LHM - Level K2 Sample

A better way to teach

Dear Educator,

Welcome to the Lighthouse Math Curriculum!

What makes our curriculum so unique? Lighthouse Math uses a scaffolded approach to learning and mastering math skills. When provided with a solid foundation, students can retain more information and prepare for the next level of skills.

Instead of separate workbooks and textbooks, students have everything they need built into one place: a soft covered book containing 14 chapters, comprised of 8 lessons per chapter, with each lesson containing review, new skills, and practice. All lessons include step by step instructions for clarity, giving all teachersneophyte as well as seasoned - the tools for success.

The books are custom illustrated, providing a vibrant learning experience. They are formatted in a way that each grade level can be completed successfully 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.

We, at Lighthouse CurriculumTM, are committed to providing support and guidance to our educators. We look forward to hearing from you and are available to answer any questions that you may have.

Sincerely,

Lighthouse Curriculum Team

Table of Contents

CHAPTER 1

Primary Colors: Red, Blue and Yellow

Secondary Colors: Green, Purple, Orange and White

Sorting by Size

Comparing Size: Longer or Shorter?

CHAPTER 2

Basic Shapes

Compare Shapes

Patterns with Colors

Patterns with Shapes and Colors

CHAPTER 3

Understanding and Writing 0 and 1

Understanding and Writing 0 and 1

Understanding and Writing 4 and 5

Understanding and Writing 0 through 5

CHAPTER 4

Counting from 0 to 5 with Shapes

Count to 5 with Pennies

Tally Numbers 0 to 5

Different Ways to Make 5

CHAPTER 5

Addition with Images and Counting In All

Adding with Symbols from 0 to 5

Adding from 0 to 5 with Pictures and Fluency

Story Problems with Addition 0 to 5

CHAPTER 6

Sums through 5 using a five frame

Learning about Number Lines

Counting on to Add from 0 to 5

Story Problems and Vertical Addition for 0 to 5

CHAPTER 7

Subtraction from 0 to 5 with Pictures

Differences Through 5 Using a Five Frame

Subtraction from 0 to 5 using a Number Line

Story Problems with Subtraction from 0 to 5

CHAPTER 8

Ordinal Numbers

Filling in a Calendar

Telling Time to the Hour

Telling Time with the Hour and Minute Hands

Let’s learn!

Trace. How many?

Let’s count the apples! 0 0 1

0 1 1

0 0 0 1 1 1

Teachers Notes

Introduce the numbers 0 and 1. Point out that 0 means that there is not an object there. If there is nothing there in the bowl, then there are 0 objects. Help students identify and count how many objects they see. If there is 1 apple in the bowl, then write 1. Practice gripping the pencil correctly as students write the numbers 0 and 1. Reinforce to start at the top of the 0 and move around the oval from left to right. Say: ”Around and around and around we go. That is the way to make a zero.” When making a 1 say: “Straight line down, and now we’re done. That is the way to make a one.”

How many? Trace and write.

© Lighthouse Curriculum. Copying strictly prohibited.

Teachers Notes

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

Five Frames. Circle. Write. Draw. Circle the 1. Put an X on the 0.

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

Teachers Notes

1

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 Curriculum. Copying strictly prohibited.

Objective and Learning Goals

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.

Vocabulary

y Zero - shows that there is no amount

Materials

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

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.

Introduce the Lesson

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 the 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.

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.

A. Number word: zero B. Blank note card C. 1 star drawn

D. Number word: one

F. Blank note card G. 1 circle drawn H. 1 square drawn I. Blank note card

E. 1 finger drawn

J. Number word: zero

Provide students with 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, 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. Return card back to hiding space so other students can find it.

Apply and Develop (Practice - Last Page)

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

Struggling Learners

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 show the number zero, 0.

Early Finishers

Give students sticky notes and challenge them to add more representations of the number zero and one to add to the anchor chart created in the beginning of the lesson.

Challenge and Explore

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.

Assess

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.

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.

Draw and write how many.

5 + 0 = 1 + 1 =

Teacher Notes

Model how to use the five frame with real pennies or counters. Show students how to say the first number and count up as each penny or counter is placed in the frame.

Teacher Notes

Look at each 5 frame. Trace the circle to add on. Match the 5 frame to the addition sentence. Use the 5 frame to solve the problem.

© Lighthouse Curriculum. Copying strictly prohibited.

Draw and write how many.

+ 0 = 0 + 5 =

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 Curriculum. Copying strictly prohibited.

Objective and Learning Goals

y Students will use a five frame to find sums.

y Students will find sums through 5.

Vocabulary

y Addend - the numbers that are added together in an addition sentence.

y Sum - the answer to an addition problem.

Materials

y Blank five frame

y Beans, pennies, or cubes for struggling learners

y Blank ten frame for challenge and explore

Pre-Lesson Warm-up

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 student 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.

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.]

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 that is 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.

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.

Struggling Learners

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

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.

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 students how they think they could solve the problem. Students may suggest adding spaces to the 5 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 then counting how many are altogether. Teacher can show students a ten frame and explain how a ten frame can be used to solve the problem. Give students a few problems to solve using the ten frame.

Assess

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

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.