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Lighthouse Math level K • ISBN 978-1-955773-44-7
Mechi Weizer Curriculum Advisor Elementary School Principal
Issac Flores Illustration Director
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Introduction and overview of skills at the beginning of each chapter
Vocabulary words with checkboxes students can check off as they go through the lessons
Clearly coded lessons: blue for the lesson page, red for the exercise page
Let’s learn! helps introduce the concept
Try it together! provides guided practice as a class
Practice provides plenty of problems to practice the skill
Tabs on the top of each page allow you to find chapters and lessons easily
Teacher notes give tips and ideas to guide teachers during the lesson
Icons provide clear, visual instructions to help students understand the directions
Hi, my name is Flash!
Welcome to the Lighthouse Math Curriculum! Here is a list of items that will help as you navigate through the book!
The Microphone directs the teacher to say a specific instruction
Clear, worked out examples
Bonus
Dear Educator,
Welcome to the Lighthouse Math Curriculum!
What makes our curriculum so unique? Lighthouse Math uses a scaffolded approach to learning and mastering Math skills. By providing a solid foundation, students can retain more information and prepare for the next level of skills.
Instead of separate workbooks and textbooks, students have everything they need built into one place: a soft covered book containing 14 chapters, comprising of eight lessons per chapter, each lesson containing review, new skills, and practice. All lessons include step-by-step instructions for clarity, giving all teachers— neophyte as well as seasoned—the tools for success.
The books are custom illustrated, providing a vibrant learning experience. They are formatted in a way that each grade level can be completed successfully at the culmination of the schoolyear. Lighthouse Math gives teachers the tools they need to teach and gives students everything they need to learn.
We at Lighthouse CurriculumTM are committed to providing support and guidance to our educators. We look forward to hearing from you and are available to answer any questions that you may have.
Sincerely,
Lighthouse Curriculum TeamName
Di erent Ways to Make 5
4 red
1 green green red
I can put togetherblocks to make 5 in all!
1
1 2 3 4 5 2 3 4 5
I can show another way to make 5 in all!
Explain that you can combine numbers, or put numbers together, to count how many in all. Have students count the
separated green cube (1). Then have them count the separated red cubes (1, 2, 3, 4). Explain that you can combine the
green and red cubes to make one long train. Then, count all of the cubes combined (1, 2, 3, 4, 5). Explain that there are
many red. Count how many in all (trace the numbers 1, 2, 3, 4 and 5).
di erent ways to make 5. Try the next example together. Count and write how many green. Count and write how
Level K Chapter 4 Lesson 4 | Lighthouse Math
• Identify the primary colors: red, blue and yellow
• Sort items based on primary colors
• Identify the secondary colors: purple, green and orange
• Sort items based on secondary colors
Describe objects based on length
Identify and draw objects of different lengths
Complete patterns based on object length
• Describe the length of objects
• Classify objects as shorter or longer
Vocabulary Words which
Primary Colors: Red, Blue and Yellow
I see red! Circle. Match.
Teacher reads what Flash is saying, “I see red.” Ask students to point to the red circle. Point and say the word “red’. Spell the word red. Can they find what is also red in this group? The pail is red. Circle the pail. Next, point to the blue circle and say the word “blue”. Spell the word blue. Look for what object is blue in this group. The pail is blue. Circle the pail. Look for the yellow circle, Point and say the word “yellow”. Spell the word yellow. What is yellow in this group? The star is yellow. Circle the star. Now match the colored circle with the colored word. Say the word red and touch each letter as you say the letters together, then draw the line to red. Do the same for blue and yellow. Note the color of the word is the same color as the circle.
Teacher Notes
1 Find the object that matches the paint color. Circle with your pencil.
2 Match the object with the same color.
RED
BLUE YELLOW
Use your pencil. Circle the objects that match the paint color.
Trace and color.
Use your pencil and trace the color words inside the crayon. Next, use your own crayons to fill in each crayon with the matching color.
Circle the PURPLE grapes.
Secondary Colors: Green, Purple, Orange and White
Circle the GREEN leaf.
Circle the ORANGE carrots.
Circle the WHITE sock.
Have students point to the purple paint color. Say the word purple. Ask students what items do they see next to the purple paint color. What color are these grapes? [purple and green] Circle the purple grapes like Flash has already done for you. Next, move down to the green paint color. Point to the green paint color and say the word green. Now identify the items in this row and circle the green leaf. Continue down the list of paint colors, by pointing to the paint color and saying the color word. You can also spell the color words. Circle the correct object that matches the paint color.
Teacher Notes
1 Find the object that matches the paint color. Circle with your pencil.
2 Match the object with the same color.
green purple orange
Bonus! Color the one that is:
Teacher Notes
Use your pencil. Say the paint color. Circle the objects in the row that match that paint color.
Trace and color.
Use your pencil and trace the color words inside the fish. Next, use your own crayons to fill in each fish with the matching color.
We can sort by size!
Point to each caterpillar and say whether it is short, medium or long. Evaluate students’ understanding through their participation in class discussions, the accuracy of their drawings in the ‘Try It Together’ section, and their responses in the ‘Example Problems’ section. Additionally, their ability to create and solve patterns can serve as an assessment point. Look at each line carefully. Run your finger along each line. Use your pencil to trace the long line.
Teacher Notes
Draw the missing length in the pattern.
Draw a line to arrange the items from shortest to longest.
Comparing Size: Longer or Shorter?
Circle. Which crayon is longer?
This crayon is longer!
Circle. Which caterpillar is shorter?
Which one is shorter?
Teacher Notes
Introduce vocabulary for shorter and longer using pencils in the classroom. Have students repeat vocabulary. For the modeled comparison, state and show that one pencil is the longer one, so the other is the shorter one. Repeat with various objects to reinforce the concept.
Circle. Which one is longer?
1.
Circle. Which one is shorter?
2.
4.
Circle. Which one is longer?
Color. Which one is shorter?
Color. Which one is longer? 1.
Circle. Which one is shorter?
• Name basic shapes: square, circle, rectangle and triangle
Recognize shapes in different sizes and orientations
• Identify properties of shapes: sides and vertices
Find basic shapes in the real world
Describe positions of shapes
• Draw patterns using primary and secondary colors
Identify shape and color patterns
Vocabulary Words
In Chapter 2, we will recognize basic shapes, compare shapes and learn about patterns.
Introduce each shape by name. Have students trace each shape and say the name of the shape. Point out the corners where two sides meet. Say: “These corners are called vertices”. Students repeat. Have students draw a dot on the vertices on the triangle. How many vertices? [3] Draw a dot on each vertex on the square. How many vertices? [4]. Look at the circle. How many vertices? [0]. Now look at the rectangle. How many vertices? [4]. Using the colors yellow, red, blue and green, have students trace each shape in the matching color.
What is the name of this shape? What color is this shape? Let’s count them together and trace the numbers?
Color each shape to match the key.
Color the shape that comes next.
Bonus!
Shape Names
TRIANGLE
0 0 3 3
4 4 RECTANGLE 4 4
Have students point to the shape, say the shape name and color, then use their finger to follow around the shape. Next, trace the number with their pencils while saying the number aloud. Ask students what do they notice about the circle? [There are no sides.] What do they notice about the triangle? [There are 3 sides and 3 vertices or corners.] What is the same about the square and rectangle? [They both have 4 sides and 4 corners/vertices.] What is different? [The size or length of the sides is different.] In a rectangle, opposite sides are short and the other opposite sides are long.
Listen to the clues. Circle the shape that matches. 1) I am shape with no sides. 2) I am shape with 3 sides. 3) I am shape with 4 sides that are all the same size. 4) I am shape with 4 sides that are different sizes. 5) I have 4 vertices or corners. (Hint: circle more than 1 shape) 6) I am shape with either 3 or 4 vertices/corners. You can circle more than one shape.
2
1 Put a green x on the shape next to the red circle. Circle the shape under the yellow square. Put a black x on the shape above the blue square. Put a box around the shape before the purple circle. 2 You will color each shape a certain color. Look at the colored shapes next to the crayon. Use these colors to color shapes in the picture. After coloring is complete, practice using positional words. The triangle top tree is below the circle sun. The triangle roof is above the square house.
Mystery Shapes. Draw me.
1. 2. 3. 4.
Circle the objects that match the shape.
Bonus!
Teacher Notes
1) I have 4 sides that are all the same size. I also have 4 vertices. Draw me. 2) I am a circle. Draw me. 3) I have 3 sides and 3 vertices. Draw me. 4) I am a rectangle. Draw me.
Ask students what Flash should put next in the pattern. Read the pattern and touch each shape, “Red square, blue square, red square…. What comes next? Blue square”. Say all shape and color names clearly to help reinforce patterns, shapes and colors. Guide students to touch each shape as you say each pattern. Guide students to find what comes next and circle it. As an extension, students can draw the shape that comes next in the pattern.
1 Look at each pattern. Circle what shape or color comes next.
2 Finish coloring the pattern on the caterpillar. Have students touch shape and say shape and color when completing the question.
© Lighthouse Curriculum. Copying strictly prohibited.Teacher Notes
Read the pattern together. Guide students to find the next shape, draw a line to the matching shape, and draw it in the pattern.
Teacher Notes
What color comes next? Color the shape.
Patterns with Shapes and Colors
What comes next?
Teacher Notes
Say the pattern out loud and guide students to touch each shape as they follow the pattern. Tell students to circle the shape that comes next.
Guide students to find the shape that comes next. Then have them draw line to match.
Look at each pattern. Circle the shape that comes next.
Look at the pattern. Draw the next shape. Color the shape so it finishes the pattern.
• Recognize numbers 0 to 5 in picture, word and number form
Write numbers 0 to 5
Count numbers 0 to 5
• Represent a number of objects with numbers 0 to 5
• Assign number values to objects while counting
0 1 2 3 4 5
Vocabulary Words
Let’s count the apples! 0 0 1
0 1 1
0 0 0 1 1 1
Introduce the numbers 0 and 1. Point out that 0 means that there is not an object there. If there is nothing in the bowl, then there are 0 objects. Help students identify and count how many objects they see. If there is 1 apple in the bowl, then write 1. Practice gripping the pencil correctly as students write the numbers 0 and 1. Reinforce to start at the top of the 0 and move around the oval from left to right. Say: ”Around and around and around we go. That is the way to make a zero.” When making a 1 say: “Straight line down, and now we’re done. That is the way to make a one.”
How many? Trace and write.
Teacher Notes
Tell students that if nothing is drawn or shown, that means it is zero.
Five Frames. Circle.
Circle the 1. Put an X on the 0.
0 1 0 1 3 3 2 2 5 4 1 1 0 0
Teacher Notes
1
1 Point as you count how many are inside the five frame. Circle how many are inside the five frame.
2 Write how many are inside the five frame.
3 Draw one item in the five frame. You can choose any shape or item you want!
© Lighthouse Curriculum. Copying strictly prohibited.Keep counting! 2 2 3
Trace. How many?
2 3 3 2 2 3 3
2 3
Introduce the numbers 2 and 3. Point to the numbers, say the names, and ask questions about the number of pictures. Which shows 2 apples? Point. Which shows 3 apples? Point. Practice writing the number two. Say: “Round and back on the railroad track. Two. Two. Two.” Have student repeat as they write. Tell students that the dotted lines are like a railroad track and your pencil is the train. When making number three, say: “Around the tree, around the tree, that is the way to make a three.” Imagine there are 2 trees one in each part of the three. You take your pencil and go around both trees. Practice counting the objects and writing the numbers. Use the rhymes while students write.
Five Frames. Circle the number.
2 3 2 3
Teacher Notes
1 Point as you count how many are inside the five frame.
2 Write how many are inside the five frame.
3 Draw objects in the five frame.
© Lighthouse Curriculum. Copying strictly prohibited.4 4 5 5 4 5
4 5
Let’s count and write!
4 4 5 5
Introduce the numbers 4 and 5. Point to the numbers, say the names, and ask “which” questions like: Which shows 4 apples? Point. Which shows 5 apples? Point. Practice writing the number 4. First, count 4 apples. Cross off or point while counting. Say: “Down and across, down once more. That is the way to make a four.” Have student repeat while writing. Begin writing number 5. Count the apples first. Cross off or point while counting. Say: “Go down and around and then you stop. Finish the five with a line on top.” Repeat rhyme while practicing the number writing.
Five Frames. Circle.
4 5 4 5
Teacher Notes
1 Point as you count how many are inside the five frame.
2 Write how many are inside the five frame.
3 Draw objects in the five frame.
Count. Match.
We can count from 0 all the way to 5! 2 3 4 5
0 1
Touch, cIrcle check or cross off each animal as you count to reinforce number correspondence. Have students follow the line to match the pictures to the number. Trace each number. Ask students to count the frogs. How many frogs are there? [1] Find the number 1. Draw a line to match. Do the same process for the turtles and the fish
Count. Circle and trace the number.
3 3 1 4 2 5
Teacher Notes
Read the number. Write the number. Draw how many.
Identify and count shapes up to 5
• Use a five frame to count up to 5
• Identify and quickly recognize numbers using pennies
Recognize and draw tally marks to represent numbers from 0 to 5
Introduce the concept of the value of a penny
• Combine different objects to make 5 in all Vocabulary Words
Point and count. Say the number.
Counting from 0 to 5 with Shapes
How many triangles are in the banner?
triangles
Circle and count each triangle.
triangles
Color and count the circles .
1 2 3 4 4 5 1 2 3 4
Teacher Notes
Emphasize 3 different ways to track as they count: pointing, circling, coloring. Restate definition of each shape.
circles
triangles
Teacher Notes
1 Circle 4 circles. Circle 3 triangles. Circle 2 rectangles. Circle 5 squares.
2 Take out red and blue colors. Color the circles blue and count. Color the triangles red and count. Write the number.
Color the number of shapes.
3 5 1
Write the missing number. 2 1
4 1 3 3 4
5
Let’s count pennies in a five frame!
1 2 3 4 4 2 5
Students can count by pointing with their finger or another tool. If desired, use real pennies and count each as they are placed on top of the images. Point and count each penny in the five frame. 1, 2, 3, 4. How many do we have? 4!
Color
2.
5 pennies
2 pennies
3. 5. 4. 6. 7. Circle and make your own! 0 1 2 3 4 5
4 5 0
I can show numbers with tally marks!
1 = 1 = 0 = 2 = 2 = 3 = 3 = 4 = 4 = 5 = 5 =
Explain to the students that numbers 0 to 5 can be written using tally marks. Demonstrate this on the board, showing the tally marks for each number, one at a time.
1.
Look at the tallies. Write the number.
Count how many. Write the number and draw the tally marks.
Count how many. Write the number and tally marks.
I can put blocks together to make 5 in all!
1 green green red
1
4 red
1 2 3 4 5 2 3 4 5
I can show another way to make 5 in all!
Explain that you can combine numbers, or put numbers together, to count how many in all. Have students count the separated green cube (1). Then have them count the separated red cubes (1, 2, 3, 4). Explain that you can combine the green and red cubes to make one long train. Then, count all of the cubes combined (1, 2, 3, 4, 5). Explain that there are different ways to make 5. Try the next example together. Count and write how many green. Count and write how many red. Count how many in all (trace the numbers 1, 2, 3, 4 and 5).
Color the extra cubes red. Write how many blue and red cubes make 5 in all. 0 5 blue red
blue red
blue red
blue red
blue red blue red
Count and write how many circles and squares make 5.
Draw a line to match the ways to make 5.
Color the circles in the five frame blue and green. Write how many blue and green.
Read the instructions and do the first one together. Students can color any number of circles blue and green. Then they count and write how many.
• Combine numbers to create 5 in all
Identify and represent addends in addition problems
Find the sum up to 5 in addition problems
Recognize + as addition and = as total
Understand and create number sentences and addition sentences
Understand and solve story problems related to addition
2 + 1 = 3
Vocabulary Words
1 fish
Put
2 flowers
Put
2 apples
Put
3 in all!
4 in all
5 in all
Flash has 1 fish in the bowl. He puts 2 more in the bowl. How many does he have in all? Let’s count. Count the fish in the bowl together. Flash has 3 fish in all. Continue with the flowers. Count the flowers in the first vase. How many more are we adding? [2 more]. How many do we have in all? [4]. When we combine objects, we add them. Now look at the apples. How many do we have to start? [2]. We don’t know how many more we have, so let’s look at how many we have in all. How many in all? [5]. If we start with 2 how many more do we need to have 5 in all? [3 more]. Draw 3 apples and write the number 3 in the blank. Hold up 2 fingers. How many fingers do you need to get to 5? [3 more]
Draw the missing pictures. Fill in the number.
2 2 2
and and and and
more is
more is
more is
more is
4 3 5
3
2 and 1 more is 3
2
Draw or hold up a large plus sign. Have students find this same symbol on their page. Say this is a plus sign. Circle this sign on your page. It means to combine or add together. Which two numbers are we combining? [2 and 1]. These are called addends. Then draw or hold up the equal sign. Have students find this same symbol on their page and circle it. Say this is the equal sign. It means how many we have in all. If I have 2 and I add 1 more, how many do I have in all? [3]. Have students trace the symbols. Then work together the example problems, counting the objects, saying the sentence, and writing the number sentence.
Write how many.
4 and 1 more is
4 + 1 =
2 and 2 more is
2 + 2 =
2 and no more is
2 + 0 =
2 and 3 more is + =
1 and 2 more is + =
2 and 2 more is + =
3 and no more is + =
3 and 1 more is + =
Teacher Notes
You create a problem. Draw your start. Draw what you add. Now write your number sentence.
2 + 2 = 4 1 + 3 = 4
Draw pictures to show the answer!
4 + 1 = 5 3 + 2 = 5
Explain that a number sentence shows how any number of objects can be added together, even if a picture isn’t there. Help students count on using their fingers. For 2 + 2, have students hold up 2 fingers in their left hand, Start by saying “2” then count on with fingers on the right hand “3, 4”. This shows adding 2 more to the 2 they started with. We can also use models and pictures to show addition. Look at the model of the linking cubes.
Look at the number sentence. Color the first 4 cubes one color. Color the last cube another color. This shows 4 + 1.
Count how many in all. Look at 3 + 2 = 5. Draw circles to show the addition. Count the circles to see how many in all.
Trace the signs. Write it on your own.
Match the model to the number sentence.
Write how many. Draw circles to show the number sentence.
Teacher Notes
Write how many. Draw circles to show the number sentence.
Use 2 different colors to color the blocks. Write the number sentence to go with the model.
Write how many. Draw circles to show the number sentence. For number 1, 2 blocks are red and 3 blocks are yellow. The number sentence is 2 + 3 = 5 blocks in all. For number 2, you can color 1,2,3, 4 or 5 blocks red. Then, color the rest yellow. Write your number sentence. (student answers will vary)
3 + 1 = 4
Flash sees 3 hatch.
Flash sees 1 more hatch. How many did Flash see hatch?
Glow eats 2 .
Glow eats no more .
How many does Glow eat in all?
Read Flash’s story problem out loud. What is the important information we are given? [3 eggs hatch, then 1 more egg hatches]. These are the addends. Trace the circles around this information. Notice that Flash drew a picture of the problem. He drew 3 chicks and then 1 more. Count together to find the sum: [1, 2, 3, 4] He saw 4 eggs hatch! Move to the next problem and read it together. Point out the sentence “Glow eats no more cookies”. What number represents NO MORE? [0]. Circle the important information. Draw a picture to represent the number sentence. Tell students they can use circles to represent the addends. For 0 they can leave the space blank. Count up the pictures. How many cookies did Glow eat? Let’s write the number sentence.
1.
Draw a picture. Write how many.
2 drive on the road. 1 more drives on the road. How many are there?
2.
2 1 3
2 are in the water. 3 more go in the water. How many are there?
Draw a picture. Write how many.
1. 2.
2 are on the flower. 2 more land on the flower. How many are there in all?
3 are in the barn. No more are in the barn. How many are there in all?
Draw a picture. Write how many.
1. Jonah eats 1 . Then he eats 1 more How many does Jonah eat in all?
Joe has 1 . He gets 3 more . How many does he have in all?
2 are in the pond. 2 more go in the pond. How many are in the pond?
There are 3 . No more grow. How many are there?
Bonus! 3 5 Sam sees 3 . He sees some more Sam sees 5 in all.
Teacher Notes
Find the missing addend.
+ =
Understand and identify the terms addend and sum in addition problems
• Use the five frame to find sums
Learn about the number line as a tool to put numbers in order and help in counting
Practice the strategy of counting on to find sums
• Solve story problems that describe a real-life scenario where addition needs to be applied
Recognize and learn vertical notation for addition
Vocabulary Words
In Chapter 6, we will develop fluency in addition by utilizing tools like five frames, number lines and counting on to solve up to 5.
Draw and write how many.
5 + 0 = 1 + 1 =
Teacher Notes
Model how to use the five frame with real pennies or counters. Show students how to say the first number and count up as each penny or counter is placed in the frame.
Look at each five frame. Trace the circle to add on. Match the 5 frame to the addition sentence. Use the five frame to solve the problem.
Draw and write how many.
+ 0 = 0 + 5 =
Use the blank five frame to practice different sums with pennies. If you have counters or pennies, practice by putting in groups of pennies and adding more. Put 1 penny in the five frame. Now count up as we add more. Try adding 2 more. Use the five frame to help you add different groups of pennies.
Trace and Count.
What is a number line?
0 1 2 3 4 5
0 1 2 3 5 0 2 3 4 0 5
Show how number lines are like number paths that we learned earlier. The number line is made up of a horizontal line (point), tick marks (point), and numbers in order evenly spaced out under the tick marks. Say: “Number lines help us count up. Notice what number our number line starts with. [0] Count aloud the numbers in our number line while you trace them.” Have students practice pointing to the numbers when calling them aloud. Say: “Point to 1. Point to the number after 1. Point to the number after 2. Point to the number that comes 2 spaces after 0.” [2] Fill in the blank boxes based on what number comes next. In last number line have students draw in tick marks and fill in the boxes. Students may use their fingers to help count up.
1. Find the frog at 0. Make it hop to 1. Circle 1.
2. Find the frog at 0. Make it hop to 2. Make sure to show 2 hops and circle 2.
3. Find the frog at 1. Make it hop to 3. How many hops it take to get to 3? [2]
4. Find the frog at 2. Hop 3 times. What number do you land on? [5]
1 1
Write how many.
Teacher Notes
Use the number line. Put your finger on the starting number. Hop along the number line to find the end sum.
Draw a line to match. Write how many.
Draw and Solve.
Write
Teacher Notes The
Flash has 2 . He gets 1 more . How many does he have in all?
1
That’s the same as 2 + 1 = 3 This line means equal.
2 2
2 1 + 3
Read. Write. Solve.
Flash saw 1
He saw 3 more
How many did Flash see?
= = =
Students will practice identifying if the addition sentence is horizontal or vertical. Say: Horizontal means side to side. Point from one side to the other side of the horizontal word problem. Say: Vertical means up and down. Point up and down as you review the vertical addition problem. Review the similarities and differences between the = sign and the line underneath the 2 addends Use addends and sum vocabulary terms while practicing writing numbers. Teach the counting up strategy. Find the higher number first. Draw a number line to show counting up. Looking at 2 +1 =3, circle the higher number (2) and use fingers to count up 1 more to make 3. Circling the higher number first before counting will create a reminder on where to start counting. Remind students that the sum is still the same even if they problem is written horizontally or vertically as long as it has the same addends.
Draw a picture. Write how many.
1. Jim gets 3 . Sam gives him 2 more .
How many does Jim have now?
2. Sammy had 1 and he gets 2 more .
How many does Sammy have now?
3. Jack has 1 and he gets 3 more
How many does he have altogether?
4. Dan buys 1 and his friend gives him 1 more
. How many does Dan have in all?
Teacher Notes
+ + +
We will practice drawing what is in the story problem and then solve using vertical addition. Remember to use the counting up strategy. Find the higher number first in the 2 addends. Count up from that number using our fingers if it helps us. Have a number line visible on the white board or a copy of one for students to use at their desks.
Draw a line to match. Write how many.
1. 2. 3.
Joe has 5 . He gets 0 more . How many does he have in all?
1 is running. 1 more starts running too.
How many are running?
2 sprouted yesterday.
3 more grew today. How many are there altogether?
Draw a picture. Write how many.
Jim gets 3 . Sam gives him 2 more .
How many does Jim have now?
+ +
Understand that subtraction means to count down or take away
Understand the answer to a subtraction problem is called a difference
Cross out pictures to find a difference
Use a five frame to find differences
Count down on a number line to find the difference
Solve story problems using subtraction
In Chapter 7, we will learn to subtract using pictures, five frames and number lines.
Subtraction from 0 to 5 with Pictures
- 3 =
3 - 2 =
4 - 4 =
5 - 2 =
Explain to students that in a subtraction sentence, the first number is the amount to start with. The subtraction sign (-) means to take away. The second number is the amount to take away. When drawing to solve subtraction, draw the first number and cross off the second number to find how many are left. The answer is called the difference.
Trace the signs. Write it on your own.
Draw and cross off circles to show how many are left. Write how many are left.
Cross out to show how many are left. Write in the answer.
Draw. Cross out. Write how many are left.
Draw. Cross out. Write how many are left.
1. Draw 5 . Cross out 2 . How many are left?
2. Draw 3 . Cross out 1 . How many left?
3. Draw 4 . Cross out 3 . How many left?
4. Draw 3 . Cross out 3 . How many left?
left left left left
Cross off to see what’s left over.
4 - 3 = 1
Cross out. Write how many are left. 1.
3 - 1 = 2
2 - 2 =
5 - 3 =
4 - 2 =
Model how to use the five frame with real pennies or counters for subtraction. Show students how to count out the pennies or counters for the first number in the subtraction sentence. Place the pennies or counters in the five frame while counting them. Then, show students how to remove or take away the amount of pennies or counters for the second number in the subtraction sentence. Finally, count how many pennies or counters are left over.
Draw then cross out. Write how many are left.
Write how many are left.
Teacher Notes
Use pennies or counters in the five frame to solve the subtraction sentences. Start by placing the same number of pennies as the first number in the subtraction sentence. Then take away the second number to find the difference, or what’s left.
Subtraction from 0 to 5 using a Number Line
Hop back on the number line to subtract! 4
Guide students to find the number they start with. Trace the red circle. This is where they start, then trace the hopsone hop to 4, another hop to 3. The grasshopper stops at the 3. 5 - 2 = 3. We can use a number line to hop back and show subtraction. Trace the lines. Hop back and color the number you land on.
Teacher Notes
Circle the starting number. Hop along the number line to show how many you take away. Write down the number you finish on.
Draw on the number line to subtract.
Use the number line to subtract.
Teacher Notes
Put your pencil or your finger on the starting number. Hop along the number line to show how many you take away. Write down the number you finish on.
3 - 2 = 3 - 2 =
Teacher Notes
Circle the star if the answer is correct. Circle the X if the answer is wrong. Write the correct answer.
That’s the same as 3 - 2 = 1
Flash has 3
He loses 2
How many are left?
Write how many are left.
Flash has 4 .
He gives 1 to his friend.
How many does he have left?
This line means equal.
31
2 4 1 — 3
Read the story problem out loud. Model how to find the important information by circling the important information. Show how to put the numbers in vertical subtraction sentence. Encourage students to visualize or draw a picture, then cross off the objects that are being taken away. Students can use circles to represent the objects.
Jim has 4 2 fly away. How many are left?
Sam buys 3 He eats 1
How many are left?
4 2 2 3 1 2
Draw a line to match. Write how many are left.
There are 2 in the garden. Sam picks 1
How many are left in the garden?
4 are on the grass.
3 fly away. How many are left?
There are 5 3 run away. How many are left?
Draw a picture. Write how many are left.
There are 3 . 2 swim away. How many are left?
Listen. Write. Draw. Solve. Listen to this story problem. Write the story on the lines as I read it out loud. “ Max has 5 toy cars. He gave 1 away. How many are left?” Have students write the dictation, draw a picture in the box and solve. Remind students to cross off the number Max gave away to help solve the problem.
• Describe the position of an object using ordinal numbers
• Write ordinal numbers using words and numbers
Use a calendar to identify days of the week, dates and months
Order the days of the week
• Tell time to the hour on an analog clock
• Write the time on a clock using numbers and o’clock
Write the time on a clock using numbers and the : symbol
Vocabulary Words
In Chapter 8, we will learn to recognize and write ordinal numbers, identify parts of a calendar and tell time to the hour and half hour.
I am in front. What place am I in? 1st
Teacher Notes
2nd 3rd 4th 5th Ordinal Numbers
What place am I in?
Have students point to Glow. Read what Glow is saying. Say: When you are in the front, you are the FIRST PERSON. Point to the words under Glow and let’s read them together. Then have students point to Flash. Read what Flash says. Say: let’s count together from Glow to Flash-1, 2, 3, 4. He is person 4, so he is the 4th person. Circle the 4th/fourth under Flash. You may also ask students to point the SECOND person, or the FIFTH person. Which cap is THIRD? Circle the 3rd cap. What color is the third cap?
Circle.
Teacher Notes
1. Circle the fourth object. Which insect is it?
2. Circle the fifth object. Which color pot is it?
3. Circle the second object. Which animal is it?
1. Trace the number, then color the second triangle.
2. Trace the number, then color the fourth circle.
3. Trace the number, then color the first square.
4. Trace the number, then color the third pentagon.
Trace. Draw a line.
1 2 3 4 5
6 13 20 27
25 5 12 19 26 Circle.
7 14 21 28
9 16 23 30
3 10 17 24 31
11
This is a calendar! A calendar tells us which month it is, shows us the days of the week and the date. Does anyone know the months of the year? There are 12, let’s practice saying all 12. [Help the class review the months of the calendar] Take a look at the top of the calendar. This tells us the month. Circle the word MAY. Circle the first day, the number 1. We can see that the first day of May is on Tuesday. Now circle the LAST day. Who can read that number? [31]. Move your pencil up the column. What day of the week is the last day of May on? [Thursday]. Now circle the third day. What day of the week is May 3rd? [Thursday]. Notice the third day and the last day are both on Thursday. They are in the same day column. Look down to the bottom of the page. These are the days of the week. Let’s read them together. How many days of the week are there? Count together. [1, 2, 3…7] Now, circle the 4th day. What day of the week is the 4th day? [Wednesday]
What month is it? Trace the letters to spell APRIL.
Circle the FIRST day. What day of the week is it on?
Circle the LAST day. What day of the week is it on?
Circle the FIFTH day. What day of the week is it on?
Fill in the missing dates. Count together. 1, 2, 3…etc
What date do we go camping? Sunday, April 8
What date do we ride bicycles? Monday, April 2
What month is it? Trace the letters to spell JUNE. Fill in the missing dates.
Circle the FIRST day of June. What day of the week is it?
Circle the LAST day of June. What day of the week is it?
Circle the THIRD day of June. What day of the week is it?
A clock is just like a number line!
Minute Hand Hour Hand
Introduce the clock. Tell students a clock is just like a number line, but it goes in a circle from 1 to 12. Introduce the hands on a clock. Say: a clock uses two hands to help up tell the time. Point to the long hand. This is called a minute hand. It tells us how many minutes go by. Now point to the short hand. This tells us what hour hour it is. Ask a student to give an example of a time. Write it on the board and point out the hour and the minutes. Say: today we are going to learn to tell time to the hour. Look at the short hand. It is red. What number is it pointing to? [3]. Look at the number line. 3 is also circled. It is 3 o’clock.
Teacher Notes 1.
Teacher Notes
What number is the hour hand pointing to? Circle the same number on the number line. Write the number in the space. What time is it?
Teacher Notes
5 9
2
2 5
9 It is It is
It is 5 o’clock! It is 4:3 o’clock!
5 : 00 4 : 30
Count around the clock starting at 1. As you say the numbers, have students trace the missing numbers. Then have students circle the minute hand. Ask: how do we know the blue hand is the minute hand? [it is longer]. Be sure to emphasize that the minute hand is not always blue, but it is always longer than the hour hand. Say: Flash says it is 5 o’clock. Where should the minute hand point to? [12]. Where should the hour hand point to? [5]. Circle the hour hand. Read the time below together and have students trace the time. Take students through the Try it Together pages. At number 3, ask students: What is different? [the minute hand is pointing to 6]. This tells us 30 minutes have gone by. The time is half way to the next hour. The hour hand is between 2 numbers, this shows us the time is half way to the next hour.
1. Circle the minute hand. It is at 12. Trace the hour hand. It points to 9. It is 9 o’clock.
2. Circle the minute hand. Where is it? [12]. Draw the hour hand to 4. What time is is? Write the time.
3. Circle the minute hand. Where is it? [6]. This tells us the minutes are at 30. Trace the minutes. Now draw the hour hand in the middle of the 1 and 2. Write a 1 in the hour place. What time is it? It is 1:30.
5:00
2:30
10:30
8:00
Read the clock. Find the hour hand. Look at where the minute hand is pointing. Draw a line to the correct time.
Draw the hands to show the time.
This is my school day!
I go to school at 8:00.
I eat lunch at 11:30.
Story time is at 2:00.
I leave school at 3:30.
Look at Glow’s school day. Draw the hour and minute hands to show the time.
It is ok if students draw the hour hand to the 3, and not halfway between the 3 and 4. This is a difficult concept to grasp.
Tally
A system
counting where a vertical line is used to represent each count until reaching five, where the fifth count is a diagonal line across the
Which question word used when comparing
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