyright may be reproduced or

### 5 Guidelines for Learning to Spell

5 Guidelines for Learning to Spell 1. Practice makes permanent Did somebody tell you practice made perfect? That's only if you're practicing it right. Each time you spell a word wrong, you're 'practicing'

### The following shows how place value and money are related. ones tenths hundredths thousandths

2-1 The following shows how place value and money are related. ones tenths hundredths thousandths (dollars) (dimes) (pennies) (tenths of a penny) Write each fraction as a decimal and then say it. 1. 349

### Arizona s College and Career Ready Standards Mathematics

Arizona s College and Career Ready Mathematics Mathematical Practices Explanations and Examples First Grade ARIZONA DEPARTMENT OF EDUCATION HIGH ACADEMIC STANDARDS FOR STUDENTS State Board Approved June

### Math-U-See Correlation with the Common Core State Standards for Mathematical Content for Third Grade

Math-U-See Correlation with the Common Core State Standards for Mathematical Content for Third Grade The third grade standards primarily address multiplication and division, which are covered in Math-U-See

### Mathematics Success Level E

T403 [OBJECTIVE] The student will generate two patterns given two rules and identify the relationship between corresponding terms, generate ordered pairs, and graph the ordered pairs on a coordinate plane.

### Curriculum Design Project with Virtual Manipulatives. Gwenanne Salkind. George Mason University EDCI 856. Dr. Patricia Moyer-Packenham

Curriculum Design Project with Virtual Manipulatives Gwenanne Salkind George Mason University EDCI 856 Dr. Patricia Moyer-Packenham Spring 2006 Curriculum Design Project with Virtual Manipulatives Table

### A 1,200 B 1,300 C 1,500 D 1,700

North arolina Testing Program EOG Mathematics Grade Sample Items Goal. There are eighty-six thousand four hundred seconds in a day. How else could this number be written? 80,06. Jenny s vacation money

### Standard 1: Number and Computation

Standard 1: Number and Computation Standard 1: Number and Computation The student uses numerical and computational concepts and procedures in a variety of situations. Benchmark 1: Number Sense The student

### Learning to Think Mathematically With the Rekenrek

Learning to Think Mathematically With the Rekenrek A Resource for Teachers A Tool for Young Children Adapted from the work of Jeff Frykholm Overview Rekenrek, a simple, but powerful, manipulative to help

T894 Mathematics Success Grade 7 [OBJECTIVE] The student will find probabilities of compound events using organized lists, tables, tree diagrams, and simulations. [PREREQUISITE SKILLS] Simple probability,

### Operations and Algebraic Thinking Number and Operations in Base Ten

Operations and Algebraic Thinking Number and Operations in Base Ten Teaching Tips: First Grade Using Best Instructional Practices with Educational Media to Enhance Learning pbskids.org/lab Boston University

A Correlation of to the Grades K - 6 G/M-223 Introduction This document demonstrates the high degree of success students will achieve when using Scott Foresman Addison Wesley Mathematics in meeting the

### Backwards Numbers: A Study of Place Value. Catherine Perez

Backwards Numbers: A Study of Place Value Catherine Perez Introduction I was reaching for my daily math sheet that my school has elected to use and in big bold letters in a box it said: TO ADD NUMBERS

### The Evolution of Random Phenomena

The Evolution of Random Phenomena A Look at Markov Chains Glen Wang glenw@uchicago.edu Splash! Chicago: Winter Cascade 2012 Lecture 1: What is Randomness? What is randomness? Can you think of some examples

### Touchpoint Math Multiplication

Touchpoint Math Free PDF ebook Download: Touchpoint Math Download or Read Online ebook touchpoint math multiplication in PDF Format From The Best User Guide Database 03-06 : Multiplying Greater. Numbers..

### Pretest Integers and Expressions

Speed Drill Pretest Integers and Expressions 2 Ask your teacher to initial the circle before you begin this pretest. Read the numbers to your teacher. ( point each.) [3]. - -23-30 Write the negative numbers.

### (I couldn t find a Smartie Book) NEW Grade 5/6 Mathematics: (Number, Statistics and Probability) Title Smartie Mathematics

(I couldn t find a Smartie Book) NEW Grade 5/6 Mathematics: (Number, Statistics and Probability) Title Smartie Mathematics Lesson/ Unit Description Questions: How many Smarties are in a box? Is it the

### Counting To 120 First Grade

Table of Contents Introduction Rationale and Purpose Development of K-12 Louisiana Connectors in Mathematics and ELA Implementation Reading the Louisiana Connectors Louisiana Connectors for Mathematics

### SESSION 2: HELPING HAND

SESSION 2: HELPING HAND Ready for the next challenge? Build a device with a long handle that can grab something hanging high! This week you ll also check out your Partner Club s Paper Structure designs.

### Genevieve L. Hartman, Ph.D.

Curriculum Development and the Teaching-Learning Process: The Development of Mathematical Thinking for all children Genevieve L. Hartman, Ph.D. Topics for today Part 1: Background and rationale Current

### One Way Draw a quick picture.

Name Multiply Tens, Hundreds, and Thousands Essential Question How does understanding place value help you multiply tens, hundreds, and thousands? Lesson 2.3 Number and Operations in Base Ten 4.NBT.5 Also

### Function Tables With The Magic Function Machine

Brief Overview: Function Tables With The Magic Function Machine s will be able to complete a by applying a one operation rule, determine a rule based on the relationship between the input and output within

### Math Intervention "SMART" Project (Student Mathematical Analysis and Reasoning with Technology)

Pacific University CommonKnowledge Volume 3 (2003) Interface: The Journal of Education, Community and Values 10-1-2003 Math Intervention "SMART" Project (Student Mathematical Analysis and Reasoning with

From Your Friends at The MAILBOX Grades 5 6 TEC916 High-Interest Math Problems to Reinforce Your Curriculum Supports NCTM standards Strengthens problem-solving and basic math skills Reinforces key problem-solving

### PART C: ENERGIZERS & TEAM-BUILDING ACTIVITIES TO SUPPORT YOUTH-ADULT PARTNERSHIPS

PART C: ENERGIZERS & TEAM-BUILDING ACTIVITIES TO SUPPORT YOUTH-ADULT PARTNERSHIPS The following energizers and team-building activities can help strengthen the core team and help the participants get to

### Objective: Add decimals using place value strategies, and relate those strategies to a written method.

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 9 5 1 Lesson 9 Objective: Add decimals using place value strategies, and relate those strategies to a written method. Suggested Lesson Structure Fluency Practice

### South Carolina College- and Career-Ready Standards for Mathematics. Standards Unpacking Documents Grade 5

South Carolina College- and Career-Ready Standards for Mathematics Standards Unpacking Documents Grade 5 South Carolina College- and Career-Ready Standards for Mathematics Standards Unpacking Documents

### Consequences of Your Good Behavior Free & Frequent Praise

Statement of Purpose The aim of this classroom is to be a comfortable, respectful and friendly atmosphere in which we can learn about social studies. It is okay if you make mistakes because it is often

### Sight Word Assessment

Make, Take & Teach Sight Word Assessment Assessment and Progress Monitoring for the Dolch 220 Sight Words What are sight words? Sight words are words that are used frequently in reading and writing. Because

### Investigate the program components

Investigate the program components ORIGO Stepping Stones is an award-winning core mathematics program developed by specialists for Australian primary schools. Stepping Stones provides every teacher with

### Montana Content Standards for Mathematics Grade 3. Montana Content Standards for Mathematical Practices and Mathematics Content Adopted November 2011

Montana Content Standards for Mathematics Grade 3 Montana Content Standards for Mathematical Practices and Mathematics Content Adopted November 2011 Contents Standards for Mathematical Practice: Grade

### Paper Reference. Edexcel GCSE Mathematics (Linear) 1380 Paper 1 (Non-Calculator) Foundation Tier. Monday 6 June 2011 Afternoon Time: 1 hour 30 minutes

Centre No. Candidate No. Paper Reference 1 3 8 0 1 F Paper Reference(s) 1380/1F Edexcel GCSE Mathematics (Linear) 1380 Paper 1 (Non-Calculator) Foundation Tier Monday 6 June 2011 Afternoon Time: 1 hour

### Dear Family, Literature

Chapter 2 Dear Family, My class started Chapter 2 this week. I will learn about place value of numbers to 1,000. I will also learn about comparing these numbers. Love, Vocabulary compare To describe whether

### WHAT ARE VIRTUAL MANIPULATIVES?

by SCOTT PIERSON AA, Community College of the Air Force, 1992 BS, Eastern Connecticut State University, 2010 A VIRTUAL MANIPULATIVES PROJECT SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR TECHNOLOGY

### Numeracy Medium term plan: Summer Term Level 2C/2B Year 2 Level 2A/3C

Numeracy Medium term plan: Summer Term Level 2C/2B Year 2 Level 2A/3C Using and applying mathematics objectives (Problem solving, Communicating and Reasoning) Select the maths to use in some classroom

### Extending Place Value with Whole Numbers to 1,000,000

Grade 4 Mathematics, Quarter 1, Unit 1.1 Extending Place Value with Whole Numbers to 1,000,000 Overview Number of Instructional Days: 10 (1 day = 45 minutes) Content to Be Learned Recognize that a digit

Prepared by Vanessa Ibarra Vanessa.Ibarra2@unt.edu June 26, 2014 This material was produced for Excellence in Curricula and Experiential Learning (EXCEL) Program, which is funded through UNT Sustainability.

### Grade 5 + DIGITAL. EL Strategies. DOK 1-4 RTI Tiers 1-3. Flexible Supplemental K-8 ELA & Math Online & Print

Standards PLUS Flexible Supplemental K-8 ELA & Math Online & Print Grade 5 SAMPLER Mathematics EL Strategies DOK 1-4 RTI Tiers 1-3 15-20 Minute Lessons Assessments Consistent with CA Testing Technology

### MODULE FRAMEWORK AND ASSESSMENT SHEET

MODULE FRAMEWORK AND ASSESSMENT SHEET LEARNING OUTCOMES (LOS) ASSESSMENT STANDARDS (ASS) FORMATIVE ASSESSMENT ASs Pages and (mark out of ) LOs (ave. out of ) SUMMATIVE ASSESSMENT Tasks or tests Ave for

### Student s Edition. Grade 6 Unit 6. Statistics. Eureka Math. Eureka Math

Student s Edition Grade 6 Unit 6 Statistics Eureka Math Eureka Math Lesson 1 Lesson 1: Posing Statistical Questions Statistics is about using data to answer questions. In this module, the following four

Putting It All Together: Middle School Examples 7 th Grade Math 7 th Grade Science SAM REHEARD, DC 99 7th Grade Math DIFFERENTATION AROUND THE WORLD My first teaching experience was actually not as a Teach

### Unit 2. A whole-school approach to numeracy across the curriculum

Unit 2 A whole-school approach to numeracy across the curriculum 50 Numeracy across the curriculum Unit 2 Crown copyright 2001 Unit 2 A whole-school approach to numeracy across the curriculum Objectives

### P a g e 1. Grade 4. Grant funded by: MS Exemplar Unit English Language Arts Grade 4 Edition 1

P a g e 1 Grade 4 Grant funded by: P a g e 2 Lesson 1: Understanding Themes Focus Standard(s): RL.4.2 Additional Standard(s): RL.4.1 Estimated Time: 1-2 days Resources and Materials: Handout 1.1: Details,

### Chapter 4 - Fractions

. Fractions Chapter - Fractions 0 Michelle Manes, University of Hawaii Department of Mathematics These materials are intended for use with the University of Hawaii Department of Mathematics Math course

### Are You a Left- or Right-Brain Thinker?

Are You a Left- or Right-Brain Thinker? Take this quiz to learn how your mind influences your learning style and techniques for strengthening both hemispheres of your brain! 1B 2B 2A 1A 3B 4B 4A 3A 5B

### Large Kindergarten Centers Icons

Large Kindergarten Centers Icons To view and print each center icon, with CCSD objectives, please click on the corresponding thumbnail icon below. ABC / Word Study Read the Room Big Book Write the Room

### Learning Lesson Study Course

Learning Lesson Study Course Developed originally in Japan and adapted by Developmental Studies Center for use in schools across the United States, lesson study is a model of professional development in

### Mathematics process categories

Mathematics process categories All of the UK curricula define multiple categories of mathematical proficiency that require students to be able to use and apply mathematics, beyond simple recall of facts

### Build on students informal understanding of sharing and proportionality to develop initial fraction concepts.

Recommendation 1 Build on students informal understanding of sharing and proportionality to develop initial fraction concepts. Students come to kindergarten with a rudimentary understanding of basic fraction

### Level: 5 TH PRIMARY SCHOOL

Level: 5 TH PRIMARY SCHOOL GENERAL AIMS: To understand oral and written texts which include numbers. How to use ordinal and cardinal numbers in everyday/ordinary situations. To write texts for various

### Focus of the Unit: Much of this unit focuses on extending previous skills of multiplication and division to multi-digit whole numbers.

Approximate Time Frame: 3-4 weeks Connections to Previous Learning: In fourth grade, students fluently multiply (4-digit by 1-digit, 2-digit by 2-digit) and divide (4-digit by 1-digit) using strategies

### RESPONSE TO LITERATURE

RESPONSE TO LITERATURE TEACHER PACKET CENTRAL VALLEY SCHOOL DISTRICT WRITING PROGRAM Teacher Name RESPONSE TO LITERATURE WRITING DEFINITION AND SCORING GUIDE/RUBRIC DE INITION A Response to Literature

### P a g e 1. Grade 5. Grant funded by:

P a g e 1 Grade 5 Grant funded by: P a g e 2 Focus Standard: 5.NF.1, 5.NF.2 Lesson 6: Adding and Subtracting Unlike Fractions Standards for Mathematical Practice: SMP.1, SMP.2, SMP.6, SMP.7, SMP.8 Estimated

### If we want to measure the amount of cereal inside the box, what tool would we use: string, square tiles, or cubes?

String, Tiles and Cubes: A Hands-On Approach to Understanding Perimeter, Area, and Volume Teaching Notes Teacher-led discussion: 1. Pre-Assessment: Show students the equipment that you have to measure

### Sample Problems for MATH 5001, University of Georgia

Sample Problems for MATH 5001, University of Georgia 1 Give three different decimals that the bundled toothpicks in Figure 1 could represent In each case, explain why the bundled toothpicks can represent

### Alignment of Australian Curriculum Year Levels to the Scope and Sequence of Math-U-See Program

Alignment of s to the Scope and Sequence of Math-U-See Program This table provides guidance to educators when aligning levels/resources to the Australian Curriculum (AC). The Math-U-See levels do not address

### Unit Lesson Plan: Native Americans 4th grade (SS and ELA)

Unit Lesson Plan: Native Americans 4th grade (SS and ELA) Angie- comments in red Emily's comments in purple Sue's in orange Kasi Frenton-Comments in green-kas_122@hotmail.com 10/6/09 9:03 PM Unit Lesson

### Understanding and Supporting Dyslexia Godstone Village School. January 2017

Understanding and Supporting Dyslexia Godstone Village School January 2017 By then end of the session I will: Have a greater understanding of Dyslexia and the ways in which children can be affected by

### Life and career planning

Paper 30-1 PAPER 30 Life and career planning Bob Dick (1983) Life and career planning: a workbook exercise. Brisbane: Department of Psychology, University of Queensland. A workbook for class use. Introduction

### Measures of the Location of the Data

OpenStax-CNX module m46930 1 Measures of the Location of the Data OpenStax College This work is produced by OpenStax-CNX and licensed under the Creative Commons Attribution License 3.0 The common measures

### 2 nd Grade Math Curriculum Map

.A.,.M.6,.M.8,.N.5,.N.7 Organizing Data in a Table Working with multiples of 5, 0, and 5 Using Patterns in data tables to make predictions and solve problems. Solving problems involving money. Using a

### WiggleWorks Software Manual PDF0049 (PDF) Houghton Mifflin Harcourt Publishing Company

WiggleWorks Software Manual PDF0049 (PDF) Houghton Mifflin Harcourt Publishing Company Table of Contents Welcome to WiggleWorks... 3 Program Materials... 3 WiggleWorks Teacher Software... 4 Logging In...

### Spinners at the School Carnival (Unequal Sections)

Spinners at the School Carnival (Unequal Sections) Maryann E. Huey Drake University maryann.huey@drake.edu Published: February 2012 Overview of the Lesson Students are asked to predict the outcomes of

### TabletClass Math Geometry Course Guidebook

TabletClass Math Geometry Course Guidebook Includes Final Exam/Key, Course Grade Calculation Worksheet and Course Certificate Student Name Parent Name School Name Date Started Course Date Completed Course

### Average Number of Letters

Find the average number of letters in a group of 5 names. As a group, discuss strategies to figure out how to find the average number of letters in a group of 5 names. Remember that there will be 5 groups

I. Content Standard: Number, Number Sense and Operations Standard Students demonstrate number sense, including an understanding of number systems and reasonable estimates using paper and pencil, technology-supported

### Paper 2. Mathematics test. Calculator allowed. First name. Last name. School KEY STAGE TIER

259574_P2 5-7_KS3_Ma.qxd 1/4/04 4:14 PM Page 1 Ma KEY STAGE 3 TIER 5 7 2004 Mathematics test Paper 2 Calculator allowed Please read this page, but do not open your booklet until your teacher tells you

### Helping Your Children Learn in the Middle School Years MATH

Helping Your Children Learn in the Middle School Years MATH Grade 7 A GUIDE TO THE MATH COMMON CORE STATE STANDARDS FOR PARENTS AND STUDENTS This brochure is a product of the Tennessee State Personnel

### How to make an A in Physics 101/102. Submitted by students who earned an A in PHYS 101 and PHYS 102.

How to make an A in Physics 101/102. Submitted by students who earned an A in PHYS 101 and PHYS 102. PHYS 102 (Spring 2015) Don t just study the material the day before the test know the material well

### Standards Alignment... 5 Safe Science... 9 Scientific Inquiry Assembling Rubber Band Books... 15

Standards Alignment... 5 Safe Science... 9 Scientific Inquiry... 11 Assembling Rubber Band Books... 15 Organisms and Environments Plants Are Producers... 17 Producing a Producer... 19 The Part Plants Play...

### Manipulative Mathematics Using Manipulatives to Promote Understanding of Math Concepts

Using Manipulatives to Promote Understanding of Math Concepts Multiples and Primes Multiples Prime Numbers Manipulatives used: Hundreds Charts Manipulative Mathematics 1 www.foundationsofalgebra.com Multiples

### Hardhatting in a Geo-World

Hardhatting in a Geo-World TM Developed and Published by AIMS Education Foundation This book contains materials developed by the AIMS Education Foundation. AIMS (Activities Integrating Mathematics and

### Primary National Curriculum Alignment for Wales

Mathletics and the Welsh Curriculum This alignment document lists all Mathletics curriculum activities associated with each Wales course, and demonstrates how these fit within the National Curriculum Programme

### What's My Value? Using "Manipulatives" and Writing to Explain Place Value. by Amanda Donovan, 2016 CTI Fellow David Cox Road Elementary School

What's My Value? Using "Manipulatives" and Writing to Explain Place Value by Amanda Donovan, 2016 CTI Fellow David Cox Road Elementary School This curriculum unit is recommended for: Second and Third Grade

### 1 3-5 = Subtraction - a binary operation

High School StuDEnts ConcEPtions of the Minus Sign Lisa L. Lamb, Jessica Pierson Bishop, and Randolph A. Philipp, Bonnie P Schappelle, Ian Whitacre, and Mindy Lewis - describe their research with students

### Title: George and Sam Save for a Present By: Lesson Study Group 2

Research Aim: Title: George and Sam Save for a Present By: Lesson Study Group 2 Team Members: Jan Arslan, Lindsay Blanchard, Juneanne Demek, Hilary Harrison, Susan Greenwood Research Lesson Date: Tuesday,

### DMA CLUSTER CALCULATIONS POLICY

DMA CLUSTER CALCULATIONS POLICY Watlington C P School Shouldham Windows User HEWLETT-PACKARD [Company address] Riverside Federation CONTENTS Titles Page Schools involved 2 Rationale 3 Aims and principles

### TIMBERDOODLE SAMPLE PAGES

KTimberdoodle s Curriculum Handbook 2016-2017 edition Welcome to Kindergarten 2 On Your Mark, Get Set, Go! We're So Glad You're Here! Congratulations on choosing to homeschool your child this year! Whether

### UNIT ONE Tools of Algebra

UNIT ONE Tools of Algebra Subject: Algebra 1 Grade: 9 th 10 th Standards and Benchmarks: 1 a, b,e; 3 a, b; 4 a, b; Overview My Lessons are following the first unit from Prentice Hall Algebra 1 1. Students

### Characteristics of Functions

Characteristics of Functions Unit: 01 Lesson: 01 Suggested Duration: 10 days Lesson Synopsis Students will collect and organize data using various representations. They will identify the characteristics

### Running head: STRATEGY INSTRUCTION TO LESSEN MATHEMATICAL ANXIETY 1

Running head: STRATEGY INSTRUCTION TO LESSEN MATHEMATICAL ANXIETY 1 Developing Basic Fact Fluency Through Guided Strategy-Based Instruction to Lessen Student Anxiety by Laura K. Submitted in partial fulfillment

### Mathematics Scoring Guide for Sample Test 2005

Mathematics Scoring Guide for Sample Test 2005 Grade 4 Contents Strand and Performance Indicator Map with Answer Key...................... 2 Holistic Rubrics.......................................................

Unit 30 Abuja Carnival About this unit This unit revises language and phonics done throughout the year. The theme of the unit is Abuja carnival. Pupils describe a happy carnival picture and read a story