sample use · 2020-06-30 · a special thanks for contributions by katie powell and maggie felsch a...

Written by Mindi Eldredge, Shaylin Engel, Ashley Budd, and Karee Brighton

with contributions byJenny Phillips

Reviewed by Andrew Huff, M.E.

A special thanks for contributions by Katie Powell and Maggie Felsch

A special thanks to the Math Review Team:Katie Hudson, Whitney Teuscher, Kirsten Strack, Kersten Lindhardt, Brooke Keith, and Jaime Watters

Layout and Design by Elle Staples, Lezlie-Anne Ivie, and Kathleen Bitter

©2019 Jenny Phillips (All Rights Reserved) | www.thegoodandthebeautiful.com

This document may be copied or printed at no charge for use in the home only. However, this document may never be shared with others electronically (except for the purpose of sending it to a printer).

First Edition

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Table of ContentsLevel 1

About This Course: Level 1–Part 2 ....................... i

Section 3—Measurement and More .......... 1

Lesson 66—Making Eight ..................................... 2

Lesson 67—More Subtraction Practice ................ 5

Lesson 68—Graphing Review .............................. 8

Lesson 69—Counting by Fives ............................. 11

Lesson 70—Weekly Schedule ............................... 15

Lesson 71—Making Nine ...................................... 19

Lesson 72—Hemispheres ..................................... 25

Lesson 73—Taking Away and Finding the Difference 28

Lesson 74—Missing Addends ............................... 31

Lesson 75—Money Review................................... 34

Lesson 76—Adding on to Nine ............................. 39

Lesson 77—Counting by Fives Using Nickels ........ 45

Lesson 78—Measurement: Inches ....................... 49

Lesson 79—Practice Adding on to Nine ............... 53

Lesson 80—Measurement: Feet .......................... 56

Lesson 81—Make Ten and Then Add More ......... 60

Lesson 82—The Pyramid ...................................... 65

Lesson 83—Making Eleven and Twelve ............... 70

Lesson 84—The Rectangular Prism ...................... 73

Lesson 85—Feet and Inches ................................. 79

Lesson 86—Section Review .................................. 83

Lesson 87—Assessment ....................................... 87

Section 4—Numbers to 100 ........................ 89

Lesson 88—Numbers to 100 ................................ 90

Lesson 89—Building Numbers ............................. 95

Lesson 90—Chinese Tangrams ............................. 98

Lesson 91—Place Value ........................................ 102

Lesson 92—Ten More/Ten Less ............................ 106

Lesson 93—Expanded Form ................................. 109

Lesson 94—Multiples of Ten ................................ 113

Lesson 95—Estimation and Review ..................... 117

Lesson 96—One-Fourth ....................................... 123

Lesson 97—Higher Addition ................................ 127

Lesson 98—Counting On from a Two-Digit Number 130

Lesson 99—Odds and Evens ................................ 134

Lesson 100—Comparing Numbers ...................... 138

Lesson 101—One Dollar ...................................... 142

Lesson 102—Dividing Numbers ........................... 146

Lesson 103—One-Fourth of 100 ......................... 150

Lesson 104—The Quarter .................................... 153

Lesson 105—Practice Game Day .......................... 156

Lesson 106—Simple Regrouping ......................... 160

Lesson 107—Time to the Quarter Hour ............... 164

Lesson 108—Review ............................................. 169

Lesson 109—Taking Away Nine ........................... 173

Lesson 110—Practice ............................................ 176

Lesson 111—Eleven Take Away ........................... 180

Lesson 112—Subtraction Practice ....................... 184

Lesson 113—Time to Five Minutes ..................... 188

Lesson 114—Twelve Minus ................................. 193

Lesson 115—Subtraction Practice ....................... 197

Lesson 116—Thirteens Fact Families .................. 200

Lesson 117—My Day ........................................... 204

Lesson 118—One Less ......................................... 209

Lesson 119—More Fact Families ......................... 215

Lesson 120—Adding Three Numbers .................. 218

Lesson 121—Section Review ............................... 229

Lesson 122—Section Assessment ....................... 235

Lesson 123—Math Facts Game Day .................... 238

Level 1 Final Assessment ...................................... 242

Appendix—Part 2 ..................................... 247

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Level 1 Math Lesson 68 - Page 9

How many purple marbles does he have? [3] What color did he collect the most of? [green] How many marbles does he have all together? [10] Using a pictograph, you can add the marbles together by counting or by adding together each column. Five green marbles plus three purple marbles equals how many? [8] Now add the two blue marbles to the eight. How many do you have all together? [10] 5 + 3 + 2 = 10.

Tally Mark GraphsThere are other types of graphs too. When you are counting different items, it is useful to make a tally mark graph. Remember, tally marks are lines in groups of five that make counting easy. Using the Marble Game Mat and marble manipulatives, place nine marbles inside the circle and 11 outside the circle. You could make a tally mark graph to compare how many marbles are inside and outside the circle. How many are on the inside? [9] Now look at the graph below. How many tally marks are on the row labeled “inside”? [9]

Let’s complete the row labeled “outside.” Count how many marbles are on the outside. [11] Now make tally marks in that row. Just by looking at the graph, tell me which group is bigger. [outside]

Comparing Bar GraphsAnother type of graph is called a bar graph. This uses bars to represent numbers. The taller the bar, the greater the number. The bar graphs on the right show how many items of each color there

are. Look at the first graph. Do you see the bar that represents blue? Point to the first bar. Do you know what number this bar represents? You can see the number by looking at which line it reaches. Point to the number three. How many green items are there? [5] How many red? [2] How many yellow? [4] Which color has the most? [green] Which color has the least? [red]

Bar graphs can be made with bars going up and down or side to side. Look at the bar graph below. Instead of the bars going up, they go to the side. How many blue items are on this graph? Point to the blue bar. [3] How many green? [5] Did you notice these are the same answers as on the first graph? Now finish the second graph by making a bar that represents two for red and four for yellow, just like in the first graph.

Kinesthetic Learners

For kinesthetic learners, have the child use the marble

manipulatives from the Math Activity Box and the dry-erase

board to create this graph.

inside

Isaiah’s Marbles

outside

0

1

2

3

4

5

blue green red yellow

0 1 2 3 4 5

blue

green

red

yellow

Student Worksheet

Bonus Independent ActivitySubtraction Street—Version #4 (One-Player Game)

How? Follow the directions for Subtraction Street Version #4 listed in the Game Instructions booklet (found in the Math Activity Box).

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At 12:00 in the middle of the night, a new day begins. We call this midnight. The minutes count 12:01, 12:02, 12:03 . . . all the way until 12:59. Do you know what comes after 12:59? Pause for response. 1:00 comes next because it has been 60 minutes, and a new hour has begun. After that, the minutes count 1:01, 1:02, 1:03 . . . all the way until we get to 2:00. The time keeps counting up until we reach 12:00 again. This time, 12:00 is in the middle of the day. We call that noon.

Do you remember what the time from 12:00 in the middle of the night until we get to 12:00 in the middle of the day is called? [AM] The first 12 hours of the day are called AM. At 12:00 noon, the hours start over, and we call that PM. On the chart to the right, circle all the numbers from 12:00 midnight through 11:00 (right before 12:00 noon). Write AM with that group of numbers. Then circle the remaining numbers from 12:00 noon through 11:00 and write PM.

My Week #2Turn to My Week—Week 2 in My Planner. You are going to lay out your schedule for the week on this page like you did on the previous Week 1 page, except this time you are going to place stickers on it for the AM and the PM hours of the day. After you place the stickers or write the activities you do during the week, write what time you start each activity. Make sure you write AM or PM after the time. Guide the child as he or she completes the page. Help the child place the stickers and/or write in other activities, using the correct row for AM and PM and the correct column for the day of the week. See the example to the right.

12:00 midnight

1:00

2:00

3:00

4:00

5:00

6:00

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12:00 noon

1:00

2:00

3:00

4:00

5:00

6:00

7:00

8:00

9:00

10:00

11:00

Student Worksheet

Bonus Independent ActivityZoo Graphing

How? Follow the directions listed on the “Lesson 70—Bonus Activity” page included with this lesson.

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Lesson 73 - Student Worksheet and Bonus Activity

Student WorksheetIsland Adventures—Version #4

How? Follow the directions for Island Adventures Version #4 (one-player) listed in the Game Instructions booklet (found in the Math Activity Box).

Bonus Independent ActivityCounting by Fives Maze

How? Help Isaiah roll his marble down to the other marbles at the bottom. Start at the number five and, with your pencil, draw a path to 100, counting by fives.

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Counting by Fives Maze

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marbles with some of their friends. Let’s take a look at the marbles they won.

Set the Sidewalk Chalk Twenty Frame in front of the child and place nine marble manipulatives on the top ten frame. Here are the marbles Isaiah won. How many are there? [9]

Place three marbles on the bottom ten frame. Here are Anthony’s marbles. How many did he win? [3]

Let’s add together the marbles they won by counting on from nine. Count on with the child. Nine, ten, eleven, twelve. They won 12 marbles all together. Write “9 + 3 = 12” on the dry-erase board.

Counting on is one way we can add. However, when we add on to nine, we don’t need to count on. All we have to do is take one and give it to the nine so that now the equation is ten plus two.

Slide one marble from the bottom ten frame to fill in the last square on the top ten frame.

Ten plus two is much easier to solve in your mind. Below the three, draw an arrow with a number one on it. Then write “10 + 2 = 12” under the equation.

Now let’s pretend that Anthony actually had five marbles. Place nine marbles on the top

ten frame and five marbles on the bottom ten frame. Write “9 + 5 =” on the dry-erase board. Show me how Isaiah could make ten first when adding these numbers together. Guide the child to move one marble from the bottom ten frame to fill in the top ten frame. Yes, if we fill this top ten frame completely, we know there are ten. We know that ten plus four equals 14. So nine plus five also equals 14. Write the answer to the equation on the dry-erase board.

Continue this story in the same manner as you add the equations shown to the dry-erase board.

Ladder Races—Version #4Follow the directions for Ladder Races Version #4 listed in the Game Instructions booklet (found in the Math Activity Box).


Bonus Independent ActivityPack the Suitcase


Student WorksheetHave the child complete the Spin and Color page included with this lesson.

To complete the page, have the child place the tip of his or her pencil through one of the ends of a paper clip. Have the child place the pencil tip on the center of the circle, as shown here. Then follow the directions on the worksheet.

9 + 7 = 169 + 4 = 139 + 8 = 179 + 6 = 15

9 + 3 = 12

10 + 2 = 121

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Directions: From the Math Activity Box, take out a ten-sided dice and 20 two-color counting chips. Each player receives ten counting chips, each choosing a different color for playing. Each player takes a turn rolling the dice, adding the number rolled to nine, and covering the matching answer on a marble below with a chip. If an answer is already covered with the other player’s chip, it is removed and the new chip is added in its place. If the answer is already covered with one of the player’s own chips, he or she adds a second chip on top of it, and it becomes a double-decker marble. Double-decker marbles cannot have their chips removed by another player. The first player to have all their chips placed on the marbles wins!

For Two Players

Lesson 79 - Student Worksheet


10

10

1 1

1 1

1 2

12

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1 5

1 5

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161 7

1 7

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Lesson 81 - Page 62Level 1 Math


Making Ten and Then . . .

8 + 5 =

7 + 5 =

8 + 4 = 8 + 6 = 8 + 3 =

Draw arrows showing which gray circles can fill in the ten frame above. The first one is done for you. Then solve the equation and write the answer at the end.

7 + 4 =

Student Worksheet

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that fits the description and tell me what the shape is called. Remember, the flat surfaces of a 3D shape are called faces.

Find the 3D shape that has two circle faces connected by a rounded surface in the middle. What is it called? [a cylinder]

Find the 3D shape that has six square faces. What is it called? [a cube]

Find the 3D shape that has one circle face, one point, and a rounded surface to connect them. What is it called? [a cone]

Find the 3D shape that has no faces, just one round surface. What is it called? [a sphere]

Find the 3D shape that has one circle face and a rounded surface but no points. What is it called? [a hemisphere]

Introduce the PyramidToday, we are going to learn about a new shape called a pyramid. Do you know which one of these mini figures is a pyramid? Pause for response. A pyramid has a flat base with triangle sides that meet up at a point. How many triangle faces do you see on the pyramid mini figure? [4]

In many ancient cultures, people built large pyramids as temples, monuments, or burial

tombs. The most famous pyramids are found in Egypt. They were built as tombs for Egyptian rulers called pharaohs.

This picture is of the pyramids at Giza, Egypt. See how large the pyramids are compared to the people riding camels? How many pyramids do you see? [6] There are three large pyramids built for pharaohs and three smaller pyramids built for queens, which makes a total of six pyramids. What is the shape of their sides? [a triangle] The triangle sides meet up at a point. Show me the tip of each pyramid.

3D Shape SearchLook at the following artwork included below and on the next page. Find as many items that are shaped as cylinders, cubes, cones, spheres, hemispheres, and pyramids as you can. Note: Not every shape is in each painting.

“The Pyramid of Caius Cestius,” by James A. Marigot (1760-1824) “Egyptian Pyramids,” by Henry Bacon (1839–1912)

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Review

Have the child solve the math facts listed below. The child may use the marble manipulatives and Sidewalk Chalk Twenty Frame as needed. Have the child write the answers in the spaces provided.

Do you notice anything interesting about the math facts you just solved? Pause for response. Point to the left column. These are all ways to make 11. Point to the right column. These are all ways to make 12. You have learned so many math facts!

Fishing for Number Pairs—Version #3 and Version #4

Follow the directions for Fishing for Number Pairs Version #3 and Version #4 listed in the Game Instructions booklet (found in the Math Activity Box). If needed, allow the child to look at the equations on this page as he or she plays.

Student WorksheetSolve the puzzles by finding the missing numbers to make each of the math facts true.


Bonus Independent ActivityCounting by Fives Dot-to-Dot

How?

Follow the directions listed on the “Lesson 83—Bonus Activity” page included with this lesson.

8 + = 11

+

=+

==12 12

+

7 + = 12

+

=+

==11 11

+

1 + 10 = ________

2 + 9 = ________

3 + 8 = ________

4 + 7 = ________

5 + 6 = ________

1 + 11 = ________

2 + 10 = _______

3 + 9 = ________

4 + 8 = ________

5 + 7 = ________

6 + 6 = ________

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Shooting MarblesIsaiah laid down on his stomach, rested the marble on his finger, and shot the marble down the dirt path. “Yay!” Isaiah exclaimed. “Did you see that shot?” Isaiah looked over at his friend Tanner.

“Yes! Let’s measure how far it went,” Tanner replied.

Isaiah took his measuring tape and began to measure down the path.

“One foot . . . two feet . . .” he said as he pulled out more of the measuring tape. Isaiah continued to count the feet. “About three feet. I shot the marble three feet!”

“Wait,” said Tanner. “You didn’t measure all the way to the marble. You have to count the rest of the inches until you reach the marble.”

Tanner pointed to the measuring tape. “Thirty-six inches is three feet. I’ll count the inches after that. One, two, three, four. There are four inches after the three-foot mark. You shot the marble three feet and four inches down the path.”

Feet and InchesIn our last measurement activity, we practiced measuring with feet. How many inches make one foot? [12] We have practiced measuring to the nearest foot, but today we are going to make our measurements a little more exact. Instead of finding the closest foot, we are going to do like Tanner did and measure in feet and inches.

With the child, practice measuring the distance between the marble manipulatives you laid out at the beginning of the lesson. On the first two items, demonstrate how to count the additional inches after the last full foot on the measuring tape. Then allow the child to measure the rest, assisting him or her as needed.

Bonus Independent ActivityPalm Tree Sums


The red marbles are _________ feet

________ inches apart.

The yellow marbles are _________ foot


The green marbles are _________ feet


The blue marbles are _________ feet


The purple marbles are _________ foot


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Measurement PracticeFind and measure the length of the following items in your home. Record your answers in the boxes provided.

inches inches inches

______feet______inches ______feet______inches ______feet______inches

______feet______inches ______feet______inches ______feet______inches

Student Worksheet

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Using the Base Ten Bricks from the Math Activity Box, solve the following equations. Then write the answer in the blank below the equation.

Regrouping

1 2 3 4 5 6 7 1098

49+ 5

85+ 8

26+ 7

32+ 9

77+ 5

55+ 6

38+ 4

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Lesson 110 - Page 178Level 1 Math


Use the lotus flowers to help you solve the subtraction equations by crossing off nine lotus flowers for each equation. Write the answer in the blank.

14 − 9 = 17 − 9 = 12 − 9 =

16 − 9 = 13 − 9 = 15 − 9 =

Lotus PondEquations

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Today, we are going to review all that we have learned about time.

How many hours are in a day? [24] What time does the day start? [12:00 AM] Have the child fill in the time boxes as shown in the image below (the times shown here in red).

What is the first half of the day called? [AM] What is the second half of the day called? [PM] Have the child place the AM and PM stickers as shown above.

How many minutes are in each hour? [60] Good! Let's think of nine things that you do during the day and put them in order on the chart. The child can use any of the remaining My Day #3 stickers (the colored images shown on the example above) and draw in pictures of other things he or she does during the day (the black and white sketched images above). Have the child place them in the boxes to the right of the times in red and in order as they occur during the day.

Help the child determine, to the nearest five minutes, when each activity begins throughout the day. Have the child write the time to the right of the image (as shown in blue in the example), check whether the time is AM or PM, and draw a line from the image to where in the day it occurs (purple lines in example).

After the child has completed the page, take out the clock. Starting with the clock showing 12:00, turn the hands on the clock, showing how the hands of the clock move during the entire day (from midnight to midnight). Be sure to stop the clock at each of the times the child indicated he or she does something during the day. Have the child indicate the time shown on the clock and say what he or she does at that time.

No Student Worksheet for this lesson.

12 00 1 00 2 00 3 00 4 00 5 00 6 00 7 00 8 00 9 0010 00 11 00

12 00 1 00 2 00 3 00 4 00 5 00 6 00 7 00 8 00 9 0010 00 11 00

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Bonus Independent ActivityPicture Puzzle

How? Cut out the puzzle pieces on the Bonus Activity page included with this lesson. Solve the math facts on each piece and match the fact piece to the answer piece to build a picture. Glue the pieces together on a blank piece of paper. SAMPLE

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Math Games: Island Adventures—Version #4Ladder Races—Version #4Subtraction Street—Version #3Wheel Races—Version #5

Near TenSolve the following math facts without using manipulatives. 80% = 6 correct

Math Games: Fishing for Number Pairs—Version #3Fishing for Number Pairs—Version #4Hidden Pairs—Version #1Hidden Pairs—Version #2Ladder Races—Version #5

Note: There is not a game that reviews “3 + 6.” If the child misses this fact, review the math fact at random throughout the day.

4+ 8

5+ 7

5+ 8

3+ 6

3+ 8

4+ 7

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Materials:• standard suppliesLevel 1

Final Assessment

Final Assessment - Page 242Level 1 Math

Final AssessmentThere are 88 total points possible for this assessment. To earn a score of 80% or higher, the child will need to earn at least 70 points. Please see the “About This Course” section for further information on administering assessments.

Note: If needed, this assessment may be spread out over two or more days.

Oral AssessmentHave the child complete and answer the following:

1. Circle the shape that shows one-half colored in. 1 point possible

a d c2. Circle the shape that shows one-fourth colored in. 1 point possible

R P J3. Circle the butterfly image that shows symmetry. 1 point possible

4. Count by twos to 100. 5 points possible—one point lost for each incorrect or missed number; more than five mistakes earns 0 points

5. Circle the shape that is a hemisphere.Underline the shape that is an octagon. Cross out the shape that is a pyramid. Draw a square around the trapezoid. 4 points possible

6. How many seconds in a minute?How many minutes in an hour? How many hours in a day? 3 points possible

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Level 1 Math Final Assessment - Page 243

Level 1 - Final Assessment7. Write today's date. 2 points possible—1/2 point each for the correct month, day, and year, and 1/2 point for correct punctuation

8. Draw a line matching each time with the correct clock. 5 points possible

8:00 12:30 10:15 3:45 1:25

9. Continue the patterns. 4 points possible—1 point for the shapes pattern, 3 points for the counting by fives pattern

5, 10, 15, 20, 25, , ,10. Color the even numbers yellow and the odd numbers green. 5 points possible—1/2 point for each correct answer

///////////////

72

94

3811

9089

65

5633

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Level 1 Math Final Assessment- Page 244

Level 1 - Final Assessment11. Solve the following addition equations without the use of manipulatives. 15 points possible

12. Compare the two equations. Identify and write in the box a greater than, less than, or equal sign symbol to show the correct relationship between the equations. 6 points possible

13. Write the number that comes before and after each of the following numbers. 8 points possible

8 + 3 =

5 + 5 =

3 + 7 =

9 + 8 =

5 + 3 =

2 + 9 =

5 + 4 =

7 + 7 =

4 + 6 =

7 + 6 =

9 + 9 =

7 + 8 =

5 + 6 =

9 + 4 =

6 + 6 =

2 + 5 z 5 - 2

4 + 3 z 4 + 4

8 + 8 z 10 - 3

8 + 3 z 9 + 3

9 - 3 z 8 - 4

9 - 6 z 6 + 8

24

75

83

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Level 1 Math

Level 1 - Final Assessment14. Complete the Fact Family House on the right side of the page. 4 points possible—1 point per equation

15. Using the mini measuring tape, measure the following lengths in inches. Record the answers on the blank provided. 3 points possible

From one turquoise dot at the bottom of the Fact Family House to the other.

From the orange dot in the upper right-hand corner of the page to the orange dot on the lower right-hand corner of the page.

From the red dot in the lower right-hand corner of the page to the red dot on the lower left-hand corner of the page.

16. Write the amounts of the money shown. 3 points possible

5 813

+ =

+ =

- =

- =

Final Assessment- Page 245

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Congratulations!You've completed Math Level 1!

Level 1 Math

Level 1 - Final Assessment17. How many groups of ten and how many ones are in each of the following numbers? Write the answers on the blanks. 3 points possible

18. Solve the following subtraction equations without the use of manipulatives. 15 points possible

39

tens ones

54

tens ones

80

tens ones

8 - 4 =

9 - 7 =

6 - 3 =

9 - 8 =

10 - 6 =

6 - 5 =

8 - 7 =

7 - 4 =

8 - 6 =

9 - 5 =

9 - 4 =

8 - 5 =

9 - 6 =

7 - 3 =

8 - 3 =

Final Assessment - Page 246

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sample use · 2020-06-30 · a special thanks for contributions by katie powell and maggie felsch a...

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