LHM - Level K1 - Teacher's Guide by lighthousecurriculum

Teacher's Guide

LEVEL K - TEACHER'S GUIDE

Lighthouse Math Program Directors Mrs. Zehava Kraitenberg, M.S. Curriculum Advisor, Elementary School Principal Jane Chamberlain Master of Education in Curriculum and Instruction

Credits Curriculum Writers Jane Chamberlain Middle School Math Instructor M.Ed. in Curriculum and Instruction Susannah Maria Malarkey 4th Grade Instructor M.A. in Teaching K-8 Karen Williams 5th Grade Instructor PhD of Education in Curriculum and Instruction Karen Legreid Math Interventionist K-5 M.A. in Curriculum and Instruction

Mizuho Shiomi 3rd Grade Instructor M.A. of Arts in Education K-8 Joy Aragones 4th Grade Instructor M.A. in Education Technology Chelsea Ruocco 6th Grade Instructor M.A. in Childhood Education 1-6 Kelly Boehme 1st Grade Instructor M.Ed. in Elementary Education K-6

Jennifer Ramos-Martinez Curriculum Specialist M.A. in Curriculum and Instruction Rebecca Kay-Lewis 5th Grade Instructor M.Ed. in Elementary Education K-6, 5-8 Math Sarah Thorman 2nd/3rd Grade Instructor B.S. Liberal Arts and Sciences (Psychology) Post-Baccalaureate Teacher Certification (Grades K-6)

Elizabeth Szoc 4th Grade Instructor B.A. in Elementary Education Luke Bote K-12 Instructor M.Ed.. in Leadership Molly Fernholz K-6 Instructor B.A. in Education Joanna Bell 7th - 12th Grade Instructor B.S. in Integrated Math Education

Francine S. Foote 5th and 6th Grade Instructor M.A. in Instruction and Curriculum

Review Team Zehava Kraitenberg M.S. Curriculum Advisor Elementary School Principal

Jane Chamberlain Middle School Math Instructor M.Ed. in Curriculum and Instruction

Yehuda Gartenhaus M.A. Elementary School Principal

Mechi Weizer Curriculum Advisor Elementary School Principal

Layout & Design Akiva Leitner Project Manager Kevanyc.com

Mirko Zunic/Branko Pejovic Layout Directors

Issac Flores Illustration Director

©Copyright 2023 Lighthouse Curriculum Inc. All rights reserved. Distributed by Leren Curriculum Inc. T: 718-.834.1231 E: lerenec@gmail.com Lighthouse Math Teacher's Guide level K • ISBN 978-1-955773-47-8 No part of this publication may be reproduced, stored in a retrieval system, stored in a database and/or published in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of the publisher. To obtain permission to use portions of material from this publication, please contact Lighthouse curriculum. Content developed in collaboration with The Reimagined Classroom Contact Lighthouse curriculum: By calling: 718.285.7100, or emailing: info@lighthousecurriculum.com For more information visit www.lighthousecurriculum.com

Introduction and overview of skills at the beginning of each chapter count more less

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!

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 Circle

Circle

Trace

Color

Cross out

The Microphone directs the teacher to say a specific instruction 2 +5 7

Clear, worked out examples

Bonus!

Bonus problems for enrichment and practice

Review for every chapter

Assessment provided for every chapter

Write

About the Curriculum The program builds in review and new concepts throughout each level as students step up through mastery of skills. By providing foundational skills and practice, students retain information. The stepwise approach is consistent as students work through 16 chapters comprising eight lessons of review, new skills, guided practice and problem-solving. All lessons include step-by-step instructions for clarity, giving all teachers the tools for success. Custom illustrations provide a vibrant learning experience. Illustrations complement math questions by including information directly tied to and used to solve the problem. The books are formatted in a way that each grade level can be completed successfully by the culmination of the school year. Lighthouse Math gives teachers the tools they need to teach and gives students everything they need to learn.

Intro

Lighthouse Math Teacher's Guide

Name Sums through

Let’s learn!

5 Using a Five Fr ame

Count on to add 1 more!

3+1= Draw and write

how many.

2+2=

3+2=

riculum. Copying

strictly prohibited.

3. 1+4=

4. 5+0=

5. 1+1= Teacher Notes

102

Model how to use the five frame wi up as each penn th real pennies or counters. Show y or counter is pla students how to ced in the frame say the first numb . er and co

unt

Level K

Lighthouse Math Teacher's Guide

Intro

Chapter 6

Lesson 1

Lighthouse Mat

Name

How to use the student book

y The book is “all in one” and can easily be used without extra resources

Table of Contents

y Easy to read numbers and spaces for student writing

10 Chapter 3

y Custom images to assist in learning concepts

Compare Shapes

Name

Secondary Colors: Green, Purple, Orange, and White ..............................................................16 Sorting by Size ................................................................................................................................................................................ 20 Comparing Size: Longer or Shorter? ................................................................................................................24

Let’s learn!

Shape Names

Compare Shapes.........................................................................................................................................................................34 Patterns with Colors .................................................................................................................................................................38 Patterns with Shapes and Colors ..........................................................................................................................42

CHAPTER 3 Understanding and Writing Numbers 0 to 5

SHAPE

Understanding and Writing 0 and 1...................................................................................................................48

NUMBER OF SIDES

NUMBER OF VERTICES

Understanding and Writing 2 and 3 ................................................................................................................52 Understanding and Writing 4 and 5 ..................................................................................................................56 Understanding and Writing 0 through 5 .................................................................................................... 60 h

Table of Contents

Lighthouse Math

CIRCLE

Table of Contents. A quick reference for skills and topics found in each chapter

TRIANGLE

SQUARE

RECTANGLE

Teacher Notes

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 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.

Intro

Level K

Chapter 2

Lesson 2

Lighthouse Math

Lighthouse Math Teacher's Guide

Lesson X

Name

Counting from 0 to 10 with pennies

In Chapter 1, we will learn about primary colors, secondary colors, and sort by comparing objects in size.

Intro to the chapter

•

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

hapter 1

RED

PURPLE

BLUE

YELLOW

ORANGE

y Provides an overview of skills covered in the chapter with images and easy to read bullet points

GREEN

WHITE

•

Identify and draw objects of different lengths

•

Complete patterns based on object length

•

Describe the length of objects

•

Classify objects as shorter or longer

y Vocabulary

Vocabulary Words which shorter longer

compare primary colors secondary colors

short medium long

11 10

Chapter 3

Lesson X

Listed with checkboxes on the chapter intro page Students and teachers can check off the vocabulary as they learn and use it

Circle the number of shapes.

Each chapter has 4 lessons made up of 4 color-coded pages: (See page inserts for each left and right)

0 1 2 3

1 2 3 4 3.

y Learning page (blue) provides daily review, guided lesson, and problems to complete together as a class

0 1 2 3 4 5 5.

y Exercise page (red) provides practice problems for students to do independently or in groups, for class discussion, daily work, or homework

1 2 3 4 5 6.

0 1 2 3 4

0 1 2 3 4 Circle and count the TRIANGLES.

4 68

Lighthouse Math Teacher's Guide

Intro

Level K

Chapter 4

Practice 1

Lighthouse Math

About the Program Direct Instruction (Let’s learn) y Custom made visuals and images directly linked to content y Students are immediately engaged with a problem-solving task that promotes mathematical reasoning skills. These tasks allow for multiple points of entry, varied solution strategies, and provide opportunities for meaningful mathematical discussions Guided Practice (Try it together/ Learn and Connect) y Provides for a gradual release of responsibility in solving the problems from the teacher onto the students Hands-on partner and group activities y Engages students in a productive struggle with the lesson concepts

Independent Practice (Daily review, Practice) y Provides students with plenty of opportunities for repetition, which builds fluency and helps them relate mathematical procedures to conceptual understanding. The teacher is able to differentiate to meet the needs of the class and of individual students Problem-Solving Skills (Challenge, Word problems) y Students apply skills to real-world problem-solving situations y Allows for extensions of learning and applications opportunities y Provides students opportunities to engage in mathematical discussion and sharing

y Provides students with an opportunity to construct arguments and critique the reasoning of their peers

Intro

Lighthouse Math Teacher's Guide

Game-Based Learning y Allows for students to learn and connect in a different way, which leads to further retention y Research shows that games provide an environment for learning and engaging with the concepts in multiple ways y Games can provide a mind-body connection, reach students at all levels, open up conversations and communication about mathematics, and keep students motivated Formative Assessment y Quick assessments at the end of each lesson allow teachers to see evidence of student thinking, evaluate progress toward the learning goals, and adjust their instruction accordingly

Common Errors y Notes and examples for teachers about common errors or what to look for when guiding students through a lesson Differentiated Instruction y Extra practice and support to help both struggling learners and early finishers

Summative Assessment

Spiral Review

y Chapter assessments directly linked to the lessons to test mastery of skills

y Daily review and warm-up activities provide a quick check of skills

y Consistent in length and format that includes a variety of problems

y Important arithmetic skills are reinforced and reviewed throughout the levels

y Teacher notes and sample problems to help guide students through instructions

y All levels begin with a comprehensive review of foundational skills

Primary Colors: Red, Blue, and Yellow

Name

Begin the lesson with direct instruction.

Let’s learn!

I see red!

Circle.

Read the problem together and discuss the model or image provided.

RED

BLUE

Use icons to assist with learning how to follow instructions independently.

Interact with the visual model to find important information and apply it to the lesson or problem.

YELLOW

Match.

RED

BLUE

YELLOW

Teacher Notes

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.

Level K

Chapter 1

Lesson 1

Lighthouse Math

Direct instruction for teachers to read to assist with pre-readers or guided practice

Intro

Lighthouse Math Teacher's Guide

Help Flash and figure out problems together.

A large number of problems to allow for differentiated instruction and practice. Choose odd number problems to complete first, or choose some problems to assign.

Continue practice or assign problems for independent work

3. Refer to notes to find tips and lesson ideas for teacher guidance

The month is

April

October

June

Friday

Monday

Thursday

Friday

Tuesday

Sunday

I go to the Tuesday, June

I go to the

, June 8.

days.

June has

The 3rd day of June

is on

Color the 1st day of the week . Color the 2nd day of the week . Color the 5th day of the week .

Bonus! Sunday

Circle the correct answer. Use the calendar from page 20.

Monday

Lighthouse Math

Tuesday

Level K

Wednesday

Chapter 8

Thursday

Friday

Saturday

Practice 2

145

Bonus challenge section Bonus problems or challenges can be used as enrichment or with activities.

Lighthouse Math Teacher's Guide

Intro

How to use the Teacher Guide

Prepare your lesson. y Use objectives to guide you through the main idea.

y Use the teacher guide to complement the student workbook.

y Quick reference and extra tips for vocabulary covered in the lesson y Materials list helps you be prepared to lead activities and be ready with resources.

y The exact version of student pages is shown with a green answer key.

Level K Chapter 1-1

y Easy to use, consistent, and color-coded sections

y Differentiate with additional tips for both struggling learners and early finishers.

Let’s learn!

y Identify a color as a primary color. y Recognize the words: red, blue, and yellow. y Identify and sort items based on primary colors.

Circle.

Vocabulary

RED

y Primary colors - colors used to create all of the other colors: red, blue and yellow

Materials

BLUE

y 5 red, 5 blue, and 5 yellow objects (Pre-Lesson) y Red, blue, and yellow construction paper (Pre-Lesson) y Blank paper (Activities) y Small red, blue, and yellow objects (Struggling Learners) y 5 varying small red objects per student (Challenge)

Pre-Lesson Warm-up Guiding Questions

Start off the class with review, mental math, or short activity so students can practice some math skills right away. A quick set of independent or class problems that include pre-requisite skills or warm-up activity

Gather together 5 red objects, 5 blue objects, and 5 yellow objects. Make sure to find objects of varying shades of reds, blues, and yellows, if possible. These objects can be anything in the classroom (blocks, counters, balls, markers, etc.). Place a red, blue, and yellow piece of construction paper on the floor. Have students sit on the floor so that the papers are visible to all students. Point to each piece of construction paper and have the students call out that color (red, blue, and yellow). Then, hold up each of the objects and ask students to help sort by color. Students will raise their hands to say which color the object is. Place the objects on each paper or next to it.

YELLOW

y Guide students through the workbook with extra activities, pre-requisite skills, and game-based learning.

Prim

Name

Objective and Learning Goals

Match.

RED

Level K

Guiding Questions 1. Are all of the blue objects the exact same? Why or why not? [They are not the exact same because some are dark blue and some are light blue.] 2. Why is it important to know your colors? [It helps to describe them and sort them into groups.]

Introduce the Lesson (Try it Together) Look at the Let’s Learn section and tell students you will be matching paint color with the same color object. Ask students, “Which color are we looking for in the first paint color?” [red] Direct students to circle with a pencil the red pail. Now have students tell you what color they are working with next. [blue] Circle what is blue. Say, “The pail is blue.” Ask students what is the last color they will be looking for today. [yellow] What is yellow in this line? Tell students to point to the crayon and next point to the star. Say, “The star is yellow, so circle the star. Now we are going to practice looking at the spelling of these color words. Draw a line from the red circle to the word red. Spell the word red with me as I say it aloud.” Have students point to each letter as you spell the color word.

Circle

RED

2. BLUE

3. YELLOW

Bonus!

Use your pencil. Circle the objects that match the paint color.

Use an activity or teacher prompts to get your students reading the book and answering questions together. Questions and dialogue for discussions are provided with answers to help guide the lesson. Prepare and lead group or partner activities to help reinforce the concepts

Intro

Circle the

Teacher Notes

Lighthouse Math Teacher’s Guide

Chap

Activities Pass out a blank piece of paper to students. Direct students to take out a red, blue, and yellow crayon. Model for them. At the top of their paper, draw a red, blue, and yellow circle spaced evenly apart. Take students on a color hunt. As they walk around the classroom, have students draw an item for each color in the correct color column. Apply and Develop Skills Continue working through the Try it Together and Independent Practice. Remind students to look for the color that matches the paint.

BLUE

Teacher Notes

Teacher reads what Flash is saying, “I see red.” Ask students to point Spell the word red. Can they find what is also red in this group? The circle and say the word “blue.” Spell the word blue. Look for what ob the pail. Look for the yellow circle. Point and say the word “yellow.” S The star is yellow. Circle the star. Now match the colored circle with each letter as you say the letters together, then draw the line to red of the word is the same color as the circle.

Lighthouse Math Teacher's Guide

Level K

Chapte

Easy to find references to help differentiate your class.

Copy of the student book pages with answers available for quick answer checks and corrections

Tips and ideas to assist learners who may need more support

Level K Chapter 1-1

mary Colors: Red, Blue, and Yellow

Try it together!

I see red! 1

Struggling Learners

Circle.

RED

BLUE

YELLOW

Provide students with a bucket of objects (all either red, blue, or yellow). Place red, blue, or yellow construction paper pieces in front of the students. Have the students sort the objects by matching the object to the paper. Holding the objects right next the paper helps the students see which color it matches.

Early Finishers

Students can continue going on a color hunt inside the classroom for more objects. Students will draw or write the object they find in the classroom on their previous chart. BLUE

YELLOW

Match.

Challenge and Explore Give each student five objects that are all a shade of red. Tell students to put the objects in order from darkest to lightest.

RED

t to the red circle. Point and say the word “red.” e pail is red. Circle the pail. Next, point to the blue bject is blue in this group. The pail is blue. Circle Spell the word yellow. What is yellow in this group? the colored word. Say the word red and touch d. Do the same for blue and yellow. Note the color

pter 1

Lesson 1

Lighthouse Math

Ask students: 1. How did you compare the objects? [By placing the objects right next to each other in order to see which was darker or lighter.]

Teacher Notes 1

Find the object that matches the paint color. Circle with your pencil. Match the object with the same color.

Lighthouse Math

Level K

Chapter 1

Lesson 1

Trace and color.

Do you have students who complete the work more quickly? Find activities or ideas to provide these students with useful work or sharing to reinforce concepts without just adding extra problems.

Help guide students through problemsolving or challenge questions. Extend the thought process by providing discussion points or writing about math so you can learn about how your students are thinking. Share and present ideas to hit upon performance learning and communication. This can also be used as a formative assessment for some of your advanced learners.

RED 2.

Assess

BLUE

Circle the

er 1

YELLOW

Give each student an object (either red, blue, or yellow). Have the student sort their object by placing it on the construction papers (red, blue, and yellow) previously used.

Common Errors Students may think that a color has to be an exact match. Make sure to show variation in reds, blues, and yellows so that students can see that each color can have a dark and a light shade.

Teacher Notes

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.

Practice 1

Lighthouse Math

Level K

Chapter 1

Practice 1

Lighthouse Math Teacher’s Guide

Guide students to work in their student books. Start with a problem together or help with another step-by-step guide. Find examples of work or tips for reading directions, showing work and labeling answers correctly.

Be on the lookout for common errors to help prevent mistakes or point out best practices.

Lighthouse Math Teacher's Guide

Intro

Every lesson comes with a quick assessment. This can be an exit ticket or quick check to see what your students learned that day. It can even be used as a short quiz or recorded to help you show progress and understanding. This allows you to determine whether your students are ready to move on or need more review. It can also help you determine homework or classwork assignments.

Table of Contents

CHAPTER 1 Primary and Secondary Colors and Sort by Comparing Objects in Size Primary Colors: Red, Blue, and Yellow ...............................................................................................................12 Secondary Colors: Green, Purple, Orange, and White ..............................................................16 Sorting by Size ................................................................................................................................................................................ 20 Comparing Size: Longer or Shorter? ................................................................................................................24

CHAPTER 2 Basic Shapes, Compare Shapes and Patterns Basic Shapes .....................................................................................................................................................................................30 Compare Shapes.........................................................................................................................................................................34 Patterns with Colors .................................................................................................................................................................38 Patterns with Shapes and Colors ..........................................................................................................................42

CHAPTER 3 Understanding and Writing Numbers 0 to 5 Understanding and Writing 0 and 1...................................................................................................................48 Understanding and Writing 2 and 3 ................................................................................................................52 Understanding and Writing 4 and 5 ..................................................................................................................56 Understanding and Writing 0 through 5 .................................................................................................... 60 p h

Table Table of of Contents contents

Lighthouse Math

CHAPTER 4 Count to 5 Using Shapes, Five Frames and Tally Marks Counting from 0 to 5 with Shapes ...................................................................................................................... 66 Count to 5 with Pennies ......................................................................................................................................................70 Tally Numbers 0 to 5............................................................................................................................................................... 74 Different Ways to Make 5..................................................................................................................................................78

CHAPTER 5 Addition Problems Through Symbols, Pictures, and Story Problems Addition with Images and Counting In All .................................................................................................84 Adding with Symbols from 0 to 5 ........................................................................................................................88 Adding from 0 to 5 with Pictures and Fluency .................................................................................. 92 Story Problems with Addition 0 to 5 .......................................................................................................................................96

CHAPTER 6 Fluency in Addition by Utilizing Tools Like Five Frames, Number Lines, and Counting on to Solve up to 5

Sums through 5 Using a Five Frame ..............................................................................................................104 Learning About Number Lines ...............................................................................................................................108 Counting On to Add from 0 to 5 ...........................................................................................................................112 Story Problems and Vertical Addition for 0 to 5 .............................................................................116

CHAPTER 7 Subtract Using Pictures, Five Frames, and Number Lines Subtraction from 0 to 5 with Pictures ..........................................................................................................120 Differences Through 5 Using a Five Frame............................................................................................124 Subtraction from 0 to 5 using a Number Line...................................................................................128 Story Problems with Subtraction from 0 to 5 ....................................................................................132

CHAPTER 8 Recognize and Write Ordinal Numbers, Identify Parts

of a Calendar, and Tell Time to the Hour and Half Hour Ordinal Numbers ....................................................................................................................................................................... 138 Filling in a Calendar.................................................................................................................................................................142 Telling Time to the Hour.....................................................................................................................................................146 Telling Time to the Half Hour.......................................................................................................................................148 Glossary ............................................................................................................................................................................................... 154

Lighthouse Math

Table of Contents contents

q 9

Name

Counting from 0 to 10 with pennies

Chapter 1

10 Chapter 3

Lesson X

Name

Counting from 0 to 10 with pennies

In Chapter 1, we will learn about primary colors, secondary colors, and sort by comparing objects in size. •

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

RED

PURPLE

BLUE

YELLOW

ORANGE

GREEN

WHITE

•

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 shorter longer

compare primary colors secondary colors

short medium long

Chapter 3

Lesson X

Lighthouse Math Teacher’s Guide

Level K Chapter 1-1 Primary Colors: Red, Blue, and Yellow

Name

Objective and Learning Goals

Let’s learn!

y Identify a color as a primary color. y Recognize the words: red, blue, and yellow. y Identify and sort items based on primary colors.

I see red!

Circle.

Vocabulary

RED

y Primary colors - colors used to create all of the other colors: red, blue and yellow

Materials

BLUE

Pre-Lesson Warm-up Guiding Questions

YELLOW

Match.

RED

Look at the Let’s Learn section and tell students you will be matching paint color with the same color object. Ask students, “Which color are we looking for in the first paint color?” [red] Direct students to circle with a pencil the red pail. Now have students tell you what color they are working with next. [blue] Circle what is blue. Say, “The pail is blue.” Ask students what is the last color they will be looking for today. [yellow] What is yellow in this line? Tell students to point to the crayon and next point to the star. Say, “The star is yellow, so circle the star. Now we are going to practice looking at the spelling of these color words. Draw a line from the red circle to the word red. Spell the word red with me as I say it aloud.” Have students point to each letter as you spell the color word.

Level K

Lighthouse Math Teacher’s Guide

Chapter 1

Lesson 1

Lighthouse Math

Circle

1. RED

2. BLUE

YELLOW

Teacher Notes

Introduce the Lesson (Try it Together)

BLUE

YELLOW

Bonus!

Circle the

Teacher Notes

Use your pencil. Circle the objects that match the paint color.

Level K

Chapter 1

Practice 1

Lighthouse Math

Level K Chapter 1-1 Try it together! 1

Struggling Learners

Circle.

RED

BLUE

Early Finishers 3.

Students can continue going on a color hunt inside the classroom for more objects. Students will draw or write the object they find in the classroom on their previous chart.

YELLOW

BLUE

YELLOW

Match.

RED

Find the object that matches the paint color. Circle with your pencil. Match the object with the same color.

Lighthouse Math

Level K

Chapter 1

Lesson 1

Give each student five objects that are all a shade of red. Tell students to put the objects in order from darkest to lightest. Ask students: 1. How did you compare the objects? [By placing the objects right next to each other in order to see which was darker or lighter.]

Teacher Notes 1

Challenge and Explore

Trace and color.

RED 2.

Assess

BLUE 3.

YELLOW Teacher Notes

Level K

Chapter 1

Practice 1

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.

Lighthouse Math

Give each student an object (either red, blue, or yellow). Have the student sort their object by placing it on the construction papers (red, blue, and yellow) previously used.

Lighthouse Math Teacher’s Guide

Level K Chapter 1-2 Secondary Colors: Green, Purple, Orange and White

Name

Objective and Learning Goals

Let’s learn!

y Identify a color as a secondary color. y Identify and sort colors into purple, green, and orange groups. y Identify and sort objects into black and white groups.

Circle the

PURPLE

grapes.

Circle the

GREEN

leaf.

Vocabulary y Secondary colors - colors resulting from mixing two primary colors (orange, green, and purple)

Materials

Pre-Lesson Warm-up Guiding Questions

Circle the ORANGE carrots. © Lighthouse Curriculum. Copying strictly prohibited.

y Water y 3 clear cups (Pre-Lesson) y Food coloring in red, blue, and yellow (Pre-Lesson) y 2 different colors of modeling clay (red, blue, and yellow)/ student (Activities) y Paper y Crayons y Orange, purple, and green small objects (Struggling Learners) y White modeling clay (Early Finishers)

Gather 3 cups of water in clear glasses and have the red, yellow, and blue food coloring ready to use. Ask students: What are the primary colors? [red, blue, and yellow] Mix blue and yellow together in 1 water cup, red and yellow together in another water cup and red and blue together in the last water cup.

Circle the

WHITE

sock.

Teacher Notes

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.

Level K

Chapter 1

Lesson 2

Lighthouse Math

Guiding Questions 1. What happened when the two colors were mixed in the water? [They made a new color] 2. How can new colors be made? [by mixing primary colors together] Tell students that the primary colors can be mixed together in different ways to make new colors called secondary colors. Finally, show students a black and white object and identify that these colors are opposites. Ask students: What other objects do you know that are black? White? [Answers may vary]

Circle

1. BLACK

Introduce the Lesson (Try it Together)

WHITE

Look at the Let’s Learn section and tell students you will be matching the paint color to the object. Ask students: Which color are we looking for with this paint? [purple] Direct students to circle the purple object. Walk around to check student work. Repeat for the Try it Together section.

ORANGE

4. © Lighthouse Curriculum. Copying strictly prohibited.

Activities Pass out primary color modeling clay to students. Give each student two different primary colors (either red and blue, yellow and red, or blue and yellow). Tell students to mix their clay together. (Teach students how to fold in and knead the clay together). Ask students: What do you notice happening to the clay as you mix it? [the color is changing] After all of the students have mixed their clay, ask students to share their results with the class and identify the new color they made as either green, purple, or orange.

GREEN

5. PURPLE

orange

Bonus!

Apply and Develop Skills (Practice) Continue working through the rest of the Try it Together and independent practice. Remind students to look for the secondary color that matches the paint. Lighthouse Math Teacher’s Guide

green

purple

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.

Level K

Chapter 1

Practice 2

Lighthouse Math

Level K Chapter 1-2 Try it together! 1

Struggling Learners

Circle to match.

PURPLE

Provide students with a bucket of objects (all either orange, green, or purple). Place orange, green, and purple construction paper pieces in front of the students. Have the students sort the objects by matching the object to the paper. Holding the objects right next to the paper helps the students to see which color it matches.

ORANGE

Early Finishers

1. GREEN

WHITE

Match.

Teacher Notes 1

Find the object that matches the paint color. Circle with your pencil. Match the object with the same color.

Lighthouse Math

Level K

Chapter 1

Lesson 2

Students can continue exploring their clay by adding white clay to it. They can see how adding more or less white affects the color of their clay. They can also add in other colors to see the results of more than two colors combined together.

Challenge and Explore Go on a hunt in the classroom for primary colors versus secondary colors. Students should take along a piece of paper and draw or write down objects they find that are primary colors and secondary colors. Share the results as a class. On a chart or the board, keep track of how many objects were primary colors and how many were secondary colors with the whole group. Draw tallies, circles or write the number to keep track of the total primary and secondary colors found. Discuss the results by asking the following questions: 1. Were there more primary or secondary colored objects? [answers may vary] 2. Which objects were easier to identify? Why? [answers may vary]

Trace and color.

PURPLE Assess

GREEN ORANGE Teacher Notes

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.

Lighthouse Math

Level K

Chapter 1

Practice 2

Tell students to use crayons to draw 1 commonly found object that is purple, 1 object that is green, and 1 object that is orange on a piece of paper. (For example, students can draw purple grapes, green grass, and an orange piece of fruit.)

Common Errors Students may think that all colors are primary colors. Make sure students can identify and sort objects into primary and secondary colors. Creating a chart to show the two different categories can be helpful for students to reference.

Lighthouse Math Teacher’s Guide

Level K Chapter 1-3 Sorting by Size

Name

Objective and Learning Goals

Let’s learn!

y Understand and use the words short, medium, and long to describe object length. y Identify and draw objects of different lengths. y Recognize and complete patterns based on object length.

We can sort by size!

Short

Vocabulary

Medium

y Short - describes the length or height of an object that is smaller than others y Medium - refers to an object’s size or length that is between short and long y Long - describes an object that is bigger or longer than others

Long

y Pencils y Paper y Rulers y Printouts of objects of different lengths

Pre-Lesson Warm-up Guiding Questions

Materials

Start the lesson by introducing the vocabulary words. Use common classroom items to demonstrate short, medium, and long. Have students identify the size of other items around the classroom.

Teacher Notes

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.

Guiding Questions 1. What does it mean when something is short? [It means that it’s not very long from one end to the other. It is smaller in length or height compared to other objects.] 2. How is a medium object different from a short or long one? [A medium object is in between a short and a long object in terms of its size or length. It is not as short as the short object, and it is not as long as the long object.] 3. Can you arrange these objects in order from short to long? [Yes, arranging objects from short to long means placing them in a way that their lengths or sizes increase. We start with the shortest object, followed by the object of medium length, and finally, the longest object.]

Level K

Chapter 1

Lesson 3

Lighthouse Math

Circle.

? Short

Medium

Long

Medium

Long

Introduce the Lesson (Try it Together) Explain the words, short, medium, and long, using classroom objects. Draw a pattern of caterpillars in growing lengths from short to long on the board, labeling each one. Model an example problem by drawing a short and medium line and tracing a long line. Ask students to describe the lines and the pattern they notice.

? Short

Activity Provide students with images showing a short line and a medium line with space for them to draw a long line. Words are written under each image to help them recognize the pattern. Repeat this activity three times with different images, encouraging students to use a ruler for precision.

? Short

Medium

Long

Teacher Notes

Circle the object length that is missing.

Lighthouse Math Teacher’s Guide

Level K

Chapter 1

Practice 3

Lighthouse Math

Level K Chapter 1-3 Try it together!

Struggling Learners Encourage students to use physical objects and visual aids to understand the concepts of short, medium, and long. Provide additional practice in identifying and drawing objects of varying sizes. Some students might confuse short and long, especially when translating these concepts into drawing. Reinforce the meaning of these terms with visual aids and repeated practice. Some students may have difficulty understanding patterns. Use clear, simple examples and gradually increase complexity as their understanding grows.

Short

Medium

Long

Short

Medium

Long

Early Finishers Short

Medium

Long

Short

Medium

Draw the missing length in the pattern.

Level K

Chapter 1

Lesson 3

Discuss the results by asking the following questions: 1. Can you think of something around you that is short, something that is medium-sized, and something that is long? [Short - My pencil. Medium - My book. Long - The classroom ruler.] 2. Imagine you have three pieces of string: one is short, one is medium-length, and one is long. Can you put these in order from shortest to longest? How did you decide which one goes where? [First is the short string, then the medium one, and the longest is last. I know because the short string is the smallest, the medium string is bigger than the short one but smaller than the long one, and the long string is the biggest of all.]

Match.

Short

Medium

Challenge and Explore Ask students to apply the concept to real-life situations, for instance, arranging their books or pencils in order of size. They could also extend patterns to include more steps, or create more complex patterns.

Long

Teacher Notes

Lighthouse Math

Have students create their own patterns using the concepts of short, medium, and long. They can then exchange their patterns with a partner to solve.

Long

Assess Circle the word that describes something that is not long and not short. Medium

Options: Short, Medium, Long

Long © Lighthouse Curriculum. Copying strictly prohibited.

Short

Medium

Some students may not understand that the pattern is based on length. Be explicit about this, and reinforce it throughout the lesson.

Draw a line to arrange the items from shortest to longest.

Level K

Chapter 1

Practice 3

Common Errors

Long

Teacher Notes

Lighthouse Math

Draw three lines below: one should be short, one should be medium, and one should be long. Label each line with the correct word.

Lighthouse Math Teacher’s Guide

Level K Chapter 1-4 Comparing Size: Longer or Shorter?

Name

Objective and Learning Goals

Let’s learn!

y Describe the length of objects. y Correctly identify which object is shorter. y Correctly identify which object is longer.

Circle. Which crayon is longer? This crayon is longer!

Vocabulary y Which - question word used when comparing y Shorter - object with less length y Longer - object with more length y Compare - observing 2 or more different things

Materials

Pre-Lesson Warm-up Guiding Questions Have students stand up. Give them 20 seconds to find a partner. Ask them to decide who is shorter and who is taller. First, have the shorter partner raise their hand. Then have the taller partner raise their hand. Repeat one or two more times with different partners.

Circle. Which caterpillar 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.

Ask for volunteers to hold two different strings. Ask the group to decide which one is shorter. Instead of saying taller, introduce the vocabulary word longer. Explain that when we are talking about length, we use short and long. When we are comparing two things, we use shorter and longer.

Guiding Questions 1. Were you always the shorter partner? [answers vary, most should say no, sometimes they were shorter and sometimes they were taller] 2. When you look at just one person, can you say they are taller or shorter? [no, you have to compare them to another person or thing] 3. If I say student 1 is short, does that tell me about student 2? [no, you have to say student 1 is shorter than student 2]

Chapter 1

Lesson 4

Lighthouse Math

Practice 4

Lighthouse Math

Color. Which one is shorter?

Lighthouse Math Teacher’s Guide

Level K

Circle. Which one is longer?

Introduce the Lesson (Try it Together) We will be comparing different objects and deciding if something is longer or shorter than something else. Notice we need to have at least two objects to compare them. Hold up two pencils. Say: Look at these two pencils I am holding. One of the pencils is longer than the other. Which one is longer? [students will call out which pencil is longer]. What word can I use to compare the other pencil in my hand to this one? [shorter] Very good. This pencil is shorter than the other pencil. [Hold up the shorter pencil.] Look at the Let’s Learn section. Flash is pointing to the crayons. Read what he says: This crayon is longer. Have students point to the longer crayon, then trace the circle around it. Now move on to Glow. Which caterpillar is shorter? Trace the circle around the shorter caterpillar. Continue on to the Try it Together section. Read the instructions aloud and have students first circle the objects that are longer in problems 1 and 2 and then the objects that are shorter in problems 3 and 4.

Which one is shorter?

y Pencils y Rope or string y Linking cubes y Dry-erase board y Dry-erase markers

Level K

Chapter 1

Level K Chapter 1-4 Try it together!

Struggling Learners Use items in the class or in real life to help struggling learners. Use the string again to model what is longer, then ask students to look at another example and find the longer set of linking cubes. Try again until they understand the concept of longer. Then repeat the same thing with shorter. Use the same examples the second time to help students understand that each pair will have one that is longer and one that is shorter.

Circle. Which one is longer?

Early Finishers Circle. Which one is shorter?

With a partner, use linking cubes to create two different lengths. Then the partner has to say which one is longer and which one is shorter. Students can play “I spy” with objects around the room using longer or shorter as the hint. For example, “I spy something shorter than my pencil.” The partner has to guess objects from around the room.

Challenge and Explore

Lighthouse Math

Level K

Chapter 1

Lesson 4

Line up three pencils or pieces of string. Ask students to make statements about each object. For example, the red pencil is shorter than the green pencil. The red pencil is longer than the blue pencil. See how many different statements they can make.

Discuss the results by asking the following questions: 1. Is there one that is shorter than both of the others? [yes, one object is shorter than object 2 and object 3] 2. Is there one that is longer than both of the others? [yes, one object is shorter than object 2 and object 3]

Color. Which one is longer?

Assess

Circle. Which one is shorter?

Lighthouse Math

Level K

Chapter 1

Practice 4

Students find two objects from around the room and put them on their desk. Ask them to hold up or point to the longer one first, then hold up or point to the shorter one.

Common Errors Students may assume that something large is always longer. In the examples, compare two unlike things. One should be wider but shorter, and one should be smaller but longer. For example, a balloon and a string. Make sure they know that the string is longer even though it is slimmer.

Lighthouse Math Teacher’s Guide

Chapter 2

Lighthouse Math Teacher’s Guide

In Chapter 2, we will recognize basic shapes, compare shapes, and learn about patterns. •

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 pattern square

rectangle triangle

circle vertices

side repeating pattern

Lighthouse Math Teacher’s Guide

Level K Chapter 2-1 Basic Shapes

Name

Let’s learn!

Objective and Learning Goals y Name basic shapes: square, circle, rectangle, triangle. y Recognize basic shapes regardless of size or orientation. y Identify properties of shapes, such as sides and vertices. y Identify basic shapes in real world situations.

Vocabulary

TRIANGLE

SQUARE

CIRCLE

RECTANGLE

y Square – shape with four equal sides and four vertices y Rectangle – shape with two sets of equal sides and four vertices y Triangle – shape with three sides and three vertices y Circle – shape with a curved edge y Vertices – points where sides connect and create a corner y Side – the line that connects two vertices together y Chart paper y Cutout of each shape y Pattern blocks (triangle, circle, square, rectangle) y Crayons or markers of blue, yellow, red, and green y Brown paper bags with shapes inside

Pre-Lesson Warm-up Guiding Questions Make an anchor chart with 4 columns titled SHAPE, SIDES, VERTICES, and EXAMPLE. In the SHAPE column, draw a square, rectangle, circle, and triangle. Leave the other columns blank. Show students a cutout of a square. Ask if anyone knows the name of the shape. It is a square. Ask students, while tracing the sides with your finger, “What do you notice about the sides of the square?” [there are four, they are straight, they are equal] Touch the corner. Tell students, “This is the corner of my shape. It has a special name: VERTEX or VERTICES.” Have students repeat the word. “How many VERTICES does the square have?” [4] “What are some real world examples of SQUARES?” [answers will vary: napkin, window pane, cheese slice] Record student information on the chart paper. Repeat process for each shape. Guiding Questions 1. How are rectangles and squares alike? How are they different? [both have 4 sides and 4 vertices. A square has four equal sides. A rectangle has 2 short sides and 2 long sides.] 2. How is a circle different from the other shapes? [It has 0 sides and 0 vertices.]

Materials

Teacher Notes

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.

Lesson 1

Lighthouse Math

Color each shape to match the key.

Look at the Let’s Learn section. Have students trace the sides of each shape and say the name of the shape. Have students touch the vertices on the triangle. How many vertices? [3] Touch each vertex on the square. How many vertices? [4] Look at the circle. How many vertices? [0] Now the rectangle. How many vertices? [4] Using the colors yellow, red, blue, and green, have students trace each shape in the matching color. Look at the Try it Together section. Ask which shape it is. Count together the number of shapes and trace the number in the lines.

Lighthouse Math Teacher’s Guide

Chapter 2

Trace.

Introduce the Lesson (Try it Together)

Acivities Pass out a brown paper bag with a triangle, square, circle, and rectangle inside to student pairs. Each partner takes a turn reaching inside the bag and grabbing a shape. Before pulling the shape out of the bag, partner 1 must feel the shape and describe it to partner 2. Descriptions should only be about the features of the shapes, like sides and corners, not the name of the shape. Real-world examples can be given as well. Then, partner 2 must guess what shape is being described by the clues given. Students then switch roles.

Level K

Yellow

Green

Blue

Red

Red Red

Green

Blue

Yellow

Green

Blue

Level K

Chapter 2

Practice 1

Lighthouse Math

Level K Chapter 2-1 Try it together!

Apply and Develop Skills (Practice)

Count.

Give instructions for the practice pages. Have students trace each shape and encourage them to say the name of it. Have students color each shape based on the key in the instructions. Remind students that shapes can have a different orientation (be tilted) or a different size, but if they share properties of sides and vertices, they are the same shape. Remind students that shapes can be found in the real world. Draw a line from the shape to the real world picture.

Struggling Learners

Early Finishers

Teacher Notes

What is the name of this shape? What color is this shape? Let’s count them together and trace the numbers?

Lighthouse Math

Level K

Chapter 2

Lesson 1

Provide students with a handful of pattern blocks. Tell students to sort the shapes. (Allow students to choose how to sort the shapes.) Ask students: How did you sort the shapes and why? Continue allowing students to regroup the shapes with different reasons for their sorting. After a few times, tell students to sort by the number of sides and then vertices. Then, identify the name of each group of shapes (rectangle, square, circle, and triangle) based on the number of sides.

Have students count the number of each shape on the practice page that they colored. Encourage them to practice writing their numbers 1-3 as they count each shape. For an extra challenge, they can count the total number of shapes they colored.

Challenge and Explore

Match.

Go outside and have students draw a rectangle, square, circle and triangle that they find in real life. (For example, students may draw a building and label it “rectangle.”) Come back to the classroom and make a class bar graph for the amount of each shape found in real life.

Assess Tell students to draw each shape and say the name of each shape. Ask them how many sides each shape has.

Common Errors

Color the shape that comes next.

Students may think that squares and rectangles are the same shape. Remind them that squares have 4 equal sides. Rectangles have two sides that are longer.

Bonus!

Lighthouse Math

Level K

Chapter 2

Practice 1

Lighthouse Math Teacher’s Guide

Level K Chapter 2-2 Compare Shapes

Name

Objective and Learning Goals

Let’s learn!

y Identify circles, squares, trianglse and rectangles by looking at sides and corners or vertices. y Describe positions of shapes (before, behind, above, below, next to).

Shape Names SHAPE

NUMBER OF SIDES

NUMBER OF VERTICES

Vocabulary y Side - the line that connects two vertices together y Vertices/Corners - where two sides meet

CIRCLE

Materials

Pre-Lesson Warm-up Guiding Questions Tell students that they will explore the world of shapes by being able to recognize and compare shapes like circles, squares, triangles and rectangles. Show models of these shapes. Ask students to compare.

TRIANGLE

RECTANGLE

Teacher Notes

Guiding Questions 1. What do you notice about the circle? [The sides are curved and there are no corners.] 2. What do you notice about the square? [There are four sides and four corners/vertices. All sides are the same size.] Compare a triangle with a rectangle and note the differences. Shapes can be compared based on size and position, too. Place a circle on the whiteboard and put a triangle underneath it. Say that the triangle is under the circle or the circle is above the triangle. These are positional words.

Lesson 2

Lighthouse Math

Positions and Shapes.

Color each shape to match the key.

Teacher Notes

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.

Apply and Develop Skills (Practice) Lighthouse Math Teacher’s Guide

Chapter 2

Look at the Let’s Learn section and talk about the shapes. Read the headings aloud in the chart so students know what to be looking for. What is the first shape you see? [circle] Have students use their finger to follow the outside of the circle. Say the shape name and color. How many sides and vertices does a circle have? [There are no straight sides and no corners, so we write 0.] Trace the zeros. Move down the chart, noting each shape’s color, number of sides, and corners/vertices. Continue tracing the shape while saying its name. Ask what they notice about the triangle before tracing the numbers in the columns. Do the same with the square and rectangle. Compare the similarities and differences between the two shapes. [Number of sides and vertices are the same, but the lengths of the sides are different.] Trace the numbers.

Follow the microphone to give students directions.

Level K

Introduce the Lesson (Try it Together)

Activities Complete a floor shape, sorting activity with 25 pre-cut different size paper shapes in varying colors. Create a sorting grid on the floor using painter’s tape. Grid needs to be large enough for students to stand inside it. Students will be moving in and out of grid. Provide each student with a shape and confirm shape identification. Next, begin sorting. Make sure floor grid is labeled for “CIRCLE, SQUARE, TRIANGLE, and RECTANGLE.” One at a time, have students move to the correct grid square. When 2 or more of the same shape enter the grid, ask students to make comparisons. Sizes and colors may be different, but number of sides and vertices would be the same. Continue making comparisons while sorting, noting shape attributes.

SQUARE

y Construction paper cut out of circle, square, triangle, and rectangle to be used on whiteboard (Pre-Lesson) y Painter’s tape y 25 different size and color shapes to use for floor sorting game (Activity) y 4 bins/baskets (Struggling Learners) y Variety of shapes in colors and sizes (Early Finishers) y Shape cards with multiple copies of each shape (Challenge)

Level K

Chapter 2

Practice 2

Lighthouse Math

Level K Chapter 2-2 Try it together!

Struggling Learners In a small group, show one size of colored shapes: circle, square, triangles and rectangle. Have two of each shape in different colors. With four bins in front of the group, model where each shape should be sorted based on the picture of the shape on the bin. Ask students why would you place the circle in the bin with a circle labeled on it. Discuss the attribute of the shape. A circle is round and has no sides or corners. Continue to model the sorting of the rest of the shapes and discuss shape attributes with sides and corners. Reinforce these math vocabulary terms.

Early Finishers © Lighthouse Curriculum. Copying strictly prohibited.

Provide students with a mixture of different sized and colored shapes: circle, square, triangle, and rectangle. Ask students to sort into 4 piles based on shape. Ask students why they put certain shapes together. As they sort, can they find shapes that are similar to put in the same pile? For an additional challenge, add a diamond to the group and ask students where that shape should be sorted. Discuss the reasoning.

Teacher Notes

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.

Lighthouse Math

Level K

Chapter 2

Lesson 2

Challenge and Explore Provide students with patterned shapes on the classroom whiteboard (i.e. circle, square, circle, square….). Ask student volunteer to come up and draw what comes next in the pattern. Provide a few more examples on the whiteboard for volunteers to solve.

Prepare a set of shapes for pairs of students to work at their desk together. Shapes could be drawn on index cards or cut out of construction paper. Introduce a few other shapes into the patterns, such as a diamond, star, or pentagon. One student creates the pattern, and one student guesses what comes next.

Mystery Shapes. Draw me.

Assess Hold up a picture of a circle, square, triangle, and rectangle (one at a time) and ask what shape it is. Create a classroom chart with 4 shape images in 4 separate columns. Provide students different sized and colored shapes to come up to the chart and place their shape into the correct shape column.

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.

Lighthouse Math

Level K

Chapter 2

Practice 2

Common Errors Students may focus on the size and color of a shape and not the shape attributes, like sides and corners or angles. Students may not be able to describe or use the correct vocabulary when describing shapes. Students may also confuse a square and rectangle and not recognize the difference in the side lengths.

Lighthouse Math Teacher’s Guide

Level K Chapter 2-3 Patterns with Colors

Name

Objective and Learning Goals

Let’s learn!

y Identify and draw the next color in a pattern. y Identify primary and secondary colors.

Vocabulary y Pattern – items that repeat in a specific order

Materials

Pre-Lesson Warm-up Guiding Questions Tell students they will be practicing color patterns. Show students the following example of a pattern on an anchor chart. The pattern should be alternating blue and red circles. Point to each circle and have students say the color. Now ask students: What color would come next? [blue] Repeat with two more patterns: OOOO ____ and OOOOOO____

Circle.

y Chart paper y 10 of each -yellow/green/blue beads per student (Activities) y 5 red beads per student (Activities) y 2 pipe cleaners per student (Activities) y Note cards (Struggling Learners) y Linking cubes (Struggling Learners) y Extra beads (Early Finishers) y Extra pipe cleaners (Early Finishers) y Crayons

Teacher Notes

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.

Guiding Questions 1. What happened with the colors in each example? [The colors kept repeating.] 2. Did the colors ever change order? [No, the order always stayed the same.] 3. What does it mean for the colors to be in a pattern? [The colors repeat in a specific order.]

Chapter 2

Lesson 3

Lighthouse Math

What comes next?

Introduce the Lesson (Try it Together)

Look at the Let’s Learn section, and as a class, point to the colored squares and say the colors together. Ask students, “What color comes next?” [blue] Tell students to get a blue crayon and draw a blue square. Continue saying shape names and colors. Have students circle the next shape. Move on to the Try it Together section and have students look at number one. As a class, point to each rectangle and say the color. Ask students: What is the next color in the pattern?[blue] Repeat for the remaining patterns. Remind students to say the patterns aloud in order to determine which color comes next. Circle one of the three choices. Finish coloring in the caterpillar based on the patterns.

Activities Provide each student with 2 pipe cleaners and 10 blue beads, 10 yellow beads, 10 green beads, and 5 red beads. Tell students to make 2 different patterns on the their pipe cleaners. Place the beads on the pipe cleaner in this order: blue, yellow, blue, yellow. Continue making the pattern with their blue and yellow beads. Check that students are alternating colors. Repeat this process for beads in this order: green, green, red, green, green, red. Continue the pattern.

Level K

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.

Lighthouse Math Teacher’s Guide

Level K

Chapter 2

Practice 3

Lighthouse Math

Level K Chapter 2-3 Try it together! 1

Apply and Develop Skills (Practice)

Circle.

Complete the section on what comes next. Say the shape name and color aloud. Next, review answer options on the right-hand side of the page. Which shape fits best? The last page of independent practice requires choosing the correct color to come next. Students need to be prepared with crayons to complete this activity.

Struggling Learners 3.

Provide students with a note card with colored squares drawn on it (blue, red, blue, red, blue, red). Have students use linking cubes to make the pattern on the card. Tell students to match up their linking cubes with the colors on the note card. Then, ask students: What color linking cube would you pick to go next? [blue] Tell students to continue the pattern with their linking cubes. Repeat the note cards with the following patterns: red, green, red, green; and yellow, red, red, yellow, red, red.

Early Finishers Provide students with more pipe cleaners and colored beads. Students will create their own patterns to make bracelets for themselves. They can use the beads in any color pattern they choose.

Teacher Notes

Look at each pattern. Circle what shape or color comes next. Finish coloring the pattern on the caterpillar. Have students touch the shape and say the shape and color when completing the question. 1

Lighthouse Math

Level K

Chapter 2

Lesson 3

Challenge and Explore Read and discuss the following word problem as a class: The teacher passed out markers in a pattern. First, she passed out a red marker to Joe. Next, she passed out a yellow marker to Tim. Third, she passed out a red marker to Sam. Charlie is waiting for his marker.

Color.

Ask Students: 1. What color marker will Charlie get? [yellow] 2. How do you know? [The pattern is red, yellow, red, yellow.]

Assess

What color comes next? Color the shape.

Level K

Chapter 2

Common Errors Students may think that a color pattern is just repeating the same colors in ABAB format. Make sure to show students other patterns, like the ABCABC pattern or AABAAB. Patterns can have multiple colors in repeating orders.

Teacher Notes

Lighthouse Math

Tell students to draw their own pattern using red and blue crayons on a note card. Have them explain their pattern and say which 2 colors will come next.

Practice 3

Lighthouse Math Teacher’s Guide

Level K Chapter 2-4 Patterns with Shapes and Colors

Name

Objective and Learning Goals

Let’s learn!

What comes next?

y Students will identify shape and color patterns. y Students will continue shape and color patterns.

Vocabulary y Repeating pattern – objects that continue in the same order

Materials y Triangles and squares cut out of construction paper for Warm Up. Triangles should be cut in two different colors. y Linking cubes, blocks, coins and crayons for early finishers to create their own pattern y Linking cubes for the Challenge and Explore activity

The teacher should put the triangles and squares that were cut out on the board in a repeating pattern. The teacher should use triangles that are all the same color (for example, red triangle, green square, red triangle, green square). The teacher should ask, “What shape comes next?” [Red Triangle] Now, the teacher should use shapes to make a new pattern that uses triangles of different colors (for example, red triangle, blue triangle, green square, red triangle, blue triangle, green square, red triangle). The teacher should ask, “What shape comes next?” [Blue Triangle] Depending on your class, you could repeat this activity by adding another square color. You also could add a different shape (circle, arrow) in the pattern.

Pre-Lesson Warm-up Guiding Questions

Circle

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.

Guiding Questions 1. What makes each of these examples a pattern? [Answers will vary but should include that the colors and shapes repeat in a specific order.] 2. How is the second pattern different from the first pattern? [Answers will vary but could include there are two different colors of triangles, there are more shapes]

Level K

Chapter 2

Lesson 4

Lighthouse Math

Practice 4

Lighthouse Math

Circle.

Look at the Let’s Learn section as a class and have students point to the first shape. Ask students to name the shape and tell the color of the shape [green triangle]. Repeat this process with the following shapes. When you get to the end of the pattern, ask, “What shape comes next?” [green triangle] Have students use their green crayons to draw and color the next shape.

Introduce the Lesson (Try it Together)

4. © Lighthouse Curriculum. Copying strictly prohibited.

In Try it Together, have students put their finger on the first shape. Have students name the color as well as the shape [blue circle]. Continue through number one by naming each shape and its color. When you get to the end of the pattern, ask students, “What shape comes next?” [red square] Students should circle the square. Repeat this process for numbers 2 and 3. Walk around to be sure students are pointing to each shape when it’s named.

Teacher Notes

Look at each pattern. Circle the shape that comes next.

Lighthouse Math Teacher’s Guide

Level K

Chapter 2

Level K Chapter 2-4 Try it together!

Struggling Learners

What comes next?

Struggling learners may need to look at the pattern in 2 parts. First, students may need to point to each shape and name the color. Then, students should point to the shapes again and name the shape. Finally, students can put the color and shape together to determine what comes next in the pattern.

Early Finishers

Students can use objects in the classroom (linking cubes, crayons, blocks, coins) to make a repeating pattern. Other students in the class should look at the pattern and continue it.

Teacher Notes

Guide students to find the shape that comes next. Then have them draw a line to match.

Lighthouse Math

Level K

Chapter 2

Lesson 4

Challenge and Explore The teacher can show students an increasing or decreasing pattern. For example, 1 red cube, 2 blue cubes, 3 green cubes. The teacher should explain that the next item in this pattern would be 4 yellow cubes. After this, the teacher could show a decreasing pattern or have students make their own increasing or decreasing patterns.

Draw. Color.

Assess

Make several patterns with cubes. 1. red cube, blue cube, red cube [blue cube] 2. green cube, green cube, yellow cube, green cube, green cube [yellow cube]

Look at the pattern. Draw the next shape. Color the shape so it finishes the pattern.

Level K

Chapter 2

Practice 4

Common Errors Students may pay attention to only the color or the shape. Remind students to say both the color and the shape when they point to each shape.

Teacher Notes

Lighthouse Math

Ask students to complete the pattern by adding the next cube.

Lighthouse Math Teacher’s Guide

Chapter 3

Lighthouse Math Teacher’s Guide

In Chapter 3, we will practice understanding and writing numbers 0 to 5. •

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

012345

Vocabulary Words zero counting how many

0 1 2

3 4 5

Lighthouse Math Teacher’s Guide

Level K Chapter 3-1 Understanding and Writing 0 and 1

Name

Objective and Learning Goals

Let’s learn!

y Recognize the numbers one and zero in picture, word, and number form. y Write the numbers one (1) and zero (0). y Count the numbers one and zero.

Trace. How many?

Vocabulary

y Zero - shows that there is no amount y 10 note cards (Activities) y Anchor charts y Five frames (Struggling Learners) y Sticky notes (Early Finishers) y Plastic bears (Struggling Learners) y Paper y Pencils

Pre-Lesson Warm-up Guiding Questions Write the number 0 largely on one anchor chart and the number 1 on the other anchor chart. Ask students: What are some ways to show the number zero? [Sample answers: Show no fingers, the word zero, 2-2=0, etc.] Write student responses around the zero on the anchor chart. Next ask students: What are some ways to show the number one? [Sample answers: 1 finger, the word one, 1+0=1, 1 star, 1 apple, 1 tally, etc.] Write student responses around the one on the anchor chart.

Materials

Let’s count the apples!

Teacher Notes

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, there are 0 objects. Help students identify and count how many objects they see. If there is 1 apple in the bowl, write 1. Practice gripping the pencil correctly as students write the numbers 0 and 1. Reinforce starting at the top of the 0 and moving 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.”

Level K

Chapter 3

Lesson 1

Lighthouse Math

Introduce the Lesson (Try it Together) Look at the Let’s Learn section. Have students count the amount of apples together. Look at the bowl and ask how many apples are in the first bowl. [Zero] How many apples are in the second bowl: zero or one? [one] Have students use their pencils to trace the number underneath each bowl. Move down to the empty bowl and ask how many apples are in the bowl. [zero] Trace zero. In the Try it Together section, have students look at problem #1. Do they see any pictures? [no] So, if there are no pictures, does this show 0 or 1? [0] Continue asking how the pictures shown represent a number.

Trace and write.

Activities Make 10 different note cards with different representations of the numbers zero and one. Label the note cards with the letters A-J. See the chart for note card examples. C. 1 star drawn

D. Number E. 1 finger word: one drawn

F. Blank note G. 1 circle card drawn

H. 1 square drawn

I. Blank note card

J. Number word: zero

Provide students with a worksheet divided into 10 equal sized boxes. Each box will be titled: A - J. Hide the note cards around the room. Students walk around the room to find the note card. Once they find a note card, they locate the letter on the card, determine if the card is a “0” or “1”, and write that number in the corresponding letter box on the worksheet. They then return the card back to the hiding space so other students can find it.

Circle the number.

4. 0

6. © Lighthouse Curriculum. Copying strictly prohibited.

A. Number B. Blank word: zero note card

000 111

5. 0

7. 0

9. 1

8. 0

10. 0

11. 0

Teacher Notes

Tell students that if nothing is drawn or shown, that means it is zero.

Lighthouse Math Teacher’s Guide

Level K

Chapter 3

Practice 1

Lighthouse Math

Level K Chapter 3-1 Try it together!

Apply and Develop Skills (Practice)

Circle the number.

2. 0

3. 0

Learn the concept of a five frame. Draw a model of a five frame on a whiteboard, inserting only one object. Explain how using a five frame helps us to count. Ask how many objects are in the frame. Remove the object and ask how many are in frame. Work together on five frame questions while modeling on the whiteboard.

Struggling Learners 0

Lighthouse Math

Level K

Chapter 3

How many? Trace and write.

Provide students with a five frame. Ask students to put 1 bear in their five frame. Now ask students to take the 1 bear away. What is left in the five frame? [nothing or zero] Explain that when there is nothing, this shows the number zero, 0.

Early Finishers Give students sticky notes and challenge them to add more representations of the numbers zero and one to the anchor chart created at the beginning of the lesson.

Challenge and Explore

Lesson 1

Read the following problem: Mickey had no toys. His friend shared a toy with Mickey. How many toys does Mickey have now? [1] How many toys did Mickey have at first? [0] Discuss with students how zero and nothing are the same concept.

Five Frames. Circle.

0 1

0 1 2

Write.

0 1

3. 4. 3

Assess

Draw.

Circle the 1. Put an X on the 0.

4 1

3 1

2 3

Point as you count how many are inside the five frame. Circle how many are inside the five frame. Write how many are inside the five frame. Draw one item in the five frame. You can choose any shape or item you want!

Lighthouse Math

Level K

Chapter 3

Practice 1

Common Errors Students may not realize that zero is a number even though it is nothing. Remind students that a number describes how many of something.

Teacher Notes 1

Students will draw a picture of one of something on a sticky note and add it to the the “one” anchor chart. Provide students with a blank five frame and a few objects. Ask students to show 1 and 0 on their five frame using objects of their choice.

Lighthouse Math Teacher’s Guide

Level K Chapter 3-2 Understanding and Writing 2 and 3

Name

Objective and Learning Goals

Let’s learn!

y Recognize the numbers 2 and 3 in the picture, word, and number form. y Write the numbers two, 2, and three, 3. y Count the numbers two and three.

Vocabulary y Counting - naming numbers one by one in order

Pre-Lesson Warm-up Guiding Questions Write the number two, 2, large on one anchor chart and the number three, 3, on the other anchor chart. Ask students: What are some ways to show the number two? [Sample answers may include: two fingers, the word two, 1+1=2, 2 tallies, etc.] Write student responses around the anchor chart for the number two. Next ask the students: What are some ways to show the number three? [Sample answers may include: three fingers, the word three, 1+2=3, 3 stars, 3 tallies, etc.] Write student responses around the number on the anchor chart.

Materials y 10 note cards (Activities) y 12 note cards (Early Finishers) y 2 Anchor charts y Five frames (Struggling Learners /Apply and Develop) y Plastic bears (Struggling Learners) y Dry-erase board, Dr-erase markers y Painter’s tape (Apply and Develop)

Keep counting!

Trace. How many?

Teacher Notes

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.

Level K

Chapter 3

Lesson 2

Lighthouse Math

Guiding Questions 1. Which number, 2 or 3, is greater or more? [three] 2. How do you know that three is more than two? [It has one more in value.]

Introduce the Lesson (Try it Together)

Trace and write.

Look at the Let’s Learn section as a class. Ask students: Which shows 2 apples? [Students point to the first set of apples.] Which shows 3 apples? [Students point to the second set of apples.] Count aloud the number of apples, point with your finger, and trace the number. Move on to the Try it Together section and have students look at problem #1. Count and point to the sports balls as a class. Circle the answer. Ask students: How many sports balls are there? [2] Remind students to point and count as they finish the rest of the section by circling the numbers.

Circle the number.

Activities Make 10 different note cards with different representations of the numbers two and three. Hold up each note card and have students write the number on a dry-erase board. The first student to write the number correctly wins. Keep playing, using all 10 note cards. Three stars drawn

Two hearts drawn

Two tallies

Two pennies N umber drawn word: two

Two fingers drawn

Three tallies

Two pennies N umber drawn word: three

2 © Lighthouse Curriculum. Copying strictly prohibited.

Number word: two

222 333

10.

Lighthouse Math Teacher’s Guide

11.

Level K

Chapter 3

Practice 2

Lighthouse Math

Level K Chapter 3-2 Apply and Develop Skills (Practice)

Try it together!

Look at the concept of the five frame again. Make a five frame on the floor using painter’s tape large enough for students to stand inside each square. Remind students that a five frame helps us count. Ask for two students to come stand inside the five frame. How many students are in the frame? [2] Have them take a seat, and ask three students to stand inside the five frame. How many are inside now? [3] Work together on the five frame questions, helping to make a connection between the physical object and the corresponding number. If time allows, challenge students by using the floor five frame to show different numbers (0-3).

Circle the number.

Struggling Learners 2

Count. Write.

2 Lighthouse Math

3 |

Level K

Chapter 3

Lesson 2

Provide students with a five frame. Tell students to put two bears in their five frame. Next, give students a new five frame and tell students to put three bears in their second five frame. Ask students: Which five frame has more? [the five frame with three bears] How do you know? [Answers may include: There are more spaces filled. There are fewer empty spaces.] Continue by telling students a number (two or three) and telling them to show that many bears in their five frame.

Early Finishers Give students 12 blank note cards. Student draw or write different representations of the number two on six separate note cards (example: two circles, the word “two”, 2, etc.). Then, they will draw or write different representations of the number three on the remaining six separate note cards. After writing on the cards, students will flip all of the cards face down. Finally, they will flip over two cards at a time to see if they find a match. Two cards must represent the number two, or two cards must represent the number three.

Challenge and Explore 1

Tell students to count aloud from 0 to 3. Discuss the order of counting with students. Show a model of a five frame with 0 and add one at a time while counting. Ask the following questions: Why does zero come first when counting up? [It is the least value.] Why does three come after two when counting up? [Three is more than two.] Does the order of the numbers change when we count? [The order stays the same because the value does not change.]

Five Frames. Circle the number.

2 3

2 3 2

Assess

Write.

3 2

Draw.

2 3

5. 6.

2 3

Point as you count how many are inside the five frame. Write how many are inside the five frame. Draw objects in the five frame.

Lighthouse Math

Level K

Chapter 3

Practice 2

Common Errors Students may not realize that zero is a number even though it is nothing. Remind students that a number describes how many of something. Students may also struggle to keep track of counting. To help them keep track, students can cross off objects as they count aloud.

Teacher Notes 1

Tell students to draw a picture of two or three of something on a sticky note and add it to the correct anchor chart for the numbers two or three. Provide each student with a blank five frame and set of counters or plastic bears. Ask students to show the value on the five frame depending on what number you call out to the class.

Lighthouse Math Teacher’s Guide

Level K Chapter 3-3 Understanding and Writing 4 and 5

Name

Objective and Learning Goals

Let’s learn!

y Recognize the numbers four and five in picture, word, and number form. y Write the numbers four, 4, and five, 5. y Count the numbers four and five.

Vocabulary y Counting - naming numbers one by one in order y Anchor charts y Five frame (Struggling Learners) y Bears (Struggling Learners) y Blank chart (Early Finishers) y Dice (Early Finishers) y Linking cubes (Early Finishers) y 1 brown paper bag/student (Challenge)

Pre-Lesson Warm-up Guiding Questions Write the number four, 4, large on one anchor chart and the number five, 5, on the other anchor chart. What are some ways to show the number four? [Sample answers may include: four fingers, the word four, 2+2=4, four tallies, etc.] Write student responses around the anchor chart for the number four. Next, ask the students: What are some ways to show the number five? [Sample answers may include: five fingers, the word five, 3+2=5, 5 stars, 5 tallies, etc.] Write student responses around the number five anchor chart.

Materials

Level K

Chapter 3

Lesson 3

Lighthouse Math

Trace and write.

444 555

Look at the Let’s Learn section as a class. Ask students: Which shows 4 apples? [Students point to the first set of apples.] Which shows 5 apples? [Students point to the second set of apples.] Count aloud the number of apples, point with your finger, then trace the number. Move on to the Try it Together section and have students look at problem #1. Count and point to the number of squares. Cross off each square. How many squares are there? [4] Remind students to cross off while counting the rest of the section.

Circle the number.

10.

4 58

Apply and Develop Skills (Practice)

Lighthouse Math Teacher’s Guide

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 the rhyme while practicing the number writing.

Introduce the Lesson (Try it Together)

Continue working through the Try it Together. Remind students to point as they count in order to keep track.

Teacher Notes

Guiding Questions 1. Why is it important to practice counting to 5? [Answers may include: In order to count objects quickly; to be able to add; to be able to subtract, etc.] 2. How can making groups of objects help with counting? For example, if I grouped objects in groups of 5, how would this help to count? [By making groups of 5, it helps to skip count by 5.]

Activities Make number cards for numbers 1-5. Hold up the number card 4. Tell students to stand up and get into groups of 4. There can be no more or less than 4 per group. If a student does not have a group, they must be seated. Go around to each group and have students as a class count how many are in each group. Repeat for the rest of the cards. Students who don’t have a group can lead the counting. Extensions could be how many groups the class can make with a certain number.

Let’s count and write!

11.

Level K

Chapter 3

Practice 3

Lighthouse Math

Level K Chapter 3-3 Try it together!

Struggling Learners

Circle the number.

Provide students with a five frame. Tell students to put 4 bears in their five frame. Next, give students a new five frame and tell them to put 5 bears in their second five frame. Ask students: Which five frame has more? [The five frame with 5 bears has more.] How do you know? [Answers may include: All of the spaces are full.] Ask students: How does a five frame help us count? [Answers may include: It shows numbers organized to count quickly.] Continue by telling students a number (four or five) and telling them to show that many bears in their five frame.

Early Finishers © Lighthouse Curriculum. Copying strictly prohibited.

Count. Write.

4 Lighthouse Math

4 |

Level K

Chapter 3

Lesson 3

4 5

Draw.

4 5

5. 6. Teacher Notes 3

Point as you count how many are inside the five frame. Write how many are inside the five frame. Draw objects in the five frame.

Lighthouse Math

Level K

Chapter 3

Tell students to show 4 of something from their desk. Items can include 4 crayons, 4 markers, 4 pieces of paper, etc. Walk around to check the groups. Repeat for the number 5. © Lighthouse Curriculum. Copying strictly prohibited.

Assess

4 5

Give each student a brown paper bag and tell them to collect items. They can collect any items they want but cannot pick more than 5. Return to the classroom and have students share their brown bag items and count them as a class. Ask students: Was anyone able to collect 5 of the same item?

Write.

Challenge and Explore

Five Frames. Circle.

Give students a chart on a piece of paper (like below), a single die, and linking cubes. Tell students to roll the die, build the number shown with the linking cubes, and place the cube stack on top of the number of their chart. For example, if the student rolls a 2, they will stack 2 linking cubes and put the stack on a 2 on the chart. Students will play until all spaces on the board are covered. If a student rolls a six, they can pick from the board which number they want to create with their linking cubes.

Practice 3

Common Errors Make sure students are counting and keeping track. Students may count a group of objects without keeping track, which may cause them to count 5 every time. Five is number that students are used to counting to from memory. Crossing off objects or pointing to objects as they count out loud will assist students in keeping track.

Lighthouse Math Teacher’s Guide

Level K Chapter 3-4 Understanding and Writing 0 through 5

Name

Objective and Learning Goals

Let’s learn!

y Students will write the digits 0-5. y Students will represent a number of objects with numbers 0-5. y Students will accurately assign number values to objects while counting.

Count. Match.

We can count from 0 all the way to 5!

0 1 2 3 4 5

Vocabulary y How many - a question phrase asking you to count the number of something y Five frame printables or reusable manipulatives y Dry-erase markers y Counting blocks or pieces y Dry-erase board (teacher)

Pre-Lesson Warm-up Guiding Questions Start with a whole class review of the memory tricks to remember writing numbers (Round and back on the railroad track. Two. Two. Two; Around the tree, around the tree, that is the way to make a three; Go down and around and then you stop. Finish the five with a line on top.; etc.) using stuffed animals, balls, or other objects in the room.

Materials

Teacher Notes

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 fish.

Provide each student with 5 or more manipulative counting blocks (or, for increased engagement, try snacks like pretzels, crackers, or fruit snacks). Using the Five Frame space, ask students to fill in one, then two, up to five. Each time you call out a new number, have students write the number with a dryerase marker on their table or whiteboard. Then ask them to start removing them one at a time, again writing the numbers as they go. From five, go to four, down to zero. (If you’re using snacks, you can allow students to eat one of them when they are removing numbers).

Lesson 4

Lighthouse Math

0 1 2 3 4 5 3.

Introduce the Lesson (Try it Together)

0 1 2 3 4 5 4.

0 1 2 3 4 5 © Lighthouse Curriculum. Copying strictly prohibited.

0 1 2 3 4 5 6.

0 1 2 3 4 5 7.

0 1 2 3 4 5 8.

0 1 2 3 4 5

Lighthouse Math Teacher’s Guide

Chapter 3

Count. Circle and trace the number.

Guiding Questions 1. How many do you have when your whole frame is full? [5] 2. When we start counting, what number should we start with? [0 or 1] 3. When you have no objects, how many do you have? [0 objects] 4. How do you remember how to write the number (0-5)? [answers will vary depending on rhyme and number]

Flash says we can count from 0 to 5! Let’s Learn! Have students touch, circle, check, or cross off each animal as you count to reinforce number correspondence. Look at the first box. How many do you see? None! What number shows us nothing or none? [0] Draw a line to the 0 and trace it. Have students follow the line to match the pictures to the number for the dogs and cats. Trace each number. Then 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 fish. Continue on to the Try it Together section. Have students count the objects, trace the numbers, then write each number two times.

Level K

0 1 2 3 4 5 Chapter 3

Practice 4

Lighthouse Math

Level K Chapter 3-4 Try it together!

Struggling Learners

Count, trace, and write the number.

Learners struggling to write numbers might need more practice tracing the lines of the numbers or using a model as a reference for writing the number. Have students trace with a pencil, marker, or manipulative objects (beans, buttons, etc.). Learners struggling with number sense can use a five frame to help them finish their practice pages. They can also benefit from a five frame that has the numbers written in it to build their memory for what number goes with each object.

0000 1111 2222 3333 4444 5555

Lighthouse Math

Level K

Chapter 3

Lesson 4

Early Finishers © Lighthouse Curriculum. Copying strictly prohibited.

Early finishers can work in pairs to play Silent Codes. Using number flash cards, they take the first three cards, and that is the code they have to share with their partner. They have to communicate the code to each other using only their counting pieces. For example, if the code is 2,4,3, they will place counting pieces in a group or line of 2, a group or line of 4, and a group or line of 3. The partner must write the code with a dry-erase marker. If they get it correct, the first partner will give them the secret code (thumbs up, smile, touch your nose, etc.) and switch roles. Early finishers familiar with numbers up to 10 can play the game up to 10.

Challenge and Explore Instead of counting up from 0 to 5 or counting down from 5 to 0, ask students to write and count the numbers in a random order.

3333

1111

4444

2222

Assess Place 5 objects on the table or draw 5 shapes on a piece of paper. Ask students to write the numbers assigned to the object as they count from 0-5. They should write on a paper to keep as a recorded formative assessment. © Lighthouse Curriculum. Copying strictly prohibited.

Guiding Questions 1. What is the first step when you hear a number called? [Answers may vary, start at zero, count up] 2. Is four closer to one or five? How do you know? [five; answers will vary]

5555 Teacher Notes

Read the number. Write the number. Draw how many.

Lighthouse Math

Level K

Chapter 3

Practice 4

Common Errors Students may flip numbers so they are mirrors of what they should be. Remind students to start their numbers closer to the left side of the paper. Students may start numbers too close to the bottom line or too close to the top line. Remind students to stretch their numbers from the top all the way to the bottom.

Lighthouse Math Teacher’s Guide

Chapter 4

Lighthouse Math Teacher’s Guide

In Chapter 4, we will learn to count to 5 using shapes, five frames, and tally marks. • • • • • •

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 five frame in all

tally marks count

triangle square

circle rectangle

penny value

Lighthouse Math Teacher’s Guide

Level K Chapter 4-1 Counting from 0 to 5 with Shapes

Name

Objective and Learning Goals

Let’s learn!

y Understand the relationship between numbers 0-5 and quantities. y Answer “how many?” questions about the objects they see based on their shape.

How many triangles are in the banner?

Point and count. Say the number.

Vocabulary

y Count - to discover how many objects there are y Triangle - a shape with three sides and three vertices y Square - a shape with four equal sides and four vertices y Circle - a shape with a curved edge y Rectangle - a shape with two sets of equal sides and four vertices

triangles

Circle and count each triangle.

y Pencil y Whiteboard and markers y Wooden pattern blocks of different shapes

Pre-Lesson Warm-up Guiding Questions Start by reviewing shapes with students. Tell students that you will play a game of “I Spy,” and start by saying, “I spy a circle.” Have students guess, and each time they guess, gather or draw the objects they identify. Do this until the object is guessed or until five objects have been guessed. Then count how many objects were guessed before getting it right. Continue this game with triangles and rectangles.

Materials Color and count the circles .

1 2 3 4 Teacher Notes

Emphasize 3 different ways to track as they count: pointing, circling, coloring. Restate the definition of each shape.

Guiding Questions 1. How many circles did we guess before getting it correct? [between 1 and 5] 2. How do you know there are [#] that we guessed? [answers vary; you can point to or pick up each one] 3. What can we do to help us count correctly? [answers vary; use our pointer finger, cross off each object, put a dot next to each object, move each object to a different place]

Level K

Chapter 4

Lesson 1

1 2 3 4

0 1 2 3

0 1 2 3 4 5

1 2 3 4 5 6.

0 1 2 3 4

Circle and count the TRIANGLES.

4 68

Lighthouse Math Teacher’s Guide

Lighthouse Math

Circle the number of shapes.

Introduce the Lesson (Try it Together) There are different ways we can keep track of how we count. One way is to point at each object. Let’s try it. Flash wants to know how many triangles there are. Use your finger to point to each triangle as we count together. 1…2…3…4. There are 4 triangles. Trace the number 4. Another way is to circle each object. Look at the next picture and trace the circle around each triangle as we count them. Count aloud as you circle, then trace the number 5. There are 5 triangles. One more way we can count is to color the object as we count. Take out a crayon. Color and count the circles. Trace each number with your crayon as we count together. There are 4 circles. Move to the Try it Together section. Slowly read each instruction aloud to students. Encourage students to point, circle, or color the objects as they count.

triangles

Level K

Chapter 4

Practice 1

Lighthouse Math

Level K Chapter 4-1 Try it together! 1

Struggling Learners

Circle.

Struggling learners may need support with shape identification or counting. For learners struggling with shapes, use pattern blocks and give directions like “find the triangle” while making the shape with your hands or drawing it nearby. For learners struggling with counting, use the pattern blocks to move each item they have counted to another part of the table. Each time the student moves a shape, they should say the assigned number. When they have all been moved, line them up and have the student count them again to make sure they get the same number.

Early Finishers 2

Color and count.

4 3

circles

triangles

Challenge and Explore Tell students they can use their pattern blocks to help them with the challenge problem. Say that John has 2 circles and 3 squares, and Jack has 3 circles and 1 triangle. Who has more shapes? Who has more circles?

Teacher Notes 1 2

Circle 4 circles. Circle 3 triangles. Circle 2 rectangles. Circle 5 squares. Take out red and blue crayons. Color the circles blue and count. Color the triangles red and count. Write the numbers.

Lighthouse Math

Level K

Chapter 4

Lesson 1

Discuss the results: 1. How did you know John has more shapes? [put 2 circles and 3 squares in one area and count them; he has 5; other answers may vary] 2. Can Jack have more circles if John has more shapes? Why? [yes, because circles are one type of shape.]

Color the number of shapes.

Assess

Write the missing numbers.

1 2 3 4 5 1 2 3 4 5

Lighthouse Math

Early finishers can use the pattern blocks to create problems with a partner. Take turns creating their own problems for their partner. One person lays out a mix of shapes and asks their partner to count a certain shape. When the partner gets it right, they switch.

Level K

Chapter 4

Practice 1

Using the pattern blocks or another options with a mix of squares, circles, triangles, and rectangles, ask the student to count the number of one of the shapes. Include at least 5 of that shape in your mix to ensure that they can count accurately to 5.

Common Errors Students without strong number sense skills may struggle to combine counting with differentiating shapes. Students may struggle to identify the difference between shapes, especially rectangles and squares.

Lighthouse Math Teacher’s Guide

Level K Chapter 4-2 Count to 5 with Pennies

Name

Objective and Learning Goals

Let’s learn!

y Quickly identify a number using pennies. y Use a five frame as a tool to quickly identify a number between 0 and 5. y Identify a number between 0 and 5 without counting up from 0 or 1.

Let’s count pennies in a five frame!

Vocabulary y Penny - a coin that has the value of 1 cent in the U.S. y Five frame - a rectangle split into 5 spaces; tool used to count up to 5 y Value - how much a coin is worth

1 2 3 4

Materials

y Coin purse y Pennies y Large five frame y Paper plates or large-scale printed pennies y Whiteboard y Dry-erase markers y Individual student five frames y Dice

Pre-Lesson Warm-up Guiding Questions Teacher Notes

Start by brainstorming different things in our environment that are important to count. Take out a coin purse and shake it. Ask students what they think is inside. Empty some of the different coins in the purse. Hold up a penny and ask them if they know what kind of coin it is.

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!

Level K

Chapter 4

Lesson 2

Lighthouse Math

Guiding Questions 1. Why would we use coins to help us count? [answers vary] 2. Do you know how much value a penny has? [1 cent] Draw a line to match.

Introduce the Lesson (Try it Together)

0 1 2 3 4 5

Activity Using pennies and five frames at their workstations, ask students to fill in their own five frame with different numbers between 0-5. Start by rolling a die and calling out a number. If you choose, you can make it a competition to see which table group can get the correct answer first or have students pair up and practice calling numbers for a partner.

Teacher can use a large-scale five frame to display on the wall or a whiteboard using cardboard, tape, or another material. Choose 5 students to hold 5 large penny printouts or paper plates. Align the students near the board and ask the first 3 to hold up their pennies in the five frame. Ask the class how many pennies there are. Ask them how many spaces are open. Repeat as many times as you would like with different combinations of pennies/student volunteers.

Color the number.

Lighthouse Math Teacher’s Guide

5 pennies

Level K

Chapter 4

2 pennies

Practice 2

Lighthouse Math

Level K Chapter 4-2 Try it together!

Struggling Learners

Count and circle how many.

For struggling learners, call a small group to the back table. Use a model of a five frame and have them use their own five frame and pennies. Model for them or work with them to count from 0-5 with the five frame. For each counting, ask them how many squares have a penny in them and how many are blank. Once you have done the activity in order, try to show students a five frame with a random number and ask them to tell you the number (see if they can do so without counting).

0 1 2 3 4 5 3.

0 1 2 3 4 5 4.

Early Finishers

0 1 2 3 4 5

0 1 2 3 4 5 6.

0 1 2 3 4 5 Lighthouse Math

Level K

Chapter 4

Challenge and Explore Read the following challenge problem to students: John wants to buy a piece of chewing gum that costs 5 pennies. He empties his pockets and puts his change on the table and sees this (display 3 pennies). Does he have enough to buy the gum?

0 1 2 3 4 5 Lesson 2

Students can work with a partner or group of 3 to play speed frame. Have one person fill a frame with pennies, and the other partner or partners have to race to see how quickly they can identify the number shown. For an added challenge, have students remove the five frame.

Discuss the results by asking the following questions: 1. What tool or strategy can we use to help us figure out this problem? [the five frame; strategies may vary] 2. Why can’t he buy the gum? Explain. [answers vary; 3 is less than 5] Draw circles.

4 Assess

5 0

Circle and make your own!

Answers will vary.

0 1 2 3 4 5 Lighthouse Math

Level K

Chapter 4

Practice 2

Have students use their individual five frames and pennies at their tables. Tell students to show 3 on their five frame. When they have completed this, ask everyone to put another penny on their frame. Ask students to show on their fingers how many they have now. Repeat the structure of the activity as necessary.

Common Errors Students may struggle to recognize a number without counting up from 1. Students may count the empty space instead of the pennies. Point to the pennies to count when beginning to practice, to demonstrate one to one correspondence, and then move toward instant recognition.

Lighthouse Math Teacher’s Guide

Level K Chapter 4-3 Tally Marks 0 to 5

Name

Objective and Learning Goals

Let’s learn!

y Identify and draw tally marks corresponding to the numbers 0 to 5. y Recognize the concept of tally marks. y Match a group of objects to its corresponding tally mark representation and numeral.

0= 1= 2= 3= 4= 5=

Vocabulary y Tally marks - A system of counting where a vertical line is used to represent each count until reaching five, where the fifth count is a diagonal line across the previous four

Pre-Lesson Warm-up Guiding Questions Start the lesson by gathering the students and reviewing numbers 0 to 5. Have them count aloud together. Then introduce the concept of tally marks, explaining that it is another way of representing numbers. Provide them with tracing sheets to practice drawing these tally marks.

Materials y Whiteboard and markers y Tally Marks Worksheet y Objects for counting (e.g. blocks, beads, butterflies) y Number tracing and tally mark tracing sheets

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.

Introduce the Lesson (Try it Together)

Level K

Chapter 4

Lesson 3

Lighthouse Math

=3=

Today we’re going to learn a new and fun way to represent numbers. We’ve already learned numbers from 0 to 5, and we know how to count objects. But what if we could show these numbers using just lines? Yes, lines! This is what we call ‘Tally Marks.’ It’s just like playing a game of drawing lines. Are you ready to explore this fun game?

=1=

Step 1: “Let’s start with our fingers. How many fingers do you have on one hand? Let’s count together: 1, 2, 3, 4, 5. Great job! You have 5 fingers.”

Step 3: “See, we have represented 5 fingers with 5 lines, and the fifth line is a bit special as it crosses over the other four lines. This is how we draw tally marks for the number 5.”

1= 2= 3= 4= 5=

Teacher Notes

Guiding Questions 1. How many fingers do we have on one hand? [We have 5 fingers on one hand.] 2. Can we use lines to show how many fingers we have on one hand? [Yes, we can draw 5 lines, one for each finger.] 3. What would it look like if we represented 3 toys with lines? [We would draw 3 lines, one for each toy.]

Step 2: “Now, let’s pretend our fingers are lines that we can draw on the board. I’ll represent each of your fingers with a line on the board. Let’s count together as I draw the lines: 1 (draw a vertical line), 2 (draw another vertical line), 3 (draw a third vertical line), 4 (draw a fourth vertical line), and 5 (draw a diagonal line crossing the four vertical lines).”

I can show numbers with tally marks!

=2= 4.

=5=

Step 4: “Now, let’s try to represent other numbers. How many eyes do we have? Yes, 2! Let’s represent this with tally marks.”

Teacher Notes

Count how many. Write the number and draw the tally marks.

Lighthouse Math Teacher’s Guide

Level K

Chapter 4

Practice 3

Lighthouse Math

Level K Chapter 4-3 Try it together!

Struggling Learners

Provide a variety of real-life objects such as blocks, buttons, or fruits. Have the students count these objects, then guide them in drawing the tally marks corresponding to the number of objects. Do this repeatedly with different sets of objects until they can accurately represent the numbers with tally marks.

=2 3.

Early Finishers

=4 6.

=5 Teacher Notes

Look at the tallies. Write the number.

Lighthouse Math

Level K

Chapter 4

Lesson 3

Assess

=5=

Provide a worksheet with a variety of objects ranging from 0 to 5. The students will count the objects and draw the corresponding tally marks. They will also write the numeral that represents the number of objects.

=3= 4.

=1= Teacher Notes

Count how many. Write the number and tally marks.

Level K

Chapter 4

Practice 3

Introduce students to the concept of counting by 5s using tally marks. Explain that each group of 5 tally marks can be considered as ‘one’ when counting by 5s. Example: How many tally marks do we have here? Show them 10 tally marks as two groups of 5. Now, we can count by 5s: 5, 10. So, we have 10 tally marks! Discussion Questions 1. If I have 5 candies, and I eat 1, how many candies do I have left? Can you show me that number with tally marks? [You have 4 candies left. The tally marks for 4 are ||||.] 2. I have drawn some tally marks here (draw 3 tally marks). Can you tell me what number this is, and can you show me that number using your fingers? [That’s the number 3. (Student shows three fingers)]

=4=

Challenge and Explore

Lighthouse Math

Ask students to extend their knowledge by drawing tally marks for numbers up to 10. Provide worksheets that require them to match numbers 6-10 with the correct tally marks. Example: Here’s a number 7; can you represent it with tally marks? First, we draw 5 lines and cross the fifth line. Then, we add 2 more lines to make 7.

Common Errors Students may struggle with the concept that the fifth tally mark crosses the other four rather than being another vertical line. Students may also get confused between the number of objects and the corresponding tally marks. Use real objects to demonstrate and reinforce the concept.

Lighthouse Math Teacher’s Guide

Level K Chapter 4-4 Different Ways to Make 5

Name

Objective and Learning Goals

Let’s learn!

y Identify ways to make 5. y Combine two amounts to make 5. y Count up to 5 objects.

1 green

I can put blocks together to make 5 in all!

4 red

Vocabulary y Five frame - a rectangle split into 5 spaces; used to count up to 5 y In all - counting the total amount

green

y Tape or chalk y Plates (5) y Dry-erase boards y Dry-erase markers y Five frames (1 per student) y Two-sided counters (5 per student) y Dice (1 per student) y Linking cubes

Pre-Lesson Warm-up Guiding Questions

Materials

Create a five frame with tape on the floor or with chalk outside. Have students sit in a circle around the five frame. Place an amount of plates (from 0 to 5) in the five frame. Students write the number of plates on their dry-erase boards. For example, place 3 plates in the five frame. Students write “3” on their dryerase boards.

I can show another way to make 5 in all!

red

1 2 3 4 5 Teacher Notes

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).

Level K

Chapter 4

Lesson 4

Lighthouse Math

Guiding Questions 1. How many plates are in the five frame in all? [answers vary] Is that more or less than 5? 2. How many empty spaces are in the five frame? [answers vary] Count and write how many circles and squares make 5.

Introduce the Lesson (Try it Together)

Look at Let’s Learn. 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).

For example, a student starts with 5 yellow counters in the five frame. A student rolls a 3. The student flips over 3 of the counters to be red, then counts 3 red and 2 yellow make 5.

3 2 3.

5 0

Draw a line to match the ways to make 5.

Lighthouse Math Teacher’s Guide

1 4

2 3 © Lighthouse Curriculum. Copying strictly prohibited.

Activity Pass a five frame, 5 two-sided counters, and a die to students. Students place 5 counters in their five frame, yellow side up. Students roll a number and flip over that many counters to be red in their five frame. Students count how many yellow counters they have and how many red counters they have to make 5.

and 1

and 0

and 3

Level K

Chapter 4

Practice 4

Lighthouse Math

Level K Chapter 4-4 Try it together!

Struggling Learners

Color the extra cubes red. Write how many blue and red cubes make 5 in all.

Lighthouse Math

Level K

Chapter 4

blue

5 4 3 2 1 0

red

Early Finishers

red

0 1 2 3 4 5

Show students how to make different combinations of 5 using linking cubes. Direct students to find 1 blue linking cube. Then direct them to find and connect 4 yellow linking cubes. Show students how these two groups can combine to make 5. Tell students to combine the two colors and count them in all (1….2…3…4…5). Repeat with 2 blue cubes and 3 yellow linking cubes, 3 blue cubes and 2 yellow cubes, and so on.

Challenge and Explore

red

Lesson 4

Read the challenge problem to students. Allow students to use a five frame and two-sided counters to act out each part of the problem. Bob has 2 dogs and 3 cats. Tim has 3 dogs and 2 cats. Do they each have the same amount of pets?

Discuss the results by asking the following questions: 1. How many pets does Bob have? How do you know? [Bob has 5 pets because the counters fill the five frame] 2. How many pets does Tim have? [Tim has 5 pets because the counters fill the five frame.]

Color the circles in the five frame blue and green. Write how many blue and green.

0 5 1 4 2 3 3 2 4 1 5 0

blue

green

blue

green

blue

green

blue

green

blue

green

blue

Assess

green

Teacher Notes

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.

Lighthouse Math

Level K

Chapter 4

Practice 4

Students can work with a partner or race a timer. Students use their five frame, counters, and dice. Students roll a die and use their counters to fill in the five frame. For example, if the student rolls a 2, they put 2 counters in the five frame. Students keep rolling to add more counters to the five frame. If the student rolls a 6, they clear their board. The first student to make a 5 wins (or if the student gets a 5 before the timer is up, they win). Repeat.

Gather students around the five frame on the ground. Put 2 plates and 2 pieces of paper in the five frame. Tell students to give a thumbs up if it makes a 5 and a thumbs down if it does not make a 5. Repeat with other combinations of numbers like 4 plates and 1 piece of paper.

Common Errors Students may not count up to 5 in order (1, 2, 3, 4, 5). Students may not have 1 to 1 correspondence when counting the manipulatives or shapes. When counting how many in all, students may count each shape, color, or image by group instead of all together.

Lighthouse Math Teacher’s Guide

Chapter 5

Lighthouse Math Teacher’s Guide

In Chapter 5, we will express and solve addition problems through symbols, pictures, and story problems. •

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 number sentence addition sentence addend

story problem sum combine

in all plus sign add

equal sign

Lighthouse Math Teacher’s Guide

Level K Chapter 5-1 Addition with Images and Counting In All

Name

Objective and Learning Goals

Let’s learn!

3 in all!

y Combine two numbers using picture representation. y Count and write how many in all. y Create combinations of two numbers to get a total.

Vocabulary y Combine - to put together or to count in all y In all - counting the total amount

1 fish

Put in 2 more

Materials y 5 beans/counters for each student y 5 linking cubes for each student y Five- frame for struggling learners 2 flowers

Pass out 5 linking cubes to each student. Say, “I have 5 cubes in all” Count them together. Then have students make two stacks of cubes, one stack of 3, and the other of 2. Hold up the stack of 3 cubes. Say, “I have 3 cubes.” [students repeat] Hold up the stack of 2 cubes. Say, “I put on 2 more.” [students repeat] Add the stack of 2 to the stack of 3. Say, “I have 5 in all.” Count out the 5 cubes. Ask students how else they can break apart the 5 cubes. [4 and 1, 2 and 3, 5, and 0] Do the same process with each example.

Pre-Lesson Warm-up Guiding Questions

2 apples

5 in all

Level K

Chapter 5

Lesson 1

Lighthouse Math

Write how many.

Tell students that you are combining, or adding, two numbers together. Look at the Let’s Learn section. Read through the instructions in the Teacher Notes on the student page and work through the examples together. Let’s continue on the next page. Work through Try it Together. In number 4, remind students that it is okay to add 0 to the original group. Ask what happens to the answer. Then look at number 5. Have students use their linking cubes or counters to help. Have them make the total (4 in all) and then separate the starting number of 2. How many to we need to put in to get 4 total? [2]

Activity Have students partner up and give each student five linking cubes. One student puts some cubes in each hand and then says what they have in each hand. For example, “I have 3 cubes in one hand and 1 cube in my other hand. How many do I have in all?” The partner then says how many cubes in all. They can count the cubes, if needed. Then switch partners. Students may use some of all of the cubes.

Lighthouse Math Teacher’s Guide

Put in

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 to add, 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]

Introduce the Lesson (Try it Together)

Guide the students through the practice pages together. Remind them to count how many they start with and how many more they add on. Then help them with the star problem on the next page, reminding them that they know how many in all, and they must figure out how many more they need to get to that number.

4 in all

Teacher Notes

Guiding Questions 1. What are some different ways we can combine the two stacks of cubes to make 5? [4 and 1, 1 and 4, 3 and 2, 2 and 3, 5 and 0, 0 and 5] 2. When we put the two stacks together, does the total of cubes get bigger or smaller? Why? [the number gets bigger because we are combining or adding two amounts together]

3 1 and

more is

2 2 and

4 1 and

Apply and Develop Skills (Practice)

Put in 2 more

more is

4 5

1 1 and

more is

5 0 and

Level K

Chapter 5

Practice 1

more is

Lighthouse Math

Level K Chapter 5-1 Try it together!

Struggling Learners

Write how many.

3 fish

Put in 1 more

1 bee

Put in 4 more

2 cats

Put in 1 more

2 ladybugs

Put in 0 more

4 5 3 2

in all

Early Finishers in all

in all

5. 2 apples

Lighthouse Math

Level K

Put in

Chapter 5

Have students place counters for the Try it Together problems on a five frame. For number 1 (3 fish and 1 more fish), tell students to start with 3 counters in the five frame. Then put in 1 more counter. Ask students: Why did we put 3 counters in the five frame? [because it started with 3 fish] Why did we put in 1 more counter? [because 1 more fish was put in] How many counters are there in all? [4] So what is the total of 3 fish and 1 more fish? [4 fish] Repeat for the rest of Try it Together.

in all

Lesson 1

Challenge and Explore Have students take out their linking cubes and turn to their partner. Say, “I have 5 linking cubes, and my partner has 5 more cubes. How many in all? Let’s count together: 1, 2, 3…10! We have 10 cubes in all! Now, how many different ways can you make 10 in all?” As students work with their partner, have them share the different ways they can make 10. Examples are 10 and 0, 9 and 1, 8 and 2, 7 and 3, 6 and 4, 5 and 5, and the reverse. Record these ways on chart paper, using drawings and words.

Draw the missing pictures. Fill in the number.

2 2 and

more is

Have students take out their linking cubes. Have them make a stack of 4. Say: You have 4 linking cubes in all. Take off 1 cube. How many more do you need to make 4? [3] Now make a stack of 4 again. If you have 4, what is another amount you could start with? [answers will vary: 0-4]. Have students remove the amount of cubes they are starting with and stack them together. Then ask: How many more do we need to add to make 4 now? [answers will vary: 0-4] Have students add that amount to their stack. Do you have 4 cubes? Have students try another combination of ways to make 4. Then have them try 3, 2, and 1.

1 2 and

more is

Assess

and

more is

Answers will vary. The second number should match the picture they draw. Check the answer.

4. 0-5 objects

0-5 objects

and

more is

Answers will vary: 5 and 0, 4 and 1, 3 and 2, 2 and 3, 1 and 4, 0 and 5.

Lighthouse Math

Level K

Chapter 5

Practice 1

Pass out a piece of paper to students and have them draw and write the answer to solve this problem: 3 blue flowers are in the pot. Put 1 more flower in the pot. There are ____ [4] flowers in all.

Common Errors Students may not understand that “put more in” means to combine or get a bigger total. Make sure students know to count all of the items or pictures when it says there are more.

Lighthouse Math Teacher’s Guide

Level K Chapter 5-2 Adding with Symbols from 0 to 5

Name

Objective and Learning Goals

Let’s learn!

y Combine two numbers using picture representation. y Count and write how many in all. y Create combinations of two numbers to get a total. y Find the sums in addition problems with math symbols (plus and equal).

2 and 1 more is 3

2+1= 3 + =

Vocabulary y Plus sign - math symbol to show addition y Add - to bring two or more numbers together to make a total; counting up to make more y Addend - any number added to another number y Equal sign - math symbol to show in all; total

3+2=5

y 2 paper cups and a small box y Pom-poms y Beach ball y Linking cubes for struggling learners y Playing cards 0-5 y Dry-erase boards and markers

Pre-Lesson Warm-up Guiding Questions

Materials

Cut out the bottoms of two paper cups. Attach the cups to the wall near the floor. Place the box with an equal sign drawn on the front under the cups. Place a plus sign between the two cups. Tell students you will add pom-poms with your magic adding machine. Count aloud while putting 2 pom-poms in the first cup. Ask students: “How many pom-poms did I start with?” [2] Next, point to the plus sign and say you will add more. Count out 3 pom-poms and put them in the second cup. Ask students: “How many more pom-poms did I put in?” [3] Pull out the box underneath to find out how many in all. Count the pom-poms with students. Ask: “I put in 2 and added 3 more. How many are there in all?” [5] Repeat with 4 pom-poms and 1 more; 2 pom-poms and 2 more.

Teacher Notes

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 through the example problems, counting the objects, saying the sentence, and writing the number sentence.

Lighthouse Math Teacher’s Guide

Chapter 5

Lesson 2

Lighthouse Math

5 2 3 5 3 1 2 3 4 2 2 4 3 3 0 3 4 3 1 4

2 and 3 more is

1 and 2 more is

Introduce the Lesson (Try it Together)

Activity Grab a large beach ball and permanent marker. Write addition problems with sums up to 5 all over the ball, leaving the sums blank. Have students stand in a large circle to play “addition catch.” Students toss the ball to a classmate in the circle. The student who catches the ball solves the addition problem that their right thumb is closest to. Keep tossing the ball around the circle so each student has a turn.

Level K

Write how many.

Guiding Questions 1. How did the magic machine work? [put pom-poms in two cups and they combined in the box] 2. Point to the plus sign. Name it and say it is for adding. Based on what happened with our pom-poms, what do you think it means to add? [answers will vary: combining, putting more in, counting up] 3. Point the equal sign on the box. Name it. Based on what happened with our pom-poms, what do you think equal means? [answers will vary: the total, how many in all]

2 and 2 more is

Tell students that we are combining, or adding, two addends together. Addends are the numbers we put together. Look at the first group of numbers in Let’s Learn. Read through the Teacher Notes on the bottom of student page to guide students through the practice problems together. Then move on to the Try it Together section. Look closely at number 3. There are no lions for the second addend. Read the sentence “2 and no more is.” Ask students, “When we add ‘no more,’ what number do we use to show that nothing is added? [0] Great! Zero is the second addend!”

2+2=4

3 and no more is

3 and 1 more is

Level K

Chapter 5

Practice 2

Lighthouse Math

Level K Chapter 5-2 Try it together!

Apply and Develop Skills (Practice)

Write how many.

4 and 1 more is

4+1=

2. 2 and 2 more is

2+2=

3. 2 and no more is

2+0=

Lighthouse Math

Level K

Chapter 5

Lesson 2

Move on to the practice. Encourage students to count the objects carefully and write the addends (the numbers the objects represent) on either side of the plus sign. Then, write the total after the equal sign. On the second page, students will write the entire addition sentence on their own. Have them carefully write their numbers and symbols.

5 5 4 4 2 2

Struggling Learners

Provide students with linking cubes. Have students add the two amounts given in Try it Together by building stacks. For example, for 4 elephants and 1 more, students build a stack of 4 cubes and another stack with 1 cube. Tell students to add or combine the stacks. Then ask students: How many cubes in all? [5] Tell students that they found what 4 plus 1 equals by combining the two numbers or addends. Repeat for the rest of Try it Together. Allow students to use linking cubes for independent practice, if necessary.

Early Finishers Pass out playing cards or number cards with only numbers 1 through 5. Students put cards face down. They pick up two cards and write the addition sentence and sum on their dry-erase board (like 2+1=3). Students may draw circles on their boards to help them solve as well. Repeat with two new cards.

Challenge and Explore Show students the following incorrect problem: 1+3=5. Tell students to be the teacher and fix the problem to make it correct. Ask students: Why is this problem wrong? [1+3 does not equal 5] What does 1+3 equal? [4] What two addends equal 5? [2 and 3; 4 and 1] What can you change to make this problem correct? [Answers may vary. Answers can include: change the 1 to a 2; change the 3 to a 4; or change the 5 to a 4]

Write the number sentence.

3+1=4

4+1=5

Assess

2+3=5 2+0=2 Answers will vary. Check that drawings and number sentences match.

Bonus!

Teacher Notes

You create a problem. Draw your start. Draw what you add. Now write your number sentence.

Lighthouse Math

Level K

Chapter 5

Practice 2

Write the problems 2 + 2 = ____, 1 + 3 = ____, and 5 + 0 = ____ on the board. Have students draw pictures and solve for the sums on a piece of paper.

Common Errors Students may confuse the plus sign and the equal sign. Practice by discussing what each symbol means. Have students touch and say the names of the signs as they read the number sentences. Students may also confuse the order of the numbers and symbols. Have them practice saying the sentence as they write it. “Two plus three equals five.”

Lighthouse Math Teacher’s Guide

Level K Chapter 5-3 Adding from 0 to 5 with Pictures and Fluency

Name

Objective and Learning Goals

Let’s learn! Let’s add!

y Represent addends with pictures. y Solve sums up to 5. y Write number sentences to match pictures.

Vocabulary

2+2=4

y Addend - any number added to another number y Sum - answer to an addition problem y Number sentence - numbers and symbols used together to show a math problem

1+3=4

Materials

Pre-Lesson Warm-up Guiding Questions Write the numbers 1 through 5 on separate pieces of construction paper. Hang the papers around the room. The teacher turns around and counts to ten. While counting, students move to one of the numbers to stand under. After counting to ten, call out an addition sentence (for example, 1+3). Students standing under the sum have to sit down. 1+3=4, so students under 4 need to sit. Keep playing until one student is left standing. This student becomes the new “teacher” that counts and calls out the addition sentences.

Draw pictures to show the answer! © Lighthouse Curriculum. Copying strictly prohibited.

y 5 pieces of construction paper y Dry-erase boards and markers y Linker cubes or counters y 10 note cards y Paper for each student labeled A-J y Paper for early finishers with 5 columns labeled 1-5

4+1=5 Students may draw any picture/symbol they want. The first addend should have 3 pictures, the second addend should have 2 pictures, and the sum has 5 pictures.

3+2=5 Teacher Notes

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 on 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.

Level K

Chapter 5

Lesson 3

Lighthouse Math

Guiding Questions 1. What strategies did you use to solve the problem? [answers will vary: counting up, using fingers, etc] 2. Did any sums get repeated? Why? [Yes. Different combinations of addends can result in the same sum]

Introduce the Lesson (Try it Together)

Tell students that we will use models and pictures to add and to check the sum. Look at the number sentences by Flash in Let’s Learn. Ask students, “What do you notice about these two number sentences? [they have the same sum] How did Flash solve for the sum? [he drew pictures of each addend] Count the crayons above each addend and check his work. Now look at Glow. She is asking us to draw models of number sentences.” Guide students in coloring the linking cube model by coloring the first four cubes one color and the last cube a different color. Show how it models the number sentence 4+1=5. Then guide students through drawing pictures/symbols for 3+2=5. “Let’s Try it Together. First practice writing plus and equal signs. Make your lines nice and straight. Put your pencil on number 2. Look at the model. Match each model to the number sentence it shows. Put your pencil on number 3. Read the number sentence. Draw circles to show the addends and the sum. Then write the sum.”

A. 3 + 1 = ___

B. 5 + 0 = ___

C. 1 + 1 = ___

D. 2 + 2 = ___

E. 3 + 2 = ___

F. 1 + 4 = ___

G. 2 + 3 = ___

H. 3 + 0 = ___ I. 1 + 3 = ___

J. 0 + 4 = ___

Students walk around with a piece of paper labeled A-J. They will stop at a note card, draw circles for the addends, and write the sum. Make sure students write the sum next to the correct letter for each note card they find. Lighthouse Math Teacher’s Guide

Answers will vary: 4 + 1 = 5, 1 + 4 = 5, 3 + 2 = 5. Be sure the number sentence and model match.

Activity Write addition sentences on 10 separate note cards and tape them around the classroom. Sums should be left blank and addition sentences should be labeled A-J. See the example below:

2+3=5

Answers will vary: 3 + 1 = 4, 1 + 3 = 4, 2 + 2 = 4. Be sure the number sentence and model match.

Answers will vary: 3 + 1 = 4, 1 + 3 = 4, 2 + 2 = 4. Be sure the number sentence and model match. Teacher Notes

Use 2 different colors to color the blocks. Write the number sentence to go with the model.

Level K

Chapter 5

Practice 3

Lighthouse Math

Level K Chapter 5-3 Try it together! Trace the signs.

Apply and Develop Skills (Practice)

Write them on your own.

Guide students through the practice pages. On the first page, students will create their own model of sums of 5 and 4. Then have them write the number sentence. Be sure the model and the sentence match. On the second page, students will draw circles to represent the number sentence to help them solve. Have students count their circles to be sure they match correctly. In the last section, encourage different methods to solve. Students can draw pictures, use their fingers, or use counters to help them solve.

+ +++ = === Match the model to the number sentence.

2+2=4 1+3=4 4+0=4

Struggling Learners

3. 2+2=

4. 5.

1+3= 4+1=

4 4 5

Write how many. Draw circles to show the number sentence.

Level K

Chapter 5

Lesson 3

Early Finishers Pass out a paper with 5 columns. Label each column with a number 1-5. Have students write down every number sentence that has the column label sum. Remind students they can write the addends in reverse order. For example, in the 4 column, students should write 0 + 4, 4 + 0, 1 + 3, 3 + 1, 2 + 2. Students can work with a partner to find all the combinations. Pass out 5 linking cubes or counters to help students. Remind them to make the sum first, then divide the counters into two addends.

Teacher Notes

Lighthouse Math

Give struggling students a dry-erase board and marker to solve the independent problems so they have plenty of room to draw circles for each number.

Challenge and Explore 1. 2+1=

3+2=

4+0=

3 5 4

Let’s practice adding up to 10! Tell students to hold their hands in front of them. Their left hand is the first addend, their right hand is the second addend. Have them hold up 3 fingers on their left and 4 fingers on their right. Say and model, “I have 3 fingers and I add 4 more. How many do I have in all?” Model counting each finger to get the answer 7. Have students call out different addends to hold up on each hand, and count up to the sum together.

Assess

4. 2+2=

5. 3+2=

6. 0+2=

4 5 2

1+1=

1+0=

2+1=

2 1 3

5+0=

1+4=

3+1=

5 5 4

Teacher Notes

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)

Lighthouse Math

Level K

Chapter 5

Practice 3

Write how many.

Pass out a paper with the number sentences 2 + 1 = ____, 1 + 3 = ____, and 4 + 1 = ___. Tell students to draw circles and write the sum for each number sentence.

Common Errors Students may draw too many circles, or their circles may not match the addends. Make sure they draw directly above or next to the addends to keep track.

Lighthouse Math Teacher’s Guide

Level K Chapter 5-4 Story Problems with Addition 0 to 5

Name

Objective and Learning Goals

Let’s learn!

y Find and write the addends in a word problem. y Solve for the sum in an addition number sentence. y Draw and solve for sums up to 5 in word problems.

3+1=4

Flash sees 3

hatch.

Flash sees 1 more

Vocabulary

hatch. How many

y Number sentence - numbers and symbols used together to show a math problem y Addition sentence - numbers, plus sign, and equal sign used together to show addition y Addend - any number added to another number y Story problems - word problems or problems that use stories to indicate mathematical application and thinking y Sum - the answer, or result, when adding numbers

did Flash see hatch?

Glow eats 2

Glow eats no more 2+0=2

How many

does Glow eat in all?

y Dry-erase boards and markers y Handful of dominoes for each student–no more than 5 total dots y 1 paper bag per student y Linking cubes or counters for students y Timers

Materials Have students draw pictures to go with the story problems

2 0 2 +

Pre-Lesson Warm-up Guiding Questions

Teacher Notes

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.

On chart paper, write out the story problem: Sam has 3 . Rachel has 2 . How many do they have in all? Ask students, “What information is given?” [3 fish and 2 fish] Circle the addends as the students say them. Say, “To help us solve this problem, let’s draw a picture.” Draw 3 fish then + then 2 more fish. Say, “What is our story problem asking us to find? [how many in all] Let’s count together.” Count up the fish and draw the new total. Finally, write out the number sentence with student help.

Level K

Draw a picture.

Guiding Questions 1. What is a story problem? [a story that gives us a math problem to solve] 2. What information do we need to think about to help us solve? [what information are we given, and what do we need to find] 3. What are some strategies we can use to help us solve? [circle important information, draw a picture]

Lighthouse Math Teacher’s Guide

are on the flower. 2 more

Lesson 4

Lighthouse Math

land on

are there in all?

2 2 4 +

are in the barn. No more

in the barn. How many © Lighthouse Curriculum. Copying strictly prohibited.

Activity Provide each student with a handful of dominoes (dots totaling no more than 5) in a paper bag. Students grab a domino out of the bag and write the matching addition sentence on a dry-erase board. Then have them count the dots to help find the sum. When they are done with one, have them take out another domino. Walk around the room to see that students’ number sentences and sums match the dominoes.

Chapter 5

Write how many.

the flower. How many

Introduce the Lesson (Try it Together) Read through the Teacher Notes on the Let’s Learn student page to support students through understanding story problems. Focus on circling the important information (the addends) and drawing pictures to represent the problem. Students may use circles to represent the addends. They do not need to draw the exact picture. Move to the Try it Together section. Continue to read problems aloud. Circle addends and draw pictures to represent the number sentence before writing it.

are

are there in all?

3 0 3 +

Level K

Chapter 5

Practice 4

Level K Chapter 5-4 Try it together! Draw a picture.

Apply and Develop Skills (Practice)

Write how many.

On the practice pages, encourage students to circle the addends in the story problem and then draw a picture before they write the number sentence. When they move to the second page, tell students they can draw a picture on a dry-erase board if they need help to solve. They can also use their fingers to count up as they add.

drive on the road. 1 more

drives on the road. How many

are there?

Struggling Learners

2 1 3 2.

are in the water. 3 more

go in

the water. How many

are there?

Lighthouse Math

Level K

Chapter 5

Early Finishers Students continue to play the domino activity with a timer. They race to see how many number sentences they can write before their timer runs out. Have them switch bags with a neighbor.

2 3 5 +

Act out story problems. For example, in Try it Together, grab 3 linking cubes to be the cars. Act out 2 “cars” driving on the road. Then have the student drive 1 “car” with the other 2. Ask the students: What is happening with the cars? [another car is joining the first 2] How many cars started on the road? [2] How many cars joined? [1] How many cars are there in all? [3] My number sentence is 2 + 1 = 3. Repeat for as many problems as necessary.

Lesson 4

Challenge and Explore Write the following story problem on the board and read it aloud: Joe has 2 fish. He goes to the store and buys some more. Now he has 4 fish in all. Draw a picture.

Write how many.

Jonah eats 1

. Then he eats 1 more

How many

does Jonah eat in all?

Guiding Questions: 1. What parts of number sentence do we know? [we know the start, and we know how many fish he has in the end] 2. What part do we need to know? [how many fish he bought] 3. How can we solve this? [answers will vary: start at 2 and count up to 4, draw a picture to see what is missing, etc.] 4. How many fish did Joe buy? [2]

1 1 2 1 3 4 2 2 4 3 0 3 +

2. Joe has 1

. He gets

3 more

. How many

Assess

does he have in all?

3. 2

are in the pond. 2 more go in the pond. How

are in the pond?

4. There are 3

. No more

grow. How many are there?

Sam sees 3

Bonus!

many

. He

sees some more Sam sees 5

in all.

3 2 5 +

Find the missing addend.

Level K

Chapter 5

Practice 4

Common Errors Students may write the addends in the wrong spots in the number sentence. Go step by step with students to make sure the words match up with the numbers.

Teacher Notes

Lighthouse Math

Write the following word problem on the board and read it aloud: Andy has 2 apples. He buys 2 more apples. How many apples does he have in all? Have students draw a picture, write the number sentence, and solve for the sum on a piece of paper.

Lighthouse Math Teacher’s Guide

Chapter 6

100

Lighthouse Math Teacher’s Guide

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. • • • • • •

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

+ 2

Vocabulary Words addend sum

number line story problem

vertical horizontal

101

Lighthouse Math Teacher’s Guide

Level K Chapter 6-1 Sums through 5 Using a Five Frame

Name

Objective and Learning Goals

Let’s learn!

Count on to add 1 more!

y Students will use a five frame to find sums. y Students will find sums through 5.

3+1=

Vocabulary y Addend - the numbers that are added together in an addition sentence y Sum - the answer to an addition problem.

Draw and write how many.

Materials

Pre-Lesson Warm-up Guiding Questions

3. © Lighthouse Curriculum. Copying strictly prohibited.

y Blank five frame y Beans, pennies, or cubes for Struggling Learners y Blank ten frame for Challenge and Explore

The teacher should hand out a blank five frame to each student as well as 5 pennies, beans, or cubes. Make sure the object you use fits inside each square on the five frame. Review how to use the five frame. Write the number “2” on the board and tell students to put that many pennies in their frame. Count with students the number of pennies in their frame. Remind students to put their finger on each penny as it’s counted. Have students take the 2 pennies out. Now write the number “5” on the board. Walk around to make sure students are putting 5 pennies correctly in their five frames. Depending on your class, you could continue this work by having students place 0, 1, 3, or 4 pennies in their frame.

3+2=

1+4=

5+0=

1+1=

4 5 5 5 2

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.

102

Level K

Chapter 6

Lesson 1

Lighthouse Math

Draw and write how many.

Introduce the Lesson (Try it Together)

Look at Let’s Learn with students. First, have students look at the addition sentence. Explain that the first addend or number being added is 3. Have students look at the five frame and count the 3 pennies that are there. Now, look at the second addend, or number being added a one. Tell students to trace the circle in the five frame. The circle is the same as a penny. To find the sum, or answer, all we have to do is count how many are in the five frame. Tell students to point to each penny or circle and count each together as a class. Now, trace the total from the five frame after the equal sign to complete the addition sentence.

1+1=

3+2=

2+2=

4+1=

5+0=

1+2=

104

Lighthouse Math Teacher’s Guide

2+2=

Guiding Questions 1. How many pennies are placed in each square of the five frame? [one] 2. How does the five frame make it easier to count objects? [Answers will vary but could include it’s easier because all the pennies are in a line. Students might also say that the five frame separates the objects.]

Activities Repeat the same process with the problems in Try it Together. On the next Try it Together problems, remind students that the first addend, or first number in the addition problem, is shown in pennies. The second number is shown in dotted circles.

Level K

Chapter 6

Practice 1

Lighthouse Math

Level K Chapter 6-1 Try it together!

Struggling Learners

Draw a line. Solve.

Give struggling learners a blank five frame and beans, pennies, or cubes. Students can use them to fill the five frame for each addition sentence.

3+2=

2+1=

1+3=

4+1=

2 5 3 4 5

Early Finishers Students who finish early can work with a partner to practice using a five frame. One partner can say or write a problem on a white board. The other partner should show and solve the problem using pennies, beans, cubes, or counters in the five frame. Then partners can switch roles.

1+1=

Teacher Notes

Look at each five frame. Trace the circle to add on. Match the five frame to the addition sentence. Use the five frame to solve the problem.

Lighthouse Math

Level K

Chapter 6

Lesson 1

103

Challenge and Explore Give students an addition sentence, such as 4 + 3. Have students try to use a five frame to solve the sentence. When students find that there aren’t enough spaces, ask them how they think they could solve the problem. Students may suggest adding spaces to the five frame or not using the five frame and counting on a number line. Students may also suggest collecting 4 of an object and 3 of an object, and then counting how many there are altogether. The teacher can show students a ten frame and explain how it can be used to solve the problem. Give students a few problems to solve using the ten frame.

Write how many.

Assess

1+2=

3+1=

3+2=

4+1=

1+0=

0+5=

3 4 5 5 1 5

4+0= 1+1= 2+1= 1+4= 2+2= 0+3=

4 2 3 5 4 3

Write each of the addition problems shown below on the board one at a time. Ask students to show the problems in their five frame. You could either have students show the problems using a manipulative or have students draw circles in the five frame. Have students write the sums to the addition problems next to the five frame.

Teacher Notes

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.

Lighthouse Math

Level K

Chapter 6

Practice 1

3 + 2= [5] 4 + 0 = [4] 1 + 2 = [3] 2 + 2 = [4]

Common Errors Students may forget to count the circles they drew with the pennies that were there. Remind students to count everything in the five frame. Some students may miscount. Remind students to point to each penny/circle in the five frame when counting.

105

Lighthouse Math Teacher’s Guide

Level K Chapter 6-2 Learning About Number Lines

Name

Objective and Learning Goals

Let’s learn!

y Identify parts of a number line. y Use number lines to add.

Trace and count.

Vocabulary

0 1 2 3 4 5

y Number line - helps put numbers in order; a tool to help in counting

Materials

Pre-Lesson Warm-up Guiding Questions Day 1 of 2: Provide each student with 5 stacking cubes, 2 red and 3 blue. Place them in one pile. Tell students to build 2 towers, one red and one blue. Compare the 2 towers. Which is taller and which is shorter? Connect the 2 towers in a horizontal fashion. Students can now see the colors are still separate units or cubes but still see how the colors are grouped and which is longer or shorter. Count the cubes up and reinforce that there are 5. How could you write this using addition? [2+3=5] Draw the model on the whiteboard, showing 2 red plus 3 blue equals 5 cubes in all. Next, provide each student with a number path like the image below. What do they notice about the number path? Make sure the number path is large enough that the cubes can match up to the boxes on it to show one to one correspondence. Using the same cubes, break up the horizontal tower and have students place one cube on 1. Place another cube on 2. How many cubes are on the path now? [2] Place one cube on 3. How many cubes are on the path? [3] Say, “Now that we have 3 cubes on the path, let’s add 1 more cube. How many cubes are on the path now?” [4] “Yes, 3+1=4.” Add a 5th cube to the number path. Ask students to create a new number sentence. [4+1=5] Show students that each number on the path is placed directly and equally spaced from the next number. Remove all cubes from the number path.

What is missing?

Teacher Notes

Show how number lines are like number paths that we learned about 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.

106

Lighthouse Math Teacher’s Guide

Lesson 2

Lighthouse Math

hops.

Start

Hops

End

Start

Hops

End

Start

Hops

End

Start

Hops

End

0 1 1

0 2 2

Number Path

0 © Lighthouse Curriculum. Copying strictly prohibited.

Day 2 of 2: In the Let’s Learn section, discuss how number paths look similar to number lines. A number line helps us count. Look at the number line, discuss what is seen (tick marks, even spacing, arrows, numbers in order, etc.), and then count the numbers while tracing. In the next section, count aloud the numbers and fill in the box of what number is missing. Note that 0 starts the number line, and 5 ends the number line. In the Try it Together, match the missing number on the number line to the numbers in the right margin. Fill in the empty number line with numbers and follow the microphone cues. Once completed, provide students with counters. Model 0 counters under 0, 1 counter under 1, 2 counters under 2, etc, to show the numbers on line represent amounts.

Chapter 6

Introduce the Lesson (Try it Together)

Level K

The

Guiding Questions 1. What number is first on the number path? [0] 2. What number comes after 2? [3] 3. What number is before 5? [4] Make a blank number path on the whiteboard with empty boxes. Ask students to come up and fill in what number should be in each box.

0 1 2 3 4 5 0 1 2 3 4 5 0 1 2 3 4 5

y Stacking cubes in 2 colors/5 per student (Pre-Lesson) y Image of number line path (Pre-Lesson) y Plastic counters/15 per student (Try It Together) y Sticky notes (Struggling Learners) y Anchor chart (Struggling Learners) y Cup of beans (Early Finishers) y Image of number line 0-10 (Early Finishers) y Paper (Early Finishers)

What is a number line?

1 2 3

2 3 5

Teacher Notes

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 did it take to get to 3? [2] 4. Find the frog at 2. Hop 3 times. What number do you land on? [5]

108

Level K

Chapter 6

Practice 2

Lighthouse Math

Level K Chapter 6-2 Try it together!

Struggling Learners

Match.

0 1 2 3 4 5

Make a large number line on an anchor chart or white board showing tick marks but missing the numbers. Provide struggling learners with sticky notes with missing numbers (0-5). Have students place sticky notes in order on the number line. Print out a large picture of a frog to use with students. Ask students: What number does our number line start with? [0] Place the frog on 0. If I made one “hop” from 0, what number would I land on? [1] Model a hop with the frog. If I made 2 hops from 0, what number would I land on? [2] Model 2 hops from 0. If I started at 1 and made 3 hops, what number would I land on? [4]

0 1 2 3 4 5

Early Finishers

Fill in. Circle.

0 1 2 3 4 5

Challenge and Explore

Teacher Notes

Fill in the number line from 0 to 5. Circle the number after 0. Put a box around the number after 4. Put a star over the number that is 2 spots from 0.

Lighthouse Math

Level K

Chapter 6

Lesson 2

Read the story problem. Jim has 2 apples. He buys 2 more apples. How many apples does Jim have in all? Draw a number line and show how to solve the story problem. Circle the number of apples Jim has in the beginning. Show the number of hops to add more apples. Put a box around the number you land on.

107

Ask Students 1. What number did you start on? [2] 2. How many hops did you make? [2] 3. What number did you land on? [4] 4. So, what addition sentence can you write from looking at this number line? [2+2=4]

Write how many.

1. 1+1=

2. 3+1=

3. 0+2=

4. 4+1=

5. 0+5=

1+0=

2 4 2 5 5 1

2+3= 4+0= 2+1= 2+0= 3+0=

1+3=

5 4 3 2 3 4

5 5+0= 1+2= 3+2= 1+4= 0+0=

2+2=

5 3 5 5 0 4

Teacher Notes

Use the number line. Put your finger on the starting number. Hop along the number line to find the end sum.

Lighthouse Math

Level K

Chapter 6

Practice 2

Assess

Provide students with a pre-made number line starting at 0 and going up to 10. Affix the number line to white paper. Give each student a cup of beans and glue. Have students glue the beans underneath each of the numbers on the number line. So, under 0, there will be no beans. Under 1, there will be 1 bean. Under 2, there will be 2 beans glued one underneath each other. Go all the way up to 10.

Pass out a piece of paper with a number line drawn, leaving out the tick marks and the numbers 0 - 5. Ask students to draw in the tick marks and missing numbers. Use this number line to answer the following questions. 1. If you start on 1 and make 1 hop, what number will you land on? [2] 2. If you start at 0 and add 3 hops, what number will you land on? [3]

Common Errors Students may want to always start at 0 on the number line. Students may also not understand that numbers on a number line represent a concrete amount.

109

Lighthouse Math Teacher’s Guide

Level K Chapter 6-3 Counting On to Add from 0 to 5

Name

Objective and Learning Goals

Let’s learn!

y Use the counting on strategy to solve for sums up to 5.

Vocabulary

1 2

2 +

Make a hopscotch board on the floor with 6 spaces (labeled 0 to 5), either outside with chalk or inside with tape. Roll the die two times (or roll 2 dice; reroll if dice land on a 6). Students write the addition sentence on their dry-erase boards. Choose a student to jump the sum on the hopscotch board. Repeat so all students get a chance to jump on the hopscotch board.

Count and add.

Materials

Pre-Lesson Warm-up Guiding Questions

3+2=5

3...

y Addend - any number added to another number y Sum - the answer, or result, when adding numbers y Chalk or tape y Die y Dry-erase boards y Dry-erase markers y 5x5 bingo grid/student y Handful of counters/student y Paper y Pencils

Count on!

Teacher Notes

Guide students to count on or up from the first number instead of counting each individual picture or symbol. Point to the first number and count out loud.

Guiding Questions 1. How did you solve for the sum? [Answers may vary. Answers may include: counting on, drawing circles; counting fingers; etc.] 2. Is there a way to check if your sum is correct? [Yes] 3. If so, how? [Answers may vary. Answers may include: Drawing again; subtracting from the sum to get the other addend; counting back; etc.]

110

Level K

Chapter 6

Lesson 3

Lighthouse Math

Write how many in all.

Introduce the Lesson (Try it Together) Introduce the counting on strategy for solving addition problems. Use an octopus picture to illustrate. Initially, there are 3 octopuses. Ask students to keep “3” in mind while counting the rest, leading to a total of 5. Emphasize that fingers can also be used to count on, exemplified by 4+1. Keep “4” in mind, count up “1” on the fingers, resulting in 5.

1+1= 2

Activity Practice counting on with more examples. For an activity, distribute 5x5 bingo grids and counters. Students randomly fill grids with numbers 0-5. Play Addition Bingo by writing addition problems on the board. Students solve and mark the answer on their grid. The game continues until a student gets 5 sums in a row.

10.

1+2= 3

11.

2+2= 4

112

Lighthouse Math Teacher’s Guide

1+2= 3

3+2= 5

2+2= 4

1+3= 4

2+1= 3

3+0= 3

4+1= 5

5+0= 5

1+1= 2

1+4= 5

2+3= 5

4+0= 4

Level K

Chapter 6

Practice 3

Lighthouse Math

Level K Chapter 6-3 Try it together!

Apply and Develop Skills (Practice)

Draw a line to match. Write how many.

Continue working through the rest of the Try it Together and independent practice. Remind students to count up in order to add quickly. If necessary, students can draw pictures to help.

5 2 4 1 3

4+1= 1+1= 3+1= 1+0= 2+1=

Struggling Learners For struggling learners, allow students to have a dry-erase board and marker to draw out their problems for the Addition Bingo activity, Try it Together, and independent practice. Tell students to draw circles for each addend and then count on to find the sum. © Lighthouse Curriculum. Copying strictly prohibited.

Draw and solve.

2. 1+1=

3. 2+3=

Early Finishers Students can play bingo by themselves by using a die for their addition problems. Tell students to roll the die two times. Write these two numbers on a dry-erase board and find the sum. Then put the counter on the sum on the bingo grid.

Challenge and Explore Lighthouse Math

Level K

Chapter 6

Lesson 3

Write the problem on the board and have students tell you the addends.

111

___ + ___ = 5 Ask students: Are there only two addends that equal 5? [No] How did you find the addends? [Answers may vary. Answers may include: counted on; used my fingers; etc.]

Write how many in all.

1. 1+2=

Assess

Write the following problems on a piece of paper for each student, and have students solve for the sums. 1+2=___ [3] ; 2+3=___[5] ; 5+0=___ [5]; 4+1=___ [5]

2. 0+4=

3+2=

4. 2+3=

Teacher Notes

The first addend is red. That tells us where we should start on the number line.

Lighthouse Math

Level K

Chapter 6

Practice 3

Common Errors Students may count from zero each time instead of counting up from the first addend. Students may lose track of their counting. Make sure students keep track of the second addend either with a picture or fingers.

113

Lighthouse Math Teacher’s Guide

Level K Chapter 6-4 Story Problems and Vertical Addition for 0 to 5

Name

Objective and Learning Goals

Let’s learn!

y Solve addition story problems with sums up to 5 using vertical addition and the counting up method. y Draw pictures to solve addition story problems. y Write the correlating addition sentence for story problems.

Flash has 2 . He gets 1 more . How many does he have in all?

Vocabulary

Horizontal

Lighthouse Math Teacher’s Guide

Horizontal

Vertical

Horizontal

3 + 2 = 5

Vertical

Horizontal

Vertical

1 + 3 4

Read. Write. Solve. Flash saw 1 . He saw 3 more . How many did Flash see?

1 + 3 = 4

Teacher Notes

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 the problem is written horizontally or vertically, as long as it has the same addends.

114

Level K

Chapter 6

Lesson 4

Lighthouse Math

Draw a line to match. Write how many.

1. Joe has 5

1 +1

. He gets 0 more . How many does he have in all?

2 2 +3

is running. 1 more starts running, too. How many are running?

Introduce the Lesson (Try it Together)

5 5 +0

sprouted yesterday. 2 3 more grew today. How many are there altogether?

Activities Students will act out story problems as you read. Place out in front of the classroom five of each: apples, bananas, milk jugs. This is a pretend grocery store. Supply students with shopping bags. You read the story problem. One student will act out the story problem while the remainder of the class will write addition sentence on their dry-erase boards. Example: Tim gets 3 apples. He gets 1 more. How many does he have?

+ 1

+ 2

Guiding Questions 1. To find out how many apples Jim bought, did you add or subtract? How do you know? [Add, because Jim got more.] 2. What would the addition sentence be? [2+3=5] Remind students that when we write a number sentence like this, we call it a horizontal math problem. Horizontal means going side to side. Today we are going to learn about solving vertical math problems. Vertical means going up and down. Write the problem above in vertical format to show the difference.

Read the word problem in the Let’s Learn. Tell students to circle the two amounts of ice cream. What are the 2 addends in the story problem? [2 and 1] Show students that 2 addends can be written vertically and mean the same as horizontal addition. Show students that the equal sign line means the same as the = symbol. Trace the addends. Introduce the counting up strategy. Find the larger number first. Circle it. Then start counting up from that number only counting the number of times noted in the second addend. Use your fingers to help or use a number line. In Try it Together, have students circle the addends, draw circles, and solve by counting up from the higher number.

Vertical

Gather 5 apples or cut out 5 paper apples. Write the following story problem on the whiteboard or anchor chart: Jim has 2 apples. He buys 3 more. How many apples does he have in all? Pretend to be at the grocery store. One student can be Jim. Have a student take a shopping bag and pretend to be shopping for apples. Ask all of the students: How many apples does Jim need to put in his bag first? [2] The student should take 2 apples and place them in his bag. Ask all students: How many apples does Jim need to buy? [3] The student then takes 3 more apples. Ask all the students: How many apples does the student have in his bag? [5] Have another student be the cashier and have Jim take the apples out of the bag. Count as a class as the apples are removed. (1…2…3...4…5)

This line means equal.

1 + 2 = 3

Materials

Pre-Lesson Warm-up Guiding Questions

Read. Solve. Circle.

y Story problems - word problems or problems that use stories to indicate mathematical application and thinking y Pretend apples or pictures of apples (Pre-Lesson) y Pretend apples, bananas, milk jugs (Activities) y Dry-erase boards y Dry-erase markers y Shopping bags (Pre-Lesson and Activities) y Counters, beans, or linking cubes (Struggling Learners) y Linking cubes (Struggling Learners) y Note cards (Early Finishers)

That’s the same as 2+1=3

116

Write how many.

Jim gets 3 . Sam gives him 2 more . How many does Jim have now?

3 + 2 5

There are 2 at the zoo. 2 more come to the zoo. How many are there?

2 + 2 4 Level K

Chapter 6

Practice 4

Lighthouse Math

Level K Chapter 6-4 Try it together! Draw a picture.

Struggling Learners Write how many.

Use beans or counters to act out each of the story problems as the students read. For example, in number 1 for Try it Together, students will get 3 counters and then 2 more. Then have students count them in all. After using the counters, have students draw their counters and write the vertical addition sentence. The teacher can model the counting up strategy using linking cubes by starting with the larger addend of 3 cubes and then adding 2 more cubes to make 5.

1. Jim gets 3 . Sam gives him 2 more . How many does Jim have now?

+ 2

5 1 + 2 3

and he gets 2 more . How many does Sammy have now?

1 + 3 4

3. Jack has 1

and he gets 3 more . How many does he have altogether?

1 + 1 2

4. Dan buys 1

and his friend gives him 1 more . How many does Dan have in all?

2. Sammy had 1

Challenge and Explore

Teacher Notes

Write the story problem on the whiteboard and solve with students. Jerry has no food. He went to the store and did not buy any food because he had no money. How much food does Jerry have? Have students solve on their own dry-erase boards.

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 in the 2 addends first. Count up from that number using your fingers if it helps you. Have a number line visible on the white board or a copy of one for students to use at their desks.

Lighthouse Math

Level K

Chapter 6

Lesson 4

115

Ask Students 1. How much food does Jerry have? [none] 2. What would the addition sentence look like for this story problem? [0+0=0] 3. Why are the addends both 0? [ Jerry had nothing and bought nothing. Nothing is the same as 0.]

Write a story problem. Solve. Answers will vary.

1 + 2

Students can act as the teacher and write their own addition story problems with sums up to 5 on note cards. The front side is the story problem, and the back side is room for the vertical addition sentence. Then, trade the story problems with other early finishers, solve, and return back to the original writer of the story problems to check the answers.

James read 1 book.

He read 2 more.

3 How many books did James read?

4 + 1

Assess

4 birds were in the nest.

1 more bird flew in the nest.

0 + 4

How many birds were in the nest?

Matt had no pencils.

His teacher gave him 4 pencils to use.

4 Teacher Notes

Guide students to look at the story problems on the previous pages. Provide sentence starters if necessary.

Level K

Chapter 6

Practice 4

Common Errors Students may want to subtract instead of add. Make sure students record the sum in the correct place. When teaching the counting up strategy, students may want to start at 0 even if the addend is not a 0. Start at the higher addend first and then add the next addend.

How many pencils does Matt have now?

Lighthouse Math

Have students write their own addition story problem with sums up to 5. Provide a drawing and show the vertical addition sentence with the solution.

117

Lighthouse Math Teacher’s Guide

Chapter 7

118

Lighthouse Math Teacher’s Guide

an us

o Th

n Te

d re

In Chapter 7, we will learn to subtract using pictures, five frames, and number lines. • • • • • •

Understand that subtraction means to count down or take away Understand that the answer to a subtraction problem is called a difference Cross out pictures to find the difference Use a five frame to find differences Count down on a number line to find the difference Solve story problems using subtraction

Vocabulary Words subtract count down

difference subtraction sentence

story problem

119

Lighthouse Math Teacher’s Guide

Level K Chapter 7-1 Subtraction from 0 to 5 with Pictures

Name

Objective and Learning Goals

Let’s learn!

Subtract means take away.

y Subtract by counting down from a given number, specifically focusing on the numbers 0-5.

Vocabulary

5-3=

y Subtract - to take an amount away from a starting amount y Count down - a method of subtraction where you start with a number and count down to find the difference y Difference - the result of subtracting one number from another

y Sticky notes y Chart paper y Marker y Beach ball y Dry-erase board y Dry-erase marker y Bears or beans

Pre-Lesson Warm-up Guiding Questions

Materials

Put 3 sticky notes on an anchor chart. Ask students: How many sticky notes did I start with? [3] Now, take off 1 sticky note. Write the number 3 on the chart paper. Ask students: What did I do? [took away a sticky note] Write a minus sign next to the 3. Ask students: How many did I take away? [1] Write a 1 next to the minus sign (3-1). Ask students: How many sticky notes are left on the chart paper? [2] Write an equal sign and a 2 next to the subtraction sentence (3-1). Show students that they just solved the subtraction sentence 3-1=2 (point to the problem while solving it). Repeat by starting with 4 sticky notes and taking away 3.

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.

120

Level K

Chapter 7

Lesson 1

Lighthouse Math

Cross out to show how many are left. Write in the answer.

4-2=

Introduce the Lesson (Try it Together) We’ll use pictures for subtraction. In an example with cookies, Flash starts with 5 and crosses off 3. Students physically cross off the 3 cookies, signifying subtraction, leaving 2 cookies.

5-1= 4

2-2=

Students then trace the number 2 for the difference and continue this with more examples. Remind them to use circles to represent numbers and cross off circles for subtraction.

1-1= 0

3-3= 0

4-0=

Draw. Cross out. Write how many are left.

8. 5-5= 0

2-1= 1

10. 5-0= 5

122

Lighthouse Math Teacher’s Guide

Teacher Notes

Guiding Questions 1. What does it mean to subtract? [to take away] 2. How do we know how many to start with? [the first number, or the whole number, tells us how many to start with] 3. How do we know how many sticky notes to take away? [the second number tells us how many to take away]

Activity In the activity, a beach ball with subtraction problems is used. Students stand in a circle and toss the ball. The catcher solves the problem closest to their right thumb, continuing until all students have a turn.

3-2=

4-2= Level K

Chapter 7

Practice 1

Lighthouse Math

Level K Chapter 7-1 Try it together! Trace the signs.

Struggling Learners

Write it on your own.

Give struggling students bear counters or beans to physically take away for each subtraction sentence. Tell the students to put out bears or beans for the starting number. Then, tell students to take away bears or beans for the second number in the subtraction sentence. Finally, tell students to count how many bears or beans are left over.

Draw and cross off circles to show how many are left. Write how many are left.

3. 5 - 4 = 4. 3 - 2 = 5. 2 - 1 = 6. 5 - 3 = 7. 4 - 4 = Lighthouse Math

3 1 1 1 2 0 Level K

Early Finishers

2. 4 - 1 =

Pass out a 5 grid (like below) to students with numbers 1 to 5 written at the bottom of each column. Students roll a die two times, subtract the two numbers, find the difference on their grid and color above the difference. For example, if the student rolls a 4 and a 3, they subtract 4-3 and color in directly above the 1. Students keep rolling and subtracting. The first student to get all the spaces colored in to the top of the column wins.

1 Chapter 7

Lesson 1

121

Challenge and Explore Read the word problem to students and tell them to solve for the difference. Tim has 4 bananas. He eats 1 banana. How many bananas does he have left?

Draw. Cross out. Write how many are left. . Cross out 2

3 2. Draw 3

. Cross out 1

. Cross out 3

Level K

Assess

left

. How many areleft?

0 Lighthouse Math

left

. How many are left?

1 4. Draw 3

left

. How many are left?

2 3. Draw 4

Ask Students 1. What does it mean to subtract something? [To ‘subtract’ something means to take it away from a group or a total] 2. How can we subtract numbers by counting down from a given number? [starting from the larger number and then counting backward as many times as the smaller number]

. How many are left?

1. Draw 5

Chapter 7

Practice 1

Pass out a paper with the subtraction sentences 5-1=__ [4], 4-2=___ [2], and 3-3=___ [0]. Tell students to draw circles and write the difference for each subtraction sentence.

Common Errors Students may draw circles for both numbers instead of crossing off circles for the second number in the subtraction sentence.

left

123

Lighthouse Math Teacher’s Guide

Level K Chapter 7-2 Differences Through 5 Using a Five Frame

Name

Objective and Learning Goals

Let’s learn!

Cross off to see what’s left over.

y Use a five frame to subtract.

Vocabulary

4-3=

y Difference - the answer to a subtraction problem

Materials y Manipulatives (pennies, counters, cubes) for Struggling Learners y For Early Finishers, prepare sets of subtraction problems on index cards. Prepare index cards with one subtraction problem on each card. Put the subtraction problem on the front of the card and the difference on the back. y Sheet of 10 frames and a crayon for Challenge and Explore y Sheet of blank five frames for Assess

Hold up 5 crayons. Walk around and give a student 2 crayons. Ask, “How many crayons do I have left? [3] Now, have the student give the crayons back. Repeat the same process as before but this time give a student 4 crayons. Now, how many crayons do I have left? [1]

3-1=

Pre-Lesson Warm-up Guiding Questions

Cross out. Write how many are left.

Guiding Questions 1. What happened to the number of crayons I had when I gave them away? [Answers will vary but should include that I had fewer crayons or I didn’t have as many crayons.] 2. How many crayons would I have if I gave 5 crayons away? [I’d have 0 crayons because I gave them all away.]

3. 5-3=

4. 4-2=

2 0 2 2

Teacher Notes

Model how to use the five frame for subtraction with real pennies or counters. 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.

124

Level K

Chapter 7

Lesson 2

Lighthouse Math

Introduce the Lesson (Try it Together) Tell students that today we are going to practice our subtraction using a five frame. Show a blank five frame and ask if students remember using a five frame for addition. Ask a student to explain how a five frame was used for addition. [Students should say something like we drew circles in the five frame to show the addends. Then we counted the circles we drew to find the sum or answer.]

Draw, then cross out. Write how many are left.

Repeat the same process for at least the first two problems in Try it Together. It’s important for students to recognize that the first number in a subtraction sentence represents the total amount you have. The second number tells what you’re taking away or what is being subtracted. Activity As you move through the practice activities, students will be asked to draw circles in the five frame to represent the total. The teacher may need to model a problem or two before students can fill in the five frame independently.

Look at the Let’s Learn. Have students point to each penny in the five frame as you count aloud as a class. Now ask, “How many pennies are there?” [4] Now, let’s take away 3 pennies. Have students take their pencils and trace the dotted lines to cross out 3 of the pennies. Ask, “How many pennies are left?” [1] Now, connect the total number of pennies in the five frame to the 4 in the subtraction sentence and the number of pennies crossed out to the 3 in the subtraction sentence. Students should then trace the 1 to show how many pennies are left.

3-2=

5-5=

4-1=

5-3=

1-0=

126

Lighthouse Math Teacher’s Guide

Level K

Chapter 7

Practice 2

Lighthouse Math

Level K Chapter 7-2 Try it together!

Struggling Learners

Cross out. Write how many are left.

3-2=

4-1=

2-1=

5-3=

Struggling learners may need a manipulative (pennies, counters, cubes) to show each subtraction sentence. Struggling learners may need to be reminded that the first number in the subtraction sentence represents the total, what you’re starting with.

1 3 1 2

Early FInishers

Draw a line to match. Solve.

5-2= 3-1= 4-3=

Lighthouse Math

Level K

Chapter 7

Lesson 2

3 2 1

Prepare index cards with one subtraction problem on each card. Put the subtraction problem on the front of the card and the difference on the back. Have students work with partners. Give each partner 5 pennies and the group one set of index cards. One student chooses a problem and puts it so both partners can see. Each partner uses the manipulatives to show the problem and find the difference. Once both students have found the difference, students can check the back of the card to see if they were correct.

Challenge and Explore Give each student a ten frame and a crayon. Show students the problem 8 - 2. Ask students to try and show that problem in the ten frame. After giving students a minute or two to try, show students how to solve the problem. In your modeling, be sure to fill the top 5 frame with circles before filling in any circles on the bottom 5 frame. Show students how to cross out 2 circles. Count together the circles that are left. [6]

125

Now, give students additional problems to try: 10 - 6 = [4] 9 - 4 = [5]

Write how many are left.

Assess 4-2=

3. 5-4=

5. 3-2=

7. 1-1=

2 1 1 0

2. 3-1=

2-2=

4-3=

5-1=

Give students some blank five frames and a crayon. Put the following problems on the board one at a time. Ask students to show the problem in their five frame and solve. Walk around while students are working to assess understanding. 5 - 2 = [3] 4 - 1 = [3] 3 - 3 = [0] © Lighthouse Curriculum. Copying strictly prohibited.

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.

Lighthouse Math

Level K

Chapter 7

Practice 2

Common Errors Students may count what is crossed out as their answer, or difference. These students may need to be reminded that what they are crossing off they no longer have. Students may add in what is being subtracted instead of crossing off. Remind students that the first number is our total, and then we take away, or cross off, the second number.

127

Lighthouse Math Teacher’s Guide

Level K Chapter 7-3 Subtraction from 0 to 5 using a Number Line

Name

Objective and Learning Goals

Let’s learn!

Hop back on the number line to subtract!

y Represent subtraction problems using a number line. y Demonstrate how to correctly count backwards on a number line.

Vocabulary

5-2=

y Subtract - to take an amount away from a starting amount y Number line - helps put numbers in order; a tool to help in counting y Chalk, dry-erase markers, or masking tape y Large whiteboard for display y Number flashcards y Printed frog image y Small whiteboards for students y Pencil y Colors

Pre-Lesson Warm-up Guiding Questions Start with a number line drawn with chalk outside or tape/ dry-erase markers in the classroom. Ask for a volunteer to follow your instructions. Ask the student to start on the 4 and to move two steps backwards. Ask the volunteer and the class what number the student is on now. While the activity is taking place, write the subtraction problem on the whiteboard. Repeat with at least 2 or 3 more volunteers.

Materials 1

4-2=

5-3=

3-3=

Teacher Notes

Guide students to find the number they start with. Trace the red circle. This is where they start. Then trace the hops one 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.

128

Guiding Questions 1. How is this similar to what we did in our last lesson? [both include taking something away; ending with a lower number; etc.] 2. When you’re hopping back, how do you know it’s subtraction? [you’re ending at a lower number] 3. Why do we hop to each number instead of skipping? [to track the numbers we’ve counted]

Level K

Chapter 7

Lesson 3

Lighthouse Math

Draw on the number line to subtract.

Introduce the Lesson (Try it Together)

4-3=

3-1=

Tell students to look at the number line on the Let’s Learn page. Tell them we will learn to subtract using a number line. The number line is the same one used in addition, but we will hop backward instead of forward. Tell students to circle the first number in the subtraction problem. Tell students to trace the “hop” lines, and ask them what number they finish on. Tell them that number is their final answer.

1 2

Use the number line to subtract.

Activity Distribute individual number lines for students to use, or tape them to their tables or desks. Also distribute a small printed frog. Allow students to name or decorate their frogs. Tell them that their frog will help them hop to each number to subtract. Using a modified deck of cards (A-5) or number flashcards, have students flip over two cards. Start with the larger number, and ask students to write it down on their whiteboard. Complete the subtraction sentence with the other number. Have students use their frogs to count back on the number line and complete the subtraction sentence.

5-2=

3-2=

2-1=

4-2=

3 1 1 2

4-4= 5-3= 4-1= 5-4=

0 2 3 1

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.

130

Lighthouse Math Teacher’s Guide

Level K

Chapter 7

Practice 3

Lighthouse Math

Level K Chapter 7-3 Try it together!

Struggling Learners

4-2=

5-1=

3. 0

4-3=

2-2=

5. 0

5-4=

Have students solve the problems from the Let’s Learn page on their own number line and ask them to compare their answers. If they get it incorrect, ask them why their answer is different than Flash’s. For continued support, have them use their frog and number line for the independent practice pages.

Early FInishers Allow students to continue playing the deck of cards and frog activity game on their number line. Students can also use a timer to see how quickly they can finish solving 10 problems with their frog and number line. © Lighthouse Curriculum. Copying strictly prohibited.

Circle the starting number. Hop along the number line to show how many you take away. Write down the number you finish on.

Level K

Chapter 7

Lesson 3

Have students roll a die until it lands on 6. Then roll the die one more time. Use the 6 and the next number they roll to write a subtraction sentence. Ask students if they can still use their number lines to help them solve this problem. 1. How would they have to change the number line to do this? [add a six after five] 2. Can you still solve this problem like we did with the others? [yes!]

Teacher Notes

Lighthouse Math

Challenge and Explore

129

Proceed to solve the problem by hopping to random numbers at various intervals (e.g, 6-3 looks like 6 to 4 to 3 to 1). 1. I took 3 hops. Is the answer correct? Why or why not? [no, you must hop to the number right next to the one you started on]

4-3 =

1. 4-3 =

5-3=

2. 5-3=

3-2=

3. 3-2=

3 1 1 2 5 1

Assess

Circle the star if the answer is correct. Circle the X if the answer is incorrect. Write the correct answer.

Level K

Chapter 7

Practice 3

Common Errors Students may go the wrong direction on the number line. Remind them to move toward the smaller numbers (left, toward 1, away from 5). Students may skip numbers instead of counting each one.

Teacher Notes

Lighthouse Math

As a class or in groups, show the students a subtraction problem, such as 5 - 3. Demonstrate an incorrect way to solve and write the incorrect answer on the board. Ask students to give a thumbs up or thumbs down if they agree or disagree with the answer. Ask them to explain why it was wrong and write the correct answer on their whiteboards.

131

Lighthouse Math Teacher’s Guide

Level K Chapter 7-4 Name

Objective and Learning Goals

Story Problems with Subtraction from 0 to 5

Let’s learn!

y Solve subtraction story problems with differences up to 5. y Draw pictures to solve subtraction story problems. y Write the correlating subtraction sentence for a story problem.

Flash has 3 He loses 2 How many

Vocabulary

That’s the same as 3-2=1

. .

- 2

are left?

This line means equal.

y Story problems - word problems or problems that use stories to indicate mathematical application and thinking y Subtraction sentence - numbers, minus sign, and equal sign used together to show subtraction

Materials

Pre-Lesson Warm-up Guiding Questions Use a mixing bowl, baking sheet, spoon, and 5 pretend cookies or cut out 5 cookies from construction paper. Write the word problem on the board or an anchor chart: Bill bakes 5 cookies. He gives away 2 cookies to his friend Jim. How many cookies does Bill have left?

Flash has 4

He gives 1

to his friend.

How many

does he have left?

Read the story problem out loud. Model how to find the important information by circling it. Show how to put the numbers in a 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.

132

Chapter 7

Lesson 4

1. There are 2

Introduce the Lesson (Try it Together)

Lighthouse Math

in the garden. Sam picks 1 . How many are left in the garden?

4 -3 1

4 are on the grass. 3 fly away. How many are left?

5 -3 2

There are 5 . 3 run away. How many are left?

2 -1 1

Draw a picture.

Write how many are left.

3 —2 1

There are 3 . 2 swim away. How many are left?

134

Lighthouse Math Teacher’s Guide

Level K

Draw a line to match. Write how many are left.

Guiding Questions 1. To find out how many cookies Bill had left, did you add or subtract? How did you know? [subtract because he gave them away and had less left over] 2. What would the subtraction sentence be for this word problem? [5-2=3]

Move to the Try it Together section. Continue to read the problems aloud. Circle the important information and draw pictures to represent the number sentence before writing it. On the last page, prepare students for a dictation sentence to solve using subtraction.

4 —1 3

Teacher Notes

Tell students you will call up a student to act out the word problem and pretend to give away cookies. Call on one student to be Bill. Have the student come up and pretend to bake the cookies by stirring the bowl. Ask all students: How many cookies does Bill bake? [5] Tell the student (Bill) to put 5 cookies on a baking sheet. Ask students: How many cookies does Bill give to his friend? [2] Tell the student to give you (Jim) 2 cookies. Count, as a class, how many cookies are left on the tray (1…2…3) Ask students: How many does Bill have left? [3]

Read through the Teacher Notes on the Let’s Learn student page to support students through understanding story problems. Focus on circling the important information and drawing pictures to represent the problem. Students may use circles to represent the numbers. They do not need to draw the exact picture.

Write how many are left.

y Pretend cookies or pictures of cookies y Mixing bowl y Baking tray y Counters or beans

Level K

Chapter 7

Practice 4

Lighthouse Math

Level K Chapter 7-4 Try it together!

Apply and Develop Skills (Practice)

Draw a picture. Write how many are left.

Guide students through the practice pages. In the first part, students will match the story problem to the vertical sentence. Encourage students to circle the important information to help them solve. In the bottom problem, students will draw a picture to model the problem. On the last page, read and solve the subtraction sentence. Then students will listen, draw, write a story problem, and solve it.

4 —2 2

Jim has 4 . 2 fly away. How many are left?

Struggling Learners

Lighthouse Math

3 —1 2

Sam buys 3 He eats 1 . How many are left?

Level K

Chapter 7

Lesson 4

Allow struggling learners to use counters or beans to act out each word problem. For example, in the first practice problem, have students set out 2 beans for the flowers. Then take 1 way. Count how many are left. Draw a line to the subtraction sentence that shows 2 - 1 = 1. Continue with the next problem.

Early Finishers Students can make up and solve their own story problems with a partner. Give partners counters or beans to use as props for their story problems. Encourage students to act out the problems as they say them.

133

Challenge and Explore Write the following story problem on the board and solve it with students. Jerry has 5 coins. He loses some. Now he has 3 coins. How many coins did Jerry lose?

Listen. Write. Draw. Solve.

Ask students: How many coins did Jerry start with? [5] How many did he have at the end? [3] What do we need to find out? [How many he lost]

5 —1 4

Write the subtraction sentence showing all the parts as students solve.

Teacher Notes

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.

Lighthouse Math

Level K

Chapter 7

Practice 4

Max has 5 toy cars. He gave 1 away. How many are left?

Have students write or say their own story problem with differences up to 5. Write the subtraction sentence and solve.

Common Errors Students may add instead of subtract. Be mindful that students are crossing out on their pictures and counting what is left.

135

Lighthouse Math Teacher’s Guide

Chapter 8

136

Lighthouse Math Teacher’s Guide

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. •

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 ordinal numbers day

date week month

calendar o’clock hour hand

minute hand 1st 2nd

3rd 4th 5th

137

Lighthouse Math Teacher’s Guide

Level K Chapter 8-1 Ordinal Numbers

Name

Objective and Learning Goals

Let’s learn!

y Describe the position of an object using ordinal numbers. y Write ordinal numbers up to fifths using words. y Write ordinal numbers up to fifths using numbers. y Recognize ordinal numbers up to tenths.

What place am I in?

I am in front. What place am I in?

Vocabulary y Ordinal numbers - numbers used to show order - first, second, third, etc.

Materials

Pre-Lesson Warm-up Guiding Questions Bring five students up to the front of the class and stand them in a line. Count the students together: 1, 2, 3, 4, 5. Point to the first person. Say, “We don’t say they are ONE in line. What do we say? [first] Good! Give this student the card that says FIRST. How about the next person? Are they TWO in line?” [second] Give the second person the SECOND card. Keep going until you get to the fifth person. Once done, have students hold up their cards and say the order together as a class. Say: “We put the students in order from first to fifth place. These are called ordinal numbers. We can use numbers, too.” Pass out the cards 1st-5th. Have students hold up the number cards and the word cards. What do you notice? [number cards show the number but have letters after the number, word cards have the same ending as number cards] Circle the endings on the number cards and word cards and repeat saying the ordinal numbers. Then have students mix up their order. Still holding their cards, ask another student to put them back in order. Do this a few times with just numbers and just words.

y Popsicle sticks for student pairs labeled up to 10th/tenth y 10 note cards: 5 with ordinal numbers, 1-5 in number form, and 5 in word form y Note cards for early finishers to make a memory game

Lighthouse Math Teacher’s Guide

3rd

4th

5th

FIRST

SECOND

THIRD

FOURTH

FIFTH

Circle.

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?

138

Level K

Chapter 8

Lesson 1

Lighthouse Math

Chapter 8

Practice 1

Lighthouse Math

Trace. Color.

2nd

4th

Introduce the Lesson (Try it Together)

Activity Make the popsicle sticks in advance. With the stick horizontal, write 1st on the left side and FIRST on the right side. Continue through 10th/TENTH. Make enough for one set per pair or group of three. Pass out the sticks to student groups and have them put the sticks in order. Have them practice saying the ordinal numbers out loud.

2nd

Teacher Notes

Guiding Questions 1. How are ordinal numbers the same as numbers we count with? [they use the same digit, they go in order] 2. How are ordinal numbers different? [they have different words or different endings] 3. Where else have you heard or used ordinal numbers? [I got third place, she is first in line, Fourth of July, etc.]

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 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. Then move to the caps. Which cap is THIRD? Circle the 3rd cap. What color is the third cap? Move to the Try it Together section and read the microphone instructions.

1st

3rd Teacher Notes

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.

140

Level K

Level K Chapter 8-1 Try it together!

Apply and Develop Skills (Practice)

Circle.

Have students trace the ordinal numbers, then color in the corresponding shape in that place. Read the instructions to students. On the second page, have students trace the ordinal words. Then draw lines from the hippos to the correct word based on each hippo’s place. Remind students to look at the number on the hippo to give them clues.

Struggling Learners

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?

Lighthouse Math

Level K

Chapter 8

Lesson 1

139

Give students the popsicle sticks 1st-5th. Have them put the sticks in order and then practice saying the order. Line up different objects next to the sticks. Ask students to tell you what place they are in. Use the sticks to help reference. Students can also place the sticks on their math pages to help them find the order.

Early Finishers Students can practice writing the ordinal numbers and words on separate note cards. With a partner, they can play memory. Mix up the cards and place them face down. One student turns over 2 cards, trying to match up the ordinal number with the ordinal word. If they match, the student can go again. If not, turn the cards back over, and the next student has a turn.

Challenge and Explore As a class, practice putting different things in order. Start with the alphabet. Have students write the first 5-10 letters. Ask them, “What is the SECOND letter of the alphabet? [B] What is the NINTH letter of the alphabet?” [I] Then move to the days of the week. You can do just school days (Mon-Fri) or all days (Sun-Sat). Ask students which day is the THIRD day [Wed/Tues] Continue having students look around the classroom for objects they can put in order. For an extra challenge, you can try the months of the year.

Trace. Draw a line.

FOURTH

SECOND

FIFTH

THIRD FIRST

5 Lighthouse Math

Level K

Chapter 8

Practice 1

Assess

Put out 5 different objects on a table. Ask students to tell you what the 4th object is. Then have them tell you where a specific object is. Be sure they say the ordinal number.

Common Errors Students may mispronounce ordinal numbers. They may say twoth, threeth, fiveth. Be sure to practice saying ordinal numbers. When writing in number form, most will have the “th” ending. Be mindful that FIRST, SECOND, and THIRD are 1st, 2nd, 3rd, not 1th, 2th, 3th.

141

Lighthouse Math Teacher’s Guide

Level K Chapter 8-2 Filling in a Calendar

Name

Objective and Learning Goals

Let’s learn!

y Identify day, date, and month on a calendar. y Order the days of the week. y Identify the date of specific activities.

This is a calendar!

Circle.

MAY

Vocabulary y Day - 24 hours; there are 7 days in a week y Date - a specific day on the calendar; month/day/year to represent that point in time y Week - a group of 7 days; there are 52 weeks in a year y Month - a group of 28-31 days; there a 12 months in a year y Calendar - tells time by giving month, day, and year; a chart or system that organizes days, weeks, months, and year

Sunday

Materials

22 23 24 25 26

Days of the Week Sunday

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

This is a calendar! A calendar tells us which month it is and 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 year] 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]

142

Level K

Chapter 8

Lesson 2

Lighthouse Math

Guiding Questions 1. What do you notice about the calendar pages you looked at? [answers will vary] 2. How does a calendar help us keep track of time? [it tells us the month, day of the week, and date]

JUNE Sunday

Introduce the Lesson (Try it Together)

Lighthouse Math Teacher’s Guide

Saturday

Teacher Notes

Take out a calendar and read through the months of the year together, starting with January. Say, “January is the first month of the year; it has 31 days.” Then read through the full year. Students may be familiar with all of the months of the year. Practice together the months of the year throughout the school year. Make groups of 3 students. Give each group 2-3 calendar pages. Have them look at the pages for a few minutes and tell each other what they see. Gather ideas from the class. It is okay if they can’t read the words. Encourage them to notice that something is written at the top. There are numbers to look at, the numbers on the calendars aren’t in the same places, etc. Once they have had time to look at the pages and discuss, tell them that they are looking at calendar pages. Point out the classroom calendar. What does a calendar tell us? It tells us the day, the month, and maybe the year. A calendar helps us keep track of time.

Activity Pass out a list of the days of the week for students to cut out and a column page with columns listed 1st-7th. With a partner, have students say the names of the days and then order them from Sunday to Saturday. Glue the days in the correct column.

Friday

27 28 29 30 31

Pre-Lesson Warm-up Guiding Questions

In the Let’s Learn section, guide students through the parts of the calendar using the Teacher Notes at the bottom of the student page. Allow students to ask questions about the calendar. Discuss the difference between the day (Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday) and the date (Tuesday, May 1). Give examples of the written date on the board, and have students repeat saying the date. In the Try it Together section, guide students through the instructions. They will trace and say the month, fill in the missing dates, circle specific dates, and say the date in which a specific activity happens. Have students practice saying the dates and seeing them written. For example: The last day of April is Monday, April thirtieth.

Tuesday Wednesday Thursday

y Variety of calendar pages for students to look at y Print out of a calendar page for each student’s birthday month and lists of students’ birthdays y Print out a calendar page of the current month for early finishers y Page of days of the week for students to cut out y Columns labeled 1st-7th y Scissors, glue

Monday

Tuesday Wednesday Thursday

Friday

Saturday

19 20 21

22 23

24 25 26 27 28 29 30 Teacher Notes

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 on? Circle the LAST day of June. What day of the week is it on? Circle the THIRD day of June. What day of the week is it on?

144

Level K

Chapter 8

Practice 2

Lighthouse Math

Level K Chapter 8-2 Try it together!

Apply and Develop Skills (Practice) Guide students in filling out the missing information and ask them prompted questions. On the second page, remind them to look back at the calendar and look for clues to help them answer the questions.

APRIL Monday

Tuesday Wednesday Thursday

Friday

Saturday

19 20 21

Give students time to explore a real calendar. Have them point to the month and days of the week. Guide them to find the first and last days of each month. Practice pointing to the days of the week at the top. Count out the numbers on the calendar and point to them. Cover up one of the numbers and guide students to count up to it to find the correct number. © Lighthouse Curriculum. Copying strictly prohibited.

Sunday

Struggling Learners

22 23 24 25 26 27 28 29 30 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

Level K

Chapter 8

Lesson 2

Group students by birthday month. Give each group a calendar page of that month and a list of the birthdays in their group. Students will find their birthday and write their name. If a student can’t remember it, refer them to the birthday list. Once groups are complete, call up each group one month at a time starting, with January. Say, “January is the 1st month of the year.” Tape up the January calendar. Each student will say their birthdate. Write out the sentence starter: My birthday is on (day), (month), (date). If no students have a birthday in a certain month, still hang up the calendar page and say, “No one has a birthday in (month).”

143

Circle the correct answer. Use the calendar from page 20.

April

October

June

Friday

Monday

Thursday

Friday

Tuesday

Sunday

I go to the Tuesday, June

I go to the

, June 8.

days.

June has

Ask Students 1. Which month of the year is 1st? 3rd? Last? [January, March, December] 2. Whose birthday is the 2nd in the month of (month)? [answer will vary–show how to find the second birthday of said month]

Assess

The 3rd day of June

is on

Color the 1st day of the week . Color the 2nd day of the week . Color the 5th day of the week .

Bonus! Sunday

Monday

Lighthouse Math

Tuesday

Level K

Wednesday

Chapter 8

Thursday

Practice 2

Friday

Saturday

Students look at a calendar of the current month. Ask them to point to the name of the month and say the month if they can read. Ask them to point to the 4th day of the month. What day of the week is the 4th day on? Students may point to the correct day if they cannot read the word. © Lighthouse Curriculum. Copying strictly prohibited.

The month is

Pass out a printable of the current month. Students will create a calendar with a schedule about their life. They can draw pictures on the days they have activities at school and/or personal activities. Have them share their calendar with a classmate.

Challenge and Explore

Teacher Notes

Lighthouse Math

Early Finishers

Common Errors Students may mix up days of the week and days of the month. Remind students that days of the week go from Sunday to Saturday. Sunday is the 1st day, and Saturday is the 7th day. Days of the month vary from month to month. Look at the different calendar examples. Point out that the 1st day of each month is on a different day of the week.

145

Lighthouse Math Teacher’s Guide

Level K Chapter 8-3 Telling Time to the Hour

Name

Objective and Learning Goals

Let’s learn!

y Tell time to the hour on an analog clock. y Write the hour with o’clock and :00. y Recognize the hour on a number line.

A clock is just like a number line!

Vocabulary y O’clock - what we say after the numbers when telling time to the hour y Hour hand - the short hand on the clock that points to the hour y Minute hand - the long hand on the clock that points to the minute

Minute Hand Hour Hand

y Chart paper with analog clock and 1-12 number line on it y Demonstration clocks for student pairs y Number lines to 12 y Large number cards 1-12

Pre-Lesson Warm-up Guiding Questions On a piece of chart paper, draw an analog clock and below it a number line from 1-12. Have it ready to show students after the warm up. Bring 3 students to the front and have them stand next to each other. Give them the number cards 1, 2, and 3. Ask students: What comes next? [4] And then? [5] Continue to have students come up to join the line and take a number card until you get to 12. Ask: What does this look like? [a number line] “We could keep going with this line, right? But look what happens if we make this line into a circle.” Keeping in order, have students form a circle, so number 12 ends up next to number 1. “Let’s all say our numbers–1, 2, 3…12. What happens when we get to 12?” [we start over at 1] Go around the circle a few times saying the numbers out loud. Say: We can use a number line to help us tell time. A clock is a number line that is in a circle. Point out the chart paper with the number line and clock on in. Point to number 3 on the number line. Have a student come up and point to the 3 on the clock.

Materials

Lighthouse Math Teacher’s Guide

Introduce the clock. Tell students that 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 us 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 it is. Ask a student to give an example of a time. Write it on the board and point out the hour and 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.

146

Level K

Introduce the Lesson (Try it Together)

Activity Pass out demonstration clocks to student pairs. After they locate the hour hand, have students practice moving the hour hand to different numbers and saying the time. Have a sentence starter written on the board for students to practice with: It is _____ o’clock.

Teacher Notes

Guiding Questions 1. How are a clock and a number line the same? [they count numbers in order starting at 1] 2. How are clocks and number lines different? [a clock is a circle, it goes from 1-12. A number line can keep going.]

Lesson 3

Lighthouse Math

7 o’clock 1

Chapter 8

12 o’clock

Introduce the clock to students. Guide students through the parts of the clock using the Teacher Notes in the Let’s Learn section. Then move to Try it Together. “Look at the first clock. Which number is the hour hand pointing to? [4] Read with me: It is 4 o’clock.” Circle the number 4 on the number line. Move to the second clock. What number is the hour hand pointing to? [8] Trace the 8 and say, It is 8 o’clock. Circle the 8 on the number line. Now look at the last problem. What number is circled on the number line? [2] Trace the hour hand to point to 2. Then trace the 2 on the time. We can also write time in this form: 2, two dots, then two zeroes. It still says 2 o’clock.

5 o’clock 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?

148

Level K

Chapter 8

Practice 3

Lighthouse Math

Level K Chapter 8-3 Try it together!

Apply and Develop Skills (Practice)

4 o’clock 1

Struggling Learners

8 o’clock 1

2:00 1

Guide students through the practice problems. On the first page, they look at the clock, then circle the number that the hour hand is pointing to on the number line. Then they will write the hour. On the second page, students will look first at the number line to see the circled number and draw the hour hand on the clock face. Then they will write the hour.

1. What number is the hour hand pointing to? Circle that number on the number line. Trace the 4. It is 4 o’clock. 2. What number is the hour hand pointing to? Circle that number on the number line. Trace the 8. It is 8 o’clock. 3. What number is circled on the number line? Trace the hour hand to that number. Trace the 2. It is 2 o’clock.

Level K

Chapter 8

1. Is it easy or hard to read the hour on some clocks? Why? [answers will vary depending on the clocks they find] 2. How can we tell the difference between the hour and minute hands? [hour hand is short, minute hand is long]

10 :00 2

Assess 10

Challenge and Explore

6 :00

147

Go on a clock scavenger hunt. Go to different rooms and places around the school and look for analog or digital clocks. On analog clocks, have students point out the hour and minute hands. Challenge them to read the hour. If they find a digital clock, have them read the hour. Look for similarities and differences of the clocks they find.

Lesson 3

Early Finishers With a partner, practice saying the time out loud and then moving the hour hand on the clock. For example, one partner will say: 6 o’clock. The other partner will move the hour hand to the correct time on the clock.

Teacher Notes

Lighthouse Math

Give students a demonstration clock and a number line. Move the hour hand to a number on the clock. The student will point to the number on the number line. Have the student say the time. Then the teacher points to a number on the number line. The student will move the hour hand to the number on the clock. Then say the time. Use the sentence starter: It is ____ o’clock.

1 :00 1

Teacher Notes

Look at the circled number on the number line. On the clock, draw the hour hand to the same number. Write the number in the space. What time is it?

Lighthouse Math

Level K

Chapter 8

Practice 3

Circle a number on a number line from 1-12. Have students move the hour hand on a demonstration clock to that same number. Then have them say the time using the sentence starter: It is _____ o’clock.

Common Errors Students will get the hour hand and minute hand mixed up. On our pages, they are red and blue. Remind students that the shorter, red hand points to the hour. Have them look at other examples of clocks and find the hour hand.

149

Lighthouse Math Teacher’s Guide

Level K Chapter 8-4 Telling Time to the Half Hour

Name

Objective and Learning Goals

Let’s learn!

y Read the minute hand at the 12 and 6. y Write the time to the hour and the half hour.

Vocabulary

y Hour hand - the short hand on the clock that points to the hour y Minute hand - the long hand on the clock that points to the minute

It is

Materials

Pre-Lesson Warm-up Guiding Questions Review the chart made yesterday with the clock and telling time with the hour hand. Using a cutout of a red hour hand, point to different times and have students tell the time. Write the time on the board, changing between “o’clock” and “:00.” After a few rounds, introduce the minute hand. Say, “The minute hand is the long hand. When the minute hand is pointing to the 12, we say o’clock. For 3 o’clock, the hour hand is at the 3 and the minute hand is at the 12.” Demonstrate on the chart, using the cutout of the blue minute hand as well. Have students try to place the hands correctly when you call out a time.

It is 5 o’clock! It is 4:30 o’clock!

y Demonstration clocks y Chart paper with clock and number line from lesson 8-3 y Red hour hand and blue minute hand y A printout of a clock face and minute/hours hands for students to cut out and make their own clock y Round fasteners for movable clock hands

5:00

It is

4:30

5 Teacher Notes

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.

150

Level K

Chapter 8

Lesson 4

Lighthouse Math

Guiding Questions 1. Which hand is the longer hand? [minute hand] 2. The time is 6 o’clock. Where does the hour hand point to? [6] 3. Where does the minute hand point to?[12]

5:00

Introduce the Lesson (Try it Together) Guide students through the Let’s Learn section by reading the Teacher Notes at the bottom of the student page. Remind students that a clock is a circular number line, so it starts over at 12. Move to the Try it Together section. Remind students that the hour can be written using o’clock or :00. Guide students through each time. When you get to number 3, ask students what is different about the minute hand. It is at the 6, not the 12. It is halfway around the clock. The minutes are now at :30 instead of :00. The hour hand is pointing to the 1, and the minute hand is at the 6. The time is one-thirty. Trace the time and say it together.

10:30

Activity Partner up students and give each pair a demonstration clock. Have one student set the time to the hour. Be sure the minute hand is on the 12. Write the sentence frames on the board: The minute hand is on the ____ . The hour hand is on the _____. What time is it? The partner will then say the time.

2:30

8:00 Teacher Notes

Read the clock. Find the hour hand. Look at where the minute hand is pointing. Draw a line to the correct time.

152

Lighthouse Math Teacher’s Guide

Level K

Chapter 8

Practice 4

Lighthouse Math

Level K Chapter 8-4 Try it together!

Apply and Develop Skills (Practice) Guide students through the practice pages. Remind them that the minute hand will either be at the 12 or the 6. When it is at the 12, we write :00 and say “o’clock.” When it is at the 6, we write :30 and say “thirty.”

9 o’clock

Struggling Learners

4:00 3.

1:30

Use demonstration clocks for students to explore time with. Have them make the times shown in their workbook pages and practice saying the time out loud. If the time is written out, practice pointing out the clues that help tell the time. For example, if the time is 4:00, label the hour part and the minute part. Tell students to point to the hour part. Move the hour hand to that number. Now look at the minute part. Where does the minute hand point to if is says: 00? [to the 12] Move the minute hand to the 12. If the minute part says :30? [to the 6] Label the minute hand with an “M” and the hour hand with an “H” for more clarity.

Early Finishers Do the same activity with a partner, saying where the hands are pointing, but this time, the minute hand can be at the 12 or the 6. Make sure the partner listens closely to know if the minutes are :00 or :30. They can practice writing the digital time.

Teacher Notes

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.

Lighthouse Math

Level K

Chapter 8

Lesson 4

151

Challenge and Explore Pass out the worksheet of the clock face and hands. Have students color and cut out the clock. Fasten the hands with a round fastener so they move. Take students through their day like Glow took them through her day. Say, “What time does school start?” Write the time on the board, and have students move their own clock to the correct time. Do this with different activities throughout the day, using time to the hour or half-hour only.

Draw the hands to show the time. This is my school day!

I go to school at 8:00.

1. How can we be sure which is the minute hand, and which is the hour hand? [minute hand is long, hour hand is short]

I eat lunch at 11:30.

Assess

Story time is at 2:00.

I leave school at 3:30.

Teacher Notes

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.

Lighthouse Math

Level K

Chapter 8

Practice 4

Write and say the time 10:00. Have students move the hands of the clock to the correct time and say the time. Then write and say 4:30. Have students move the hands of the clock to the correct time and say the time.

Common Errors Students may get the hour and minute hands mixed up. Remind students that the hour hand is short, and the minute hand is long.

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Lighthouse Math Teacher’s Guide