LHM - Level K2 - Teacher's Guide by lighthousecurriculum

Level K.2

Teacher's Guide

LEVEL K - TEACHER'S GUIDE

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

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

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

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

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

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

Esther Aboud M.Ed in Special Education

Yehuda Gartenhaus M.A. Elementary School Principal

Mechi Weizer Curriculum Advisor Elementary School Principal

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

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

Layout & Design Akiva Leitner Project Manager Kevanyc.com

Mirko Zunic Layout Director

Issac Flores Illustration Director

©Copyright 2023 Lighthouse Curriculum Inc. All rights reserved. Distributed by Leren Curriculum Inc. T: 718-.834.1231 E: lerenec@gmail.com Lighthouse Math Teacher's Guide level K • ISBN 978-1-955773-54-6 No part of this publication may be reproduced, stored in a retrieval system, stored in a database and/or published in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of the publisher. To obtain permission to use portions of material from this publication, please contact Lighthouse curriculum. Content developed in collaboration with The Reimagined Classroom Contact Lighthouse curriculum: By calling: 718.285.7100, or emailing: info@lighthousecurriculum.com For more information visit www.lighthousecurriculum.com

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

Hi, my name is Flash! Welcome to the Lighthouse Math Curriculum! Here is a list of items that will help as you navigate through the book!

Vocabulary words with checkboxes students can check off as they go through the lessons Clearly coded lessons: blue for the lesson page, red for the exercise page Let’s learn! helps introduce the concept Try it together! provides guided practice as a class Practice provides plenty of problems to practice the skill Tabs on the top of each page allow you to find chapters and lessons easily Teacher notes give tips and ideas to guide teachers during the lesson Icons provide clear, visual instructions to help students understand the directions Circle

Circle

Trace

Color

Cross out

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

Clear, worked out examples

Bonus!

Bonus problems for enrichment and practice

Review for every chapter

Assessment provided for every chapter

Write

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

Intro

Lighthouse Math Teacher's Guide

Name Comparing Nu

mbers: Less or

Let’s learn!

I see 2 groups of the same. The same mea ns equal.

equal

3 less

Count. Circle less.

riculum. Copying

strictly prohibited.

Count. Circle th

e equal groups.

Teacher Notes

Tell students to count out loud to determine wh the numbers be ich is less. Remind low each group students that eq match the amou ual means “the nt in each group same as”. Note . that

60 Level K

Lighthouse Math Teacher's Guide

Intro

Chapter 11

Lesson 4

Lighthouse Mat

Equal

How to use the student book

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

Table of Contents

y Easy to read numbers and spaces for student writing

y Custom images to assist in learning concepts CHAPTER 9 Understanding and Writing Numbers 6 to 10 Understanding and Writing 6 and 7.....................................................................................................................12 Understanding and Writing 8 and 9 ....................................................................................................................16

Counting From 0 to 10

Name

Understanding and Writing 10 ................................................................................................................................. 20 Counting From 0 to 10.........................................................................................................................................................24

Let’s learn!

CHAPTER 10 Represent Numbers 0 to 10: Use of Ten Frames, Number Lines

I can count to 10!

and Counting Pictures and Shapes

Counting with a Ten Frame ..........................................................................................................................................30 Counting on a Number Line ..........................................................................................................................................34 Sorting Shapes and Counting from 0 to 10 ...........................................................................................38 Counting from 0 to 5 with Dots...............................................................................................................................42

CHAPTER 11 Compare Numbers 0 to 10: Same, More or Less Comparing Groups of Objects: Same or More .................................................................................48 Comparing Groups of Objects: Less .................................................................................................................52 Comparing Numbers: More ..........................................................................................................................................56 Comparing Numbers: Less or Equal .................................................................................................................60 Table of Contents

0 1 2 3 4 5 6 7 8 9 10

Lighthouse Math

Count. Trace the correct number.

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

5 8

7 9

Draw a line to match.

7 6 8 2 1 Teacher Notes

Tell students to use their fingers to count to ten. Next, point to each duck while counting together. Show a group of fingers or objects and help the students count to figure out how many there are. When students trace the numbers, make sure they are tracing the numbers correctly. Recall the use of rhymes to help students write the numbers correctly.

Intro

Level K

Chapter 9

Lesson 4

Lighthouse Math

Lighthouse Math Teacher's Guide

In Chapter 13, we will use different strategies to practice subtraction 0-10. • • • •

Intro to the chapter

Use a ten frame to subtract from 0-10 Use a number line to subtract from 0-10 Use pictures to solve vertical subtraction problems Solve subtraction story problems using pictures

hapter 13

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

9 −

3 6

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

Vocabulary Words difference minuend

story problem subtract

subtrahend ten frame

vertical subtraction

Circle 7 apples

Circle 5 turtles

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

Circle 9 cookies

Circle 3 flowers

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

Count. Trace the correct number.

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

10 9 26

Lighthouse Math Teacher's Guide

Intro

Level K

Chapter 9

Practice 4

Lighthouse Math

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

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

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

Intro

Lighthouse Math Teacher's Guide

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

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

Summative Assessment

Spiral Review

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

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

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

y Important arithmetic skills are reinforced and reviewed throughout the levels

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

Lighthouse Math Teacher's Guide

Intro

y All levels begin with a comprehensive review of foundational skills

Counting to 50

Name

Begin the lesson with direct instruction.

Let’s learn!

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

Count to 50. Color the numbers.

Let’s count to 50!

11 12

24 25

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

35 36

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

37 47 48

45 44

Teacher Notes

Flash caught a really long caterpillar! If we follow its body we can ﬁnd all the numbers until 50. Let’s use the caterpillar to count to 50. Count out loud to together as students point to the numbers. Then, allow students to color (or dot with dot markers) the caterpillar. Encourage them to whisper the numbers to themselves as they color.

120

Level K

Chapter 15

Lesson 1

Lighthouse Math

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

Intro

Lighthouse Math Teacher's Guide

Help Flash and figure out problems together.

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

Continue practice or assign problems for independent work

Start at 0. Skip count by 2s. Draw the hops. Write the missing number.

1. 0

2. 0

3. 0

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

4. 0

Bonus!

Lighthouse Math

Level K

Chapter 15

Practice 4

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

Lighthouse Math Teacher's Guide

Intro

135

How to use the Teacher Guide

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

y Use the teacher guide to complement the student workbook.

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

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

Level K Chapter 10-1

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

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

Let’s learn!

y Recognize and identify numbers in a ten frame.

I ca pe t

Trace how many.

Vocabulary y Ten frame - a grid with 2 rows of 5 to make 10 boxes; aids in counting to 10. y Count - to say or write numbers in order; to determine a total number of objects.

Materials y Dry-erase boards y Dry-erase markers y Flashcards with numbers 1-10 y Flashcards with a varied arrangement of dots y Pencils y Pennies or other counters y Ten frame

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

Pre-Lesson Warm-up Guiding Questions Review numbers 1-10 with the students. Ask questions like “Can you count from 1 to 10?” or “Can you show me the number 5 on your fingers?” Begin by asking students to sit in a circle or at their desks. Show a flashcard with a simple arrangement of dots (ex: 3 dots). Encourage students to count the dots and call out the number. Show a few more flashcards with different dot arrangements, allowing students to practice counting. Guiding Questions 1. What do you notice about ten frames? [there are 10 boxes, 5 are on top, 5 are on bottom...] 2. How can a ten frame be helpful? [A ten frame is a math tool that helps us organize and count numbers] 3. Why do you think it’s important to be able to recognize numbers in a ten frame? [It’s a valuable skill for addition and subtraction]

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

Name

Objective and Learning Goals

Teacher Notes

Encourage students to find the amount in each ten frame without co filled with pennies and how many are empty.

Level K

Count how many. Write the number.

Introduce the Lesson (Try it Together) Look at the pennies in Let’s Learn. Model how to count each penny in the ten frame. Count out loud together while counting (1…2…3..etc). How many pennies are there? [7]. Then demonstrate how to trace the numbers. Repeat for the next two problems. Now tell students to count and match the number of pennies in the ten frame by drawing a line to the correct number in number 1 of Try it Together. How many pennies are there? [3] Ask students to draw a line from each ten frame to the matching number that represents the amount of pennies in that frame. Encourage them to count and compare. Activities Distribute blank ten frame templates and a set of counters to each student. Call out a number (ex: 8), and have students use the counters to fill in the ten frame to represent that number. Discuss and compare the different ways students filled their ten frames.

Lighthouse Math Teacher’s Guide

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

Intro

Chapter

Lighthouse Math Teacher's Guide

Level K

Chapter 1

Try it together!

Struggling Learners

Count how many. Match.

Play a game of “Guess the Number” where students have to guess the number of pennies in a ten frame by looking at the arrangement. Provide real pennies or manipulatives for hands-on counting and matching.

7 2.

Early Finishers

Divide the class into pairs and have students take turns showing a ten frame with pennies while their partner identifies the number. Conduct a whole-class activity where students hold up a card with a number and others have to show the corresponding number on their own ten frame.

5 7

ounting each penny. Notice how many spaces are

Tips and ideas to assist learners who may need more support

Counting with a Ten Frame

an count the ennies in my ten frame.

Lesson 1

Lighthouse Math

Level K

Chapter 10

Lesson 1

Ask Students 1. How can using two ten frames help us count larger numbers? [one full frame is 10, so you can start counting from there] 2. How many dots fill two ten frames? [20]

Fill in the ten frame.

Assess

4 9 4.

2 Practice 1

Lighthouse Math

Common Errors Counting Errors: Some students may count the dots in a ten frame inaccurately. Encourage them to double-check their counts. Incomplete Ten Frames: Ensure that students understand that a full ten frame should have ten dots, and incomplete ten frames should reflect the correct quantity.

6 Lighthouse Math

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

Bonus: I have 7 apples and I eat one. How many do I have left? Draw a ten frame and fill in the ten frame accordingly. [7 dots should be placed in the ten frame, then they cross out one leaving 6]

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

Show students a ten frame with 8 pennies. Ask how many there are. [8] Fill in the ten frame with the number 4. [Four pennies should be placed in the ten frame.]

r 10

Easy to find references to help differentiate your class.

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

Level K

Chapter 10

Practice 1

Lighthouse Math Teacher’s Guide

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

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

Lighthouse Math Teacher's Guide

Intro

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

Table of Contents CHAPTER 9 Understanding and Writing Numbers 6 to 10 Understanding and Writing 6 and 7.....................................................................................................................12 Understanding and Writing 8 and 9 ....................................................................................................................16 Understanding and Writing 10 ................................................................................................................................. 20 Counting From 0 to 10.........................................................................................................................................................24

CHAPTER 10 Represent Numbers 0 to 10: Use of Ten Frames, Number Lines and Counting Pictures and Shapes

Lighthouse Math

CHAPTER 12 Addition 0 to 10: Use of Ten Frames, Number Lines, Vertical

Addition with Pictures and Story Problems

Addition with a Ten Frame ............................................................................................................................................. 66 Addition with a Number Line .....................................................................................................................................70 Vertical Addition with Pictures ................................................................................................................................... 74 Story Problems: Writing Addition Number Sentences .................................................................................78

CHAPTER 13 Subtraction 0 to 10: Use of Ten Frames, Number Lines, Vertical Subtraction with Pictures and Story Problems

Subtraction with a Ten Frame ...................................................................................................................................84 Subtraction with a Number Line ............................................................................................................................88 Vertical Subtraction with Pictures ......................................................................................................................... 92 Story Problems: Writing Subtraction Number Sentences ..................................................... 96

CHAPTER 14 Counting and Writing Numbers 11 to 20 Writing and Counting from 11-14 ..........................................................................................................................102 Writing and Counting from 15-17.........................................................................................................................106 Writing and Counting from 18-20 ...................................................................................................................... 110 Composing Numbers from 10 to 20 Using Ten Frames........................................................114

CHAPTER 15 Count by 1s, 10s and 2s Counting to 50 ............................................................................................................................................................................120 Counting to 100...........................................................................................................................................................................124 Counting by 10s ...........................................................................................................................................................................128 Counting by 2s ...............................................................................................................................................................................132

CHAPTER 16 Sort and Count with Tally Marks, Graphs and Coins Tally Marks.......................................................................................................................................................................................... 138 Making Bar Graphs and Interpreting Data ............................................................................................142 Identifying Pennies and Counting by 1s .......................................................................................................146 Identifying Dimes and Counting by 10s.....................................................................................................150 Glossary................................................................................................................................................................................................ 154 Lighthouse Math

Table of Contents contents

Name

Counting from 0 to 10 with pennies

Chapter 9

10 Chapter 3

Lesson X

Name

Counting from 0 to 10 with pennies

In Chapter 9, we will practice understanding and writing numbers 6 to 10. •

Recognize numbers 6 to 10 in picture, word and number form

•

Write numbers 6 to 10

•

Count numbers 6 to 10

•

Represent a number of objects with numbers 6 to 10

•

Assign number values to objects while counting

Vocabulary Words 6 7

8 9

10 count

11 Chapter 3

Lesson X

Level K Chapter 9-1 Understanding and Writing 6 and 7

Name

Let’s learn!

Objective and Learning Goals y Count and write numbers from 0 to 7.

Let's count and write! 6, 7

Trace. How many?

Vocabulary y Count - to say or write numbers in order; to determine a total number of objects

Materials y Anchor charts y Crayons or markers y Modeling clay y Ten frame y Note cards

Pre-Lesson Warm-up Guiding Questions Draw a 6 on an anchor chart. Ask students: What are different ways to represent the number 6? [Answers may vary. Answers may include six fingers, six circles, 4+2=6, etc.] Write student responses around the 6 on the anchor chart. Draw a 7 on an anchor chart. Ask students: What are different ways to represent the number 7? [Answers may vary. Answers may include seven fingers, seven circles, 5+2=7, etc.] Write student responses around the 7 on the anchor chart.

Teacher Notes

On an anchor chart or board draw groups of objects (3 stars, 5 circles, 7 squares, 6 rectangles, 2 triangles). Play “I spy” with number clues. For example, tell students: I spy 7 of something. Students raise their hands to answer (7 squares). Keep playing. Guiding Questions 1. How do you keep track of your counting? [Answers may vary. Answers may include drawing, pointing, crossing off, etc.] 2. Which is more, 6 or 7? How do you know? [7 because there are more objects when counting]

Introduce numbers 6 and 7. Point to the number and say its name. Ask students to point to the group that shows six apples and then the group that shows 7 apples. Practice writing the numbers starting at the top. When making a six, say: “Curve around until it sticks, that is the way to make a 6.” Repeat the rhyme as students write. Next move onto number 7 and say: “Across the sky and slant the line, make a 7 every time.”

Level K

Now tell students to count the number of apples below and practice writing 6. Notice where to start writing 6 at the top where there is tiny one. Say: “Curve around until it sticks, that is the way to make a 6.” Repeat the rhyme as students write. Next move onto number 7 and say: “Across the sky and slant the line, make a 7 every time.” Now tell students to count and circle the number of birds in number 1 of Try it Together. Tell students to cross out each bird while counting. How many birds are there?[6] Which number is 6? [students point to the 6] Have students circle the 6 and continue counting and circling or writing the numbers 6 and 7. Activities Pass out modeling clay. Provide number cards from 1-7. Students pick a card, and make clay balls for each number. Students can play a game with a partner. Pick one card and see who can make the number of clay balls the fastest. Use stickers if clay is not available.

Lighthouse Math

666 6 6

777 7 7 Write how many.

Lighthouse Math Teacher’s Guide

Lesson 1

Trace and write.

Introduce the Lesson (Try it Together) Look at the apples in the Let’s Learn. Show students how to cross out the apples as you count. Count out loud together while counting (1…2…3…4..5..6). How many apples are there? [6] Repeat for the 7 apples.

Chapter 9

7 4 7 Level K

Chapter 9

6 Practice 1

Lighthouse Math

Try it together!

Apply and Develop Skills (Practice)

Circle the number.

Continue working through the rest of the Try it Together and independent practice. Remind students to cross out while counting to keep track.

Struggling Learners

When making clay balls, allow struggling learners to use a ten frame. This will help students to keep track of their counting.

Early Finishers

Count. Write.

6 Lighthouse Math

7 |

Level K

Chapter 9

Challenge and Explore Go outside and challenge students to find 6 or 7 items in nature. Students put their items in a paper bag and share with the class what they found. Another option is to go on an indoor scavenger hunt. Search the classroom for 6 things yellow. Search the classroom for 7 blue items. Come up with more color groupings as needed.

Lesson 1

Pass out 14 note cards. On 7 of the note cards, students write numbers from 1-7. On the other 7 note cards, students draw circles to match each number. Then, students flip over all cards face down. Students flip over 2 cards at a time to find a match.

Color 6 suns. Write 6.

6 Color 7 moons. Write 7.

7 © Lighthouse Curriculum. Copying strictly prohibited.

Assess

Circle the 6s. Put a box around the 7s.

3. 0

6 2 7

Lighthouse Math

1 6

3 |

Level K

Chapter 9

7 7

Practice 1

6 7

5 0

Have students draw circles for the numbers 6 and 7 on a sticky note. Add their drawings to the anchor charts.

Common Errors Students may lose track of counting. Students may also draw numbers backwards. This typically occurs with numbers 2, 6 and 7.

Lighthouse Math Teacher’s Guide

Level K Chapter 9-2 Understanding and Writing 8 and 9

Name

Let’s learn!

Objective and Learning Goals y Count and write numbers from 0 to 9.

Let’s learn about the numbers 8 and 9.

Trace. How many?

Vocabulary y Count - to say or write numbers in order; to determine a total number of items

Materials

1. vdvf

Pre-Lesson Warm-up Guiding Questions Draw an 8 on an anchor chart. Ask students: What are different ways to represent the number 8? [Answers may vary. Answers may include eight fingers, eight circles, 4+4=8, etc.] Write student responses around the 8 on the anchor chart. Ask students: What are different ways to represent the number 9? [Answers may vary. Answers may include nine fingers, nine circles, 5+4=9, etc.] Write student responses around the 9 on the anchor chart. Call out a number and have students draw that many circles on a dry-erase board. Students switch boards with a partner, or hold up their board to show a partner. Partners count and check that the number of circles matches the number you called out. Guiding Questions 1. Which number was the easiest to draw? [Answers will vary.] 2. Why are some numbers easier to draw or write than others? [The smaller the number, the easier to draw because there are not as many items to draw.]

y Anchor charts y Dry-erase board y Dry-erase marker y 5x5 Bingo grid / student y Counters or beads y Number cards (1-9)

Teacher Notes

Introduce the numbers 8 and 9. Point to the numbers, say the names, and ask “which” questions. For example: Which shows 8? Point to the 8. Which shows 9? Point to the 9. Help students practice writing the numbers. Start at the top and follow the arrows. Use rhymes to assist in writing numbers. For 8: “Make an “s” but do not wait, race back up to make an 8.” For 9: “Make a circle then slant the line, that’s the way to make a 9.”

Level K

Now tell students to count and circle the number of stars in number 1 of Try it Together. Tell students to cross out each star while counting. How many stars are there? [9] Which number is the 9? [students point to the 9] Tell students to circle the 9 and continue on with the rest of Try it Together. Activities Pass out blank 5x5 bingo grids. Students draw different amounts of circles in each box (no more than 9 circles per box). Tell them that amounts may repeat in more than one box, but they should draw at least one group of each amount 1-9. After students have filled in their grids, write a number on the board. Students find the number of circles for the number called out and cover it with a counter or bead. Keep calling out numbers until a student gets 5 in a row. Lighthouse Math Teacher’s Guide

Lesson 2

Lighthouse Math

Trace and write.

888 8 8

999 9 9

Introduce the Lesson (Try it Together) Look at the apples in Let’s Learn. Show students how to cross out the apples as you count. Count out loud together while counting (1..2..3..4..5..6..7..8). How many apples are there?[8] Practice writing the 8. Tell students the rhyme to help us remember how to make an 8. “Make an “S” but do not wait, race back up to make an eight.” Repeat for the 9 apples. Tell students the rhyme for writing a 9. Say: “Make a circle and then slant the line, that is the way to make a 9.”

Chapter 9

Circle the number.

8 18

9 Level K

Chapter 9

Practice 2

Lighthouse Math

Try it together!

Struggling Learners

Circle the number.

Struggling learners can use a number line to help when selecting the correct number for Try it Together and independent practice. The number line shows students the numbers in order so they can select the correct number for the amount they count.

Early Finishers

Students can use their bingo boards to play bingo independently. Pass out number cards from 1 to 9. Students pick cards, put a counter or bead on the number of circles, and then continue until they get 5 in a row.

Count. Write how many.

8 Lighthouse Math

Level K

Chapter 9

9 Lesson 2

Challenge and Explore Students collect a number of objects from their desk (from 1 to 9). Students lay these objects on their desk. Then, students stand up and walk around to music. When the music stops, they freeze at another student’s desk. Students count the objects and raise their hand to share how many they counted. Play music again and students find another desk. Keep repeating.

Color 8 stars. Write 8.

8 Color 9 clouds. Write 9.

Assess © Lighthouse Curriculum. Copying strictly prohibited.

9 How many? Circle.

A. 3

Tell students to draw 8 of one shape and 9 of a different shape on a sticky notes. Add their drawings to the correct anchor charts.

Common Errors

B. 6 C. 8

Students may lose track of counting. Students may also write numbers backwards. This typically occurs with numbers 2, 6 and 7. Students may draw a 6 and 9 upside down.

D. 9 Lighthouse Math

Level K

Chapter 9

Practice 2

Lighthouse Math Teacher’s Guide

Level K Chapter 9-3 Understanding and Writing 10

Name

Let’s learn!

Objective and Learning Goals

Count your fingers to make 10.

y Count, draw and write the number 10.

Vocabulary y Count - to say or write numbers in order; to determine a total number of objects

Materials

Pre-Lesson Warm-up Guiding Questions Draw a 10 on an anchor chart. Ask students: What are different ways to represent the number 10? [Answers may vary. Answers may include ten fingers, ten circles, 6+4=10; etc.] Write student responses around the 10 on the anchor chart. Collect some beads or counters and a cup. Tell students that you are going to show them a number of beads or counters and they are going to race to call out the number, without counting. Put a number of beads in the cup (from 1-10) and shake it. Do not tell the students how many are in the cup. Show the beads, either by dumping them out into your hand or on a table. Call on students to say the number they see. As they get better at recognizing the amount without counting, you can even dump them and then cover them - so the students have to recall how many without physically counting each one. For example: Take 3 counters and shake them in the cup. Dump them onto the table. Wait 2 seconds, and then cover them with the cup. Repeat with various amounts of beads and counters (from 1 to 10).

Color.

2. © Lighthouse Curriculum. Copying strictly prohibited.

y Anchor charts y Dry-erase board y Dry-erase marker y Cup y Counters or beads y Note cards y Paper y Pencil y Number line y Dice y Sticky Notes

Teacher Notes

Introduce the number 10. Point to the number, say the name and ask questions like, how can we show 10? Which shows 10? Help students start at the top and practice writing the number. Listen carefully. Use your blue crayon and color 10 circles blue. Use your green crayon and color 10 hearts green. Use your orange crayon and color 10 triangles orange. Use your red crayon and color 10 squares red.

Level K

Color 10

Chapter 9

Lesson 3

. Write the number 10.

Guiding Questions 1. Why did we race to count the numbers? [Answers may vary. A sample answer is: To recognize numbers quickly so we can do other math problems] 2. What is an easier way to organize the counters to count quickly? [Answers may vary. Sample answers include: In groups; in a ten frame; etc.]

Introduce the Lesson (Try it Together) Look at Let’s Learn with students. Have students count the circles in the ten frame, the fingers on the hands, and the dots on the domino aloud with you. Then students trace the number 10. Walk around and make sure students trace the 1 first and then the 0. Have students listen to directions when coloring 10 of each shape with different colors. For number 1, tell students to use their blue crayon and color 10 circles. Count aloud as you color ten. Repeat with the rest of the shapes. In Try it Together, practice counting 10 stars and writing the number ten. Continue to color 10 and circle 10 items. Cross off if needed while counting. In the practice pages to follow, color only 10 stars in number 1 even though there are 12 stars. In numbers 2 - 5, cross off while counting. Make sure students count carefully. Activities On ten different note cards draw different amounts of shapes (from 1 -10). Label the note cards with letters from A through J (one letter per card). Hide the note cards around the room. Students walk around with a paper (labeled A - J) and write the number of shapes on each card. Lighthouse Math Teacher’s Guide

Lighthouse Math

Count. Write how many.

10 22

8 Level K

Chapter 9

Practice 3

Lighthouse Math

Try it together!

Struggling Learners

Trace and write.

Struggling learners should practice recognizing numbers on a ten frame to help students get faster at recognizing numbers. Show students an amount of counters on a ten frame and have them call out the number. Repeat for different numbers from 0 to 10.

10 10 10 10 10

Early Finishers

Color.

3. 10 green

4. 10 red

2. 10 blue

Circle which shows 10.

Lighthouse Math

Level K

Chapter 9

Lesson 3

Students use a number line (from 1 to 10) and set of dice. Students use their dice to roll numbers on the number line. When the student rolls a number, they cover the number up with a counter or bead. Students keep rolling until all numbers are covered. Students can play with a partner and race to see who can cover up the numbers on the number line first.

Challenge and Explore Students work in partners. They take turns drawing circles on their board (up to 10) and flashing the board to their partner. Their partner has to quickly say the number of circles on the board.

Circle the number.

Assess

Lighthouse Math

Count. Write how many.

10 |

Level K

Chapter 9

Practice 3

Have students draw a picture of 10 objects on a sticky note. Have students write the number 10 next to their pictures. Add their pictures to the anchor chart.

Common Errors Students may write the number 10 with the 0 first (01). Students may also miscount objects. Have students cross out the objects as they count.

Lighthouse Math Teacher’s Guide

Level K Chapter 9-4 Counting From 0 to 10

Name

Let’s learn!

Objective and Learning Goals

I can count to 10!

y Count, draw and write numbers from 0 to 10.

Vocabulary y Count - to say or write numbers in order; to determine a total number of objects

0 1 2 3 4 5 6 7 8 9 10

Materials

Pre-Lesson Warm-up Guiding Questions Make a life size ten frame on the floor with painter’s tape (or outside with chalk). Have students stand in the ten frame one at a time. As each student stands in the frame, count the number of students in the ten frame. Tell students to write the number of students in the ten frame on their dry-erase boards. When the ten frame is filled with students ask students: “How many students are in the ten frame?” [10]. Repeat this activity with different numbers of students in the ten frame. Guiding Questions 1. How does the ten frame help to count? [It organizes all of the objects to keep track while counting] 2. Why is it important to write numbers clearly and have the same amount drawn as everyone else? [So everyone knows what number we are writing or showing.]

Count. Trace the correct number.

7 9

5 8 Draw a line to match. © Lighthouse Curriculum. Copying strictly prohibited.

y Blank ten frames y Counters (or beans) y Dry-erase boards y Dry-erase markers y Handwriting paper y Number cards (0 to 10) y Painter’s tape (or chalk) y Paper y Pencils y Timers

7 6 8 2 1 Teacher Notes

Level K

Circle 7 apples

Chapter 9

Lesson 4

Lighthouse Math

Circle 5 turtles

Introduce the Lesson (Try it Together) Look at the first pond in Let’s Learn with students. Ask students: “How many ducks are in the first pond? [0]. How many ducks are in the second pond? [10]. Which was easier to count? Why?” [The first pond was easier because there were no ducks to count.] Show students how to cross out while counting the frogs. Then, carefully trace the number that matches the amount of frogs. Ask students, “How many frogs did you count?” [5]. When starting the matching section, ask students what are they expected to do in this section. Discuss what is presented. Pictures are on one side and numbers are on the other. Read through the numbers first as students point to each number. Next, count the number of shells in the first box aloud as students cross off each item. Draw a line to find the matching number. Continue this process by carefully counting the pictures while crossing out and then looking for the correct number match. Activities Put students in partners. Provide students with a ten frame each and counters or beans for the ten frame. Pass out number cards from 1 to 10. Students flip over one card and put that many counters in their frame. The student who makes the number quickest in their ten frame keeps the card. Keep playing until all of the cards are gone. The student with the most cards wins. Lighthouse Math Teacher’s Guide

Circle 9 cookies

Circle 3 flowers

Count. Trace the correct number.

4 6.

8 7

10 10 9 26

Level K

Chapter 9

Practice 4

Lighthouse Math

Try it together!

Apply and Develop Skills (Practice)

Count. Write how many.

Continue working through the Try it Together and independent practice problems. Depending on the level of your group, you could have students work in partners or independently or work through the problems together as a class. Remind students to write their numbers clearly and to cross out objects to help keep track of their counting.

1. 2.

5 7 2

Struggling learners may need additional practice writing numbers. On handwriting paper, model how to write each number. Have students trace a few numbers and then have students practice writing numbers independently. © Lighthouse Curriculum. Copying strictly prohibited.

Struggling Learners

6. 7. Guide students to count the shapes. Say the color and name of the shape when pointing to each shape (ex: red rectangle). Write how many shapes students counted. Listen carefully. Use your green crayon and color 8 circles green, then use an orange crayon to color 3 rectangles orange.

Level K

Chapter 9

Lesson 4

Students will play the ten frame activity independently. Provide students with a timer, blank ten frame, counters (or beans) and number cards from 0 to 10. Students will see how many numbers they can build with counters in the ten frame before the timer runs out.

Challenge and Explore

Teacher Notes

Lighthouse Math

Early Finishers

Play mystery number with students. Give clues to students and have students write the mystery number on their dryerase boards.

My mystery number is more than 0. My number fills up a ten frame. My number is all of my fingers. What is my number? [10]

Count. Write how many.

My mystery number is less than 3. My number is more than 1. What is my number? [2]

7 2 4

Assess

Draw a line to match.

4. © Lighthouse Curriculum. Copying strictly prohibited.

Level K

Chapter 9

Practice 4

Common Errors Some students may need to be reminded to cross off objects while counting to help them from miscounting objects. Students may write their numbers quickly but illegibly or backwards.

Lighthouse Math

Give each student a piece of paper with the numbers 3, 6 and 10. Have students draw circles for each number. Then tell students to write the number 8 on their own. Finally, ask students to draw 4 triangles.

Lighthouse Math Teacher’s Guide

Chapter 10

In Chapter 10, we will explore different ways to represent the numbers 0-10. •

Recognize numbers in a ten frame

•

Recognize numbers on a number line

•

Use a number line to count

•

Count pictures and shapes

•

Quickly recognize the number of dots on dice or dominoes

Vocabulary Words count number line

sequence shapes

sort ten frame

Level K Chapter 10-1 Counting with a Ten Frame

Name

Let’s learn!

Objective and Learning Goals y Recognize and identify numbers in a ten frame.

I can count the pennies in my ten frame.

Trace how many.

Vocabulary y Ten frame - a grid with 2 rows of 5 to make 10 boxes; aids in counting to 10. y Count - to say or write numbers in order; to determine a total number of objects.

Materials

6 © Lighthouse Curriculum. Copying strictly prohibited.

y Dry-erase boards y Dry-erase markers y Flashcards with numbers 1-10 y Flashcards with a varied arrangement of dots y Pencils y Pennies or other counters y Ten frame

10 Teacher Notes

Encourage students to find the amount in each ten frame without counting each penny. Notice how many spaces are filled with pennies and how many are empty.

Level K

Chapter 10

Lesson 1

Now tell students to count and match the number of pennies in the ten frame by drawing a line to the correct number in number 1 of Try it Together. How many pennies are there? [3] Ask students to draw a line from each ten frame to the matching number that represents the amount of pennies in that frame. Encourage them to count and compare. Activities Distribute blank ten frame templates and a set of counters to each student. Call out a number (ex: 8), and have students use the counters to fill in the ten frame to represent that number. Discuss and compare the different ways students filled their ten frames.

5 3.

10 4.

2 32

Lighthouse Math Teacher’s Guide

Lighthouse Math

Count how many. Write the number.

Level K

Chapter 10

Practice 1

Lighthouse Math

Try it together!

Struggling Learners

Count how many. Match.

Early Finishers

9 8

6 3 4

4 5 7

Lighthouse Math

Level K

Chapter 10

Lesson 1

Challenge and Explore Introduce double ten frames for more advanced learners. Explore larger numbers and addition/subtraction concepts using ten frames. Have students use their own dry-erase boards and draw ten frames and dots for their partner. Their partner then counts and writes the number on their own dry-erase board. The process repeats as the partners switch roles. Ask Students 1. How can using two ten frames help us count larger numbers? [one full frame is 10, so you can start counting from there] 2. How many dots fill two ten frames? [20]

Fill in the ten frame.

Assess Show students a ten frame with 8 pennies. Ask how many there are. [8] Fill in the ten frame with the number 4. [Four pennies should be placed in the ten frame.]

Bonus: I have 7 apples and I eat one. How many do I have left? Draw a ten frame and fill in the ten frame accordingly. [7 dots should be placed in the ten frame, then they cross out one leaving 6]

3. © Lighthouse Curriculum. Copying strictly prohibited.

9 4.

6 Lighthouse Math

Level K

Chapter 10

Practice 1

Lighthouse Math Teacher’s Guide

Level K Chapter 10-2 Counting on a Number Line

Name

Let’s learn!

Objective and Learning Goals

I can hop up the number line and count.

y Understand how to use a number line as a tool to identify, sequence, and count numbers from 0 to 10. y Recognize and locate numbers on a number line and count forward using the number line.

Vocabulary

Count. Trace the hops.

y Count - to say or write numbers in order; to determine a total number of objects. y Number line - helps put numbers in order; a tool to help in counting. y Sequence - the arrangement of numbers in a particular order.

y Blank and filled number line charts from 0 to 10 y Colored markers or pencils for circling numbers y Dry-erase board y Markers

Pre-Lesson Warm-up Guiding Questions Pass out filled out number lines to each student. Say, “Let’s play a game of ‘Jump on the Number Line.’ I’m going to call out a number, and I want you to imagine that you’re a grasshopper jumping to that number. When you land, circle it with your colored marker.” For example, “Hop to the number 4 and circle it orange.” Continue this process a few times using different numbers from 0 to 10.

Materials

Teacher Notes

Start at 0. Hop to the number 4 and circle it.

Guiding Questions 1. What is a number line? How does it look? [is has numbers in order, it is like a road for numbers] 2. How is number line helpful? [it helps us see the order of the numbers, it helps with counting]

Introduce the Lesson (Try it Together) Look at the Let’s Learn section. Flash says “I can hop up the number line and count.” Instruct students to trace the hops from 0 to 10. Then, instruct students to start at 0 and hop to the number 4 and circle it. Then, look at the Try it Together section. Tell students to trace the numbers in the number line. Then tell them to use the number line to find the missing number in the sequence. Ask, “what number comes after 4 and before 6?” [5]. Continue this process for all the examples. Activities Instructions: Place 2 large number lines (0-10) on the board or wall. Divide the class into 2 teams and have each team line up next to one number line. Provide each team with a colored marker. Tell students that they will race to circle all the numbers on the number line. Make sure the 2 students in the front of the lines are holding the markers. Tell the class that when I say “go” the student holding the marker will come up to the board, circle a number from the number line, and say the number out loud. Then they will give the marker to the next student in line and who will come up to board. When your turn is over go to the back of the line. Whichever team circles all the numbers first wins!

Level K

Lesson 2

Lighthouse Math

Fill in the missing numbers on the number line.

1. 0

Start at 2. Hop 4 spaces forward. Circle the result.

Start at 4. Hop 5 spaces forward. Circle the result.

Start at 1. Hop 3 spaces forward. Circle the result.

Lighthouse Math Teacher’s Guide

Chapter 10

Level K

Chapter 10

Practice 2

Lighthouse Math

Try it together!

Struggling Learners

Trace to fill in the number line.

Provide struggling learners with a pre-drawn number line where all numbers are already filled in. This simplifies the task and helps them focus on identifying and completing the missing numbers.

1. 0

Early Finishers

Write the missing number.

4 5 6

Challenge early finishers to create their own number line but extend it beyond 10, for example, up to 20. Ask them to fill in the numbers and provide colored markers to make their number line more engaging. Example: students create a number line from 0 to 20, color each number, and use creative decorations to make it visually appealing.

1 2 3 5.

7 8 9

3 4 5

2 3 4 Lighthouse Math

Level K

Chapter 10

8 9 10 Lesson 2

1. 1

Assess

Write the numbers on the number line.

7, 2, 5, 3 2

Display a blank number line chart from 0 to 10 on the board. Call out numbers randomly (ex: 3, 6, 2) and have students locate and circle them on their own number line using the corresponding colored markers. Example: “Circle the number 6 in orange.”

3, 6, 4, 9 0

8, 2, 5, 6 2

Teacher Notes

For numbers 2,3 and 4, not all boxes on the number line need to be filled in. Only the 4 numbers noted above the number line are to be placed into the 4 correct boxes.

Lighthouse Math

Level K

Chapter 10

Practice 2

Have students design a number line game where their peers need to identify missing numbers or perform addition/subtraction on the number line they created. For example, create a game where players roll a dice, move their game piece along the number line, and answer questions related to numbers and sequences. Such as, “you landed before 6, and after 4. What number did you land on?” [5] Ask Students 1. What would happen if we tried to count on the number line but skipped a number? [If we skip a number on the number line, our counting wouldn’t be in order, and we might miss some numbers] 2. Can you think of a real-life scenario where a number line might be helpful for counting? [Answers may vary. A number line can help us count the days on a calendar or the steps on a staircase]

Fill in the missing numbers.

Challenge and Explore

Common Errors Students may count numbers instead of spaces or hops. When moving 3 spaces, they may count the number they are already on as 1 space, instead of moving to the next number first. Students may skip numbers on the number line when counting. Students may place numbers in the wrong sequence on the number line.

Lighthouse Math Teacher’s Guide

Level K Chapter 10-3 Sorting Shapes and Counting from 0 to 10

Name

Let’s learn!

Objective and Learning Goals

I can sort my objects and then count!

y Identify and count the number of shapes within a set. y Sort objects by shape and accurately count the number of each shape within a set.

Vocabulary y Count - to say or write numbers in order; to determine a total number of objects y Shapes - geometric figures such as triangles, squares, and circles y Sort - to arrange objects into groups based on their similarities or differences y Crayons (blue, red, green) y Dry-erase board y Pictures of shapes (triangles, squares, circles)

Pre-Lesson Warm-up Guiding Questions Begin by engaging students in a warm-up activity to prepare them for the lesson. Display a few pictures of various shapes (ex: triangles, squares, circles) on the board. Ask students to name each shape as you point to them. Then, ask students to count how many of each shape they see in the pictures. Guiding Questions 1. Can you name some shapes you see in the pictures? [I see triangles, squares, and circles in the pictures] 2. How many circles can you count in this picture? [I can count 3 circles in the picture.]

Materials

Count. Write how many in all.

Teacher Notes

Explain to students that the flowers are circled in red and the butterflies are circled in green. As they are counting they can cross out the flowers in red and the butterflies in green to help identify which objects they have already counted.

Level K

Chapter 10

Lesson 3

Lighthouse Math

Introduce the Lesson (Try it Together) In the Try it Together section, there is a page of 4 triangles, 2 squares, and 5 circles. Direct students to cross off the triangles with a blue crayon and count them. Have them write the number of triangles down. Next, instruct students to cross off the squares with a red crayon and count them. Have them write the number of squares down. Finally, guide students to cross off the circles with a green crayon and count them. Have them write the number of circles down. Activity Students will find and count shapes within a time limit. Divide students into teams or pairs. Ask students to designate one team member as the recorder (they can take turns). Instruct teams to choose a team name and remember it. Start the timer (ex: 5 minutes) and say, “Go!” Teams search for shapes in the classroom or outdoor area. When the time is up, call a stop. Gather the class and ask each team to share the shapes they found and the numbers they counted. Discuss strategies that teams used for quick identification and counting.

Count the shapes. Circle the number.

1. 8

Count how many of each item you see. Write the total number of each item.

8 40

Lighthouse Math Teacher’s Guide

7 Level K

Chapter 10

3 Practice 3

Lighthouse Math

Try it together!

Struggling Learners Provide visual cues or labels for each shape in the Try it Together section. Offer one-on-one assistance or smaller group instruction during activities. Use manipulatives, such as shape blocks or stickers, to reinforce sorting and counting skills.

Early Finishers Encourage early finishers to create their own shape sets and challenge their peers to count them. Provide additional shape sets for them to sort and count independently.

Challenge and Explore

Count how many of each shape you see. Write the total number of each shape.

Lighthouse Math

Level K

5 Chapter 10

Lesson 3

Use more complex shapes or irregular shapes for advanced learners. Introduce shapes in different orientations to enhance observation skills. Have students draw, count, and write the number of shapes they see. Ask Students 1. How do you know when you have counted all the shapes in a set? [When there are no shapes left to count or cross off.] 2. Can you think of any real-life objects that are shaped like triangles, squares, or circles? [Examples may include pizza slices (triangles), building blocks (squares), and wheels (circles).]

Color 4 circles.

1. Color 7 squares.

2. Color 2 triangles.

Assess

3. Circle 10 cones.

Count. Write how many in all.

6 8

Lighthouse Math

Level K

Chapter 10

Practice 3

After completing the sorting and counting activities, assess students’ understanding by asking them to independently draw a picture with shapes and write the corresponding numbers to represent the quantities of each shape.

Common Errors Common errors may include misidentifying shapes, skipping shapes when counting, or not accurately recording the counts. Encourage students to double-check their work and count each shape carefully.

Lighthouse Math Teacher’s Guide

Level K Chapter 10-4 Counting from 0 to 5 with Dots

Name

Let’s learn!

Objective and Learning Goals

I can tell there are 3 dots without counting.

y Count and write numbers from 0 to 5. y Recognize and count dots on a dice and domino.

Vocabulary y Count - to say or write numbers in order; to determine a total number of objects.

Materials y Plastic bears y Dice y Dry-erase board y Dry-erase marker y Dominoes

Pass out 5 plastic bears to all students. Roll a die for all students to see. Ask students what number is on the die. [answers will vary depending on what the die lands on] Tell students to count out that many bears on their desk. Walk around to check student work. Roll again and repeat.

Pre-Lesson Warm-up Guiding Questions

Write how many.

Introduce the Lesson (Try it Together) Look at the dice in Let’s Learn. Go through each die pictured and count the dots. Write the number. Look at number one in Try it Together. Model pointing to each dot to count them. Ask students, “How many dots are on the die?” [5] Find the number to match. Draw a line. Next look at the domino and model how to count the dots on the domino. Find the match. Repeat throughout the rest of this page. On the next page, take time to model how we count the dots on dominoes in the same way. Ask, “How many dots are on the domino?”[1] Write the number. Review number rhymes to practice correct number formation. Activity Students work with a partner. One partner gets a die (0-5). The other partner gets a handful of dominoes. The partner with the die rolls it. At the same time the partner with the dominoes randomly pulls one from the pile. The student with the die counts the dots on the die. The student with the domino counts the dots on the domino. Students call out the number they counted. Then the student with the domino puts the domino back in the pile. Students play again- roll the die, pull a domino from the pile, count the dots. Depending on the level of the class students can also determine which number is bigger or smaller. Students could also add the two numbers together.

5 5.

1 6.

Teacher Notes

Help students count the dots and recognize the patterns of dots on the dice. Connect counting with dots to counting on fingers.

Level K

Chapter 10

Lesson 4

Lighthouse Math

Count. Write how many.

5 9.

5 6.

Lighthouse Math Teacher’s Guide

Then, show students a domino. (Make sure the domino shows a number 5 or lower). Tell students to count out that many bears on their desk. Walk around to check student work. Choose another domino and repeat. Guiding Questions 1. Do all dots on a die or domino look alike? [Yes, so it’s easy to count] 2. Why are the dots always in the same spot on a die or a domino? [So we can count them quickly and easily]

2 Level K

Chapter 10

4 Practice 4

Lighthouse Math

Try it together!

Apply and Develop Skills (Practice)

Draw a line to match.

Continue working through the rest of the Try it Together and independent practice problems. Remind students to point to each object or cross off each dot as they count in order to keep track.

0 1

Struggling Learners

Provide each student with a die and some dominoes, a dryerase board and marker. Together look at each side of the die or domino and count the dots one by one. Then, have students practice rolling the die or looking at the domino and writing the number on the dry-erase board. Play until they have increased speed with number recognition.

4 5

Draw the dots.

2 Lighthouse Math

3 |

Level K

Chapter 10

Lesson 4

Early Finishers Pass out a die, a number line with numbers 1 through 5, counters and a timer to each student. Students will roll the die and place a counter over that number on their number line. Students can set a timer to see how fast they can cover all numbers. Students can also play with a partner to see who can cover all of the numbers first.

Challenge and Explore Have students roll a set of dice or choose 2 dominoes and add the total number of dots.

Ask students: Which do they prefer using: the dice or the dominoes? Why? [Students answer may vary.] Draw a line to match.

Assess

Roll a die and have students write the number of dots on a piece of paper. Repeat 3 times. Then show students 3 different dominoes. Have students write the number shown on a piece of paper.

Common Errors Make sure students are counting and keeping track. Some students may need to cross out the dots as they are counted. Some students may need to be reminded to point to each dot as it’s counted.

Lighthouse Math

Level K

Chapter 10

Practice 4

Lighthouse Math Teacher’s Guide

Chapter 11

In Chapter 11, we will compare numbers 0-10. • • • •

Count and compare groups of objects Determine groups that are more, less or equal Draw pictures to show more or less Create equal groups

Vocabulary Words less

same

equal

Level K Chapter 11-1 Comparing Groups of Objects: Same or More

Name

Let’s learn!

Objective and Learning Goals y Compare two groups of numbers (from 0 to 10) to find which is more. y Compare groups to find which are the same amount.

Count. Write the number. Circle more.

Vocabulary

This is more!

y More - a bigger number or greater amount; a term used to compare number values y Same - the amounts are equal

Materials

Pre-Lesson Warm-up Guiding Questions Put 2 hula hoops on the floor (or tape two circles on the floor). Put 3 balls (or any object available) in the first hula hoop circle. Place 9 more balls (or any other object) in the second hula hoop. Have students look at the balls in each group. Ask students: Which group has more? [the one with 9] Now, put 4 balls in both hoops. Ask students: Now which has more? [neither] This means they are the same. Guiding Questions 1. How do you know which one has more? [Answers may vary. A sample answer may be: The group with 9 has extra balls in it compared to the group with 3 balls] 2. What does it mean to have more? [Answers may vary. A sample answer may be: bigger number or greater amount]

Introduce the Lesson (Try it Together)

5 © Lighthouse Curriculum. Copying strictly prohibited.

y Balls (or any other similar objects) y Dice y Dry-erase boards y Dry-erase markers y Linking Cubes y Hula hoops

Count. Write the number. Is it the same? Circle:

Yes

or No

Teacher Notes

Explain how to count objects and compare a group to another group. Discuss words like, more, less and equal. Introduce that the word equal means the same.

Level K

Chapter 11

Lesson 1

Lighthouse Math

Circle the group that has more.

Look at the cupcakes in Let’s Learn. Ask students: How many cupcakes are in the first group? [6.] How many cupcakes are in the second group? [2.] Why did Flash say the first group has more? [Because 6 is a bigger number than 2] Review number formation using rhymes. Discuss how the number of ice cream cones is equal or the same. Show students what an = sign looks like when used in math; 4 = 4. Repeat for Try it Together. Have students look at each group, count how many in each group and decide which group has more. Activities Pass out linking cubes to all students. Tell students to make a stack of 8 linking cubes. Next, tell students to make a stack of 4 linking cubes. Ask students: Which stack has more? [The stack with 8.] How can you tell that the stack of 8 has more without counting? [Place the stacks next to each other and see that it’s taller.] Repeat with the numbers 2 and 7, 5 and 10, and 3 and 3.

Circle the same.

Teacher Notes

We just circled the group that has more. Now we have 4 groups. Let’s find the 2 groups that have the same amount. Review what the same means and talk about the word equal.

Lighthouse Math Teacher’s Guide

Level K

Chapter 11

Practice 1

Lighthouse Math

Try it together!

Struggling Learners

Count. Circle the group that has more.

Struggling learners should use linking cubes for Try it Together. Students count each group and make corresponding stacks. Then, they compare their stacks to find which has more. For example, in number 1 of Try it Together, students should make a stack of 7 for the first group of candies and then a stack of 9 for the second group of candies. Students then put the two stacks next to each other to determine which number is more. Ask students: Which stack is taller? [The stack with 9.] So, which group is more? [9]

Early Finishers

Count. Color which one is more.

Students roll a dice and write the number of dots down on a piece of paper. Then, students write a number that is more than the one they rolled. Students can also play with a partner. One student rolls a dice. They both call out a number that is more than the dice number (only numbers from 0 to 10). Students cannot repeat the same number they said the last turn. Whichever student is faster to say a number that is more than the number on the dice gets a point. Students can keep track of points on a dry-erase board. Keep rolling to see who gets the most points.

Challenge and Explore Lighthouse Math

Level K

Chapter 11

Lesson 1

Play mystery number with students. Tell these clues to students and have them write the mystery number on their dry-erase boards. My number is more than 5. It is more than 7. 9 is more than my number. What is my number?

Color the same.

Students write the number 8 on their dry-erase boards.

Color more.

Assess

Draw the same.

On dry-erase boards (or paper), tell students to draw 4 circles. Then, tell students to draw another group with more than 4 circles. Repeat for 5 circles and 8 circles. (You could also do triangles or rectangles to practice drawing shapes).

Common Errors Students may think that objects drawn bigger mean there are more of them. They may assume bigger is the same as more.

Lighthouse Math

Level K

Chapter 11

Practice 1

Lighthouse Math Teacher’s Guide

Level K Chapter 11-2 Comparing Groups of Objects: Less

Name

Let’s learn!

Objective and Learning Goals y Compare two groups of numbers (from 0 to 10) to find which one is less.

Vocabulary y Less - not as many; smaller number or amount; term used to compare number values

Materials y Balls (or similar objects) y Dice y Dry-erase boards y Dry-erase markers y Linking cubes y Hula hoops

Put 2 hula hoops on the floor (or tape two circles on the floor). Put 9 balls (or any object available) and put them in the first hula hoop circle. Put 2 balls (or any other object) and place them in the second hula hoop. Have students look at the balls in each group. Ask students: Which group has more? [the one with 9.] Which group has less? [the one with 2] Guiding Questions 1. How do you know which one has less? [Answers may vary. A sample answer may be: The group with 2 has not as many balls in its group compared to the group with 9 balls.] 2. What does it mean to have less? [Answers may vary. A sample answer may be: not as many; a smaller amount.]

Activities Pass out two ten frames and counters to each student. Tell student to put 6 counters in one ten frame. Put 2 counters in the other ten frame.

Teacher Notes

Guide students to find the objects they are comparing. Carefully count each group of objects and circle which has less. Some students may have to count out loud and write down the number before making a comparison.

Introduce the Lesson (Try it Together) Look at the squares in the Let’s Learn. Ask students: How many squares are in the first group? [10] How many squares are in the second group? [7] Why did Glow say the second group has less? [Because 7 is a smaller number of has not as many squares.] Have students write in the numbers. Continue counting group one, write number, count group two, write number, compare and circle which group is less. In Try it Together, count each group and circle which is less.

Pre-Lesson Warm-up Guiding Questions

This is less!

Count. Write the number. Circle less.

Level K

Chapter 11

Lesson 2

Lighthouse Math

Practice 2

Lighthouse Math

Count. Circle the group with less.

Ask students 1. Which ten frame has less? [The frame with 2] 2. How do you know it has less without counting? [Answers may vary. A sample answer may be: There were more empty spaces.] Repeat with numbers 10 and 3, 4 and 5, and 6 and 7.

Draw less.

Lighthouse Math Teacher’s Guide

Level K

Chapter 11

Try it together!

Struggling Learners

Count. Circle the one with less.

Struggling learners should use the ten frames and counters for Try it Together. Students count each group and fill in each ten frame with counters. Then, students compare their ten frames to find which has less. For example, in number 1 of Try it Together, students should fill in a ten frame with 9 counters and the other ten frame with 5 counters for the groups of squares. Ask students: Which frame is not filled as much? [The frame with 5.] So, which group is less? [5]

Early Finishers

Count. Color the one with less.

Students receive a number line, counters, beads and a set of dice. Students roll the dice and pick a number that is less than the number rolled on the dice. Then, they place a counter on that number on the number line. For example, students roll a 5 and can cover the 3 on the number line. Students keep playing until all numbers are covered on the number line.

Challenge and Explore Play mystery number with students. Tell these clues to students and have them write the mystery number on their dry-erase boards. Lighthouse Math

Level K

Chapter 11

Lesson 2

My number is less than 5. It is less than 3. My number is not less than 1. My number is not 1. What is my number? Students write the number 2 on their dry-erase boards.

Color less.

Assess

Draw 2 ways to show less than 5.

On a piece of paper draw three different comparisons and tell students to circle which is less for each grouping. y 4 stars and 3 stars y 2 squares and 9 squares y 3 circles and 1 circle

Common Errors Students may think that objects drawn smaller mean there are less of them. They may assume smaller is the same as less.

Lighthouse Math

Level K

Chapter 11

Practice 2

Lighthouse Math Teacher’s Guide

Level K Chapter 11-3 Comparing Numbers: More

Name

Let’s learn!

Objective and Learning Goals y Compare numbers (from 0 to 10) to find which is more.

Count. Circle more.

Vocabulary

y More - a bigger number or greater amount; a term used to compare number values

Materials y Balance (or stick with string and two cups ties to the ends) y Dry-erase boards y Linking cubes or plastic bears y Sticky notes

Guiding Questions 1. How can you tell a number is more without counting bears or using a balance? [Answers may vary. A sample answer may be: drawing, using a number line, counting, etc.] 2. Give an example of when you would need to know if a number is more in your life. [Answers may vary. A sample answer may be: When deciding how many snacks I want when given a choice between two numbers.]

Activities Split students into even groups (4 groups). Write 2 numbers on the board between 0 and 10. All students are to draw circles and write which is more. One student is the team speaker from each group and tells which number is more by raising their hand. The first student that raises their hand and says the correct number, gets a point for their team. Continue playing and rotating team speakers.

Teacher Notes

Remind students to say the numbers aloud as they count. Crossing off each item may help in keeping track of counting.

Level K

Draw

Chapter 11

Lesson 3

Lighthouse Math

for each number. Circle the number that is more.

2. 1

4. 10

6. 9

8. 3

10. 4

Lighthouse Math Teacher’s Guide

Count. Write the number. Circle more.

Introduce the Lesson (Try it Together) Look at the flower seeds and watering cans in Let’s Learn. Ask students: How did Flash decide that 7 is more than 5? [He drew a picture.] Why is 7 more than 5? [Because there are 2 extra watering cans than flower seeds.] Tell students to trace the circle around 7 to show that it is more than 5. Count aloud the next problem of sprouts and sunflowers. Ask which one is more and circle 4. For the last problem, have students count clovers. First, write the number, then count flowers and write the number. Compare the two numbers. Which one has more? [flowers] Ask students, which number should they circle. [8] Remind students to cross off as they count to help keep track of the amount in each group. In Try it Together, students will need to draw images to help decide which number is worth more. Students should count the circles out loud 1…2…3…4. Repeat for the squares. Ask student which is more. [5] In number 3 students will need to draw independently. Count items after drawing, cross off as students count, and circle which number is higher.

Pre-Lesson Warm-up Guiding Questions Gather sticky notes, a balance, and linking cubes or plastic bears. Write the numbers 3 and 6 on sticky notes. Place the sticky notes on each side of the balance. Tell students you are going to see which number is more: 3 or 6. Place 3 cubes or bears on one side of the balance (matching the sticky note) while counting out loud with students. Repeat for 6 cubes/ bears on the other side. Ask students: Now that we have counted out each number, which number is more? [6] How do you know? [the balance is heavier on the side with 6]

Which number is more?

9 Level K

Chapter 11

Practice 3

Lighthouse Math

Try it together!

Struggling Learners

Trace. Circle the number that is more.

Struggling learners should draw circles in ten frames to help visually see which is more. Pass out 2 ten frames (laminated) for the activity for students to draw circles in for each number comparison. They could also use counters or coins to help reuse the ten frame.

Early Finishers

Draw 4 circles

. Draw 7 squares

. Circle which is more.

Lighthouse Math

Level K

Chapter 11

Lesson 3

Students write their own mystery number clues on a note card. Suggest that students use “My number is more than ___” clues. Students can then exchange their mystery number clues with another early finisher and solve for the mystery number. Example: My number is more than 1. My number is not more than 3. What is my number? [2]

Challenge and Explore Read the story problem to students. Jim has 4 toys. John has more toys than Jim. John does not have more than 10 toys. How many toys could John have? Ask students 1. How do you know how many toys John has? [He has between 5 and 9 toys because those numbers are more than 4. Also, it’s a number between 5 and 9 because 10 is still larger than those numbers.] 2. Can the answers be different? Why? [Yes, because there are multiple numbers that are more than 4.]

Count. Circle which is more.

Assess © Lighthouse Curriculum. Copying strictly prohibited.

Draw. Circle which is more.

4 Lighthouse Math

Common Errors

8 |

Level K

Chapter 11

Practice 3

Call out two numbers and have students draw and write the number that is more on their dry-erase boards. Call out the following numbers: 1 and 9; 3 and 4; 8 and 4.

Students may think that objects drawn bigger are worth more. 59

Lighthouse Math Teacher’s Guide

Level K Chapter 11-4 Name

Comparing Numbers: Less or Equal

Let’s learn!

Objective and Learning Goals y Compare two numbers (from 0 to 10) to which is less. y Compare two numbers (from 0 to 10) to which are equal.

equal

y Less - not as many; a smaller number or amount; a term used to compare number values y Equal - exactly the same value or amount

less

Materials y Balance (or a stick with a string and 2 cups tied to the ends) y Dry-erase boards y Linking cubes or plastic bears y Sticky notes

1. 6

Look at the strawberries and pumpkins in Let’s Learn. Ask students: Are the strawberry groups equal or are the pumpkin groups equal? [Strawberry groups are equal.] How do you know? [There are 3 in each group and they are the same.] Have students point to the groups below of melon slices and green apples. Ask students to count how many are in each group. Does the number below the group match how many are in each group? [yes] Decide which group has less and circle it. [The apple group has less than the melon group.] So how can you compare 5 with 6? [5 is less than 6] In the next groupings, find which 2 are equal. Count them all first. Note number under each group represents amount in each group. Circle the groups with the same or equal. Remind students what an equal sign looks like in math; 3 = 3. In the Try it Together, tell students that you will draw images to help decide which number is worth less. Together trace the circles in number 1 and count out loud. Repeat for the 6 squares. Which number is worth less? [3] How do you know? [There are not as many shapes drawn.] Continue to count and circle less. Draw the same number of images shown or less based on directions. When drawing less, any amount less than the original amount is correct. Activities Write 2 numbers (from 0-10) on 10 different note cards and hide them around the room. Examples: 4 and 10, 3 and 7, 2 and 2, etc. Students get a piece of paper and walk around the room to find the note cards. When the students find a note card, they write both numbers down and circle the number that is less. If 2 numbers are equal, draw an equal sign between the 2 numbers. Lighthouse Math Teacher’s Guide

Count. Circle the equal groups.

Teacher Notes

Tell students to count out loud to determine which is less. Remind students that equal means “the same as”. Note that the numbers below each group match the amount in each group.

Guiding Questions 1. How can you tell a number is less without counting bears or using a balance? [Answers may vary. Sample answers may be: drawing, using a number line, counting, etc.] 2. What is another word for the same in math? [equal - when there is the same value or amount]

Introduce the Lesson (Try it Together)

Count. Circle less.

Collect sticky notes, a balance, and linking cubes or plastic bears. Write the numbers 10 and 4 on the sticky notes. Place the sticky notes on each side of the balance. Tell students you are going to see which number is less, 10 or 4. Place 10 cubes or bears on one side of the balance that matches the sticky note. Count out loud with students. Repeat with the 4 cubes on the other side. Ask students: Now that we counted out each number, which number is less? [4] How do you know? [the balance is lighter on the side with 4] Next clear off the balance and count out 2 cubes or bears on each side. Ask students: Look at the balance. What is happening with both sides now? [it is even or lined up] When the balance is even, it means that it is the same on both sides.

Vocabulary

Pre-Lesson Warm-up Guiding Questions

I see 2 groups of the same. The same means equal.

Level K

Draw a

Chapter 11

Lesson 4

Lighthouse Math

for each number. Circle the number that is less.

2. 1

4. 7

6. 6

8. 4

Circle the numbers that are equal.

10. 2

9 Level K

3 Chapter 11

Practice 4

Lighthouse Math

Try it together!

Struggling Learners

Trace. Circle the number that is less.

During the group activity, struggling learners should be encouraged to draw circles to represent the numbers they found on their note cards. Then use the drawings to determine which number is less based on the two numbers.

Early Finishers

Draw equal.

9 Draw less.

Lighthouse Math

Level K

Chapter 11

Lesson 4

Students write their own mystery number clues on a note card or paper. Suggest that students use: “My number is less than____” clues. Students can then exchange their mystery number clues with another early finisher and solve for the mystery number. Example: My number is less than 8. My number is not less than 6. What is my number?

Challenge and Explore Read the word problem to students: Mark has 4 pets. Dan has less pets than Mark. How many pets could Dan have? Ask students 1. How do you know how many pets Dan has? [He has between 0 and 3 pets, because those numbers are less than 4. ] 2. Can the answers be different? Why? [Yes, because there are multiple numbers less than 4.]

Color the groups that are equal.

Assess

On a small piece of paper or note card, write the 3 sets of numbers below. Tell students to circle the number that is less or write the equal sign if they are equal. Review what the equal sign looks like prior to assessment. © Lighthouse Curriculum. Copying strictly prohibited.

Circle which number is less.

Lighthouse Math

Level K

Chapter 11

Practice 4

Numbers for note cards: 3 and 5 9 and 6 7 and 7

Common Errors Students may think that objects drawn smaller are worth less. 63

Lighthouse Math Teacher’s Guide

Chapter 12

In Chapter 12 we will use different models to practice addition from 0-10. •

Use a ten frame to add from 0-10

•

Use a number line to add from 0-10

•

Use pictures to solve vertical addition problems

•

Solve addition story problems using pictures

3 +

4 0

Vocabulary Words add addition sentence

number line story problem

sum ten frame

vertical addition

Level K Chapter 12-1 Addition with a Ten Frame

Name

Objective and Learning Goals

Let’s learn! I see the plus (+) sign. That means we got some more.

y Use a ten frame to add numbers from 0 to 10 accurately. y Develop students’ understanding of addition within the range of 0 to 10.

Vocabulary y Add - to bring two or more numbers together to make a total; counting up to make more. y Sum - the answer, or result, when adding numbers y Ten frame - a grid with 2 rows of 5 to make 10 boxes; aids in counting to 10

7+2=9

Materials

Pre-Lesson Warm-up Guiding Questions Display a ten frame on the board or use a visual aid. Ask students, “What is a ten frame used for?” Guide them to understand that a ten frame helps us count and add numbers quickly. Then ask, “What do you notice about the ten frame? How is it organized?” Allow students to share their observations and discuss the arrangement of the ten frame. In the Let’s Learn section, look at the ten frame example with 7 red circles and 2 yellow circles, along with the problem 7 + 2 = 9. Flash says, “I can add in a ten frame!” Beneath the example, look at the problem 5 + 3 = __ and a ten frame with 5 red circles and 3 yellow circles. Instruct students to trace the answer, 8, in the addition sentence. Guiding Questions 1. How can we use a ten frame to add numbers? [We can place the circles on the ten frame to represent the numbers being added and count the total number of circles.] 2. What does the plus sign (+) mean in an addition problem? [The plus sign (+) means we are combining two or more numbers together to find the total.]

y Colored circles (red and yellow) y Pencils or crayons y Ten frame (one per student)

5+3=

Teacher Notes

Tell students they are adding the circles together. Say, “If we have 5 red circles, and 3 yellow circles, how many circles do we have in all?” Have the students trace the number eight. Review what the plus sign (+) and (=) sign mean.

Level K

Chapter 12

Activities Divide the class into two teams. You can have a “Team A” and a “Team B.” Explain to the students that they will have a “Ten Frame Race.” Prepare two ten frame templates on the board or a large sheet of paper. Each ten frame should have some empty boxes. Call out a simple addition problem (ex: 4 + 3) to the students. The race begins when you say, “Go!” Each team needs to quickly fill in the ten frame with counters or drawings to represent the numbers in the addition problem. In this example, Team A needs to place 4 counters in one ten frame and 3 counters in the other. The first team to fill in the ten frame correctly and shout out the sum (in this case, “7”) wins that round. Continue with different addition problems, giving each team a chance to fill in the ten frame and shout out the sum. Lighthouse Math Teacher’s Guide

Lighthouse Math

Draw to complete the math sentence. Write the sum.

Introduce the Lesson (Try it Together) In the Try it Together section, look at the ten frame with two different colored circles corresponding to addition problems. Say, “we have 1 red circle and 5 yellow circles. How many are there in all?” [6] Ask students to write the sum for each ten frame provided. Repeat this process. On the independent practice page, tell students to look at the equation 3 +2 = __ in number one. Then, tell students to look at the equation. Say, “we have 3 red circles and need to add two more. Can you trace two more circles?” Instruct students to trace the missing circles to complete the math sentence. Then ask, “How many do we have in all?” [5] Ask students to write the sum. When completing the rest of the problems, remind students that they must draw in the circles by looking at the second addend in the addition sentence.

Lesson 1

3+2=

1+8=

3. 7 + 3 = 10

4. 4+4=

Level K

Chapter 12

Practice 1

Lighthouse Math

Try it together!

Struggling Learners

Count and add. Write the sum.

Provide additional guidance and support during the Try it Together section. Offer blank ten frames and counters or beans for students to physically represent the numbers and practice counting. Use number lines to show the progression from one number to another when adding on a ten frame.

1. 1+5=

Early Finishers Encourage early finishers to create their own addition problems using the ten frame and solve them independently. They can also draw pictures to represent the addition problems and write the corresponding sums.

7 © Lighthouse Curriculum. Copying strictly prohibited.

2+5=

3. 6 + 4 = 10

Lighthouse Math

Level K

Chapter 12

Lesson 1

Challenge and Explore Challenge students to solve addition problems beyond 10 using the ten frame. They can also explore different ways to represent the same sum using the circles on the ten frame. You may also increase the numbers in the addition problems or add missing addends (ex: 8 + __ = 10). Ask Students 1. Why is using a ten frame helpful for addition? [A ten frame helps us visualize numbers, making it easier to add them together. It’s a great tool for understanding addition.] 2. Can you think of other ways we use visual aids in math? [Yes, we use things like number lines, counters, and diagrams to help us with different math concepts.]

Use the ten frame to solve.

1. 2+4=

6 Assess

2. 6+3=

8 + 2 = 10

4. 4+5=

Lighthouse Math

Level K

Chapter 12

Practice 1

1. Display a ten frame with 3 blue circles and 2 red circles. Ask the students to write the addition problem and find the sum. [3 + 2 = 5] 2. Display 6 yellow circles and 4 green circles. Instruct the students to write the addition problem and find the sum. [6 + 4 = 10] 3. Display 1 orange circle and 8 purple circles. Have the students write the addition problem and find the sum. [1 + 8 = 9]

Common Errors Common errors to watch out for may include: Miscounting the circles in the ten frame. Forgetting to write the sum in the addition sentence. Misinterpreting the addition problem and the ten frame representation.

Lighthouse Math Teacher’s Guide

Level K Chapter 12-2 Addition with a Number Line

Name

Let’s learn!

Objective and Learning Goals

I can count on to add.

y Use a number line to add between 0 and 10.

Vocabulary

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

y Dry-erase boards y Dry-erase markers y Number line y Red/Yellow counters - ten per student y Linking cubes - two different colors y Chalk or tape to make a number line y Paper bags y Number cards 0-9

Guiding Questions 1. What number did we start on? [2] 2. How many hops did we take? [2] 3. What number did we end on? [4] 4. How can I write this problem as an addition sentence? [2 + 2 = 4] Continuing asking different students to start at a number and take a certain number of hops to another number. Have student say or write the addition sentence.

Count the hops. Write the sum.

1. 0 © Lighthouse Curriculum. Copying strictly prohibited.

Draw a big number line on the floor or ground with chalk or tape. Have it numbered from 0-10. Ask a student to stand on the number 2. Then ask the student to take two hops forward. What number is the student on now? [4].

4+5=

Materials

Pre-Lesson Warm-up Guiding Questions

3+5=

2+7=

2. 0

Teacher Notes

Find the frog at 4. Make the frog hop 5 times until it reaches 9. Make sure to show 5 hops. Circle the 9. Have students trace the 9 in the addition sentence of 4 + 5 = 9. Continue the same steps for the two example problems. Find the frog at 3. Tell the students to look at the first addend in the addition sentence. This is the number that the frog starts at [3]. Make the frog hop 5 times until it reaches 8. The second addend is the number of hops made [5]. Make sure to model and show 5 hops. Circle the 8. Have students trace the 8 in the addition sentence of 3 + 5 = 8. Continue to reinforce that the first addend tells where to start on the number line. The second addend tells us the number of hops to make.

Level K

Chapter 12

Lesson 2

Lighthouse Math

Introduce the Lesson (Try it Together) Tell students that today we will focus on solving horizontal addition sentences using a number line. Take a look at the Let’s Learn number one and ask what are the 2 addends in the first example. [3 and 5]. How do we know where to find 3 on the number line? [look for the third mark and the number 3]. When we add on a number line, what direction do we go? [from left to right] Continue working in this section, by counting on the number line using “hops.” Start with the first addend and stop at that point. Then, use the second addend to guide you to find the overall sum. Use your pencil to mark from one number to the next with hops as students count out loud. Trace or write the answer. Remind students that they should count all hops to find the sum, or count up, using the addends. Move on to the Try it Together section. Encourage students to trace the circle which is the first addend on the number line. The number of hops they make is the number of the second addend. Have them circle the number they end up on, and count their hops to double check. Practice pages only have the first addend circled on the number line. Students must look at the second addend in the addition sentence to determine how many hops to make. Activity Prepare number lines and use number cards from 0 - 9 and place them in a paper bag. Pass out number lines or dry-erase boards and markers to each student. Have one student come up to the front of the class and pull two numbers of the hat. Have student show the class the two numbers. Ask students to start at 0 and draw hops on their number line to count to the first number. Then, have students start at that number and add the number of hops that the number is requiring (ex: If the numbers 2 and 3 were drawn, start at 0, draw 2 hops and stop at 2. Then, start at 2 and hop 3 times to the right. What number are you at? This is the sum. For a movement activity, use tape to create a number line on the floor and have students hop the addition problem on the number line. Lighthouse Math Teacher’s Guide

Draw hops the number line. Write the sum.

1. 0

2+4=

3+1=

2+7=

2. 0

3. 0

Circle the first addend on the number line. Draw the hops. Write the sum.

4. 4+3= 0

Level K

Chapter 12

Practice 2

7 Lighthouse Math

Try it together!

Struggling Learners

Draw hops on the number line. Write the sum.

Provide students with a number line and 2 different colored sets of linking cubes. Use the addition sentences in the Let’s Learn section. Use one color for the first addend and the other color for the second addend. Link them together to find sum. Match the sum on the number line to the sum of the linking cubes. Turning the linking cubes horizontally will help visualize the number line.

1. 0

2+3=

4+4=

2. 0

Early Finishers

3. 5+2=

1+9=

4. 0

Lighthouse Math

Level K

Chapter 12

Lesson 2

Provide students with a bin of dominoes. Work in pairs. Each group pulls out one domino at time and turns it horizontally. Look at the dots on the domino. The left set of dots is the first addend. The right set of dots is the second addend. Note that if there are no dots in one section, the addend is zero. Write their addition sentence on their dry-erase boards. Find the sum. Compare the two sums. Students can say: “My sum of ___ is bigger/smaller than _____’s sum.”

Challenge and Explore Provide students with a number line and two number cubes that are 0-5 (not 1-6). Have students roll the set of dice and use the numbers as the two addends. Have students start at 0 and draw hops to find the sum. Have students write the addition sentence horizontally and solve.

Solve using the number line.

1. 2+1=

3. 3+5=

5. 2+8=

7. 2+2=

9. 6+1=

Lighthouse Math

10.

Level K

Chapter 12

Practice 2

Assess

0+1=

8+1=

5+2=

1+4=

7+3=

Provide student with a number line and three addition sentences: 4 + 2 = [6] 5 + 2 = [7] 3 + 3 = [6] Tell student to use their number lines as a guide, but to use their dry-erase boards to write this sentence horizontally and solve. Repeat this for each problem.

Common Errors Students may write the answer next to the second addend or prior to the first addend. Make sure students write the sum to the right of the equal sign on the blank horizontal line. Reinforce that when trying to solve an addition sentence using a number line, the first addend in the addition sentence is the number to start at on the number line. The second addend tells the number of hops to make on the number line. Lighthouse Math Teacher’s Guide

Level K Chapter 12-3 Vertical Addition with Pictures

Name

Let’s learn!

Objective and Learning Goals y Solve addition problems using pictures y Recognize the elements of a vertical addition sentence

3 +

Vocabulary Materials 1.

Tell students that today we will focus on solving addition sentences vertically. Take a look at the Let’s Learn and ask what are the 2 addends in the first example. [3 and 1] Continue working in this section, by counting the first row of pictures and recognizing this is the first addend. Cross off as students count out loud. Trace or write the first addend. The second row is the second addend. Trace or write the second addend after counting the second row. Count all of the pictures to find the sum, or count up, using the bigger addend first and add to that number. Continue practicing counting the pictures first before writing the addends in the Try it Together section. Activity Prepare number cards from 0 - 9 and place them in a hat or paper bag. Pass out dry-erase boards and markers to each student. Have one student come up to the front of the class and pull two numbers of the hat. Have student show the class the two numbers. Ask students to write a vertical addition sentence using these 2 addends and draw pictures to show each addend. Compare how students answered the addition sentence and that the addends can be in different spots and still give the same sum.

6 Count. Write. Solve.

2. +

5 3 8

Teacher Notes

Have students point to the first row of pictures. Tell students to count the balloons in the first row. This will be our first addend. As students count out loud, cross off each picture. When finished counting this row, write the addend in the first box of the vertical addition sentence. Next point to the second row and count out loud while crossing off each picture. Write the total of this row in the second box and note that this is the second addend. Ask students how can they find the sum?

Level K

Chapter 12

Lesson 3

Lighthouse Math

Level K

Chapter 12

Practice 3

Lighthouse Math

Draw to solve.

5 +

2 7

3 +

9 3.

8 +

2 10

4 +

5 76

Lighthouse Math Teacher’s Guide

4 +

Guiding Questions 1. How do we know 3 and 1 are the addends? What clues or pictures tell us what the addends are? [the balloons] 2. Where is the equal sign in the addition sentence? [It is the vertical line underneath the second addend.]

Introduce the Lesson (Try it Together)

This line means equal.

Count. Trace. Solve.

y Dominoes y Dry-erase boards y Dry-erase markers y Plastic cup - one per student y Red/Yellow counters - ten per student

Show students that we can write addition sentences in 2 ways. Write the addition sentence: 2 + 1 = ? horizontally. Ask students to find the sum. [3] Now, re-write the addition sentence vertically and draw circles next to each addend. Find the sum. Ask students: What is different? [The problem is written up and down.There is a line underneath the 2 addends.] What is the same? [The addends are the same and the sum is the same.] Reinforce that no matter which way the addition sentence is written, the sum is still the same. Show a model of 2 dominoes each having 2 dots on one side and 1 dot on the other side. Show one horizontally and ask how many dots are there in all? [3] Show another of the same domino vertically and ask how many dots are there in all? [still 3]

y Vertical addition - a number sentence with numbers stacked going up and down

Pre-Lesson Warm-up Guiding Questions

Let’s add . 3+1=

Try it together!

Struggling Learners

Count. Write. Solve.

Provide students with 2 different colors of linking cubes when completing simple addition sentences. Use one color for the first addend and the other color for the second addend. Link them together to find sum.

Early Finishers

4 2

Provide students with a bin of dominoes. Work in pairs. Students each pull out one domino and turn it vertically. Look at the dots on the domino. The top set of dots is the first addend. The bottom set of dots is the second addend. Note that if there are no dots in one section, the addend is zero. Write their addition sentence on their dry-erase boards. Find the sum. Compare the two sums. Students can say: “My sum of ___ is bigger/smaller than _____’s sum.”

2 +

2. +

6 +

5 3

8 5 5

4. +

10 Lighthouse Math

Level K

Chapter 12

Lesson 3

Challenge and Explore Provide students with a cup of 10 counters in red and yellow. Have students shake the cup and pour an amount of counters on to their dry-erase boards. Separate the two color counters into 2 addends. Write an addition sentence vertically on dry-erase board and solve. Show using counters.

Match. Solve.

6 +

8 4 +

Assess

3 +

4 5 +

9 Lighthouse Math

Level K

Chapter 12

Practice 3

Provide student with the horizontal addition sentence: 3 + 2 = ? Tell student to use their dryerase boards and write this sentence vertically with pictures and solve. Give a second horizontal addition sentence to solve: 5 + 4 = ? Solve the same way.

Common Errors Students may write the answer next to the second addend. Make sure students write the sum underneath the equal sign which is a horizontal line. Lighthouse Math Teacher’s Guide

Level K Chapter 12-4 Story Problems: Writing Addition Number Sentences

Name

Let’s learn!

Objective and Learning Goals y Solve story problems using drawings. y Write and solve addition sentences.

2+4=?

Flash buys 2 . Flash buys 4 more How many does Flash have in all?

Vocabulary y Addition sentence - numbers, plus sign and equal sign used together to show addition y Story problem - word problems or problems that use stories to indicate mathematical application and thinking

Materials

Pre-Lesson Warm-up Guiding Questions Write the following story problem on the board: Abe picked 1 flower. Alan picked 2 flowers.

Glow ate 5 . Glow ate 3 more How many did Glow eat in all?

While reading the first sentence aloud, hold up one image of a flower. Read the second sentence and hold up 2 more images of the same flowers. Guiding Questions 1. How many flowers did they pick in all? [3] 2. Can anyone draw a picture to show this addition sentence? 3. What are the parts of an addition sentence? [numbers you add/addends, a plus sign, and equal sign, the total/sum] 4. What does the addition sentence for this story problem look like? [1 + 2 = 3]

Tell students that when we get more of something we add. Use objects such as counters to represent the apples in the example problem. Tell students that they will hear a story problem and look out for important information. As you read the problem, stress that Flash buys 4 more. Ask students which numbers and words helped them to solve the problem.

Level K

Chapter 12

Lesson 4

Lighthouse Math

Draw a picture. Write the number sentence. Solve.

5 are on the web. 3 more How many are on the web?

are in the stalls. No more How many are in the stalls?

6 80

crawl onto the web.

2. 6

Activity Divide the class into partners. Give each pair a set of number card 0-10 and cards with plus sign (+) and equal sign (=). Challenge students to write their own number sentence using the cards. After they create a number sentence, have them build it using beans/counters/blocks. Does their sentence match their objects? Students will check their work and make any corrections. Keep making sentences until time is up.

Lighthouse Math Teacher’s Guide

Teacher Notes

Introduce the Lesson (Try it Together) In Let’s Learn read aloud the story problem to the class. Have students trace the circled addends in story problem. Note how the first addend in the problem is drawn with 2 apples next to Flash. Trace the 2 in the number sentence. Note how 4 apples are underneath the 2 apples. Count the number of apples. Trace the 4 in the number sentence. Count all of the apples and trace the sum of 6. Tell students they can solve story problems by drawing pictures. Have students follow the same steps for the second story problem, but trace circles for cookies instead. Continue working on the two problems in Try it Together. Read them together. Have students continue to circle the addends in the story problem, and draw a picture in the space below. They can use a circle or square to represent the addends.

3+5=?

y Beans or red/yellow counters y Dry-erase boards and markers y Number cards for students 0-10 y Plus signs and equal signs for partners y 3 separate images of the same flower (3 roses)

come into the stalls.

0 Level K

Chapter 12

6 Practice 4

Lighthouse Math

Struggling Learners

Draw a picture. Write the number sentence. Solve.

Provide students with a handful of yellow and red counters. Break them into 2 groups based on colors. Write an addition sentence with the 2 groups. The yellow group is one addend and red group in the second addend. Write the sentence on the dry-erase boards. Next, teacher comes up with a story problem related to 2 students in the group. Example: Dan has 3 red counters. Mark has 4 yellow counters. How many counters are there in all?

5 are in the pond. 4 more How many are in the pond?

5 2. 3

are in the hive. 4 more are in the hive?

Chapter 12

Level K

Early Finishers

fly into the hive. How many

Lighthouse Math

jump in the pond.

Try it together!

Sam buys 4 How many

Lesson 4

. Sam buys 1 more does Sam buy in all?

Challenge and Explore Write the following problem on the board and read it out loud: Abe picked 2 flowers. Alan also picked flowers. They have 5 flowers in all.

1. What is different about this story problem? [we know the total. We don’t know how many flowers Alan picked.] 2. What does this addition sentence look like? [ 2 + ? = 5] 3. What strategies can we use to solve this problem? [answers will vary: count up from 2 to 5, count out the total with beans/counters then find the missing addend, etc.] 4. How many flowers did Alan pick? [3]

Draw a picture. Write how many. Solve.

Pass out the 0-10 number cards and the plus signs and equal signs to early finishers. They will create addition sentences, then make up their own story problem to go with the sentence. Have students pair up to share their story problems and solve together. This can be done orally. The number cards will help students keep track of the addends in their story.

Assess

2. Ben has 4

. He gets 4 more . How many does he have in all?

3. Ken picks up 2

. Mark picks up 3 . How many do they pick up in all?

4. Ann has 5

Level K

2 3

in her tank. She puts 1 more in the tank. How many are in the tank?

Lighthouse Math

Chapter 12

Practice 4

Write how many. Solve.

6 81

On the last page of independent work, check problems 1 and 2. Look at #1 to see that the drawing matches up with the problem. Look at #2 to see the numbers written match the numbers in the problem and that the sum is correct.

Common Errors Students may not draw the correct number of addends or sum that the story problem is giving. Check that student work is accurate. Lighthouse Math Teacher’s Guide

Chapter 13

In Chapter 13, we will use different strategies to practice subtraction 0-10. • • • •

Use a ten frame to subtract from 0-10 Use a number line to subtract from 0-10 Use pictures to solve vertical subtraction problems Solve subtraction story problems using pictures

9 −

3 6

Vocabulary Words difference minuend

story problem subtract

subtrahend ten frame

vertical subtraction

Level K Chapter 13-1 Name

Objective and Learning Goals

Subtraction with a Ten Frame

Let’s learn!

When we subtract we take away!

y Use ten frames as a tool to solve for the difference with numbers 0 to 10.

Vocabulary y Difference - the result of subtracting one number from another y Minuend - the number being subtracted from in a subtraction sentence y Subtract - to take an amount away from a starting amount y Subtrahend - the amount being subtracted in a subtraction sentence y Ten frame - a grid with 2 rows of 5 to make 10 boxes; aids in counting

7−4=

Cross out. Write how many are left.

Level K

Chapter 13

Lesson 1

Lighthouse Math

Draw then cross out. Write how many are left.

10 − 2 =

8−1=

6−4=

9−3=

7−4=

Lighthouse Math Teacher’s Guide

5 2 0

Count the total number of counters in the ten frame. The total number of counters is the minuend. Show students how to cross off or remove the subtrahend. The counters that remain are the difference, or answer, to the subtraction problem.

Introduce the Lesson (Try it Together)

Activity Use the dry-erase boards and dry-erase markers to have students quickly write how many are left from a series of subtraction problems. The focus on speed will help them build fluency. 7 - 3 = [4]; 8 - 2 = [6]; 5 - 4 = [1]. Repeat process to include other numbers less than 10.

7−7=

Teacher Notes

Continue working in this section by using a ten frame to subtract. Have students mark out the subtrahend in the Try it Together section to find the amount left.

8−6=

Guiding Questions 1. What does it mean to subtract? [Take some amount from the total] 2. When we use a ten frame for subtraction, what do we do to the numbers that we are taking away? [take them away, cross them out]

Tell students that today we will focus on subtraction from 0-10 using a ten frame. Take a look at the Let’s Learn and show students what the Minuend is and the Subtrahend are. In 7 - 4, the 7 is the minuend and the 4 is the subtrahend. To subtract means that we are taking some number from another. In this case, we are taking 4 from 7 when we have 7 - 4. Have the students count the dots in the first ten frame. Then have them mark out 4 of the dots. This leaves 3. Trace 3 as the answer.

9−4=

Pre-Lesson Warm-up Guiding Questions Make a ten frame on the floor with Painter’s tape. Place an object / bear in each box. Students should sit in a large circle around the ten frame. Remind students that this grid is a ten frame and we use it to help in counting up or taking away. Have 3 students remove 1 object each. Ask students: “How many did we start with?” [10] “How many do we have left?” [7] Repeat this as many times as you like with other amounts of objects.

6−2=

Materials y Counters (10 per student) y Dice (2 per student) y Dry-erase boards y Dry-erase markers y Objects such as stuffed animals (10) y Painter’s tape y Teacher prepared ten frame worksheet

Level K

Chapter 13

Practice 1

Lighthouse Math

Try it together!

Struggling Learners

Cross out. Write how many are left.

7−2=

4−1=

Provide students with 10 linking cubes with 5 of one color stacked on top of a different color. Start with 10 and take away. For example, you have 10 cubes, now take 4 away, how many are left? [6] Once accurate, take three cubes away and use 7 as your total to take away from. Have students do 7 - 5, then 7 - 4, and continue through this process to build fluency with subtraction.

9−7=

3 2

Early Finishers

Draw a line to match. Solve.

10 − 7 =

7−3=

5−4=

Lighthouse Math

Level K

Chapter 13

3 4 1

Lesson 1

Provide students with a bag of 10 pennies and have them use the ten frame to subtract from 10 in a series: 10 - 1; 10 - 2; 10 - 3, 10 - 4, 10 - 5, 10 - 6, 10 - 7, 10 - 8, 10 - 10. The students can write their answers on their dry-erase board to keep track. Once they have done this with 10s, they can do 9s, then 8s, all the way to 1.

Challenge and Explore Provide students with a ten frame and set of dice. Have students roll the dice and use the largest number as the minuend and the smallest number as the subtrahend. The students should model the subtraction problem using the ten frame.

Write how many are left.

10 − 1 =

3. 8−3=

5. 7−3=

7. 6−5=

Lighthouse Math

2. 9−7=

Level K

Chapter 13

Practice 1

10 − 7 =

10 − 4 =

10 − 3 =

Assess Provide students with a ten frame for reference. Have them solve the following problems using the ten frame as a tool. The answers can be written on their dry-erase board.

8 - 4 = [4] 10 - 2 = [8] 5 - 3 = [2]

Common Errors Students may mix up the subtrahend and the minuend. Also, students may add instead of subtract. Guide students by asking: “What is the total amount you started with?” and “How much are you taking away?”

7 87

Lighthouse Math Teacher’s Guide

Level K Chapter 13-2 Name

Objective and Learning Goals

Subtraction with a Number Line

Let’s learn! I can subtract to find the difference.

y Use a number line as a tool to solve for the difference with numbers 0 to 10.

Vocabulary y Difference - the result from subtracting one number from another y Minuend - the number being subtracted from in a subtraction sentence y Subtract - to take an amount away from a starting amount y Subtrahend - the amount being subtracted in a subtraction sentence

Write the subtraction sentence 7 - 4 = ? Tape a number line to the floor using Painter’s tape. Have one student start at 0 and hop to 7. Tell students that since we have a (-) we are going to hop towards 0 instead of 10. Have the student hop backwards 4 times. Ask students: “We started at 7, now where are we?” [3]. You can repeat this process to include more students.

8−3=

10 − 3 =

9−4=

5−2=

1. 0

3 4 5 6

8 9 10

3 4 5 6

8 9 10

3 4 5 6

8 9 10

2. © Lighthouse Curriculum. Copying strictly prohibited.

Pre-Lesson Warm-up Guiding Questions

Trace the hops. Write the difference.

Materials y Counters (10 per student) y Dice (2 per student) y Dry-erase boards y Dry-erase markers y Painter’s tape y Paper bags y Teacher prepared number line worksheets

3. 0

Teacher Notes

Guide students to find the number they start with. Students will start at the green circle. Then, trace the hops - one hop to 7, another hop to 6, then to 5, and the frog stops at the 5 on the red circle. 8 - 3 = 5. We can use a number line to hop back and show subtraction.

Level K

Chapter 13

Lesson 2

Lighthouse Math

Guiding Questions 1. Where do we start on the number line? [0] 2. When we subtract on a number line, what direction do we go? [from right to left, left is negative.]

Introduce the Lesson (Try it Together) Tell students that today we will focus on solving subtraction sentences using a number line. Take a look at the Let’s Learn and ask what are the minuend and the subtrahend in the example. [Minuend is 8, Subtrahend is 3] Continue working in this section by counting on the number line using “hops.” Start with the first minuend [8] and then hop back left 3 times to arrive at 5. It is also helpful if you start at 0, hop right 8 times, then back left 3 times to arrive at your answer. Use your pencil to mark from one number to the next with hops as students count out loud. Trace or write the answer. Continue practicing using the number line to solve subtraction problems in the Try it Together section. On the second practice page, look at the number line to determine if the answer is right or wrong. Circle the check mark if the answer is right. Circle the x if the answer is wrong. Draw hops on the new number line to solve. Write the correct answer near the star. Activity Place number cards 0-9 in a paper bag. Pass out number lines or dry-erase boards and markers to each student. Have one student come up to the front of the class and pull two numbers of the hat. Have student show the class the two numbers. Identify the bigger number. Then, ask students to start at 0 and count on the number line to the bigger number. Then, have students subtract the smaller number by hopping left on the number line. (ex: If the numbers 2 and 5 were drawn, identify 5 as the bigger number and start there. Then, to subtract, take 2 hops to the left. Ask students, where do you land? [3] This is the difference.) For a movement activity, use tape to create a number line on the floor and have students hop the subtraction problems on the number line. Lighthouse Math Teacher’s Guide

Draw the hops. Write the difference.

1. 0

3 4 5 6

8 9 10

3 4 5 6

8 9 10

4 2

9−5=

2. 4−2= 0

Solve using the number line.

3. 10 − 9 =

5. 8−6=

7. 5−5=

9. 7−2= 90

1 2 0 5 Level K

4. 9−3=

6. 5−2=

8. 10 − 2 =

10. 6−2= Chapter 13

Practice 2

6 3 8 4

Lighthouse Math

Try it together!

Struggling Learners

Draw the hops. Write the difference.

3 4 5 6

8 9 10

3 4 5 6

8 9 10

8−2=

9−2=

2. 0

3. 0

3 4 5 6

8 9 10

3 4 5 6

8 9 10

3 4 5 6

8 9 10

7−5=

5−3=

6−1=

4. 0

5. 0

Lighthouse Math

Level K

Chapter 13

Lesson 2

Early Finishers © Lighthouse Curriculum. Copying strictly prohibited.

Use counters to count out the minuend. Place one counter under each number on the number line. Count back by removing one counter at a time. Use the number line to see how many counters are left. (Example: 8 - 3 = 5 Place 8 counters underneath the number 1-8 on the number line. Remove 3 counters one at a time. See that you are left with 5 counters (and the last counter is under the number 5). Repeat this process for other subtraction problems.

Students gather a number line, a counter and a die. Students roll the die, find the number on the number line and place a counter on it. Next, students roll the die again. If the number is smaller than the first roll, students will hop the counter that many times backwards on the number line. If the number is larger, move the counter to the larger number and hop back the number from the first roll. Students then write their subtraction problem down on a dry-erase boards.

Challenge and Explore Partners can play a number line subtraction game. Students get two dice, one number line and two-color counters. Students take turns rolling the dice, solving the subtraction problem shown, and covering the difference on the number line with a counter. If there is already a counter on the difference, students lose their turn. Students play until all numbers have a counter. The player with the most counters on the number line wins.

Use the number line to subtract.

3 4 5 6

8 9 10

3 4 5 6

8 9 10

10 − 3 =

2. 8−3= 0

3 4 5 6

8 9 10

3 4 5 6

8 9 10

3 4 5 6

8 9 10

3 4 5 6

8 9 10

8−3=

5−2=

Assess

Teacher Notes

Use the number line to see if the subtraction sentence is right. Circle the check mark if the answer is right. Circle the x if the answer is wrong. Draw hops on new number line to solve. Write the correct answer near the star.

Lighthouse Math

Level K

Chapter 13

Practice 2

Provide students with a number line and a counter. Give students a subtraction sentence to solve using their number line such as: 8 - 3 = [5] or 7 4 = [3]. Students can place their counter on the answer/difference. Repeat for at least 3 subtraction sentences.

Common Errors Students may hop to the right instead of the left when doing subtraction problems. Students may miscount the number of hops. Make sure students write the difference to the right of the equal sign on the blank horizontal line.

Lighthouse Math Teacher’s Guide

Level K Chapter 13-3 Vertical Subtraction with Pictures

Name

Objective and Learning Goals

Let’s learn!

y Solve vertical subtraction sentences using pictures.

Flash has 9 He lost 3 . How many are left?

That’s the same as 9 - 3 = 6.

−

3 6

Color the balloons. Solve.

Pre-Lesson Warm-up Guiding Questions Show students that number sentences can be written both vertically and horizontally. Write 7 - 5 = ? horizontally. Find the difference. [2] Write the subtraction sentence vertically. Find the difference. Either way that the subtraction sentence is written, the difference is still the same number.

Materials y Dominoes , Dry-erase boards, Dry-erase markers y Linking cubes, Number line y Plastic cup - (1 per student) y Red/Yellow counters (10 per student)

This line means equal.

3 5

−

Teacher Notes

Read the story problem out loud. Show students that there are 9 balls in the picture because that is the amount Flash started with. That is also the number we write on top. Since 3 balls got lost, they are crossed out. We show that in vertical subtraction by writing it under the 9. We can count the number of balls that are not crossed out to find how many are left. We write the answer under the line. Flash has 8 balloons. Color 8 balloons in. 3 balloons flew away. Make an X over the 3 balloons to show that Flash does not have them anymore. Let’s count how many balloons are left. We will write a vertical subtraction sentence here. Trace the 8 because there are 8 balloons in all. How many flew away? Write 3. Count how many are left? Write the difference under the equal line.

Level K

Chapter 13

Lesson 3

Lighthouse Math

Guiding Questions 1. How do we know which number is the total, the minuend? [we look at the amount we started with] 2. How do we know how many to take away, the subtrahend? [we look at how many are leaving]

Introduce the Lesson (Try it Together) Show students how to write a vertical subtraction sentence. In Let’s Learn ask students to draw 9 circles or balls like Flash has on their dry-erase board. Tell students to cross out or erase the amount of the balls Flash lost. Ask students: “How many balls does Flash have left?” [5] Show students how to write the vertical subtraction sentence. Point to the minuend, subtrahend and difference. Work in this section by coloring the balloons first and recognizing the first number in the number sentence is the total, or minuend. Next trace the X’s on the 3 balloons. The second number is the amount to take away, or the number of balloons crossed out. This is called the subtrahend. We subtract to find the total amount left. Count how many balloons are left over that are not crossed out. This is the difference. In the Try it Together section, use pictures to solve the subtraction problems. Practice writing horizontal and vertical subtraction problems. On the independent practice pages, find the picture that will solve each subtraction problem. Activity Provide students with a dry-erase board and dry-erase markers. Have them draw the problem out. Tell them that, Isaac has 8 dogs. [draw 8 dogs or triangles] He gave 2 dogs to his cousins. [cross out 2] How many dogs does he have left? [6] Now, have students write this problem in a vertical subtraction sentence. Repeat with similar problems. Lighthouse Math Teacher’s Guide

Cross out to subtract. Write the difference.

9 −

7 2.

8 −

4 3.

6 −

2 Draw a picture. Solve.

7 −

8 −

6 94

1 Level K

Chapter 13

Practice 3

Lighthouse Math

Try it together!

Struggling Learners

Use the picture to solve. Write how many are left.

Provide students with a set of red/yellow counters. Have them place all counters yellow side up. Tell students to write the number of counters they have on their dry-erase board. Then, tell students 3 are given away. Have students place this number underneath the minuend on their dryerase boards. Have students either flip over the counters to the red side or remove them from the pile. Ask students: “How many yellow counters are left?” and have students write their answer on the dry-erase board.

6 6 −2=4 − 2 4

Draw a picture to solve. Write how many are left.

7 4 7−4= 3 3 8 − 1 8−1= 7 7

Early Finishers

−

Teacher Notes

Challenge and Explore

We can show the same subtraction problem 3 different ways: with a picture, a horizontal subtraction sentence and a vertical subtraction sentence. Let’s solve.

Lighthouse Math

Level K

Chapter 13

Lesson 3

Read the following problem to students and have them write the vertical subtraction sentence on their dry-erase boards. Then, have students solve the problem. Change the numbers in the story problem and solve for a second time.

Jacob received 8 stickers. He lost 2 stickers. How many stickers does he have left?

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

−

8 5

Assess

7 2

Rewrite the following horizontal subtraction problems vertically and solve. Draw pictures if needed.

9 3

9 - 6 = ___ [3] 8 - 7 = ___ [1] 5 - 2 = ___ [3]

Read. Draw a picture. Solve.

2. 10 swam nearby. 4 swam away. How many are left?

Lighthouse Math

Level K

−

Chapter 13

Practice 3

10 4 6

Provide students with a number line, linking cubes and dice. Students roll their set of dice, subtract the two numbers making sure the larger number is the minuend and the smaller number is the subtrahend. Then, find the difference on their number line and cover it with a linking cube. If they solve for a difference that already has a linking cube, then they add a linking cube on top to make a stack. Students continue playing to see which number can get the tallest stack.

Common Errors Students may add instead of subtract. Students may also write the difference for the subtraction problem next to the numbers instead of below the equal line. Students may think they have to solve both the vertical and horizontal subtraction problems even though they are the same. Remind them that if the two numbers being subtracted are the same, then the difference is the same.

Lighthouse Math Teacher’s Guide

Level K Chapter 13-4 Story Problems: Writing Subtraction Number Sentences

Name

Objective and Learning Goals

Let’s learn!

Flash has 8 slices of He ate 3 slices of . How many slices of are left?

Vocabulary

Materials y Counters y Dry-erase boards y Dry-erase markers y Plastic Bears y Bracelets or Rings (Struggling Learners)

−

Write how many are left over.

y Difference - the result from subtracting one number from another y Minuend - the number being subtracted from in a subtraction sentence y Subtract - to take an amount away from a starting amount y Subtrahend - the amount being subtracted in a subtraction sentence y Story problem - word problems or problems that use stories to indicate mathematical application and thinking y Subtraction sentence - numbers, minus sign and equal sign used together to show subtraction y Vertical subtraction - a vertical number sentence with numbers stacked going up and down

That’s the same as 8 - 3 = 5.

y Solve story problems using drawings. y Write and solve vertical subtraction sentences.

Miriam picked 7 . She gave 4 to her grandma. How many does Miriam have left?

7 4 3

−

Teacher Notes

Read the story problem out loud. Model circling important information. Show how to put the numbers in a subtraction sentence with drawing. Encourage students to visualize or draw a picture, then cross off the objects that are being taken away. Students can use circles to represent the objects.

Pre-Lesson Warm-up Guiding Questions Hold up 5 plastic bears. Demonstrate subtraction by “giving away” 4 plastic bears to students. Write the subtraction sentence: 5 - 4 = ? horizontally and vertically on the board. Ask students: “What does this - sign mean?” [to subtract, or to take away]. I had 5 bears and I gave away 4. How many are left? [1] You can create short story problems based on the students in the classroom. ___ has 8 ____. ___ gave 4 ____ away. How many _____ does ____ have left?

Introduce the Lesson (Try it Together) Tell students that today we will focus on solving subtraction number sentences from story problems. Take a look at the Let’s Learn and ask what are the minuend and subtrahend in the Flash's example. [8 and 3] Guiding Questions 1. What number represents our total number that we start with? [the minuend, answers may vary, but the total amount or first amount may be common answers] 2. When we take away from the total, what operation are we performing? [subtraction.] Continue working in this section by leading students through the process of writing the subtraction number sentence from the story problem. Continue practicing this process in the Try it Together section. Activity Have students use their dry-erase board to fill in the blanks for problems such as the one below. Allow students to be creative. ___ has 7 ____. ___ gave 2 ____ away. How many _____ does ____ have left?

Chapter 13

Lesson 4

Lighthouse Math

Draw a picture. Cross out. Write a vertical number sentence. Solve.

9 4 5 6 3 3 4 3 1

1. John has 9 He gave 4 his brother. How many he have left?

. to

−

does

2. There are 6 . 3 fly away. How many are left?

−

3. There are 4 . 3 swim away. How many are left?

Lighthouse Math Teacher’s Guide

Level K

−

Level K

Chapter 13

Practice 4

Lighthouse Math

Try it together!

Struggling Learners

Draw a picture. Write how many are left.

Provide students with bracelets or rings to demonstrate each problem. By removing the bracelets or rings from their hands, they will be able to feel what it means to “take away”. If students are struggling with one-to-one correspondence, encourage them to count one bracelet or ring at a time.

Abe caught 5 in the pond. He let 3 go. How many are left?

−

Rose had 8 slices of . She gave 4 slices of to her friends. How many slices of does she have left?

Lighthouse Math

Level K

−

Chapter 13

5 3 2

Early Finishers Partition students into pairs to write their own story problems on dry-erase boards. Have them switch and solve. Then, have students check each other’s work. The students can then erase and repeat.

8 4 4

Lesson 4

Challenge and Explore Provide students with a more challenging word problem that is multi-step such as: Jacob had 10 pieces of candy. He gave 3 pieces to Isaac and 2 pieces to Amy. He ate 1 piece. How many pieces does he have left. [4]

Draw a picture. Cross out. Write a vertical number sentence. Solve.

Jack had 8 . He gave 3 to Kevin. How many does Jack have left?

−

2. 5 are on the table. Mike bumped into the table and 2 fell off. How many are left?

−

3. Ellie has 3 . She gave 2 to her sister. How many does Ellie have left?

Lighthouse Math

−

Level K

Chapter 13

Practice 4

8 3 5 5 2 3 3 2 1

Assess

Provide students with a story problem to solve on their dry-erase boards. A sample problem could be: John has 9 apples. He gave 2 to his friend. How many apples does John have left? [7]

Common Errors Students may not correctly identify if the problem is addition or subtraction. Students may not cross out the right amount when subtracting.

Lighthouse Math Teacher’s Guide

Chapter 14

100

d re

n sa

n Te

In Chapter 14, we will count and write the numbers 11-20. • • • •

Identify numbers 11-20 Count numbers 11-20 Write numbers 11-20 Use a ten frame to count numbers 11-20

16 Vocabulary Words add addend

amount count

pattern penny

sum ten frame

101

Level K Chapter 14-1 Writing and Counting from 11-14

Name

Let’s learn!

Objective and Learning Goals

I can count past 10.

y Write numbers from 11-14. y Count and identify quantities of 11-14.

Vocabulary y Count - to say or write numbers in order; to determine a total number of objects y Amount - a total, or quantity, of something y Pattern - items that repeat in a specific order

Count. Trace the numbers.

Materials

Pre-Lesson Warm-up Guiding Questions Have students gather their dry-erase board and dry-erase markers. Have students write 0, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Now, let’s count. Say: “Right now, we have 0 students standing up. Now, if we have 1 student standing up (___ please stand up), how many do we have standing? [1] Continue to do this until 10 students are standing. Then, ask students: “What comes after 10?” [they may or may not answer] Write the number 11 say it. Then have students write 11 and say the number. Continue this process until 14.

y Beans or counters (14 per student) y Dominoes y Dry-erase boards y Dry-erase markers y Handwriting paper y Number cards (0-14)

Read aloud what Flash is saying: I can count past 10. Have students touch the triangles as you all count together. Stop when you get to 10. Then ask: “What comes next?” [11]. Keep counting the triangles to 14. Students will trace the number 14 and say: there are 14 triangles. Count the objects above each number together and trace the number. Encourage students to mark objects as they count. Then count the objects, and circle the correct amount. On the Try it Together page, first say and trace the numbers. Then count one group of objects. Draw a line to the numbers that matches. Activity Provide student pairs with number cards from 0-14. Have them mix up the cards. One at a time, they draw a card, say the number and count up to it. Then put the number in a line in order until all cards are face up. They can also build each number as they say it with beans or counters.

Count. Circle the correct number.

Teacher Notes

Have students touch the triangles as you all count together. Stop when you get to 10. Then ask “What comes next?”. Keep counting the triangles to 14. Students will trace the number 14 and say: there are 14 triangles. Encourage students to cross off objects as they count.

102

Guiding Questions 1. What patterns do you notice in the numbers as we write them? [they start to repeat, 11 is two ones, then 12 is a one and two] 2. What number comes after 10? [11]

Introduce the Lesson (Try it Together)

Level K

Chapter 14

Lesson 1

Trace the numbers.

Count. Write how many.

12 4.

13 5.

14 6.

13 104

Lighthouse Math Teacher’s Guide

Lighthouse Math

Level K

14 Chapter 14

Practice 1

Lighthouse Math

Try it together!

Struggling Learners

Trace the numbers. Draw a line to the correct picture.

Provide students with handwriting paper with the numbers 11, 12, 13 and 14 available to be traced. Have them write the numbers until they have successfully developed the skill. Then, have students draw dots or use beans/counters to represent the quantity of each number accurately.

Early Finishers

12 13 14 Lighthouse Math

Level K

Chapter 14

Lesson 1

103

Prepare bags of 14 objects (beans, counters, pennies, etc.) and provide a bag to each student or to each pairs of students. Have students pull 12, 13, or 14 objects out of the bag and write that number on their dry-erase board. Have students find as many different ways to make 2 groups that equal the number of objects, 12, 13 or 14. They can separate the total into two piles, then write the amount in each pile. This leads to finding addends to equal the number.

12 13

Assess

14 Choose 11, 12, 13 or 14. Write the number. Draw a picture to match.

Challenge and Explore

Questions 1. Is there more than one way to make 2 groups? [yes] Have students share some answers. 2. Can you make 2 equal groups or any of the numbers? [yes, 12 and 14] 3. Do you think we can make three groups? Try it! Have student share their answers. [Example: For 3 groups if the amount was 14: group of 3, group of 9 and group of 2. Students could write on their dry-erase boards: 3 + 9 + 2 = 14.]

Trace the numbers. Circle the correct amount.

Provide students with a bin of dominoes. Work in pairs. Students each pull out one domino and turn it horizontally and count the dots. Then, students will take their beans or counters to “add to” the amount on the domino to make 14. Then have them write this as an addition number sentence (ex: a domino that is 1:2 will need 11 more added to it, 3 + 11 = 14) on their dry-erase board.

Have students separate their beans or counters into 12, 13, or 14 pieces and have them write the correct number on their dry-erase board.

Common Errors

5. Students will write 11, 12, 13, or 14. Check that they have that many objects drawn.

Lighthouse Math

Level K

Chapter 14

Practice 1

105

Students may write the numbers in backwards order such as 41 for 14. When students are writing numbers in a line, look for accurate spacing between digits and between separate numbers. Lighthouse Math Teacher’s Guide

Level K Chapter 14-2 Writing and Counting from 15-17

Name

Let’s learn!

Objective and Learning Goals

I can count past 15.

y Write numbers from 15-17. y Count and identify quantities of 15-17.

Vocabulary y Count - list or name one by one in order to find a total y Amount - a total, or quantity, of something y Pattern - items that repeat in a specific order Count. Trace the numbers.

Materials

Pre-Lesson Warm-up Guiding Questions Pass out two ten frames to each student and 17 beans/ counters. Together fill in the first ten frame and count to ten. Remind students that when the ten frame is filled, it means they have 10. Have them put 1 counter in the next ten frame. How many do we have now? [11] We have one 10 and 1 more for 11. Yesterday we counted to 14. How many beans do we need to get to 14? [10 and 4 more]. Have student make that on their ten frames. Ask students what number comes next? [15. Some students many not know]. Add another counter to make 15. Continue this process to 17. Guiding Questions 1. What number comes after 14? [15] 15? [16] 17? [17] 2. How does the ten frame help us count? [we know its 10, we don’t need to count each piece again] 3. What patterns to you notice? [the second number goes up by one, numbers are repeating, etc.]

y Beans (17 per student) y Counters y Dry-erase boards y Dry-erase markers y Handwriting paper y Number cards (15-17) y Ten-frames (2 per student)

Activities Provide students with number cards from 15-17 in random order and provide the students with a handwriting sheet. Have them draw a card and write the number. Repeat until they have written all numbers multiple times. Prepare bags of 17 objects (beans, counters, pennies, etc.) and provide a bag to each student or to each pairs of students. Have students pull 14, 15, 16, or 17 objects out of the bag and write that number on their dry-erase board. Lighthouse Math Teacher’s Guide

Count. Circle the correct number.

2. 15

Teacher Notes

Have students touch the circles as you all count together. Stop when you get to 14. Ask “What comes after 14?” Continue counting to 17. Students will trace the number 17 and say there are 17 circles. Encourage students to cross off objects as they count.

106

Level K

Chapter 14

Lesson 2

Lighthouse Math

Trace the numbers.

Introduce the Lesson (Try it Together) Read aloud what Flash is saying: I can count past 15. Have students touch the circles as you all count together. Stop when you get to 14. Ask “What comes after 14? [15] Continue counting to 17. Students will trace the number 17 and say: there are 17 circles. Count the objects above each number together and trace the number. Encourage students to mark objects as they count. Then count the objects, and circle the correct amount. On the Try it Together page, first say and trace the numbers. Then count one group of objects. Draw a line to the numbers that matches. Students can then practice writing the numbers 15-17 without line guides.

Count. Write how many for each.

17 5.

15 7.

16 108

Level K

Chapter 14

Practice 2

Lighthouse Math

Try it together!

Struggling Learners

Trace the numbers. Draw a line to the correct picture.

Provide students with handwriting paper with the numbers 15, 16, and 17 available to be traced. Have them write the numbers until they have successfully developed the skill. Then, have students draw dots or build the numbers with blocks or counters to represent the quantity of each number accurately.

Early Finishers

16 © Lighthouse Curriculum. Copying strictly prohibited.

17 Write the numbers 15, 16, and 17.

Level K

Chapter 14

Lesson 2

Challenge and Explore Prepare bags of 17 objects (beans, counters, pennies, etc.) and provide a bag to each student or to each pairs of students. Have students pull 15, 16, or 17 objects out of the bag and write that number on their dry-erase board. Have students find as many different ways to make 2 groups that equal the number of objects, 15, 16 or 17. They can separate the total into two piles, then write the amount in each pile. This leads to finding addends to equal the number.

Students will write the three numbers with no guides. Look for number formation and help students make corrections.

Lighthouse Math

Provide students with a bin of dominoes. Work in pairs. Students each pull out one domino and turn it horizontally and count the dots. Then, students will take their beans or counters to “add to” the amount on the domino to make 17. Then have them write this as an addition number sentence (ex: a domino that is 1:2 will need 14 more added to it, 3 + 14 = 17) on their dry-erase board.

107

Questions 1. Is there more than one way to make 2 groups? [yes] Have students share some answers. 2. Can you make 2 equal groups for any of the numbers? [yes, 16] 3. Do you think we can make three groups? Try it! Have student share their answers. [Example: For 3 groups if the amount was 16: group of 3, group of 8 and group of 5. Students could write on their dry-erase boards: 3 + 8 + 5 = 16.]

Trace the numbers. Circle the correct amount.

15 2.

Assess

17 Choose 15, 16, or 17. Write the number. Draw a picture to match.

3. Have students separate their beans or counters into 15, 16, or 17 pieces and have them write the correct number on their dry-erase board.

Common Errors

4. Students will write 15, 16, or 17. Check that they have that many objects drawn.

Lighthouse Math

Level K

Chapter 14

Practice 2

109

Students may write the numbers in backwards order such as 51 for 15. When students are writing numbers in a line, look for accurate spacing between digits and between separate numbers. Lighthouse Math Teacher’s Guide

Level K Chapter 14-3 Writing and Counting from 18-20

Name

Let’s learn!

Objective and Learning Goals

I can count to 20.

y Write numbers from 18-20. y Count and identify quantities of 18-20.

Vocabulary y Count - list or name one by one in order to find a total y Amount - a total, or quantity, of something y Pattern - items that repeat in a specific order

Count. Trace the numbers.

Materials

Pre-Lesson Warm-up Guiding Questions Pass out two ten frames to each student and 20 beans/ counters. Together fill in the first first ten frame and count to ten. Remind students that when the ten frame is filled, it means they have 10. Have them fill in the second ten frame. Say to students now we have another ten. When we have one ten frame and another ten frame how many do we have in all? (20). Next, have students remove 5 counters from the second 10 frame. Ask, how many do we have with a 10 and 5? [15]. Let’s count up together as we fill in the empty spaces. [16, 17, 18, 19, 20] Guiding Questions 1. What number is two ten frames?[20] 2. When we have 15, how many more do we need to get to 20?[5] 3. How does the ten frame help us count? [we know it’s 10, we don’t need to count each piece again] 4. What patterns to you notice? [the second number goes up by one, numbers are repeating, etc.]

Introduce the Lesson (Try it Together) Read aloud what Flash is saying: I can count to 20. Have students touch the squares as you all count together. Stop when you get to 17. Ask “What comes after 17?” [18] Continue counting to 20. Students will trace the number 20 and say: there are 20 squares. Count the objects above each number together and trace the number. Encourage students to mark objects as they count. Then count the objects and circle the correct amount. On the Try it Together page, first say and trace the numbers. Then count one group of objects. Draw a line to the numbers that matches. Student can then practice writing the numbers 18-20 without line guides. Activity Provide student pairs with number cards from 0-20. Have them mix up the cards. One at a time, they draw a card, say the number and count up to it. Then put the number in a line in order until all cards are face up. They can also build each number as they say it with beans or counters.

y Beans or counters (20 per student) y Dominoes y Dry-erase boards y Dry-erase markers y Handwriting paper y Number cards (0-20) y Ten Frames (2 per student)

Count. Circle the correct number.

2. 18

Teacher Notes

Have students touch the squares as you all count together. Stop when you get to 17. Ask “What comes after 17?” Continue counting to 20. Students will trace the number 20 and say there are 20 squares. Encourage students to mark objects as they count. Then count the objects, and circle the correct amount.

110

Level K

Chapter 14

Lesson 3

Lighthouse Math

Trace the numbers.

19 20

Count. Write how many.

18 5.

20 7.

20 112

Lighthouse Math Teacher’s Guide

Level K

Chapter 14

Practice 3

Lighthouse Math

Try it together!

Struggling Learners

Trace the numbers. Draw a line to the correct picture.

Provide students with handwriting paper with the numbers 18, 19, and 20 available to be traced. Have them write the numbers until they have successfully developed the skill. Then, have students draw dots or build the numbers with blocks or counters to represent the quantity of each number accurately.

Early Finishers

19 © Lighthouse Curriculum. Copying strictly prohibited.

20 Write the numbers 18, 19 and 20.

Level K

Chapter 14

Lesson 3

Challenge and Explore Prepare bags of 20 objects (beans, counters, pennies, etc) and provide a bag to each student or to each pairs of students. Have students pull 18, 19, or 20 objects out of the bag and write that number on their dry-erase board. Have students find as many different ways to make 2 groups that equal 18, then 19, then 20. They can separate the total into two piles, then write the amount in each pile. This leads to finding addends to equal the number.

Students will write the three numbers with no guides. Look for number formation and help students make corrections.

Lighthouse Math

Provide students with a bin of dominoes. Work in pairs. Students each pull out one domino and turn it horizontally and count the dots. Then, students will take their beans or counters to “add to” the amount on the domino to make 20. Then have them write this as an addition number sentence (ex: a domino that is 1:2 will need 17 more added to it, 3 + 17 = 20) on their dry-erase board.

111

Questions 1. Is there more than one way to make 2 groups? [yes] Have students share some answers. 2. Can you make 2 equal groups or any of the numbers? [yes, 18 and 20] 3. Do you think we can make three groups? Try it! Have student share their answers. [Example: For 3 groups if the amount was 20: group of 3, group of 11 and group of 6. Students could write on their dry-erase boards: 3 + 11 + 6 = 20.]

Trace the numbers. Circle the correct amount.

18 2.

Assess

20 Choose 18, 19, or 20. Write the number. Draw a picture to match.

4. Students will write 18, 19, or 20. Check that they have the same amount of objects drawn.

Lighthouse Math

Level K

Chapter 14

Practice 3

113

3. Say a number 18-20 to a student. Have them write the number and count out that many objects.

Common Errors Students may write the numbers in backwards order such as 81 for 18. Students may write 10 as 20 or 0 as 20. When students are writing numbers in a line, look for accurate spacing between digits and between separate numbers. Lighthouse Math Teacher’s Guide

Level K Chapter 14-4 Composing Numbers from 10 to 20 Using Ten Frames

Name

Let’s learn!

Objective and Learning Goals

I can count the pennies in the ten frame.

y Use ten frames as a tool to compose numbers 10 to 20.

Vocabulary y Add - to bring two or more numbers together to make a total; counting up to make more y Addend - any number added to another number y Penny- a coin that has the value of 1 cent in the U.S. y Sum - the answer, or result, when adding numbers y Ten frame - a grid with 2 rows of 5 to make 10 boxes; aids in counting

10 + 6 = Write how many.

Pre-Lesson Warm-up Guiding Questions Hand out two ten frames to each student or partners and 20 counters/beans. Write the addition sentence: 10 + 0 = ? horizontally. Tell students the first ten frame shows the first number, or addend. Fill in your ten frame to show this number. Now, ask students: “What do we do if we have more than 10?” [add another ten frame] Full ten frames always equal 10. So, if 10 + 0 = 10 we have 1 ten frame. Now, if we have 10 + 1, we have 1 ten frame plus one more part of a ten frame. Continue practicing with different numbers in the second addend. Guiding Questions 1. How do we find the sum of 2 numbers? [combine the amounts of each to find the total] 2. When we are adding 2 numbers and 1 number is a complete ten frame, what is the amount of the first addend? [10] 3. What patterns to you notice when we add to a 10? [answers will vary: the second addend is the second part of the answer]

Materials y Beans or counters (20 per student) y Dice (2 per student) y Dry-erase boards y Dry-erase markers y Pencils or crayons y Pennies (20 per student) y Ten frames (2 per student)

10 + 8 =

10 + 5 =

Teacher Notes

Model how to use the ten frame with pennies or counters. Show students how to say the first number and count up as each penny or counter is placed in the ten frame. Remind students if they have a full ten frame, they can count up from 10 when they start the next ten frame.

114

Level K

Chapter 14

Lesson 4

Draw. Write how many.

1. 10 + 8 =

10 + 5 =

10 + 7 =

Introduce the Lesson (Try it Together) Let’s look at Flash’s ten frames. He has a complete ten frame which is 10. He has a part of another ten frame that has 6 in it. We can add together the 10 and 6 to find his total sum. Ask students: “How many pennies does Flash have?” [10 + 6 = 16]. Remind students if they have a full ten frame, they can count up from 10 starting the next ten frame. Work the practice problems together. Move to the Try it Together section. Have student first count the 10, then trace and count the circles the next ten frame. Point out that the first addend is the first ten frame, 10. The second addend is the number of circles in the second ten frame. Ask students what is different about problem 3. The second addend is missing! Help them to count up to the answer and write the missing addend. Activity Make a human ten frame by placing two lines of 5 students facing each other. Ask students: “How many students are in this group? [10] We have 2 groups of 5 or 5 groups of 2. This is the ten frame. Now, if we were to add 3 more students over here, we have 10 + 3 = 13. Repeat by moving a number of students in and out to add to the ten frame to equal sums between 10-20. Lighthouse Math Teacher’s Guide

Lighthouse Math

116

Level K

Chapter 14

Practice 4

Lighthouse Math

Try it together!

Struggling Learners

Draw. Write how many.

Provide students with 20 pennies, beans, or counters. Provide 2 ten frames for the students to work with. Have them place 10 pennies, beans, or counters on 1 of the ten frame to complete the ten frame. Clarify that this equals 10. Use the second ten frame as an “add to” the first ten frame. Have students add various pennies, beans, or counters to the second ten frame to equal a total between 10-20.

1. 10 + 3 =

Early Finishers

10 + 4 =

3. 10 +

Lighthouse Math

Level K

Chapter 14

= 12

Lesson 4

115

Provide students with 20 counters/beans. Have them count out a total of 10-20. Once they have their total, have them make a group of 10 and count how many are in the other group. Practice writing addition sentences saying, for example, “ 14 = 10 + 4.” Or they can say “14 is a 10 and a 4.”

Challenge and Explore Provide students with 1 die, 2 ten frames, and 20 pennies. Have the students start with the ten frames full of 20 pennies. Students roll the die and remove that amount of pennies, counters, or beans from one of the ten frames and write on their dry-erase board how many are left. This will challenge the students to work backwards with addition as an introduction to subtraction. Questions 1. If I start with 20 and remove 4, how many do I have left? [16] 2. Is it easier to take away number or add numbers? [answers will vary]

Use counters to find how many. Solve.

10 + 0 =

3. 10 + 5 =

5. 10 + 10 =

= 12

10 +

= 19

Level K

Chapter 14

Lighthouse Math

10 + 7 =

10 + 8 =

10 +

10 + 1 =

Assess

17 18

10 +

= 13

10 +

= 16

10.

Practice 4

117

Provide students with the following numbers: 13, 15, 18. Have students use pennies, counters, or beans to create a group of ten and a group of 3 for 13, 5 for 15, and 8 for 18 to show the addends of the addition sentence that would lead to the sum using a ten frame.

Common Errors Students may write just the ones value and skip the tens place value because they are disregarding the first ten frame and only counting the second frame. Lighthouse Math Teacher’s Guide

Chapter 15

118

In Chapter 15, we will count by 1s, 10s and 2s. •

Count to 100

•

Count by 1s starting at any number

•

Use ten frames to skip count by 10s

•

Use number lines and pictures to skip count by 2s

Vocabulary Words add number line

penny sequence

sum ten frame

119

Level K Chapter 15-1 Counting to 50

Name

Objective and Learning Goals

Let’s learn!

y Count by 1s to 50. y Count forward from any number within the sequence.

Let’s count to 50!

Count to 50. Color the numbers.

Vocabulary y Number line - helps put numbers in order; a tool to help in counting y Sequence - when things are put in a certain order: first, next, last

y Blank sheets of paper y Sticky notes with numbers from 1 to 50

24 25

Pre-Lesson Warm-up Guiding Questions

Guiding Questions 1. What is a number line? [A number line is a line with numbers written in order. It helps us see how numbers increase or decrease in value.] 2. What number comes next: 18, 19, 20? [21]

Materials

35 36

Make a giant number line to 50 together as a class. Place students into 5 groups and give each group one sheet of paper and a set of sticky notes (ex: 1-10, 11-20…). Each group should make one section of the number line by sticking their sticky notes in the correct order on their paper. (It is ok if students need some help.) Arrange the numbers in order to make one big number line.

37 47 48

45 44

Teacher Notes

Flash caught a really long caterpillar! If we follow its body we can find all the numbers until 50. Let’s use the caterpillar to count to 50. Count out loud to together as students point to the numbers. Then, allow students to color (or dot with dot markers) the caterpillar. Encourage them to whisper the numbers to themselves as they color.

120

Level K

Chapter 15

Lesson 1

Lighthouse Math

Introduce the Lesson (Try it Together) In Let’s Learn use the caterpillar to count to 50. Tell students to point to each number as they count. Point out that we are counting one number at a time. Pick numbers to ask students to start counting from. Tell them to use the caterpillar to help them. On the Try it Together page, practice counting together to 50 again. Tell students to point to the 3 with their crayon. Find it on the “track” by starting at 1 and counting up. Color in the 3 on the “track” and then cross it off at the top. Continue finding the rest of the numbers. Practice writing the number that comes next. On the practice pages, read the numbers out loud to students and have them use the number lines to write the number that comes next. Point out that number lines can start or stop at any number (the arrows show that we can continue counting). Activity Partner up students. Tell one partner to count 50 but to make some mistakes on purpose. The job of the other partner is to catch the mistakes. When they hear a mistake they should put their hand up like a “stop” sign and say the next correct number in the sequence. After some time switch roles. Students can use the Let’s Learn caterpillar to assist in counting and making intentional errors.

Write the number that comes next.

Lighthouse Math Teacher’s Guide

12, 13, 14,

122

3, 4, 5,

21, 22, 23,

7, 8, 9,

16, 17, 18,

Level K

Chapter 15

25, 26, 27,

Practice 1

28 Lighthouse Math

Try it together!

Struggling Learners

Count. Find the numbers. Color.

Use a song or chant to help students learn the number sequence. Keep practicing counting to 50. Help students start to notice patterns in the number sequence. (ex: it goes from “teens” to “twenties” to “thirties”..., each group has a 1, 2, 3…9 and then you go to the next group (ex: 21, 22, 23…29, 30, 31…).

1. 3

Early Finishers

13 14

Give students paper and ask them to create a number line that goes as high as they can. Allow them to look at the giant number line as a reference.

Challenge and Explore

42 50

Trace the number that comes next.

9, 10, 11,

Lighthouse Math

Level K

Chapter 15

22, 23, 24,

Lesson 1

Challenge students and ask them to start at 50 and count backwards to 1. Pair students with a partner if they need help. Ask Students 1. What are some patterns you notice about the names of the numbers? [it goes from “teens” to “twenties” to “thirties”..., each group has a 1, 2, 3…9 and then you go to the next group (ex: 21, 22, 23…29, 30, 31…)] 2. What are the next 3 numbers after 50? [51, 52, 53]

121

Write the number that comes next.

34, 35, 36,

42, 43, 44,

37, 38, 39,

46, 47, 48,

Assess

Ask students what comes next:

Write the numbers from 1 to 20 in order.

1, 2, 3, 4, 5, 6, 7, 8 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20 Lighthouse Math

Level K

Chapter 15

Practice 1

9, 10, 11, ? 17, 18, 19, ? 21, 22, 23, ? 45, 46, 47, ?

Common Errors Students may skip numbers because they are counting too fast. Students may get confused with tens (29, 30, 31). Students may have trouble with the “teen” numbers.

123

Lighthouse Math Teacher’s Guide

Level K Chapter 15-2 Counting to 100

Name

Let’s learn!

Objective and Learning Goals

Let’s count to 100!

y Count by 1s to 100. y Count forward from any number within the sequence.

Count to 100.

Vocabulary y Number line - helps put numbers in order; a tool to help in counting y Sequence - when things are put in a certain order: first, next, last

Guiding Questions 1. What number comes next: 23, 24, 25? [26] 2. What numbers do you say when you start counting at 11 and stop at 20? [12, 13, 14, 15, 16, 17, 18, 19, 20] 3. What number comes after 99? [100]

19 21

38 37 36 35 34 33 32

30 29 28 27 26 25 24 23

y 100 Objects y Highlighter y 10 Small baskets or bins

41 42 43 44 45 46 47 48 49 50 51

52 53 54 55 56 57 58 59 60 61

Show students a collection of 100 objects. Ask them to guess how many there are. Tell them that there are 100 and write 100 on the board. Discuss the number 100 by giving examples of things we can have 100 of. Ask students which number 100 comes after when we count [99]. Practice counting from 1-100 as a class.

Materials

Pre-Lesson Warm-up Guiding Questions

62 80

79 78 77 76 75 74 73 72

70 69 68 67 66 65 64

81 82

ish

Fin

83 84 85 86 87 88 89 90

92 93 94 95 96 97 98 99

100

Teacher Notes

Look at the racetrack. In order to win this race we need to drive very slowly and carefully so that we don’t miss any numbers. We will use our fingers to “drive” along the racetrack and get to the finish line. Let’s say the numbers out loud as we go. Count out loud together as a class. Point out that we are counting one number at a time.

124

Level K

Chapter 15

Lesson 2

Lighthouse Math

Introduce the Lesson (Try it Together) Use the racetrack to count out loud to 100. Tell students to use their fingers to point to the numbers as they “drive” along the racetrack. Remind students that in order to win this race we need to drive very slowly and carefully so that we don’t miss any numbers. Point out that we are counting one number at a time. Pick numbers to ask students to start counting from. Tell them to use the racetrack to help them. On the Try it Together page, practice counting together to 100 again. Tell students to point to the 4 with their crayon. Find it on the “racetrack” by starting at 1 and counting up. Color in the 4 and then cross it off at the top. Continue finding the rest of the numbers. On the practice pages, read numbers out loud to students and have them find the missing numbers or the numbers that come next. Point out that number lines can start or stop at any number (the arrows on the number line show that we can continue counting). Activity Partner up students. Tell one partner to start counting from 50-100 but to make some mistakes on purpose. The job of the other partner is to catch the mistakes. When they hear a mistake they should put their hand up like a “stop” sign and say the next correct number in the sequence. After some time switch roles. Students can use the Let’s Learn racetrack to assist in counting and making intentional errors.

Circle the missing number.

1. 1

22 23 24 25 26 27 28 29

2. 15

3. 31 20 30

4. 31

33 34 35 36 37 38 39 40

31 32 33

5. 41

42 43 44 45 46 47

49 50

48 45 49

Teacher Notes

I will read the numbers to you as you point to each number. Circle the missing number.

126

Lighthouse Math Teacher’s Guide

Level K

Chapter 15

Practice 2

Lighthouse Math

Try it together!

Struggling Learners

Count. Find the numbers. Color.

Pair up students and have them practice counting to 100 together. Partners can count in unison or take turns saying the next number. Students can use the Let’s Learn racetrack for a visual. In addition, as you count out loud as a class, stress the tens. Clap or stomp your foot when reaching a 10s. Example: 28, 29, 30.

100

Early Finishers

19 20 21

40 39 38 37 36 35 34 33 32

30 29 28 27 26 25 24 23 22

42 43 44 45 46 47 48 49 50 51

52 53 54 55 56 57 58 59 60 61 62 63

81 80 79 78 77 76 75 74 73 72

70 69 68 67 66 65 64

84 85 86 87 88 89 90 91

Lighthouse Math

Level K

92 93 94 95 96 97 98 99 99 100

Chapter 15

Lesson 2

Provide a small group students with 10 small bins or baskets. Students need to hunt around the classroom searching for a group of 10 of the same object and place it in the basket. Place 10 blocks in one basket. Place 10 pencils in another basket. After all baskets are filled with the 10 items, practice counting out the items up to 100 as a small group.

Challenge and Explore Give students a number from 1-100 and ask them to say the next 3 numbers. For an additional challenge, ask what 3 numbers come after 100. Ask Students 1. What are the next 3 numbers after 58? [59, 60, 61] 2. What number comes before 40? [39]

125

Circle the number or numbers that comes next.

63, 64, 65,

77, 78, 79,

82, 83, 84,

Assess Ask students to count starting at 9. Stop them when they get to 26.

Ask students to count starting at 42. Stop them when they get to 49.

4. ,

94, 95, 96

38, 39, 40

5. 97,

93,

99, 90, 91

98, 99, 100

Teacher Notes

I will read the numbers to you as you point to each number. Circle what number or numbers come next.

Lighthouse Math

Level K

Chapter 15

Practice 2

127

Ask students to count starting at 93. Stop them when they get to 100.

Common Errors Students may skip numbers because they are counting too fast. Students may get confused with tens (29, 30, 31). Students may have trouble with the “teen” numbers. Lighthouse Math Teacher’s Guide

Level K Chapter 15-3 Counting by 10s

Name

Let’s learn!

Objective and Learning Goals y Counting by tens. y Use a ten frame.

Let’s count by 10s up to 100. Help the animals find the barn.

Count to 100. Use counters to cover the 10s. Color the 10s.

Vocabulary y Ten frame - a grid with 2 rows of 5 to make 10 boxes; aids in counting to 10

Materials

y Objects for counting (at least 50) y Pencils or crayons y Pennies or plastic colored counters y Ten frame y Teacher prepared ten frame worksheet (10 ten frames) y Teacher prepared tens cards (10, 20,…100) y 10 stickers for each student

Give students 50 objects to count. Ask, did it take a long time to count to 50? [yes] Can anyone think of an idea to help us count faster? [skip counting] Tell students that when we want to count faster we can count a few objects at a time. This is called skip counting because we are skipping some numbers. First, we make our objects into groups. (Demonstrate how to group objects into groups of 10.) Now, we count our groups. Since we have 10 in each group, we can skip 10 numbers when we count. Point to the first group and ask: Without counting, how many are here? [10]. The first number we will count is 10. What are some examples of numbers I skipped? [1,2,3…] Show students that 2 groups together are 20. Point out that you didn’t have to count 11-19 because you knew that there were 10 in the group. Continue until 50. Guiding Questions 1. What is it called when we count 10 objects at time instead of one at a time? [skip counting by 10s] 2. What is an example of time you might want to count by 10s? [when you have a lot to count or want to count faster] 3. How is counting by 10s different than regular counting? [it is faster because we skip some numbers, we use bigger numbers etc]

Introduce the Lesson (Try it Together) Tell students that we are going to learn how to count by 10s to help the farmer find his lost animals which are hiding by the 10s. Start at 1 and count to 100. As you move along the game board, whisper each number together. When you reach a 10, say the number out loud and cover that space with a counter. Once all 10s are covered, clear the counters and color in the 10s with a highlighter or crayon. Count by 10s out loud as a class. Tell students that it is easy to count by 10s with ten frames because we know that there are 10 inside each ten frame. In the Try it Together section, have students color in the the ten frames. Allow students to count by ones but encourage them to start noticing patterns (ex: 1 ten frame is 10, 2 ten frames are 20, 3 ten frames are 30…). Encourage students to guess how many will be in 4 or 5 ten frames. When students are finished coloring, have them point to each ten frame as they count out loud by tens. In the practice pages, tell students to count when they fill out the ten frames. Encourage students to notice how many ten frames are completed when drawing out each number. Remind students that each ten frame is a group of ten. If a number fills 4 ten frames then it can be made into 4 groups of ten. Continue practicing counting by tens by filling in the missing numbers. Circle ten of each object and skip count to find how many there are. Lighthouse Math Teacher’s Guide

19 20 21 22

42 41 40 39 38 37 36 35 34 33 32 31 30 29 28 27 26 25 24 23 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 © Lighthouse Curriculum. Copying strictly prohibited.

Pre-Lesson Warm-up Guiding Questions

65 66 86 85 84 83 82 81 80 79 78 77 76 75 74 73 72

71 70 69 68 67

87 88 89 90 91 92 93 94 95 96 97 98 99 100

Teacher Notes

The farmer needs to find his lost animals. They are hiding by the 10s. Let’s practice counting by 10s to find their hiding spots. We will make sure to skip 10 numbers at a time. Count together from 1-100 whispering all the numbers but saying every tenth number out loud. When you get to a 10, place a counter on that space. Once all 10s are covered, tell students to clear the game board and color in the 10s.

128

Level K

Chapter 15

Lesson 3

Lighthouse Math

Draw counters in the ten frame. Write the number of ten frames you filled.

10 20

ten frame

2 ten frames

4 ten frames

Help the tractor get to the barn. Fill in the missing 10s.

20 10

30 40

100

60 130

Level K

Chapter 15

Practice 3

Lighthouse Math

Try it together!

Activity Give each student a ten frame and ten stickers. Have them put a sticker in each box. Ask students to find a partner. Count by 1s and then by 10s to see how many stickers they have altogether. Rearrange students in different size groups to practice counting by 10s to find how many they have in all.

Color in the counters in the ten frame. Write how many.

10 20 30 50

Struggling Learners

60 Lighthouse Math

Level K

Chapter 15

Lesson 3

Ask Students 1. If we have 2 ten frames that are full with stickers, how many stickers do we have? [20] 2. If we have 7 ten frames that are full with stickers, how many stickers do we have? [70] 3. If we have 30 stickers, how many 10 frames will they fill? [3]

30 40 50 60 70 80 90 100

20 30 40 50 60 70 80 90 100

Assess

Circle groups of 10. Write how many.

Ask students to count by 10s out loud. Provide students 40 objects to count. Ask students to place them into groups of 10 and to count by 10s. © Lighthouse Curriculum. Copying strictly prohibited.

70 Lighthouse Math

Level K

Chapter 15

Practice 3

Tell students to draw a lot of pictures for friend to count. When students are finished have them trade papers and circle groups of 10. They should count by 10s to see how many there are. Ask students if there were any left over.

Give students an empty ten frame worksheet (with 10 ten frames). Tell students to pick a 10s card (10-100). Tell students to guess how many ten frames their number will fill and to write their guess on a sticky note. Then use counters to make that number using ten frames and see if their guess is correct.

129

Early Finishers

Challenge and Explore

Fill in the missing 10s.

Struggling learners may confuse counting by 1s with counting by 10s. Help students realize that when we count by tens we are skipping 10 numbers because we are counting 10 objects at a time. Continue to practice counting to 100 with a visual like the game board on the Let’s Learn page. Have students whisper all the numbers but mark the 10s by saying them out loud, clapping as they say them, and/or circling them.

131

Common Errors Students may confuse counting by 1s and by 10s. Students may not realize skip counting by 10s involves skipping 10 numbers. Students may not realize that skip counting is only for counting groups. Students may confuse the 10s with the “teen” numbers because they sound similar. Lighthouse Math Teacher’s Guide

Level K Chapter 15-4 Counting by 2s

Name

Let’s learn!

Objective and Learning Goals

I see the frog skip count by 2s.

y Use a number line as a tool to skip count by 2s.

Vocabulary

y Add - to bring two or more numbers together to make a total; counting up to make more y Number line - helps put numbers in order; a tool to help in counting y Sum - the answer, or result, when adding numbers y Sequence - the arrangement of numbers in a particular order

Guiding Questions 1. Which numbers did we say out loud? [0, 2, 4, 6…] 2. Ask for volunteers to count only saying the numbers we said out loud. 3. This is skip counting by 2s. When might we want to count by 2s? [counting many objects, when you have two of something]

y Beans or colored counters y Number line y Pencils or crayons

Have students stand up with their chair behind them. Tell them we are going to count from 0-20 as we sit and stand up. BUT, we are not going to say the number out loud when we sit. All students are standing and say ZERO. Then they sit down and mouth the word ONE. Then stand and say TWO. Then sit and mouth THREE. Keep doing this until they get to 20. Continue doing a counting pattern where you only say the even numbers. You can march, handclap/knee slap, etc.

Start at 2. Trace 3 hops. Color the numbers we say out loud. Trace the number you end on.

Materials

Pre-Lesson Warm-up Guiding Questions

Start at 2. Trace 4 hops. Color the numbers we say out loud. Trace the number you end on.

2. 0

Teacher Notes

Tell students that it is easy to count by 2s if we whisper every other number. Count out loud with the class, whispering all of the odd numbers to show we are skipping them. On this page, the frog is hopping across the number line to get across quickly. Put your pencil on the frog. Trace the hops. Color all the numbers we say out loud when we skip count by 2s. Trace the number the frog ended by.

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Level K

Chapter 15

Lesson 4

Lighthouse Math

Introduce the Lesson (Try it Together) Tell students that today we will focus on counting by 2s using a number line. Take a look at the Let’s Learn and ask students if we start at 0 and hop to 2 in 1 hop and hopped again to 4, what number would be next? [6]. If we are skip counting by 2s and we start at 0, where would we be at ___ hops? [3 hops would be 6, 4 hops would be 8]. Why is it helpful to add or hop by 2s instead of 1s? [we are able to get there faster] Continue working in this section by counting on the number line using “hops.” Start where the frog is and count by 2s. Trace or write the answer. Remind students that they should count all hops to find the answer. Be sure they are skipping only one number between hops. In the Try it Together have students point to the pair of pictures and count up by 2s. They can write the number below it. On the last practice page, look for the blank box on the number line. This is the number that needs to be filled in. Count by 2s making sure to hop over 1 number or 2 spaces. If 2 boxes are blank, 2 separate numbers need to be identified on number line. Activity Prepare number lines and use counters or beans (approximately 20 per student or pairs of students) and place them in a paper bag. Pass out number lines or dry-erase boards and markers to each student. Ask students to divide their counters or beans into pairs and place in a line. Then, have students start at 0 and draw hops on their number line to count to 2, then to 4… all the way to 20. Then, have students start at that number and add the number of hops that the number is requiring (should be 10 hops). Then have students put 6 beans or counters together as the “start.” Then say, add three 2s, where will we end up at? [12] Repeat as needed.

Follow the hops to skip count by 2’s. Color the numbers we say out loud.

1. 1

134

Lighthouse Math Teacher’s Guide

Level K

Chapter 15

Practice 4

Lighthouse Math

Try it together!

Struggling Learners

Skip count by 2s. Write how many. Circle the number that shows how many in all.

Provide students with a number line and have them complete the problem first with beans or counters. Students should place beans or counters into pairs. Have students do this to 10 first, then 20 counting by twos. How many pairs or hops equal 10? [5] and repeat for 20 [10]

2 4 6 8

Early Finishers

2 4 6 8 10

2 4 6 8 10 12 14 6.

2 Lighthouse Math

4 |

Level K

6 Chapter 15

2 4 6

Challenge and Explore Provide students with a story problem such as:

8 10 12

Lesson 4

Provide students with a set of number cards that have dots or images on them that are even numbers. Remove all odd values from the number cards. (For example, you can use a deck of cards that uses 2, 4, 6, 8, and 10; or you can use a deck of number cards 0-20 with only the even numbered cards). Have students draw from the deck and use that number as a starting point. They should write the number that they pulled on the dry-erase board and then make three hops of 2 to see where they end up at. For example, if they draw the number 14, three hops would be to 20.

A rabbit was hopping on a long number line by 2s. If the rabbit started at 14 and made 8 hops, where would the rabbit end up at? [30] What if the rabbit hopped back by 2 one space, what number would the rabbit land on from 30? [28]

133

Try it together! Skip count by 2s. Write how many. Circle the number that shows how many in all.

1. 0

2 4 6

2 4 6 8

2. 0

Assess 1.

Try it together!

2 4 6 8 10

Skip count by 2s. Write how many. Circle the number that shows how many in all.

Start at 0. Skip count by 2s. Draw the hops. Write the missing number.

2 4 6 28 104 12 142 4 6 8

3. 2

4 10

4. 0

2 Lighthouse Math

4 |

Level K

62 4 8 610 122 4 6 8 10 5.

Chapter 15

Lesson 4

133

Common Errors

2 4 6 8 10 12 14

Bonus! 10

Lighthouse Math

Level K

Chapter 15

Practice 4

14 16

Students may start at 2 instead of 0 when initially counting. The students may write 2, 2, 2, 2, when counting objects instead of 2, 4, 6, 8. When drawing hops, they may forget to skip a number in the middle. Lighthouse Math | Level K Chapter 15 Lesson 4

135

8 10 12 133

Lighthouse Math Teacher’s Guide

Provide student with the following to solve:

Chapter 16

136

In Chapter 16, we will sort and count with Tally Marks, Graphs and Coins. •

Tally numbers 0-10

•

Use tally marks

•

Use bar graphs and picture graphs

•

Make bar graphs

•

Identify pennies

•

Count pennies

•

Identify dimes

•

Count dimes

Oranges Bananas Apples Grapes

Vocabulary Words add bar graph

data dime

interpret data penny

sum tally marks

137

Level K Chapter 16-1 Tally Marks

Name

Let’s learn!

Objective and Learning Goals y Represent numbers 0-10 using tally marks. y Understand how to interpret and create simple tally graphs.

0 1 2 3 4 5

Vocabulary y Tally marks - tally marks are a way to count numbers by drawing vertical lines.

Materials

Begin by gathering the students in a circle on the floor or at their desks. Show them a stack of cards with numbers from 0 to 10. These cards can have both the numerical representation and tally marks for the numbers. Select one card without revealing it and hold it up without showing the students. Ask the students to guess which number is on the card by observing your tally marks. Encourage them to think about the tally marks and make their best guess. After allowing a few seconds for students to think, reveal the number on the card, showing both the numerical representation and tally marks. Discuss the tally marks on the card, emphasizing how they represent the number. Repeat this activity with several different cards, gradually increasing the complexity of the tally marks as students become more comfortable with the concept. Guiding Questions 1. How many tally marks represent the number 1? [One tally mark represents the number 1.] 2. Can you show me tally marks for the number 3? [Tally marks for 3 look like this: |||]

y Markers y Number cards with tally marks y Sticky notes for class activity y Dry-erase board

Pre-Lesson Warm-up Guiding Questions

6 7 8 9 10

Teacher Notes

Explain to the students that they will be learning how to write and understand numbers using tally marks. Emphasize the importance of tally marks in representing numbers. Reinforce that the fifth tally mark goes diagonally across the first four. That is how tally marks are grouped together.

138

Level K

Chapter 16

Lesson 1

2. =

Lighthouse Math

Draw tally marks for each shape.

5. =

Activities Distribute sticky notes with different numbers to each student. Ask students to come to the front and add tally marks on the board based on the number they have. After all students have contributed, count and discuss the data as a class.

140

Lighthouse Math Teacher’s Guide

Tally the given number.

Introduce the Lesson (Try it Together) Flash says, “I can show numbers with tally marks!” Look at the Let’s Learn section and encourage students to trace the tally marks to become familiar with them. In the Try it Together section the tally marks for numbers are drawn. Students write the corresponding numbers next to the tally marks. Tell students to count the tally marks. Ask, how many do you count? Write the number of tally marks you count. On the independent practice pages, student will write tallies for the given number. Students will count shapes and create tally marks. Last, students will count images and write tallies and the corresponding number. Students may need to cross off shapes/images while counting and making tallies. This step will remove the chance of repeat counting.

I can show numbers with tally marks.

Level K

Chapter 16

Practice 1

Lighthouse Math

Try it together!

Struggling Learners

Write the corresponding number next to the tally marks.

Provide struggling learners with a reference sheet that includes pre-drawn tally marks alongside corresponding numbers. For example, provide a reference sheet with tally marks from 0 to 5, along with their corresponding numerical values. Students can look at this sheet when writing numbers in tally marks.

2. =

Early Finishers

4. =

6. =

Lighthouse Math

Level K

Chapter 16

Lesson 1

139

2. =

3. =

4. =

5. =

6. =

7. =

Lighthouse Math

Level K

Chapter 16

Practice 1

Encourage advanced learners to create more complex tally graphs with data collection. They can collect data from their peers or from real-life situations and represent it using tally marks. Have students create two questions about a tally graph showing favorite fruits. For example: How many students like apples? What is the most preferred fruit among students?

3 2 4 1 5 8 6

Assess

Challenge and Explore

Ask Students 1. Can you think of another way to represent numbers, apart from tally marks? [Possible answers - using digits, using objects, using number words, etc.] 2. How can tally graphs help us understand information? [Tally graphs help us visualize and compare data easily.]

Count each picture. Draw the tallies. Write the number.

Challenge early finishers by asking them to create their own sets of tally marks for numbers beyond 10. This encourages creativity and a deeper understanding of tally marks. For example, students can create tally marks for numbers like 12, 15, or 18 and exchange them with their peers to solve and discuss.

Write the tally marks for the number 9. [Represented by nine marks] Count the tally marks and write the corresponding number: |||| [4] Show students the following graph on the board: Red: III Blue: II White: I How many students prefer each color?

Common Errors Confusing the order of tally marks (vertical lines) and diagonal lines. Miscounting the number of tally marks for a given number. Misinterpreting the data presented in a tally graph. Forgetting to group tally marks in sets of five.

141

Lighthouse Math Teacher’s Guide

Level K Chapter 16-2 Making Bar Graphs and Interpreting Data

Name

Let’s learn!

Objective and Learning Goals y Input data into graphs. y Interpret data in graphs to determine how many. y Compare data in graphs to determine more and less.

I can make a bar graph!

Favorite Color Red

Vocabulary

Blue

y Bar graph - a graph using rectangular bars that can compare amounts y Data - a collection of information y Interpret data - to review data and use it to inform

Green Purple

Materials y Crayons y Pattern blocks (Red, blue, green, and yellow)

Begin with providing students with a set of pattern blocks (3 red, 4 yellow, 2 blue, and 1 green). Ask students: “How many blocks to we have?” [10]. Now, let’s sort the blocks into colors. Ask students: “ How many of each color do we have?” On a dry-erase board or chart paper, draw the shapes on the left side (y-axis) and write the numbers 0-5 across the bottom (x-axis). Draw the grid and then re-ask students how many of each color. When asking, shade in the number of sections on your bar graph to make the graph. Ask students questions such as the following: “Which color is shown the most?” [yellow]. “Which color is shown the least?” [green]

Use the graph to answer the questions. Which color do the students like the most?

Blue

2. Which color do the students

Green

3. How many students like

Pre-Lesson Warm-up Guiding Questions

Students

like the least?

red?

the color

Teacher Notes

Model reading a bar graph. Read the title. Ask students what they think the bar graph is about. It is about students in the classes’ favorite colors. Bar graphs help us to gather information. Ask: “What colors were favorites?” “What do the numbers at the bottom of the graph mean?” Ask students “How many students like the color blue? How many students like the color purple?” Students may need to use a ruler or piece of paper to help track how long the bar graph is for each color.

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Level K

Chapter 16

Lesson 2

Lighthouse Math

Guiding Questions 1. How do we make a bar graph? [draw bars for the number of objects we have] 2. How can we use a bar graph to compare different numbers and objects? [see which bars are taller or shorter] Use the graph to answer the questions.

Introduce the Lesson (Try it Together)

Fruit Sales

Tell students that today we will focus on sorting and counting data to put into a bar graph. Take a look at the Let’s Learn and ask students: “How many of each color does Flash have?” Then, ask students: “Why is it good to have a bar graph?”

Oranges Bananas Apples Grapes

Continue working in this section by tracing the correct answers. Continue practicing making the bar graph and interpreting the results in the Try it Together section. Make sure to explain that we are coloring in the amount from the story. For example we are coloring 8 boxes in the dog section because 8 students picked dogs as their favorite animal. Graphs do not always have show favorites. Graphs can show totals of items. Activity Take a colorful beach ball that has three different colors. If you don’t have a beach ball, use an object that has equal sections with at least three different colors. For example, a beach ball that has 10 sections with 4 red, 3, white, and 3 yellow sections. Have students count how many total sections. Have them identify the colors of the beach ball with how many of each color. Allow students to draw their own bar graph on a sheet of paper using colorful crayons.

Number of fruit

1. Color 6

oranges in the graph orange.

3. Color 4

graph red.

apples in the

5. What fruit was sold the

2. Color 9

graph yellow.

4. Color 2

grapes in the graph purple.

6. What fruit was sold the

least?

most?

grapes

7. How many

bananas in the

bananas

oranges

8. How many

were sold?

apples

were sold?

Teacher Notes

Listen to the story. “The farmer’s market kept track of how many of each type of fruit they sold in one day. They wrote down that 6 oranges, 9 bananas, 4 apples, and 2 grapes were sold at the market. We will fill in the graph to match the story and answer the questions. Gather an orange, yellow, red and purple crayon to color the bars on the graph.”

144

Lighthouse Math Teacher’s Guide

Level K

Chapter 16

Practice 2

Lighthouse Math

Try it together!

Struggling Learners

Favorite Animals Dog

Provide students that are struggling with a handful of colorful objects. Have them sort the objects directly onto the bar graph using the dry-erase board as the base with an x-axis and a y-axis. For example, if student collect red, blue and yellow objects, sort them into 3 piles. Make a bar or column on the dry-erase board of these grouped items. All the red items in a row or column on the graph one on top of each other. All of the blue items in the next row or column, and so on.

Cat Horse Snake

Students

Use the graph to answer the questions.

1. Color 8

dogs on the

2. Color 5

3. Color 4

horses on the

4. Color 2

graph red.

cats on the graph yellow.

graph green.

6. Which is the least favorite

5. Which is the most favorite

animal?

dog

snakes

8. How many students like

7. How many students like

horses?

cats?

Early Finishers

snakes on the

graph blue.

Challenge and Explore

Teacher Notes

Provide students with a story problem to graph. For example, “Jacob has 3 red shirts, Jack has 4 yellow shirts, and Isaac has 7 blue shirts. Make a bar graph that shows the number of each color of shirts”. Have students draw the bar graph on their dry-erase boards.

Listen to the story. “All the students in class picked their favorite animals. 8 students like dogs the best, 5 students like cats the best, 4 students like horses the best, and 2 students like snakes the best. We will fill in the graph to match the story and answer the questions. Gather a blue, red, yellow and green crayon to color the bars on the graph.”

Lighthouse Math

Level K

Chapter 16

Provide students with a bin of pattern blocks. Work in pairs. Each student will pull out two hands full of pattern blocks and make a pile between them. Students will then sort the pattern blocks by color/shape. Then, the students will count the number of each and make a bar graph on their dry-erase board. Model the structure of the bar graph for students to copy onto their dry-erase boards.

Lesson 2

143

Ask Students 1. Let’s create a bar graph as a class. What is everyone’s favorite color? [create a bar graph on the board charting everyone’s favorite color and discuss.] 2. Why do we use bar graphs? How do they help us? [Bar graphs help us see which thing is the most and which thing is the least. They use bars to show us, and it’s easy to understand.]

Use the graph to answer the questions. Shapes Triangles Hearts Circles Squares

Assess

Number of shapes

1. Color 6

2. Color 3

3. Color 5

4. Color 8

5. Which shape has the most?

6. Which shape has the least?

circles in the graph orange.

hearts in the

graph red.

squares in the graph green.

squares

hearts

7. How many

triangles are shown on the graph?

8. How many

circles are shown on the graph?

Listen to the story. “One class counted all the shapes in their classroom. There were 6 triangles, 3 hearts, 5 circles, and 8 squares. We will fill in the graph to match the story and answer the question. Gather a blue, red, orange and green crayon to color the bars on the graph.”

Level K

Provide students with a pre-filled bar graph about favorite shapes displaying the following information: Circle: 8, Square: 6, Triangle: 10, Star: 4 Ask students 1. Which shape is liked the most? [Triangle] 2. Which shape is liked the least? [Star] 3. How many students like the shape circle? [8] 4. How many students like the shape square? [6]

Common Errors

Teacher Notes

Lighthouse Math

triangles in the graph blue.

Chapter 16

Practice 2

145

Students may switch up what should be named on the left side of the bar graph and place numbers instead of objects there. Be sure to model for them when they are making their own bar graphs. Lighthouse Math Teacher’s Guide

Level K Chapter 16-3 Identifying Pennies and Counting by 1s

Name

Let’s learn!

Objective and Learning Goals y Identify pennies. y Add the value of pennies to find the sum.

The penny is worth 1 cent. It is made from copper.

Vocabulary y Add - to bring two or more numbers together to make a total; counting up to make more y Penny - a coin that has the value of 1 cent in the U.S. y Sum - the answer, or result, when adding numbers

1¢

Materials

Pre-Lesson Warm-up Guiding Questions Bring students to the center of the room and make a circle. Pass around a 2-3 bags of coins for them to look at. Ask them questions about what they notice about the coins. Lead them in recognizing that the penny is a different color. Introduce the general value of the coins that you use, but emphasize that pennies are worth 1 cent, like the number 1. Guiding Questions 1. What does a penny look like? [larger than a dime, smaller than a nickel and quarter. Copper or brown in color] 2. What is the value of the penny? [1 cent] 3. When can you use a penny or pennies? [to buy items that do not cost a lot like a piece of candy]

1 2 3456 7 2.

1 2 3 456 7 8 9 Teacher Notes

Ask students to explain what coins are and what we use them for. Pass out pennies for students to see and feel. Tell students that a penny is a type of coin that is worth 1 cent. Count out pennies to see how many cents you have in all.

146

Introduce the Lesson (Try it Together) Say: “Look at the picture of the penny next to Flash. Underneath the penny is the number 1 and the cents sign. We use this sign when we write about coins less than a dollar.” Use of the cents sign will be explored more thoroughly in Level A. Then, take a look at the Let’s Learn and ask how many pennies does Flash have? [4] Emphasize that this is 4 cents. Continue working in this section by counting on the number of pennies and tracing the number below the pennies. Continue practicing counting the pennies before tracing the numbers. In the Try it Together section, have students count and write the number of pennies. In the independent practice pages, students will need to circle pennies, color pennies and write the sum or total amount of pennies. Use a brown crayon to color. Review that the sum means the total when we add numbers together. Activity Provide a bag of pennies to each student. Allow them time to really examine the pennies. Then, have students use the pennies to count by 1s from 0 - 10, then count by 2s to from 0-10, and then to create 2 equal groups. Have students place their pennies back in their bag and remind them that each bag has 10 pennies in there. Ask students: “If we were to skip count by 10, we would have [start with 10], 20, 30, 40, 50, 60, 70, 80, 90, 100. What happens when we get to 100?” [the total would be 1 dollar, they may or may not be able to answer this, but show them a dollar bill] Lighthouse Math Teacher’s Guide

How many cents in all?

Count each penny. How many cents in all? Circle.

y Dominoes y Dry-erase boards y Dry-erase markers y One-dollar bill y Pencils or crayons (brown) y Pennies (10 per student)

1 2 34

Level K

Chapter 16

Lesson 3

Lighthouse Math

Count each penny. Write how many cents in all. Circle.

1 2 3 4 5 6 7 3.

Circle the pennies.

148

Level K

Chapter 16

Practice 3

Lighthouse Math

Try it together!

Struggling Learners

Count each penny. Write how many cents in all? Circle.

Provide students with a bag of pennies. Have the students pull out 1 penny at a time. On their dry-erase board, they write 1, then 2, then 3 as they pull out each penny. Start with 1-9, then 10-19.

1 2 3456 7 8

Early Finishers

2 3 4

1 2 3 4 5 6 7 4.

Level K

Color the pennies.

Chapter 16

Lesson 3

Ask Students 1. What did you learn about finding the sum of pennies? [Finding the sum means adding up all the pennies to see how many there are in total.] 2. Can you think of a real-life situation where you might use pennies or count them, like we did in our lesson? [We might use pennies to buy something from a vending machine or count them to save money in a piggy bank.]

Assess

4 5.

5 6.

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Chapter 16

4 Practice 3

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Write the sum of the pennies.

Challenge and Explore Place students in groups of 2. Provide each group with a bag of pennies. Have 1 student pull an amount from the bag and say, I have ___ pennies. If you have the same amount, we would have ___ altogether. Have students take turns repeating the process.

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Provide students with a bin of dominoes. Work in pairs. Students each pull out one domino and turn it horizontally. Look at the dots on the domino. The left set of dots is the first addend. The right set of dots is the second addend. Note that if there are no dots in one section, the addend is zero. Write their addition sentence on their dry-erase boards. Have students represent that addition sentence with pennies before finding the sum. Then find the sum. Compare the amount of dots on the domino to the amount of pennies.

Have students describe what a penny looks like, by asking the following question: Describe what a penny looks like. [brown, larger than a dime or smaller than a nickel in size, may describe images or dates of a penny] Ask students to write on their dry-erase board, what is the value of 7 pennies? [7 cents]

Common Errors Students may count the first penny as 0 instead of 1. They may wrongly identify a dime and penny since the dime is smaller. Lighthouse Math Teacher’s Guide

Level K Chapter 16-4 Identifying Dimes and Counting by 10s

Name

Let’s learn!

Objective and Learning Goals y Identify dimes. y Add the value of dimes to find the sum.

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Vocabulary y Add - to bring two or more numbers together to make a total; counting up to make more y Dime - a coin that has the value of 10 cents in the U.S. y Sum - the answer, or result, when adding numbers

The dime is worth 10 cents. It is silver.

10¢

How many cents in all?

Materials

Pre-Lesson Warm-up Guiding Questions Bring students to the center of the room and make a circle. Pass around a 2-3 bags of coins for them to look at. Ask them questions about what they notice about the coins. Lead them in recognizing that the dime is silver and is smaller than all other coins. Introduce the general value of the coins that you use, but emphasize that dimes are worth 10 cents as in the number 10. Guiding Questions 1. What does a dime look like? [smallest coin. Silver in color] 2. What is the value of the dime? [10 cents]

Count each dime. Write how many cents in all. Circle.

y Dimes (10 per student) y Dry-erase boards y Dry-erase markers y Pencils or crayons y Pennies (10 per student)

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10 20 30 40 5060 Teacher Notes

Pass out dimes for students to see and feel. Show students 10 pennies and 1 dime. Demonstrate that they are equal by trading the 10 pennies for 1 dime. Ask students if they think that is a fair trade. Explain that even though a dime is 1 coin it is worth the same as 10 cents or 10 pennies. Because it is worth 10 cents we can skip count by 10s when we count dimes. Review skip counting by tens and count the dimes.

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Level K

Chapter 16

Lesson 4

Lighthouse Math

Introduce the Lesson (Try it Together) Then, take a look at the Let’s Learn. Say: “Look at the picture of the dime next to Flash. Underneath the dime is the number 10 and the cents sign. We use this sign when we write about coins less than a dollar.” Use of the cents sign will be explored more thoroughly in Level A. Now ask how many dimes does Flash have? [5] Emphasize that this is 50 cents, skip counting by 10. Write 50. Continue working in this section by counting on the number of dimes and tracing the number below the dimes. Continue practicing counting the dimes before tracing the numbers. In the Try it Together section, have students count by 10s and write the numbers. In the independent practice pages, students will need to circle the dimes, color the dimes and write the sum of the dimes. Use a gray crayon to color. Review that the sum means the total when we add numbers together. Activity Provide a bag of dimes to each student. Allow them time to really examine the dimes. Then, have students use the dimes to count by 10s from 0 - 100. Have students place their dimes back in their bag and remind them that each bag has 10 dimes inside. Ask students: “If dimes are 10 cents each and we have 10 dimes in a bag, how much is that worth?” [the total would be 1 dollar, they may or may not be able to answer this, but show them a dollar bill]

Count each dime. Write how many cents in all. Circle.

10 20 30 40 50 2.

10 20 30 40 Circle the dimes.

152

Lighthouse Math Teacher’s Guide

Level K

Chapter 16

Practice 4

Lighthouse Math

Try it together!

Struggling Learners

Count each dime. Write how many cents in all. Circle.

Provide students with a bag of dimes. Have the students pull out 1 dime at a time. On their dry-erase board, they write 1 dime is 10 cents, then 2 dimes is 20 cents, then 3 dimes is 30 cents as they pull out each dime. This can be done for 1-9 dimes.

Early Finishers

Provide students with a deck of cards from 0-9 and a bag of 9 dimes. Allow students to work in pairs. Students each pull 1 card and this number represents the number of dimes. Each student starts at 0 and counts the value of that number of dimes. If the card says 3, then the student would write 10, 20, 30 to represent the value of 3 dimes.

20 30 40

30 Lighthouse Math

Level K

10 20 30 40 50

40 Chapter 16

Lesson 4

Challenge and Explore Place students in groups of 2. Provide each group with a bag of pennies and dimes. Have 1 student pull an amount from the bag and say, I have ___ pennies and ___ dimes, how much do I have? Have students take turns repeating the process. Ask Students Can you think of a real-life situation where you might use dimes or count them, like we did in our lesson? [We might use dimes to buy something from a store or count them to save money in a jar.]

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Color the dimes. Write the sum of the dimes.

40 6.

40 |

Level K

Chapter 16

50 Practice 4

Lighthouse Math

Assess

Have students describe what a dime looks like, by asking the following question: Describe what a dime looks like. [silver or grey, smallest coin in size, may describe images or dates of a dime] Ask students to write on their dry-erase board, what is the value of 7 dimes? [70 cents]

Common Errors Students may count the value of the first dime as 0 or 1 instead of 10. Also, students may confuse the dime and penny since the dime is smaller and the penny is larger in size but not in value.

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Lighthouse Math Teacher’s Guide