touchmath table of contents

TouchMath Table of ContentsModule 2 Activity Sheets 26–50 Adding within 13

Page Activity

Sheet

Module OverviewOverview of Content . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Common Core State Standards. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Objectives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Prerequisites . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Instructional Strategies for Student Activity SheetsAdding within 13 (Activity Sheets 26–43)

• Pretest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 26• Anticipatory Set . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2• Teacher Input/Teacher Modeling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2• Check for Understanding. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2• Practice

• Add 1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 27• Add 1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 28• Add 2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 29• Add 2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 30• Review Adding 0–2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 31• Add 3. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 32• Add 3. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7 33• Review Adding 2–3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 34• Add 4. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8 35• Add 4. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8 36• Review 3–4. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 37• Add 5. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9 38• Add 5. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9 39• Review Adding 4–5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 40• Add 6. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 41• Add 0. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 42• Review Adding 5, 6, 0 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10 43

• Objective Review Adding within 13 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11

Comparing Numbers (Activity Sheets 44–49)

• Anticipatory Set . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12• Teacher Input/Teacher Modeling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12• Check for Understanding. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12• Practice

• Compare 10–13. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13–14 44–48• Review Comparing Numbers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14 49

• Objective Review Comparing Numbers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15

Module Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

• Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16 50

Module Closure. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Parent/Guardian Communication Letter. . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Progress Monitoring Record . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

1 © 2011 First Grade Unit 2 Module Guide 2

TouchMath Module Overview

Overview of Content

Th is module focuses on Adding within 13. Th e fi rst fi ve pages visually show how adding with sums 10–13 relate to place value. Place value models and charts are used to reinforce this. In addition sentences, TouchPoints on the smaller addends are included to help students to count on. To continually connect numbers and quantities, a strategy of drawing dots to represent the quantity that is counted on is used. Use of concrete models is encouraged for those students who need them. To help build their mathematical knowledge, children are introduced to the term unknown to refer to missing addends. Word problems and comparisons are used throughout the module. When children complete this module, they will have had many experiences adding within 13.

First Grade Common Core State Standards

• 1.OA.1. Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

• 1.OA.5. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

• 1.OA.6 Add and subtract within 20, demonstrating fl uency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).

• 1.OA.7 Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false.

• 1.OA.8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers.

• 1.NBT.1 Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.

• 1.NBT.3 Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.

Objectives

1. To use counting on to add within 13 and to solve word problems

2. To compare numbers

Prerequisites

• Add within 13 using manipulatives and pictures

• Use TouchPoints to fi nd sums

Vocabulary

addend • missing addend • unknown • count on • represents

MaterialsIncluded TouchMath:

• TouchMath PLUS• TouchMath FlipCards Fact Families

10–18

Optional

Touch2Learn Math Fans Touch2Learn TouchNumerals

Classroom:

Connecting cubes, small objects (e.g., erasers, paper clips, counting bears, etc.), crayons, markers, a whiteboard, index cards, and decks of cards (number)

Module 2 Activity Sheets 26–50 Adding within 13

26© 2011 FGASW20

Name

Pretest: Adding within 13

6%$7#10

1387# #7

tens ones tens ones

17

111113

5

26

© 2011 First Grade Unit 2 Module Guide 2 2

TouchMath Instructional Strategies: Activity Sheets 26–43

Activity Sheets 27–43

Anticipatory Set

Teacher Input/Teacher Modeling

Adding within 13

Count aloud as you place eight connecting cubes inside a paper cup. Write the number 8 on the cup. Ask a volunteer to place fi ve more cubes inside the cup, and ask how many cubes are now in the cup. Lead students to see that they can count on from 8 since they started with eight cubes in the cup and added fi ve more. Count aloud from 8 with children as you again drop the fi ve cubes in the cup to fi nd that there are 13 in all.

Write this problem on the whiteboard: 6 + 3 = ____. Show children how to count on to fi nd the sum. Ask them which number is the greater number, and ring it. Have a volunteer come up and put a fi nger on the greater number. Th en count on 3. Say, “Six,” and count on, “seven, eight, nine.” Write the answer 9 in the blank, and say together with the class, “6 plus 3 equals 9.”

CHECK FOR UNDERSTANDING: Write the partial number sentence 9 + 2 = ___ on the whiteboard. Have children identify the greater number and count on to fi nd the answer. Check students’ answers. [ If some students do not demonstrate understanding, repeat the modeling using another addition sentence.]

Module 2 Pretest

Pretest: Activity Sheet 26Verbal directions to students:

• Row 1: Use the place value chart to add. Write the answer.

• Rows 2–4: Add. Write the answers.

• Row 5: Write the missing number in the box.

• Row 6: Ring >, <, or = to make the statement true.

Objective

To add within 13

Name

27© 2011 FGASW20 Add 1

9 !9 ! 10

tens ones tens ones tens ones

10 !10 ! 11


10

11

10

11


TouchMath Instructional Strategies CONTINUED

Guided Practice: Activity Sheet 27[ This page and the next four pages show visually how adding on 1 and 2 with sums 10–13 relate to place value. Before using the place value models, you may want to have children use connecting cubes or counters to practice building bundles of 10. Have them connect their cubes to show how to add on 1 or 2 to 8 or 9 to get a sum of 10.]

• Direct students’ attention to the place value charts. Tell them the charts show an addition problem, 9 + 1. Have them put a fi nger on the connecting cubes in the ones column of the fi rst chart and count and say how many ones there are—9. Th en have students ring the plus sign, count on the one cube in the ones column in the next chart, and say the total—10 ones. Lastly, have children ring the equal sign as they say, “Equals,” and point to the one ten in the tens column. Lead them to see that one ten is the same as 10 ones put together. Say together, “9 ones plus 1 one equals 1 ten.”

• Have students point to the fi rst addition sentence below the place value charts. Guide them to add by starting with the greater number, 9, and counting on one TouchPoint to fi nd that 9 + 1 = 10. Lead children to see the relationship between the place value models and the addition sentence. Say the next problem together, “9 plus 1 equals,” and say and trace the number 10. Have students say “9 + 1 equals 10 and write the sum 10.

• Ask students to look at the next set of place value charts. Th ey show another addition problem, 10 + 1. Have students point to the one bundle of 10 straws in the tens column, and say together, “One ten.” Th en add on one straw in the ones column for a sum of one bundle of ten and one one, or a total of 11 straws. Say the problem together, “10 plus 1 equals 11.” Remind the class that 11 is made of one ten and one one.

• Guide children to add in the next two addition problems by fi rst leading them to see the relationship between the previous place value models and the problem, starting with one bundle of 10 (or 10 ones) and adding on one one. In each problem, remind students to start with the greater number, 10, and count on one TouchPoint to fi nd that 10 + 1 = 11. Say the problem together each time and trace the sum 11.

Module 2 Activity Sheet 27 Adding within 13

27

Name

28© 2011 FGASW20 Add 1

11 !11 ! 12


12 !12 ! 13


12

13

12

13

Name

29© 2011 FGASW20 Add 2

8 @8 @


9 @9 @


10

11

10

11

10

11



Guided Practice: Activity Sheet 28• Direct students’ attention to the place value charts. Tell them the charts show an

addition problem, 11 + 1. Have students say how many tens and ones are in the fi rst place value chart and what number it represents, 11. Th en ask what is being added on to 11 and what the total is. Elicit that one one is being added on and the total is one ten and two ones, or 12.

• Lead the class to see the relationship between the two addition sentences that follow the place value models. Have them add by starting with the greater number, 11, and counting on one TouchPoint to fi nd the sum of 12. Say together, “11 plus 1 equals 12.”

• Tell students that the next place value model uses the Math Fan to show a bundle of 10 and extras. Elicit from students that the fi rst place value chart represents the number 12, one ten and two ones. Th e next model shows one one. Th e third chart represents the sum of one ten and two ones plus one one—one ten and three ones, or 13.

• Have students point to each number in the fi rst addition sentence below the models to see the problem represented, 12 + 1 = 13. Say together, “12 plus 1 equals 13.”

• For the last addition sentence, have children add by starting with the greater number, 12, and counting on one TouchPoint to fi nd the sum of 13. Have them trace the number 13. Th en say together, “12 plus 1 equals 13.”

Guided Practice: Activity Sheet 29• Tell students that the fi rst set of place value models shows adding 2 to 8 to make

a group of 10. Guide them as they count how many connecting cubes are in the ones column, 8. So, there are eight ones. Th en count on two more connecting cubes, or two ones, to fi nd a total of 10 ones, or one bundle of 10. [ You may want to have students use their own connecting cubes to model this addition.] Th en say together, as students point to the numbers in the fi rst addition sentence, “8 plus 2 equals 10.” Have them trace the sum, 10. For the addition sentence that follows, remind students to start with the greater number, 8, and count on two TouchPoints to fi nd that 8 + 2 = 10.

• Tell students that the next set of place value models shows adding 2 to 9 to make a bundle of 10 and one one, or 11. Guide them as they count the number of straws in the ones column, 9. So, there are nine ones. Th en add, or count on, two more straws, or two ones, to make a bundle of 10 (10 straws) and one extra for 11.

• Lead students to see that the place value models represent the following addition sentences. Have children point to the fi rst model of nine ones and ring the 9 in the fi rst problem. Th en have them point to the two ones in the second model and ring the TouchPoint number 2 in the problem. Lastly, direct them to point to the third model and say, “One ten and one one equals 11,” and then trace the 11 in the problem below. Say the problem together, “9 plus 2 equals 11.”

• For the last addition sentence, have students start with the greater number, 9, and add by counting on two TouchPoints to fi nd the sum of 11. Ask students to recite the problem with you, “9 plus 2 equals 11.”


28

29

Name

30© 2011 FGASW20 Add 2

10 @10 @


11 @11 @


12

13

12

13

12

13

© 2011 FGASW20

Name

31Review Adding 0–2

tens ones

tens ones

tens ones

tens ones

tens ones

tens ones

tens ones

tens ones

12

13

10

11




30

Guided Practice: Activity Sheet 30• Help students see the relationship between the string of beads place value

models and the fi rst two addition sentences. Th e models represent one ten plus two ones, or 12. Have children point to the parts of the fi rst addition sentence as you recite together, “10 plus 2 equals 12.” To fi nd the sum in the next problem, remind students to say the greater number, “Ten,” count on 2, “eleven, twelve,” and trace the 12. Say together, “10 plus 2 equals 12.” Have students write the sum 12.

• Direct students to the next place value model, which uses the Math Fan to show the addition problem 11 + 2 = 13. Elicit from students that the fi rst place value chart represents the number 11, one bundle of ten and one one . Th e next chart shows two ones added on to 11. And the third chart represents the sum 11—1 ten and 3 ones, or 13.

• Have students point to each number in the fi rst addition sentence below the models to see the problem represented, 11 + 2 = 13. Have students trace the number 13, and say together, “11 plus 2 equals 13.”

• For the last addition sentence, have children add by starting with the greater number, 11, and counting on two TouchPoints to fi nd the sum of 13. Say together, “11 plus 2 equals 13.” Have students write the sum 13.

Independent Practice: Activity Sheet 31• Work the fi rst problem with students, matching the addition place value model

with its sum. Direct students’ attention to the fi rst model, and elicit that it represents nine ones plus two ones, or 11 ones. Lead students to see that 11 is made of one ten and one one. Trace the line to connect the model to the number 11.

• Have students continue in the same manner for the next three problems using the Math Fans, connecting cubes, and bundles of straws to help them fi nd the sums.

STOP: If students have not demonstrated understanding, provide additional practice or remediate.31

Name

32© 2011 FGASW20 Add 3

7 #

3 77 3

7 103

# 73 10

10

s s s

s s s

10

1010

37

107

10



Module 2 Activity Sheet 32 Adding within 13

32

Guided Practice: Activity Sheet 32[ This page and the next two pages use TouchPoints to help students count on to add 3. Place value models have been removed, but some students may still benefi t from using models to help them add.]

• Direct children’s attention to the fi rst row, and tell them they will count on to add 7 + 3. Have them point to and say the greater number, “Seven,” and count on, “eight, nine, ten.” Say together, “7 plus 3 equals 10.”

• In the second row, tell students that the box indicates a missing number, or addend. Have children say, “Seven,” and then draw dots in the top of the box as they count on, “eight, nine, ten.” Lead them to see that the missing addend is 3 because they drew and counted on three dots to make 10. Say together, “7 plus 3 equals 10.”

• In the third row, help students see the number pattern that follows from the numbers in the fi rst two rows. Ask, “What number plus 3 equals 10?” Have students write the number 7 in the box, and recite together, “7 plus 3 equals 10.”

• In the fourth row, ask students what the greater number is. Elicit that it is 7, and have students ring it. Together, count on three TouchPoints. Say together, “3 plus 7 equals 10.” Have students ring the entire addition sentence, 3 + 7 = 10. Now direct their attention to the fi rst row, and have them ring the entire addition sentence, 7 + 3 = 10. Ask, “What is the same about these two addition sentences?” Lead students to see that the numbers are the same but the order of the addends has changed. Ask, “Is the answer the same for both problems?” Elicit that the answer is the same. Tell students that they can add the same numbers in any order, and the answer will always be the same (commutative property).

• In the fi fth row, elicit that the unknown number, or missing addend, is 7. Ask, “How do you know?” [ Some children might use the pattern of numbers in the previous problems, while others might use the commutative property.]

• Present the fi rst word problem at the bottom of the page with a short number story (e.g., Lauren saw three horses in the fi eld. She saw seven horses in the barn. How many horses did Lauren see altogether?). Ask a volunteer to tell a short number story for the last word problem. Lead children to see that the numbers in the problems are the same, just their order has changed, so the answers are the same.

Name

33© 2011 FGASW20 Add 3

8 #910 ## 83

12

13

8# 9##8 #9

11

1311

10

12

13

33

11

11

12

12

Name

34© 2011 FGASW20 Review Adding 2–3

Directions: Count on to fi nd the sum. Fill in the bubble for the answer.

11 @ 13 True

False

10 @ 11 True

False

9 @ 12 True

False

10 # 13 True

False

7 # 11 True

False

8 # 12 True

False



Module 2 Activity Sheet 33–34 Adding within 13

33

34

Guided Practice: Activity Sheet 33• In the fi rst, third, and fourth rows, remind students to start with the greater number

and count on to add the three TouchPoints.

• In the second and fi fth rows, tell students they are to fi nd the unknown number, or addend. Elicit ways they can fi nd the number. In the second row, for example, they can say, “Nine,” and draw dots in the top of the box to count on, “ten, eleven, twelve.” Lead students to see that the missing addend is 3 because they drew and counted on three dots to make 12. Say together, “9 plus 3 equals 12.” In the fi fth row, students can use the problem in the third row to help them fi nd the missing addend. Say, “If you know that 10 plus 3 equals 13, how do you fi nd 3 plus what number equals 13?”

• At the bottom of the page, guide students as they determine which symbol, greater than (>), less than (<), or equal to (=) goes in each of the boxes. Have them write the answer to 8 + 3 below the problem. Th en have them add 9 + 3 and write the answer below the problem. Now ask students to compare 11 and 12. Elicit that 11 is less than 12, so 8 + 3 is less than 9 + 3. Have them draw the less than symbol in the box. Lead students to see that they can use what they know about the commutative property to write the missing symbol for the next row. Say, “If we know that 8 + 3 is less than 9 + 3, then 3 + 8 is ___ than 3 + 9.”

Additional activities for 8 + 3, 9 + 3, and 10 + 3 are found in TouchMath PLUS.

Take Home: Activity Sheet 34• Have students take this page home to work on independently, reinforcing what

they have learned (adding 2 and 3 to numbers 7−11). Or, if any children are having diffi culty, have them complete the page in class with the guidance of a parent volunteer or paraprofessional.

• Work the fi rst problem together. Have students count on two from the greater number, 11, to fi nd the sum, “Twelve, thirteen.” Th en decide if 11 + 2 = 13 is true or false. Th e answer is true, so tell students to fi ll in the bubble next to True.

STOP: If students have not demonstrated understanding, provide additional practice or remediate.

Name

35© 2011 FGASW20 Add 4

6 $

4 66 4

6 104

$ 64 10

10

s s s

s s s

10

1010

610

6

104

© 2011 FGASW20

Name

36Add 4

7 $89 $$ 84

12

13

$7 8$7$ $8

11

1312

9

12

13

4

11

11

12

12

Name

37© 2011 FGASW20

1311

Review Adding 3–4

Directions: Count on to fi nd the sum. Write the sum. Fill in the bubble for the answer.

7 $9 #10 #6 $7 #9 $

1211

1213

1312

1012

1110

111213101013




35

36

Guided Practice: Activity Sheet 35• Repeat the process used on page 32, adding 4 to 6.

• In the fi rst and fourth rows, remind students to start with the greater number and count on four TouchPoints.

• In the other rows, students are to fi nd the unknown addend. In the second row, have them say, “Six,” draw dots, and count on, “seven, eight, nine, ten,” to fi nd the unknown number, 4. In the third and fi fth rows, children can use the commutative property or patterns to fi nd the missing addend, 6.

• Present the fi rst word problem at the bottom of the page with a short number story (e.g., Levi picked four apples from the tree. Li picked six apples from the tree. How many apples did Levi and Li pick altogether?). Ask a volunteer to tell a short number story for the last word problem. Lead children to see that the numbers in the problems are the same, just the order has changed, so the answers are the same.

DRAW, WRITE, SHARE: Invite children to turn their papers over and draw a picture to show 4 + 6 = 10 or 6 + 4 = 10. Ask them to write the number sentence to go along with it. Have them show their picture and number sentence to a partner and share a story about it.

Independent Practice: Activity Sheet 36• Direct students’ attention to each of the rows to be sure they understand what they

need to do. In the fi rst, third, and fourth rows, they are to add, starting with the greater number and counting on the TouchPoints. In the second and fi fth rows, students are to fi nd the missing addends. In the box at the bottom of the page, tell students that they are to decide which symbol, >, <, or =, goes in each box. Suggest they do each addition problem and write the answer in small numbers below each problem. Th ey can then compare the numbers to determine which symbol is correct.



they have learned (adding 3 and 4 to numbers to fi nd sums of 10−13). Or, if any children are having diffi culty, have them complete the page in class with the guidance of a parent volunteer or paraprofessional.

• Work the fi rst problem together. Have students count on 4 from the greater number, 7, to fi nd the sum. Th en have them fi ll in the bubble for the correct answer, 11.


37

Name

38© 2011 FGASW20 Add 5

105%%5

105


355 s s s

10

102

© 2011 FGASW20

Name

39Add 5

6 %7

65 12% 8

12

7% %8%7 8%

11

115

57

13

11

12

12

13

13

Name

40© 2011 FGASW20 Review Adding 4–5

Directions: Count on to fi nd the sum. Fill in the bubble for the answer.

6 $ 11 True

False

8 $ 12 True

False

7 % 12 True

False

6 % 13 True

False

8 % 12 True

False

7 $ 11 True

False




38

39

40

Guided Practice: Activity Sheet 38• Refer students to the place value model at the top of the page that shows 5 + 5 = 10.

Lead them to see that fi ve ones plus fi ve ones can be made into a bundle of 10. Th e addition sentence that follows, 5 + 5 = 10, is represented by the place value model.

• In the third row, since the numbers are the same, direct students to start with the fi rst 5 and count on 5 using the TouchPoints to fi nd the answer, 10. Say together, “5 plus 5 equals 10.”

• In the fourth row, tell students that this addition sentence has three addends. Lead them to see that one way to easily solve the problem is to say the fi rst 5 and then ask, “What number can I add to 5 to get the sum of 10?” Elicit that 5 + 5 = 10, so to fi nd the missing addend, fi rst have them ring the 3 + [box] and ask, “3 plus some number must equal 5. What number is it?” Students can count on from 3 and draw dots in the box to fi nd that 3 + 2 = 5. So, 2 is the missing, or unknown, number. Say together, “5 plus 3 plus 2 equals 10.”

• Present the word problem at the bottom of the page with a short number story (e.g., Jacob sees fi ve cats at in a box. He sees fi ve cats in a basket. How many cats does Jacob see in all?).

Independent Practice: Activity Sheet 39[ On this page, students add 5 to fi nd sums 11–12.]

• In the fi rst and fi fth rows, remind students to add by starting with the greater number and then counting on the fi ve TouchPoints. In the other rows, remind students that the boxes indicate an unknown number that they are to fi nd. Th ey should always start with the greater number, and then they can draw dots in the box to count on or look at previous problems to help determine the unknown number. In the last two comparison problems, remind students that when adding, changing the order of the numbers does not change the answer. For each, tell them to place a >, <, or = in the box.



they have learned (adding 4 and 5 to numbers to make sums of 11 or 12). Or, if any children are having diffi culty, have them complete the page in class with the guidance of a parent volunteer or paraprofessional.

• Work the fi rst problem together. Have students count on 4 from the greater number, 6, to fi nd the sum. Th en ask them to decide if 6 + 4 = 11 is true or false. Th e answer is false, so tell students to fi ll in the bubble next to False.


Name

41© 2011 FGASW20 Add 6

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76

13

^7 ^6s s s13

13

13 12

Name

42© 2011 FGASW20 Add 0

10 0

10100 11

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10

10011

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Name

43© 2011 FGASW20 Review Adding 5, 6, 0

1011

Directions: Count on to fi nd the sum. Write the sum. Fill in the bubble for the answer.

7 %^ 612 0$ 610 05 %

1211

1213

1112

1110

1110

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41

42

43

Guided Practice: Activity Sheet 41• Refer students to the place value model at the top of the page that shows 7 + 6 =

13. Lead them to see that seven ones plus six ones (13 ones) can be made into one bundle of 10 and three ones. Th e addition sentence that follows, 7 + 6 = 13, is represented by the place value model. Have children point to the greater number, 7, and count on 6 to fi nd that 7 + 6 = 13. Say together, “7 plus 6 equals 13.”

• In the next row, lead students to see that the numbers are the same as in the previous row, although their order has changed. Elicit that the answer is the same because the numbers are the same. Ask children to say the problem together and trace the answer.

• Th e third row contains a comparison problem. Have students write the answer to each part of the problem under the plus sign and then determine which symbol to ring. Some students might see without adding that the fi rst part, 7 + 6, is greater than the second part because it has a greater number, 7, to start with.

• Present the word problem at the bottom of the page with a short number story (e.g., Li’s rabbits eat six carrots in the morning and seven carrots at night. How many carrots do Li’s rabbits eat in all?).

Guided Practice: Activity Sheet 42[ On this page, students add 0 to fi nd sums 11–13.]

• Hold up 10 fi ngers. Ask, “If I add zero fi ngers, how many fi ngers will I have?” Remind students that when they add 0, or nothing, to a number, the number remains the same.

• In the fi rst four rows, have students write the answer and say each addition sentence together.

• In the remaining rows, ask students to fi nd the missing numbers. Ask questions such as, “What number can you add to 12 and still have 12 as the answer? What number plus 0 equals 11? How do you know? What is the only number you can add 0 to and get 10 as the answer?”

DRAW, WRITE, SHARE: Invite children to turn their papers over and draw a picture to show 11 + 0 = 11 or 0 + 11 = 11. Ask them to write the number sentence to go along with it. Have them show their picture and number sentence to a partner and share a story about it.


they have learned (adding 5, 6, and 0 to numbers to make sums of 10 or 12). Or, if any children are having diffi culty, have them complete the page in class with the guidance of a parent volunteer or paraprofessional.

• Work the fi rst problem together. Have students count on 5 from the greater number, 7, to fi nd the sum. Th en ask them to fi ll in the bubble for the correct answer, 12.


FLIPCARDS: Use the TouchMath FlipCards Addition Fact Families 10–18 for additional practice adding with sums 10–18.


TouchMath Review: Activity Sheets 27–43

Module 2 Objective Review Adding within 13

Say, “You know how to add within 13.”

• Give children a short number story, such as, “Five boys play soccer. Five boys play basketball. How many boys are playing ball in all?” Write the number sentence, 5 + 5, and ask the children to solve it. Th en ask, “How many boys are playing ball?”


TouchMath Instructional Strategies Activity Sheets 44–49

Activity Sheets 44–49

Anticipatory Set

Teacher Input/Teacher Modeling

Comparing Numbers

Count aloud as you place eight connecting cubes inside a paper cup. Th en count aloud as you place nine cubes in a second paper cup. Ask students which cup has more cubes and how they know.

Write these two problems side by side on the whiteboard with space between them: 6 + 3 and 3 + 7. Show children how to compare them. Say, “Let’s fi nd the sum of 6 plus 3,” and write the sum 9 under the problem. Th en say, “Let’s fi nd the sum of 3 plus 7,” and write the sum 10 under the problem. Say, “Now let’s compare the sums. Since 9 is less than 10, I will draw a < between the two problems.” Th en say, “6 plus 3 is less than 3 plus 7.”

CHECK FOR UNDERSTANDING: Write these two problems side by side on the whiteboard with an = between them: 5 + 4 = 4 + 5. Ask students to put a hand in the air if the comparison statement is true. Have them raise a thumb if the comparison statement is false. Have them fold their hands in their lap if they don’t know.

Objective

To compare numbers

Name

44© 2011 FGASW20 Compare 10–13

7 $ 129 ! 128 # 1210 @ 1211 # 126 % 12

11

10

11

12

14

11

© 2011 FGASW20

Name

45Compare 10–13

11 ! 109 # 118 % 136 ^ 1010 0 119 $ 13

12

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10

13

Name


11 @7 %10 !9 @8 $10 # 13

10

1213

1312

1011

1210

1312

13

12

11

11

12

13



Module 2 Activity Sheets 44–46 Comparing Numbers

Guided Practice: Activity Sheet 44• Tell students that they will be comparing numbers using the symbols >, <, and =.

Draw the symbols on the whiteboard. Ask students to which number the smaller end of the symbol always points. Elicit that the smaller end always points to the lesser number. Write 11 ___ 13 on the board, and ask students, “Which symbol should we write here?” Point to each symbol, and have students clap when they think you have pointed to the correct symbol.

• Now direct students’ attention to the fi rst row on the page. Have them add 7 + 4 by starting with 7 and counting on four TouchPoints. Ask them to write the sum, 11, below the plus sign. Th en help them to compare the sum to 12. Point to the box, and ask, “Is the sum 11 greater than, less than, or equal to 12?” and point to 12. Elicit that since 11 is less than 12, 7 + 4 is also less than 12. Instruct students to draw a < in the box. Th en read the sentence together, “7 plus 4 is less than 12.”

• In the second row, have students write the sum of 9 + 1 below the addition sign. Ask them to decide if the sum, 10, is greater than, less than, or equal to 12. Instruct students to draw the correct symbol in the box, and read the sentence together, “9 plus 1 is less than 12.”

• Continue in the same manner for the rest of the comparison sentences. Add by starting with the greater number and counting on the TouchPoints write the sum below the plus sign, and then write the correct symbol in the box. Read together each comparison sentence.

Independent Practice: Activity Sheet 45• Use this page to reinforce what students have learned (comparing numbers 10−13).

• Work the fi rst problem together. Have students fi nd the sum of 11 + 1 by counting on 1 from the greater number, 11. Th en guide them as they decide if the sum, 12, is greater than, less than, or equal to 10. Have them and write the correct symbol, >, in the box. Th en recite together, “11 plus 1 is greater than 10.”

Guided Practice: Activity Sheet 46• Direct students’ attention to the fi rst row. Have them add 11 + 2 and write the sum,

13, below the plus sign. Guide them as they ring and identify the greater than (>) symbol that follows. Th en have the students determine if 13 is greater than 12 or greater than 13. Elicit that 13 is greater than 12 but equal to 13, so they should fi ll in the bubble for 12. Recite together, “11 plus 2 is greater than 12.”

• In the second row, have children add 7 + 5 by starting with the greater number, 7, and counting on fi ve TouchPoints for a sum of 12. Tell them to write the sum below the plus sign. Th en have students ring the < and decide if 12 is less than 13 or less than 12. Elicit that 12 is less than 13, so the sum of 7 + 5 is less than 13. Say together, “7 plus 5 is less than 13.”

• Continue in the same manner for the rest of the problems. Each time, have students write the sum, ring the symbol, and determine which number correctly completes the comparison sentence.

[ Some students may need to use counters or other small objects to act out the problems or a number line to see the order of the numbers.]

44

45

46

Name


011 #7

013 %6

@8 %5012 !12$6 ^7#7 !9

11

10

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10

10

13

10

10

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11

© 2011 FGASW20

Name

48Compare 10–13

True

False!12 @11True

False

True

False

True

False

True

False

True

False

^7 %5#8 #9^6 %7!9 !10%8 #10

13

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Name

49© 2011 FGASW20 Review Adding within 13

Directions: Count on. Write the sums.

6 %

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11$8Directions: Write >, <, or = in the box.

11

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Module 2 Activity Sheets 47–49 Comparing Numbers

Guided Practice: Activity Sheet 47[ On this page, students compare two addition problems. You may want to have students write the sums of each below the plus sign to reserve the sum of the fi rst problem while they fi nd the sum of the second problem.]

• In each row, have students compare the sums of the two addition problems and write the correct symbol, >, <, or =, in the box. Th en recite together the comparison statement.

Independent Practice: Activity Sheet 48• Use this page to reinforce what students have learned (comparing sums of addition

sentences).

• Work the fi rst problem together. Have students fi nd the sums of 12 + 1 and 11 + 2 by starting with the greater number and counting on TouchPoints. Suggest that they write the sums below the problems and also ring the comparison symbol. Guide them to see that the sum of 13 is equal to the sum of 13, so they should fi ll in the bubble in front of True. Some students may use other strategies to decide if the statement is true or false (e.g., In the fi rst addition problem, the greater number is larger by one than the greater number in the second problem. However, the TouchPoint number is one less than the TouchPoint number in the second problem. Th erefore, the sums are equal.). Let students share their diff erent strategies with the class.

Additional activities are available in TouchMath PLUS.


they have learned (adding within 13 and comparing sums). Or, if any children are having diffi culty, have them complete the page in class with the guidance of a parent volunteer or paraprofessional.

Additional activities for addition are found in TouchMath PLUS.

47

48

49



Module 2 Objective Review Comparing Numbers

Say, “You know how to compare sums.”

• Write two addition sentences on the board with a space between them (e.g., 9 + 3 __ 9 + 4). Have students decide which comparison symbol goes in the space to make the statement true.

50© 2011 FGASW20

Name

Posttest: Adding within 13

#10

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117

129

13

13

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Module 2 Review Adding within 13

Module 2 Test

Posttest: Activity Sheet 50Verbal directions to students:

• Row 1: Use the place value chart to add. Write the answer.

• Rows 2, 4, 5: Add. Write the answers.

• Rows 3 and 6: Write the missing addend in the box.

50

Say, “You know how to add within 13.”

• Give children some addition riddles to solve, such as “My number is 3 more than 8. What is my unknown number?” Or, “What number can I add to 6 to make 10?”

Say, “You know how to compare addition sentences and their sums.”

• Write the following on the whiteboard, and have students tell if the statement is true or false: 6 + 6 > 13.


TouchMath Module ClosureDifferentiated Instruction Adding within 13

• Send Parent/Guardian Communication Letter. (Use school letterhead. Spanish version available on TouchMath PLUS.)

• Document results on Progress Monitoring Record. (Make multiple copies as needed.)

Final Tasks

Literature Connections

• Domino Addition by Lynette Long

• Alfi e the Alligator: A Teaching Rhyme About Comparing Numbers by Sandy Turley

• Little Number Stories: Addition by Rozanne Lanczak Williams

• Sea Sums by Joy N. Hulme

Real World Connections

• When you walk to or from school, look for things that come or arrive. Make up an addition story about what you see. For example, you may see six buses parked at the school and four more buses drive up. Make up an addition story, such as, “I see six buses at the school. I see four more buses drive up. How many buses do I see?”

• Make up a story about going to school that is made of addition problems. Use at least three addition problems in your story, and tell it to a family member or a friend.

Remediate

• Give children some connecting cubes, 13 each of 2 colors. Write an addition problem within 13 on the whiteboard, such as 8 + 3, and ask children to fi nd the sum. Th en tell them to use the connecting cubes to show their answer is correct, making one addend out of one color and the other addend out of the second color.

Additional activities for using TouchPoints with addition can be found in TouchMath PLUS.

Reinforce

• Give pairs of students two index cards. Have them draw a line across one side of each card to divide it in half. Have the other partner draw some dots from 1 to 13 on the top half of one of the cards. Have the other partner draw some more dots on the bottom half of the card to make a total of 13 dots. Th en have partners write the addition sentence for their drawings on the back of the card. Repeat with the second index card, this time drawing dots to fi nd the sum of 10.

• Have students use teddy bear markers or other small objects to make two groups. Ask them to slide the groups together together to fi nd the sum. Tell them to put four objects in one group and six objects in another group. Th en say, “6 plus 4 equals ___.” When you say, “equals,” tell students to slide the objects one at a time from the group of 4 to the group of 6 and count on from 6 to fi nd the sum.

Challenge

• Play a riddle game. Use two clues to describe the numbers. For example, “My number is 2 more than 10 and is equal to 3 more than 9. What is my number?”

• Give pairs of children two decks of playing cards, number cards only. Have each partner pick two cards. Ask that student to add the numbers or objects on the cards and tell the sum. Have the other partner say which of the two addends is greater than or less than the other.

Dear Parent/Guardian,

Your child has completed Unit 2, Module 2 of the TouchMath program, mastered the test, and demonstrated understanding in adding within 13.

In Module 3, the focus is on adding within 20. Classroom activities build on the concepts that were introduced in Module 2, Adding within 13. Place value models have been eliminated, but place value charts continue to be used, as well as the use of TouchPoints on the smaller addend. We will continue to focus on missing addend and unknown. We will also concentrate on comparison symbols to determine if a sum is greater than, less than, or equal to another sum. Please use this vocabulary at home and encourage your child to use it.

Th e most important concept now is to understand and solve word problems. Integrate talking about this into your daily activities. Make up an addition word problem with a sum of 20 or less, and have your child solve it. For example, “Th ere are 10 dolls on the bed. Th ere are 4 more on the shelf. How many dolls are there altogether?” Try challenging your child with a word problem with a missing addend, such as, “I had some grapes in a bowl. I added 11 grapes. Now I have 19 grapes in all. How many grapes were in the bowl to begin with?” Have fun! See it! Say it! Hear it! Touch it! Add it!

Once we have completed this module, I will send you a letter describing the next module and suggesting ways that you can help your child at home.

If you have questions, please contact me.

Sincerely,

Reviewing the comparison symbols at home will assist your child in developing strong math skills. Do this by giving your child two numbers or sums and asking which symbol should be placed between them. For example, write 9 + 2 ___ 7 + 5 on a piece of paper. Have your child solve the individual sums and write the answers beneath each problem. Th en ask if the greater than (>), less than (<), or equal to (=) symbol should be written in the blank to make the statement true.

w w w . t o u c h m a t h . c o m

Parent/Guardian Tip:

Pretest: Adding within 13

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Review Adding 0–2

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Review Adding 2–3

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Review Adding 3–4

Add 5

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Review Adding 4–5

Add 6

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Review Adding 5, 6, 0

Compare 10–13

Compare 10–13

Compare 10–13

Compare 10–13

Compare 10–13

Review Adding within 13

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