LHM - Level A

LEVEL A

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)

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

Layout & Design

Akiva Leitner Project Manager Kevanyc.com

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

Yehuda Gartenhaus M.A. Elementary School Principal

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

Branko Pejovic/Chris Dunn Layout Directors

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Lighthouse Math level A • ISBN 978-1-955773-00-3

Mechi Weizer Curriculum Advisor Elementary School Principal

Issac Flores Illustration Director

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

Vocabulary words with checkboxes students can check o 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 topof each page allow you to find chapters and lessons easily

Teacher notes give tips and ideas to guide teachers during the lesson

Icons provide clear, visual instructions to help students understand the directions

Hi, my name is Flash!

Welcome to the Lighthouse Math Curriculum!

Here is a list of items that will help as you navigate through the book!

The Microphone directs the teacher to say a specific instruction

Clear, worked out examples

Bonus problems for enrichment and practice

Review for every chapter Assessment provided for every chapter

A better way to teach

Dear Educator,

Welcome to the Lighthouse Math Curriculum!

What makes our curriculum so unique? Lighthouse Math uses a sca olded approach to learning and mastering Math skills. By providing a solid foundation, students can retain more information and prepare for the next level of skills.

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

The books are custom illustrated, providing a vibrant learning experience. They are formatted in a way that each grade level can be completed successfully at the culmination of the schoolyear. Lighthouse Math gives teachers the tools they need to teach and gives students everything they need to learn.

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

Sincerely,

Lighthouse Curriculum Team

Introducing Vertical Addition 1. 2. 3.

+ +

We can add 2 + 1 = __ like this too. Write how many. 1 + 1 3 + 3

= =

2 + 0 5 + 3

+ 3 + 2 + +

= = =

Teacher Notes

1 + 3

+ +

= =

1 + 2 2 + 2 4 + 2

+ +

= =

can write the number below the line. We can also put images next to each addend and count up how many in all. + =

In Review 1, we will practice counting, adding and subtracting with numbers 0 to 5.

•Sorting and counting 0 to 10

•Addition: 0 to 5 with pictures and number lines

•Subtraction: 0 to 5 with pictures and number lines

• Vertical and horizontal addition and subtraction with numbers 0 to 5

012345

•Count on to add

•Hop along a number line to count on or count back

•Understand numbers 0 to 5

•Subtract by crossing out pictures

•Draw to solve

Vocabulary Words

Let’s learn!

Try it together!

Cross o the animals as you count them. Write how many of each item. 1.

Review: Sorting and Counting Objects from 0 to 10

Cross o the shapes as you count! 4 2 4

Teacher Notes

Explain to students that we can sort objects to count them. Show students how to cross o the circles as you count them. Guide students to cross o the circles as they count on (1...2...3...4). Ask students: How many circles are there? [4] Guide students to cross o the triangles and to count on. Ask students: How many triangles are there? [2]

Circle how many of each animal.

Color the objects as you count them.

Write how many of each item.

Circle which shape had the most.

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Review: Addition of Numbers 0 to 5 with Pictures

Count on!

Count. Write the addends. Solve for the sum.

Teacher Notes

1 1. 2. 3.

+ =

2

4 1

3 3

= += +=

+

Explain to students that addends are the numbers being combined or added. To find each addend, count the amount of each picture. Then, find the sum, or the total in all. To find the sum, 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.

Write how many in all.

Draw to solve. Write how many in all.

How many sea creatures are there in all?

Add the and . Write the correct addition sentence.

Let’s learn!

Review: Addition of Numbers 0 to 5 with a Number Line

Hop on the number line to find the sum!

5

Draw hops and write the sum.

= 5

=

=

Teacher Notes

The number line can help us add. Explain to students the steps in using the number line to solve addition problems. Tell students to start by finding the first addend on the number line. Circle this addend on the number line. Next, tell students to hop and count up the amount of the second addend. Finally, tell students to stop on the sum.

Use the number line. Write the sum.

Draw a line to match. Solve.

Solve for the missing addends. Draw to explain on the number line.

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Review: Addition of Numbers 0 to 5

These both show the same addition problem! 1 + 3 =

1 + 3 44

Write the sum for the horizontal and vertical addition problems.

Teacher Notes

Show students the two dominos, horizontal and vertical. Ask students: What do you notice about these two dominoes? [They are the same just turned] Explain that addition sentences can be written horizontally or vertically as well. Point out that the addends and sum are the same in both problems.

Review: Subtraction of Numbers 0 to 5 with Pictures

Let’s

Subtract and count what is left over! —

4 5

Cross out to subtract. Write the di erence.

2 2

= =

2 3

=

Teacher Notes

Explain to students that they will use pictures to help subtract, or take away. Tell students that subtraction starts with the amount in all. Then they will cross o to show taking away. Finally, they will count what is left over. The leftover amount is the di erence, or answer to a subtraction problem.

Let’s learn!

0123

—1—1 45

Review: Subtraction of Numbers 0 to 5 with a Number Line

Hop back on the number line to find the di erence!

3 — 2 = 1

Try it together!

Draw hops and write the di erence.

= 2

=

Teacher Notes

The number line can help us to subtract. Explain to students the steps in using the number line to solve subtraction problems. Tell students to start by finding the first number on the number line. Circle this number on the number line. Next, tell students to hop backwards and count the amount of the second number. Finally, tell students to stop on the di erence..

Use the number line. Write the di erence.

Write the subtraction sentence and the di erence.

Use the number line. Solve for the mystery number.

Start on 3

Hop back 2.

You’ve landed on me!

What number am I?

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Let’s learn!

3 — 1 2

Review: Subtraction of Numbers 0 to 5

These both show the same subtraction problem!

Write the horizontal and vertical subtraction sentences. Solve for the di erence.

Teacher Notes

3 — 1 = — =

horizontal

2 422

vertical — — —

= — =

Show students the two ice cream pictures, horizontal and vertical. Explain to students that subtraction problems can be placed horizontal (like ice cream in a flat bowl) or vertical (stacked like ice cream on a cone). Tell students that they can choose which way they solve a subtraction sentence, just like they can choose the way they prefer to eat ice cream. Emphasize the placement of the minus sign and the equal sign in the vertical subtraction sentence.

Circle which one does not belong.

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Review: Addition and Subtraction

Story Problems with Numbers 0 to 5

Picture the problem in your mind!

1. 2. 3.

learn!

Jack had 4 2 popped.

How many are left?

Circle your plan. Draw and solve. Try it together!

Mark saw 3 . He saw 2 more.

How many in all?

Let’s + — + —

+

2 2

2 5

Sam saw 5 . 1 flew away.

How many are left?

+

Noah made 4 2 floated away.

+ —

Teacher Notes

Explain to students that it is important to follow some steps to solve story problems: picture, plan, then solve. Read the word problem to students. Direct students to imagine, or picture, the problem in their minds. Ask students: Is this addition or subtraction? [subtraction] Tell students to draw and solve. Ask students: What is the subtraction sentence? [4-2=2].

Match the problem to its number sentence. Solve.

Tim has 3 .

He picked 1 more

How many does he have?

Matt saw 2

2 flew away.

How many are left?

Luke saw 4 1 crawled away.

How many are left?

Draw to solve. Write the number sentence.

John saw 5 2 went away.

How many are left?

Ezra got 4 .

He got 1 more

How many did he get?

— +

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Review 2

In Review 2, we will learn about sequencing, counting, and patterns with numbers 0 to 10.

•Put things in order

•Count 0 to 10 on a number line

•Count backward on a number line

•Understand numerical sequence

•Look for patterns

•Fill in missing numbers

•Understand 1 more and 1 less

•Skip count

•Patterns help us with ordering and sequences

•Numbers have a sequence

•Number lines help compare and order numbers

•Number lines help us count forward and backward

•We can hop to skip count on a number line

Vocabulary Words

Let’s learn!

Shortest to tallest Times of day

Try it together!

Youngest to oldest

Smallest to biggest

Teacher Notes

Explain that a sequence is when things are put in a certain order. Talk about what comes first, next and last. Start to introduce comparing words like least, greatest, bigger and smaller. Say the sequence out loud, and encourage students to touch each image with their pencil and discuss what kind of sequence it shows.

1. This shows a baby. A baby grows into a boy, then what does a boy grow into? A man or a baby? 2. This shows a seed, which then grows into a sprout or small plant. What comes next? A tree or a seed? 3. This shows an egg in a nest. Then the egg hatches and a chick comes out. What comes next? The whole egg or a chicken? 4. Here is a tube of toothpaste. First it has to go on your toothbrush, then what comes next?

1. 2.

3. 4.

Circle the one that comes next.

Teacher Notes

The colors of a rainbow have a sequence. The order from top to bottom is red, orange, yellow, green, blue, purple. Can you fill in the missing colors of this rainbow?

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Write the missing numbers.

Teacher Notes

Explain that a number line is a line that has a space for each number and that we can use the number line to help us count. Count the numbers on the train at the top of the page. Remind students to touch each number with their pencil as they count. Then show them the first train. Count the numbers together and stop when you get to the empty box. Guide students to write the missing number in that box. Explain that the students can look at the train at the top of the page if they need help with the numbers.

A number line helps put numbers in order.

Write the missing numbers.

Teacher Notes

We need to count the caterpillar. Find the missing numbers and write them in. Let's count the first one together. Remember to touch the number with your pencil as you count. Ready? 1...what comes next? The number 2, so let's trace it...3...4...5...6...7... now we need to fill in this space. 8...9...10. We made it to the head of the caterpillar! Now count and fill in the missing numbers.

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Teacher Notes

3.

Teacher Notes

Explain that a number pattern is any order of numbers, or relationship between numbers that repeats. Think aloud how to figure out (counting out loud on fingers is great) the jump between, for example, 1 and 3, and how that is the same as the jump between 3 and 5, so it’s a pattern. Use the board, number lines, drawing in the jumps and counting out loud to help students learn.

Review: Patterns with Numbers 1 to 10 Reversed Order on the Number Line

Try

Write

the missing numbers.

Let's count down. 1.

Teacher Notes

Explain that numbers can go in order forwards and backwards. Help the rocket ship blast o . Count down from ten. Touch each number on the number line as you count down.

0 Blast o ! Now we need to fill in the missing numbers.

Help students look for connections between counting forward and backwards from 10

Write the number.

1023456789 10

What is 4 more than 1?

What is 1 more than 9?

What is 2 less than 7?

What is 5 less than 10?

8. 9.

What is 6 more than 3?

What is 3 more than 7?

Teacher Notes

Number 1, circle the shape that is 2 more than 0. Write the missing number. Number 2, circle the shape that is 3 more than 7. Write the missing number. Number 3, circle the shape that is 2 less than 8. Write the missing number.

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4. 5.

1. 6. 7.

2. 3.

Teacher

Chapter 1

In Chapter 1, we will learn about adding within 10.

Adding means to combine two or more amounts to find the sum or total.

•Add through 10 using objects, drawings and ten frames

•Find patterns by adding by 1, 2, 3 and 4

•Make sums within 10 using 2 numbers

•Make sums within 10 using 3 numbers

•We can use our fingers to help us add

•We can add by drawing and counting

•We can change the order of addends, but the total stays the same

•Using ten frames can help us add and notice patterns

Vocabulary Words

Let’s learn!

Try it together!

Teacher Notes

When we add, we count up. Start with adding one and practice sums with one. Then look for patterns. Look at the pattern of the fruits when we add 1, 2, 3 and 4. It’s OK for students to use objects, draw pictures or use their fingers when they are adding. Then, with practice, they will start to recognize sums without drawings.

+

Write how many.

Teacher Notes

Help students count on using their fingers. Example: For 4+5, students can hold their fist as they start with “4.” Help them think aloud what comes next, and then when they’re ready, say, “5, 6, 7, 8, 9” as they put up 5 more fingers. This will show the 5 they are adding to the 4 they started with in order to get to the total of “9.”

Draw and write how many.

+ =

5 + =

5 + =

5 + = 5 + =

Teacher Notes

If you have pennies, counters or dried beans, you can guide students to put 6 pennies in and then add 2 more. How many pennies are in the ten frame now? Model di erent equations using the ten frames provided. This ten frame has 7 pennies. How many pennies are there if we add 3 more? Draw them in the ten frame to find out. How many pennies are in the bottom ten frame? How many will there be if we add 1? 2? How many do we need to add to fill the ten frame?

Draw and write how many.

Teacher Notes

Use the ten frames to show addition. This top ten frame has 9 pennies in it. Find the 9 in the number sentence. How many more do we add? Draw 1 more penny in the ten frame above. Write the answer to 9 + 1 = ___.

Use the blank ten frame to practice di erent sums with pennies. If you have counters or pennies, practice by putting in groups of pennies and adding more. Draw or show some of the equations on the page.

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Teacher Notes

Explain that we can add using this format which is called vertical addition. When we line up the numbers vertically, we can write the number below the line. We can also put images next to each addend and count up how many in all.

Teacher Notes

Help students count on using their fingers or using scratch paper to write out tally marks or other ways of keeping track of the numbers they are adding, to count the total. Watch for students who need to count out loud in order to add accurately.

Teacher Notes

We can add three numbers together. Read the number sentence. To find how many in all, we can draw raindrops for each number. Let’s count and add and write how many in all. Help students match each addend with the raindrops. Explore how we can add the raindrops up in any order or show each number and count the total.

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Teacher Notes

Work through the example together. Explain that we can add 2 groups together in di erent orders. No matter what order we add, the number in all stays the same. Guide students to add using objects, their fingers or drawings if needed. Point out that they are the same numbers but in a di erent order, and how the sum is the same.

Teacher Notes

Go over the example together. Show the students that adding vertically can sometimes be easier. We can also use the space to the side of each number to draw dots or Xs which can help us count and check our work. Count the ice cream cones together. Start with 7 cones and add on 2. Then count the 9 “answer” cones together to show how it matches the answer 7+2=9.

Teacher Notes

Go over the example together. Show that we can add numbers horizontally (or side by side), or vertically (stacked). Discuss the advantages of each way to add. Explain that it is OK to draw pictures or count up, but with practice, students will learn their addition facts. Use objects to help and look for patterns.

Chapter 2

In Chapter 2, we will learn about subtracting within 10.

•Subtraction means to take away

•Find di erences within 10 using 2 numbers

•Subtract within 10 using objects, ten frames, and number lines

•Use vertically written subtraction problems to solve for di erences within 10

•Use subtraction patterns to solve for di erences within 10.

•Crossing out objects as we subtract helps us show our work and subtract accurately

•Ten frame

Vocabulary Words

Subtraction with Numbers from 0 to 6 Using Pictures

start with

take away

Let’s learn! Try it together!

= 2

left over

Circle the number left over.

start with

start with

Teacher Notes

start with

take away

left over

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

over left over

We start with 5 green circles. Trace the lines to cross out 2 green circles. When we cross out, we are showing how many we take away. Now, how many are left over? Count how many green circles that we did not cross out. There are 3. So we circle the answer 3. Help students complete the next 3 problems. Explain or discuss number 2. What happens when we take away or cross out all of the shapes we start with? If they are all crossed out, then how many are left over?

Draw, cross out and write how many are left over.

Cross out and write how many are left over. 7.

start with

8.

start with

Teacher Notes

left over

= 4 = 4

left over

Here are 5 green circles. If we start with 5 green circles, how many do we have to cross out or take away in order to have 4 left over? There are 6 green circles. How many do we have to cross out now? Guide students to review the previous page and look for patterns to help them answer these questions.

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Subtraction Patterns with Numbers from 0 to 6

Let’s learn!

Patterns can help me solve subtraction problems!

2

Teacher Notes

Explain to students that there are patterns in subtraction. One pattern is when the starting number is being subtracted by itself, the di erence is always zero (0), like 2-2=0. The other pattern is when subtracting zero (0), the di erence is always the same as the starting number, like 3-0=3

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

Write how many are left.

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Subtraction with Numbers from 0 to 10 Using Pictures

left over

Draw. Circle how many are left. Write how many are left.

6 8 10 — 2 = 8 — 3 = 6 — 5 =

Teacher Notes

Explain that subtracting means taking away some from an amount you started with. Help students use their fingers and draw objects such as circles or tally marks as they do each problem, so they understand what the action of subtraction means. Watch for students who need to count out loud in order to subtract accurately.

Write how many are left over.

Draw how many are left over.

Teacher Notes

Find the boats. This is how many we start with. Notice that there are 9 boats and the equation says 9 take away 3 Let's cross out 3 boats to find out how many are left over.

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2. 4.

3.

1. 5. 6.

Subtraction with Numbers from 0 to 10 Using a Ten Frame

Let’s learn!

I can use ten frames to subtract!

7 — 2 = 5

Try it together!

Use pennies to subtract.

1.

Teacher Notes

Explain how the example above shows subtraction using a ten frame. Provide students with counters, beans, pennies or small squares of paper to put in their ten frames.

Here is a blank ten frame. Let’s try some subtraction problems together. Use your counters or paper to show the following subtraction: 5—3. Put 5 counters in your ten frame. Now, take away 3. How many are left? Continue to provide simple subtraction problems using numbers less than 10 You can choose one to draw in together.

4.

Write how many are left over.

7

Teacher Notes

Here we have 10 pennies in our ten frame. It is full! Let’s practice subtraction with 10. We can show 10 take away 2 by covering up 2 pennies. So, 10 take away 2 is... how many are not covered? 8. There are 8 left over. Continue using the ten pennies, cover up the “take away” amount and write what’s left over.

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Write how many are left. Use the number line to help.

Teacher Notes

Remind students how we can write subtraction vertically. The top number is what we start with. The number below it tells us how many to take away. If there are images, we can show how many to start with, then cross out to take away. The answer of what is left over goes below the line. This number should match the images that were not crossed out.

Teacher Notes

To subtract vertically, we start with the top number and take away the number below it. Here are 10 chickens. The equation says to subtract, or take away, 3. So we cross out 3. How many are left over? Write it below this line. In each problem, find the top number. Check to see if the images match. Then look at the bottom number. That's how many you take away or cross out. Write how many are left over.

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Teacher Notes

Explain that subtracting means taking away some from an amount you started with. Help students use their fingers, pennies or counters. Encourage them to draw objects such as circles or tally marks as they do each problem, so they understand what the action of subtraction means. Watch for students who need to count out loud in order to subtract accurately.

Write and draw how many are left over.

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1.

2.

3.

4.

5.

Chapter 3

In Chapter 3, we will learn to count, compare and add numbers 0 to 20.

•Understand and write numbers 11 to 20 using shapes and objects

•Count 0 to 20 using shapes, objects and pennies

•Compare within 0 to 20 using shapes, objects and pennies

•We can count all kinds of objects

•The color, size and shape of the objects does not a ect the total number (e.g. 15 objects is always 15 objects, regardless of their shape, color and/or size)

•We can use our fingers to help us count

•We can see that each number represents an amount of something when we compare (e.g. 17 pennies is clearly more than 9 pennies)

•A number line can help us understand numbers, count and notice number patterns

•Ten frames can help us understand numbers, count, notice patterns, compare numbers and add on to ten

2019181716151413121110987654321

Vocabulary Words

Teacher Notes

©

Trace the correct number.

Trace the correct number.

1.2.3.4.5.

1518182016

1715191912

Teacher Notes

Explain that we can count all sorts of things. Help students touch and/or cross o each object as they count to help with accuracy. Watch for students who need to count out loud in order to get the correct answer. Count the animals together and introduce each number 16-20 with its name and how to write it.

Trace how many.

Write how many for each.

© Lighthouse Curriculum. Copying strictly prohibited.

Teacher Notes

Count with the students from 0 to 20. Use your fingers to count. Point to the objects when you count together. Use the number line to count and to recognize the numbers. Ask students to count to a certain number or identify and say the numbers out loud. When counting the shapes, remind students to touch each shape as they count up. Carefully draw a line to match the shapes with the correct number.

Draw circles to show how many.

© Lighthouse Curriculum. Copying strictly prohibited.

1. 2.

3.

Write how many. Circle less Circle less.

Teacher Notes

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Count the objects. Draw an equal amount of circles. Draw a line to the equal amount. Circle the number that is more.

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1.

Let’s learn!

2.

Try it together!

Try it together!

2, 4, 6, 8, 11, 14, 16, 14, 12, 1, 4, 7, 19, 17, 15, 1, 3, 5, 5, 7, 9, 3, 6, 9, 12, 10, 8,

Teacher Notes

Write the missing numbers.

Teacher Notes

Use the number line on the previous page to help you figure out the sequence. Circle the number that comes next. On the number lines, fill in the missing numbers. Be careful - make sure you notice which numbers are labeled and which ones are missing. Fill in counting numbers if it helps you find the sequence.

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together!

Try it together!

Sequencing can help me add!

Teacher Notes

Review sequences and explain how understanding sequences can help us add and recognize new sums. Guide students to look for patterns and use facts they know to help them learn other addition facts. For example, if we know 3+2 = 5, the. 4 + 2= 6. Some students will count on to add 2, other students may notice that since the addends are in sequence and we are adding 2 each time, the sums go up in sequence as well. Discuss patterns and strategies as a class.

Write

Write how many.

3 + 10 = 13

Try it together!

Try it together!

Write how many in all.

6 + 6 =

5 + 6 =

3 + 9 =

Teacher Notes

Explain that we can add all sorts of things. If possible, help students use beans, hard pasta pieces or other counters, to help them count and add accurately. Then, when using pictures of objects, help students touch and/or cross o each object as they count, to help with accuracy.

Teacher Notes

Count the circles. Write how many. Now find the number sentence that matches. Draw a line to connect the circle to its number sentence. Write how many in all.

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Chapter 4

Doubles with Numbers from 0 to 20

We can use a ten frame to help us make doubles!

2 + 2 =

+ = 8 444

7 + = 14

3 + = 68 + = 16

9

+ = 18 + = 12 + = 2

Teacher Notes

Be sure to use mathematical terms of ADDEND, SUM and DOUBLE when going over math problems together. Have students repeat math terms and use them when talking about the problems. Explain how ten frames can help add doubles. If students count along one row, they can then double it by repeating the same number on the row below. Use counters and the blank ten frames to help find the fact for problem 3.

2. 3.

Draw a line from the doubles to the sum. Fill in the missing doubles addends.

Add the doubles to find the sum.

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Let’s learn!

If I know my doubles fact, I can solve doubles + 1 facts.

Try it together!

Draw a line to match. Write how many in all.

Doubles

Doubles Plus One

Teacher Notes

Show or describe real world examples of doubles like egg cartons have 6+6, eyes have 1+1, etc. Explain to students that a doubles plus one problem is a doubles fact but one more. Double the number and add one more.

Write how many in all.

Write how many in all.

Write how many in all.

Teacher Notes

Write how many in all.

5.

Move and draw the circles in the ten frame. Count on from ten to add. Write the sum.

So, 7 + 5 =

Teacher Notes

Show students how to make a ten by moving counters, pennies or circles into the empty spaces of the ten frame. Ask students how many counters or pennies they moved. Ask students how many counters or pennies are left over. Explain to students that they made an easier problem now by making a ten and some more.

Make a ten and add on. Draw a line to match.

Use the ten frame to make a ten to add. Write the sum.

The Equal Sign and Balancing Addition Problems with Numbers from 0 to 20

6 + 2 = 1 + 7

Equal means the same!

8 8

Draw circles to make problems equal. Write in the missing number.

3 + 5 = 4 + 0 + = 9 + 1 7 + = 5 + 3

Teacher Notes

Explain that the equal sign means the same. Explain that you can balance addition problems on either side of the equal sign. To be balanced, both sides of the equation must have the same amount or sum. Explain the example: 6 bananas and 2 pumpkins equal 8 in all. 1 banana and 7 pumpkins also equals 8 in all. Both sides of the equal sign are the same because they equal 8. These addition problems are balanced.

Circle the number to balance the addition problems. Use the ten frames to help.

Write the missing addend to balance the addition problems.

Circle the number that is wrong. Write the correct number to balance the problems.

7 = 6 + 1

19 = 19

I can check my addition problems to see if they are true or false!

4 + 4 = 94 + 4 = 8

Draw to check the addition problem. Circle true or false. If

false, cross out and write the correct number.

3 + 2 = 6 5 12 = 6 + 6 5 + 3 = 8 False False False

Teacher Notes

Explain to students that addition problems can be true or false. This means the problem can be correct or incorrect. Point out di erent components of an addition problem like the addends, sum and equal sign. Remind students that the equal sign means the same amount. Show students how to check each addition problem by drawing or solving with a math strategy. Then, point out that the sum or addend can be changed to make the problem correct.

9 + 4 = 155 = 912 = 6 + 6

2 + 3 = 5 + 05 + 2 = 1019 + 1 = 18

2 + 5 = 4 + 33 + 2 = 613 + 7 = 20

Circle true or false . If false, rewrite to fix the problem.

10. 11.

John saw 5 . He saw 2 . How many bugs did he see in all?

10 = 2 + 5

= +

Henry saw 8

He saw 8 . How many did he see in all?

8 + 16 = 8

I can pick a strategy to add!

Doubles

Doubles

Doubles

Doubles

Plus One Doubles

Counting On from Ten

Doubles

Plus One

Counting On from Ten

Doubles

Doubles

Plus One

Counting On from Ten

Doubles

Doubles

Plus One

Counting On from Ten

Write how many in all.

Chapter 5

In Chapter 5, we will learn about the relationship between addition and subtraction with numbers from 0 to 20.

•Understand how to solve for an unknown or missing part

•Use a bar model to determine missing parts

•Relate addition and subtraction problems to solve for missing parts

•Notice how numbers relate in fact family number sentences

•Model di erent ways to make ten

•Show how to make a ten first in order to subtract numbers 0 to 20

•Use doubles facts to help subtract quickly

Whole PartPart

Vocabulary Words

Subtraction with Missing Parts from 0 to 20

8 squares minus 6 squares equal 2 squares left.

8

whole part part

6 8 — 6 = 2

Try it together!

2

Color the part. Write the missing number.

7 3 44

7 — 3 =

9 5

6 2

Teacher Notes

9 — = 5

6 — 2 =

Explain to students that this is a bar model. The two numbers combine to make the whole. Similarly, show them that you can take apart the whole to find the two parts. Model this with cubes or objects by moving pieces from the whole to the two parts. Explain to students that you can sutbract from the whole to find either part.

Write the missing part.

Write the missing part.

Let’s learn! Try it together!

Write

Teacher Notes

Explain to students that related facts are addition and subtraction problems that use the same whole and parts. Model and practice writing an addition problem and subtraction problem when given three numbers.

A related fact can help me solve other problems!

7 — 4 = 3 3

So 4 + = 7

Write the missing part.

10 — 1 =

So 1 + = 10

5 — 3 = So 3 + = 5

8 — 7 = So 7 + = 8

Teacher Notes

Explain that related facts can help solve missing number problems. If you see that two problems have the same two numbers, then their missing part is also the same. Number 1 - Color 1 rectangle blue. Color the rest orange. Write your missing part for the related facts. Number 2 - Color 3 rectangles blue. Color the rest orange. Write your missing part for the related facts. Number 3Color 7 rectangles blue. Color the rest orange. Write your missing parts for the related facts.

Write the missing part.

Draw the missing image. Think of related facts.

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2.

Let’s learn!

Subtracting from ten with related facts.

Try it together!

Write the missing parts.

Teacher Notes

3 3

10 — = 7

10 — 7 =

10 — 6 =

10 — = 6

10 — 2 =

10 — = 2

10 — 5 = 10 — = 5

Explain to students that they can use a ten frame to visualize and subtract from ten quickly. Subtracting from ten quickly is a strategy that will help students to subtract larger numbers from 0 to 20. When visualizing subtraction in a ten frame, imagine the empty boxes as the missing part.

Write the missing parts.

Write the missing parts.

5.

3.

Let’s learn!

Make a Ten to Subtract with Numbers from 0 to 20

Make a ten first. Then subtract the rest.

15 — 8 = ?

Try it together!

15 — = 10

5 3

10 — = 7

So, 15 — 8 = 7

Cross out. Write the missing part.

13 — 7 = ?

13 — = 10

10 — = So, 13 — 7 =

Teacher Notes

Explain to students that they can solve some subtraction problems by making a ten first. Then, they can take the remaining amount away. Subtracting a number from ten is a quick way to solve math problems. Model crossing out in the ten frames to first make a ten. Then count on to cross out the remaining amount.

Cross out 3 to make ten. Then, count up from 3 as you cross o more bees. Stop when you’ve crossed out 7 in all.

Teacher Notes

When showing students how to find the missing part, or missing number, guide them to count back. Explain that they will begin on the largest number and count their hops back until they’ve reached the di erence (the answer to the subtraction problem). Model counting out loud and having students use their fingers with you.

1.

Let’s learn!

Flash made

12 . Flash ate

5 . How many are left?

Try it together!

Draw a picture. Write the di erence.

12 — 5 = 7

Sam has 18 . Then 3 melt. How many does Sam have left?

Mike has 10 . He eats 4 . How many are left?

18 — 3 = — =

Teacher Notes

Guide students to draw circles or squares for the objects in the problem. After drawing the whole amount, instruct students to cross out the part to show subtraction. Then guide students to fill in their numbers.

Draw a picture. Write the di erence.

Tina made 14 7 are chocolate. The rest of the are vanilla. How many are vanilla?

— =

There were 12 . Then 6 got lost. How many are left? — =

Write the di erence.

Joe has 19 growing.

He cuts o 7 . How many does he have left?

— =

5.

There are 7 swimming.

2 swim away.

How many are left?

— =

4.

20 are on the farm.

9 leave. How many are left on the farm?

— =

6.

Bob has 11 4 float away.

How many are left?

— =

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2.

3.

1.

Hundreds

In Chapter 6, we will learn about putting numbers 0 to 200 in sequence, using patterns on the hundreds chart, making numbers with base ten blocks and comparing 2-digit numbers.

•Use number lines and hundreds charts to sequence numbers

•Find patterns in the hundreds chart

•Calculate 10 more and 10 less

•Make groups of tens and ones

•Compare 2-digit numbers using base ten blocks

•Compare 2-digit numbers using <, >, =

•We can Compare 2-digit numbers by understanding how many tens and how many ones

•Base ten blocks help us count, write and compare numbers

•The hundreds chart is set up to help us find ten more and ten less

Let’s learn!

What patterns do you see?

Try it together!

Teacher Notes

Explain to students that the hundreds chart helps us to recognize number patterns and to skip count. Tell students to say the green square numbers out loud (1…2…3) Tell students that this is counting by 1s. Ask students: What comes next? [4] Next, tell students to count the red circle numbers out loud (10…20…30). Tell students this is skip counting by 10s. What comes next?

Continue finding the rest of the missing numbers. Use the hundred chart to practice skip counting by

8.

I am 1 more than 29. I am 1 less than 31. If you skip count by 10, you land on me. I am

Let’s learn!

Count

Try it together!

Write the missing numbers from the 200 chart.

Teacher Notes

Tell students to find 100. Show students how to count on from 100 (101, 102, 103…). Count as a class until 109. Ask students: What happens once you get to 100? [start over with 1’s]. Pick a number on the hundreds chart and tell students a riddle or clues. For example, tell students the riddle: Start at 192. Skip count by 2s to get to me. I am 2 less than 200. What number am I? [198]

Let’s learn!

Try it together!

Teacher Notes

Show students how to find ten more and ten less than a number on the hundreds chart. Identify that they can move down or up from a number to find more or less. Go through the hundreds charts and identify other patterns about the tens and the ones. Explain to students that ten less means that we are subtracting 10 from that number. Ten more means we are adding 10 to that number.

Circle the group of ten. How many ones are left?

Circle the groups of ten. How many ones are left?

There are

How many apples? Circle the group of ten. How many ones are left?

tens

ones ones

There are

Teacher Notes

Students may circle a di erent version of ten objects than what is shown, and then count the remaining number of objects. Be sure to walk around and check that they are circling ten objects properly. The group of ten, represents the number in the tens place and the rest of the objects represent the ones place. Tell students they will be writing the total number of objects in the blank.

4. Ones Tens Hundreds Thousands

There Ones Tens Hundreds Thousands

Ones Tens Hundreds Thousands

Ones Tens Hundreds Thousands

Ones Tens Hundreds Thousands

Ones Tens Hundreds Thousands

Ones Tens Hundreds Thousands

1. 2. 3. 5. Ones Tens Hundreds Thousands

Ones Tens Hundreds Thousands

Ones Tens Hundreds Thousands Ones Tens Hundreds Thousands

Ones Tens Hundreds Thousands

Teacher Notes

Show students how a tens rod = 10 cubes, just like they’ve been drawing, but easier! Explain that students do not need to draw ten cubes when they are drawing a ten, they just need to make it tall and thin to show it’s a ten, and the ones small and square, to show they are ones. If possible, help students count by tens and ones using actual tens rods (any group of ten cubes stuck together) and ones, before starting the lesson. Have students show their work by using actual tens and ones, if possible, before drawing the tens and ones on paper.

Count, write, compare and color!

Count, write, compare and color!

1. 2. 3. 5.

Teacher Notes

4. 6.

Students should write the numerical value underneath each base ten rod and cube to help them compare the numbers. (e.g. for problem #1 students write 13 and 15 underneath the base ten rods and cubes). Have the students color in the correct symbol and draw the correct symbol in the middle of each problem. Have students practice saying the whole equation outloud, “13 is less than 15” to help reinforce their understanding of the inequality symbols.

In Chapter 7, we will learn to add multi-digit numbers using base ten blocks and place value.

•Use base ten blocks to add a double-digit and a single-digit numbers

•Use base ten blocks to add double-digit numbers with a multiple of ten

•Draw base ten blocks to solve double-digit addition problems

•Solve addition sentences with multi-digit numbers using place value

•Add fluently within 200 using place value

•Solve vertical and horizontal addition sentences for numbers within 200

•Draw base ten blocks to represent addition story problems

•Write multi-digit addition sentences based on story problems of numbers within 0 to 200

Teacher Notes

Tell students they will be finding how many cubes are in all. Ask students, “If you start with 23 and add 4 more, how many do you have in all?” Meaning, we add them together to find the sum. Be sure to review the “tens” and “ones” place if necessary. For numbers 3-4 be sure to tell students that they will be drawing the base ten rods and cubes for the numbers given and then finding how many they have in all.

Write how many in all.

Rewrite the equation. Write how many in all.

4. 3. 14 + 5 = 50 + 4 =

Teacher Notes

Help students count by tens and ones before the lesson. Then, explain how vertical addition works and how it makes adding these numbers easier! You simply add the ones together and then write how many tens you have to find the sum. Emphasize to always start by adding the ones first. Encourage students to use their fingers, hundreds chart, or cubes to help them add the ones together. Guide students in rewriting the equations vertically reminding them of the importance of placing the numbers in the correct place value column.

Write how many in all.

Rewrite the equation. Write how many in all.

Fill in the blanks to fix the mistake.

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Don’t forget to start at the ones place value!

tensones + 4 4 10 54

tensones + 13 30 43

tensones + 26 30

tensones + 57 30

tensones + 12 70

tensones + 19 50

tensones + 73 20

Teacher Notes

Remind students that in order to add a double-digit and a multiple of ten, the tens and ones place value must line up. Have students point to the ones place value. Then, have students point to the tens place value. Explain to students that they still must add the numbers in the ones place value, even though there is a zero.

Circle the tens place value. Add the ones. Write the sum.

Rewrite the problem in vertical form. Write the sum.

Circle which addition sentences are wrong.

1.

Write how many in all.

Teacher Notes

Show students how a tens rod = 10 cubes, just like they’ve been drawing, but easier! Explain that students don’t need to draw ten cubes when they are drawing a ten, they just need to make a tall thin line to show it’s a ten, and the ones cube can be a small circle or square, to show they are ones. If possible, help students count by tens and ones using actual tens rod (any group of ten cubes stuck together) and ones.. Have students show their work by using actual tens and ones, if possible, before drawing the tens and ones on paper.

Draw. Write the sum.

Write

Teacher Notes

Direct students to point at the ones place value first. Encourage them to cover up the red hundreds column and the blue tens column. This way they can focus on the ones circled in yellow. Ask students: What is the sum of 3 and 6? [9] Then direct students to move to the tens and then hundreds column, asking for the sum for each. Finally, ask students: What is the sum of 143+26? [169] Explain that this sum is the same for both the vertical and horizontal addition sentences. Guide students to use their hand, sticky note or index card to isolate one column at a time.

Add. Write the sum. Write the missing digit for each addition problem.

Rewrite the problem. Add. Write the sum. Fix the addition problem. Draw to explain.

110 + 24 = 350

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1.

2.

3.

4.

5.

6.

1. 2. 3.

Let’s learn!

137 + 22 159

Sums through 200

Using Vertical Equations

Try it together!

Write how many in all.

131 + 11

175 + 23

155 + 23

132 + 27

162 + 33

183 + 15

146 + 42

118 + 51

124 + 31

Teacher Notes

If possible, help students count by tens and ones using actual tens and ones, before starting the lesson. As a class, count by tens to 200. Then explain how the vertical equation works and how it makes adding greater numbers so much easier! Work through the examples modeling with tens and ones, so students see how the equation matches the adding of tens and ones. Emphasize how when using this special algorithm, we always start by adding the ones first. Help students use their fingers or other objects to help them count each place value, starting with the ones. Watch for students who need to count out loud in order to add accurately. Give students an index card to cover the columns so they can focus on one place value at a time.

Teacher Notes

We can add the ones together. We can add the tens together. Use these columns to help you. Even if we don’t have images to count, we can add each column. Start with the ones column. These would be the yellow cubes. Then add the tens. This is like counting by tens. Finally, add the hundreds column. Now what is the answer for how many in all?

How many did he bake in all?

Abraham picked 13 .

He picked 41 more.

How many total did Abraham pick?

Sam has 26 . He got 23 more.

How many does he have all together?

Mark picked 24 .

He picked 15 more.

How many did he pick all together?

Solve the story problem. Draw to check with tens and ones.

tensones

Tim saw 48 . He saw 51 more .

How many are there all together?

Sam saw 3 . He saw 21 more .

How many are there in all?

John saw 62 in the river. He saw 13 in the pond. In total, how many did he see?

tensones

Ezrah planted 31 . He planted 17 more. How many did he plant?

Write and solve your own story problem.

I had . I made more . How many do I have in all?

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1.

2.

3. 4. 5.

Chapter 8

In Chapter 8, we will learn to subtract multi-digit numbers using base ten blocks and place value.

•Use base ten blocks to subtract a double-digit and a single-digit number

•Use base ten blocks to subtract a double-digit and a multiple of ten

•Draw base ten blocks to solve double-digit subtraction problems

•Solve subtraction sentences with multi-digit numbers using place value

•Subtract fluently within 200 using place value without regrouping

•Solve vertical and horizontal subtraction sentences for numbers within 200

•Draw base ten blocks to represent subtraction story problems

•Write multi-digit addition and subtraction sentences based on story problems of numbers within 0 to 200

•Determine if a word problem is an addition or subtraction problem

Vocabulary Words

Teacher Notes

Explain to students that they can use base ten blocks to subtract double-digit numbers. Remind students that to subtract means to take away. When solving subtraction with base ten blocks, tell students to make the first number with their base

blocks and to take away, or remove, the second number. After subtracting the blocks, count the value

with students. Encourage students to skip count by tens for their tens rods and to

to subtract. Write how many are left over.

Teacher Notes

Remind students that in order to subtract a double-digit and single-digit number, the tens and ones place value must line up. Have students point to the ones place value. Then, have students point to the tens place value. Explain to students that when there is no number in the tens place, this means they are subtracting zero or no tens. Model how to rewrite a horizontal subtraction problem into a vertical problem by lining up each place value.

Circle the ones place value. Subtract. Write the di erence.

Rewrite the problem in vertical form. Write the di erence.

Read the riddle. Solve for the mystery number.

I am a two digit number. I have a 3 in my tens place. I am the same number as the di erence of 37-5.

What number am I? I am

1.

2.

Teacher Notes

Explain to students that they can use base ten blocks to subtract double-digit numbers. Remind students that to subtract means to take away. When solving subtraction with base ten blocks, tell students to make the first number with their base ten blocks and to take away, or remove, the second number. After subtracting the blocks, count the value of the blocks out loud with students. Encourage students to skip count by tens for their tens rods and to count on by ones for the unit cubes.

Teacher Notes

Remind students that in order to subtract double-digit numbers, the tens and ones place value must line up. Have students point to the ones place value. Then, have students point to the tens place value. Explain to students that when there is a 0 in the ones place, they still need to subtract.

Subtract. Write the di erence.

Rewrite the problem in vertical form. Write the di erence.

Write the subtraction problem. Solve for the di erence.

25

Matt had 25

He gave away 20. How many are left? left:

start with take away left

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Teacher Notes

Explain that using tens and ones can help us subtract greater numbers. If possible, help students count by tens and ones using actual ten rods (any group of ten cubes stuck together) and ones, before starting the lesson, from 1-200. Have students show their work by using actual tens and ones, if possible, before crossing out the tens and ones on paper. Show students how to count the tens first, and then the ones, when counting how many are left over. Watch for students who need to count out loud in order to count accurately.

Write

2. 4. 6. 8. 10.

Subtract. Write the di

1.

Teacher Notes

Subtract. Write the di erence.

Rewrite the problem. Subtract. Write the di erence. Write the missing digit for each subtraction problem.

Bonus!

Fix the subtraction problem. Draw to explain. 149 - 19 = 13

1.

184 − 31 153

Teacher Notes

132 − 11 188 − 15 154 − 31 131 −

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4.

5.

Story Problems Using Addition and Subtraction

Abraham had 15 . Then he gave 4 to his brother. How many does Abraham have left over?

Isaac had 26 . Then his dad handed him 31

more . How many does Isaac have now?

Ezekiel had 22 . Then his friend gave him 7 more . How many does Ezekiel have in all?

Jill picked 35

She gave her sister 13 . How many does Jill have left?

Teacher Notes

Introduce story problems as puzzles that students get to figure out. Read problems to students. Help students picture what is happening in the story, and then retell it in order to figure out which operation will help them solve. Act out stories using tens and ones to represent the amounts in the story problems. Watch for students who get stuck with which operation will help them solve. Reread the story with them and help them look for keywords such as in all, take away, more and what is left.

Solve the story problem. Check with tens and ones.

Dillon had 19 . Then his dog ate 3 of the How many does Dillon have left over?

Bobby bought 46

Then he gave 6 to his neighbor. How many does Bobby have now?

Cal had 35 . Then his friend ate 12 of the . How many does Cal have left?

Garrison had 27

Then his brother took 15 of the . Now how many does Garrison have?

In Chapter 9, we will learn to tell time to the hour and half hour, understand ordinal numbers, and answer questions about dates on a calendar.

• Understand the di erence between a digital and analog clock

Use the minute hand to determine the time to the hour and half hour

Use the hour hand to determine the time to the hour and half hour

Write the time to the hour and half hour given an analog clock

• Draw the time to the hour or half hour on an analog clock

Solve story problems regarding elapsed time

Answer questions about a calendar

Locate specific days or dates on a calendar

• Learn ordinal numbers

Vocabulary Words

Circle 2 10 3 9 4 8 5 7 1 11 12 6

Circle the correct 1 11 12 6

The short hand shows us the hour! : 100 1 o'clock

1. 2 10 3 9 4 8 5 7 1 11 12 6

1 11 12 6

1 11 12 6

2 10 3 9 4 8 5 7

2 10 3 9 4 8 5 7 1 11 12 6

5:00 3:00 9:006:008:00

Teacher Notes

2 10 3 9 4 8 5 7

2 10 3 9 4 8 5 7 1 11 12 6

10 o’clock 3 o’clock 4 o’clock 7:006:0012:00

2 10 3 9 4 8 5 7

Color in the hour section.

12 o’clock red

6 o’clock green

8 o’clock blue

4 o’clock purple

Draw a line to the correct time.

Draw the clock hands and write the time.

Draw the hands to show the time.

My minute hand is pointing to the 6. My hour hand is pointing between the 5 and 6. Draw the time. What time is it?

Try it together!

My hour hand is pointing to the 8. My minute hand is pointing to the 12. Draw the time. What time is it?

My minute hand is pointing to the 6. My hour hand is pointing between the 12 and 1. Draw the time. What time is it?

I can solve time story problems.

Sarah takes a nap at 4 o’clock. She sleeps for 1 hour. What time does she wake up? Draw and write the time.

Teacher Notes

Read the entire problem together. Then read each line and have students move their clock hands to the position the problem states. When doing problems with a specific start time, have students first make the time, then move the minute hand either 30 minutes/half way around (from 12 to 6, or 6 to 12) or one full rotation (12 to 12, or 6 to 6). Have them move the hour hand either to the middle of the two corresponding hours, or to the next hour.

Solve the story problems. Use your clock to help you. 1.

My minute hand is pointing to the 6 My hour hand is pointing between the 9 and 10 Draw the time. What time is it?

My hour hand is pointing to the 6. My minute hand is pointing the 12. Draw the time. What time is it?

Jonah leaves school at 3:00. It takes him 30 minutes to get home. What time will Jonah get home? Draw and write the time.

It is 7:30. Rebecca reads for 30 minutes. What time does she stop reading? Draw and write the time.

Joshua gets on the train at 9:30. He rides the train for 2 hours. What time does he get o the train? Draw and write the time.

Miriam goes to the party at 4:00. She stays for 3 hours and 30minutes. What time does she leave? Draw and write the time.

Introducing the Calendar 1.

Sun Mon Tue Wed Thu Fri Sat May 2021 1 8765432 1514131211109 22212019181716 29282726252423 3130 25 marks Tuesday, May 25, 2021 This month has 31 days. Use the calendar.

What month is this?

August Try it together!

How many days are in this month?

How many days are in a week?

On what day is August 15?

31

Teacher Notes

Point to the class calendar. Model saying the current date, for example: “Today is Tuesday, May 25th 2021.” Explain that a calendar tells time by giving the month, day, date and year. Say or sing the names of the 12 months as well as the days of the week. Calendars help us know when it is a day for school, a day for a dental appointment or even a day for staying home.

Draw

Draw a circle around the name of the month.

Draw a triangle on the 15th.

Draw a square on the 21st.

Draw an on the first Sunday.

Number the days from 1-30.

What is the first day of this month?

How many days are in 1 week?

How many days are in November?

On what day is November 19th?

What will Josh do on November 11th?

If today is the 2nd, what will Josh do tomorrow?

If today is the 23rd, what did Josh do yesterday?

Which day comes after the 7th?

Which day comes before the 17th?

If yesterday was the 7th, what is tomorrow?

If tomorrow is the 25th, what is today?

Use the calendar above.

Color the weekdays orange.

Color the weekends blue.

Teacher Notes Explain

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Ordinal

Numbers

1. 2. 3.

it together! Draw.

Teacher Notes

on the first customer. on the fifth customer.

on the eighteenth customer. on the twelfth customer. on the tenth customer.

on the third customer.

2. 3. 10

12

11

Eleventh Nineteenth 1 2 3 4 5 6 8

13 14 15 16 17 18 19 7 2nd

Fifth 9

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Let’s review!

What month is it?

What time is it?

Draw the hour and minute hands. Write the time.

Solve.

My minute hand is on the 12. My hour hand is on the 4. What time is it? Draw the time.

Teacher Notes

What time will it be in 30 minutes?

Have students use their own clocks to help them answer questions about time. Remind them that the hour hand is the short hand and the minute hand is the long hand. When the minute hand is on the 12, the hour hand points directly to the hour. When the minute hand is on the 6, the hour hand is in the middle of two numbers. Check the hour section to know which hour it is.

Use

What month is it?

How many days are in this month?

What day of the week is the 4th?

When does Joe go to the dentist?

What will Joe do on Friday, June 5th?

What day is June 14?

If today is the 17th, what day is tomorrow?

If yesterday was the 28th, what day is today?

Which days does Joe have music class?

How many Mondays are there?

When is Joe’s birthday?

Color all the weekends blue.

Draw an on the first Wednesday.

Draw a on the fourth Sunday.

Chapter 10

In

• Measure length with non standard objects

• Order lengths from least to greatest

Learn about the ruler and how to use it

Compare lengths and weights

Measure weight

• Use and read a thermometer

Compare lengths using non standard tools

Rulers help us find the length of objects

Thermometers measure temperature

• Scales show us how heavy an object is

Vocabulary Words

Chapter 10, we will learn about length, measurement, weight and temperature.

We can measure the same object with di erent units!

4

Measure the length of the pencil.

1. 2. 3.

Teacher Notes

For extra practice, students can use the objects you give them (e.g. paper clips, pennies, blocks) to compare the lengths of the pencils in the worksheet. For example, #1 measure the pencil with pennies, #2 with blocks and #3 with an object the student decides to measure with. Compare and check answers with the class. Remind students to line up the objects along the length, close together and in the same orientation, making sure to reach both ends of the pencil.

4.

Measure the length.

Measure the lengths of the objects below using paper clips and pennies .

Teacher Notes

For problem 4, guide students to measure actual pencils, books and boxes in the classroom.

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Let’s learn!

This is the biggest boat. It is 5 blocks long.

Try it together!

How long is the block? Circle the longest block.

How long is the pan? Circle the shortest pan.

Teacher Notes

Be sure to identify the di erence between circling the biggest object vs. the smallest object. Students may confuse the measurement by only identifying the “blue” puzzle piece. Be sure to identify the measurement of each object by saying, “how many puzzle pieces is the block?” Or “how many train cars is the pan?” Also, be sure to note that the “smallest” object is the least and the “biggest” object is the greatest. This will help students with their independent practice.

How big is the object? Order the object from least to greatest. Draw a line to match.

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1.

2.

3.

This ruler measures with inches!

How long is it?

This pencil is 5 inches long.

10 inches

How many inches?

5 inches

in = inches

Teacher Notes

Get a ruler for each student (or pairs). Teach the vocabulary length, ruler, inches. Cut out a string for each student, or any small object. Teach them how to use a ruler. Make sure to line up one end of the object to the end of the ruler, matching it with 0. Make sure to extend the string and read the number the other end lines up on. Practice measuring together.

How many inches? 1. 2. 3.

How much longer?

4in Bonus!

Teacher Notes

Which line is longer? The blue line is longer, but how much longer? Find the end of the red line. Count up to the end of the blue line. It is 4 inches longer. We can compare lengths as long as they are lined up at zero. Are these lined up?

Guide students to see where the lines start and end.

Practice in class to show when objects are not lined up to emphasize precision and accuracy when measuring.

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We can use a ruler to compare lengths of objects!

Jake’s blue bat is 10 in. long and his red bat is 7 in. long. How much longer is his blue bat? 3in

How much longer? Color in the correct answer.

9 in

1 in 4 in

Teacher Notes

2 in 6 in 3 in

1 in 3 in 7 in

Which object is longer? The blue bat is longer but by how much? Find the end of the red bat. Count up to the end of the blue bat. It is 3 in. longer. We can compare lengths as long as they are lined up at zero. Are these lined up? Guide students to see where the bats start and end.

3.

How much longer? Color in the correct answer.

We can compare the weight of di erent objects using a balance scale!

Which is heavier? Circle the correct answer.

20 lbs 2 lbs

20 lbs is heavier than 2 lbs

lbs = pounds

Which is heavier? Circle the correct answer.

Teacher Notes

When comparing weight, you can use similar strategies as when students were comparing length. The bigger the number, the heavier the object, and the smaller the number the lighter the object. Be sure to explain “lbs” = pounds.

Which is heavier? Circle the correct answer.

Which is lighter? Circle the correct answer.

Order the objects from lightest to heaviest.

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These are heavier than 1 pound.

Try it together!

These are lighter than 1 pound.

Circle the objects that are heavier than 1 pound.

Teacher Notes

If you can, have a variety of objects so students can actually hold the di erent items to explore the weight. If you have a football or something equivalent to 1 pound, have the students hold that in one hand and compare other objects in the other hand to explore the concept of heavier and lighter.

1.

3.

2.

4.

Match the scales! Match each object with the correct scale.

1 lb

2 lbs

5 lbs

6 lbs

15 lbs

20 lbs

25 lbs

135 lbs

6 lbs

20 lbs

25 lbs

5 lbs

1 lb

15 lbs

135 lbs

2lbs

Write the temperature.

Write the temperature. Circle the thermometers that show a temperature lower than 50°F.

Teacher Notes

Use a real thermometer to model measuring temperature. You can get a bowl of water, and use the palm of your hands, blanket or di erent items to show how to measure the temperature of di erent things. Explain the numbers on the side tell you the temperature. The thermometer fills up to the temperature the room/object is. It tells you how hot or cold the room/object is. The liquid goes up and down depending on the temperature. If you have a thermometer in your classroom, you can have students observe that as well.

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3.

5.

Josh had a basket of that weighed 5 lbs. Sam’s weighed 2 lbs. How much did they weigh all together?

5

= 7 lbs

lbs +

lbs

Teacher Notes

Take your red crayon. Read the temperature and color the thermometer to match that temperature.

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Chapter 11

•Classify shapes as open or closed

•Label two-dimensional shapes

•Count and write the number of vertices for a given two-dimensional shape

•Count and write the number of sides for a given two-dimensional shape

•Determine if a two-dimensional shape attribute is defining or non-defining

•Compose and decompose two-dimensional shapes

•Divide shapes into two equal parts or halves

•Divide shapes into four equal parts or fourths

•Label three-dimensional shapes

•Count and write the number of vertices for a given three-dimensional shape

•Count and write the number of edges for a given three-dimensional shape

•Count and write the number of faces for a given three-dimensional shape

•Compose and decompose three-dimensional shapes Vocabulary

In Chapter 11, we will learn to recognize, compose and decompose two-dimensional and three-dimensional shapes and divide shapes into equal parts or fractions.

2D Shapes: Names, Real World Examples, and Open vs Closed

A polygon is a closed shape with 3 or more sides!

Teacher Notes

Teacher can have students look for examples of these polygons in the classroom. Encourage students to identify the polygons by their characteristics. Model counting the sides of each polygon by touching each side or by tracing each side with a pencil.

1.

4.

Draw a line to match the polygon name to the polygon.

Draw a line to match the polygon name to the real life polygon.

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1.

2.

Corners are also called vertices.

Vertices and Sides with Defining and Non-defining Attributes on 2D Shapes

Defining Attributes

•Number of sides

•Number of vertices

•Closed Polygon

•2D (two-dimensional)

Vertex

Square Triangle

Vertices

Non-defining Attributes

•Color

•Size

•Pattern

•Direction

Count the number of vertices. Write the number.

Number of vertices

Number of vertices

Count the number of sides. Write the number.

Number of vertices

Number of sides

Teacher Notes

Number of sides

Number of sides

As students count the number or vertices and sides, have them count out loud. Use their finger and physically touch each vertex while counting. Remind students that a vertex is where 2 sides meet. When all sides meet in a 2D shape, this is a closed polygon. When counting the sides of a square, have students make a slash mark on each side of the square to show that all 4 sides are equal in a square.

1. 4.

Draw to solve the riddle.

I am small and blue. I have 4 sides that are the same length. I have 4 vertices that look like corners.

I see 2 shapes. One is big and yellow. It has 3 sides and 3 vertices. The other shape is green and small. It also has 3 sides and 3 vertices.

There are 3 red shapes. All have 4 sides and 4 vertices, but they look di erent. How are they di erent?

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1.

3.

5.

6.

2.

4.

I can make a new shape!

Try

Teacher Notes

Use shape names as much as possible and have students repeat the names of the shapes. Use the terms compose and decompose when talking about making shapes and taking them apart. Allow students to use their pattern blocks to make the shapes. In Let’s learn, have them take two orange squares and put them together. We composed a rectangle. Then have them take a square and a triangle. Can they put them together to make the purple shape? Now take the shapes apart. We decomposed the shape.

2.

Compose your own! Use 3 or more pattern blocks.

Shapes Used New Shape

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Try it together!

Circle the shapes with 2 equal parts.

Let’s share equally!

Color in half of each shape.

Divide the shape in 2 equal parts. Color in one half.

Teacher Notes

Practice pronouncing the word HALF. Write the word on the board. Spell the word and have students trace the word in their book. Point out that the L is silent. Say the plural of HALF is HALVES. Have students repeat these words and use them when talking about the problems. Make sure students are dividing shapes into equal parts, not just 2 parts. Show students that halves are equal. Explain that there are multiple answers for some shapes to be cut in half. They can be cut vertically, horizontally, or diagonally.

Circle the shapes with 2 equal parts.

Color in half of each shape.

Divide the shape in 2 equal parts. Color in one half.

Draw 2 objects you can share equally with a friend. Draw a line to show half of each object.

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1. 2. 3. 4.

Let’s learn!

I can make four equal parts! fourth

Try it together!

Circle the shapes with 4 equal parts.

Color 1 fourth of each shape.

Divide the shape in 4 equal parts. Color 1 fourth.

Teacher Notes

Practice pronouncing the word FOURTH. Write the word on the board. Underline the word FOUR. Ask: How many parts will we divide the shape into? [four] Spell the word and have students trace the word in their book. Say the plural of FOURTH is FOURTHS. Have students repeat these words and use them when talking about the problems. Make sure students are dividing shapes into four equal parts, not just four parts. Show students that each part is equal. Explain that there are multiple answers for some shapes to be cut in four parts, just like in halves.

Draw a line. How many fourths are colored in?

1 fourth

2 fourths

3 fourths

4 fourths

Color the correct number of fourths.

Divide each shape into 4 equal parts. Color 2 fourths.

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Let’s learn!

3D Shapes: Names and Real World Examples

Do 3D shapes have special names?

Try it together!

Circle the name of the shape.

Teacher Notes

Point to each shape and say the names together as a class. Hold up a matching shape so the students can see the real world model of the shape as they touch the image in their book. Describe what they notice about the object. What shapes do you see on the sides? How many edges do you see? Are there any points? How many points do you see? When completing numbers 1-6 as a class, remind students to point to each 3D shape and practice saying shape names.

1.

4.

2.

5.

3.

6.

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2.

Faces, Vertices and Edges with Defining and Non-defining Attributes on 3D Shapes

How many faces does a cube have?

Faces are the shape’s flat surfaces.

Let’s learn! Try it together!

Edges are line segments where two faces meet.

Vertices are the places where edges meet.

Teacher Notes

Locate real world examples of the above mentioned 3D shapes so that the teacher can show the faces of each object. Have students trace the face with their fingers to reinforce the face shape. Discuss how the pictures provide an image of a 3D shape, but there are “hidden” edges, vertices that we can’t see. If we can hold the shape, we can rotate it and see the other sides. Show students how they can imagine or draw in the hidden edges and vertices.

1. 2. 3. 4.

Count the number of vertices. Write the number.

Count the number of edges. Write the number.

Circle Defining or Non-defining Attribute.

The cylinder is blue.

The cube is tiny.The cone has a vertex.

DefiningNon-definingDefiningNon-definingDefiningNon-defining

Circle which 3D shape does NOT have a hidden vertex when drawn on paper.

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I can build new 3D shapes.

Compose a crayon

Try it together!

Decompose a pencil

How many 3D shapes do you see? Write the number.

Color the shapes used to make the composite shape.

Circle real life examples of composite 3D shapes.

Teacher Notes

In the Let’s learn section, guide students to look at how the crayon is made up of two 3D shapes and how the pencil is broken up into three 3D shapes: a cone and two cylinders. Ask students in #4 what decomposed shapes make up the composite shape. When discussing the ice cream cone, remind students that sometimes not all of the decomposed shapes can be seen in full in the composite shape. The ice cream itself is in the shape of a sphere but part of it is hiding inside the cone. The ice cream is part of the whole ice cream cone.

1.

2. 3. 4.

Match the 3D shapes with a new composite shape.

Decompose the shape. Circle its parts.

Solve the Riddle. Circle the composite shape.

My bottom shape has 6 faces. Each flat face is a square. I have no curved surfaces. My top shape has one curved surface with one circle face and one vertex. What do I look like?

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Chapter 12

• Learn how to read and count with tally marks

Make a tally chart and compare data

Use pictures to make a graph

• Understand how to use a key

• Interpret data within and across graphs

Present data in a bar graph

Tally marks help us count

• Use graphs to show and compare data

Vocabulary Words tally

In Chapter 12, we will learn how to make and use tally charts, picture graphs and bar graphs to compare data.

This is a tally mark.

A tally mark is used to help us count.

A tally chart is one way to organize data.

We use one tally mark for each thing we count. If we count 3 items we would show

We group our tally marks in groups of 5 like this

Try it together!

Show everyone’s favorite fruit in a tally chart. Cross out each fruit as you add a tally mark to the chart.

1.

Favorite Fruit

Banana Pineapple Strawberry

Teacher Notes

Tally Marks

Show students how to draw one tally mark, then show them 2 tally marks. Explain that you draw a vertical line, or tally mark, for every item you count. Encourage students to cross out the pictures as they count them and record their tally marks. Take time to show and explain how to group the tally marks to show 5.

Use the pictures below to complete the tally chart.

Favorite Snacks

Tally Marks

Cupcake

Candy

Count the animals. Write the tally marks.

Class Animals

Dog

Pretzel Cat

Fish Snake

Tally Marks

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We can get information by looking at a tally chart.

One tally mark = 1.

Five tally marks = 5.

Try it together!

Let’s use a tally chart!

Look at the tally chart below. Write the answer.

Favorite SeasonTally Marks

Winter Spring Summer

Fall

1. 2. 3.

What season had the most votes?

What season had the least votes?

How many students voted for fall or spring ?

Teacher Notes

Teacher should read through each question and walk around while you’re discussing the tally chart to make sure students are putting their pencil on each tally mark while they count. Also, make sure when students write the number of tally marks, that they’ve written the correct number. Students may need to go back and recount the tally marks again. In question 3, when students are asked fall OR spring, it means students need to combine the two seasons. Students may need a reminder of that from the previous day’s lesson.

Look at the tally chart below. Circle the answer to each question.

Favorite Birthday TreatTally Marks

Cupcakes

Cookies

Cake

Ice Cream

Which treat has the most votes?

Which treat has the least votes?

How many kids voted for or ? 1512

How many more kids voted for than ?23

Look at the tally chart below. Write the answer. Slide

Best Playground Equipment Tally Marks

Swings

Seesaw

How many kids voted for the ?

Which piece of equipment got the most votes?

How many more kids like the than the ?

How many total kids voted for the best playground equipment?

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How We Get to School

Bus

This is a picture graph! A picture graph is another way to organize data.

25 20

Key = 5 children = 5 children

Try it together!

The key tells us what each symbol stands for.

What Kids Eat For Lunch

Car Bagel

Sandwich

Chicken

Complete the picture graph. 1.

Key = 1 child = 1 child = 1 child

How many total lunches were served?

Teacher Notes

Teacher needs to walk around and make sure students are crossing out each picture as they draw it in the picture graph. Teacher should also make sure students are drawing the pictures next to each other, in a row, not on top of each other in the picture graph.

Complete the picture graph.

1.

2.

Favorite

Smiles

Suns

Hearts

Pictures Favorite Place to Go

Key = 1 child = 1 child = 1 child

Look at the tally chart. Make a picture graph using the data in the tally chart.

See animals at the farm

Play at the park

Walk in the woods

Favorite Place to Go

See animals at the farm

Play at the park

Walk in the woods

Key = 1 child = 1 child = 1 child

Teacher Notes

Tell students to choose a symbol or picture to represent each place. Complete the Key with your own symbols. Now it’s your turn to create a graph. Look at the tally chart. The chart tells us which places are students’ favorite. “See animals at the farm” is the first place. How many students like this? [6] Now go to the graph. Choose a symbol to represent this place. Draw that symbol 6 times. (pause to let students finish) Where else to we draw that symbol? [in the key]. Now finish the graph.

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We can get information from a picture graph!

Best Time of Day

Daytime

Nighttime

Key = 2 children = 2 children

This is a picture graph.

Try it together!

Remember that the key tells us what each symbol stands for.

Look at the picture graph below. Write the answer.

What We Drink with Breakfast

Milk

Water

Juice

Key = 1 child = 1 child = 1 child

1. 2. 3.

How many students drink with breakfast?

How many students drink or with breakfast?

How many more students drink than ?

Teacher Notes

Remind students to touch each object with their pencil when they count. Students may also need a reminder that when a question asks “milk or water” it means to add the pictures together. Depending on the reading level of your class, you may want to read the questions out loud together or have students read each question to the class.

Look at the picture graph below. Write the answer.

Favorite Vegetables

Key = 1 child = 1 child = 1 child

How many kids like or ?

How many more kids like than ?

Which vegetable do kids like the most?

Which vegetable do kids like the least?

Favorite Colors

Key = 1 child = 1 child = 1 child = 1 child

How many students like or ?

How many more students like than ?

How many kids voted for their favorite color?

Teacher Notes

Spend time explaining the “How many more ..” question in the favorite vegetable picture graph. This is a new type of question. When we’re asked to find how many more it means we need to find the di erence between the pictures. Discuss strategies like counting up to find the di erence as well.

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Use the pictures to make a bar graph.

1. Favorite Special

ArtMusicReadingWalking Specials

Teacher Notes

Teacher should walk around and make sure students are crossing out the pictures as they color the squares in the bar graph. Some students might find it easier to fill in all the music notes because that one’s been started, on the bar graph before moving on to one of the other pictures. Be sure to explain that bar graphs can be horizontal or vertical. In Let’s learn, the numbers are on the bottom, so the graph is horizontal. In the Favorite Special graph, the numbers are on the side, so it is a vertical bar graph.

Insects Times of Day

Use the pictures to make a bar graph.

Insects We Saw on Our Walk

Look at the tally chart. Make a bar graph with the data.

Favorite Time of Day

Afternoon

Night

Favorite Time of Day

Afternoon

Night

Number of Insects Kids

Kids

Favorite Fruit

1. 2. 3. Kids

How many kids like ?

How many kids like or ?

Teacher Notes

Tell students to touch their pencil to each bar as they count. Students could also write the number of colored bars on top or next to the bars.

Look at the bar graph. Circle the answer.

What type of weather did kids like the least?

How many more kids like than ?

How many kids like or ?

Look at the bar graph. Write the answer.

How many kids like or ?

How many kids like or ?

How many more kids like than ?

How many kids like , or ?

What kind of dessert is the most popular?

Let’s learn!

Best Art Supply in Ms. Smith’s Class

Art SupplyTallies

How many kids like paints?

Best Art Supply in Ms. Jones’ Class

Crayons Crayons

Paints

Markers

1.

Paints

Markers

Key = 1 child = 1 child = 1 child

Look at the graphs. Circle the answer.

Favorite Bird in First GradeFavorite Bird in Second Grade

Turkey

Bluebird Bird

Flamingo

1234567

Kids

Which grade likes more?

How many second graders like or ?

How many first and second graders like ?

Teacher Notes

Turkey

Flamingo

Bluebird

Key = 1 child= 1 child= 1 child

Second Grade

11

9

This page has a lot of information on it. To help students stay focused on the graphs you’re discussing, you may want to consider having students cover the graphs you’re not discussing with a piece of paper. Remind students that they can write the number of tallies, pictures or the amount in each bar next it. This will make it easier for students to remember how many they counted. Guide students through Let’s learn! Point out that both graphs show the same supplies but the supplies were used in 2 di erent classes.

Look at graphs. Write the answer.

Favorite Game at Recess on Monday

Favorite Game at Recess on Tuesday

How many kids played on Monday?

How many more kids played on Monday than Tuesday?

How many kids played checkers on Monday and Tuesday?

Look at the graphs. Write the answer.

Animals We Saw on Sunday

Animals We Saw on Wednesday

Key = 1 child = 1 child= 1 child

How many were seen on Sunday and Wednesday?

How many animals did the kids see on Sunday?

How many animals did the kids see on Sunday and Wednesday?

How

How

How

Teacher Notes

Look at the bar graph. Make a picture graph. Circle the answer.

What We Eat For Breakfast

Eggs 12345678

How many kids eat or ?

What We Eat For Breakfast

Eggs

Toast

Fruit

Key = 1 child= 1 child= 1 child

How many more kids eat than ?

Which breakfast food do kids eat the most?

Favorite Number

10

3

9 2

Look at the picture graph. Make a tally chart.

Favorite Number

NumberTallies Two

How many kids like the number or ?

How many kids like with two or more dots?

How many more kids like the number than ?

One

Four

Chapter 13

In

•Understand that money is used to buy and sell things

•See how each piece of coin money has a certain value

•Find monetary values, including the combination of coins

•Add, subtract and compare monetary values, including the combination of coins

•Recognize that the dollar is worth 100 cents

•Find, add and subtract monetary values, including the combination of a dollar and coins

•When finding the total value, we don’t look at the number of coins, but the value of the coins

•Represent a given monetary value in more than one way

•Acting out story problems can help us understand what we need to figure out

•Noticing number sequences can help us count money

Vocabulary Words

Chapter 13, we will be learning about coins and dollars, the values of coins, how to count themandhow to compare money amounts.

Penny: Has a value of 1 cent

Nickel: Has a value of 5 cents

Dime: Has a value of 10 cents

Quarter: Has a value of 25 cents

1. 2.

3.

4.

Teacher Notes

Introduce money as what we use to buy and sell things. Clearly show each coin (heads and tails) and the value of each. If you have real coins, use these to practice too. Have students count by 1s, 5s, and 10s using coins. Teach students how to count by 25 using the hundreds chart (0-200) and then with actual quarters. Show students how to show their work when totaling the value of coins (see example). Help students write the cent sign for each answer. Watch for and encourage students who notice number patterns and equivalencies.

=23¢

Try it together!

Match the values.

1. 10¢ 10¢ 5¢ 5¢

29¢ 57¢ 10¢ 22¢ 37¢ 31¢ 10¢ 10¢ 10¢

25¢ 25¢ 25¢

1¢ 1¢ 1¢ 1¢ 1¢ 1¢ 1¢ 1¢ 1¢ 1¢

1¢ 258 Level A Chapter 13 Lesson 2 | Lighthouse Math

Teacher Notes

5.

6.

Teacher Notes

Looking at number 1, are there any quarters? Count those first. 1 quarter is 25 cents. 2 quarters is 50 cents. Now look for dimes. Each dime is 10 cents, so we can count up by 10s from 50 to 60 and 70. Now we need to add the nickels. Skip count by 5s from 70 to 75 and 80. Then, we add the pennies at the end. So, how much change do we have here? 81 cents.

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We can solve story problems with money!

Jacob had 2 25¢ . Then his friend gave him 2 10¢

How many cents does Jacob have in all?

=70¢

Try it together!

1. 2.

Adam had 4 10¢ . Then he earned 4 more 10¢ How many cents does Adam have in all?

Caleb had 1 25¢ , 3 10¢ and 2 5¢ . Then his grandfather gave him 2 5¢ .

What is the value of the coins Caleb has all together?

Teacher Notes

Introduce money as what we use to buy and sell things. Clearly show each coin (heads and tails) and what each coin is worth. Explain that just how they have been counting on the numberline and hundreds chart by 1s, 5s, and 10s, they get to do it with money now too. Emphasize starting with the greatest value first in order to make counting up easier. Explain that we can draw and label circles to represent coins and help us add. Emphasize always labeling the answer with the cent sign. Have real (or plastic replica) coins for all students to use to help them count the change.

2. 3.

Match the values.

Tim has 3 10¢ in his wallet. He finds 1 5¢ at home. Then, he finds 5 1¢ in his car. What is the value of Tim’s coins all together?

Write how many cents in all. =¢ =¢

Cindy worked and earned 4 5¢ , 1 25¢ , 1 10¢ , and 1 1¢ How much money did Cindy earn?

The cookie costs 50 cents.

Write

1. 2.

Let’s find the change!

Here is one dollar. How much change will I get back?

Teacher Notes

Explain that when we spend, give away or lose coins, we are subtracting or taking away the coins’ value from our original coins’ value.

1. Count how much money there is in number 1. How much money is there? Now what if I told you that you spent 1 nickel and 1 penny? Cross them out. How much money is left?

Guide students to cross out each coin and count up the new value.

2. Count how much money is in number 2. How much money is there? Now what if I told you that we lost 1 dime, 1 nickel and 1 penny. Cross those out. How much money is left?

Start with =¢

Start with =¢

Left over =¢ Left over =¢ Solve.

Start with =¢

Left over =¢ Left over =¢

Teacher Notes

Here we have di erent amounts of coins. First we have to count up and see how much money each group is worth. Write your answer in the start with space. Now we can spend this money! For number 1, you spend 1 quarter and 1 dime. How much is left over? Cross out the correct coins, subtract and find the value. 2. You spend 1 quarter, 3 dimes and 2 nickels. Cross those out and write how much money you have left over. 3. You spend 4 dimes, 2 nickels and 4 pennies. Cross them out. How much is left over? 4. You spend 4 dimes and 4 nickels. How much money do you have left?

Guide students to count, cross out and find the amount of money left over. Write the cents sign.

© Lighthouse Curriculum. Copying strictly prohibited.

© Lighthouse Curriculum. Copying strictly prohibited.

Let’s learn!

$1=100¢

Try it together!

Trace and draw.

Teacher Notes

Introduce money as what we use to buy and sell things. Explain and show (with actual pennies) that a dollar is worth 100 pennies, or 100¢. Sometimes it is easier to write $1 than 100¢. Help students use actual coins (or plastic replicas) and represent coins on paper using circles or letters (P, N, D, Q) for each coin. Use visuals when counting up to see how many more coins are needed to make a dollar. Watch for and encourage students who use number sequences (eg. counting by 10s, and then 1s) to help them count up more e iciently.

Joshua had 50¢. How many more does he need to make $1?

David had 70¢. How many more does he need to make $1?

Nathaniel had 89¢. How many more does he need to make $1?

Jackson had 96¢. How many more does he need to make $1?

Teacher Notes

If a number ends in a zero, we can count by 10s to count up to

using ones and tens until you reach 100 cents which is 1 dollar.

1. 2.

3. 4.

5.

6.

Teacher Notes

If you have real coins or plastic money, use it to help count up values. Encourage students to touch and say the value of each coin as they count. Explain that it is easiest to start with the largest value coin first and then count up by 10s, 5s or 1s.

1. 2.

3.

Review of Monetary Value

Try it together!

50¢ = $1.30¢ = $1.20¢ =

Using Basic Units of Money: Coins = 1. 2. 3.

= = =

.........

Show it 2 ways. ... ... ... ... ...

... ... .........

Teacher Notes

Clearly show each monetary piece (heads and tails) and what each monetary piece is worth. Before the lesson begins, help students get excited about money and practice how many di erent ways they can show various monetary amounts, using real paper and coins (or plastic and paper replicas). Once in the lesson, help students use actual coins and dollars (or plastic and paper replicas) to help them solve. Encourage students who can find more than 2 ways to show various monetary amounts.

Solve the story problem. Write how much money there is now.

Asher had 3 25¢ . Then he spent 2 25¢ buying candy. How much money does Asher have left?

Dillion had 3 10¢ . Then he earned 4 5¢ walking dogs. How many cents does Dillon have in all? 10¢ 10¢ 10¢ ......

25¢

Show how much money. Show it in 2 ways!

Teacher Notes

Let's read the story problems together, then show the coins and figure out how much money he has now? Read the story problems out loud. Guide students to draw and count how much money each boy starts with. Then decide together whether they need to add coins or cross out coins. Find the amount of money the boys have now. Write it in the answer space.

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In Chapter 14, we will be reviewing content we have learned throughout the book

•Count and write 0-200

•Identify sequences using objects and numbers

•Add and subtract 0-200

•Review time and calendar

•Review the measurement of weight, length and temperature

•To sequence means to put things in a certain order

•A number line can help us count and notice number sequences

•Adding means to combine two or more amounts to find the total

•Subtracting means to take away one or more amounts from what we started with

•Use our fingers, objects and tens and ones to help us add and subtract

•Use addition to check our subtraction and subtraction to check our addition

•Acting out story problems can help us understand what we need to figure out

•Use the hour and minute hand to tell time

•Keep track of events by using a calendar

•Measure weight, length and temperature using tools

Vocabulary Words

This shape has 3 sides!

Try it together!

How many sides?

Teacher Notes

Review shapes by counting how many sides they have. If you have objects, show and touch each side as you count. Together, count the 3 sides of the triangle at the top. Guide students to look at the shape, touch and count each side and write how many sides each shape has. Hint, tell them to mark the first side they count and continue to count adjacent sides so they don’t miss one.

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Circle

Circle what comes next. Draw your own pattern!

Bonus!

Teacher Notes

1 Count the orange circles. Write how many. Count the green triangles. Write how many. Which one has more? Circle groups of 10. Are there any orange circles that don’t get circled? What about the triangles? Which one has more rows of ten? How many are not in a row of ten?

Guide students to look for patterns and practice counting skills with these groups of shapes.

Teacher Notes

Guide students to count the blocks. Remind students that the blue blocks are in groups of ten. Count them together. Look for the relationship between the blocks and the number they represent. Which one shows the most? Which one shows more yellow cubes? Look at 25 and 52. How are they the same? How are they di erent? Look for ideas about how many blues versus how many yellows.

Review Addition Subtraction

Teacher Notes

Sums and Di

with Numbers from 0-20

Teacher Notes

Circle the sign (plus or minus) first. Then solve the problem.

Write the missing numbers.

Teacher Notes

Let’s review our numbers using this hundreds chart. But, uh oh, some of the numbers are missing. These pictures are covering up some numbers. We need to find out which ones! Let’s count together. 1, 2, 3, 4,

6, 7, 8.... yellow star. What is this yellow star covering up? A 9 - that’s right! Find the yellow star below. Now write 9 under that star. Keep counting. If you find a picture, figure out what it’s hiding and write that missing number under the picture below.

Joshua grew 67 .

Then he ate 15 of the . How many does Joshua have left over?

Try it together!

Solve

Timothy picked 25 .

Then he picked 24 more . How many did Timothy pick in all?

10,20,30,40,50...60,67

Ezra saw 16 .

Then he saw 23 more . How many did Ezra see?

Teacher Notes

52

67 −15 52 + +

Read problems to students as needed. Help students first picture what is happening in the story, and then retell it in order to figure out which operation will help them solve. Act out stories using actual tens and ones blocks to represent the amounts in the story problems. Watch for students who get stuck on which operation to choose. Prompt them to go back to the story and look for keywords to help them with this step.

Ones Tens Hundreds Thousands

Ones Tens Hundreds

Ones Tens Hundreds Thousands

Kaiden had 25 . Then his friend gave him 13 more . How many does Kaiden have now?

Solve + Ones Tens Hundreds

the story problem. Check with tens and Ones Tens Hundreds

Ones Tens Hundreds Thousands Ones Tens Hundreds Thousands

Ezekiel had 35 . Then his friend ate 20 of the . How many does Ezekiel have left?

Teacher Notes

Ones Tens Hundreds Thousands

Ones Tens Hundreds Thousands

Ones Tens Hundreds Thousands

Ones Tens Hundreds Thousands Ones Tens Hundreds Thousands Ones Tens Hundreds Thousands

Ones Tens Hundreds Thousands Ones Tens Hundreds Thousands Ones Tens Hundreds Thousands

Ones Tens Hundreds Thousands

Ones Tens Hundreds Thousands

Ones Tens Hundreds Thousands

Ones Tens Hundreds Thousands

Ones Tens Hundreds Ones Tens Hundreds Thousands

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Ones Tens Hundreds Thousands

Ones Tens Hundreds Thousands Ones Tens Hundreds Thousands Ones Tens Hundreds Thousands

Read the story problems out loud. Act out and decide whether to add or subtract. Help students cross out cubes to subtract.

Ones Tens Hundreds Thousands Ones Tens Hundreds Thousands Lighthouse Math | Level A Chapter 14 Exercise 5 283

Teacher Notes

Remind students to draw tens rods and unit cubes to help solve for each problem. Tell students to check their subtraction by checking with addition.

learn!

Joshua has a dentist appointment on June 15th at 2:00 pm.

Try it together!

Use the calendar.

272625 232221 29283031

Teacher Notes

Review the calendar and the clock.

You can ask di erent questions to help navigate and learn from the calendar. You can guide students to color certain days, say the days of the week in order etc.

What month is this? How many days in a week? What day is the 4th? There are raindrops on the 9th, what day of the week will it rain? How many Fridays are in this month? How many days are in the whole month? What is the date when library books are due?

Teacher Notes

Look at the time. Show it on the clock provided. Where does the short hand point? Draw in the hands of the clock. Look at the calendar. Write the date that is missing.

Teacher Notes

Explain that this lesson is reviewing measuring weight, length and temperature. Go over definitions with students of relevant vocab. Model excitement at how there are even more ways to measure weight, length and temperature. Have them practice reading a scale, ruler and thermometer before beginning the lesson. Watch for students who need to count out loud in order to measure accurately.

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Find the temperature.

Fill in the correct temperature.

Teacher Notes

1 Write the temperature shown on the thermometers. Take your red crayon and color the thermometer to show the temperature given. Which thermometer shows the highest temperature? How does a high temperature look on a thermometer? What kind of temperatures do you color more red? less red?

2 Draw a picture of something you might wear or do when it is 80 degrees out. What would you do or wear when it is 26 degrees?

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Bar

Defining attributes of shape

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Glossary

Open

+ Plus sign

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Vertical addition method of adding where numbers are lined up, in columns one above the other; a number sentence with

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