Lesson 1
Title: Numbers 1-10 and Math Stories: Park Scene
Need: SAB p.89-92
Square inch tiles or centimeter cubes
Number Parade
Puzzled Penguin
Activity 1: Look for numbers 1-10 and Identify Partners (45 min)
 Give square inch tiles and counting mats. Have them make 4 with the tiles. Discuss
different partner pairs. “In this unit we will learn about how partners of numbers are
related.”
 SAB p.91 – Name a number; students color that group with same color. (directions on page
205 in TM); point out how some groups are with partners (people are in group of 2 and
group of 3)
 Use park scene on the student activity page to practice “What if..?” story problems
(“What if 2 more ducks came?”)
Activity 2: Know the count sequence (15 min)
 SAB p.92
 Dot to dot and number sequence; correct PP’s mistake
Formative Assessment: Ask kids to name partners of 6
Home Activity: See family letter (Student Activity Book – p. 89)
Lesson 2
Math Expressions - Quick Reference
Unit 3 (Lessons 1-21)
Teen Numbers as Tens and Ones
Title: Groups of 10
Need: SAB, p. 93-96
Ten Bug
Counters
Activity 1: Introduce the ten bug (30 min)
 Introduce the ten bug (see p. 210 in TM for ideas); focus is on becoming more efficient
counters by using groups of 10 for counting larger groups
 SAB p. 95 – ten bug dot to dot
Activity 2: Group 10 to make teen numbers (20 min)
 Set out 14 counters (pairs or small groups) and ask how they can arrange them to count;
look for student who groups as a ten and 4 ones and point out how this is organized way
to help count larger numbers (ten bug gets excited about this!!!)
 Show other arrangements of making 14 and discuss which are easier to count and know
that you are correct
 Explain ten bug likes 10 so much that she made a 10 strip for each child (in SAB)
 Have them make 14 again using the 10 strip
 Have discussion about how a ten strip makes it easier to count a teen number
 Show that if you have a ten strip and then a group of 0 next to it, it makes the number 10
(focus is that the 1 represents 1 group of 10)
Lesson 4 *
Lesson 3 *
Activity 3: Practice Grouping Ten (10 min)
 SAB p.96 – kids circle group of 10 in each box and then color the group the corresponding
color for that number (key at the top) – 10 hearts circled and all 13 colored yellow
Formative Assessment: Does showing a 10-group make it easier to see a teen number? Why?
Home Activity: Homework and remembering page 43
Title: Explore Patterns Through 6
Need: SAB p.97-98
Counting mats
Number tiles 1-6
+ and – tiles
Square inch tiles
Break apart sticks
120 poster, pointer, giant number cards 1-10
*** May want to do activity 2 first, as it is more kinesthetic ***
Activity 1: Model partners on the counting mat (30 min)
 Use break apart stick to show partners (popsicle stick or toothpick)
 focus on 2-6; make partners on tray with square-inch tiles (similar to making a number
with only one color – use the break apart stick to show the two groups that make the
number)
 Write corresponding equations 1+2=3 and 3=1+2
 Switch the partners to show order doesn’t matter
 Focus on doubles
Activity 2: Act out to show partners (10 min)
 Discuss number pairs using the kids as examples
 Have the kids link arms to show they are a group (2 kids and 3 kids is 5 kids)
 Do for numbers 2-6
Activity 3: Introduce Quick Practice Routines for Unit 3 (15 min)
 See “Other Things to Think About for Unit 3” for descriptions of these routines
Formative Assessment: Why do some numbers have more partners than other numbers?
Home Activity: Family letter in SAB page 97
Title: Addition and Subtraction Stories: Park Scene
Need: SAB – p. 99-100
Park Scene
Square inch tiles or centimeter cubes
Number tiles 1-10
+ and – tiles
Activity 1: Visualize and Tell Addition and Subtraction Stories in the Park (20 min)
 Imagine things happening in the park to make story problems (can use park scene from
lesson 1)
 Tell “What if…?” stories about the park
 Review the 5 steps to problem solving
Tell the problem
Lesson 5 *
Use objects to solve
Show with number and +/- tiles
Share answer
Record equation and answer
 Model story problems with objects (square inch tiles) and use quick math pictures to
show equation (drawing circles)
 Explain that sometimes the answer is known, but the partners are not (6 total counters –
what are the possible number pairs that could make 6?)
Activity 2: Review Counting and Equations (30 min)
 SAB p.99 - Count the shapes and record the number
 SAB p.100 – Solving addition and subtraction equations within 5
 Write equations on the board (some correct and some incorrect) and use PP to determine
if he did them correctly. Should show errors due to incorrect sign.
Formative Assessment: Write the plus and minus sign and ask kids to tell what they mean.
Home Activity: Homework and remembering page 45
Title: More groups of 10
Need: SAB p. 101-106
Ten Bug
10 counter strips
Counters
Number tiles 1-10
+ and – tiles
Giant number cards
Small stickers (teen book)
Activity 1: Show Ten with a 10-Group and with the 10-Counter Strip (30 min)
 Repeat Unit 3, Lesson 2, Activity 2
 Use 10 tile with tile from 1-9 to illustrate the group of 10 and “extras”
 Begin to emphasize group of 10 goes on the left (see visual on bottom of p. 232 in TM)
 Use the 10 strip and the + tile to show how it is putting together 10 and 2 to make 12;
then show that when take apart you still have the partner numbers of 10 and 2
 Now make 13 with your counters in a way that makes the ten bug interested. Fly ten bug
around the room to locate examples of groups of 10 and 3 more (with the ten on the left)
Activity 2: Draw Numbers Using 5-Groups (15 min)
 SAB p.105 - Draw circles on the number parade, using 5-groups (for numbers 1-10)
 SAB p.106 - Practice writing 11 and 12 and working on addition and subtraction fluency
through 5
Activity 3: Make a Teen Display (15 min)
 Model how to make a page for a “teen book” using the number 14 (see visual in TM p. 237)
 Invite each child to choose a teen number to make a page for
 Share with group and show “freeze fingers” for each number
 Save for future lessons (kids will make a book)
Formative Assessment: Ask kids to name the numbers between 0 and 10 that can be shown with
5-groups. Which number is shown with 2 5-groups?
Home Activity: Family letter, SAB p. 101-104
Lesson 6
Lesson 7
Title: Model Partners Through 6 with Counters
Need: SAB p. 107-110
Ten Bug
5 counter strips
Counters
Number tiles 1-6
+ and – tiles
Break apart sticks
Counting mats
Giant number cards
Small stickers
Activity 1: Show All the Partners of 2 through 6 (35 min)
 Repeat Unit 3, Lesson 3, Activity 1
 Use blue counters instead of tiles
 May use the 5-counter strip and break apart sticks to promote subitizing
 Switch the partners to show that order does not matter
Activity 2: Make a Teen Display (25 min)
 Show examples from previous lesson
 Kids continue to make pages for teen book
 Focus on importance of organizing the ten to make it easy to see and count
 Save to make teen book
 SAB p. 109-110 – Writing numbers 13 and 14 and fluency of addition and subtraction
through 5
Formative Assessment: Write an equation 15 = 10+5 on the board. Ask to draw to model the
equation.
Home Activity: Family letter SAB p. 107
Title: More Addition and Subtraction Stories: Park Scene
Need: SAB – p. 111-112
Park Scene
Square inch tiles or centimeter cubes
Number tiles 1-10
+ and - tiles
Activity 1: Addition and Subtraction Stories (30 min)
 Tell what if stories using the park scene from the SAB (lesson 1); focus on partner
numbers (How many ducks? 4 What partner numbers show this? 1 and 3)
 Have students create story problems of their own
Follow the 5 steps of problem solving
1. build language through retelling story problems
2. use objects to solve story problems
3. show the operation with number tiles and +/1 tiles
4. share solutions
5. record the situation and equation; say the equation
Discuss different solution methods for problems (illustrating more than one way to think
about/go about solving the problem)
Activity 2: Draw Numbers Using 5 Groups (25 min)
 SAB p. 111-112 (includes skills below)
 Practice with 5 groups (see unit 3, lesson 5)
 Practice writing numbers 15 and 16
 Add and subtract within 5 – Ask what is true about 3-0=___, 5-0=___ and 2-0=_____
Formative Assessment: Ask kids to explain why we should use a 5-group to show groups 6
through 9
Home Activity: Homework and remembering page 47-48
Lesson 8

Title: Show Tens and Ones
Need: Square inch tiles
5 square tiles
Number tiles 1-10
+ and – tiles
Ten bug
Giant number cards
Activity 1: See Tens in Teens (20 min)
 Repeat activity from Unit 3, lesson 5, but this time use dot-side-up 5 square tiles in place
of 10-counter strips
 Ask them to make 14, flying the Ten Bug over to comment of children using 2, 5 strips to
make a 10 group and then a group of 4 ones; have them use the + tile and number tiles to
make an equation, showing how when place the 4 over the 0 on the 10 tile, it makes a 14
(see page 250 in TM for illustration)
 Have kids describe 14 in these ways:
- 10 ones and 4 ones; ten plus four; fourteen
 Continue with 19, 15 and 11
 use the teen display started in Unit 3, lesson 5
 “Let’s look at some of the different ways we’ve shown teen numbers. Each time, we began
by showing a group of ten ones along with extra ones.”
 Have group discussion – “What are some different ways to show 16?”
Formative Assessment: Ask the kids why it’s possible to use two 5-square tiles in the same way
they used a 10-counter strip to make a teen number. Kids should indicate it is because both
equal 10.
Home Activity: Homework and remembering page 49-50
Title: Make New Shapes
Need: SAB p. 113-116
Rectangles, squares, triangles, hexagons
Activity 1: Build Rectangles and Other Shapes (30 min)
 Use squares, rectangles and triangles for this activity
 Give time to explore using the shapes; have them put them together in variety of ways to

Lesson 9 *








make new shapes
Give directions to take the big blue triangle and the big green triangle and put them
together to make a rectangle; how do you know this is a rectangle (4 sides, 4 corners)
Repeat activity using red and yellow triangles to make a square and then small blue and
green triangles to make a small rectangle similar to the first rectangle they made;
compare
Now find rectangles that match the size of the rectangles and squares they made
Turn the rectangles made with triangles (slowly so stay together) – Are they still
rectangles? How do you know?
Make 6 shapes with 2 triangles – SAB p.113
Have kids build shapes with the shape manipulatives, on top of the drawings
Discuss properties of the shapes made
**********
Combine shapes to make squares – SAB p.114 (use shape manipulatives to create new
shapes; discuss)
Activity 2: Combine Shapes to Make Other Shapes (30 min)
 SAB p.115
 Work with triangles, rectangles, squares and hexagons
 Have kids build the shapes on the page using manipulatives; do not need to be able
to name new shapes (trapezoid) but need to be able to recognized its properties
 Discuss how there are many different ways to make rectangles and other shapes
 Use SAB 116
 Explore how to make a hexagon, using triangles and also how to make a triangle
using a hexagon and small triangles
 Have them build their own shape made of multiple small shapes
Formative Assessment: What did we learn about putting shapes together? (We can put
them together to make larger shapes,; the same larger shape can be made in different
ways by putting together different smaller shapes)
Home Activity: Do a shape search at home or in the classroom
Lesson 10 *
Title: Explore Classifying
Need: SAB p. 117-120
Collection of various classroom items
Activity 1: Use shape and picture sorting cards (35 min)
 Discuss what see on SAB p. 117 (various shapes, different sizes, red and blue)
 Ask to name and describe shapes they see
 Have kids cut the cards apart and explore using shape cards
 Have them sort in particular ways
- all red shapes on left and blue on right
- How many red? 8 How many blue? 8
- Are there more of one color? How can we pair them up to double check?
- Make a single row of red shapes and put a matching row of blue shapes below it
- Compare the number of shapes in the two rows – the number is the same
 Now have them sort and classify by size
- How many large circles? 2
- How many small squares? 2
- How many shapes are green? 0
- How many triangles? 4
- Which shapes have 4 sides? Rectangles, squares
- Put all large and small shapes with 4 sides in one pile
- How many are there all together? 8
- Are there more triangles or more shapes with 4 sides? 4 sides
- How can we check? Pair the shapes; count the shapes
 Sort by other attributes – give SAB p. 119; ID animals and cut apart cards
- put everything with 2 legs on left and 4 legs on right
- How many with 2 legs? 8
- Let’s sort further. Put people in one pile and birds in another pile.
- How many people? 3 How many birds? 5
- Let’s compare these numbers and groups. Compare means see if the numbers
are the same or if one groups has more or fewer than the other group. There
are more birds than people.
- Write dog, cat and horse on the board. Put animals in correct piles and count
them. Write each number below its category as children give the count
- How many of the 4 legged animals are dogs? 4 Cats? 3 Horses? 1
- Are there more dogs or more horses? Dogs
- Fewer cats or fewer dogs? Cats
- Let’s name the two ways we can compare the number of horses and the number
of cats. Fewer horses than cats, more cats than horses
- We just compare the animals in two groups. We can also order all three groups
by the different number of animals.
- Order means to arrange. Put the three piles of cards in order by the number
of cards in each pile. Put the group with the smallest number first, and the
-
group with largest number last. Name the groups in that order. Horses, cats,
dogs
Think of different ways to sort, compare and order cards
Sort a variety of actual classroom objects by different attributes (soft, not
soft, heavy, light, by color, texture, etc)
Now use these classroom objects to discuss positional words, describing the
object’s shape and its position to something else in the classroom; use words
such as above, below, beside, next to, in front of, behind, over, under, inside,
on top of, beneath, to the right/left of (ex – the clock is a circle and is next to
the smartboard that is a rectangle)
Activity 2: Sort Objects (25 min)
 Sort a variety of actual classroom objects by different attributes (soft, not soft,
heavy, light, by color, texture, etc)
 Now use these classroom objects to discuss positional words, describing the
object’s shape and its position to something else in the classroom; use words such
as above, below, beside, next to, in front of, behind, over, under, inside, on top of,
beneath, to the right/left of (ex – the clock is a circle and is next to the
smartboard that is a rectangle)
Formative Assessment: Ask the kids to name 3 different ways to sort the shape sorting
cards (color, shape, size)
Home Activity: Make or find an outdoor scene which shows 3 or more shapes we have
talked about.
Lesson 11
Title: Practice Addition and Subtraction Stories: Park Scene
Need: SAB – p. 121-122
Park scene
Square inch tiles or centimeter cubes
Number tiles 1-10
+ and - tiles
Activity 1: Addition and subtraction stories in the park (30 min)
 Use the park scene again from Unit 3, lesson 1 to remember and create new story
problems
 Use square tiles, number tiles and +/- and = symbols to tell stories and represent
with equations
 Focus on 5 steps to problem solving
Activity 2: Work with 5-group drawings (20 min)
 SAB p. 121
 Exercise 1 has a new format (1-10 listed vertically); children draw circles to show
each number (using 5 groups for numbers 6-10)
 Exercise 2 – children add circles to the 5 groups to show given numbers
 Exercise 3 – review (counting/number writing)
 SAB p.122
 Puzzled Penguin – incorrect counting and adding
 Review 5- groups and why they are helpful to use when counting; review why
should line up so easier to count (not in a circle or scattered)
Formative Assessment: Why is it useful to use 5-groups when we show the numbers 610? easier to count; can start with 5 and count on
Home Activity: Homework and Remembering Book – p.51
Lesson 12 *
Title: Practice Classifying
Need: SAB p. 123-128
Collection of various classroom objects
Activity 1: Use shape and picture sorting cards (35 min)
 SAB p.123 – students cut out shape sorting cards
 Repeat activities, questions and reasoning from Unit 3, lesson 10 (colors are
different)
 SAB p.124 - Sort by other attributes
 Repeat activities, etc. from lesson 10 (insects instead of animal cards)
 Sort classroom objects (as in lesson 10), using shapes and positional words to
Lesson 13
describe
Activity 2: Draw a vertical 5-group and choose = or not = (20 min)
 SAB p.127
 Exercise 1 – students complete 1-20 board (showing 5-groups)
 Exercise 2 – count the circles and write the number in the box, then compare the
two groups using the equal and not equal signs
 Exercise 3 and 4 – add and subtract within 5 - fluency practice
Activity 3: Define Sorting and Identifying Ways to Sort (10 min)
 Ask children to explain sorting
 Explanations should include the need to choose a way to categorize items
 Use the sorting cards from the day to show ways to sort and ask kids to identify
how you are sorting; do several different ways
Formative Assessment: Ask the kids the different categories they could use if they
were sorting the cards by shape square, rectangle, 4-sided, circle, triangle
Home Activity: Homework and remembering page 53-54
Title: Build Teen Numbers
Need: SAB – p. 129-130
Square inch tiles
5 square tiles
Number tiles 1-10
+ and – tiles
Activity 1: Practice with 5 groups (20 min)
 SAB p.129 - Follow the directions to represent the numbers with 5 groups and
accurately count
 SAB p.130 – Circle 5 groups and help Puzzled Penguin make 5 groups
Activity 2: See tens in teens (30 min)
 See Unit 3, lesson 8 for description
 In addition to using concrete objects, have kids show with their fingers
Formative Assessment: Can we use 2 5-group tiles instead of a ten tiles to show 10?
Home Activity: Homework and Remembering- p.55
Lesson 14
Title: Practice with 5-Groups
Need: SAB p. 131-132
iTools counters
Activity 1: Record 5-Groups and = or not= (30 min)
 SAB p.131 – Draw circles to represent numbers, leaving a space to show 5-groups;
use = and not= to compare to sets
 SAB p.132 – Practice writing 15 and 16 and do “path to fluency check”
Formative Assessment: Write = and not= signs on the board and ask what they mean;
give an example with each
Home Activity: Homework and remembering page 57-58
Lesson 15
Title: Tens in Teens
Need: SAB – p. 133-134 or TRB M46 (Teen Total Cards)
Centimeter cubes
10 sticks
Number tiles 1-10
+ and – tiles
Ten Bug
Activity 1: See Tens in Teens (20 min)
 See Unit 3, lessons 5, 8 and 13 for description
 Use centimeter cubes to transition from using 10 strips and counters
 Have kids show a number is 3 different ways (18 as 10 and 8, 18, 10 ones + 8 ones)
Activity 2: Make teen drawings for room display (15 min)
 See Unit 3, lesson 5 and 6
 If you have not shown representation both horizontally and vertically, be sure to
do so
 Write an equation for the number, as well as the drawing
 Put on display in order so a student leader can reach them (for future quick
practice)
Activity 3: Partner and finger freeze game (20 min)
 SAB p.133 – Match up the equation with the sum
 Do finger freezes – remind students to put their ten freeze to the left and the
extra to the right to remind them of how we write them as a number
Formative Assessment: Write 17 on the board. Ask kids to say or describe the number
in several ways.
Home Activity: Homework and remembering page 59-60
Lesson 16
Title: Stories and Partners
Need: Park scene
Square inch tiles
Number tiles 1-10
+ and – tiles
Counting Mats
Centimeter cubes
Break apart sticks
Activity 1: Create addition and subtraction stories in the park (30 min)
 Tell and solve what if story problems
 Review the 5 steps to problem solving
Activity 2: Play the partner game for 6 and 7 (25 min)
 Use fingers to practice partner pairs for 2-7
 Unknown partner game –
Work in pairs
Pick a number card and build that number with cubes
One partner closes their eyes, while the other places a break apart stick to show
number partner (5 and 2 for 7)
That partner then removes centimeter cubes on one side of the break apart stick
Other partner uncover their eyes and has to determine what partner is missing,
put it back and then show the equation with number tiles
Reverse roles
Formative Assessment: Write 6 on the board and make 4 squares below it. Ask kids
what number is missing and write the equation
Home Activity: none
Lesson 17
Title: Practice with Partners
Need: SAB – p. 135-136
Number tiles 1-7
+ and – tiles
Centimeter cubes
Break apart sticks
Counting Mats
Teen Total Cards
Activity 1: Show all the partners for 2-7 (30 min)
 SAB p.135 and 136 – Write the partner shown for numbers 2-7
Activity 2: Partner and Finger Freeze game (20 min)
 See unit 3, lesson 15 for description
 Use the cards from lesson 15 as well
Lesson 18
Title: Build Teen Numbers with Classroom Objects
Need: SAB – p. 137-140
Giant number cards 1-10
Ten Bug
Number tiles 1-10
+ and – tiles
Teen total cards
Small classroom cards
Activity 1: Group ten in a teen number (20 min)
 Use real objects to make teen numbers (paper clips)
 Have a discussion about if there is still a group of 10 in each of them? Does it
make a difference what the objects are?
Activity 2: Record partners for 5, 6 and 7 (30 min)
 SAB p.139 – Writing partners, including showing how they can switch (5 as 2+3 or
3+2)
 SAB p.140 – Writing 17 and 18; path to fluency
Formative Assessment: Write the number 5 on the board. Ask kids to name all of the
partners. Write them as they are named.
Home Activity: SAB p.137 (family letter)
Lesson 19
Formative Assessment: Ask the kids how all of the partner expressions for the teen
numbers are alike (they all have a ten as one of the partners). How are they different?
(a different number is added to 10 to make each teen number)
Home Activity: Homework and remembering p. 61-62
Title: Show Teen Numbers with Classroom Objects
Need: SAB – p. 141-142
Giant number cards 1-10
Ten Bug
Number tiles 1-10
+ and – tiles
Teen Total Cards
Small classroom items
Activity 1: Group ten in a teen number (30 min)
 Use different classroom objects to represent a teen number. Partners compare
different examples of the same number (15 pencils vs. 15 clips); Are they the
same number, even with different objects?
 SAB p. 141 – Helping Puzzled Penguin show partners for 2 teen numbers
 SAB p. 142 – Writing 19 and 20; path to fluency
Activity 2: Partner and finger freeze game (20 min)
Lesson 21 *
Lesson 20 *
 See unit 3, lesson 15 for directions
 Will need cards from lesson 15
Formative Assessment: With 3 different objects, represent the same number. Use
different organization for each example. (Vertical, horizontal, groups of ten or five).
Ask kids to explain why the arrangement of the objects does not make a difference in
the number.
Home Activity: Homework and remembering page 63-64
Title: Object Collections
Need: Small items from home
Glue, paper, scissors
Teen Total Cards
Activity 1: Use items to make teen numbers (30 min)
 Glue small items onto paper to represent a number 11-19 (pasta, beans)
Activity 2: Partner and finger freeze game (15 min)
 See Unit 3, lesson 15, 17 or 19
Formative Assessment: Write 11-19 on board in a column. Ask kids to name the partner
numbers for each teen number. Write them as numbers are named.
Home Activity: Homework and remembering- p.55-56
Title: Focus on Mathematical Practices
Need: SAB – p. 143-144
Rectangles, squares, triangles, circles, hexagons
Large shapes (TRB M91-M92)
Activity 1: Find the shapes in a scene (25 min)
 SAB – p.143 – Discuss names and properties of shapes; count shapes and record
Activity 2: Describe and compare shapes (15 min)
 Sort shape manipulatives by attributes (2 columns)
Activity 3: Describe the position (20 min)
 Show 2 shapes; Use positional words to describe what they see (the square is
above the circle)
 SAB p.144 – Find the correct picture (matches the statement, using position and
shape words)
Formative Assessment: Ask kids to explain the meaning of above. Model using shapes or
a drawing. Repeat with other position terms.
Home Activity: none
* = Lesson may take 2 days