Level 1 Math Program
وضاحتون
- Curriculum Focus: Numbers, values, counting, number sequence, basic addition, story problems.
- ھدف سامعين: Students learning foundational math skills.
- مواد: Student workbook, pencil.
- Webسائيٽ: www.sylladot.com for additional information, resources, and acceleration options.
استعمال جون هدايتون
عام ھدايت
The three icons at the bottom of every lesson in the student workbook provide guidance:
- Day`Number: Suggests a daily schedule for best results.
- Instruction`Page: Directs to the instruction manual for scripted instructions for the current lesson.
- Answer`Key`Page: Directs to the instruction manual for answers or spelling lists for the current lesson. Note: Some lessons do not have an answer key.
Lesson: Number Values Using Dots (Page 3)
- Focus on numbers and their values.
- Identify numbers accompanied by 3 rows of gray dots in the top section of the page. Say the first number out loud.
- Count out loud as you fill in the same number of dots that represent the value of that number. The first set of dots is pre-filled.
- Dot Filling System: Start with the top row and proceed from left to right, just like reading.
- In the bottom section, apply what you learned. The correct number of dots are displayed. Count and touch the dots with your pencil, then write the corresponding number.
Teaching Tips for Number Values Using Dots:
- Students should say each number out loud while completing both top and bottom sections.
- If number formation is incorrect, review number formation examples in the workbook’s first few pages.
- Side dots are a transitional tool; students will eventually learn basic facts without relying on them.
Lesson: Number Chart Completion (Page 4)
- Review numbers [1-100] using the number chart.
- Using your pencil, count out loud as you touch each number.
- When you encounter a blank pink box, fill in the correct number to complete the sequence (e.g., [1,`2,`3,`___`,`5,`6,`7,`8,`___`,`10]).
- Once all boxes are completed, practice saying and touching each number. Alternate rows (e.g., instructor says/touches first row, student says/touches second).
Teaching Tips for Number Chart Completion:
- It is crucial for students to say and touch each number when counting or writing.
Lesson: Vertical Addition (Page 6)
- Review simple addition.
- Look at the first problem (e.g., 4 over 2).
- Say the problem aloud (e.g., “4 plus 2 equals ___ “).
- Identify the small (+) sign next to the second number [2]. Explain that this is the addition sign.
Lesson: Addition Story Problems (Page 7)
- Learn to solve story problems using addition.
- For each problem, the first two lines provide information, and the third line helps determine the operation.
- Read #1 together.
- Identify information from the first line (e.g., “Mary has 5 apples.”).
- Identify information from the second line (e.g., “John has 3 apples.”).
- Look for green words, which sometimes indicate addition.
- Follow the required steps for completing an addition problem.
- Say and touch the top number, then add the dots while reviewing the first story problem (e.g., 5, 3, 8 apples).
- Complete the remaining problems using the same technique.
Lesson: Vertical & Horizontal Addition (Page 8)
- Review the two ways to show addition: vertical (e.g., 6 over 3) and horizontal.
مشڪلاتون
- Incorrect Number Formation: If students are forming numbers incorrectly, refer them to the number formation examples on the first few pages of their workbook.
- Difficulty with Counting/Writing: Ensure students are saying and touching each number as they count or write, as this is crucial for best results.
- Reliance on Dots: Understand that using side dots is a transitional process. Encourage students to gradually move away from them as they learn basic facts.
- Lesson-Specific Instructions: Always refer to the “Instruction`Page” icon for scripted instructions specific to the current lesson.
FAQ
- Q: Where can I find additional resources or acceleration options?
ج: دورو www.sylladot.com وڌيڪ معلومات ۽ وسيلن لاء. - Q: Do all lessons have an answer key?
A: No, some lessons do not have an answer key. Refer to the “Answer`Key`Page” icon for guidance. - Q: How should I fill in the dots for number values?
A: Always start with the top row and proceed from left to right, similar to reading. - Q: Why is it important for students to say numbers out loud?
A: For best results, students should say each number out loud as they complete activities, especially when counting or writing, to reinforce learning. - Q: What are “green words” in story problems?
A: Green words are special words that sometimes appear in story problems to indicate that you need to add the numbers to solve the problem.
The three icons below can be found at the bottom of every lesson within the student workbook. This information will help guide you through all of our curriculums.
Day`Number
Instruction`Page
Answer`Key`Page
For the best results, we Turn to this page of the Turn to this page of the
suggest following this daily instruction manual to view instruction manual to view
شيڊول
the scripted instructions the answers or spelling list
for your current lesson. for your current lesson.
Acceleration options are
اسان تي دستياب آهي webسائيٽ.
Some lessons do not have
an answer key.
Visit www.sylladot.com for additional information and resources.
Number`Review 1. Today, we are going to be reviewing the correct formation of numbers. 2. We will begin with number ___ . [0] 3. Let’s review the saying for the first number. [C`the`0.] 4. Using your pointer finger, find the starting dot on the large number at the top of the page. 5. Repeat the saying ___ out loud as you simultaneously trace the large number. [C`the`0.] 6. Next, you will use a pencil to trace the first 2 rows at the bottom of the page. 7. For the last row, you will need to form your own numbers, beginning with the starting dots. 8. Be sure to repeat the saying out loud, while tracing each of these numbers. 9. Use this same method to complete the remaining numbers in this lesson.
1. After completing number 10, we dedicate an entire section to reviewing the numbers 0-10 one last time.
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Number`Values`Using`Dots
1. Today, we are going to focus on numbers and their values.
2. Do you see numbers accompanied by 3 rows of gray`dots located in the top section of the page? Let’s begin by saying the first number out loud. [2]
3. Now, count out loud as you fill in the same number of dots that represent the value of that number. The first set of dots have already been filled in for you.
4. Please note that there is a system for filling in the dots. Just like reading, you need to start with the top row and proceed from left to right.
5. Next, you will be applying what you just learned to complete the activity in the bottom section. However, this time the correct number of dots are displayed for you. Using your pencil, you will now count and touch the number of dots given and write in the correct corresponding number.
Teaching`Tips
1. For the best results, students should say each number out loud, as they complete both top and bottom sections of this page.
2. If you should notice that students are forming some of their numbers incorrectly, it is important to review the number formation examples found on the first few pages of their workbook.
3. Using side dots is a transitional process. Eventually, students learn the basic facts and will no longer rely on these dots to solve problems.
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Number`Chart`Completion
1. This number chart reviews numbers ___ . [1-100] 2. Using your pencil, count out loud as you touch each number. When you come
to a blank pink`box, you will need to fill in the correct number to complete the number sequence. [1,`2,`3,`___`,`5,`6,`7,`8,`___`,`10] 3. Once all boxes have been completed, we will practice saying and touching each number. I will say and touch the numbers in the first row; you can say and touch the numbers in the second. 4. We will continue alternating rows of numbers until the number chart is completed.
1. For the best results, it is important for students to say and touch each number whenever they are counting or writing.
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Number`Sequencing 1. Do you see 4 rows of numbers? We will be examining each row and try to get the numbers in the correct sequence, from smallest to largest. 2. We will begin by looking at the numbers presented in #1. [4,`3,`1,`0,`2] 3. Which number is the smallest? [0] 4. Which number is the largest? [4] 5. Now, say and write the numbers in the correct sequence, from smallest to largest. Be sure to place them in the boxes provided. [0,`1,`2,`3,`4] 6. Each number has a small box located in the corner. Be sure to fill it in once you have selected that number. 7. The remaining rows of numbers should be completed using the same process.
1. Each row should be treated as a separate entity. 2. Concepts of smaller vs. larger were already presented in Level K.
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Vertical`Addition
1. This activity will review the process of simple addition. 2. Let’s look at the first problem on the page. 4
2
3. When we see this math problem, we say ___ . [4`plus`2`equals`___`] 4. Do you see a small (+) sign next to the number ___ [2]? In math, we call this
the plus sign. It tells us that we are going to be adding or combining these numbers together. 5. Place the tip of your pencil on the top / first number and say ___ . [4] 6. Using the pencil tip, touch the ___ [2] dots and count upward ___ [5,`6]. 7. The sum or answer for this addition problem is ___ [6]. 8. Using this same technique, we will complete the remaining problems together. 9. Finally, we are going to check your work using the numbers on the side. · With your non-writing hand, place your finger on the number ___ . [4] · Using the tip of your pencil, move ___ numbers above your pointer finger. [2] · You should have landed on ___ . [6] 10. Complete checking the other addition problems on this page using the same method.
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Addition`Story`Problems
1. Today, you will be learning how to solve story problems using addition.
2. For each story problem, the first 2 lines give you information, while the third line generally helps you decide what to do.
3. We will begin by reading #1 together.
4. The first line tells you that ___ . [Mary`has`5`apples.]
· Be sure to write this number in the blue`box provided at the end of the first line.
5. The second line tells you that ___. [John`has`3`apples.]
· Be sure to write this number in the purple`box provided at the end of the second line.
6. Do you see any green`words? Sometimes a story problem will include special words to indicate that you need to add these numbers to solve it.
7. You will need to include the following steps when completing an addition problem.
· Place the tip of your pencil on the top / first number and say ___ . [5]
· Using the pencil tip, touch the ___ [3]`dots and count upward. [6,`7,`8]
· You started with ___ [5]`and then added ___ [3].
· The sum or answer for this addition problem is ___ . [8]
· Be sure to write this answer in the green`box provided at the end of the third line.
8. Now, let’s say and touch the top number; then add the dots as we review the first story problem.
5 3 8 apples
9. Using the same technique, we will complete the remaining problems together.
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Vertical`&`Horizontal`Addition
1. This activity reviews the 2 ways to show addition: 6 3
6`+`3 =
2. We read or say both vertical and horizontal addition problems the same way. [6`plus`3`equals`___`]
3. Complete each problem according to the following addition process:
· Place the tip of your pencil on the top / first number and say ___ . [6]
· Using the pencil tip, touch the ___ [3]`dots and count upward. [7,`8,`9]
· You started with ___ [6]`and then added ___ [3].
· The sum or answer for this addition problem is ___ . [9]
4. We read this solved equation as ___ . [6`plus`3`equals`9]
5. Now, let’s say and touch each number as we solve the remaining addition problems.
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Horizontal`Addition
1. Today, we will be focusing on horizontal addition. 2. Let’s begin by saying the first problem together. [6`plus`2`equals`___`] 3. Complete each problem according to the following addition process:
· Place the tip of your pencil on the first number and say ___ . [6] · Using the pencil tip, touch the ___ [2]`dots and count upward. [7,`8] · You started with ___ [6]`and then added ___ [2]. · The sum or answer for this addition problem is ___ . [8] 4. We read this solved equation as ___ . [6`plus`2`equals`8] 5. Now, let’s say and touch each number as we solve the remaining addition problems.
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Finding`Shapes
1. There are 3 shapes found at the top of the page. [circle,`square,`and`triangle] 2. What is the first shape? [circle] 3. What color is this shape? [red] 4. Now, let’s try to find all the ___ [circles]`from the shapes below and color them
___ [red]. 5. Next, we will find and color the remaining 2 shapes using the same method. 6. Once you have completed coloring in the 3 shapes, you will notice that some
shapes are not included and should not receive any color.
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Drawing`Pictures
1. For this activity, you will be drawing a picture that includes ___ . [circles,`squares,`and`triangles]
2. Think of something that has different shapes. For example, you could draw a toy, car, house, or even a playground.
3. When you draw, be sure to include one or more ___ within your picture. [circles,`squares,`and`triangles]
4. Try to use a variety of colors that will compliment your drawing.
5. Now that you have completed your picture, let’s see if I can find these 3 shapes.
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نمونو
1. This page contains 3 rows of unique patterns. The challenge is to determine the pattern of shapes presented in each row and fill in the missing shape(s).
2. Let’s begin with the first row and see if we can figure out the pattern.
3. What shape(s) do you think are missing? There can be between 1-3 missing shapes, depending upon the pattern.
4. Once you figure it out, simply draw in the missing shape(s).
5. Using this same method, you will need to complete the remaining 2 rows of patterns.
6. For #4, I would like you to create your own pattern. You may select from the variety of shapes provided.
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Graphing 1. Today, we are going to be graphing information. 2. In fact, a graph has already been started at the bottom of the page. 3. As you can see, the graph is divided into columns. 4. What shape is shown below the first column? [circle] 5. How many of these shapes can you find in the top half of the page? [4] 6. Now, let’s color the same number of boxes in the first column. The number of boxes to color should match the assigned number on the side of the graph. 7. Next, complete this graph by coloring in the correct number of boxes for the remaining shapes.
1. Students will be graphing additional shapes as they progress through Level 1.
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Counting`by`2’s`Chart
1. This activity will help you learn how to count by 2’s.
2. Sorting pennies into groups of 2 is probably the easiest way to demonstrate the concept.
3. First, you will need to count out 10 pennies and group them into pairs of 2.
4. Next, let’s practice counting these pennies by 2’s. For each pair of pennies, you skip over the first number and only say the second number out loud. [2,`4,`6,`8,`10]
5. Now, do you see the 5 columns of numbers on your page? Each column has both white and orange`sections.
6. The white sections contain numbers; however, the orange`sections need to be filled in.
7. We will complete this activity together, working our way down each column. It is important that all numbers follow the normal counting order or sequence.
8. Finally, using the tip of your pencil, say and touch every number that you wrote within the orange`sections. Remember to begin with the first column and work your way down. This is called counting by 2’s.
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Missing`2’s`Chart
1. Today, you will be completing a number chart that includes numbers 1-100.
2. Each row of numbers contains a combination of both white and blue`boxes.
3. The white boxes already contain numbers; however, the blue`boxes need to be filled in.
4. We will complete this activity together, row by row. It is important that the numbers are in consecutive order. Let’s begin.
5. Finally, using the tip of your pencil, say and touch every number that you wrote within the blue sections, beginning with the first row and completing the remaining rows of numbers.
6. While doing this activity, did you notice any special patterns? If you said that you were counting by 2’s, you are exactly right!
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Vertical`Subtraction
1. This activity will review the process of simple subtraction.
2. In subtraction, you must find the difference between 2 numbers. Since the difference between the 2 numbers is usually smaller, you will need to learn how to count down from the larger number to the smaller number.
3. Do you see the numbers on the side of the page? Take your pencil and point to each number as we say them together. We will begin with 18 at the top and work our way down to 0.
4. Now, let’s look at the first problem on the page. 9 2
5. When we see this math problem, we say ___ . [9`minus`2`equals`___`]
6. Do you see the small (-) sign next to the ___ [2]? In math, we call this a minus sign. It tells us that we need to find the difference between the 2 numbers. We need to know how much larger the top number is than the bottom / smaller number.
7. Place the tip of your pencil on the top / first number and say ___ . [9]
8. Using the pencil tip, touch the ___ [2] dots and count downward ___ [8,`7].
9. The difference or answer for this subtraction problem is ___ . [7]
10. Using the same technique, we will complete the remaining problems together.
11. Finally, we are going to check your work using the numbers on the side.
· With your non-writing hand, place your finger on the number ___ . [9]
· Using the tip of your pencil, move ___ numbers below your pointer finger. [2]
· You should have landed on ___ . [7]
10. Complete checking the other subtraction problems on this page using the same method.
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Subtraction`Story`Problems
1. Today, you will be learning how to solve story problems using subtraction.
2. For each story problem, the first 2 lines give you information, while the third line generally helps you decide what to do.
3. We will begin by reading #1 together.
4. The first line tells you that ___ [Will`bought`3`candy`bars.].
· Be sure to write this number in the blue`box provided at the end of the first line.
5. The second line tells you that ___ [His`parents`took`away`2`candy`bars.].
· Be sure to write this number in the purple`box provided at the end of the second line.
6. Do you see any red`words? Sometimes a story problem will include special words to indicate that you need to subtract these numbers to solve it.
7. You will need to include the following steps when completing a subtraction problem.
· Place the tip of your pencil on the top number and say ___ . [3]
· Using the pencil tip, touch the ___ [2]`dots and count downward ___ [2,`1].
· You started with ___ [3]`and then subtracted ___ [2].
· The difference or answer for this subtraction problem is ___ [1].
· Be sure to write this answer in the red`box provided at the end of the third line.
8. Now, let’s say and touch the top number; then subtract the dots as we review the first story problem.
3 2 1 candy`bar
9. Using the same technique, we will complete the remaining problems together.
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Vertical`&`Horizontal`Subtraction
1. This activity reviews the 2 ways to show subtraction: 8 3
8`-`3 =
2. We read or say both vertical and horizontal subtraction problems the same way. [8`minus`3`equals`___`]
3. Complete each problem according to the following subtraction process:
· Place the tip of your pencil on the top / first number and say ___ . [8]
· Using the pencil tip, touch the ___ [3]`dots and count downward. [7,`6,`5]
· You started with ___ [8]`and then subtracted ___ [3].
· The difference or answer for this subtraction problem is ___ . [5]
4. We read this solved equation as ___ . [8`minus`3`equals`5]
5. Now, let’s say and touch each number as we solve the remaining subtraction problems.
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Horizontal`Subtraction
1. Today, we will be focusing on horizontal subtraction. 2. Let’s begin by saying the first problem together. [7`minus`5`equals`___`] 3. Complete each problem according to the following subtraction process:
· Place the tip of your pencil on the first number and say ___ . [7] · Using your pencil tip, touch the ___ [5]`dots and count downward.
[6,`5,`4,`3,`2] · You started with ___ [7]`and then subtracted ___ [5]. · The difference or answer for this subtraction problem is ___ . [2] 4. We read this solved equation as ___ . [7`minus`5`equals`2] 5. Now, let’s say and touch each number as we solve the remaining subtraction problems.
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Counting`by`5’s`Chart
1. This activity will help you learn how to count by 5’s.
2. Counting nickels is the easiest way to demonstrate this concept.
3. First, you will need to separate 20 nickels into a pile.
4. Since each nickel is equal to 5 pennies, let’s count these nickels by 5’s. [5,`10,`15,`20,`…`,`100]
5. Your page is divided into 2 sections. The orange`columns are missing a number and need to be completed. Now, let’s look at the first row together. [1,`2,`3,`4,`___`]
6. What number is missing? [5]
7. We will complete this activity together, working our way down each orange` column.
8. Finally, using the tip of your pencil, say and touch every number that you wrote within the orange`columns. This is called counting by 5’s.
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Missing`5’s`Chart
1. Today, you will be completing a number chart that includes numbers 1-100.
2. Each row of numbers contains a combination of both white and blue`boxes.
3. The white boxes already contain numbers; however, the blue`boxes need to be filled in.
4. We will complete this activity together, row by row. It is important that the numbers are in consecutive order. Let’s begin.
5. Finally, using the tip of your pencil, say and touch every number that you wrote within the blue`boxes, beginning with the first row and completing the remaining rows of numbers.
6. While doing this activity, did you notice any special patterns? If you said that you were counting by 5’s, you are exactly right!
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Fractions`of`a`Circle
1. There are different ways to form a complete or whole circle. 2. If you divide a whole circle into halves, you will have 2 parts. 2 halves equals
1 whole circle. (Demonstrate on white board.) 3. If you divide a whole circle into quarters, you will have 4 parts. 4 quarters
equals 1 whole circle. (Demonstrate on white board.) 4. At the top of your page, you can see another way to form a whole circle.
1 half + 1 quarter + 1 quarter = 1 whole circle. (Demonstrate on white board). 5. Today’s activity is to identify how many whole circles you can form in each row. 6. Let’s begin with #1. [Whole`+`Whole`+`Half`+`Half] 7. Draw a line around each combination of fractions that form a whole circle. 8. Next, write the number of whole circles that can be formed from this group.
[3] 9. We will continue to identify the number of whole circles that can be formed
from the remaining fraction combinations.
1. Teacher should demonstrate the concept of whole, half, and quarter fractions. Students can practice drawing and coloring in various fraction combinations to form whole circles on a white board.
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Clock`Introduction
1. There are 2 types of clocks: analog and digital.
2. Analog clocks show a clock face.
3. Digital clocks only show numbers.
4. All clocks are based on the numbers 1-12.
5. Analog clocks can have 3 different hands – hour, minute and second. For our purposes, we are only going to focus on the hour and minute hands.
6. Let’s begin by looking at the clock on the top of your page. We call this an analog clock, because it has a face.
7. When telling time using an analog clock, we first look at the shorter hand or hour hand. On your page, the short red`hour`hand is pointing to the number 3.
8. Now, do you see the longer blue`minute`hand? When the minute hand is pointing straight up to the number 12, at the top, we say o’clock.
9. کان پوء viewing both hands on the face of this clock, we say the time is exactly 3 o’clock.
10. Do you see the rectangular box beneath the analog clock? This is called a digital clock.
11. A digital clock does not have a face – only numbers.
12. At the bottom of the page, the digital clock begins with the number 3. The two zeros represent the word o’clock.
13. Whether you use the analog or digital clock, the time on both is 3 o’clock.
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Clock`Matching
1. This page shows a combination of both analog and digital clocks. 2. Using what you have already learned, you will be matching each digital clock
with an analog clock displaying the same time. 3. Let’s look at the first digital clock. The time shown is ___ . [5¦00] 4. Next, locate an analog clock that displays the same time. 5. Now, draw a line between these 2 matching clocks. 6. Continue matching clocks until today’s activity is completed.
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Drawing`Clock`Faces 1. Today’s lesson involves drawing clock faces to match the designated time indicated below each one. 2. The first designated time on your page is ___ . [7¦00] 3. Now, let’s draw a face on the first clock to represent this time. 4. We will start by drawing in the short hour hand. Begin at the center dot and extend your drawing halfway to the number ___ [7]. It should point directly to this number. 5. Next, we will need to draw in the longer minute hand. Begin at the center dot and extend your drawing far enough to touch the number 12. 6. The remaining clocks should be completed in the same way.
1. Students must be able to demonstrate how to form the hour and minute hands correctly.
2. Keep in mind that the hour hand should always be shorter. 3. The minute hand is longer and touches the number.
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Half`Past
1. Remember when we learned about the fractions of a circle? This is quite similar. Just think of a clock as a circle.
2. Now, imagine dividing a clock in half. Starting with the number 12 at the top, we move clockwise (to the right) halfway around the circle, until we get to the number 6 at the bottom. The distance between the 12 and 6 represents half of the circle or clock.
3. Today, we are going to learn about telling time midway or half after an hour on a clock. It is called half past.
4. For #1, we need to decide which clock represents half past ___ . [11] · Is the red`hour`hand located midway between the numbers ___ [11]`and ___ [12]? · Is the blue`minute`hand touching the number 6 at the bottom?
5. Next, fill in the circle beneath the clock that shows half past ___ . [11] 6. Keep looking for half past patterns when completing this lesson.
1. For additional practice, you can ask what time the incorrect clock is displaying.
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Quarter`Past 1. Remember when we learned about the fractions of a circle? This is quite similar. Just think of a clock as a circle. 2. Now, imagine dividing a clock in quarters. Starting with the number 12 at the top, we move clockwise (to the right) a quarter around the circle, until we get to the number 3. The distance between the 12 and 3 represents a quarter of the circle or clock. 3. Today, we are going to learn about telling time a quarter after an hour on a clock. It is called quarter past. 4. For #1, we need to decide which clock represents quarter past ___ . [5] · Is the red`hour`hand pointing slightly after the number ___ ? [5] · Is the blue`minute`hand touching the number 3 on the right? 5. Next, fill in the circle beneath the clock that shows quarter past ___ . [5] 6. Keep looking for quarter past patterns when completing this lesson.
1. For additional practice, you can ask what time the incorrect clock is displaying.
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Quarter`To 1. Remember when we learned about the fractions of a circle? This is quite similar. Just think of a clock as a circle. 2. Now, imagine dividing a clock in quarters. Starting with the number 12 at the top, we move clockwise (to the right) until we get to the number 9. The distance between the 12 and 9 covers three quarter sections of the circle or clock. 3. Today, we are going to learn about telling time a quarter before the upcoming hour on a clock. It is called quarter to. 4. For #1, we need to decide which clock represents quarter to ___ . [2] · Is the red`hour`hand pointing after the number ___ [1], but closer to the number ___ [2]? · Is the blue`minute`hand touching the number 9 on the left? 5. Next, fill in the circle beneath the clock that shows quarter to ___ . [2] 6. Keep looking for quarter to patterns when completing this lesson.
1. For additional practice, you can ask what time the incorrect clock is displaying.
1. For half past, the hour hand is positioned exactly halfway between 2 numbers. 2. For quarter past, the hour hand is positioned closer to the lower number. 3. For quarter to, the hour hand is positioned closer to the higher number.
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Adding`10`Chart
1. Today, you will learn how to add by 10’s. 2. Let’s begin with the first green`column and work our way down. 3. What number do you see at the top of that green`column? [1] 4. We are going to add 10 and write the number ___ in the next green`box. [11] 5. For the remainder of the column, just keep adding 10. Another way to think of
it is to increase the first number all the way down. [11,`21,`31,`41,`…`,`91] 6. We will complete this activity together, column by column. Let’s begin. 7. Finally, using the tip of your pencil, say and touch every number in each of the
green`columns.
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Double`Digit`Addition 1. This activity expands addition by using double digits. 2. Let’s look at the first problem on the page. 42 36
3. There is another way to think of this problem:
4 dimes 2 pennies 3 dimes 6 pennies
4. Always begin with the pennies’ column. Start below the arrow.
· Place the tip of your pencil on the top / first number and say ___ . [2]
· Do you see the dots next to the bottom number ___ [6]? Add these dots by counting upward as you say and touch each one. [3,`4,`5,`6,`7,`8]
· Write your answer under the pennies’ column. [8]
5. Move to the dimes’ column.
· Place the tip of your pencil on the top /first number and say ___ . [4]
· Do you see the dots next to the bottom number ___ [3]? Add these dots by counting upward as you say and touch each one. [5,`6,`7]
· Write your answer under the dimes’ column. [7]
6. The sum or answer to this problem is ___ .
42
36
78
7. Be sure to complete the remaining problems using the same method.
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Double`Digit`Addition`Story`Problems
1. Today, you will be learning how to solve story problems using double digit addition.
2. For each story problem, the first 2 lines give you information, while the third line generally helps you decide what to do.
3. As we read the first story problem together, let’s start filling in the missing numbers.
I`spent`25`dollars`on`lunch. My`haircut`cost`13`dollars. How`much`money`did`I`spend`today?
25 13 ??
4. There is another way to think of this problem:
2 dimes 5 pennies 1 dime 3 pennies
5. Always begin with the pennies’ column. Start below the arrow.
· Place the tip of your pencil on the top / first number and say ___ . [5]
· Do you see the dots next to the bottom number ___ [3]? Add these dots by counting upward as you say and touch each one. [6,`7,`8]
· Write your answer under the pennies’ column. [8]
6. Move to the dimes’ column.
· Place the tip of your pencil on the top / first number and say ___ . [2]
· Do you see the dots next to the bottom number ___ [1]? Add these dots by counting upward as you say and touch each one. [3]
· Write your answer under the dimes’ column. [3]
7. The sum or answer to this problem is ___ .
25
13
38 ڊالر
8. Be sure to complete the remaining problems using the same method.
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Double`Digit`Addition`with`Carrying
1. This activity expands addition by using double digits with carrying.
2. Let’s look at the first problem on the page.
19
17
3. There is another way to think of this problem:
1 dime 9 pennies 1 dime 7 pennies
4. Always begin with the pennies’ column. Start below the arrow.
· Place the tip of your pencil on the top / first number and say ___ . [9]
· Do you see the dots next to the bottom number ___ [7]? Add these dots by counting upward as you say and touch each one. [8,`9,`10,`11,`12,`13,`14,`15,`16]
· Write your answer under the pennies’ column. [16]
5. Move to the dimes’ column.
· Place the tip of your pencil on the top / first number and say ___ . [1]
· Do you see the dots next to the bottom number ___ [1]? Add these dots by counting upward as you say and touch each one. [2]
· Write your answer under the dimes’ column. [2]
6. This is how your problem looks so far:
1 dime 9 pennies 1 dime 7 pennies
2 dimes 16 pennies
· Because you are only allowed to write a single digit answer in the pennies’ column, you will need to convert ___ [16]`pennies into ___ [1]`dime and ___ [6]`pennies. Write down the number of pennies that will remain in the pennies’ column. [6]
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· Next, carry the 1 dime over to the dimes’ column and add
1
ان ۾.
19
17
36
7. The sum or answer to this problem is ___`. [36]
8. Be sure to complete the remaining problems using the same method.
1. Every addition problem involving carrying will have a special box, where you can show how you carried the 1 dime over from the pennies’ column.
2. The process of carrying involves 2 steps. The student’s initial answer will need to be erased / modified in order to obtain their final answer.
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Double`Digit`Addition`Story`Problems`with`Carrying
1. This activity expands addition by using double digits with carrying.
2. For each story problem, the first 2 lines give you information, while the third line generally helps you decide what to do.
3. As we read the first story problem together, let’s start filling in the
I`spent`37`minutes`talking`to`Dad. Mom`talked`to`me`for`18`minutes.
37 18
missing numbers.
How`long`did`I`speak`to`my`parents?
??
4. There is another way to think of this problem:
3 dimes 7 pennies 1 dime 8 pennies
5. Always begin with the pennies’ column. Start below the arrow.
· Place the tip of your pencil on the top / first number and say ___ . [7]
· Do you see the dots next to the bottom number ___ [8]? Add these dots by counting upward as you say and touch each dot. [8,`9,`10,`11,`12,`13,`14,`15]
· Write your answer under the pennies’ column. [15]
6. Move to the dimes’ column:
· Place the tip of your pencil on the top / first number and say ___ . [3]
· Do you see the dots next to the bottom number ___ [1]? Add these dots by counting upward as you say and touch each dot. [4]
· Write your answer under the dimes’ column ___ . [4]
7. This is how the problem looks so far:
3 dimes 7 pennies 1 dime 8 pennies
4 dimes 15 pennies
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· Because you are only allowed to write a single digit answer in the pennies’ column, you will need to convert ___ [15]`pennies into ___ [1]`dime and ___ [5]`pennies. Write down the number of pennies that will remain in the pennies’ column. [5]
· Next, carry the 1 dime over to the dimes’ column and add
1
ان ۾.
37
18
55
8. The sum or answer to this problem is ___ . [55]
9. Be sure to complete the remaining problems using the same method.
1. Every addition problem involving carrying will have a special box, where you can show how you carried the 1 dime over from the pennies’ column.
2. The process of carrying involves 2 steps. The student’s initial answer will need to be erased / modified in order to obtain their final answer.
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Double`Digit`Subtraction
1. This activity expands subtraction by using double digits.
2. Let’s look at the first problem on the page.
76
15
3. There is another way to think of this problem:
7 dimes 6 pennies 1 dime 5 pennies
4. Always begin with the pennies’ column. Start below the arrow.
· Place the tip of your pencil on the top / first number and say ___ . [6]
· Do you see the dots next to the bottom number ___ [5]? Subtract these dots by counting downward as you say and touch each dot. [5,`4,`3,`2,`1]
· Write your answer under the pennies’ column. [1]
5. Move to the dimes’ column.
· Place the tip of your pencil on the top / first number and say ___ . [7]
· Do you see the dots next to the bottom number ___ [1]? Subtract these dots by counting downward as you say and touch each dot. [6]
· Write your answer under the dimes’ column. [6]
6. The difference or answer to this problem is ___ .
76
15
61
7. Be sure to complete the remaining problems using the same method.
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Double`Digit`Subtraction`Story`Problems
1. Today, you will be learning how to solve story problems using double digit subtraction.
2. For each story problem, the first 2 lines give you information, while the third line generally helps you to decide what to do.
3. As we read the first story problem together, let’s start
I`counted`89`people`at`the`park. Then`I`saw`63`people`leave.
89 63
filling in the missing This`was`a`decrease`of`how`many`people?
??
نمبر
4. There is another way to think of this problem.
8 dimes 9 pennies 6 dimes 3 pennies
5. Always begin with the pennies’ column. Start below the arrow.
· Place the tip of your pencil on the top / first number and say ___ . [9]
· Do you see the dots next to the bottom number ___ [3]? Subtract these dots by counting downward as you say and touch each dot. [8,`7,`6]
· Write your answer under the pennies’ column. [6]
6. Move to the dimes’ column:
· Place the tip of your pencil on the top / first number and say ___ . [8]
· Do you see the dots next to the bottom number ___ [6]? Subtract these dots by counting downward as you say and touch each dot. [7,`6,`5,`4,`3,`2]
· Write your answer under the dimes’ column ___ . [2]
7. The difference or answer to this problem is ___ . 89 63 26
8. Be sure to complete the remaining problems using the same method.
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Greater`Than
1. For our next activity, we are going to compare numbers and decide which is larger or greater than the other.
2. Let’s look at the numbers presented in #1. [29`and`95]
3. Ask yourself this question: Who is older, a person that is ___ [29]`years old or a person that is ___ [95]`years old?
4. Using this example, we know that ___ [95]`is greater than ___ [29].
5. Now, let’s circle the larger number ___ . [95]
6. We use the symbol (>) to show the concept of greater than.
7. Do you see the alligator’s open mouth? It always tries to bite the larger number. [95`>`29]
8. Let’s say the comparison out loud, as we fill in the boxes to show the greater than relationship between the 2 numbers. [95`is`greater`than`29]
9. Remember to say the remaining comparisons out loud as you complete this page.
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Less`Than
1. Today, we are going to compare numbers and decide which is smaller or less than the other.
2. Let’s look at the numbers presented in #1. [7`and`164]
3. Ask yourself this question: If you were counting pennies, which number would represent a smaller amount? [7]
4. Using this example, we know that ___ [7]`is smaller or less than ___ [164].
5. Now, let’s circle the smaller number ___ . [7]
6. We use the symbol (<) to show the concept of less than.
7. Notice that the closed end of the alligator’s mouth is closer to the smaller number. [7`<`164]
8. Let’s say the comparison out loud, as we fill in the boxes to show the less than relationship between the 2 numbers. [7`is`less`than`164]
9. Remember to say the remaining comparisons out loud as you complete this page.
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Greater`Than,`Less`Than,`or`Equal`To
1. For our next activity, we will be comparing pairs of numbers, using 3 different symbols: greater than (>), less than (<), or equal to (=).
2. Let’s begin with #1. [152`___`57]
3. Is the first number ___ [152]`greater than, less than, or equal to the second number ___ [57]?
4. If the first number is ___ [greater`than], we can describe the relationship as: ___ [152`>`57].
5. There are additional pairs of numbers to compare. Fill in the gray`box with the appropriate symbol when describing these relationships. [>,`<,`=]
6. When you get to problems #9 and #10, you will need to create your own number comparisons. You may use greater than (>), less than (<), or equal to (=).
7. Now, let’s say the remaining comparisons out loud as you complete this page.
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Blank`Page
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Double`Digit`Subtraction`with`Borrowing 1. This activity expands subtraction by using double digits with borrowing. 2. Let’s look at the first problem on the page. 20 18
3. There is another way to think of this problem:
2 dimes 0 pennies 1 dime 8 pennies
4. Always begin with the pennies’ column. Start below the arrow.
5. Since ___ [0]`pennies is less than ___ [8]`pennies, we need to borrow a dime from the dimes’ column.
· First, draw a line through the ___ [2]`and write the number ___ [1]`in the box provided. This shows that you now have one less dime in the dimes’ column.
· Next, take this borrowed dime and add it to the pennies’
1
column by writing a number 1 next to the ___ [0]. Now,
210
you have the number ___ [10]`in the pennies’ column.
18
6. Let’s complete the subtraction process, beginning with the pennies’ column.
· Place the tip of your pencil on the top / first number and say ___ . [10]
· Do you see the dots next to the bottom number ___ [8]? Subtract these dots by counting downward as you say and touch each dot. [9,`8,`7,`6,`5,`4,`3,`2]
· Write your answer under the pennies’ column. [2]
7. Move to the dimes’ column.
· Place the tip of your pencil on the top / first number and say ___ . [1]
· Do you see the dots next to the bottom number ___ [1]?“Subtract these dots by counting downward as you say and touch each dot. [0]
· Write you answer under the dimes’ column. [0]
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8. The difference or answer to this problem is ___ .
1
210
18
02
9. Be sure to complete the remaining problems using the same method.
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Double`Digit`Subtraction`Story`Problems`with`Borrowing
1. Today, you will be solving story problems using double digit subtraction with borrowing.
2. For each story problem, the first 2 lines give you information, while the third line generally helps you decide what to do.
3. As we read the first story problem together, let’s start filling in the
Dan`had`24`boxes`in`his`garage. He`chose`to`throw`out`17`of`them.
missing numbers.
What`is`the`total`number`of`boxes`left?
24 17 ??
4. There is another way to think of this problem:
2 dimes 4 pennies 1 dime 7 pennies
5. Always begin with the pennies’ column. Start below the arrow.
6. Since ___ [4]`pennies are less than ___ [7]`pennies, we need to borrow a dime from the dimes’ column.
· First, draw a line through the ___ [2]`and write the number ___ [1]`in the box provided. This shows that you now have one less dime in the dimes’ column.
· Next, take this borrowed dime and add it to the pennies’
1
column by writing a number 1 next to the ___ [4]. Now,
214
you have the number ___ [14]`in the pennies’ column.
17
7. Let’s complete the subtraction process, beginning with the pennies’ column.
· Place the tip of your pencil on the top / first number and say ___ . [14]
· Do you see the dots next to the bottom number ___ [7]? Subtract these dots by counting downward as you say and touch each dot. [13,`12,`11,`10,`9,`8,`7]
· Write you answer under the pennies’ column. [7]
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8. Move to the dimes’ column.
· Place the tip of your pencil on the top / first number and say ___ . [1]
· Do you see the dots next to the bottom number ___ [1]? Subtract these dots by counting downward as you say and touch each dot. [0]
· Write your answer under the dimes’ column. [0]
9. The difference or answer to this problem is ___ .
1
214
17
07
10. Be sure to complete the remaining problems using the same method.
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Counting`Tally`Marks
1. This activity will teach you how to count tally marks.
2. Tally marks are usually written as groups of lines. Each line represents 1. So, if you see 4 lines, the quantity or answer is 4; a set of 5 tally marks represents the number 5. Notice how the fifth tally mark is drawn diagonally across the other 4. (1,`11,`111,`1111,`1111`)
3. We are going to use the tally mark display at the top of your page to determine the total number of tally marks presented in each row.
4. Let’s begin with #1. [`1111“111]
5. How many tally marks can you count? [8]
6. Write your answer in the gray`box provided at the end of the line.
7. Continue counting and recording the number of tally marks found in each of the remaining rows.
8. Hint: If you see groups or sets of 5 tally marks, simply count by 5’s; then add in the remaining single tally marks.
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Writing`Tally`Marks
1. When using tally marks, it is important to know how to write them.
2. Using the tally mark display, at the top of your page, will help us complete today’s activity.
3. اچو ته #1 سان شروع ڪريون.
4. What is the first number? [5]
5. If the first number is ___ [5], that means that we will need to include the same number of tally marks. [`1111`]
6. If you are asked to write tally marks for a number higher than what is provided on display (21), you will need to use a combination of marks. First, create sets of 5’s; then add in extra tally marks to equal the desired number. (`1111“1111“1111“1111“1)
7. We will complete this page together.
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Exchanging`Money
1. This activity involves trading ___ [pennies] for ___ [nickels].
2. First, you will need to grab a large handful of ___ [pennies] and place them within the top section labeled: Handful`of`___`[Pennies].
3. Next, you will need to separate ___ [5`pennies] away from the top pile and slide them down to the middle section labeled: ___ [5`Pennies].
4. Now, remove these ___ [5`pennies] off the page and replace them with [1`nickel], since it is worth ___ [5`pennies]. (The coins should be placed back into their container for later use.)
5. This [nickel] should then be placed within the bottom section of the page labeled: ___`[1`Nickel].
6. Let’s continue trading until we have exhausted our supply of coins.
7. Knowing that each ___ [nickel] is worth ___ [5`pennies], we can practice counting by ___ [5’s], using the ___ [nickels] at the bottom of the page.
100
20
100
10
200
8
40
20
60
12
60
3
40
4
16
4
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Place`Values`Using`Money:“Ones`&`Tens
1. Today, we are going to learn about place values using money. 2. Do you see the 2 columns labeled pennies and dimes on your page? 3. These 2 columns also represent the place values for ones and tens. 4. Let’s start by saying the first number out loud. [46] 5. Next, we will separate this number into 2 columns. 6. Say the money values: ___ [46]`is equal to ___ [4]`dimes and ___ [6]`pennies. 7. Say the place values: ___ [46]`is equal to ___ [4]`tens and ___ [6]`ones. 8. Now, let’s complete this activity together. 9. Simply write in the missing numbers in the boxes provided. 10. Once we have finished, I would like you to review the entire page out loud, for
both money and place values.
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Place`Values`Using`Money:“Ones,`Tens,`&`Hundreds
1. Let’s continue working with place values using money. 2. Do you see the 3 columns labeled pennies, dimes, and dollars on your page? 3. These 3 columns also represent the place values for ones, tens, and hundreds. 4. Let’s start by saying the first number out loud. [159] 5. Next, we will separate this number into 3 columns. 6. Say the money values: ___ [159]`is equal to ___ [1]`dollar, ___ [5]`dimes, and
___ [9]`pennies. 7. Say the place values: ___ [159]`is equal to ___ [1]`hundred, ___ [5]`tens, and
___ [9]`ones. 8. Now, let’s complete this activity together. 9. Simply write in the missing numbers in the boxes provided. 10. Once we have finished, I would like you to review the entire page out loud, for
both money and place values.
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Completing`Fact`Families 1. Understanding fact families will help you learn basic addition and subtraction facts. 2. There are four sections on your page. Let’s begin with #1. 3. Do you see the 3 colored numbers at the top of each section? [1,`2,`3] 4. Using these 3 numbers, we are going to set up a fact family. 5. The fact family will include 2 addition equations and 2 subtraction equations. addition: [1`+`2`=`3]`[2`+`1`=`3] subtraction: [3`-`1`=`2]`[3`-`2`=`1] 6. When working on addition equations, the sum or answer is the highest number; the other 2 numbers just swap positions. 7. When working on subtraction equations, the beginning number is the highest; the other 2 numbers just swap positions. 8. Be sure to use your dots when filling in the answers for each equation. 9. We will complete this activity together.
10. After finishing, please review each set of fact families out loud.
1. Help students discover patterns as they progress through the 4 sections. 2. With your support, students may create their own fact families.
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Writing`Fact`Families 1. Let’s continue working with fact families. 2. Let’s start with #1. 3. Do you see the 3 colored numbers at the top of each section? [1,`2,`3] 4. Using these 3 numbers, we are going to set up a fact family. 5. The fact family will include 2 addition equations and 2 subtraction equations. adition: [1`+`2`=`3]`[2`+`1`=`3] subtraction: [3`-`1`=`2]`[3`-`2`=`1] 6. On your page, there are blank boxes for you to write out your 4 equations. 7. Simply write in the missing numbers in the boxes provided. The first boxes in each row are color coded for you. 8. We will complete this activity together. 9. After finishing, please review each set of fact families out loud.
1. Help students discover patterns as they progress through the sections. 2. With your support, students may create their own fact families.
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Blank`Page
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Addition`Number`Lines
1. We are going to start today’s lesson with an addition equation. 2. There are 2 ways we can solve this problem. We will try both. 3. Let’s begin with #1:
· Using our dot system, say and touch the first number ___ . [5] · Do you see the dots by the next number ___ ? [4] · Add these dots by counting upward as you say and touch each dot.
[6,`7,`8,`9] · Write the sum or answer in the purple`box provided. [9] · Now, say the finished equation out loud. [5`plus`4`equals`9] 4. Another way to solve this equation is to use a number line. · Place your finger (non-writing hand) on the number ___ . [5] · Using your pencil tip, count upward as you say and touch the numbers ___ on
the number line. [6,`7,`8,`9] · The sum or answer to this equation should be ___ . [9] · Now, say the finished equation out loud. [5`plus`4`equals`9] 5. In #2, the equation pattern changes. The number line will help you create the equation. · A green`arc begins at the number ___ . [3] · The green`arc then moves across ___ numbers. [2] · The arc ends on the number ___ , which is the answer to our equation. [5] · Next, fill in the color-coded boxes to complete this equation. [3`+`2`=`5] · Do not forget to place ___ dots inside the black`box. [2] · Now, say the finished equation out loud. [3`plus`2`equals`5]
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6. Notice #3 sets up the equation for you. The first 2 numbers are already given.
· Using our dot system, say and touch the first number ___ . [7]
· Do you see the dots by the next number ___ ? [3]
· Add these dots by counting upward as you say and touch each dot. [8,`9,`10]
· Fill in the sum or answer in the purple`box provided to complete the equation. [10]
· Let’s write the same information on the number line.
· Starting at the number ___ [7], make an arc that moves towards the right ___ [3]`numbers.
· Your arc should end at the number ___ . [10]
· Place a dot on the number line at the end of the arc. This is the sum or answer to the equation.
· Now, say the finished equation out loud. [7`plus`3`equals`10]
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Subtraction`Number`Lines
1. We are going to start today’s lesson with a subtraction equation. 2. There are 2 ways we can solve this problem. We will try both. 3. Let’s begin with #1:
· Using our dot system, say and touch the first number ___ . [6] · Do you see the dots by the next number ___ . [4] · Subtract these dots by counting downward as you say and touch each dot.
[5,`4,`3,`2] · Write the difference or answer in the purple`box provided. [2] · Now, say the finished equation out loud. [6`minus`4`equals`2] 4. Another way to solve this equation is to use a number line. · Place your finger (non-writing hand) on the number ___ . [6] · Using your pencil tip, count downward as you say and touch the numbers ___
on the number line. [5,`4,`3,`2] · The difference or answer to this equation should be ___ . [2] · Now, say the finished equation out loud. [6`minus`4`equals`2] 5. In #2, the equation pattern changes. The number line will help you create the equation. · A red`arc begins at the number ___ . [8] · The red`arc then moves across ___ numbers. [7] · The arc ends on the number ___ , which is the answer to our equation. [1] · Next, fill in the color-coded boxes to complete this equation. [8`-`7`=`1] · Do not forget to place ___ dots inside the black`box. [7] · Now, say the finished equation out loud. [8`minus`7`equals`1]
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6. Notice #3 sets up the equation for you. The first 2 numbers are already given.
· Using our dot system, say and touch the first number. [7]
· Do you see the dots by next the next number ___ ? [2]
· Subtract these dots by counting downward as you say and touch each dot. [6,`5]
· Fill in the difference or answer in the purple`box provided to complete the equation. [5]
· Let’s write the same information on the number line.
· Starting at the number ___ [7], make an arc that moves towards the left ___ [2]`numbers.
· Your arc should end at the number ___ . [5]
· Place a dot on the number line at the end of the arc. This is the difference or answer to the equation.
· Now, say the finished equation out loud. [7`minus`2`equals`5]
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دستاويز / وسيلا
 | Level 1 Math Program |
حوالو
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