Read. this first! IMPLEMENTATION GUIDE. Everything you need to know to get the most out of the TouchMath First Grade Program

Read this first! F I R S T G R A D E IMPLEMENTATION GUIDE Everything you need to know to get the most out of the TouchMath First Grade Program

INNOVATIVE LEARNING CONCEPTS INC. creators of TOUCHMATH TouchMath materials were fi rst published in 1975. Innovative Learning Concepts Inc. s publications may not be reproduced or disseminated in any way, or stored in any database or retrieval system, without written permission of the publisher. However, limited permission is granted to reproduce only the blackline activity masters solely for noncommercial educational use with students in a single classroom or a single home, and for no other purpose. TouchMath, TouchNumerals, and The Alphabet of Mathematics are registered trademarks of Innovative Learning Concepts Inc., Touch2Learn, TouchPoint, TouchShapes, TouchStar, TouchMath Tunes, TouchMath Tutor, StepNumerals and Innovative Learning Concepts are trademarks of Innovative Learning Concepts Inc. of Colorado Springs, CO. Innovative Learning Concepts Inc. 5445 Mark Dabling Blvd., Colorado Springs, CO 80918-3800 Toll Free: 1-800-888-9191 Fax: 1-719-593-2446 Web: www.touchmath.com E-mail: customerservice@touchmath.com Printed in the United States of America

TouchMath Table of Contents Navigating the Guide Introduction..................................................................... 1 2 Philosophy of TouchMath............................................................. 1 Overview of the TouchMath First Grade Program and Vocabulary................................ 2 First Grade Sequence of Skills................................................... 3 7 First Grade Unit Box Contents..................................................... 8 First Grade Program............................................................ 9 12 Unit 1: Counting, Adding, and Subtracting Within 9.......................................... 9 Unit 2: Adding and Subtracting Within 20................................................ 10 Unit 3: Adding and Subtracting Within 100............................................... 11 Unit 4: Measurement, Time, Data, and Geometry.......................................... 12 First Grade Modules........................................................... 13 23 Module Descriptions............................................................. 13 16 How to Use the Module Guides........................................................ 17 Instructional Strategies.............................................................. 18 Reproducible Activity Sheets.......................................................... 19 Bibliography for Literature Connections included in First Grade Module Guides.................. 20 21 Parent/Guardian Communication...................................................... 22 Assessment and Progress Monitoring................................................... 23 TouchMath PLUS.............................................................. 24 25 TouchMath Online............................................................... 26 Teaching Aids.................................................................. 27 28 Classroom Guide.............................................................. 29 30 Common Core State Standards............................................... 31 32 Research.......................................................................... 33 TouchMath Professional Development.......................................... 34 Notes.............................................................................. 35

TouchMath Introduction Philosophy The philosophy of TouchMath. Janet Bullock President/CEO The TouchMath philosophy may be stated in five easy words: REACH AND TEACH ALL LEARNERS. The educators who have developed and expanded the TouchMath Program throughout the last 40 years have worked constantly to meet this goal. Every TouchMath unit, module, and worksheet reflects their dedication. The success TouchMath has experienced is largely due to its multisensory approach. It is unique in that it combines the use of the four major senses of seeing, saying, hearing, and touching with hands-on manipulatives and paper/pencil written activities. As students engage all of their senses, each individual within the group has the opportunity to assimilate information whether they are visual, auditory, or tactile/kinesthetic learners. TouchMath activities are meticulously scaffolded and provide all learners with ample opportunities for success. As each skill is mastered, the next simple step is introduced. The TouchMath worksheets are clean and uncluttered with age-appropriate artwork. The variety, quantity, and quality of the activities provided make reinforcement immediately available on an as-needed basis. Testing and tracking materials provide instant feedback. Teacher materials are straightforward and easy to use. Skills on each page are clearly defined, connected to the Common Core State Standards, and presented using specific methodology. Instructional strategies include real world connections, books to read, group and individual games, coloring, cutting-and-pasting, dot-to-dots, and a host of other inviting motivators. The TouchMath materials in this unit may be used as a complete core program or as a supplementary approach for struggling students. The materials are effective in large group situations, in small groups, or for individual learners. Students master each concept as they see it, say it, hear it, touch it, learn it. 1 2012 First Grade Implementation Guide

TouchMath Introduction CONTINUED Overview Overview of the TouchMath First Grade Program. The TouchMath First Grade Program is designed to ensure learner success with two critical concepts: (1) understanding number associations and using them in addition and subtraction operations, and (2) learning basic geometry concepts. The content was built around the Common Core State Standards, and each module includes a correlation to these standards. For easy reference, a complete list of the first grade standards can be found on pages 31 32. The TouchMath approach scaffolds the learning from using concrete objects, to using pictures, to using numbers. Multiple representations are included on the pages so that learners at all developmental levels are successful. Students will move naturally from the concrete level to the abstract level as they are ready. Three of the four First Grade Units relate to numbers and operations. These first three units are organized to present small clusters of numbers within addition and subtraction, continually relating the two operations to each other. Unit 1 focuses on number concepts and operations within 9. Unit 2 extends the learning within 20, including an in-depth presentation of the numbers 10 20. Unit 3 applies the understanding within 100 and includes an introduction to regrouping. The units build on the foundation of each previous unit, providing students with varied experiences with numbers through 100. The goal of these first three units is for students to add and subtract fluently within 10 by the end of first grade. Meaningful repetition using multiple representations, coupled with the tactile, visual approach of TouchPoints, provides all learners with the support they need to meet and/or exceed the goal of applying addition and subtraction within 10 consistently. Unit 4 presents experiences with measuring, comparing, and ordering line lengths and objects; telling time; sorting, classifying, representing, and interpreting data; defining and composing 2-D and 3-D shapes; and partitioning shapes into equal shares for foundational work in understanding fractions. Skill development moves naturally from using concrete objects, to cutting and pasting pictures, to matching, and finally to drawing pictures. Word problems are scaffolded throughout all four units. In Unit 1, objects and drawings are used to demonstrate joining together and taking away. The Instructional Strategies model opportunities to share verbal word problems with and by the students. This is expanded in Module 4, using rebus and basic sight vocabulary, as well as math vocabulary in addition and subtraction. Color words and days of the week are included. This level is then scaffolded to include words that follow the CVC or CVVC pattern. Unit 2 continues the approach of Unit 1, increasing the number of words in sentences. In Unit 3, new words are introduced through rebus and their corresponding words. Pictures are eliminated, and only words are used as students progress through this unit. In Unit 4, the vocabulary in word problems is specific to the content of each module. The presentation of concepts in word problems is reinforced throughout each unit. Cross-curricular examples are included throughout all four units. The pictures on student pages cross all curriculum areas, and interesting information about science-related pictures is included (e.g., Columns are frequently used to support beams or arches. They can also be purely decorative. Doric columns have a scroll design at the top.). These facts are connections to the interests of first graders and stimulate enthusiastic conversation. Vocabulary for each unit is included in each unit overview. Within the Instructional Strategies, these vocabulary words are identified in boldface. The vocabulary builds on each previous unit, continually strengthening oral fluency, and is intended to be used by the teacher and reinforced in language with the students. The words are not presented in print to the students except in the simple directions and in word problems. 2012 First Grade Implementation Guide 2

TouchMath Sequence of Skills First Grade Sequence of skills The Sequence of Skills is provided for an easy reference to all of the skills in the First Grade Program and is organized to mirror the order in which the skills are presented in the material. Included skills are scaffolded from the concrete to the more abstract, ensuring the learners understanding, and are correlated to the First Grade Common Core State Standards. (Please access TouchMath PLUS for a correlation by standard.) Use the Sequence of Skills to track the skills you have taught, recording dates to provide evidence of instruction. Or, make copies of it to record individual student performance for each skill. Used in conjunction with the Progress Monitoring Record, this can be useful for IEPs, parent conferences, and differentiated instruction. Operations and Algebraic Thinking Add Using Manipulatives, Pictures, and TouchPoints 1.OA.1, 5 8 1.OA.6 1.OA.1, 3, 5 8 1.OA.3, 6 1.OA.2 1.OA.6 Show adding as putting together groups of objects Count groups of objects to get the sum Use drawings to explain addition Demonstrate that addition is made up of parts to make a whole Represent problems in multiple ways Count the quantities and sum using TouchPoints Relate addition to counting using TouchPoints Tell word problems using pictures Read word problems using rebus and controlled vocaulary Write number sentences for word problems Write word problems for number sentences Use equations Match expressions to sums Identify true or false and select correct answers Sums within 10 Apply strategies including TouchPoints Master adding fluently within 10 Use boxes for unknowns Compare sums using >, =, or < Build 10 using pairs of addends Sums within 12 Apply TouchPoints as tactile or visual cues Represent a number of objects with dots Draw dots for missing addends to count on Use the commutative property Recognize and apply patterns in addition (e.g., +3 to a sequence of numbers) Compare sums Compose 10 using the associative property Add 3 5 addends using TouchPoints Use doubles to build fluency with addition Apply understanding of fact families Decompose numbers to make easier sums Subtract Using Manipulatives, Pictures, and TouchPoints 1.OA.1, 4 8 Show subtraction as taking away a part from a whole Count groups of objects to find the difference Use drawings to explain subtraction Represent problems in multiple ways Demonstrate that subtraction begins with the whole Use counting backward as a subtraction strategy Use TouchPoints to count and find the difference Relate subtraction to counting using TouchPoints 3 2012 First Grade Implementation Guide

TouchMath Sequence of Skills CONTINUED First Grade Say the minuend and use TouchPoints to subtract the subtrahend Tell word problems using pictures Read word problems using rebus and controlled vocabulary Write number sentences for word problems Write word problems for number sentences Use equations Relate addition and subtractione Match expressions to differences Identify true or false and select correct answers Subtract within 10 as minuend Apply strategies including TouchPoints Master subtracting fluently within 10 Use boxes for unknowns Use blacking out to show objects being taken away Use crossing out to show objects being taken away Compare differences using >, =, or < Subtract within 20 as the minuend Apply TouchPoints as tactile or visual cues Use fact families (e.g., 11-7 = 4 and 11-4 = 7) Recognize and apply patterns in subtraction (i.e., - 3 from a sequence of numbers) Compare differences Add and Subtract Using Pictures and TouchPoints 1.OA.1, 4 8 Recognize and write operations signs (+ and -) Identify the correct operation and operation sign Understand equations and the = sign Apply operations in vertical and horizontal formats Identify and say the larger addened and minuend Use TouchPoints on the smaller addend and subtrahend to count and find sums and differences Number & Operations in Base Ten Count, Read, and Write to 120 1.NBT.1 Sequence numbers (read, trace, write) Count and fill in missing numbers Name numbers after, between, and before a given number(s) Count to 10 Count to 20 Count 20 30 Count 20 40 Count 30 50 Count 50 70 Count 70 80 Count 70 80 Count 70 100 Count 100 110 Count 110 120 Count 1 120 Sequence from any number Represent Numbers with Pictures and TouchPoints 1.NBT.2 Build numbers 10 20 Use bundles of straws, beads on a string, and connecting cubes Demonstrate bundles of ten and additional ones Apply pictorial representations to place value charts Associate models, pictures, TouchPoints, place value charts, and numerals Match different representations 2012 First Grade Implementation Guide 4

TouchMath Sequence of Skills CONTINUED First Grade 1.NBT.3 Transfer pictures to numerals (pictorial TouchPoints) Relate pictorial TouchPoints to TouchPoints Use place value charts and numerals Compare two-digit numbers Use symbols >, =, or < Demonstrate comparisons using models and pictures Use place value charts and numerals Compare sums and differences Add Using Place Value and Properties of Operations 1.NBT.4 1.NBT.4+ 1.NBT.4 1.NBT.4, 5 1.NBT.3 Use models, drawings, charts, and TouchPoints Match models to numerals Use TouchPoints and commutative property Apply patterns in addition Find missing addends Identify related addition and subtraction facts Add a one-digit number to a two-digit number (no regrouping) Add a two-digit number to a two-digit number (no regrouping) Recognize and apply base 10 blocks to addition of two-digit numbers Add 3 two-digit addends within 100 (no regrouping) Use place value charts, visual cues, and TouchPoints to add ones to ones and tens to tens Match expressions to sums using TouchPoints Regroup ones to compose a ten using models and pictures Add multiples of 10 to one- and two-digit numbers Relate the addition fact with a multiple of 10 to the subtraction fact Compare sums Subtract Using Place Value and Properties of Operations 1.NBT.4+ Use models, drawings, charts, and TouchPoints Match models to numerals Apply understanding of TouchPoints Apply patterns in subtraction Identify and solve for unknowns Match expresssions to differences Identify related subtraction and addition facts Use visual cues in subtracting ones from ones and tens from tens Subtract two-digit numbers using models, place value charts, and crossing out Recognize and apply base 10 blocks to subtraction of two-digit numbers Subtract two-digit numbers using place value charts, TouchPoints, and visual cues 1.NBT.4 Relate addition and subtraction facts (number families) Decompose a ten to regroup using models and pictures 1.NBT.5, 6 Subtract multiples of 10 from one- and two-digit numbers Relate the subtraction fact with a multiple of 10 to the addition fact 1.NBT.3 Compare differences MEASUREMENT & DATA Measure Length 1.MD.1, 2 Measure line lengths using paperclips Compare and order line lengths Measure physical objects using paperclips and other units (e.g., lengths of string) Measure pictorial objects using various tools Demonstrate end-to-end measurement with no gaps and no overlaps Demonstrate that the number of same-length units is the measurement of length of an object Cut out and use various length units to measure objects Use various length units to measure pictorial objects Compare and order lengths of objecs and pictures 5 2012 First Grade Implementation Guide

TouchMath Sequence of Skills CONTINUED First Grade Tell Time 1.MD.3 Identify hour and minute hand on an analog clock Identify each hour on an analog clock by tracing the hands Fill in missing hours on an analog clock Match digital time to analog time Recognize five-minute intervals on an analog clock Skip count by fives to 60 Identify each five-minute interval between 12:00 and 1:00 Match analog time to digital time Say and write each half-hour for a 12-hour period Draw hands for each half-hour on an analog clock Match half-hours on an analog clock to a digital clock Write the hours on an analog clock and identify digital time Write the digital time for analog half-hours Represent and Interpret Data 1.MD.4 Sort and classify pictures by cutting and pasting on 2 x 5 graphs Sort and classify pictures by cutting and pasting on graphs up to 3 x 6 Record data on vertical and horizontal graphs Ask and answer questions about data on pictorial graphs Ask and answer questions about data on bar graphs Identify number of data points on graphs Compare data on graphs GEOMETRY 2-D Shapes: Define 2-D Shapes Circle, Triangle, Square, Rectangle, Rhombus, Trapezoid, Hexagon 1.G.1 Compose 2-D Shapes Compose New Shapes Identify parallel, intersecting, and perpendicular lines Demonstrate that lines are combined to make shapes Distinguish between open and closed shapes Learn that the number of edges and corners define the shape Define each shape by the number of edges and corners Read and write the names of shapes Match the names of shapes to their defining attributes Associate names with shapes Demonstrate that color, size, and orientation do not define the shape Match shapes of different sizes and orientations Compare and contrast shapes based on their defining attributes Draw shapes based on their defining attributes Sort and classify pictures by cutting and pasting on 2 x 5 graphs Sort and classify pictures by cutting and pasting on graphs up to 3 x 6 Record data on vertical and horizontal graphs Ask and answer questions about data on pictorial graphs Ask and answer questions about data on bar graphs Identify number of data points on graphs Compare data on graphs Combine different sizes of a given shape to make a new shape Combine different sizes of different shapes to make a new shape Identify common shapes in the environment that are made up of various shapes 2012 First Grade Implementation Guide 6

TouchMath Sequence of Skills CONTINUED First Grade 3-D Shapes: Define 3-D Shapes Cone, Cylinder, Cube, 3-D Rectangle (Right Rectangular Prism) 1.G.1 Compose 3-D Shapes 1.G.2 Compose New Shapes Manipulate 3-D shape models Learn that the number of faces, edges, and corners define the shape Apply understanding of the definitions of 2-D shapes to 3-D shapes Define each shape by the number of faces, edges, and corners Read and write names of shapes Match the names of shapes to their defining attributes Associate names with shapes Demonstrate that color, size, and orientation do not define the shape Match shapes of different sizes and orientations Compare and contrast shapes based on their defining attributes Compose 3-D shapes out of clay Cut and paste parts of shapes to simulate making actual 3-D shapes Cut and paste parts of various 3-D shapes to match to the shapes Combine different sizes and orientations of a given shape to simulate a picture in the environment Combine different shapes to make a new shape Identify common shapes in the environment that are made up of various shapes Partition Circles and Rectangles into Fractional Parts 1.G.3 Color shaded part, read and trace fractions for halves and fourths in circles and rectangles Cut and paste shaded, labeled share or part on the whole Color shaded parts and write fractions for halves and fourths in circles and rectangles Match shaded parts of circles and rectangles to halves and fourths Explain that the shares or parts must be the same size 1.G.3+ Color, label, cut, and paste halves and fourths in triangles, squares, rhombuses, and hexagons as appropriate to the fraction and shape Color, label, cut, and paste thirds and fifths in circles and rectangles Color, label, cut, and paste thirds and fifths in other shapes Color, label, cut, and paste sixths in rectangles and hexagons 1.G.3+ Sequence fractional parts (of the same size) to see comparisons Order fractional parts (of different sizes) of a given figure Compare fractional parts (of different sizes) of a given figure Match shaded parts of circles to halves through sixths Read and write fractions for halves through sixths 1.G.3 Demonstrate that the greater the number of parts, the smaller the part Associate shaded parts, fractions, and common references (e.g., one quarter) 7 2012 First Grade Implementation Guide

TouchMath First Grade Contents What is in the box? Examining the First Grade box contents. Four unit boxes make up the First Grade Program. These boxes contain the basic TouchMath materials needed in each unit and are designed for effortless organization, ease of use, and clutter-free storage. When using a particular unit, turn the inner box containing the module folders around 180 degrees and slide it back into the box backward, which allows for easy examination. Once you have completed the unit, turn the inner box back around for space-efficient storage. The titles of the First Grade Units are as follows: Unit 1 Counting, Adding, and Subtracting Within 9 Unit 2 Adding and Subtracting Within 20 Unit 3 Adding and Subtracting Within 100 Unit 4 Measurement, Time, Data, and Geometry In an upright position, the First Grade Unit boxes allow for easy access to materials while stored on a bookshelf or desktop; from a horizontal position, materials are within reach when stored in a drawer or filing cabinet. Included are six modules inside each of the First Grade Unit boxes (24 modules if you have all four units). Each module title is printed on the module spine. Each module contains 25 reproducible student activities (left), plus a complete Module Guide with Instructional Strategies and answer key (right). There are also three sets of FlipCards in each unit. These cards are designed to be used for demonstration, additional practice by small groups of learners, reinforcement and/or extensions of skills, or another way of presenting the skill. The code included on the outside of every First Grade Unit box will allow you to access TouchMath PLUS, the online portion of the first grade materials. These materials include the same pages available in this First Grade Unit. They enable you to have computer fingertip access to all activities and Module Guides anytime, anywhere, for planning and preparation. TouchMath FlipCards [Included] Order extra sets! Online Digital Activation First Grade 2011 Unit 01 SAMPLE 2012 First Grade Implementation Guide 8

TouchMath First Grade Program Overview Unit 1: Adding and Subtracting Within 9 Unit 1: Adding and Subtracting Within 9 This unit builds upon the easiest and most basic of mathematical skills: counting. The skill is extended in the most student-friendly way possible by associating and representing quantities with objects and TouchPoints. Students start building addition and subtraction concepts using pictures and TouchPoints. Reinforced throughout the unit are the relationships between part/whole and addition/subtraction. Designed to meet all Common Core State Standards, students begin by adding, subtracting, and comparing numbers within 5 and progress to using these operations within 9. Objects, drawings, and equations present a multisensory approach and contribute to students ability to fluently add and subtract within 10. Multiple testing formats are introduced to prepare students for future successful testing experiences. Vocabulary for Unit 1: Number Concepts After Before Compare Count Equal Greater than Less than Missing number Number names (0 120) Number sequence Order Part TouchPoints Whole Number Operations Add Addend Addition sentence Altogether Count backward Count on Difference Double In all Left Minus Subtract Operation signs (+ and -) Plus Subtract Subtraction sentence Sum Take away Total 9 2012 First Grade Implementation Guide

TouchMath First Grade Program CONTINUED Overview Unit 2: Adding and Subtracting Within 20 Unit 2: Adding and Subtracting Within 20 This unit begins by building understanding of base ten, using concrete models, pictorial representations, and place value charts to establish the foundation for understanding two-digit numbers. This is extended to adding and subtracting using the place value models and charts to continually connect numbers and quantities. The unit then progresses to using just place value charts and then just numbers with TouchPoints. Visual cues are slowly reduced throughout the module to develop independence in learning the concepts. Addition and subtraction rely on counting forward and backward and progress to the visual/kinesthetic use of TouchPoints. A variety of strategies is also introduced to provide learners multiple opportunities to succeed with basic operations. Mixed addition and subtraction conclude the unit with strategic visual cues included. Vocabulary for Unit 2: All vocabulary words used in Unit 1, as well as those listed below: Number Concepts Bundle Extra Model One-digit Ones Place value Place value chart Represents Symbol Tens Two-digit Number Operations Problem Solve Unknown 2012 First Grade Implementation Guide 10

TouchMath First Grade Program CONTINUED Overview UNIT 3: Adding and Subtracting Within 100 Unit 3: Adding and Subtracting Within 100 This unit extends Unit 2 by using base ten blocks to demonstrate place value in addition and subtraction. It then expands into multiple one-digit addends and unknowns using visual cues. It extends concepts by incorporating properties of operations and other strategies, such as adding multiples of ten and composing and decomposing ten. The activities introduce regrouping in addition and subtraction through a step-by-step approach, building from concrete to pictorial presentations. Place value is reinforced throughout the instructional process. This unit concludes with mixed reviews of addition and subtraction within 100. Vocabulary for Unit 3: All vocabulary words used in Units 1 and 2, as well as those listed below: Number Concepts Place value model Relate Relationship 2-digit number Number Operations Building 10 Column Commutative property Doubles Doubles plus 1 Fact family Multiples Number family Strategy 11 2012 First Grade Implementation Guide

TouchMath First Grade Program CONTINUED Overview UNIT 4: Measurement, Time, Data, and Geometry Unit 4: Measurement, Time, Data, and Geometry This unit provides activities for measurement, time, data, and geometry. The measurement activities progress from hands-on measuring, comparing, and ordering line lengths to measuring lengths of objects using defined units. The experiences with telling time use both digital and analog clocks. The time in hours, half-hours, and fiveminute intervals is to be traced, matched, or identified on representative clocks. The data section of the module presents skills that progress from organizing and representing data, to interpreting graphs, and then to transferring data to templates. The final steps are analyzing and comparing data. Modules 4, 5, and 6 in the unit all relate to geometry. Defining shapes is introduced with an understanding of lines (parallel, intersecting, and perpendicular) that are combined to make edges and corners in shapes. Learners discover the difference between defining and non-defining attributes and then compose shapes from their parts. The experiences are presented using manipulatives and then pictorial drawings for both 2-D and 3-D shapes. Finally, shapes (circles and rectangles) are partitioned into fractional parts from halves through fifths for the students to order and compare. The focus is on developing the understanding that the greater the number of parts, the smaller each part is. Vocabulary for Unit 4: Measurement In between Length Long Longer Longest Measure Unit Time Analog clock Digital clock Five minutes Half hour Half past Hour hand Minute hand O clock Data Category Data Data point Graph Geometry Angle Circle Closed shape Compose Cone Corner (point) Cube Curved edge (surface) Cylinder Edge Face Fifth Fourth Half Hexagon Intersecting lines Line One-fifth One-fourth One-half One-quarter One-third Open Shape Parallel lines Perpendicular lines Quarter Rectangle Rhombus Square Straight edge 3-D rectangle (right rectangular prism) Third Trapezoid Triangle 2012 First Grade Implementation Guide 12

TouchMath First Grade Modules Module Descriptions Four units. 24 modules. One complete program. UNIT 1: Counting, Adding, and Subtracting Within 9 Module 1: Counting to 120 Module 1 offers a variety of experiences with sequential counting by ones to 120 as children finish dot-to-dot pictures and find their way through mazes. Students also practice counting forward from a given number in a number sequence and identifying missing numbers, progressing to counting to 120. Module 1 provides a good foundation for the activities in the following modules. When this module has been successfully completed, children will be able to count, read, and write numbers to 120 sequentially by ones and count forward from a given number in a sequence. Module 2: Mastering TouchPoints Module 2 emphasizes associating and representing a number of objects with a written number and a word name. The activities introduce students to multiple representations of a number, progressing from the object itself, to the object as a TouchPoint, to a circular TouchPoint that is colored, and to the TouchPoint number itself. When children finish this module, they will have had many visual, auditory, and kinesthetic experiences as they learn that there are multiple ways to represent numbers. Module 3: Adding and Subtracting Within 5 Module 3 builds the concepts of addition and subtraction, scaffolding learning by using pictures to show adding to or taking away groups of objects, followed by the objects with an addition or subtraction sign, then the transfer of this concept to using objects as TouchPoints, and finally number TouchPoints. The partpart-whole relationship is explored and reinforced and is used to show the relationship between addition and subtraction. When children complete this module, they will have had many experiences that contribute to their understanding of the concept of adding and subtracting within 5. Module 4: Adding Within 9 Module 4 incorporates the learning in the previous modules. The emphasis in addition is on counting quantities to find the total and transferring this concept to using pictorial and finally TouchPoint numbers. Rebuses are introduced to show the relationship between addition sentences and real world situations. When students complete this module, they will have had many experiences that contribute to their mastery of adding fluently within 9. Module 5: Subtracting Within 9 Module 5 provides an introduction to subtracting within 9. The emphasis in subtraction is on taking away from the whole, transferring this concept to using TouchPoints to count backward the quantity that is being taken away to find how many are left. When children complete this module, they will have had many experiences that contribute to their mastery of subtracting fluently within 9. Module 6: Adding and Subtracting Within 9 The activities in Module 6 incorporate the learning in the previous modules the emphasis in addition is on combining groups and in subtraction is on taking away from the whole. Then these concepts are transferred to using TouchPoints to count quantities to find the total and to find how many are left. When children complete this module, they will have had many experiences that contribute to their mastery of adding and subtracting fluently within 9. UNIT 2: Adding and Subtracting within 20 Module 1: Introducing Place Value: Tens and Ones In Module 1, pictorial representations are used in conjunction with concrete models to build the association of numbers and their base ten values. Place value charts are used for showing the values. Bundles of straws, beads on strings, and connecting cubes are used for introducing the concept. Reviews include matching numbers to the quantities represented by the models. Students progress to comparing numbers in place value charts without the pictorial representations. FlipCards Place Value Cards 10 20 are provided for additional reinforcement. When students finish this module, they will have experienced concrete, pictorial, and abstract approaches to understanding place value. Module 2: Adding Within 13 The first five pages in Module 2 visually show how adding with sums 10 13 relate to place value. Place value models and charts are used to reinforce this. In addition sentences, TouchPoints on the smaller addends are included to help students to count on. To continually connect numbers and quantities, a strategy of drawing dots to represent the quantity that is counted on is used. Use of concrete models is encouraged for those students who need them. To help build their mathematical knowledge, children are introduced to the term unknown to refer to missing addends. Word 13 2012 First Grade Implementation Guide

TouchMath First Grade Modules CONTINUED Module Descriptions problems and comparisons are used throughout the module. When children complete this module, they will have had many experiences adding within 13. Module 3: Adding Within 20 Module 3 builds on the concepts that were introduced in Module 2, Adding Within 13. Place value models have been eliminated, but place value charts continue to be used, as well as the use of TouchPoints on the smaller addend. Place value charts are then eliminated, reducing the visual cue of the tens and ones. The strategy of drawing dots to represent the smaller addend is continued. Comparisons of the sums of pairs of addends are used frequently. No regrouping is introduced in this module. When children complete this module, they will have had many experiences that contribute to their mastery of adding within 20. Module 4: Subtracting Within 13 In Module 4, the emphasis in subtraction is on using TouchPoints to count backward the quantity that is being taken away to find how many are left. Significant practice with backward counting from 13 is provided since proficiency with counting backward leads to increased achievement in subtraction. Backward counting number lines, dot-to-dots, and mazes are used to engage student interest. Students use the backward counting number and TouchPoints initially and then transition to using the visual and/ or kinesthetic TouchPoints. Application of subtraction equations in word problems created by students is used. Comparisons continue to be included. When children complete this module, they will have had many experiences subtracting within 13. Module 5: Subtracting Within 20 In Module 5, activities for counting backward within 20 provide practice in mastering this skill. New patterns are introduced. Horizontal presentation of subtraction equations is used with backward counting number lines for reinforcement. Fact families (e.g., 14-5 = 9 and 14-9 = 5) are presented as a strategy for learning the subtraction facts. Doubles are also introduced as a strategy. Subtracting within 20 includes both one-digit and two-digit differences; however, no regrouping is introduced in this module. When children complete this module, they will have had many experiences that contribute to their mastery of subtracting within 20. Module 6: Adding and Subtracting Within 20 Module 6 offers activities that are scaffolded to provide practice adding within 13 and then 20, using counting on and TouchPoints. These activities are followed by subtracting within 13 and then 20, again using TouchPoints and counting backward to find how many are left. The visual cue of an arrow indicating where to start is still included. The module concludes with mixed addition and subtraction problems on the activity pages. Word problems and comparisons are used consistently throughout the module. When children complete this module, they will have had many experiences adding and subtracting within 20 and mastering fluency within 10. UNIT 3: Adding and Subtracting Within 100 Module 1: Adding 2-Digit Numbers Module 1 provides activities that incorporate place value models and charts used in conjunction with pictorial representations. Connecting cubes, beads on strings, and base 10 blocks are used. Reinforcement of the value of the digits is inherent throughout the process. The goal is for students to connect the concept of numbers with their quantities. Dotted lines separating tens and ones and arrows indicating to start with the ones provide additional visual cues. The activities are scaffolded for the students to consistently transfer increasing amounts of information to build the concept. The activities progress to eliminating the models while maintaining the visual cues and incorporating the use of TouchPoints. Comparisons and word problems are included throughout the module. When students finish this module, they will have had many experiences that build understanding of place value within 2-digit addition. Module 2: Adding 3 Addends In Module 2, the learning from Module 1, Adding 2-Digit Numbers, is extended to three, four, and five addends gradually scaffolded for sums within 20. TouchPoints are included on all numbers except the largest addends, leading students to say the largest addend and count on the remaining addends. Missing addends are also included to introduce unknowns. The concept is further developed to include sums within 100. The visual cues of dotted lines and arrows are again used to support the learning of working in columns. Word problems and equations are incorporated. Adding with TouchPoints in 2-digit addends is then presented, and students apply the concept in generating a story or drawing to represent the problem. Adding with TouchPoints is extended to include three addends. These experiences provide many opportunities to master addition facts within 10. Finally, regrouping in addition is introduced with models and visual representations of building ten ones to be transferred to the tens column. When students finish this module, they will have had extensive experiences with addition equations. 2012 First Grade Implementation Guide 14

TouchMath First Grade Modules CONTINUED Module Descriptions Module 3: Adding with Strategies Module 3 focuses on adding strategies, including the commutative property, doubles, building 10 (associative property), easier sums, counting on (using TouchPoints), and multiples of 10. Fact families, multiple experiences with numbers, missing addends, and TouchPoints as visual/kinesthetic cues are all incorporated to provide students with alternative approaches for mastering sums. Word problems and comparisons are used consistently throughout this module. When students finish this module, they will be able to consistently apply strategies that are meaningful to them. Module 4: Subtracting 2-Digit Numbers The subtracting process in Module 4 mirrors the one used in Module 1, Adding 2-Digit Numbers. The same models are used: connecting cubes, beads on strings, and base 10 blocks. Pictorial representations demonstrate the taking away of objects to continue the development of the concept of subtraction. Crossing out the number of objects in the subtrahend from the number in the minuend is used to reinforce taking apart or taking away. TouchPoints are used to aid in the visual/ kinesthetic process of subtraction. Comparisons and word problems are included throughout the module; however, regrouping is not introduced in this module. When students finish this module, they will have had many experiences that contribute to their understanding of subtracting 2-digit numbers. Module 5: Subtracting with Strategies Module 5 presents subtracting strategies, including number families, missing numbers, multiples of 10, and counting backward (using TouchPoints). This module mirrors Module 3, Adding with Strategies. The relationship between addition and subtraction is reinforced throughout this module. With number families, students can see that either addend can be the subtrahend. Identification of the four related facts is reinforced in number families. The approach of missing numbers again demonstrates that students can use addition to solve subtraction equations. Word problems increase in length and difficulty. Students continue to create drawings or stories in real world situations. Regrouping is introduced using models and charts. The pictorial representations on the activity pages are designed to be used with the concrete models. When students finish this module, they will have had many experiences with a variety of strategies to successfully subtract. Module 6: Adding and Subtracting within 100 The activity pages in Module 6 are review for mastery of addition and subtraction. All pages have arrows and TouchPoints, but the dotted lines between tens and ones have been removed. The module begins with addition, scaffolding from 30 to 100. Subtraction follows with the same presentation. The module concludes with mixed addition and subtraction on the activity pages. It is recommended that students identify and color the operation signs before starting to solve the problems. Word problems and comparisons are included throughout the module. Students are encouraged to apply strategies in solving the equations. When students finish this module, they will have had many experiences that contribute to proficiency with adding and subtracting within 100. UNIT 4: Measurement, Time, Data, and Geometry Module 1: Measuring Lengths of Objects Module 1 provides activities designed to be completed by pairs of students, so each page includes lines for two student names. The activities begin with students using large paperclips to measure lengths of lines. The important foundation is learning to measure with same-size units placed end-to-end with no gaps or overlaps. After measuring, students compare the line lengths using long, longer, and longest. Students transfer measuring line lengths to measuring lengths of pictorial objects. Measuring units are included on FlipCards Measuring Objects Using Objects. They are to be cut out and used to measure the pictorial objects on the activity pages in this module. All of the activities are designed to complement actual hands-on measurement of concrete objects. When students finish this module, they will have had many experiences that build understanding of expressing the lengths of objects as a number of wholelength units and ordering objects by length. Module 2: Telling Time In Module 2, the concept of time is introduced as it relates to first graders. Analog clocks are presented to show a 12-hour day. The hour hand and minute hand are presented, and students are asked to trace them. The learning is scaffolded to correlate analog and digital clocks. The content develops from hour to five-minute intervals. Skip counting by fives is presented to transfer to the intervals on the clocks. Stars are included on the five-minute intervals to provide additional visual cues. Students progress to mastery of telling time to the hour and the half hour with foundational work in greater detail within five minutes. Module 3: Representing Data Module 3 presents data and graph activities in both horizontal and vertical formats. The skills are scaffolded 15 2012 First Grade Implementation Guide

TouchMath First Grade Modules CONTINUED Module Descriptions with increasing number of categories and data points. Templates are provided for representing the data. Students initially organize and represent data before proceeding to organizing, representing, interpreting, and comparing data. Students begin with coloring, cutting, sorting, and pasting pictures into graphs on the page. The activities progress to coloring, cutting, sorting, and pasting pictures onto separate graph templates. These activities are followed by interpreting pictorial graphs and then graphs with shading for data points. Finally, students apply the above-identified skills and compare the data. When students finish this module, they will have had many experiences that contribute to understanding graphs. Module 4: Defining 2-D Shapes Since lines are combined to make shapes, Module 4 begins with a brief introduction of parallel, intersecting, and perpendicular lines. The defining attributes of 2-D shapes are then presented, including the number of edges and the number of corners. Different sizes and orientations are incorporated on the pages to distinguish between defining and non-defining attributes. Comparisons of the various shapes are provided regularly. The shapes that are used include circles, triangles, squares, rhombuses, rectangles, trapezoids, and hexagons. Additional experiences are available by using FlipCards Defining Geometric Shapes 2-D and 3-D. The foundation for understanding quadrilaterals is introduced by comparing squares, rhombuses, rectangles, and trapezoids. The activities progress to composing 2-D shapes by cutting and pasting parts of the shape to build the shape. The activities conclude with using composite shapes of various sizes and orientations to build new shapes. When students finish this module, they will have had many experiences distinguishing between defining and non-defining attributes, building shapes, creating composite shapes, and composing new shapes from composite shapes. Module 5: Defining 3-D Shapes The activities in Module 5 mirror those in the previous module, Defining 2-D Shapes. Distinguishing between defining and non-defining attributes is presented, with defining attributes of 3-D shapes being identified as the number of faces, edges, and corners. Cones, cylinders, cubes, and 3-D rectangles (right rectangular prisms) are included. Composing 3-D shapes and composing new shapes are included as cutting and pasting activities. FlipCards Defining Geometric Shapes 2-D and 3-D provide additional practice and extend the learning. When students finish this module, they will have had many experiences distinguishing between defining and non-defining attributes, building shapes, creating composite shapes, and composing new shapes from composite shapes. Module 6: Fractions in Geometric Shapes Throughout Module 6, the learning of fractions is scaffolded, focusing on circles and rectangles. The activities begin with tracing the fractions, coloring the corresponding number of parts, and cutting and pasting the parts into a whole, all the while emphasizing samesize parts. The presentation progresses to writing the fractions for the shaded parts, to using one part of a new shape that is labeled and shaded, and finally to naming and shading all fractional parts. In addition to halves and fourths, the activities include thirds and fifths. Ordering of the fractional parts helps students to understand that the more parts a shape is divided into, the smaller each part is. FlipCards Fractions in Geometric Shapes reinforce and extend the learning of the basic concepts. When students finish this module, they will have had many experiences partitioning rectangles and circles into equal shares and describing those shares. 2012 First Grade Implementation Guide 16

TouchMath First Grade Modules CONTINUED How to Use the Module Guides A look at the Module Guide. Each First Grade Unit has six modules, and each module includes a Module Guide. Each Module Guides summarizes the content for that module, provides Instructional Strategies paired with the student activity worksheets (including an answer key), contains Parent/Guardian Communication Letters, and includes a Progress Monitoring Record. These essential Module Guides are organized for quick reference and easy use in a busy classroom. They contain the following: An overview that provides the scope of content Correlation of the First Grade Common Core State Standards to the content Objectives that define a focus for the skills presented Prerequisites that identify experiences needed prior to the lessons Vocabulary that emphasizes teacher language to be used in concept building Materials that will be necessary for the lessons Instructional Strategies matched with student activity sheets Tests as formative assessment tools Parent/Guardian Communication Letters and suggestions for parents/guardians A Progress Monitoring Record to track student progress and to plan differentiated instruction Page-by-page instructions with answer keys Content review with posttest instructions Overview with vocabulary and resources Suggestions for instruction Module closure instructions Progress Monitoring Record Listing of all activity sheet topics and module contents Parent Communication Letter 17 2012 First Grade Implementation Guide

TouchMath First Grade Modules CONTINUED Instructional Strategies Support right at your fingertips. Each Module Guide includes Instructional Strategies to be used with the student activity worksheets. These are designed to provide suggestions for the teacher to help implement the TouchMath Program. The strategies are based on a modified direct instruction model, featuring effective principles of teaching and learning. Meaningful repetition incorporates a variety of approaches to ensure multiple experiences for the learners. Suggested directions for pages with apple and pencil icons are included in the Instructional Strategies instead of being printed directly on the corresponding student activity worksheets. This eliminates interference by words that most students cannot read and makes it easy for the teacher to modify the directions. However, simple directions are included on the take home pages. Comments for the teacher (not necessarily to be shared with the students) are indicated with brackets in the Instructional Strategies. As frequently as possible, lesson presentations relate math to the child s world and are cross-curricular, using a variety of classroom settings (e.g., large group, small group, pairs, etc.) for practical use in a first grade classroom. Anticipatory Sets activities to engage students in the lesson and show them the focus of the skill being presented Teacher Input/Modeling information about the skill shared with the students and demonstrated by the teacher Checking for Understanding active participation techniques used to quickly ensure that students have the necessary understanding before beginning practice Review and Closure a capsule of the learning and restatement of the skill Test Directions modifiable script for test administration Remediate, Reinforce, and Challenge differentiation activities that provide for individual student needs Real World Connections application of the skills in the learners world Literature Connections sample books that are relevant to the skill taught Special symbols used on the activity sheets: Anticipatory sets help introduce students to lesson concepts. Pre-activity ideas help maximize students learning potential and readiness. Pretests and posttests serve to gauge student understanding of concepts. Guided Practice Suggested directions for implementing the activity sheets, to be monitored by the teacher in a whole-class setting or by a paraprofessional or parent volunteer in a small group Independent Practice Pages for student application of the skill with little supervision Take Home Pages for reinforcement of the skill at home Special symbols used in the Module Guides: Stop Signs Visual reminders not to proceed past a review page unless students demonstrate learning of the skill Did You Know? Interesting facts related to the pictures Draw, Write, Share Opportunities for students to apply the learning and share it with a partner Strategies for each activity sheet are displayed on the page. 5 6 7 8 9 5 6 7 8 9 10 3 4 5 6 7 8 6 7 8 9 10 Includes activity sheet thumbnails with answer keys. 2012 First Grade Implementation Guide 18

TouchMath First Grade Modules CONTINUED Reproducible Activity Sheets Build a foundation of key concepts. Each unit in the TouchMath First Grade Program contains 150 reproducible student activity sheets, which are organized by skill into six modules of 25 easy-to-use worksheets each. These pages are aligned with the Common Core State Standards and are designed to prepare children for the skills that they will need to complete first grade. All skills are transparent and are organized from the concrete to the abstract from simple to more complex. The icon in the upper left corner of each activity sheet identifies the intended use. An apple icon ( ) emphasizes that the page is to be done with the guidance and support of the teacher. A pencil icon ( ) indicates that some students may be able to complete the page independently, with simple directions and limited support of the teacher. The house icon ( ) references a page that can be taken home for student reinforcement of the skills being taught. Answer keys to all worksheets can be found in the appropriate Module Guide alongside the Instructional Strategies. The worksheets are designed to incorporate common classroom materials where appropriate. They feature opportunities to discuss and build mathematical language naturally. The clean, uncluttered pages also allow students the necessary space to develop tactile skills as they master new concepts. As children see, say, hear, and touch while they practice math, they learn and remember. Icons denote individual practice ( ), teacher-guided ( ), and take home ( ) worksheets. Name 29 Activity sheets are large and uncluttered. 27 23 30 Name Name Directions: Connect the dots from 71 to 90. Color the car. 75 74 73 72 71 76 77 78 79 80 2011 FGASW9 Numbers 71 90 81 82 83 84 85 86 89 87 90 88 Name 103 104 119 115 113 100 111 118 105 109 100 18 28 21 27 31 25 37 32 26 33 34 38 22 39 37 25 39 21 35 23 32 36 24 35 2011 FGASW9 35 38 39 37 40 Numbers 21 40 10 1 3 2 3 4 6 8 6 10 2011 FGASW9 Numbers to 10 Name 1 4 6 10 11 12 13 14 15 16 17 18 19 20 2011 FGASW9 Numbers to 20 4 3 2011 FGASW9 Numbers 100 120 Fun and engaging artwork helps relate real world concepts. 24 Activity sheet footers list skill or topic covered on page. 19 2012 First Grade Implementation Guide

TouchMath First Grade Modules CONTINUED Bibliography Literature Connections included in the First Grade Program Module Guides. UNIT 1 Baker, Keith. Quack and Count. San Diego: Harcourt Brace, 1999. Bono, Mary, and Craig Strasshofer. Reese s Pieces Math Fun: Addition 1 to 9. Akron: Nibble Me Books, 2001. Brisson, Pat. Benny s Pennies. New York: Dragonfly Books, 1995. Carle, Eric. Rooster s Off to See the World. Natick, MA: Picture Book Studio, 1987. Christelow, Eileen. Five Little Monkeys Sitting in a Tree. New York: Clarion Books, 1991. Dunbar, Joyce, and Maria Majewska. Ten Little Mice. San Diego: Harcourt Brace Jovanovich, 1990. Franco, Betsy. What s Zero? Mankato, MN: Yellow Umbrella Books, 2002. Gisler, David, and Tom Dunnington. Addition Annie. Chicago: Children s Press, 1991. Hayward, Linda, and Cathy Goldsmith. I Can Add Upside Down! New York: Random House, 1995. Johnson, Stephen. City by Number. New York: Viking, 1998. Jonas, Ann. Splash! New York: Greenwillow Books, 1997. Mitsumasa, Anno. Anno s Counting Big Book. Elgin: Child s World, 1992. Murphy, Stuart J. Elevator Magic. New York: HarperCollins, 1997. Murphy, Stuart J. Monster Musical Chairs. New York: HarperCollins, 2000. Murphy, Stuart J., and Michael Rex. Jack the Builder. New York: HarperCollins, 2006. Nayer, Judy, and Gail Smith. Adding It Up at the Zoo. Mankato, MN: Yellow Umbrella Books, 2002. Nilsen, Anna, and Mandy Stanley. I Can Add. New York: Kingfisher, 2000. Pallotta, Jerry. Icky Bug Numbers 123. New York: Scholastic, 2004. Pallotta, Jerry, and Rob Bolster. The Hershey s Kisses Subtraction Book. New York: Scholastic, 2002. Rey, H. A., and Anna Grossnickle Hines. Curious George Learns to Count from 1 to 100. Boston: Houghton Mifflin, 2005. Rose, Deborah Lee, and Carey Armstrong-Ellis. One More Bunny. New York: Harper Festival, 2001. Ross, Tony. Centipede s 100 Shoes. New York: Henry Holt, 2003. Sierra, Judy, and Will Hillenbrand. Counting Crocodiles. San Diego: Harcourt Brace, 1997. Wise, William, and Victoria Chess. Ten Sly Piranhas. New York: Dial Books for Young Readers, 1993. UNIT 2 Appelt, Kathi. The Bat Jamboree. New York: HarperCollins, 1998. Bradbury, Judy. One Carton of OOPS! Columbus: McGraw- Hill, 1997. Chandra, Deborah. George Washington s Teeth. New York: Farrar, Straus & Giroux, 2003. Cuyler, Margery, and Tracey Campbell Pearson. Guinea Pigs Add Up. New York: Walker & Co, 2010. Duke, Kate. Twenty is Too Many. New York: Dutton Children s Books, 2000. Ehlert, Lois. Fish Eyes. Boston: Sandpiper, 1992. Hamm, Diane Johnston. How Many Feet in the Bed? New York: Aladdin, 1994. Hoban, Tana. More, Fewer, Less. New York: Greenwillow Books, 1998. Hong, Lily Toy. Two of Everything. Park Ridge, IL: Albert Whitman & Co, 1993. Hulme, Joy N. Sea Sums. New York: Scholastic, 2001. LaRochelle, David. 1+1=5: and Other Unlikely Additions. New York: Sterling Publishing, 2010. Long, Lynette. Domino Addition. Watertown, MA: Charlesbridge Publishing, 1996. Maccarone, Grace. Monster Math Picnic. New York: Cartwheel Books, 1998. McCourt, Lisa. Candy Counting. New York: Troll Communications, 2000. Merriam, Eve. 12 Ways to Get to 11. New York: Aladdin, 1996. Murphy, Stuart J. Get Up and Go! New York: HarperCollins, 1996. Ochiltree, Dianne. Cats Add Up! New York: Cartwheel Books, 2006. Packard, Edward. Big Numbers. Minneapolis: Millbrook Press, 2000. Pilegard, Virginia. Warlord s Beads. Gretna, LA: Pelican Publishing, 2001. Pinczes, Elinor J. One Hundred Hungry Ants. Boston: Houghton Mifflin, 1993. Sayre, April Pulley. One is a Snail, Ten is a Crab. Somerville, MA: Candlewick Press, 2010. Skinner, Daphne. Henry Keeps Score. Minneapolis: Kane Press, 2001. Slade, Suzanne. What s the Difference? Mount Pleasant, SC: Sylvan Dell Publishing, 2010. Turley, Sandy. Alfie the Alligator. Fallbrook, CA: Helps4Teachers, 2008. Williams, Rozanne Lanczak. Little Number Stories: Addition. Huntington Beach, CA: Creative Teaching Press, 1995. 2012 First Grade Implementation Guide 20

TouchMath First Grade Modules CONTINUED Bibliography Williams, Rozanne Lanczak. Little Number Stories: Subtraction. Huntington Beach, CA: Creative Teaching Press, 1995. UNIT 3 Bowen, Anne, and Jaime Zollars. The Great Math Tattle Battle. New York: Albert Whitman & Co, 2006. Boynton, Sandra. Hippos Go Berserk! New York: Simon & Schuster Books for Young Readers, 1996. Cleary, Brian P., and Brian Gable. The Action of Subtraction. Brookfield, CT: Millbrook Press, 2006. Cleary, Brian P., and Brian Gable. The Mission of Addition. Brookfield, CT: Millbrook Press, 2005. DeRubertis, Barbara, and Gioia Fiammenghi. A Collection for Kate. New York: Kane Press, 1999. Franco, Betsy, and Doug Cushman. Double Play: Monkeying Around with Addition. Berkeley: Tricycle Press, 2011. Giganti, Paul, and Donald Crews. Each Orange had 8 Slices: A Counting Book. China: Greenwillow Books, 1992. Helakoski, Leslie. The Smushy Bus. Brookfield, CT: Millbrook Press, 2002. Leedy, Loreen. Subtraction Action. New York: Holiday House, 2000. Maccarone, Grace. Monster Math Picnic. New York: Cartwheel Books, 1998. Mahy, Margaret, and Patricia MacCarthy. 17 Kings and 42 Elephants. New York: Dial Books For Young Readers, 1987. Martin, Bill, Michael R. Sampson, and Lois Ehlert. Chicka Chicka 1, 2, 3. New York: Simon & Schuster Books for Young Readers, 2004. May, Eleanor. Mac and Cheese, Pleeeeeze! New York: Kane Press, 2008. McGrath, Barbara Barbieri. The M&M S Brand Subtraction Book. Watertown, MA: Charlesbridge, 2005. Murphy, Stuart J. Mall Mania. New York: HarperCollins, 2006. Murphy, Stuart J., and John Speirs. A Fair Bear Share. New York: HarperCollins, 1998. Murphy, Stuart J., and Lynne Woodcock Cravath. Shark Swimathon. New York: HarperCollins, 2001. Murphy, Stuart J., and Steve Bjö rkman. Coyotes All Around. New York: HarperCollins, 2003. Nagda, Ann Whitehead. Panda Math: Learning about Subtraction from Hua Mei and Mei Sheng. New York: Henry Holt, 2005. Pallotta, Jerry, and Rob Bolster. The Hershey s Kisses Addition Book. New York: Scholastic, 2001. Penner, Lucille Recht. Lights Out! New York: Kane Press, 2000. Ribke, Simone T. Pet Store Subtraction. Canada: Children s Press, 2007. Shaskan, Trisha Speed, and Francesca Carabelli. If You Were a Minus Sign. Minneapolis: Picture Window Books, 2009. Shaskan, Trisha Speed, and Francesca Carabelli. If You Were a Plus Sign. Minneapolis: Picture Window Books, 2009. Tarrington, Ned. Fruitful Addition. Los Gatos, CA: Smashwords, 2011. E-book. Tibo, Giles. Simon and the Snowflakes. Canada: Tundra Books, 1999. UNIT 4 Aber, Linda Williams, and Joy Allen. Carrie Measures Up! New York: Kane Press, 2001. Baker, Keith. Hickory Dickory Dock. New York: Harcourt, 2007. Burns, Marilyn. The Greedy Triangle. New York: Scholastic, 2008. Cleary, Brian P. How Long or How Wide?: A Measuring Guide. Minneapolis: Lerner Publishing Group, 2009. Dussling, Jennifer. Fair Is Fair! New York: Kane Press, 2003. Harper, Dan, Barry Moser, and Cara Moser. Telling Time with Big Mama Cat. New York: Harcourt Brace, 1998. Harris, Trudy, and Andrew Harris. Tally Cat Keeps Track. Brookfield, CT: Millbrook Press, 2011. Hoban, Tana. Cubes, Cones, Cylinders & Spheres. New York: Greenwillow Books, 2000. Hoban, Tana. Shapes, Shapes, Shapes. New York: Greenwillow Books, 1996. Keenan, Sheila, and Kayne Jacobs. What Time Is It? New York: Scholastic, 1999. Leedy, Loreen. Fraction Action. New York: Holiday House, 1994. Leedy, Loreen. The Great Graph Contest. New York: Holiday House, 2005. Lionni, Leo. Inch by Inch. New York: Knopf Books for Young Readers, 2010. Maccarone, Grace, David Neuhaus, and Marilyn Burns. Three Pigs, One Wolf, and Seven Magic Shapes. New York: Scholastic, 1997. McMillan, Bruce. Eating Fractions. New York: Scholastic, 1991. Murphy, Stuart J., and Cynthia Jabar. Tally O Malley. New York: HarperCollins, 2004. Murphy, Stuart J., and G. Brian Karas. Give Me Half! New York: HarperCollins, 1996. Murphy, Stuart J., and Ré my Simard. Captain Invincible and the Space Shapes. New York: Harper Collins, 2001. Myller, Rolf. How Big Is a Foot? New York: Yearling, 1991. Pallotta, Jerry, and Rob Bolster. Apple Fractions. New York: Cartwheel Books, 2003. Pluckrose, Henry. Time. New York: Children s Press, 1995. Reidy, Hannah, and Emma Dodd. All Sorts of Shapes. Minneapolis: Picture Window Books, 2005. Stevenson, Robert Louis, and Ashley Wolff. Block City. New York: E.P. Dutton, 1988. Thong, Roseanne, and Grace Lin. Round Is a Mooncake. San Francisco: Chronicle Books, 2000. 21 2012 First Grade Implementation Guide

TouchMath First Grade Modules CONTINUED Parent/Guardian Communication Connect school to home. The TouchMath First Grade Program contains 28 Parent/Guardian Communication Letters, with 7 letters in each unit. The first module of each unit has two letters: (1) an introductory letter to be sent out at the beginning of the module to inform parents that TouchMath will be used with students during the school year and (2) a letter to be sent out at the end of the module informing parents/guardians that their child has completed the necessary requirements to move on to the skill set in the next module. Modules 2, 3, 4, 5, and 6 each have one letter at the end of the module to keep parents/guardians informed of their child s progress. The letters are designed to be printed on school letterhead and signed by the teacher. Spanish versions are available online at TouchMath PLUS. All letters define the skill focus, describe activities that will be used in the classroom, identify vocabulary that will be used in the classroom, provide a statement of proficiency, suggest ways parents can help at home, and offer a Parent/ Guardian Tip with ideas for helping parents/guardians structure supporting activities. Formatting designed to copy or print on your school s letterhead Dear Parent/Guardian, Dear Parent/Guardian, Your child has completed Unit 2, Module 4 of the TouchMath program, mastered the test, and demonstrated understanding in subtracting within 13. In Module 5, the focus is on subtracting within 20. As in the previous module, the emphasis in subtraction is on using TouchPoints to count backward the quantity that is being taken away to find how many are left. Terms your child will become more familiar with include count backward, difference, subtraction sentence, unknown, and symbol. Please continue to use this vocabulary at home and encourage your child to use it. The most important concept now is to become familiar with counting backward from any number up to 20. Incorporate talking about this into your everyday activities. When you see a number 1 20, ask your child to count backward from that number to another number. For example, have your child count backward from 19 to 12. Have fun. See it! Say it! Hear it! Touch it! Count it backward! Once we have completed this module, I will send you a letter describing the next module and suggesting ways that you can help your child at home. If you have questions, please contact me. Sincerely, m, mastered the test, and module, the emphasis in hat is being taken away to include count backward, inue to use this vocabulary ackward from any number hen you see a number 1 20, ber. For example, have your ouch it! Count it backward! ribing the next module and Your child has completed Unit 2, Module 2 of the TouchMath program, mastered the test, and demonstrated understanding in adding within 13. In Module 3, the focus is on adding within 20. Classroom activities build on the concepts that were introduced in Module 2, Adding within 13. Place value models have been eliminated, but place value charts continue to be used, as well as the use of TouchPoints on the smaller addend. We will continue to focus on missing addend and unknown. We will also concentrate on comparison symbols to determine if a sum is greater than, less than, or equal to another sum. Please use this vocabulary at home and encourage your child to use it. The most important concept now is to understand and solve word problems. Integrate talking about this into your daily activities. Make up an addition word problem with a sum of 20 or less, and have your child solve it. For example, There are 10 dolls on the bed. There are 4 more on the shelf. How many dolls are there altogether? Try challenging your child with a word problem with a missing addend, such as, I had some grapes in a bowl. I added 11 grapes. Now I have 19 grapes in all. How many grapes were in the bowl to begin with? Have fun! See it! Say it! Hear it! Touch it! Add it! Once we have completed this module, I will send you a letter describing the next module and suggesting ways that you can help your child at home. If you have questions, please contact me. Sincerely, Parent/Guardian Tip: Games are a wonderful way to practice counting backward. With your child and a few other family members, play a game of Pass the Ball. Form a circle. As you pass the ball to one another around the circle, count backward from 20 or a lesser number. www.touchmath.com www.touchmath.com Parent/Guardian Tip: Space is available for your signature. Reviewing the comparison symbols at home will assist your child in developing strong math skills. Do this by giving your child two numbers or sums and asking which symbol should be placed between them. For example, write 9 + 2 7 + 5 on a piece of paper. Have your child solve the individual sums and write the answers beneath each problem. Then ask if the greater than (>), less than (<), or equal to (=) symbol should be written in the blank to make the statement true. www.touchmath.com Parent/Guardian Tip provides suggestions for at-home continued learning. 2012 First Grade Implementation Guide 22

TouchMath First Grade Modules CONTINUED Assessment/Progress Monitoring Review. Assess. Record. Regular assessment of specific skills is essential to ensure student success. At the first grade level, formal assessments must be combined with ongoing classroom teacher observations and should measure what has been taught. These assessments should occur upon completion of work on particular skill, and the results should be used for re-teaching and remediation. Each module includes a pretest and a posttest, which are to be used for student placement and as an indication of skill proficiency. They may also be used as a tool to direct future planning by enhancing data-driven decision making and identifying needs for differentiated instruction. A Progress Monitoring Record is also included in each Module Guide. The top of the sheet identifies each skill and the worksheet on which it is taught in the module, and space is provided for teacher notations. Teachers may use any appropriate record keeping method they wish (e.g., check marks, different colors for completed or needs help, letter grades, etc.). When used effectively, these monitoring records provide an ongoing snapshot of each student s progress and are very helpful for conferences with the parent/guardian. Topics for each activity sheet for easy reference and progress monitoring. Skills for each module are clearly defined. TouchMath Progress Monitoring Record First Grade Unit 2, Module 2 Adding within 13 Skills Adding within 13 Comparing Numbers Pretest: Adding within 13 Add 1 Add 1 Add 2 Add 2 Review Adding 0 2 Add 3 Add 3 Review Adding 2 3 Add 4 Add 4 Review Adding 3 4 Add 5 Add 5 Review Adding 4 5 Add 6 Add 0 Review Adding 5, 6, 0 Compare 10 13 Compare 10 13 Compare 10 13 Compare 10 13 Compare 10 13 Review Adding within 13 Posttest: Adding within 13 Activity Sheets 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 Student Name Comments There is room to record individual student names, track lesson completion, and make notes on progress. 23 2012 First Grade Implementation Guide

TouchMath PLUS Overview Access your First Grade Unit from anywhere... plus a whole lot more! Every First Grade Unit comes complete with a 1-year subscription to the online lesson management tool TouchMath PLUS. Your subscription gives you exclusive access to all of the printed material contained in the unit. The userfriendly interface allows you to print the student worksheets you need, when you need them an excellent tool for lesson planning on the go. By taking advantage of your free subscription to TouchMath PLUS, you can: Organize classroom clutter and plan lessons on the go based on individual student need Keep track of student progress with testing and recording pages, reteach when necessary, and be prepared for parent/teacher conferences Create folders to plan lessons by time frame (daily, weekly, monthly class lessons), topic, or individual student Save time by finding what you need, when you need it Reduce stress by letting TouchMath PLUS do the heavy lifting, helping you create and manage only what is relevant for your students Access more than 50 extension pages per unit, organized by module, which can be used for remediation or reinforcement in the classroom. (Not suitable for home use because no directions are printed on the worksheets themselves. Directions for use are included in the Instructional Strategies.) To access/activate your subscription: 1. Go directly to www.touchmathplus.com or visit www.touchmath.com, and click the TouchMath PLUS icon on the homepage. If you are not logged in to your online TouchMath account, you will be prompted to do so; if you do not already have an online account with TouchMath, you will first need to register. 2. When registered/logged in, click on the Register License button. If you have already activated your license code(s), proceed to Step 4. If this is your first time accessing TouchMath PLUS, continue to Step 3. 3. Before accessing TouchMath PLUS for the first time, you will be prompted to enter your activation license code(s). This is the 20-letter sequence seen on the outside of the unit packaging, under the bar code. NOTE: You will need to activate each unit license number before gaining access to the worksheets contained in that unit. 4. You can now click the TouchMath PLUS link and begin sorting, customizing, and printing your lessons! 5. Bookmark the page, or return to www.touchmathplus.com or www.touchmath.com, to access your account in the future. Online Digital Activation First Grade 2011 Unit 01 SAMPLE The code included on the outside of the First Grade Unit box will allow you to access TouchMath PLUS, the online portion of the First Grade materials. 2012 First Grade Implementation Guide 24

TouchMath PLUS CONTINUED Instructions for Use TouchMath PLUS visual quickstart guide. Select your desired grade level from the menu in the upper-left corner. You may view all grade level content, but only access that to which you have an active subscription. Click on the add new folder button to create a new folder for lesson planning purposes. Folders can be named as desired, and color coded for organizational purposes. At the grade level screen, you ll be presented with organized view of content. The structure of the First Grade online material mirrors that of the physical First Grade Unit. Clicking on the triangle on any bar reveals or hides the content within that category. Click on any activity sheet thumbnail and click the print button at the bottom of the content screen to send the activity sheet to your printer. Click and drag the thumbnail to the right and place it in your custom created folder for later organization and output. Digital versions of the Module Guides, progress charts, and Parent Communication Letters are available by clicking on the download teacher resources link atop each module. Double-click any thumbnail to reveal all information pertinent to that individual activity sheet including Instructional Strategies, Vocabulary, and Real World Connections, and answer key. 25 2012 First Grade Implementation Guide

TouchMath Online TouchMath Online Resources Connect with TouchMath online! Visit TouchMath.com By visiting our website, www.touchmath.com, you can quickly and easily learn more about TouchMath and our family of classroom programs. Find detailed descriptions and free sample pages of all grade-level programs, learn how and why TouchMath is effective, browse research papers and testimonials validating the program s effectiveness, watch instructional videos, and more. Social Media TouchMath has also embraced social media as a way to keep you informed. There are plenty of ways to stay up to speed with the latest and greatest, and receive valuable information that will help you and your students succeed in the classroom. Receive special offers and exclusive discounts Have access to free downloadable worksheets Get the latest news and information on programs and products Have the ability to ask questions of fellow educators and TouchMath experts Share and receive best practices, teaching strategies, and program adaptations View instructional videos and testimonials See what your peers are saying about TouchMath 2012 First Grade Implementation Guide 26

TouchMath Teaching Aids FlipCards FlipCards add meaningful practice to ensure skill acquisition. Learning is expedited and recall is enhanced when students have varied, meaningful repetition in the learning process. FlipCards provide the opportunity to see, say, and hear in order to master concepts. The skills are scaffolded to provide visuals at all developmental learning levels. As the title suggests, the cards are dual-sided for visual reinforcement of relationships of quantities and numbers, operations, missing numbers, odd/even numbers, fact families, and much more. The cards are flipped for the paired relationship. Each unit in the TouchMath First Grade Program includes three sets of FlipCards. Each set contains 55+ full-size cards (or 110+ half-size cards), as well as teaching suggestions. References are incorporated throughout the Instructional Strategies for remediating, reinforcing, and/or extending the learning objective with the FlipCards. The cards are designed to be used for demonstration with a large group, for activities at centers for small groups, or for re-teaching for individuals. They support development of short-term and long-term memory and fluency with concepts. Activities include sequencing, counting, matching, visualizing, verbalizing, comparing, using horizontal and vertical formats, recalling, relating, representing, measuring, and more. Their versatile applications bring extended value to your learners. Unit 1 FlipCards 1. Counting Cards (1 120) 2. Addition and Subtraction 0 9 with TouchPoints 3. Comparing Numbers with Multiple Representations Unit 2 FlipCards 1. Addition Fact Families 10 18 2. Subtraction Fact Families 10 18 3. Place Value Cards 10 20 Unit 3 FlipCards 1. Adding and Subtracting 10 2. Adding and Subtracting 2-Digit Numbers No Regrouping 3. Place Value Cards 10 60 Unit 4 FlipCards 1. Measuring Objects Using Objects 2. Defining Geometric Shapes 2-D and 3-D 3. Fractions in Geometric Shapes Halves Sixths 27 2012 First Grade Implementation Guide

TouchMath Teaching Aids CONTINUED Optional Teaching Aids Additional tools for the classroom. Also available but not included are classroom posters and other TouchMath manipulatives mentioned in the Module Guides. These TouchMath products are available individually or in the First Grade Complete Program. The TouchMath First Grade Program also uses an assortment of manipulatives typically found in first grade classrooms. These include (but are not limited to) the following examples: various counters, attribute objects, counting discs, linking cubes, pennies, beans, spinners, etc. Student Number Cards Desktop TouchLines TouchPoint Posters TouchMath Tutor First Grade Software Touch2Learn 3-D Numerals Touch2Learn TouchNumerals Touch2Learn Math Fans Number Concept Posters Purchase these teaching aids individually or save big when you order them all as part of the TouchMath First Grade Differentiated Instruction Set! 2012 First Grade Implementation Guide 28

TouchMath Classroom Guide Setting up the Classroom Make it easy on yourself! Having the TouchMath Program in the classroom is one part of a successful overall strategy to implement quality math instruction. To ensure user fidelity and augment the effectiveness of the program, suggestions are included for classroom use. Using this Classroom Guide will help maximize instruction time and individual learning time for each specific task. The Classroom Guide is divided into three sections: Classroom Setup, Program Implementation, and Suggested Program Implementation Tips. A checklist is included for easy reference. TouchMath Classroom Setup Display all TouchMath classroom aids during math instruction, and use them with the students. Provide centers featuring FlipCards, counters, and other manipulatives to reinforce learning. Have books identified in Literature Connections available to read. Place the Progress Monitoring Record in an easily accessible place. Store the program box on a shelf for later use. Schedule a paraprofessional to meet with students needing individual instruction. Establish small group areas for use with a paraprofessional or parent volunteer to differentiate instruction and provide individualized guidance. TouchMath Program Implementation Incorporate the objectives listed in the Module Guide into your lesson plans and/or IEPs. Include in your lessons the visual, auditory, and tactile/kinesthetic components mentioned in the Instructional Strategies. Model using TouchMath materials, manipulatives, and counters during whole group instruction. Use the vocabulary words included for each objective in your instruction with the children. Assess students at the end of each module to monitor progress. Send home the completed worksheets to keep parents/guardians informed of the program material. Send home the Parent/Guardian Communication Letter at the beginning of the unit and upon completion of each module. Use opportunities outside of math instructional time (art, snack time, transitions) to reinforce TouchMath strategies and provide meaningful repetitions. Incorporate the skills in the TouchMath Program throughout the day. TouchMath Program Implementation Tips TouchPoints: Provide explicit instruction to master the Touching/Counting Patterns. Instructional Strategies: Modify the Teacher Input/Modeling, Checking for Understanding, and directions for Guided Practice, implementing those that work for you and your learners. Student activity worksheets: Use only the worksheets that are needed to advance the learning of individual students. Practice: Use enough pages to provide meaningful repetition of the skill for the developmental level of the student. Extra support: Schedule a parent volunteer or paraprofessional to work with small groups or individuals who need more experience with the skill. Classroom setup: Locate details and examples in the Implementation Guide. Amount of time: In general, structure activities within the two to two-and-a-half times the learner s developmental age (e.g., If the student is 6 years old developmentally, activities will be most effective if they are 12 to 15 minutes long.). Independent time provides opportunities for additional experiences. Since 150 pages of activities are included in each unit, using one to four pages per day will provide ample opportunities for experiential learning throughout the year. 29 2012 First Grade Implementation Guide

TouchMath Classroom Guide CONTINUED Checklist Classroom guide checklist. Use all TouchMath classroom aids during math instruction. Set up small group areas. Feature FlipCards and other counters in centers. Keep the Progress Monitoring Record in an accessible place. Store the program box. Schedule paraprofessionals or parent volunteers. Include objectives from the Module Guide in lesson plans and IEPs. Incorporate visual, auditory, and kinesthetic components in lesson plans. Modify Instructional Strategies to meet the needs of the learners. Identify and use student activity worksheets for meaningful repetition. Allocate time based on the developmental level of the learner. Model using TouchMath materials during large group instruction. Provide explicit instruction with TouchPoints. Include vocabulary words in instruction. Read books listed in Literature Connections. Reinforce TouchMath strategies throughout the day. Assess students at the end of each module. Send home Parent/Guardian Communication Letters at the end of each module. Regularly send home completed student activity worksheets. 2012 First Grade Implementation Guide 30

TouchMath Standards Common Core State Standards Built with Common Core Standards in mind. The Common Core State Standards (CCSS) were developed based on two decades of research into how students learn mathematics. The research included comparison of the United States to other countries, focusing on both student performance and instructional programs. As a result, two themes have emerged as paramount in building effective programs: (1) standards must have greater focus and coherence, and (2) standards must guide the learners in understanding mathematics. www.corestandards.org Standards for Practice and Standards for Content are parts of the Common Core State Standards. The critical areas for emphasis in first grade are on addition and subtraction, place value, linear measurement, and reasoning about geometric shapes. Through clearly defined instruction that guides learners in the acquisition of mathematical language and concept development, the expected outcome is higher achievement in analysis and problem solving. The Standards for Mathematical Practice and the Standards for Content are listed below. Standards for Mathematical Practice 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. First Grade Common Core State Standards Content Operations and Algebraic Thinking 1.OA Represent and solve problems involving addition and subtraction. 1. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. 2. Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. Understand and apply properties of operations and the relationship between addition and subtraction. 3. Apply properties of operations as strategies to add and subtract. Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.) 4. Understand subtraction as an unknown-addend problem. For example, subtract 10 8 by finding the number that makes 10 when added to 8. Add and subtract within 20. 5. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 6. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 4 = 13 3 1 = 10 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 +7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). 31 2012 First Grade Implementation Guide

TouchMath Standards CONTINUED Common Core State Standards Work with addition and subtraction equations. 7. Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. 8. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. 8 +? = 11, 5 = 3, 6 + 6 =. Number and Operations in Base Ten 1.NBT Extend the counting sequence. 1. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Understand place value. 2. Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: a. 10 can be thought of as a bundle of ten ones called a ten. b. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). 3. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Use place value understanding and properties of operations to add and subtract. 4. Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of perations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding twodigit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 5. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 6. Subtract multiples of 10 in the range 10 90 from multiples of 10 in the range 10 90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Measurement and Data 1.MD Measure lengths indirectly and by iterating length units. 1. Order three objects by length; compare the lengths of two objects indirectly by using a third object. 2. Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. Tell and write time. 3. Tell and write time in hours and half-hours using analog and digital clocks. Represent and interpret data. 4. Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. Geometry 1.G Reason with shapes and their attributes. 1. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 2. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. 3. Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Students do not need to learn formal names such as right rectangular prism. 2012 First Grade Implementation Guide 32

Dean Dulgarian, BA, MA, JD TouchMath Research Research Reference Studied. Published. Proven. TouchMath is an evidenced-based, multisensory approach to teaching all skills and concepts in elementary math. This method is consistent with foundational educational research and has been proven effective across educational settings, various student demographics, and all different student abilities. TouchMath incorporates a See It, Say It, Hear It, and Touch It approach to learning each math skill introduced to ensure that the learner is engaged at his level of understanding and the way he best learns information. TouchMath is the only program that uses the actual numeral as a manipulative by having TouchPoints (concrete level) and uses visual cues (pictorial/representative level) throughout the program to eventually remove visual cues and TouchPoints so the student can demonstrate a symbolic/abstract comprehension of the skill. The TouchMath Program supports and connects both conceptual and procedural learning. Catawba College Salisbury, North Carolina April 2008 Using TouchMath to Improve Computations University of Colorado orad at Colorado Springs Asbury College April 2008 Multi-sensory so y Materials in K-3 Mathematics: tics Theory and Practice TouchMath: h: An Intervention ntio that Works Debbie Mays Athens State University Athens, Alabama January 2005 Touching Points on a Numeral as a Means of Early Calculation: Does this Method Inhibit Progression to Abstraction and Fact Recall? Dr. Beth McCullough Vinson University of California Los Angeles Los Angeles, California TouchMath Intervention vs. Traditional Intervention Is There a Difference? Bowling Green State University University of Colorado The TouchMath Program and it s Effects on the Performance of First Graders Lyn Strand, MA TouchMath Colorado Springs, CO Supplemental Information Black Elementary School ol Houston, TX Black Elementary enta School: Overview of the Implementation of TouchMath Terry Sutton, M.Ed., B.S. Spring 2004 TouchMath h National Educator Survey Jenny Rains, MA Dr. Robert Durham Dr. Catherine Kelly Korat Consulting Susan Grattino, M.B.A. Amanda C. Rudolph Olive Elementary School Athens State University Athens, Alabama June 2004 04 A Foundation on Research Base for the TouchMath h Program Dr. Beth McCulloch Vinson How Effective is TouchMath for Improving Students with Special Needs Academic Achievement on Math Addition Mad Minute Timed Tests? Live Oak Education ncenter San Bernadino, California ectiveness eness of the TouchMath hc Curriculum to Teach Addition and Subtraction to Elementary-Aged Students Identified with Autism David Berry, PhD Multisensory Mathematics for Children with hd Disabilities Kristin S. Scott reprinted from Exceptionality, 4(2), 97-111 A Quantitative ative and Qualitative Study of a High-Performing Elementary yschool in Mathematics Dr, Robert Michael Jarrett Dr. Beth McCulloch Vinson Effects of a Multisensory Approach on Grade One Mathematics Achievement Joanne M. Bedard The Effectiveness eness of the TouchMath h Program with Fourth and Fifth Grade Special Education Students Nora D. Green Nazareth College e of Rochester Rochester, NY Labels Needn t edn Stick: At-Risk First Graders Rescued with Appropriate pria Intervention Poonam C. Dev, Nazareth College of Rochester Beverly A. Doyle, Creighton University Barbara Valente, Pittsford Central School District; ict; Pittsford, New York Zeda G. Winsniewski Denise Skarbek White Papers, Case Studies, Action Research, and Quasi-Experimental Design Studies have been conducted related to the effectiveness of the TouchMath Program. All of the research provides evidence of improved achievement for general education and special education students at all levels. To view the studies, please visit www.touchmath.com/research. 33 2012 First Grade Implementation Guide