Kindergarten Math with
Confidence
Instructor Guide
KATE SNOW
WELL-TRAINED MIND PRESS
OceanofPDF.com
Table of Contents
Introduction
How to Use This Book
Unit 1: Numbers to 10
Week 1: Numbers 1-4 12
Week 2: Numbers 0 and 5
Week 3: Numbers 6-9
Week 4: Combinations that Make 10
Unit 2: Shapes
Week 5: Sorting and Classifying
Week 6: Shapes
Week 7: Pattern Blocks
Week 8: Symmetry
Unit 3: Directions and Patterns
Week 9: Directions
Week 10: Patterns
Unit 4: Comparing Numbers to 10
Week 11: Compare Without Numbers
Week 12: Compare Numbers to 10
Week 13: Sequence Numbers to 10
Week 14: 1 or 2 More, 1 or 2 Less
Unit 5: Addition
Week 15: Addition
Week 16: Many Ways to Show Addition
Week 17: Addition Practice
Unit 6: Numbers to 20
Week 18: Count to 20
Week 19: Combinations of “10 and Some More”
Week 20: Read and Write Numbers to 20
Unit 7: Measurement
Week 21: Length
Week 22: Weight and Capacity
Unit 8: Subtraction
Week 23: Take-Away Subtraction
Week 24: Take-Apart Subtraction
Week 25: Subtraction Practice
Unit 9: Numbers to 100
Week 26: Numbers to 30
Week 27: Numbers to 50
Week 28: Numbers to 100
Unit 10: Time
Week 29: Months and Days of the Week
Week 30: Time of Day
Week 31: Read Clocks to the Hour
Week 32: Review and Celebrate
Helpful Resources
Scope and Sequence
Complete List of Math Books of the Week
Materials List
Blackline Masters
OceanofPDF.com
Introduction
Welcome to Kindergarten Math with Confidence!
Kindergarten Math with Confidence is a complete kindergarten math
curriculum that will give your child a solid foundation in math. It’s playful,
hands-on, and fun with thorough coverage of all the skills your child needs
to become capable and confident at math:
•
•
•
•
•
reading, writing, and comparing numbers
beginning addition and subtraction
shapes, patterns, and directions
counting to 100
money, time, and measurement
The carefully-sequenced and confidence-building lessons will help your
child develop a strong understanding of math, step by step. Daily review
will ensure she fully masters what she has learned in previous lessons. With
this blend of deep conceptual understanding and traditional skill
practice, your child will be well-prepared for first grade.
Parents who pilot-tested this book describe the lessons as fun, relationshipbuilding, and even joyful! Your child will develop both strong number
sense and a positive attitude toward math with activities like Subtraction
War, Number Relay, and Pretend Store. You’ll need just basic household
items (like coins, objects to count, and a clock) to make math come alive
for your child.
Kindergarten Math with Confidence also includes a colorful, engaging
workbook to reinforce what your child has learned. (If your child’s finemotor skills are still developing, it’s fine for you to scribe her answers in the
workbook.) You’ll also find weekly suggestions for delightful math picture
books, as well as ways to incorporate what your child is learning into your
everyday activities.
If you’re like most parents, you’ve probably never taught math before. You
may even feel a little anxious. But don’t worry: if you can add 5 + 3 and
count to 100, I promise you’ll be fine! Kindergarten Math with Confidence
is full of features that will help you teach math with confidence all year
long:
• Scripted, open-and-go lessons that guide you every step of the way
• Clear goals at the beginning of each lesson so that you know exactly
what you’re trying to accomplish
• Explanatory notes that help you understand more deeply how
children learn math so that you feel well-equipped to teach your child
• Checkpoints at the end of each unit that give you specific guidance
on whether to spend more time on the current unit or move on to the
next one
In the next section, you’ll learn how the curriculum is organized and how to
get your materials ready. Invest a little time reading this section right now
(and getting your Math Kit ready), and you’ll be ready to teach math like a
pro all year long.
Wishing you a joyful year of kindergarten math!
Kate Snow
OceanofPDF.com
How to Use This Book
Is My Child Ready to Start Kindergarten Math
with Confidence?
Most children will be ready to start Kindergarten Math with Confidence
when they are 5 or 6 years old. Your child does not need to have used a
formal preschool math program before starting, although it’s helpful if she
has already learned to count to 10 and hold a pencil.
If your child is ever frustrated, resisting math lessons, or crying during math
time, it’s a clear sign that you should take a break from the current topic, do
some easy review, and then try again in a few weeks. If your child shows
these signs frequently, it likely means that this book is too challenging for
her current maturity level, no matter how old she is. Every child’s brain
matures at a different rate, and you and your child will both find your math
lessons much more satisfying when your child is developmentally ready to
begin.
Using this book with a younger child
A few 4-year-olds may be ready to use Kindergarten Math with Confidence,
but most young children won’t be ready for the number-writing on the
worksheets or the more abstract concepts in the program (such as
categorizing shapes or writing two-digit numbers). If your younger child is
interested in numbers, you can use Preschool Math at Home before starting
this program. Then, monitor his level of engagement and frustration to
decide whether or not he is mature enough for kindergarten math.
Using this book after Preschool Math at Home
If you used Preschool Math at Home (or another preschool math program),
you might find that the Unit 1 lessons are quite easy for your child. Do
teach your child each lesson, but adjust the pace based on how quickly your
child learns the new portions of each lesson. You may find that you can
combine two lessons into one math session during Unit 1 because your
child is already familiar with many of the concepts.
Overview
Kindergarten Math with Confidence is organized into units, weeks, and
lessons with clear goals for each section so that you know exactly what
you’re trying to accomplish. At the end of the book, you’ll also find an
appendix of helpful resources, including the full scope and sequence, a list
of recommended picture books, list of materials needed, and Blackline
Masters.
Units
Kindergarten Math with Confidence is divided into 10 units. Each unit
focuses on one core topic, such as shapes, addition, or counting to 100.
Sample Unit Overview
Weeks
Each unit is divided into 2–5 weeks, for a total of 32 weeks. Each week has
a specific focus, such as putting numbers in order from least to greatest or
understanding the concept of addition.
Although these groups of lessons are called weeks, that doesn’t mean you
have to finish each one in a calendar week—it’s fine to have your “week”
begin on Wednesday and end on the following Friday.
Sample Week Preview
The preview for each week includes the following:
• Overview. A quick summary of what you’ll teach your child that
week, along with a list of the lessons.
• Teaching Math with Confidence. These notes will help you
understand more deeply how children learn math so that you’re wellprepared and confident as you teach your child the new concepts.
• Household Materials Needed for the Week. You’ll sometimes need
to supplement your regular math materials with a few everyday
household items, such as stuffed animals, crayons, or plastic cups.
This section will give you a heads-up if you need any extra materials
for the week. (See below for more information on materials.)
• Weaving Math Into Everyday Life. These simple math applications
will help you incorporate what your child is learning in math into
everyday activities like eating a snack, going to the park, or running
errands.
• Math Book of the Week. These math picture book recommendations
align with what your child learns each week.
Note that Weaving Math into Everyday Life and the Math Book of the
Week are completely optional. You do not need to hunt down every picture
book or do every activity.
Lessons
Each week includes four lessons, which should be plenty for most
kindergartners. It also gives your family a little extra room in the calendar
for chores, errands, or appointments. (See below for options if you prefer to
teach math 5 days per week.)
Sample lesson
Within the lessons:
• Bold text indicates what you are to say.
• Italic text provides sample answers.
• Gray-highlighted text indicates explanatory notes.
At the beginning of each lesson, you’ll find the goals for each part of the
lesson, as well as the materials you’ll need. The lessons follow a consistent
3-part format:
Review and warm-up (3-5 minutes)
These brief activities practice key skills and review important concepts so
that your child remembers and retains what she has learned. Try to keep
these activities short and sweet so that your child isn’t worn out before she
gets to the main section of the lesson.
Hands-on activities (5-10 minutes)
These fun, playful, and informal activities are the core of each lesson.
You’ll use conversation, games, and everyday items to help your
kindergartner develop a deep understanding of math.
Don’t be afraid to have fun and interject your own personality into the
activities. They’re scripted so that you can just open the book and start
reading, but you’re welcome to rephrase the words to fit your own teaching
style better. Also feel free to personalize the lessons and tailor them to your
child: you might use your child’s favorite objects for counting, change the
names in word problems to match your family members, or take your math
lesson outside to enjoy a beautiful day.
Workbook (2-5 minutes)
Your child will complete a short workbook page at the end of each lesson.
Most will take just a few minutes, but they will give your child important
practice at writing numbers, following directions, and interpreting math in a
written format.
Each workbook page has two parts:
• Number tracing. At the top of each page, your child will trace 5
numbers so that she learns to write numbers fluently. Learning how to
write the numbers from 0 to 10 this year will make first-grade math
much easier next year.
• Practice or review. At the bottom of each page, your child will either
practice the new skills in the lesson or review previously-learned
skills.
Sample workbook page
Kindergartners have a huge range of fine-motor abilities. If writing numbers
is difficult for your child, feel free to adjust the writing activities to meet
your child’s needs better. One easy solution is to have him complete the
bottom part of the worksheet orally rather than writing out the answers. If
he finds tracing the numbers at the top of each page too difficult, have him
trace the numbers with his finger instead. That way, he’ll begin to learn the
sequences of strokes that make up the written numbers and be better
prepared to write the numbers once his fine-motor skills develop further.
Your child will be able to complete many of the workbook pages
independently, but you’ll often need to stay nearby to read the directions
and help your child understand what to do on the page. After your child
completes the workbook page, check it immediately to show you value the
effort your child put into it and to catch any mistakes before they become
habits.
Have your child use a pencil to complete the workbook pages so that it’s
easy to erase mistakes. You’ll occasionally need crayons or colored pencils
for the workbook. If that’s the case, it will be noted in the materials list for
the lesson.
Lesson Length
Most kindergartners have a short attention span. The lessons in this book
are meant to take about 15 minutes with a variety of activities within each
lesson to help keep your child engaged and on-task. You’ll find that the
Unit 1 lessons are especially short. This will help your child build her
attention span during the first few weeks of the program.
If you find that a particular lesson is taking longer than 15 minutes or your
child is getting restless, stop where you’re at and resume the lesson the next
day. Or, break the lesson into two parts: do the hands-on lesson during one
part of the day, and then have your child do the workbook page at a
different time of day.
Checkpoints
Each lesson gently builds on the previous one, but that doesn’t mean that
your child needs to fully master the skills from one lesson before moving on
to the next. Most children will need lots of practice before they are
proficient in each area, so this curriculum includes lots of opportunities for
review and practice before your child is expected to achieve full mastery of
any given skill.
As a general rule, continue teaching new lessons until you reach the end of
a unit. At the end of the unit, you’ll find a Checkpoint that will help you
assess how your child is doing. The Checkpoints will also give you clear
guidance on whether to move on to the next unit or give your child more
practice with the current unit.
Each Checkpoint is divided into 3 parts:
• What to Expect at the End of the Unit This list of skills tells you
what kindergartners are typically able to do at the end of each unit.
• Is Your Child Ready to Move On? This section tells you exactly
what your child needs to have mastered before moving on to the next
unit.
• What to Do if Your Child Needs More Practice If your child isn’t
quite ready to move on, this section gives you options for reviewing
and practicing the essential skills that your child needs to master
before the next unit. (This section is omitted if no specific skills are
necessary for the next unit.)
Bear in mind that your child often does not need to have mastered all of the
material from the current unit before moving on. For example, in Unit 1,
your child will learn to recognize written numbers from 0 to 10. But your
child does not need to master reading numbers before learning about
shapes, patterns, and directions in Units 2 and 3. Instead, she’ll continue to
practice reading numbers throughout Units 2 and 3 so that she has them
fully learned before beginning to compare numbers in Unit 4.
Scheduling Tips
The more consistently you teach math, the better your child will remember
what she’s learned—and the more you both will enjoy your math time
together. Use these scheduling tips to make a plan that will help you teach
math consistently all year long.
Yearly scheduling
Kindergarten Math with Confidence has a total of 32 weeks of lessons, with
4 lessons per week. You may want to pull out a calendar now and count
how many weeks are in your academic year so that you don’t have any
unpleasant surprises at the end of the year.
If you find that you can’t fit 32 weeks into your school year, one option is to
teach 5 lessons per week so that you can fit in more of the lessons
throughout the year. (If you teach 5 lessons every week, you’ll only need 26
weeks to complete the curriculum.) Or, you might continue teaching into
the summer so that you don’t feel rushed and so your child has less time to
forget math during the summer break.
Another option is to skip Unit 10 (which focuses on months, days of the
week, and reading clocks) and incorporate some of the activities into your
daily routine instead. Either way, do make sure to teach the final lesson in
the book (Lesson 32.4), as it gives you and your child a chance to celebrate
your child’s progress and end the year on a positive note.
Weekly scheduling
In your weekly schedule, plan to teach math at least 4 days per week for
about 15 minutes per day.
Each week includes a suggestion for a related picture book and real-life
math application. This book and activity are perfect for the fifth day of the
week if you’d like to do some math without teaching a full lesson. Or, you
can add the picture book to your read-aloud time and look for another time
in the week for the application activity. Either way, these extra activities are
completely optional—you do not need to hunt down every picture book or
do every activity.
Daily scheduling
To help you teach consistently, try to have a set time for teaching math each
day. Many families find it best to do math first thing in the morning when
everyone’s fresh. If you have younger children, you might find that it works
better to do math in the afternoon while your littler ones are napping (and
are less likely to wander away with the pattern blocks).
What You’ll Need
You’ll use simple household items to make math hands-on, concrete, and
fun in Kindergarten Math with Confidence. You likely already own nearly
everything you need (with the possible exception of pattern blocks—see
below for details on how to buy these inexpensive blocks). Use the
following guide to create a toolbox of math materials that you’ll use in
nearly every lesson.
How to Create Your Math Kit
To create your Math Kit, stick the following materials in a box or basket
and always keep them handy when you’re teaching.
• 100 small counters. Any type of small object (such as plastic tiles,
Legos, blocks, plastic bears, coins, or dried beans) is fine. These will
work best (and fit the Blackline Masters) if they are less than .75” (or
2 cm) across. You’ll occasionally need 2 colors, so make sure at least
10 of the counters are a different color than the rest.
• Pattern blocks. Pattern blocks are a specific set of small plastic or
wooden hexagons, triangles, squares, trapezoids, and diamonds.
They’re generally available for about $10 online or at school supply
stores. You can also photocopy and color Blackline Master 3 (pages
439-443) instead, although children usually find real blocks easier to
maneuver.
• Coins (20 pennies, 20 nickels, 10 dimes). You can use toy coins, but
children often enjoy using real coins more. If you live outside the
U.S., see page 25 for options that you can use instead of American
coins.
• 2 packs of 100 blank index cards. You’ll use index cards for many
different activities, such as making Number Cards for games,
covering parts of patterns, and creating a simple map for practicing
left and right. Three-inch by five-inch blank cards are ideal, but
anything similar will work.
• Blank paper. Any kind of paper is fine, including plain copy paper.
• Pencils. Keep sharp pencils on hand for occasional writing during the
hands-on activities and for your child to use when completing the
workbook pages.
Some lessons will also call for you to use the Blackline Masters at the back
of this book. You will use Blackline Masters 1, 4, 5, and 8 frequently, so
you may want to laminate them or put them in plastic page protectors for
durability.
You will occasionally make items that you will need to save for future
lessons (such as Number Cards or a poster identifying left and right). Bold
text will alert you if you need to save anything from the lessons.
Other Supplies Needed
You’ll only need your Math Kit to teach most lessons, but occasionally
you’ll need additional, common household items like stuffed animals,
spoons, or shoes. You’ll find these items listed in three different places in
the curriculum to make sure you always know what you need:
• The preview for each week lists all extra household items needed that
week.
• The top of each lesson lists all supplies you’ll need to teach that
lesson. These lists include items from your Math Kit as well as extra
household items.
• You’ll find the complete list of household items needed throughout
the year on page 434.
Don’t feel that you have to gather all these extra household items now. Most
are common things like glue, scissors, or a stack of books that you can grab
right before you begin the lesson.
OceanofPDF.com
Unit 1
Numbers to 10
Overview
Your child will learn how to use counters, fingers, coins, and written
numbers to represent the numbers from 0 to 10. She’ll also learn the
combinations that make 5 and the combinations that make 10.
Week 1
Week 2
Week 3
Week 4
Numbers 1-4
Numbers 0 and 5
Numbers 6-9
Combinations that Make 10
What Your Child Will Learn
In this unit, your child will learn to:
• count and recognize quantities from 0 to 10
• read and write the numerals from 0 to 10
• identify nickels and pennies and find the value of coin combinations
up to 10 cents
• find combinations that make 10 (such as 6 and 4)
OceanofPDF.com
Week 1
Numbers 1-4
Overview
This week, your child will learn to recognize small quantities (up to 4
objects) and write the numerals 1, 2, 3, and 4. Instead of focusing on
counting, your child will learn to recognize these small quantities by sight.
Even if your child already has a good understanding of these numbers,
don’t skip this week’s lessons. Systematically reviewing each number will
ensure that your child is ready to do more sophisticated work with numbers
in future weeks. It will also give your child practice reading and writing the
written numerals. Most importantly, these quick and easy lessons will give
your child a fun, confidence-building, and positive start to kindergarten
math.
Lesson 1.1
Lesson 1.2
Lesson 1.3
Lesson 1.4
Number 1
Number 2
Number 3
Number 4
Teaching Math with Confidence: Subitizing
This week, you’ll teach your child to recognize small quantities by sight
rather than counting to find out how many objects there are. This skill is
called subitizing (SOO-bi-tize-ing). It comes from the Latin word subitus,
meaning “sudden.”
Learning to recognize quantities by sight teaches children to think about
numbers as groups rather than piles of individual objects. This deep
understanding of numbers will later help your child learn to add and
subtract (and prevent her having to rely on counting on her fingers).
To experience subitizing yourself, take a quick look at the following
pictures. Can you tell at a glance how many stars and how many triangles
there are?
You can probably tell immediately tell that there are 4 stars, but you likely
find it difficult to tell how many triangles there are without counting or
subdividing them into groups. That’s because our brains are wired to easily
recognize groups with up to 5 objects. You’ll see in Week 3 that if we have
more than 5 objects, we need the items to be organized in some way to be
able to immediately tell how many there are.
Household Items Needed for Week 1
•
•
•
•
•
•
1 small toy (race car, plastic animal, etc.)
Pair of shoes
Small paper or plastic bag for gathering objects
Construction paper (for optional collage project in Lesson 1.3)
Glue (for optional collage project in Lesson 1.3)
Toy car with 4 wheels or toy animal with 4 legs
You will also need items from your Math Kit this week. If you haven’t yet
made your Math Kit, see page 8 for instructions on how to put together this
simple bin of essential math materials.
Weaving Math into Everyday Life
You will teach your child how to write the numerals 1, 2, 3, and 4 this
week. Throughout the week, point out printed numerals when you see them
during your daily routines. For example, you may see printed numerals on
signs, clocks, or calendars. Help your child read the numerals and talk about
what they mean in context. For example, It looks like I can buy 2 melons
for $4. Or, It’s 3 o’clock. Time for a snack!
Math Book of the Week
Where’s the Pair? by Britta Teckentrup. Big Picture Press, 2015.
This rhyming picture book challenges children to find the matching pair of
animals on each page. Enjoy it with your child, so she can practice finding
matches and using the word pair.
Lesson 1.1
Number 1
Purpose
Materials
Activity
• Recognize a quantity of 1
• 1 small toy (race car, plastic animal,
etc.)
Workbook
• Trace and identify the numeral
1
• Paper
• Workbook page 1
Activity: Introduce 1
Today, you’ll learn about the number 1. Place the toy on the table. This
toy is all by itself. There’s just 1 toy. Move the toy to another spot on the
table. No matter where I put it, there’s still just 1 toy.
Can you hold up 1 finger? Child holds up 1 finger.
Look at my face. I have 1 nose. Can you point to your 1 nose? Child
points to her nose.
I have 1 mouth. Can you point to your 1 mouth? Child points to her
mouth.
Can you clap your hands 1 time? Child claps hands once.
Can you balance on 1 foot? Child balances on one foot.
Activity: Find Groups of 1
You have just 1 nose and just 1 mouth. Let’s look around the house for
things that we have only 1 of.
Walk with your child around your home and look for single objects. You
might find one refrigerator, one favorite blankie, or one cookie left in a
package.
Workbook (Page 1): Write 1
We can write numbers, just like we can write letters and words. If I’m
making a grocery list and need just 1 apple, here’s what I write. Write
“1 apple” on a piece of paper and read it to your child.
At the top of workbook page 1, demonstrate how to trace the number 1. To
write a 1, start at the top and make a long line straight down.
Have your child complete workbook page 1. Read the words on the page to
your child and discuss where you might find each example of real-life
numbers. For example, These numbers look like the address for a house.
Your child will practice tracing numbers at the top of every worksheet.
Always have your child name the numbers as she traces them so that she
gets practice at both writing and reading the numbers.
Lesson 1.2
Number 2
Purpose
Activities
Workbook
• Recognize a quantity of 2
Materials
• Pair of shoes
• Learn the word pair
• Trace the numeral 2
• Workbook page 2
• Find pairs of 2 objects
For young children, concrete examples always need to come before abstract symbols. In the
lessons this week, you’ll provide many different concrete examples of each quantity before
teaching your child the abstract written symbol for each number.
Activity: Introduce 2
Today, you’ll learn about the number 2. Hold one shoe in each of your
hands. I have 1 shoe in this hand and 1 shoe in this hand. Together, I
have 2 shoes. Bring the shoes together and place them next to each other.
Can you hold up 2 fingers? Child holds up 2 fingers.
Hold up your hands. How many hands do you have? 2. How many arms?
2. How many legs? 2.
Look at my face. What do I have 2 of on my face? Possible answers: 2
eyes, 2 nostrils, 2 ears, 2 eyebrows, 2 cheeks.
Can you point to your 2 eyes? 2 ears? 2 cheeks? Child points to correct
body parts.
Can you hop 2 times? Child hops twice. Can you pat your head 2 times?
Child pats head twice.
Activity: Find Pairs
Point to the pair of shoes again. We call 2 shoes a pair of shoes. Let’s look
around the house for some pairs.
Walk with your child around your home and look for pairs of objects. For
example, you might find a pair of socks, a pair of dice, or a pair of
candlesticks. Point out that you and your child together are a pair of people.
Workbook (Page 2): Write 2 and Find Pairs
At the top of workbook page 2, demonstrate how to trace the number 2. To
write a 2, start at the top and curve around. Then, make a straight line
across the bottom.
Have your child complete workbook page 2.
Lesson 1.3
Number 3
Purpose
Review and
Warm-Up
Activities
• Recognize 1 or 2 counters
Materials
• Counters
• Paper
• Recognize a quantity of 3
• Counters
• Understand that rearranging a quantity
does not change its amount
• Small paper or plastic bag
for gathering objects
• Paper, optional
• Glue, optional
Workbook
• Trace the numeral 3
• Workbook page 3
• Match small quantities with written
numerals
Starting with this lesson, you will do a quick review and warm-up activity at the beginning of
each session. These activities review essential skills and help you and your child ease into math
time. Try to keep the review and warm-up activities fast-paced and playful. Most should take no
more than 3 minutes.
Review and Warm-up: Hidden Counters
Secretly place 2 counters on the table and cover them with a piece of paper.
I’m going to show you some counters for just a second. When I lift the
paper, tell me how many counters there are as fast as you can. Lift the
piece of paper for just a second. How many counters? 2.
Repeat with 1 or 2 counters, several times and in random order. Adjust your
speed so that your child is challenged to recognize the quantities as quickly
as possible, but not frustrated. One or two seconds is a good length of time
for most children.
Activity: Introduce 3
Today, you’ll learn about the number 3. Arrange 3 counters in a line on
the table. I have 3 counters here. Can you arrange them a different
way? Have your child arrange the counters in several different ways. Each
time your child rearranges the counters, ask: How many counters are
there now? 3.
Possible arrangements
No matter how you rearrange the counters, there are still 3 of them.
Rearranging the counters emphasizes the important idea that changing objects’ arrangement
doesn’t change their total number. If your child double-checks that there are still 3 counters, this
means that she is still learning this important concept.
Can you hold up 3 fingers? Can you do 3 jumping jacks? Can you tap
the table three times?
Many kindergartners have trouble articulating the th sound at the beginning of three. Instead, they
pronounce th as f, so that three sounds more like free. From a speech perspective, this is
completely normal, and it’s nothing to worry about.
From a math perspective, however, this simple mispronunciation often makes it more difficult for
children to learn number names, especially later in the year when they try to distinguish between
thirteen and fourteen, or thirty and forty.
To help your child articulate the th in three, encourage her to place the tip of her tongue between
her top and bottom front teeth and blow a small puff of air out while beginning the word. (In
contrast, we usually place our top teeth on our bottom lip to pronounce f.) Have your child watch
the way your mouth moves while you say th and f, then have her try to pronounce both sounds in
front of a mirror. Don’t worry if it takes a while for your child to begin to pronounce th correctly.
Gentle reminders will eventually help her say three instead of free and will help her hear the
difference between the similar-sounding numbers.
Activity: Collect Groups of 3
Today, we’re going to go outside and collect some groups of 3. Take a
walk outside. Have your child collect some groups of 3 items and put each
group in the bag. For example, she might collect 3 acorns, 3 leaves, or 3
sticks.
After you come back inside, have your child dump out her bag and sort the
items into groups of 3.
If you’d rather not go outside or don’t have time, have your child walk around the house and
collect groups of 3 craft objects (such as stickers, feathers, or pompoms) instead.
Activity: Make a Collage (Optional)
Give your child the construction paper and glue. Have her glue the groups
of 3 objects to the construction paper.
Workbook (Page 3): Write 3 and Match
Quantities
At the top of the page, demonstrate how to trace the number 3. To write a
3, start at the top, then curve around twice.
Have your child complete workbook page 3.
Lesson 1.4
Number 4
Purpose
Review and
Warm-Up
Materials
• Recognize small quantities
of fingers
• None
• Recognize a quantity of 4
• Toy car with 4 wheels or toy animal
with 4 legs
Activity
• Counters
• Paper
Workbook
• Trace the numeral 4
• Workbook page 4
• Draw groups of 4 objects
Review and Warm-up: Fast Fingers
Hold up 1 finger behind your back. I’m going to show you some fingers
for just a second. Your job is to tell me how many fingers I’m holding
up, as fast as you can. Briefly show your child your hand and then put it
behind your back again. How many fingers am I holding up? 1. Bring
your hand out so your child can check his answer. Repeat with 1, 2, or 3
fingers in random order.
Flashing the fingers as quickly as possible helps your child learn to recognize the quantities rather
than counting each finger one-by-one.
Activity: Introduce the Number 4
Today, you’ll learn about the number 4. Place 4 counters in a line on the
table. I have 4 counters here. In a group of 4, there are always 2 pairs.
2 pairs of 2
Can you arrange them a different way? Have your child arrange the
counters in several different ways. Each time your child rearranges the
counters, ask: How many counters are there now? 4.
Possible answers
Arranging the counters multiple ways again emphasizes the important idea that changing objects’
arrangement doesn’t change their total number. If your child knows immediately that the quantity
hasn’t changed, you do not need to spend much time on this.
Can you show me 4 fingers? Can you turn around 4 times? Can you
stomp your foot 4 times?
Show your child the toy car or animal. Can you find 2 pairs of wheels (or
legs) on this toy? Child points to 2 pairs of wheels (or legs). How many
wheels (or legs) does the toy have? 4.
Emphasizing that a group of 4 always has 2 pairs helps your child learn to recognize a quantity of
4 quickly. See the Week 1 Teaching Math with Confidence (page 18) for more details on why it
is so important for children to learn to recognize quantities by sight and not just count them.
Activity: Fold Paper into 4 Rectangles
We can create a group of 4 by folding a piece of paper. Show your child
how to fold a piece of paper in half horizontally and then vertically to
divide it into four smaller rectangles.
How many smaller rectangles did you create by folding the paper? 4.
With your child find several different ways to divide the 4 smaller
rectangles into 2 pairs.
You will teach your child the definition of a rectangle in Unit 2.
Workbook (Page 4): Write 4 and Draw Groups of
4 Objects
At the top of workbook page 4, demonstrate how to trace the number 4. To
make a 4, start at the top and make a small L. Then, go back to the top
and make a straight line down.
Have your child complete workbook page 4.
Week 1 Answer Key
OceanofPDF.com
Week 2
Numbers 0 and 5
Overview
This week, you will introduce your child to pennies, nickels, and the
numbers 5 and 0. Your child will also use counters, fingers, and pennies to
learn the combinations that make 5 (5 and 0; 4 and 1; 2 and 3).
Lesson 2.1
Lesson 2.2
Lesson 2.3
Lesson 2.4
Number 5
Number 0
Pennies
Nickels
Teaching Math with Confidence: Coins
Coins are a fun and familiar way for kindergartners to practice math, and
they also help children begin to think of quantities in a more sophisticated
way. With most everyday objects there’s a 1-to-1 correspondence between
the number of objects and the quantity or value. 4 apples equal 4 apples; 2
triceratops equal 2 triceratops, and 3 ladybugs equal 3 ladybugs. Pennies
follow the same rule: 3 pennies are worth 3 cents. But, with coins such as
nickels, 1 nickel is worth 5 cents.
3 pennies are worth 3¢, but 1 nickel is worth 5¢
Unlike most everyday objects, there is not a 1-to-1 correspondence between
the number of nickels and their value. Because of this, money provides an
important stepping stone to learning place value. Just as 1 nickel does not
represent 1 cent, the “1” in 16 stands not for one unit but one group of ten.
Working with nickels will help lay the groundwork for this challenging
concept.
Household Items Needed for Week 2
• 5 small toys or household items for a pretend store
Make sure you have 15 pennies and a nickel in your Math Kit for this
week’s lessons. (See below if you live outside the U.S. for directions on
how to adjust the lessons for your local currency.)
Materials Note for Families Living Outside the
U.S.
This week’s lessons include American coins. If you live outside the U.S.,
here’s how to modify these lessons for your own local currency:
• If your country has coins that come in units of 1, 5, and 10, use your
country’s coins in place of the U.S. 1-cent pennies, 5-cent nickels,
and 10-cent dimes.
• If your country does not use coins that come in units of 1, 5, and 10,
use paper bills with values of 1, 5, and 10 instead. (Look for printable
versions of your country’s bills online or see Blackline Master 2 for
generic coins that you can use. You can also use 1s, 5s, and 10s from
a board game.)
As you teach lessons with coins, simply change the language in the lessons
to match whatever currency you use.
Weaving Math into Everyday Life
You will teach your child about zero this week. Children often understand
zero most easily in situations where they’ve used something up or eaten it
all. As your child eats foods like crackers or carrot sticks this week, ask
how many he has left once he finishes: You ate all your carrot sticks.
How many do you have left?” 0.
Math Book of the Week
Zero is the Leaves on the Tree, written by Betsy Franco and illustrated by
Shino Arihara. Tricycle Press, 2009.
This beautifully-illustrated book depicts the number zero in a variety of
seasonal contexts familiar to children. (For example, “Zero is…the leaves
on the bare, brown arms of the oak tree.”) After you read it, encourage your
child to think of more ways to describe zero: “Zero is…the amount of dog
food left in the bowl after Rocky eats it all up.” Your child’s examples
might not be as poetic, but they’ll help her understand zero more deeply.
Lesson 2.1
Number 5
Purpose
Review and
Warm-Up
Activities
Workbook
Materials
• Recognize small quantities of fingers
• None
• Recognize a quantity of 5
• Counters of 2 different
colors
• Find combinations that make 5 (4 and
1; 3 and 2)
• Trace the numeral 5
• Paper
• Ten-frame (Blackline
Master 1)
• Workbook page 5
• Match groups of fingers with written
numerals
You will use the ten-frame (Blackline Master 1) for the first time in this lesson. You will use the
ten-frame frequently throughout the book, so you may want to laminate it or put it inside a plastic
page protector for durability.
Review and Warm-up: Fast Fingers
Hold up 1 finger behind your back. I’m going to show you some fingers
for just a second. Your job is to tell me how many fingers I’m holding
up, as fast as you can. Briefly show your child your hand and then put it
behind your back again. How many fingers am I holding up? 1. Bring
your hand out so your child can check her answer. Repeat with 2, 3, or 4
fingers in random order.
Flashing the fingers as quickly as possible helps your child learn to recognize the quantities rather
than counting each finger one-by-one.
Activity: Introduce 5
You have already learned about numbers 1, 2, 3, and 4. Today, you’ll
learn about the number 5. Place 5 counters in a line.
I have 5 counters here. One way to tell that there are 5 is to look for a
group of 4 and 1 more. Slide 1 counter over slightly to create a gap
between the group of 4 counters and the single counter.
No matter how I move the counters around, I can still look for a group
of 4 and 1 more. Show your child the following arrangements. For each,
ask her to find a group of 4 counters and then 1 more counter.
Can you show me 5 fingers? Child shows entire hand. Can you find a
group of 4 and 1 more in your hand? Sample answer: I have 4 fingers
plus 1 thumb.
Our hands have five fingers each. Can you show me five toes? Child
shows five toes on one foot.
Can you take 5 steps? Can you clap 5 times?
Activity: Find Combinations That Make 5
Show your child Blackline Master 1. This grid is called a ten-frame. It’s
called that because it has 10 boxes.
The ten-frame has a dark line that divides it in half. Point to the right
side of the ten-frame. How many boxes are on this side of the dark line?
5. Point to the left side of the ten-frame. How many boxes are on this side
of the dark line? 5.
We’re only going to use part of the ten-frame today. Cover the right side
of the ten-frame with a piece of paper. How many boxes are showing
now? 5.
Put 4 counters of the same color on the frame. Fill in the boxes from left to
right, without skipping any boxes. How many more do I need to make 5?
1. If your child’s not sure, point out that there is one empty box on the
frame, so you need just 1 more counter.
Have your child add a different-colored counter to the frame to make 5.
Filling in the boxes from left-to-right reinforces beginning reading skills. Not skipping any boxes
makes it easier for your child to tell at a glance how many counters there are.
Repeat the activity, starting with 2, 1, and 3 counters. Each time, have your
child tell how many counters you need to make 5, and then have her add
enough different-colored counters to complete the group of 5.
Save the ten-frame (Blackline Master 1) and store it with your math
materials. You will use the ten-frame frequently throughout the year.
Workbook (Page 5): Write 5 and Match Fingers
At the top of workbook page 5, demonstrate how to trace the number 5. To
make a 5, start at the top. Go down and curve around. Then, go back to
the top and make a straight line across.
Have your child complete workbook page 5.
Lesson 2.2
Number 0
Purpose
Review and
Warm-Up
• Recognize small quantities of counters
Workbook
• Counters
• Paper
• Understand the meaning of 0
Activities
Materials
• Find combinations that make 5 (5 and 0; 4
and 1; 3 and 2)
• Trace the numeral 0
• Counters of 2 different
colors
• Paper
• Ten-frame (Blackline
Master 1)
• Workbook page 6
• Match groups of counters with written
numerals
Zero plays an essential role in mathematics: as a bridge to the negative numbers; as something
that you can add to a number without changing the number; and as a way to indicate place value
in numbers such as 3,006 or 0.00159. Whenever you and your child are playing with numbers,
make sure to include this very important number so that your child is as comfortable with zero as
any other number.
Review and Warm-up: Hidden Counters
Secretly arrange 3 counters in a line and cover them with a piece of paper.
I’m going to show you some counters for just a second. When I lift the
paper, tell me how many counters there are, as fast as you can. Lift the
piece of paper for just a second. How many counters? 3.
Repeat with 1, 2, 4, or 5 counters, in random order. Adjust your speed so
that your child is challenged, but not frustrated. One or two seconds is a
good length of time for most children.
Activity: Introduce 0
You have learned about the numbers from 1 to 5. Today, you’ll learn
about a number that is less than 1. This number is called zero.
How many counters do I have on the table? Possible answers: You don’t
have any counters; none; zero.
Try to keep your tone playful and lighthearted throughout this activity so that your child doesn’t
worry that you’re asking a trick question.
When we don’t have any of something, we say that we have zero. Can
you show me 0 fingers? Child doesn’t show any fingers.
Can you clap 0 times? Child doesn’t clap.
Can you hop up and down 0 times? Child doesn’t hop.
Activity: Find Combinations That Make 5
Cover the right side of the ten-frame with a piece of paper. How many
boxes are showing now? 5.
Put 3 counters of the same color on the frame. Fill in the boxes from left to
right, without skipping any boxes. How many more do I need to make 5?
2. If your child’s not sure, point out that there are two empty boxes on the
frame, so you need 2 more counters.
Have your child add 2 different-colored counters to the frame to make 5.
Clear the paper. Then, put 5 counters on the frame. How many more do I
need to make 5? 0.
Repeat the activity, starting with 2, 4, 0, and 1 counters. Each time, have
your child tell how many counters you need to make 5, and then have him
add enough different-colored counters to complete the group of 5.
Workbook (Page 6): Write 0 and Match Counters
Zero is a number just like 1, 2, 3, and 4. We can write the number 0
just like the other numbers. At the top of workbook page 12, demonstrate
how to trace the number 0. A 0 looks a lot like a capital O. To make a 0,
start at the top. Curve around like a C but keep on curving around
until you get back to the top.
Have your child complete workbook page 6.
Lesson 2.3
Pennies
Purpose
Review and
Warm-Up
• Practice recognizing small
quantities of fingers
Materials
• None
• Find combinations that make 5
• Introduce pennies and cents
• Coins
Activities
• Learn that a penny is worth 1¢
• Find combinations that equal 5¢
• 5 index cards or small slips of
paper
• 5 small toys or household items for
a pretend store
Workbook
• Draw counters to match
numbers
• Workbook page 7
If you live outside the U.S., see page 25 for a note on how to incorporate your country’s coins in
this lesson.
Review and Warm-up: Fingers Up and Fingers
Down
With your palm facing you, hold up 4 fingers.
How many fingers are up? 4. How many are down? 1. If your child is
not sure, encourage her to copy your hand with her hand. After your child
responds, turn your hand around so she can check her answer and see that 1
finger is down.
Repeat with 0, 1, 2, 3, and 5 fingers up, in random order.
All pictures of hands in this book are from your child’s perspective and show what your child
should see.
Allowing your child to check her own answers (in this case, by turning your hand around) builds
your child’s confidence and also helps her to learn from her mistakes.
Activity: Introduce Pennies
Today, you’ll learn about a coin called a penny. Show your child a penny.
This coin is called a penny. It’s worth one cent. What do you notice
about how the penny looks? Possible answers: It’s brown; it’s round; it’s
shiny; it has writing on it. Look at the penny together and read the writing
on the penny to your child, especially pointing out the words “one cent.”
Show your child 3 pennies. If 1 penny is worth 1 cent, how many cents
are 3 pennies worth? 3 cents.
Write “3¢” on an index card. This is the symbol for cents. It looks like a c
with a line through it. We read this card as three cents. Have your child
trace the symbol with her finger.
Your child does not need to learn to write the ¢ symbol, although you certainly can show her how
if she’s interested.
Repeat for 1, 2, 4, and 5 pennies. Show your child each number of pennies,
ask how much the group of pennies is worth, and write the value on an
index card. (You will use these Cents Cards in the next activity.)
Activity: Pretend Store with Pennies
Set up a pretend store by laying five small toys in a row. Give each item a
price by laying a Cents Card in front of it. Give your child five pennies to
use to “buy” things.
Since pennies are money, let’s use the pennies to pretend to go
shopping. At this store there are five different things you can buy with
your pennies.
What would you like to buy? Answers will vary. After your child chooses,
have her “pay” for the item with the correct number of pennies.
What can you buy with the money you have left? Answers will vary
depending on what your child bought first. Sample answer: I can buy the
toy horse since I have 3¢ left. Have your child “pay” for the second item. If
your child has any pennies left, discuss what else she could buy.
Give the pennies back to your child. Repeat this activity with other
combinations of purchases so that your child has the opportunity to “spend”
the five cents in multiple ways. For example: If you bought the ball first,
what else would you be able to buy? If you buy the item that costs 5¢,
how much money will you have left? 0¢
Pretending to spend the 5¢ in multiple ways reviews the combinations that make 5 in a real-life
context.
Save these labeled Cents Cards for the next lesson.
Workbook (Page 7): Draw Counters
Have your child complete workbook page 7. Have her name the numbers as
she traces them at the top of the page.
Your child will practice writing numbers at the top of every worksheet in the book. (From this
point on, this number-writing practice will not be noted in the purpose or activity title for the
worksheet.) This slow and steady practice will help your child gradually master writing the
numbers from 0 to 10. Continue to have your child name the numbers as she traces them so that
she gets to practice both writing and reading the numbers.
Lesson 2.4
Nickels
Purpose
Review and
Warm-Up
Activities
Workbook
Materials
• Practice recognizing
small quantities
• Counters
• Introduce nickels
• Coins
• Learn that nickels are
worth 5¢
• Practice combinations
that equal 5¢
• 5 small toys or household items for a
pretend store
• Cents Cards (index cards labeled 1¢-5¢,
from Lesson 2.3)
• Identify quantities
• Workbook page 8
• Paper
If you live outside the U.S., see page 25 for a note on how to incorporate your country’s coins in
this lesson.
Review and Warm-up: Five-Frame Flash
Secretly arrange 5 counters in a line and cover them with a piece of paper.
I’m going to show you some counters for just a second. When I lift the
paper, tell me how many counters there are, as fast as you can. Lift the
piece of paper for just a second. How many counters? 5.
Repeat with 1, 2, 3, or 4 counters, in random order. Adjust your speed so
that your child is challenged, but not frustrated. One or two seconds is a
good length of time for most children.
Children often find it difficult to recognize groups of 5 and may mix them up with groups of 4. If
your child has trouble recognizing a group of 5, don’t have her count the objects one-by-one.
Instead, encourage her to look for a group of 4 counters, and then check whether or not there is 1
more counter. This will help her learn to recognize groups of 5 more quickly, without counting.
Activity: Introduce Nickels
In the last lesson you learned about pennies. Today, you’ll learn about
another kind of coin: the nickel. Show your child 5 pennies. How much
is one penny worth? 1¢ How much are 5 pennies worth? 5¢
Imagine if pennies were our only kind of money. We would need to
carry bags and bags of pennies just to buy a few things at the grocery
store! And imagine how long it would take to count out all those
pennies every time we bought something!
That’s why we use coins and paper bills that are worth more than just
one cent. Instead of using 5 pennies, we can use one nickel. Show your
child the nickel.
This coin is a nickel. It’s worth 5 cents. What do you notice about how
the nickel looks?
Possible answers: it’s silver; it’s round; it has a different head on it than the
penny. Read the writing on the nickel to your child, especially pointing out
the words “five cents.”
Kindergartners often have trouble remembering coin names and values. Your child will
eventually learn the coin names and values through repeated exposure, but it may take most of
the year. In the meantime, simply remind your child of the coin names and values whenever
needed.
Activity: Match Coins and Written Numerals
As in Lesson 2.3 (page 33), set up a pretend store by laying five small toys
in a row with a Cents Card in front of each item. Give your child 15 pennies
and 1 nickel.
Have your child place the matching number of pennies next to each Cents
Card. For example, he should put 1 penny next to the 1¢ card, 2 pennies
next to the 2¢ card, and so on.
When your child gets to the 5¢ item, point out that there are two ways to
pay for it. What’s one way to pay for the 5-cent toy? 1 nickel OR 5
pennies. Have your child place the corresponding coins on the price card.
What’s another way to pay for the 5-cent toy? 1 nickel OR 5 pennies.
Again, have your child place the corresponding coins on the price card.
Play store again as in Lesson 2.3 (page 33). This time, give your child 5
pennies and 1 nickel to “pay” for the items.
Many kindergartners need a lot of practice and exposure before they’re comfortable with the idea
that 1 nickel can stand for 5 cents. See the Week 2 Teaching Math with Confidence (page 24)
for more details on how coins help prepare children to understand place-value and two-digit
numbers.
Workbook (Page 8): How Many?
Have your child complete workbook page 8.
At the bottom part of workbook page 14, your child will write numbers on his own for the first
time (as opposed to tracing them). However, he will first trace these numbers in the tracing
exercise at the top of the page. Since number writing can be so difficult for kindergartners, every
workbook page that requires number writing has the child first trace the same numbers at the top
of the page. These traced numbers at the top of the page also provide an easy reference if your
child forgets how a number should look.
Even with these numbers printed at the top, your kindergartner may still write some of the
numbers backward (especially 3s and 5s). If your child writes any of the numbers backwards,
simply have him erase the incorrect number, look at the printed number at the top of the page,
and try again. If your child still has trouble after looking at the printed number at the top of the
page, write the number lightly in the blank or with a highlighter and have your child trace it.
Week 2 Answer Key
OceanofPDF.com
Week 3
Numbers 6-9
Overview
This week, your child will learn numbers 6, 7, 8, and 9. For each number,
you will briefly demonstrate counting the matching quantity. Then your
child will use fingers, ten-frames, and coins to break each number into a
combination of “5 and some more.” (For example, you can group 8 pennies
into 5 and 3 more; you can group 7 counters into 5 and 2 more, and so on.)
He’ll also learn how to write the numerals 6, 7, 8, and 9.
Lesson 3.1
Lesson 3.2
Lesson 3.3
Lesson 3.4
Number 6
Number 7
Number 8
Number 9
Teaching Math with Confidence: Two Kinds of
Subitizing
This week, you’ll introduce your child to the numbers 6-9. Our brains aren’t
capable of recognizing these amounts by sight unless the quantities are
organized in some way. To experience this yourself, take a quick look at the
following pictures. Can you tell at a glance how many stars and how many
triangles there are?
It’s easy to see there are 9 stars, since the stars are organized into a 3x3 grid.
But you likely find it difficult to tell how many triangles there are unless
you count or subdivide them into groups. In fact, there are 9 triangles (the
same number as the stars), but their lack of order makes it hard to know the
number at a glance.
In Weeks 1 and 2, your child could “just see” the groups of 1 to 5 objects,
without relying on any other knowledge. We call this perceptual subitizing,
since our brains immediately perceive the quantities. But when you look at
an orderly 3×3 array of stars, your brain uses conceptual subitizing to find
the quantity. In conceptual subitizing, you use a known concept (in this
case, your knowledge of 3×3) to recognize the quantity without counting.
You can organize objects in many different ways to encourage conceptual
subitizing (for example, in pairs, in groups of 3, or like the dots on dice).
This week, you’ll focus on just one crucial way of organizing the numbers
from 6-9: as combinations of “5 and some more.”
Five is an important anchor in our number system (because it is half of 10,
the base for our place-value system) and so learning these combinations
helps prepare your child for addition and subtraction.
Household Items Needed for Week 3
• Egg carton
• Paper monthly calendar, optional
Also, make sure you have 15 pennies and 2 nickels in your Math Kit for
this week’s lessons.
Weaving Math into Everyday Life
Look for opportunities to split larger quantities into combinations of 5 and
some more this week. For example, as you fold clothes, you might have
your child separate his 7 shirts into a pile of 5 and a pile of 2.
Math Book of the Week
Ten Black Dots, by Donald Crews. Greenwillow Books, 1995.
The illustrations and rhyming text in this simple counting book illustrate the
numbers from 1 to 10 with black dots in various contexts. For example, 2
black dots form the eyes of a fox, and 8 black dots serve as the wheels on a
train. After you read the book, have your child create her own art with
different numbers of black dots. You can use dot stickers, or simply have
her draw dots with black markers or crayons.
Lesson 3.1
Number 6
Purpose
Review and
Warm-Up
Activities
Materials
• Identify small quantities by sight on the
ten-frame
• Counters
• Count to 6
• Counters
• Learn that 6 is 5 and 1 more
• Egg carton
• Ten-frame (Blackline
Master 1)
• Ten-frame (Blackline
Master 1)
• Paper
• Coins
Workbook
• Trace the numeral 6
• Workbook page 9
• Identify quantities of 6 on ten-frames
If you live outside the U.S., see page 25 for a note on how to incorporate your country’s coins in
this lesson.
Review and Warm-up: Ten-Frame Flash
Cover the right side of the ten-frame on Blackline Master 1 with a piece of
paper. Secretly place 3 counters in the remaining 5 boxes and then hide the
counters with a piece of paper.
I’m going to show you some counters for just a second. When I lift the
paper, tell me how many counters there are, as fast as you can. Lift the
piece of paper for just a second. How many counters? 3. After your child
responds, lift the paper and allow her to check her answer.
Repeat with 0, 1, 2, 4, and 5 counters, in random order.
Activity: Count to 6
You’ve already learned about the numbers from 0 to 5. Today, you’ll
learn about the number that is 1 more than 5: number 6. Scatter 6
counters on the table.
One way to tell how many counters there are is to count them.
Demonstrate by slowly and deliberately pointing to each counter as you
count it: One…two…three…four…five…six. There are 6 counters.
Have your child count the counters on her own as well. How many
counters are there? 6. Then, gather the counters and add a few more
counters to the pile. (Or, place the counters back in their storage container
and give your child the entire container of counters.) Can you count out 6
of the counters? Child counts out 6 counters from the pile.
Can you clap your hands 6 times? Have your child clap 6 times, counting
as she claps.
Counting an already-existing set and counting out a given number of counters are slightly
different tasks. Children often find it more difficult to count out a given number of counters than
to count an already-existing set. That’s because the child has to keep the target number in mind
and stop after each object to decide whether she’s reached the target number. Both types of tasks
are included in this lesson (and lessons 3.2, 3.3, and 3.4) so that your child can practice both
kinds of skills.
Show your child an egg carton. Can you find a group of 6 in the egg
carton? One row in the egg carton holds 6 eggs.
Activity: 6 as “5 and 1 More”
Scatter the 6 counters on the table again. Another way to tell how many
counters there are is to organize them. Can you make a group of 5
counters on the paper? Child pushes 5 counters together.
Now, I can tell how many counters there are without counting. I see a
group of 5, plus 1 more. That means there are 6.
The ten-frame is another way to organize the counters. Place the 6
counters on the ten-frame, filling in every box from left to right. The dark
line separates the counters into a group of 5, plus 1 more.
Once there are more than 5 objects, our brains need them organized in some way for us to
recognize the quantity. See Week 3 Teaching Math with Confidence (page 39) for more details
on how to organize objects so that your child can recognize them by sight, and why this skill is so
important.
Can you use your hands to show me 5 fingers on one hand and 1 finger
on the other hand? Child holds up 5 fingers on one hand and 1 finger on
the other hand. How many fingers are you holding up? 6.
Show your child 6 pennies. Have your child group 5 of the pennies. You
learned that a nickel is worth 5¢. So, we can trade these 5 pennies for 1
nickel. Have your child help you trade the 5 pennies for 1 nickel. So how
much are a nickel and a penny worth together? 6¢.
Workbook (Page 9): Write 6 and Find Groups of 6
At the top of workbook page 9, demonstrate how to trace the number 6. To
make a 6, start at the top. Curve down and keep curving.
Have your child complete workbook page 9.
Lesson 3.2
Number 7
Purpose
Review and WarmUp
Activities
Materials
• Identify small quantities by
sight
• None
• Count to 7
• Counters
• Learn that 7 is 5 and 2 more
• Paper monthly calendar
(optional)
• Ten-frame (Blackline Master 1)
• Coins
Workbook
• Trace the numeral 7
• Workbook page 10
• Draw quantities on ten-frames
• Counters (optional)
If you live outside the U.S., see page 25 for a note on how to incorporate your country’s coins in
this lesson.
Review and Warm-up: Fast Fingers
Hold up 2 fingers behind your back. I’m going to show you some fingers
for just a second. Your job is to tell me how many fingers I’m holding
up, as fast as you can. Briefly show your child your hand and then put it
behind your back again. How many fingers am I holding up? 2. Bring
your hand out so your child can check his answer.
Repeat with 0, 1, 2, 3, 4, 5, and 6 fingers in random order. Always show
quantities up to 5 on one hand. For 6, hold up 5 fingers on one hand and 1
finger on the other hand.
Activity: Count to 7
In the last lesson, you learned about the number that is 1 more than 5:
number 6. Today, you’ll learn about the number that is 2 more than 5:
number 7.
Scatter 7 counters on the table. Demonstrate how to count the counters, and
then have your child count the counters. If he has trouble keeping track of
which items he has already counted, suggest that he move them to a pile as
he counts. How many counters are there? 7.
Gather the counters and add a few more counters to the pile. (Or, place the
counters back in their storage container and give your child the entire
container of counters.) Can you count out 7 of the counters? Child counts
out 7 counters from the pile.
Can you hop 7 times? Have your child hop 7 times, counting as he hops.
We often use the number 7 when we talk about weeks and days. A week
has 7 days in it. If you have a paper calendar handy, show your child a
paper calendar and have him count the 7 days in 1 week.
Activity: 7 as “5 and 2 More”
Scatter the 7 counters on the table again. Let’s organize the counters so
we can tell how many there are without counting. Can you make a
group of 5 counters? Child pushes 5 counters together.
I see a group of 5, plus 2 more. That means there are 7.
Let’s put the counters on the ten-frame, too. Have your child place the 7
counters on the ten-frame. Remind him to place the counters from left to
right without skipping any boxes.
Show me the group of 5. Child points to a group of 5 on the left-hand side
of the frame. If your child doesn’t immediately recognize the group of 5,
remind him that the dark line divides the ten-frame into 2 groups of 5.
Show me the other 2 counters. Child points to the 2 counters on the righthand side of the frame.
How many counters are there total on the ten-frame? 7.
Can you use your hands to show me 7 fingers? Child raises 5 fingers on
one hand and 2 fingers on the other hand.
If your child shows you 7 with 4 fingers on one hand and 3 fingers on the other hand, tell him
that his way is correct. Ask him to also show 7 with 5 fingers on one hand and 2 more on the
other.
Show your child 7 pennies. Have your child help you trade 5 pennies for 1
nickel. How much are the nickels and 2 pennies worth together? 7¢. If
your child has trouble answering, remind him that the nickel is worth 5¢.
So, he can count on from 5 to find the answer: 5, 6, 7.
Most children go through 3 stages as they learn to recognize quantities from 6 to 10:
• Stage 1: Count each counter individually, starting at 1: “1, 2, 3, 4, 5, 6, 7.”
• Stage 2: Count on from 5: “5, 6, 7.”
• Stage 3: Recognize the combination of 5 and some more: “5 and 2 make 7.”
The lessons in Weeks 3 and 4 will help your child move through these stages. Each child will
advance at a different rate, but you can help your child progress by encouraging her to use the
counting strategy from the next stage. For example, if you find that your child always counts each
counter individually, remind her that the left side of the ten-frame always holds 5 counters, so she
can start counting at 5.
Workbook (Page 10): Write 7 and Draw
Quantities
At the top of page 10, demonstrate how to trace the number 7. To make a 7,
start at the top. Make a straight line across and then slant down.
Have your child complete workbook page 10. Make sure he draws the
circles in the ten-frames from left to right, without skipping any boxes.
If your child has trouble keeping track of how many counters he has drawn on the ten-frames,
have him first place the matching number of real counters on each ten-frame. Then, have him
remove one counter at a time and draw a circle to match.
Lesson 3.3
Number 8
Purpose
Review and
Warm-Up
Activities
• Identify up to 7 counters on the
ten-frame
Materials
• Ten-frame (Blackline
Master 1)
• Paper
• Counters
• Count to 8
• Counters
• Learn that 8 is 5 and 3 more
• Paper
• Ten-frames (Blackline
Master 1)
• Coins
Workbook
• Trace the numeral 8
• Workbook page 11
• Identify groups of 8 fingers
If you live outside the U.S., see page 25 for a note on how to incorporate your country’s coins in
this lesson.
Review and Warm-up: Ten-Frame Flash
Secretly place 5 counters on the ten-frame and cover the counters with a
piece of paper.
I’m going to show you some counters for just a second. When I lift the
paper, tell me how many counters there are, as fast as you can. Lift the
piece of paper for just a second. How many counters? 5. After your child
responds, lift the paper and allow her to check her answer.
Repeat with 0, 1, 2, 3, 4, 5, 6, or 7 counters, in random order.
Activity: Count to 8
In the last lesson, you learned about the number that is 2 more than 5:
number 7. Today, you’ll learn about the number that is 3 more than 5:
number 8.
Scatter 8 counters on the table. Demonstrate how to count the counters, and
then have your child count them on her own. If she has trouble keeping
track of which items she has already counted, suggest that she move them
to a pile as she counts. How many counters are there? 8.
Gather the counters and add a few more to the pile. (Or, place the counters
back in their storage container and give your child the entire container of
counters.) Can you count out 8 of the counters? Child counts out 8
counters from the pile.
Can you tap the table 8 times? Have your child tap 8 times, counting as
she taps.
There’s a street sign that we often see that has 8 sides. Can you guess
what sign I mean? Answers will vary. Draw a simple octagon as shown
below. Then write STOP in the center. With your child, count the sides to
confirm that there are 8.
Activity: 8 as “5 and 3 More”
Scatter the 8 counters on the piece of paper again. Let’s organize the
counters so we can tell how many there are without counting. Can you
make a group of 5 counters on the paper? Child pushes 5 counters
together.
I see a group of 5, plus 3 more. That means there are 8.
Let’s put the counters on the ten-frame, too. Have your child place the 8
counters on the ten-frame. Remind her to place the counters from left to
right without skipping any boxes.
Show me the group of 5. Child points to the group of 5 on the left-hand
side of the frame. If your child doesn’t immediately recognize the group of
5, remind her that the dark line divides the ten-frame into 2 groups of 5.
Show me the other 3 counters. Child points to the 3 counters on the righthand side of the frame.
How many counters are there total on the ten-frame? 8.
Can you use your hands to show me 8 fingers? Child raises 5 fingers on
one hand and 3 fingers on the other.
If your child shows you 8 with 4 fingers on one hand and 4 fingers on the other hand, tell her that
her way is correct. Ask her to also show 8 with 5 fingers on one hand and 3 more on the other.
Show your child 8 pennies. Have your child help you trade 5 pennies for 1
nickel. How much are the nickels and 3 pennies worth together? 8¢.
Workbook (Page 11): Write 8 and Recognize
Groups of 8
At the top of workbook page 11, demonstrate how to trace the number 8. To
make an 8, start at the top. Curve around like you’re making a S. Then
slant back up to the top.
Have your child complete workbook page 11. Before she begins the bottom
part of the page, have her hold up 8 fingers (5 on one hand, 3 on the other)
to remind herself how 8 fingers look. Encourage her to look for groups of 5
and 3, rather than counting each finger individually.
Lesson 3.4
Number 9
Purpose
Review and
Warm-Up
Activities
Materials
• Practice reading written numerals
• Paper
• Count to 9
• Counters
• Learn that 9 is 5 and 4 more
• Paper
• Ten-frame (Blackline Master
1)
• Coins
Workbook
• Trace the numeral 9
• Workbook page 12
• Recognize quantities on the tenframe
If you live outside the U.S., see page 25 for a note on how to incorporate your country’s coins in
this lesson.
Review and Warm-up: Read Numbers
Write the number 6 on a piece of paper. What number did I write? 6.
Repeat with the other numerals from 0 to 8, in random order.
Activity: Count to 9
In the last lesson, you learned about the number that is 3 more than 5:
number 8. Today, you’ll learn about the number that is 4 more than 5:
number 9.
Scatter 9 counters on the table. Demonstrate how to count them and then
have your child count them on his own. If he has trouble keeping track of
which items he has already counted, suggest that he move them to a pile as
he counts. How many counters are there? 9.
Gather the counters and add a few more counters to the pile. (Or, place the
counters back in their storage container and give your child the entire
container of counters.) Can you count out 9 of the counters? Child counts
out 9 counters from the pile.
Can you stomp your foot 9 times? Have your child stomp 9 times,
counting as he stomps.
Draw a simple tic-tac-toe grid on a piece of paper, as shown below. How
many boxes are in this tic-tac-toe grid? 9.
Activity: 9 as “5 and 4 More”
Scatter the 9 counters on the piece of paper again. Let’s organize the
counters so we can tell how many there are without counting. Can you
make a group of 5 counters on the paper? Child pushes 5 counters
together.
I see a group of 5, plus 4 more. That means there are 9.
Let’s put the counters on the ten-frame, too. Have your child place the 9
counters on the ten-frame. Remind him to place the counters from left to
right without skipping any boxes.
Show me the group of 5. Child points to the group of 5 on the left-hand
side of the frame.
Show me the other 4 counters. Child points to the 4 counters on the righthand side of the frame.
How many counters are there total on the ten-frame? 9.
Can you use your hands to show me 9 fingers? Child raises 5 fingers on
one hand and 4 fingers on the other hand.
Show your child 5 pennies. Have your child help you trade 5 pennies for 1
nickel. How much are the nickels and 4 pennies worth together? 9¢.
Don’t worry if your child hasn’t fully mastered recognizing the numbers from 6-9 as
combinations of “5 and some more” this week. He will get much more practice with this in Week
4 and beyond.
Workbook (Page 12): Write 9 and Identify
Quantities
At the top of the page, demonstrate how to trace the number 9. To make a
9, start at the top. Curve around like you’re making a small O. Then
draw a straight line down.
Have your child complete workbook page 12. At the bottom of the page,
encourage him to look for groups of “5 and some more” on the ten-frames
and not count each block individually.
Week 3 Answer Key
OceanofPDF.com
Week 4
Combinations That Make 10
Overview
This week, your child will learn the combinations that make 10 (such as 8
and 2, or 7 and 3). He will first learn to recognize these combinations with
counters on the ten-frame. Then, he will relate the counters on the ten-frame
to written numerals and find pairs of written numerals that make 10.
Lesson 4.1
Lesson 4.2
Lesson 4.3
Lesson 4.4
Number 10
Combinations That Make 10
Number Pairs That Make 10
Make 10 Memory Game
Teaching Math with Confidence: From Counters
to Numbers
At the beginning of this week, your child will use counters to find
combinations that make 10. As the week progresses, he’ll gradually
transition to picturing the objects in his mind and representing them with
written numerals.
The ten-frame is what makes this transition possible. Because the ten-frame
organizes the counters into groups of 5 or less, children can learn to
visualize the groups. (This is an example of conceptual subitizing, as
discussed on page 39.) However, many kindergartners will need more than
a week to master this. Always allow your child to use physical counters on
the paper ten-frame any time he’s confused or unsure of an answer. With
practice, he’ll learn to visualize quantities up to 10, and he’ll know the
combinations that make 10 by heart.
Household Items Needed for Week 4
You won’t need any special materials for this week’s lessons.
Weaving Math into Everyday Life
Serve your child a special math snack with 10 pieces this week. (Grapes,
nuts, or small pieces of cheese work well.) Arrange them in a line with a
gap between the two groups of 5 so that it’s easier for your child to keep
track of how many pieces he has eaten. Every time your child eats one of
the pieces, have him tell you how many are left.
Math Book of the Week
Lyle Walks the Dogs, by Bernard Waber and illustrated by Paulis Waber.
HMH Books for Young Readers, 2010.
Lyle, a kindly crocodile, loves his job as a dog-walker. More and more
families ask him to walk their dogs until he is in charge of 10 dogs. As you
enjoy this sweet and silly book with your child, have him count the number
of dogs on each page and find the printed numerals on each page.
Lesson 4.1
Number 10
Purpose
Review and
Warm-Up
Activities
• Practice recognizing small quantities
of fingers
Materials
• None
• Name combinations that equal 5
• Count to 10
• Counters
• Learn that 5 and 5 make 10
• Paper
• Ten-frame (Blackline
Master 1)
• Coins
Workbook
• Write the numeral 10
• Workbook page 13
• Put numbers 0-10 in order
If you live outside the U.S., see page 25 for a note on how to incorporate your country’s coins in
this lesson.
Review and Warm-up: Fingers Up and Fingers
Down
With your palm facing you, hold up 3 fingers. How many fingers are up?
3. How many are down? 2. After your child responds, turn your hand
around so she can check her answer and see the 2 fingers that are down.
Repeat with 0 to 5 fingers up, in random order.
Activity: Count to 10
In the last lesson, you learned about the number that is 4 more than 5:
number 9. Today, you’ll learn about the number that is 5 more than 5:
number 10.
Scatter 10 counters on the table. Demonstrate how to count the counters,
and then have your child count them on her own. If she has trouble keeping
track of which items she has already counted, suggest that she move them
to a pile as she counts. How many counters are there? 10.
Gather the counters and add a few more counters to the pile. (Or, place the
counters back in their storage container and give your child the entire
container of counters.) Can you count out 10 of the counters? Child
counts out 10 counters from the pile.
Can you clap your hands 10 times? Have your child clap 10 times,
counting as she claps.
One place we can see the number 10 is in nature. Some animals have 10
legs. One of those animals is a crab. Draw a simple crab’s body as shown
below. Have your child add 5 legs to each side of the crab, for a total of 10.
Activity: 10 as “5 and 5 More”
Scatter the 10 counters again. Let’s organize the counters so we can tell
how many there are without counting. Can you make a group of 5
counters on the paper? Child pushes 5 counters together.
How many are left? 5. Make another group of 5. Child pushes 5 counters
together.
I see 2 groups of 5. That means there are 10.
Let’s put the counters on the ten-frame, too. Have your child place the
10 counters on the ten-frame. Remind him to place the counters from left to
right without skipping any boxes.
Can you find two groups of 5 on the ten-frame? Child points to a group
of 5 on the left side and a group of 5 on the right side. You’ve filled up the
whole ten-frame! So, how many counters are there total? 10.
Can you use your hands to show me 10 fingers? Child holds up all 5
fingers on both hands. Each hand has 5 fingers, so both hands together
have 10 fingers.
Show your child 10 pennies. Have your child help you trade each group of
5 pennies for a nickel. Each nickel is worth 5¢. So, how much are the 2
nickels worth together? 10¢.
You will introduce dimes to your child later in the book. If your child is curious, you can show
him a dime now and tell him that it is worth 10¢, the same as 2 nickels.
Workbook (Page 13): Write 10 and Put Numbers
in Order
At the top of the page, demonstrate how to trace the number 10. We write
the number 10 with a 1 and a 0. First, write a 1. Then, write a 0 next to
it. As your child writes 10 on the workbook page, make sure he writes the 1
first, then the 0.
Have your child complete workbook page 13. At the dot-to-dot at the
bottom of the page, encourage him to say each number aloud as he connects
the dots in order: 0, 1, 2, etc.
In Week 20, you will introduce place value to your child and help your child understand what the
1 and 0 in 10 represent. In this lesson, treat the written numeral 10 simply as a symbol for the
spoken word “ten” and save conversations about place value for later.
Lesson 4.2
Combinations That Make 10
Purpose
Review
and
Warm-Up
Activity
Workbook
Materials
• Practice identifying combinations that equal 5
• Counters
• Introduce the combinations that make 10 (5 and 5;
6 and 4; 7 and 3; 8 and 2; 9 and 1; 10 and 0)
• Counters
• Identify hidden counters on the ten-frame
• Workbook page 14
• Ten-frame
(Blackline Master 1)
• Index card or slip of
paper
• Counters, optional
• Ten-frame
(Blackline Master
1), optional
Review and Warm-up: Hidden Counters
Place 5 counters in your hand and show them to your child. Then, put your
hands behind your back. Put 2 counters in one hand and 3 counters in the
other hand. Show your child the hand with 3 counters.
How many counters must be in my other hand? 2. After your child
responds, open your hand with 2 counters so he can see if he’s correct.
Repeat this activity, showing your child 1, 2, 3, 4, 5, or 0 counters each
time.
Activity: Hidden Counters on the Ten-Frame
In the last lesson, you learned about the number 10. Today, you’ll learn
about combinations that make 10.
Have your child place 10 counters on the ten-frame. How many counters
are there? 10.
Cover the 2 right-most counters with an index card. Place the card so that
the child can see the top edge of the ten-frame, but not the counters.
How many counters can you see? 8. Encourage your child not to count the
8 counters one-by-one but to recognize them as a group of 5 and 3 more.
How many are hidden under the card? 2. After your child answers,
remove the card so he can check whether he’s right.
Repeat the activity several times, covering 1, 3, 5, 4, or 0 counters.
Placing the counters on the ten-frame in this activity makes it easier for your child to recognize
the quantities without counting each counter one-by-one. If your child has trouble recognizing the
quantities without counting, encourage him to count on from 5 instead.
Workbook (Page 14): Hidden Counters
Have your child complete workbook page 14. If he’s not sure how many
objects are hidden on the ten-frames at the bottom of the page, have him use
a real ten-frame and counters to act out the problem.
Lesson 4.3
Number Pairs That Make 10
Purpose
Materials
Review and
Warm-Up
• Practice writing the numerals from
0 to 10
• 22 index cards
• Counters of 2 colors
Activity
• Use the ten-frame to identify
number pairs that equal 10
Workbook
• Identify combinations that make 10
• Workbook page 15
• Ten-frame (Blackline Master 1)
• Number Cards (made during
Review and Warm-up)
Now that your child has learned to use counters to find combinations that make 10, you’ll
gradually progress to using written numerals. See the Week 4 Teaching Math with Confidence
(page 53) for more details on this progression.
Review and Warm-up: Write Numbers 0-10
Have your child watch as you write the number 0 on an index card. Then,
have your child copy the 0 on a separate index card.
Repeat with numbers 1 – 10 in order so that you end up with 2 cards for
each number. You will use some of these cards in the next activity.
If this is too much writing for your child, it’s fine for you to make some or all of the cards. Have
your child trace each number with her finger so that she practices the correct order of the strokes.
Save these Number Cards for future lessons and add them to your daily
math materials. You will use them throughout the book.
Activity: Find Pairs That Make 10
In the last lesson you found combinations that make 10 with counters
on the ten-frame. Today, you’ll find combinations that make 10 with
Number Cards.
Shuffle 1 set of Number Cards (from 0 to 10) and lay them on the table,
face up.
Show your child the 8-card and have her place 8 counters on the ten-frame.
How many more counters do you need to make 10? 2. Have your child
add 2 different-colored counters to the frame to make 10.
So, what card goes with 8 to make a 10? 2. Take the 8-card and 2-card
and place them aside.
Repeat this activity with other pairs that make 10. Sometimes start with the
larger number in the pair (for example, 9 rather than 1) and sometimes start
with the smaller number in the pair (for example, 4 rather than 6).
Children usually find this task more difficult when the starting number is less than 5. Encourage
your child to look for a combination of “5 and some more” in the empty boxes as she figures out
how many more boxes need to be filled in.
“There are 5 empty boxes on the right-hand side of the ten-frame, plus 1 additional empty box on
the left side. So, I need 6 more counters to make 10.”
Workbook (Page 15): Combinations That Make
10
Have your child complete workbook page 15.
Lesson 4.4
Make 10 Memory Game
Purpose
Review and
Warm-Up
Activity
Materials
• Practice reading written numerals
• Number Cards (from Lesson
4.3)
• Practice finding combinations
that make 10
• Number Cards (from Lesson
4.3)
• Counters
• Ten-frame (Blackline Master 1)
Workbook
• Identify combinations that make
10
• Workbook page 16
• Counters, optional
• Ten-frame (Blackline Master
1), optional
Review and Warm-up: Read Written Numbers
Shuffle 1 set of Number Cards 0 – 10. Spread the cards face down on the
table. Have your child turn over each card, one at a time, and name the
number on the card.
Activity: Make 10 Memory Game
In the last lesson, we made Number Cards and found number
combinations that make 10. Today, you’ll practice these combinations
that make 10 as we play a card game called Make 10 Memory.
Shuffle both sets of Number Cards together and lay them face down on the
table.
When it’s your turn, flip over 2 cards. If the cards make a 10 (like 9
and 1, or 6 and 4), you keep the pair. If they don’t make a 10, turn
them back over.
Choose who will go first, and then take turns with your child. After your
child turns over his first card, ask: What card do you need to make a 10
with that card? Sample answer: I turned over an 8, so I need a 2. If he’s
not sure which card he needs, have him model the number with counters on
the ten-frame and look at the empty boxes to figure out which card he
needs.
Play until all the cards have been paired. Whoever has found the most pairs
wins. If you have time, play another round.
While playing the game, make sure to keep the counters and ten-frame handy so that your child
can use them as needed. Encourage your child to use the ten-frame to find combinations when
needed, but don’t require him to use it. It may also help for your child to look at the ten-frame
and imagine counters on it. At this point, many children will immediately know some of the
combinations that make 10 (like 9 and 1, or 10 and 0), but they will still need to use the ten-frame
to figure out the harder combinations (such as 7 and 3, or 8 and 2).
Workbook (Page 16): Match Combinations That
Make 10
Have your child complete workbook page 16. Have counters and a tenframe available for him to use if needed to find the pairs that make 10.
Week 4 Answer Key
OceanofPDF.com
Unit 1 Checkpoint
What to Expect at the End of Unit 1
By the end of Unit 1, most children will be able to do the following:
• Recognize most of the quantities from 0 to 10 on a ten-frame without
counting. Many children will still have trouble recognizing 7 and 8 at
this point.
• Recognize most of the written numerals from 0 to 10.
• Tell how much a nickel and some pennies are worth (up to 10 cents).
Many kindergartners will need you to remind them how much each
coin is worth before finding the total value.
• Identify the combinations that make 10. It’s fine if your child still
needs the ten-frame and counters to find the combinations.
Is Your Child Ready to Move on?
Your child does not need to master all of the skills from Unit 1 before
moving on to Unit 2. Units 2 and 3 focus on shapes and patterns, but they
also include lots of review of the numbers from 0 to 10. This will give your
child many more opportunities to practice recognizing quantities and
written numerals up to 10 before beginning to compare numbers in Unit 4.
OceanofPDF.com
Unit 2
Shapes
Overview
In this unit, your child will learn to identify basic shapes and develop his
spatial skills through hands-on exploration. He’ll also investigate symmetry
and find examples of shapes and symmetry in real life.
Week 5
Week 6
Week 7
Week 8
Sorting and Classifying
Shapes
Pattern Blocks
Symmetry
What Your Child Will Learn
In this unit, your child will learn to:
•
•
•
•
•
sort objects based on attributes such as color, size, and type
identify and describe circles, triangles, rectangles, and squares
create complex designs from basic shapes
identify symmetry and create symmetric designs
identify left and right
OceanofPDF.com
Week 5
Sorting and Classifying
Overview
This week, your child will sort and classify objects and shapes. She’ll begin
by sorting and classifying everyday objects like writing utensils and spoons.
Then, she’ll build on those skills as she classifies straight and curved lines
and identifies circles.
Lesson 5.1
Lesson 5.2
Lesson 5.3
Lesson 5.4
Sorting Writing Utensils
Sorting Spoons
Straight and Curved Lines
Circles
Teaching Math with Confidence: How are Sorting
and Geometry Related?
Sorting and geometry may seem unrelated, but the two topics are actually
closely connected. When your child sorts a group of objects in multiple
ways, she learns to focus on just one specific attribute of the objects. For
example, this week your child will sort spoons both by material and by size.
When sorting by material, she will focus on what each spoon is made of.
But then when she sorts by size, she will think about how large or small
each spoon is.
Next week, in week 6, she’ll use similar reasoning as she learns the key
attributes of triangles, rectangles, and squares and begins to classify them.
Household Items Needed for Week 5
•
•
•
•
•
•
•
•
•
3 markers (red, yellow, and blue)
3 crayons (red, yellow, and blue)
2 colored pencils (red and blue)
About 10 different spoons, with a variety of different materials, sizes,
and types (for example, metal serving and eating spoons, wooden
cooking spoons, or plastic baby spoons)
Plastic straw or narrow strip of paper
Piece of string or yarn, approximately 1 foot long
Ruler or straight-edge (optional)
3 different-sized circular lids and 1 rectangular lid
Markers or crayons, preferably washable since your child will be
tracing around the rims of the lids
Weaving Math into Everyday Life
As a parent, you’re probably all too familiar with the many opportunities
that life provides for sorting toys, art supplies, clothing, and more. Have
your child help you sort a drawer or bin somewhere in your home this
week. You might ask him to sort his short-sleeve shirts from his long-sleeve
shirts or sort the broken crayons from the whole crayons.
Math Book of the Week
Sort It Out, written by Barbara Mariconda and illustrated by Sherry Rogers.
Arbordale Publishing, 2008.
Packy the Packrat has accumulated too much stuff, and his mother is fed up.
(Perhaps you can relate?) As he categorizes his treasures, the rhyming text
gives you and your child a chance to guess the name of each category
before revealing it on the following page. There’s also a fun subplot hidden
in the illustrations. (Hint: Packy’s sister is up to something.) After you’ve
read the book through once, try some of the further sorting activities listed
in the back of the book.
Lesson 5.1
Sorting Writing Utensils
Purpose
Review and
Warm-Up
Activities
Workbook
Materials
• Identify up to 10 counters on the ten-frame by
sight
• Counters
• Sort objects by color and type, and count the
number of objects in each category
• 3 markers (red,
yellow, and blue)
• Understand that you can sort the same set of
objects in multiple ways
• Identify objects that do not belong in a set
• 3 crayons (red,
yellow, and blue)
• 2 colored pencils
(red and blue)
• Identify objects that do not belong in a set
• Workbook page 17
• Ten-frames
(Blackline Master
1)
• Paper
In this lesson your child will sort art materials by color and by type. If you’re missing one of the
colors, or if your family doesn’t have all 3 materials, it’s fine to substitute different colors or
writing utensils. Just make sure that you use 3 different kinds of art materials and that you use the
same colors for all 3 kinds. Also, note that using only 2 colored pencils in this activity makes the
categories uneven so that your child must pay more attention to the quantities in each category.
Review and Warm-up: Ten-Frame Flash
Secretly place 9 counters on the ten-frame and cover the counters with a
piece of paper.
I’m going to show you some counters for just a second. When I lift the
paper, tell me how many counters there are, as fast as you can. Lift the
piece of paper for just a few seconds. How many counters? 9. After your
child responds, lift the paper and allow her to check her answer.
Repeat with 5, 6, 7, 8, and 10 counters in random order. Encourage her to
think about the combinations of “5 and some more” or count on from 5
instead of counting each counter one-by-one.
Activity: Sort Writing Utensils
In the next few lessons, we’re going to sort lots of different things.
What are some things that we sort around the house? Possible answers:
forks and spoons from the dishwasher; different types of socks when folding
laundry; different colors of stickers when making a craft.
Today, we’re going to sort art supplies. Make a pile of markers, crayons,
and colored pencils. (Colors and specific quantities are listed in Materials,
above).
First, let’s sort the art supplies by color. Have your child sort the pile by
color.
How many are red? 3. How many are yellow? 2. How many are blue? 3.
Mix up the art supplies again. We can also sort the art supplies by type.
Let’s put the crayons in one pile, the markers in another, and the
colored pencils in a different one. Have your child sort the pile by type of
writing utensil.
How many markers are there? 3. How many crayons are there? 3. How
many colored pencils are there? 2.
See the Week 5 Teaching Math with Confidence (page 66) for more details on how sorting
prepares children to identify the key attributes of shapes.
Activity: Which One Doesn’t Belong?
Place the blue marker, blue colored pencil, yellow crayon, and blue crayon
in a line.
I’m thinking of a category. 3 of these art supplies belong to my
category, and 1 of them doesn’t. Can you tell which one doesn’t belong?
The yellow crayon. Why not? All the rest are blue.
Place the red marker, blue marker, blue crayon, and yellow marker in
a line.
Now I’m thinking of a different category. 3 of these art supplies belong
to my category, and 1 of them doesn’t. Can you tell which one doesn’t
belong? The blue crayon. Why not? All the rest are markers.
Children often love this game. If your child wants to play more, ask more questions about the art
supplies, or walk around the house and create other categories with household items. (For
example, 3 long-sleeve shirts and 1 short-sleeve shirt, or 3 drinking glasses and 1 ceramic mug.)
You’ll also play more variations on this game in future lessons.
Workbook (Page 17): Which One Doesn’t Belong?
Have your child complete workbook page 17. As she works, discuss why
the picture she chooses doesn’t belong. (For example, for the first line:
Why did you cross out the apple? Sample answer: Because all the others
were pumpkins.)
From this point onward, the number tracing exercise at the top of each worksheet will no longer
include the arrows telling your child which direction to move her pencil. Keep an eye on your
child to make sure that she continues to trace the numbers correctly.
Lesson 5.2
Sorting Spoons
Purpose
Review
and
Warm-Up
Activities
Materials
• Practice reading
written numerals
• Number Cards
• Sort objects by size,
material, or purpose
and count the number
of objects in each
category
• About 10 different spoons, with a variety of
different materials, sizes, and types (for example,
metal serving and eating spoons, wooden
cooking spoons, or plastic baby spoons)
• Understand that you
can sort the same set
of objects in multiple
ways
• Identify objects that
do not belong in a set
Workbook
• Identify objects that
do not belong in a set
• Workbook page 18
Children often focus so intently on concrete attributes (such as color or shape) that they have
trouble noticing more abstract attributes (such as purpose). In this lesson, you’ll stretch your
child’s understanding of categories by asking him to sort spoons according to their purpose, as
well as their material or size.
Review and Warm-up: Name Written Numerals
Spread Number Cards 0-10 on the table in a random pattern on the table.
Name one of the numbers and have your child point to it as quickly as
possible. Repeat until you have named all the numbers.
Activity: Sort Spoons
In the last lesson we sorted writing utensils. Today, we’ll sort spoons
into different categories.
Make a jumbled pile of about 10 different spoons. Choose one of the spoons
and ask your child to describe it. What is the spoon made of? What color
is it? How big is it? How do we use it? Sample answer: It’s a metal soup
ladle. It’s shiny and silver, and it’s pretty big. Dad uses it to scoop chili out
of the big pot.
One way to sort the spoons is by their size. Have your child sort the
spoons by size, placing all the large spoons in one pile and the small spoons
in a different pile. (You can also include a “medium” pile if your child
thinks there should be a middle category.) After your child finishes sorting,
have him tell you how many spoons are in each pile.
Mix up the spoons. Another way to sort the spoons is by what they’re
made of. Have your child sort the spoons based on their material, with all
the wooden utensils in one pile, metal utensils in another, and so on. Again,
have him tell you how many utensils are in each pile.
Mix up the spoons again. We can also sort the spoons by how we use
them. Have your child sort the spoons again based on their function (for
cooking, serving, or eating). After he sorts, have him tell how many spoons
are in each pile.
Adjust these categories as needed based on your collection of spoons. Some may not apply, or
you may think of other categories that fit your spoons.
Activity: Which One Doesn’t Belong?
Place the 3 metal spoons and 1 wooden spoon in a line. I’m thinking of a
category. 3 of these spoons belong to my category, and 1 of them
doesn’t. Can you tell which one doesn’t belong? The wooden spoon.
Why not? All the rest are metal.
Place 3 large spoons and 1 small spoon in a line. Now I’m thinking of a
different category. 3 of these spoons belong to my category, and 1 of
them doesn’t. Can you tell which one doesn’t belong? The small spoon.
Why not? All the rest are large.
Your child may come up with different answers to these questions,
depending on the types of spoons you use. Accept any answer that your
child can reasonably explain.
Workbook (Page 18): Which One Doesn’t Belong?
Have your child complete workbook page 18. As he works, discuss why the
picture he chose doesn’t belong. (For example, for the first line: Why did
you cross out that apple? Sample answer: Because it’s red, and the other
apples are green.)
Lesson 5.3
Straight and Curved Lines
Purpose
Materials
Review and
Warm-Up
• Practice finding combinations
that equal 10
• Number Cards
Activity
• Identify straight and curved
lines
• Plastic straw or narrow strip of
paper
• A piece of string or yarn,
approximately 1 foot long
• 6 index cards or small slips of paper
• Ruler or straight-edge (optional)
Workbook
• Identify straight and curved
lines
• Workbook page 19
• Red and blue writing utensils
Review and Warm-up: Play Make 10 Memory
Play Make 10 Memory. See Lesson 4.4 (pages 61 and 62) for full
directions.
Activity: Sort Straight and Curved Lines
In the last lesson you sorted different kinds of spoons. Today, you’ll
learn how to sort different kinds of lines.
Show your child the straw (or narrow strip of paper). Here is a straight
line. When I trace a straight line with my finger, my finger always
moves in the same direction. Have your child run her finger along the
straw.
Show your child the piece of yarn. Arrange it into a curve. This is a curved
line. When I trace a curved line with my finger, my finger goes one way
and then another. Have your child run her finger above the piece of yarn.
Tracing the lines with a finger allows your child experience the difference between straight and
curved lines both kinesthetically and visually.
On 6 index cards, draw 3 straight lines and 3 curved lines, as shown below.
(You may want to use a ruler or straight-edge to make sure that the straight
lines are even.) As you draw each line, have your child tell whether it is
straight or curved. If she’s not sure whether a line is straight or curved, have
her trace the line with her finger.
Mix up the cards and have your child sort them. Put the cards with
straight lines in one pile and the cards with curved lines in a different
pile.
You do not need to save these cards for future lessons.
Activity: Find Real-Life Straight and Curved
Lines
Walk around your home with your child and look for straight and curved
lines together. For example, she might find a straight line along the edge of
a window and a curved line around the edge of a clock. If possible, have
your child trace the lines with her finger as she finds them.
Workbook (Page 19): Identify Straight and
Curved Lines
Have your child complete workbook page 19. If your child isn’t sure about
whether the lines are straight or curved, have her trace each one with her
finger before she uses a writing utensil. Remind her that when she traces a
straight line with her finger, her finger will always move in the same
direction. When she traces a curved line with her finger, her finger will go
one way and then another.
Lesson 5.4
Circles
Purpose
Review
and
Warm-Up
• Review that a penny is
worth 1¢ and a nickel is
worth 5¢
Materials
• Coins
• Practice finding values
of coin combinations up
to 10¢
• Identify and trace circles
Activity
• 3 different-sized circular lids and 1
rectangular lid
• Paper
• Markers or crayons, preferably washable since
your child will be tracing around the rims of
the lids
Workbook
• Identify circles
• Workbook page 20
• Crayons
Lids from pots and pans, plastic containers, or food canisters work well for this lesson. If you
don’t have any handy, cut 3 different-sized circles and 1 rectangle from sturdy paper or cardboard
instead.
Review and Warm-up: How Many Cents?
Show your child a nickel and a penny. Review the value of each type of
coin. Then, show your child 1 nickel and 2 pennies. How many cents are
these coins worth? 7¢.
Repeat with other coin values from 0¢ to 10¢. For values from 6¢ to 9¢,
always use a nickel and pennies (rather than all pennies). For 10¢, use 2
nickels.
Activity: Identify and Trace Circles
In the last lesson you learned about straight and curved lines. Today,
you’ll learn about a shape that’s curved.
Place 1 rectangular lid and 3 circular lids on the table.
Which one doesn’t belong? Sample answer: The lid with straight sides.
Why? Sample answer: It has straight sides, but the rest are round.
Remove the rectangular lid, leaving just the circular lids. These shapes are
called circles. Circles are round all the way around, like a wheel. Have
your child trace each circular lid with his finger.
Have your child use markers or crayons to trace the rims of the circular lids
onto the paper and create a picture from the circles. For example, he might
use the circles as the wheels of a truck, the snowballs in a snowman, or the
petals of a flower. Or, he can simply color in the circles and make an
abstract design.
Activity: Find Real-Life Circles
Walk around your home with your child and look for circles together. For
example, he might find a round mirror hanging on the wall or round buttons
on electronics. If possible, have him trace the circles with his finger.
Workbook (Page 20): Circles
Have your child complete workbook page 20. Remind him as needed that
circles are round like a wheel. As your child works, discuss why the
following shapes are not circles.
• This shape is an oval. It is curved, but it’s not round like a wheel.
• This shape is called a half-circle. It’s part of a circle, but not a
whole circle.
• This shape is sort of round, but its sides are made from straight
lines. So, it’s not a circle. This shape is called an octagon.
Examining and discussing these other shapes draws your child’s attention to their attributes and
deepens his grasp of circles. Your child does not need to learn the names of these other shapes.
Week 5 Answer Key
OceanofPDF.com
Week 6
Shapes
Overview
This week, your child will learn to identify triangles, rectangles, and
squares. He may already be familiar with these basic shapes, but the lessons
this week will teach him the definition and key attributes of each shape as
well.
Lesson 6.1
Lesson 6.2
Lesson 6.3
Lesson 6.4
Sides and Angles
Triangles
Rectangles
Squares
Teaching Math with Confidence: Overall Look
Versus Key Attributes
Kindergartners tend to identify shapes by their overall look rather than
looking for key attributes. For example, many kindergartners would identify
all the following shapes as triangles because they’re “pointy.”
This week, you’ll teach your child to focus on the sides and angles of
shapes—and not their overall look--as he learns to identify triangles,
squares, and rectangles. He’ll learn that triangles must have 3 sides, and so
only the left shape in the group above is a triangle.
Household Items Needed for Week 6
• 25 straws or narrow strips of paper (approximately 11” by ½”)
• Scissors
Also, note that you will need pattern blocks for Week 7. They are available
both online and at teacher supply stores. If you haven’t purchased pattern
blocks yet, either buy them this week or see Blackline Master 3 (pages 439443) to make a paper version.
Weaving Math into Everyday Life
As you and your child explore shapes this week, try to have a snack or
lunch that includes the shape from that day’s lesson. For example, you
might cut your child’s sandwich into triangles. Crackers often are shaped
like rectangles or squares, and cucumber or banana slices are circular.
Math Book of the Week
When a Line Bends…A Shape Begins, by Rhonda Gowler Greene and
illustrated by James Kaczman. HMH Books for Young Readers, 1997.
This book focuses on one shape at a time with a short poem that describes
the shape and lists many familiar examples. The corresponding illustration
includes each real-life shape, so have your child look for them as you read.
As is often the case with children’s books about shapes, this book is not
strictly accurate with its geometric vocabulary. For example, it describes a
rectangle as “…like a square, with something rearranged. Two sides are
long, and two are short. The four sides now are changed.” As your child
will learn in Lesson 6.4, squares are actually a type of rectangle, rather than
the other way around. Despite these minor inaccuracies, your child will still
benefit from the many opportunities that the book provides to look for reallife examples of shapes.
Lesson 6.1
Sides and Angles
Purpose
Materials
Review and
Warm-Up
• Recognize quantities up
to 10 by sight
• None
Activities
• Understand what side
and angle mean
• 15 straws or narrow strips of paper
(approximately 11” by ½”)
• Create shapes with
straight sides
• Scissors
• Identify how many sides
a shape has
• Workbook page 21
Workbook
Children often have trouble focusing on math when there’s a new manipulative tempting them to
play. In this lesson, you’ll give your child time to experiment with making shapes from straws so
she’ll be better able to follow your directions and make specific shapes in the next few lessons.
Review and Warm-up: Fast Fingers
Hold up 9 fingers (1 whole hand, plus 4 fingers on the other hand) behind
your back. Briefly show your child your hands and then put them behind
your back again. How many fingers am I holding up? 9. Bring your hands
out so your child can check her answer.
Repeat with 6, 7, 8, and 10 fingers in random order. Always hold up 5
fingers on one hand and the remaining fingers on the other hand. Encourage
her to think about the combinations of “5 and some more” or count on from
5 instead of counting each finger one-by-one.
Activity: Make Shapes with Straws
In the last lesson, you learned about circles. Today, you’ll make shapes
with straight lines.
Make a triangle out of 3 straws. We call the outside edges of a shape its
sides. Use your finger to trace the edge of the triangle, counting each side
as you trace it: 1, 2, 3. This shape has 3 sides.
If you find that the straws slide around, place them on top of a piece of felt
or a fuzzy towel.
The sides meet to form angles. Point to one of the triangle’s angles. How
many angles does this shape have? 3.
Make a hexagon out of 6 straws. How many sides does this shape have?
6. How many angles does it have? 6.
Children often have trouble counting a shape’s number of sides, because they lose track of which
sides they have already counted. If your child has trouble with this, have her place her finger on
one angle as a starting point. Have her trace her other finger around the triangle, count each side
as she traces it, and stop when she reaches her starting place.
I can also cut the straws to make shapes that have sides with different
lengths. Cut a straw in half and use it along with 2 uncut straws to make a
rectangle. How many sides does this shape have? 4. How many angles
does it have? 4.
Invite your child to create shapes out of the straws. Allow her to build
whatever she’d like but encourage her to build at least a few closed shapes
(where the straw ends touch) like the ones above. Also, allow her to cut
more straws as needed to complete her designs. As your child works, talk
about how many sides and angles her shapes have.
Save the straws (or paper strips) for the rest of the Week 6 lessons.
Workbook (Page 21): How Many Sides?
Have your child complete workbook page 21. If she has trouble keeping
track of which sides she has already counted, have her draw a dot on one
angle as a starting point on the shape, count the sides in order around the
edge of the shape, and then stop when she gets back to the dot.
Lesson 6.2
Triangles
Purpose
Materials
Review and
Warm-Up
• Practice reading written
numerals
• Number Cards
Activities
• Learn that triangles have 3
sides
• Cut-up straws (or paper strips) from
Lesson 6.1
• Create and identify
triangles
• About 3 extra straws (or paper strips)
• Scissors
• Identify triangles
• Workbook page 22
Workbook
• Crayons
Review and Warm-up: Number Relay
Spread out Number Cards 0-10 across the room, on the floor or a table. Call
out one of the numbers and have your child run across the room, find the
matching Number Card, and bring the card back to you. Repeat until your
child has found all the numbers.
Activity: Build Triangles with Straws
In the last lesson, we used straws (or paper strips) to make lots of
different shapes. Today, we’ll make just one kind of shape.
Make the following four shapes out of straws. (Cut more straws as needed.)
Which one doesn’t belong? Sample answer: The shape with four sides.
Why? Sample answer: It has 4 sides, but the others have 3 sides. If your
child’s not sure, have him count how many sides each shape has.
Remove the 4-sided shape, leaving just the 3-sided shapes. How many
sides do each of these shapes have? 3. We call shapes with three sides
triangles.
Have your child create some more triangles from the straws. As your child
builds, remind him that each triangle must have three sides. Encourage him
to make a variety of triangles that look different from each other. Allow him
to cut more straws as needed to complete his triangles.
Save the straws (or paper strips) for the rest of the Week 6 lessons.
Activity: Find Real-Life Triangles
Walk around your home with your child and look for triangles together. You
might find tiles or stickers shaped like triangles, or you might find triangles
within upholstery patterns or carpets.
Workbook (Page 22): Identify Triangles
Have your child complete workbook page 22. As your child works, remind
him that only shapes with 3 sides are triangles.
Kindergartners tend to identify shapes by their overall look. (See the Week 6 Teaching Math
with Confidence (page 79) for more explanation of how kindergartners tend to approach shapes.)
Because of this, your child may at first identify the trapezoid and parallelogram (shown below) as
triangles, since they are pointy like many triangles.
If your child makes this mistake, ask him to count each shape’s number of sides. Since both have
4 sides, they are not triangles.
Lesson 6.3
Rectangles
Purpose
Review and
Warm-Up
Activities
Materials
• Identify missing numbers in the
number sequence
• Number Cards
• Learn that rectangles have 4
sides and 4 right angles
• Cut-up straws (or paper strips) from
Lessons 6.1 and 6.2
• Create and identify rectangles
• 3 extra straws (or paper strips)
• Scissors
• Paper
Workbook
• Identify rectangles
• Workbook page 23
• Crayons
Review and Warm-up: What’s the Missing
Number?
Mix up Number Cards 0-10 and spread them out face up on the table. Have
your child put the numbers in order (starting with 0). With your child
looking away, turn over one of the cards.
Have her identify the missing number and then flip over the card to check.
Repeat with different numbers until your child has practiced identifying all
the cards.
Activity: Build Rectangles with Straws
In the last lesson, we used straws (or paper strips) to make triangles.
Today, we’ll build a different kind of shape. Make the following four
shapes out of straws. (Cut more straws as needed.)
Which one doesn’t belong? Sample answer: The triangle. Why? Sample
answer: It has 3 sides, but the others have 4 sides. If your child’s not sure,
encourage her to count how many sides each shape has.
Remove the triangle, leaving just the 4-sided shapes. How many sides do
each of these shapes have? 4. How many angles do each of these shapes
have? 4. We call shapes like these rectangles.
Rectangles have 4 sides. Rectangles also must have corners like a piece
of paper. These corners are called right angles. Tear off the corner of a
piece of paper. Place the corner inside each of the angles of one of the
rectangles to demonstrate.
Make the following shapes out of straws. (Cut more straws as needed.) For
each shape, ask: How many right angles does this shape have? Is it a
rectangle? Have your child place the corner of the piece of paper inside
each angle to check whether it is a right angle.
No right angles; not a rectangle.
2 right angles; not a rectangle.
4 right angles; rectangle.
Have your child create some of her own rectangles from the straws. As your
child builds, remind her that each rectangle must have 4 sides and 4 right
angles. Allow her to cut more straws as needed to complete her rectangles.
Challenge her to build rectangles that look different from each other: Can
you make a long, skinny rectangle? Can you make a very small
rectangle? Your child may notice that she needs two pairs of equal-length
straws to make each rectangle.
Save the straws (or paper strips) for the rest of the Week 6 lessons.
When children hear a new term used in context they usually learn its meaning quickly, but that
doesn’t mean that they’ll be able to use that same word correctly while speaking. Use the correct
geometry terms yourself, but it’s fine if your child calls right angles “corners like a piece of
paper.”
Activity: Find Real-Life Rectangles
Walk around your home with your child and look for rectangles together.
Most homes have many rectangles: tables, windows, doors, books, and
papers are often rectangular. For a few of the rectangles, have your child
use the torn corner of a piece of paper to check that all 4 corners of the
shape are right angles.
Workbook (Page 23): Identify Rectangles
Have your child complete workbook page 23.
Lesson 6.4
Squares
Purpose
Review and
Warm-Up
Activities
Materials
• Practice finding combinations
that make 10
• Number Cards
• Learn that squares have 4 equal
sides
• Cut-up straws (or paper strips)
from Lesson 6.1
• Create and identify squares
• 3 extra straws (or paper strips)
• Scissors
• Counters
• Ten-frames (Blackline Master 1)
• Torn corner of a piece of paper
Workbook
• Identify squares
• Workbook page 24
• Crayons
Kindergartners are still learning to consider shapes as part of a category rather than as individual
objects. In this lesson, you’ll introduce the challenging idea that an item can belong to two
categories at the same time. Some kindergartners may not be ready to understand this idea, and
it’s okay if the concept goes right over your child’s head. If that’s the case, simply focus on
teaching him to recognize squares and to understand that they have four equal sides and four right
angles.
Review and Warm-up: Play Make 10 Memory
Play Make 10 Memory with your child. See Lesson 4.4 (pages 61 and 62)
for full directions.
Activity: Build Rectangles with Straws
In the last lesson, you learned about rectangles. Today, you’ll learn
about a special shape that belongs to 2 categories at once.
Are you an adult or a child? A child. Are you a boy or a girl? Answers
will vary.
If your child’s a girl: So, are you a child or a girl? Both.
If your child’s a boy: So, are you a child or a boy? Both.
You belong to 2 categories at once, just like the shape you’re going to
learn about today.
Make the following four shapes out of straws. (Cut more straws as needed.
Use 4 whole straws for the large square, 4 half-straws for the medium
square, and 4 quarter-straws for the small square.)
Rectangles have 4 sides and 4 right angles. Let’s check and make sure
that all these shapes are rectangles. Have your child count how many
sides each shape has.
Tear off a corner of a piece of paper. Have him use it to check that all of the
angles are right angles.
All these shapes are rectangles, but they also have another name. We
call special rectangles like these squares. Squares have 4 sides and 4
right angles, and they have sides that are all the same length.
Have your child create some of his own squares from the straws. As your
child builds, remind him that each square must have 4 equal sides and 4
right angles. Allow him to cut more straws as needed to complete his
squares.
Your child will learn more about comparing and finding equal lengths in Week 11.
Activity: Find Real-Life Squares
Walk around your home with your child and look for squares together. You
might find square tiles in the bathroom, blocks with square sides in the toy
box, or a square table in the kitchen.
Workbook (Page 24): Identify Squares
Have your child complete workbook page 24. Remind him that squares
must have 4 right angles as well as 4 equal sides.
Many kindergartners will not notice that the “diamond” at the bottom of the page is also a square,
tilted on its side. If your child doesn’t notice this, tilt the paper so that your child can see that this
shape does indeed have 4 right angles and 4 equal sides, and so it is a square.
Week 6 Answer Key
OceanofPDF.com
Week 7
Pattern Blocks
Overview
Your child will develop her spatial skills this week as she creates complex
designs from basic shapes. She’ll use pattern blocks to make her own
designs, copy designs, and fill in increasingly complex outlines.
Lesson 7.1
Lesson 7.2
Lesson 7.3
Lesson 7.4
Pattern Blocks
Pattern Block Designs
Pattern Block Puzzles
More Pattern Block Puzzles
Teaching Math with Confidence: What Are
Spatial Skills?
Throughout the week, your child will develop her spatial skills: her ability
to understand, remember, and manipulate spatial relationships between
objects. These skills are extremely practical because any time you tie a
shoe, pack a suitcase, or follow a map, you use your spatial skills to
complete the task.
This week, you and your child will focus on two-dimensional spatial skills
as she puts together pattern blocks to create more complex shapes. She’ll
learn how to flip, slide, and turn the blocks to make them fit together, and
she’ll begin noticing the relationships between the sides and angles of the
various pattern blocks.
Household Items Needed for Week 7
You will not need any household items for this week’s activities, but you
will need a set of pattern blocks. You can find a set of 100 blocks for about
$10 at school supply stores or online. Real blocks--either plastic, wood, or
foam--are best. If you don’t have access to real blocks, you can use
Blackline Master 3 to create paper pattern blocks instead.
Most sets of pattern blocks follow a standard set of colors, as listed below.
This book will refer to the blocks by their standard colors, so you may need
to occasionally adjust the text if your pattern blocks have different colors.
•
•
•
•
•
•
Square: orange
Triangle: green
Trapezoid: red
Hexagon: yellow
Diamond: blue
Narrow diamond: white (or sometimes tan)
Weaving Math into Everyday Life
Do a jigsaw puzzle with your child this week. She’ll practice and improve
her spatial skills as she flips and turns the pieces to figure out where they
fit. She might also like to make her own jigsaw puzzle. Have her draw a
picture on a piece of sturdy paper, cut it into pieces, and give it to a friend
or family member to put back together.
Math Book of the Week
Shapes, Shapes, Shapes by Tana Hoban. Greenwillow Books, 1986.
This wordless book consists of photographs of everyday scenes. Use the
book to review the names of the shapes your child learned last week and to
give her practice at finding shapes in real life.
Lesson 7.1
Pattern Blocks
Purpose
Materials
• Practice finding combinations that
make 10
• Counters
Activity
• Introduce pattern blocks
• Pattern blocks
Workbook
• Practice finding combinations that
make 10
• Workbook page 25
Review and
Warm-Up
• Ten-frames (Blackline
Master 1)
• Index card or small slip of
paper
Providing time for open-ended play with the pattern blocks in this lesson gives your child a
chance to become familiar with the blocks and some of the many ways that she can put the blocks
together. Your child will build on this knowledge as she solves pattern block puzzles in the rest of
the Week 7 lessons.
Review and Warm-up: Hidden Combinations
That Make 10
Place 10 counters on the ten-frame. With an index card, cover the rightmost counter. Place the index card as shown below, so that the child can see
the top edge of the ten-frame, but not the counters. How many counters
can you see? 9. How many are hidden? 1. Repeat the activity several
times, covering up to 5 counters each time.
Activity: Explore Pattern Blocks
Last week, you used straws to show the outline of some shapes. Today,
we’ll use a new material for creating shapes: pattern blocks.
Show your child the pattern blocks. What are some things you notice
about the blocks? Sample answers: the blocks are different colors and
shapes; there are triangles and squares; some of the blocks are big, and
some are small. If your child doesn’t mention it, point out that all the
pattern blocks have straight sides.
Have your child sort a handful of pattern blocks by shape. (Make sure your
handful includes each of the six types of blocks.) Which block is a square?
Which block is a triangle? Briefly tell your child the names of the other
blocks.
Your child does not need to memorize the name of every pattern block, although she may learn
them simply from hearing them in context in this week’s lessons.
Give your child time to explore the blocks, make designs, and try different
ways of fitting them together. As your child plays with the blocks, use the
correct names of the blocks in context as you talk about her creations. For
example,
• I see you put two triangles together to make a diamond.
• That’s a long line of squares that you made!
• Will the narrow diamond fit in that spot? What about the other
diamond?
Putting the pattern blocks on top of a piece of felt or a fuzzy towel helps
prevent them from sliding and makes it easier to line up the sides of the
blocks exactly.
Workbook (Page 25): Combinations That Make
10
Have your child complete workbook page 25.
Lesson 7.2
Pattern Block Designs
Review and
Warm-Up
Activity
Workbook
• Practice identifying coin values
• Coins
• Develop spatial skills by copying pattern block
designs
• Pattern blocks
• Practice finding combinations that make 10
• Workbook page
26
• Paper
Review and Warm-up: Find the Coins
Place 1 nickel and 5 pennies on the table. Remind your child that a nickel is
worth 5¢ and that a penny is worth 1¢. Which coins would you use to pay
for something that costs 8¢? A nickel and 3 pennies. Repeat with 5¢, 6¢,
7¢, 9¢, and 10¢, in random order.
Activity: Copy Pattern Block Designs
In the last lesson, you made your own designs from pattern blocks.
Today, I’m going to make some designs with the pattern blocks for you
to copy.
For each of the following, make the design and then have your child copy
it. If he has trouble, suggest that he first find all the blocks he needs for the
design, and then put the blocks together.
Copying pattern block designs in this lesson will help your child understand and visualize spatial
relationships. (See the Week 7 Teaching Math with Confidence (page 92) for more explanation
of spatial skills.) Children’s spatial skills vary widely, so adjust the difficulty level of the designs
for your individual child. If the suggested designs cause frustration, have him first copy designs
with only 2 or 3 pieces to build his skills and confidence. If you find he needs more challenge,
add more blocks to make the designs more complex and more difficult to copy.
If your child finds it difficult to copy these designs, make a few more designs with 4-7 blocks for
him to copy and skip the next section of the lesson.
I’m going make a secret design and cover it with a piece of paper. I will
show it to you for just a couple of seconds, and then you’ll try to copy it
from memory. Secretly make the following design, cover it, and then show
it to your child for a second or two.
Can you make the design? Child makes the design from memory with
pattern blocks. Give your child another, longer peek at the design if he gets
stuck.
After your child has made the design from memory, uncover your original
design. Have him check whether the two designs match and make any
necessary fixes.
Repeat this process with the following designs. For each, encourage your
child to “take a picture” of the design with his mind and then make the
design with pattern blocks.
Workbook (Page 26): Combinations That Make
10
Have your child complete workbook page 26.
Lesson 7.3
Pattern Block Puzzles
Purpose
Materials
• Practice finding combinations that equal
10
• Number Cards
Activity
• Develop spatial skills by filling in
outlines with pattern blocks
• Paper
Workbook
• Develop spatial skills by filling in
outlines with pattern blocks
• Workbook page 27
Review and
Warm-Up
• Ten-frame (Blackline
Master 1), optional
• Counters, optional
• Pattern blocks
• Pattern blocks
Review and Warm-up: Make 10 Go Fish
Today I’m going to teach you a new game called Make 10 Go Fish.
(This game is just like the classic Go Fish game, but players find pairs of
cards that equal 10 rather than cards with the same number.)
Shuffle two sets of Number Cards (0–10) together. Deal out 5 cards to
yourself and 5 cards to your child. Spread the rest of the cards face down on
the table to be the “fish pond.”
When it’s your turn, choose one of the cards in your hand. Ask me for
the card that would make a 10 with your card. For example, if you
have a 9, you would ask for a 1.
If I have the card, I have to give it to you. If I don’t have the card, I say,
“Go fish!” and you take a card from the fish pond. When you get a
match, put the pair of cards on the table in front of you.
Choose who will go first, and then take turns with your child. Play until all
the cards are matched. Whoever has the most pairs at the end wins.
If your child is not sure which card to ask for, have her model the number (from the card in her
hand) with counters on the ten-frame. Then, she can look at the empty boxes to figure out which
card to request.
Activity: Introduce Outlines
In the last lesson, you copied pattern block designs. Today, you’ll use
the pattern blocks to complete some pattern block puzzles.
Have your child lay her hand flat on a piece of paper. Trace around the
outside of her hand. Then, have her remove her hand and look at the
outline.
Here is the outline of your hand. It shows the shape and size of your
hand. Your hand fits right into it and covers the whole outline.
Activity: Fill a Pattern Block Outline Several
Ways
Place one (red) trapezoid block on the paper. Have your child trace around
the block (or have your child watch as you trace).
Can you use more than 1 pattern block to fill in the outline? Child fills
in outline with pattern blocks. After she fills the outline, slide the blocks off
the page in the same shape. Can you fill in the outline another way?
Child fills in outline a different way. Again, slide the blocks off the page in
the same shape so that your child can see both arrangements.
Possible ways to fill the outline:
Workbook (Page 27): Pattern Block Outlines
Have your child use pattern blocks to fill in the outlines on workbook page
27. (Note that your child does not need to write anything on the outlines.)
Remind your child as needed that each outline should be entirely covered,
with no blocks sticking out beyond the outline. There are many possible
ways to complete each outline.
Lesson 7.4
More Pattern Block Puzzles
Purpose
Review and
Warm-Up
• Practice putting written numerals in order
Materials
• Number
Cards
• Timer
(optional)
Activity
• Develop spatial skills by filling in outlines with
pattern blocks
• Pattern blocks
Workbook
• Develop spatial skills by filling in a larger outline
with pattern blocks
• Workbook
page 28
• Paper
• Pattern blocks
Review and Warm-up: Put Number Cards in
Order
Mix up Number Cards 0-10 and spread them out face up on the table. Have
your child put the numbers in order (starting with 0) as fast as possible.
Have him do this several times.
If your child likes trying to beat the clock, time how long it takes for him to put the cards in order
and encourage him to try to improve his time each round.
Activity: Fill a Pattern Block Outline Many Ways
In the last lesson, you used pattern blocks to fill in outlines. Today,
you’ll fill in more outlines. One of them is really big!
Place one (yellow) hexagon block on the paper. Have your child trace
around the block (or have your child watch as you trace).
Can you use more than 1 pattern block to fill in the outline? Child fills
in outline with pattern blocks. After he fills the outline, slide the blocks off
the page in the same shape. Can you fill in the outline another way? Have
your child try filling the hexagon outline in several different ways. Each
time he fills the outline, again slide the blocks off the page in the same
shape so that you can see all the arrangements. Some possible answers:
After your child has found several ways to fill the hexagon outline, have
him count how many blocks he used in each design. Which design uses the
least number of blocks? Which design uses the greatest number of
blocks? Answers will vary.
Your child will learn more about the terms least and greatest in Unit 4.
Workbook (Page 28): Fill in a Large Pattern
Block Outline
Have your child complete workbook page 28. Have him fill the outline on
the page with the pattern blocks. (He does not need to write anything on this
page.)
Children sometimes freeze and don’t know where to begin when they see such a large outline. If
your child is intimidated by the large outline, encourage him to start by placing a block in one of
the corners and working from there.
Week 7 Answer Key
OceanofPDF.com
Week 8
Symmetry
Overview
This week, your child will learn to identify symmetry and create symmetric
shapes with paper, pattern blocks, and his own body. He will also begin to
identify left and right.
Lesson 8.1
Lesson 8.2
Lesson 8.3
Lesson 8.4
Symmetry
Symmetric Designs
Body Symmetry
Left and Right
Teaching Math with Confidence: Symmetry
Your child will continue to develop greater spatial skills as he investigates
symmetry this week. In Week 6, he physically flipped and turned pattern
blocks to fit them together. Now, he’ll begin to mentally flip and turn the
halves of shapes to see if they are symmetric.
If I fold the snowman in half, will the two sides line up exactly?
Children already have an innate sense of symmetry from their everyday
experiences, but identifying and naming symmetry in this week’s lessons
will help your child develop an even greater spatial awareness.
Household Items Needed for Week 8
•
•
•
•
Scissors
Marker
Mirror (preferably full-length)
Red and yellow writing utensils
Weaving Math into Everyday Life
Take a walk this week and look for symmetric shapes in your
neighborhood. Point out symmetry in nature (such as insects, birds, or
flowers) as well as symmetry in houses or buildings around you.
Math Book of the Week
What is Symmetry in Nature? by Bobbie Kalman. Crabtree Publishing
Company, 2010.
Beautiful, brightly-colored photographs of butterflies, crabs, dragonflies,
people, and more demonstrate symmetry in nature. As you enjoy the book
with your child, have him identify the symmetric sides in each creature.
Lesson 8.1
Symmetry
Purpose
Review and
Warm-Up
• Practice recognizing up to 10 fingers
Materials
• None
• Preview the concept of equality
• Introduce the concept of symmetry
• Paper
Activities
• Create symmetric shapes by folding and
cutting paper
• Scissors
• Marker
(optional)
Workbook
• Identify symmetric shapes
• Workbook page
29
Review and Warm-up: Match My Fingers
Hold up 4 fingers. How many fingers am I holding up? 4. Can you hold
up the same number of fingers? Child holds up 4 fingers.
Repeat with 3, 5, 0, 8, 7, and 10 fingers. For numbers greater than 5, always
hold up 5 fingers on one hand and the remaining fingers on the other.
This activity previews the concept of equality. Your child will learn more about what it means for
two sets to be equal in Week 11.
Activity: Introduce Symmetry
You have been learning about shapes and making lots of designs.
Today, you’re going to cut shapes from paper and learn a new word to
describe shapes.
Fold a piece of paper in half. Cut half of a heart out of the paper, as shown
below.
Before you unfold the paper, ask your child to predict what the shape will
be: What do you think the shape will look like when it is unfolded?
Answers will vary.
I made a heart. Hearts are symmetric. Shapes that are symmetric have
two sides that exactly mirror each other. Fold the heart along the original
fold line so that your child can see how the two halves of the heart match up
with each other exactly.
Repeat with the following designs. Ask your child to predict what the shape
will look like each time before you unfold the paper. Then, show how the
two halves of the shape exactly match up with each other.
Not all shapes are symmetric. Fold a piece of paper in half. Then, open it
and cut out the following shape. This shape isn’t symmetric because the
two sides do not match up with each other exactly. Show your child that
the two halves of the shape do not match.
See the Week 8 Teaching Math with Confidence (page 103) for an explanation of how studying
symmetry helps children further develop their spatial skills.
Activity: Cut Paper to Make Symmetric Shapes
Allow your child to experiment with folding paper in half and then cutting
the paper to create symmetric shapes. Remind her not to cut along the
folded edge. (If she finds it difficult to remember, it may help to trace the
fold with a marker to make it easier to see.)
In this lesson, you introduce your child to mirror symmetry (also known as line symmetry or
reflection symmetry), in which the two parts of the shape are identical when one is flipped. In
later grades, your child will learn about rotational symmetry when parts of a shape line up after
one is rotated around a central point.
A pinwheel is an example of rotational symmetry.
Workbook (Page 29): Identify Symmetric Shapes
Have your child complete workbook page 29. If your child is not sure
whether a shape is symmetric, draw a vertical line down the middle of the
shape and ask your child whether the two halves of the shape look like they
match each other.
Lesson 8.2
Symmetric Designs
Purpose
Review and
Warm-Up
• Develop spatial skills by copying a block
arrangement
• Paper
• Pattern blocks
• Practice recognizing quantities with up to 6
objects
• Preview the concept of equality
• Create symmetric designs with pattern blocks
Activity
Workbook
Materials
• Paper
• Marker
• Pattern blocks
• Create a symmetric design with pattern blocks
• Workbook page
30
• Pattern blocks
Review and Warm-up: Match My Mat
Place 4 hexagon pattern blocks on a piece of paper as shown. Have your
child use pattern blocks to copy the design on a separate piece of paper.
How many blocks are there? 4.
Repeat with the following pattern block arrangements. Have your child
copy the design and identify the number of blocks used each time.
This activity previews the concept of equality. Your child will learn more about what it means for
two sets to be equal in Week 11.
Activity: Symmetric Pattern Block Designs
In the last lesson, we cut paper to make symmetric shapes. Today, we’ll
make symmetric designs out of pattern blocks.
Fold a piece of paper in half. Open the paper and trace the fold line with a
marker to make it more visible.
Place the paper on the table and arrange pattern blocks on it as shown.
Here’s one side of a design. I want to make my design symmetric, so I
need to make sure the other side mirrors the first side exactly. Add
blocks to the right-hand side of the paper to create a symmetric design. As
you add each block, point out how the block matches a block on the lefthand side.
Using a folded piece of paper as a mat helps your child connect this activity to the paper-cutting
activity in Lesson 8.1.
Make the left-hand side of each of the following designs and then have your
child complete the right-hand side so that the final design is symmetric. If
he has trouble, suggest that he select the blocks he needs for the design
before putting them together.
Have your child create both sides of his own symmetric design with as
many pieces as he’d like.
Children’s spatial skills vary widely, so adjust the difficulty level according to your child’s ability.
If the suggested designs cause frustration, begin with only 2 or 3 blocks to build his skills and
confidence. If he needs more challenge, add more blocks to make the designs more complex.
Workbook (Page 30): Complete a Symmetric
Design
Have your child complete workbook page 30. On the page, have him use
pattern blocks to finish the design so that it is symmetric. (He does not need
to write anything on this page.)
Lesson 8.3
Body Symmetry
Purpose
Materials
Review and
Warm-Up
• Practice reading written numerals
• Number Cards
Activity
• Identify symmetry in the human
body
• Mirror (preferably fulllength)
• Create a symmetric drawing
• Workbook page 31
Workbook
• Crayons
Review and Warm-up: Number Relay
Spread out the Number Cards 0-10 across the room, on the floor or on a
table. Call out one of the numbers and have your child run across the room,
find the matching Number Card, and bring the card back to you. Repeat
until your child has found all the numbers.
Activity: Identify Body Symmetry
In the last lesson, you made symmetric designs from pattern blocks.
Today, we’ll find symmetry in our bodies.
Look in the mirror with your child. Hold a pencil vertically in front of your
face so that it divides your face in half. Our faces are very symmetric!
What parts of your face are symmetric? Sample answers: ears, eyes,
mouth, nose, eyebrows. If your child has trouble identifying symmetric
features, point out that the pencil is like the line in the middle of the folded
paper in Lessons 8.1 and 8.2.
If a full-length mirror is available, have your child look at her whole body
in the mirror. (If no full-length mirror is available, have her look at you
instead.) Our bodies are very symmetric, too! What parts of your body
are symmetric? Sample answers: legs, arms, hands, feet, toes, shoulders.
If parts of your or your child’s body aren’t symmetric, make sure to discuss
those, too. For example, I have a freckle on my left cheek, but not on my
right cheek, so that part of my body isn’t symmetrical.
Activity: Finger Symmetry Game
Have your child place her hands palms-down on the table. Your hands are
symmetric, too! Point out how each finger on one hand matches a finger on
the other hand.
Touch one of your child’s fingers and have your child lift the matching
finger on the other hand, as quickly as possible. (For example, if you touch
your child’s left pinkie, she should lift her right pinkie.) Repeat with other
fingers, sometimes touching a finger on the left hand and sometimes a
finger on the right hand.
If your child finds this activity easy, make it more challenging by having her close her eyes and
feel which finger you touch.
Workbook (Page 31): Create a Symmetric
Drawing
Have your child complete workbook page 31. Encourage your child to add
lots of symmetric details to her drawing, such as shoes, socks, ears, and
eyebrows.
Lesson 8.4
Left and Right
Purpose
Review and
Warm-Up
Activity
Workbook
Materials
• Practice finding combinations
that equal 10
• Number Cards
• Introduce left and right
• Paper
• Ten-frame (Blackline Master
1), optional
• Counters, optional
• Red and yellow writing utensils
• Identify left and right sides of
drawings
• Workbook page 32
• Red and yellow writing utensils
Review and Warm-up: Make 10 Go Fish
Play Make 10 Go Fish. See Lesson 7.3 (page 98) for full directions.
Activity: Introduce Left and Right
In the last lesson, you found symmetry between the sides of your body.
Today, you’ll learn the words we use to describe each side of our
bodies: left and right.
Have your child place his hands palms-down on the table. Touch your
child’s right hand. This hand is called your right hand. Touch your child’s
left hand. This hand is called your left hand.
It can be tricky to remember which hand is right and which is left. One
way to remember is that left starts with L, and your left hand makes an
L when you put it flat on the table. Point out how the index finger and
thumb on the left hand form an L.
(If your child is right-handed, you can also point out that your child writes
with his right hand.)
Have your child place his hands flat on a piece of paper. Trace each hand.
Write “Left” on the left hand and “Right” on the right hand.
Right and red both start with R. Color the right hand red to help you
remember. Have your child color the right hand red.
Lemon and left both start with L. What color are lemons? Yellow. Color
the left hand the same color as lemons to help you remember. Have your
child color the left hand yellow.
Save this Left/Right Sign and display it wherever you do math so that
your child can refer to it as needed.
This lesson is meant to introduce your child to left and right. You will provide more practice in
Week 9 and throughout this book. However, many children will have trouble consistently
identifying their left and right hands until they are 7 or 8, so don’t worry if your child still has
trouble identifying left and right. Even if your child doesn’t fully master the names of the
directions this year, practicing will help him develop better spatial awareness.
Activity: Play Simon Says
Now we’re going to play Simon Says. I’m going to give you a direction.
If I say “Simon says” first, then you should follow my direction. But if I
don’t say “Simon says,” don’t follow my direction.
Simon says jump up and down. Child jumps up and down.
Simon says tap your head. Child taps his head.
Stand on one foot. Child doesn’t do anything. If your child stands on one
foot, remind him he should only follow the direction when you say, “Simon
says.”
Simon says tap your head with your left hand. Child taps his head with
his left hand.
Simon says stand on your right foot. Child stands on his right foot.
As you play, encourage your child to look at the red and yellow hand
diagram from the previous activity as needed.
Continue with about 10 more directions. Sometimes begin your directions
with “Simon says” and sometimes don’t. Often include “left” or “right” in
your directions.
Workbook (Page 32): Identify Left and Right
Have your child complete workbook page 32. As he colors, have him tell
you whether he’s coloring the left or right side of the shape to give him
more practice identifying left and right orally.
Week 8 Answer Key
OceanofPDF.com
Unit 2 Checkpoint
What to Expect at the End of Unit 2
By the end of Unit 2, most children will be able to do the following:
• Sort objects based on attributes such as color, size, and type.
• Recognize circles, triangles, rectangles, and squares and use words
like curved, straight, sides, or angles to describe these shapes.
• Put together basic shapes to create more complex designs. Children’s
spatial skills vary widely at this age, but most children will be able to
align the edges of pattern blocks to create designs without gaps.
• Create symmetric designs with 6-10 pattern blocks.
• Be familiar with the words left and right. Nearly all kindergartners
will still have trouble identifying left and right.
Is Your Child Ready to Move on?
In Unit 3, your child will create patterns, use ordinal numbers (like first or
third) to name positions, and give directions using words like forward,
backward, left, and right.
Your child does not need to have mastered the skills from Unit 1 or Unit 2
before moving on to Unit 3. You’ll continue to review recognizing
quantities and written numerals throughout Unit 3 so that your child is
ready to learn to compare numbers to 10 in Unit 4.
OceanofPDF.com
Unit 3
Directions and Patterns
Overview
This brief unit will give your child the chance to apply her knowledge of
shapes and her spatial skills to more complex situations. She will use the
shapes learned in Unit 2 to create and extend patterns, and she will use
spatial words like left, right, forward, and backward to give directions.
Week 9
Week 10
Directions
Patterns
What Your Child Will Learn
In this unit, your child will learn to:
• follow and give directions with words like right, left, forward,
backward, above, and below
• understand what first, second, third, fourth, and fifth mean
• create and extend patterns
OceanofPDF.com
Week 9
Directions
Overview
This week, your child will learn to follow and give directions for moving
left, right, forward, and backward. She will also learn to use above, below,
left, and right and ordinal numbers (first, second, third, fourth, and fifth) to
describe positions of objects.
Lesson 9.1
Lesson 9.2
Lesson 9.3
Lesson 9.4
Follow Directions
Give Directions
Pattern Block Positions
Ordinal Numbers
Teaching Math with Confidence: Ordinal Versus
Cardinal Numbers
In Lesson 9.4, you will introduce your child to the first five ordinal
numbers: first, second, third, fourth, and fifth. We use ordinal numbers to
describe how objects or events relate to each other, as opposed to the
cardinal numbers (like one, two, three, etc.) which we use to count and tell
how many. Your child does not need to know the terms ordinal and cardinal
but simply needs to be able to use both kinds of numbers correctly in
context.
Household Items Needed for Week 9
• Small toy animal or doll
• 5 stuffed animals
• Large, flat book and several blocks, optional
Weaving Math into Everyday Life
As you turn while walking or driving this week, ask your child to identify
whether you’re turning left or right.
Math Book of the Week
Left, Right, Emma! by Stuart J. Murphy. Charlesbridge, 2012.
Emma is chosen to lead the Grandparents Day march, but she’s not sure
how to tell left from right. Her teacher ties a red string around Emma’s wrist
to identify her right hand, and Emma ends up leading the parade
successfully.
After you read the book with your child, tie a red string around your child’s
right wrist to remind her which hand is right. Throughout the day,
periodically ask your child which hand is the right one and which is left.
Lesson 9.1
Follow Directions
Purpose
Review and
Warm-Up
Materials
• Practice identifying left and right
• Left/Right Sign (from
Lesson 8.4)
Activity
• Follow directions with forwards,
backwards, left, and right
• None
Workbook
• Practice identifying combinations that
make 10
• Workbook page 33
Review and Warm-up: Play Simon Says
Review left and right with your child. Remind her that her left hand forms
an L when placed palm-down on a table. Also show her the Left/Right Sign
from Lesson 8.4 and remind her that she colored the right hand red, and the
left hand yellow (like a lemon).
Then, play Simon Says with your child (see Lesson 8.4 for full directions).
Sometimes begin your directions with “Simon says” and sometimes don’t.
Often include “left” or “right” in your directions. As you play, encourage
your child to look at the Left/Right Sign from Lesson 8.4 if she can’t
remember which side is left and which side is right.
This activity reviews left and right so that your child is prepared to use left and right in the next
activity.
Activity: Follow Directions
In the last lesson, you learned the difference between your left and
right hands. Today, we’ll use left and right to describe how to move
around the room. We’ll also use forward and backward to describe
moving.
Find an open space in your home where your child can take several steps in
any direction. First, we’ll practice following directions and then we’ll
play a game. Listen closely to my directions so you know what to do.
Help your child as needed to determine right and left, and modify the
directions as needed to suit your space.
•
•
•
•
•
•
•
•
•
•
•
Take 2 steps forward. Child takes 2 steps forward.
Take 2 steps backward. Child takes 2 steps backward.
Take 3 steps backward. Child takes 3 steps backward.
Take 0 steps forward. Child stays still.
Turn left. Child makes a quarter-turn to the left. If your child isn’t
sure how far to turn, stand next to her and demonstrate.
Take 1 step forward. Child takes 1 step forward.
Turn right. Child makes a quarter-turn to the right.
Take 2 steps forward. Child takes 2 steps forward.
Turn right. Child makes a quarter-turn to the right.
Take 3 steps forward. Child takes 3 steps forward.
Turn left. Child makes a quarter-turn to the left.
• Take 3 steps backward. Child takes 3 steps backward.
Activity: Follow Directions to the Secret Object
I’m going to choose something in the room and give you directions for
how to get to it. See if you can figure out which object I choose!
Secretly choose an item in the room. Give your child directions (like the
ones in the previous activity) that guide her to the secret object. Once your
child arrives, have her guess which object you chose.
If needed, give your child additional clues about the object to make it easier for her to guess. For
example: My object is long and thin, and it’s yellow. We use it to write. A pencil!
Sample directions: Take 3 steps forward. Turn left. Take 2 steps
forward. Turn right. Take 1 step backwards. You’ve arrived! Can you
guess which object I chose?
Repeat this activity several times, choosing a different secret object each
time. Then, switch roles: have your child choose a secret object and direct
you to it.
Workbook (Page 33): Review Combinations that
Make 10
Have your child complete workbook page 33.
From this point onward, the number tracing exercises at the top of each worksheet will no longer
include a starting dot to tell your child where to begin writing. This is so that she becomes more
confident at writing the numbers without extra scaffolding. However, if you find that your child
has trouble remembering where to begin each number, you can pencil in the starting dots as
needed.
Lesson 9.2
Give Directions
Purpose
Materials
• Practice identifying combinations that make
10
• Counters
Activity
• Give directions on a map with forwards,
backwards, left, and right
• 16 blank index cards
Workbook
• Trace and describe a path with forwards,
backwards, left, and right
• Workbook page 34
Review and
Warm-Up
• Ten-frames (Blackline
Master 1)
• Index card or small
slip of paper
• Small toy animal or
doll
• Small toy animal or
doll, optional
Review and Warm-up: Hidden Combinations
That Make 10
Place 10 counters on the ten-frame. With an index card, cover the rightmost counter. Place the index card as shown below, so that the child can see
the top edge of the ten-frame, but not the counters. How many counters
can you see? 9. How many are hidden? 1. Repeat the activity several
times, covering up to 5 counters each time.
Activity: Give Directions on a Map
In the last lesson, you learned how to follow directions for moving
around a room. Today, you’ll learn to give directions on a map.
Sit next to your child. Create a map by arranging 16 blank index cards in a
4×4 grid in front of you. Draw a simple house on the card in the top right
corner. Place a small toy animal or doll on the card in the bottom-left
corner, facing away from you.
Sitting next to your child and placing the toy so that it faces away from you helps to establish
which direction is “forward” for the toy.
Let’s pretend that the toy is out for a walk and wants to go home. The
card with a house on it is the toy’s home. The toy can only move
forward, backward, left, or right on the cards. Can you tell me how to
move the toy so that it gets home? Sample answer: Go forward 3 cards.
Turn right. Go forward 3 cards. Use the toy to act out your child’s
directions as he gives them.
Return the toy to the card in the bottom-left corner, facing away from you.
Tell me another way for the toy to get home. Sample answer: Turn right.
Go forward 3 cards. Turn left. Go forward 3 cards. Again, use the toy to act
out your child’s directions as he gives them.
Now, let’s pretend that some of the cards have big mud puddles, so the
toy can’t step on them. Draw a mud puddle on several of the cards, as
shown below.
Have your child describe two new ways for the toy to get home. Act out
each set of directions with the toy. Sample answer: Go forward 1 card. Turn
right. Go forward 3 cards. Turn left. Go forward 2 cards.
Workbook (Page 34): Draw and Describe a Path
Have your child complete workbook page 34. Tell him that the snail is only
allowed to move forward, backward, left, or right, and that the snail wants
to avoid any squares with mud puddles. After your child draws a path for
the snail to follow, have him trace the path with his finger (or move a small
toy along the path) and describe step-by-step how the snail should move.
Sample answer: Go forward 3 squares. Turn right. Go forward 3 squares.
Turn left. Go forward 1 square. Turn right. Go forward one square.
Lesson 9.3
Pattern Block Positions
Purpose
Review and
Warm-Up
Activity
Workbook
• Practice identifying shapes
• Practice identifying left and right
Materials
• Pattern
blocks
• Understand and use above, below, left, and right to
describe objects’ positions
• Paper
• Practice recognizing quantities on the ten-frame
• Workbook
page 35
• Pattern
blocks
Review and Warm-up: Touch the Shape
Place 1 of each kind of pattern blocks in a row on the table. Have your child
place her hands palms-down on the table. Briefly review which hand is
right and which is left.
I’m going to tell you which block to touch, and I’m also going to tell
you which hand to use. Listen closely and see how fast you can follow
the directions.
Touch the red trapezoid with your left hand. Child touches the red
trapezoid with her left hand.
Touch the blue diamond with your right hand. Child touches the blue
diamond with her right hand.
Give 5 more similar directions to your child. Always specify the block’s
color and which hand your child should use to touch the block.
Activity: Above, Below, Left, and Right with
Pattern Blocks
In the last two lessons, you used words like forward, backward, left, and
right to give directions on a map. Today, we’ll use words like above,
below, left, and right to describe pattern block arrangements.
Place a piece of paper and pattern blocks on the table. Place a blue diamond
in the middle of the paper. Give your child the following directions, helping
her as necessary.
•
•
•
•
•
Put an orange square above the blue diamond.
Put a red trapezoid below the blue diamond.
Put a yellow hexagon to the left of the blue diamond.
Put a green triangle to the right of the blue diamond.
Put a white diamond below the green triangle.
Adjust the colors as needed to match your family’s set of pattern blocks.
Your child should end up with an arrangement like the following. Your
child’s blocks may be slanted differently or spaced differently, but they
should be in the same approximate positions.
Then, ask her the following questions about the arrangement:
• Which block is to the right of the yellow hexagon? The blue
diamond.
• Which block is to the left of the white diamond? The red trapezoid.
• Which block is above the blue diamond? The orange square.
• Which block is below the blue diamond? The red trapezoid.
Your child may not remember the name of every pattern block. It’s fine if she identifies the
blocks by color instead.
Activity: Create Matching Pattern Block Designs
Now we’re going to both follow the same directions, without looking at
each other’s papers. Let’s see if we both end up with the same design.
Sit back to back with your child, with pattern blocks near each of you. Place
a piece of paper in front of each of you. Give your child the following
directions, one at a time. Follow each direction yourself as you give it.
•
•
•
•
•
Put a square in the middle of the paper.
Put a triangle to the left of the square.
Put a yellow hexagon to the right of the square.
Put a blue diamond above the hexagon.
Put a triangle below the square.
After you finish giving the directions, compare your paper with your
child’s. Your child’s blocks may be slanted differently or spaced differently,
but they should be in the same approximate positions as yours. Your final
arrangement should look like this:
Repeat with another simple arrangement of 4-5 blocks. Use words like left,
right, above, and below in each direction. Then, switch roles. Have your
child create a simple arrangement with 4-5 pattern blocks and then tell you
how to create it.
Workbook (Page 35): Review Identifying
Quantities
Have your child complete workbook page 35. Encourage your child to look
for groups of “5 and some more” on the ten-frames and not count each
object individually.
Lesson 9.4
Ordinal Numbers
Purpose
Review
and
Warm-Up
• Practice identifying written numerals
Materials
• Number Cards
• Practice identifying left and right
• 5 stuffed animals
Activity
• Use ordinal numbers (first, second, third, fourth,
fifth) to describe the order of objects or events
Workbook
• Practice identifying groups of fingers as
combinations of “5 and some more”
• Workbook page 36
• Large, flat book and
several blocks,
optional
• Pattern blocks
See the Week 9 Teaching Math with Confidence (page 118) for more information on ordinal
numbers.
Review and Warm-up: Touch the Number
Mix up Number Cards 0-10 and spread them out face-up on the table. Have
your child put the numbers in order (starting with 0).
Have your child place his hands palms-down on the table. Briefly review
which hand is right and which is left.
I’m going to tell you which number to touch and which hand to use.
Listen closely and see how fast you can follow the directions.
Touch the 8 with your left hand. Child touches the 8 with his left hand.
Touch the 4 with your right hand. Child touches the 4 with his right hand.
Give 5 more similar directions to your child. Always specify which hand
your child should use to touch each number.
Activity: Introduce Ordinal Numbers
You already know a lot of number words. Today, you’ll learn some
special number words we use to describe position and order.
Place 5 stuffed animals in a line and pretend that they are waiting to go
down a slide. (Optional: Use a book and a few blocks to build a simple slide
and line up the animals behind the slide.) How many stuffed animals are
in line? 5.
Making the pretend slide establishes which animal is first in line. Otherwise, either the animal to
the far left or the animal to the far right could be considered first. If you don’t build the slide,
make sure to pretend that the slide is on the far left of the animals and line up the animals so that
they face the imaginary slide.
We use numbers like one, two, and three to tell how many stuffed
animals there are. But we use numbers like first, second, and third to
describe where the animals are in the line’s order.
Point to the animal closest to the slide. This animal is first in line. Point to
the next animal in line. This animal is second. Continue with the rest of the
animals in order: This animal is third. This animal is fourth. This animal
is fifth.
Which animal is first? Second? Third? Child points to the corresponding
animal. If you built a slide, have your child pretend to send each animal
down the slide in order. Then, rearrange the animals in line. Now which
animal is first? Second? Third? Fourth? Fifth? Child points to the
corresponding animal.
We can also use these numbers to describe the order of events. When
you get up in the morning, what do you usually do first? Sample
answer: I get dressed. What do you do second? Sample answer: I eat
breakfast. What do you do third? Sample answer: I brush my teeth.
We can use these numbers to put directions in order, too. Give your
child the directions below, one at a time, and have her follow them in order.
• First, touch your nose. Child touches nose.
• Second, blink your eyes. Child blinks eyes.
• Third, clap your hands. Child claps hands.
Now, you tell me directions with first, second, and third, and I’ll follow
them. Child tells you series of simple directions with first, second, and
third.
Workbook (Page 36): Recognize Groups of
Fingers as “5 and Some More”
Have your child complete workbook page 36. Encourage her to look for
groups of “5 and some more,” rather than counting each finger individually.
Week 9 Answer Key
OceanofPDF.com
Week 10
Patterns
Overview
In this week’s lessons, your child will learn about repeating patterns. He’ll
create patterns with pattern blocks and sounds, and he’ll also identify
missing elements in patterns.
Lesson 10.1
Lesson 10.2
Lesson 10.3
Lesson 10.4
AB Patterns
ABC Patterns
More Patterns
Missing Parts of Patterns
Teaching Math with Confidence: Patterns
You and your child will create several different types of repeating patterns
this week. In each of these patterns, a small portion called the pattern unit
repeats. For example, in the alternating pattern below, the square-triangle
combination repeats.
This type of pattern is also known as an AB pattern, where A stands for one
element in the pattern and B stands for the other. You will also teach your
child about ABC (with three different elements), ABB, and AABB patterns
this week. This book will refer to the letter names for simplicity’s sake, but
your child does not need to be able to identify the patterns with letters.
Household Items Needed for Week 10
No special materials are needed for this week’s lessons.
Weaving Math into Everyday Life
Any time you wait in line this week, review ordinal numbers as you discuss
your place in line: There are two people ahead of us in line. Which place
are we in? Third.
Math Book of the Week
Pattern Fish, by Trudy Harris. Millbrook Press, 2000.
The rhyming text of Pattern Fish gently leads children to identify a variety
of patterns in the illustrated fish. After you’ve read through the book once,
read it again with your child and have him examine the borders of the pages
more closely. He’ll find that the pattern in each border matches the pattern
on that page’s fish.
Lesson 10.1
AB Patterns
Purpose
Review and
Warm-Up
Materials
• Practice identifying triangles, rectangles,
squares, and circles
• Paper
• Recognize, extend, and create AB patterns
• Pattern blocks
Activities
• Practice using ordinal numbers
Workbook
• Extend AB patterns
• Workbook page
37
The lesson plans will refer to patterns by letters, but your child does not need to use letters to
identify the patterns that he studies this week. See the Week 10 Teaching Math with Confidence
(page 130) for more details on using letters to identify patterns.
Review and Warm-up: Shape Clues
Draw a simple circle, triangle, square, rectangle on a piece of paper.
Tell your child each of the following shape clues. Have him point to and
name the shape (or shapes) that matches each clue.
• I’m round all the way around. Circle.
• I have 3 sides and 3 angles. Triangle.
• We have 4 right angles, like the corners of a piece of paper. Square
and rectangle.
• I have 4 sides. All 4 sides are equal. Square.
Activity: Introduce Patterns
Today, we are going to explore patterns. What do you know about
patterns? Discuss your child’s experiences with patterns. She may have
followed a pattern when creating a craft or building project, or she may be
familiar with patterns in clothing or furniture.
Patterns in math must always follow a rule. If I randomly put some
blocks in a row, it’s not a pattern. Take a handful of about 6 pattern
blocks and lay them randomly in a row from left to right.
This row of blocks isn’t a pattern. But if I think of a rule in my head
and then follow it, I make a pattern. Watch while I make a pattern. Use
pattern blocks to make the following pattern, from left to right.
Can you continue my pattern? Child adds blocks to the row, following the
pattern.
Children often find it easier to continue a pattern when they first point to each element in order
and say its name aloud: “square, triangle, square, triangle…” This allows them to hear the pattern
as well as see it. Encourage your child to do this as he extends patterns and identifies missing
elements in patterns this week.
Can you guess my rule for placing the blocks? Sample answer: you put
down a square and then a triangle and then did it again.
Point to the block furthest to the left. This block is first. Which block is
second? Third? Fourth? Fifth? Child points to corresponding blocks.
We can make patterns with sounds, too. Listen to this pattern.
Rhythmically alternate tapping the table then clapping your hands. Repeat
the sequence several times (tap, clap, tap, clap, etc.).
Can you copy my pattern? Child alternates taps and claps.
How is this sound pattern like the block pattern? Answers will vary.
Point out that the sounds alternate, just as the blocks do.
Workbook (Page 37): Extend Patterns
Have your child complete workbook page 37. If your child has trouble
figuring out which element comes next, have your child point to each
element in the pattern and say it aloud: Apple, orange, apple, orange… Oh,
an apple must come next!
Lesson 10.2
ABC Patterns
Purpose
Materials
Review and WarmUp
• Practice identifying combinations that
equal 10
• None
• Pattern blocks
Activities
• Recognize, extend, and create ABC
patterns
• Practice using ordinal numbers
Workbook
• Extend ABC patterns
• Workbook page
38
• Crayons
Review and Warm-up: Fingers Up and Down to
10
With your palms facing you, hold up 5 fingers on one hand and 3 fingers on
the other. How many fingers are up? 8. How many are down? 2. After
your child responds, turn your hands around so she can see the 2 fingers
that are down. Repeat with other numbers of fingers from 0 to 10, in
random order.
Activity: Make a New Pattern
In the last lesson, we made patterns. Today, we’ll make some more
patterns.
Begin a pattern as shown, placing the blocks from left to right.
Can you continue this pattern? Child adds more blocks as shown.
What rule does my pattern follow? Sample answer: You use a red block
and then a white diamond.
Now, I’m going to use a different rule to make a pattern. See if you can
figure out my new rule. Start this pattern with the blocks below.
Can you continue my pattern? Child adds blocks to the row, following the
pattern.
What rule does my pattern follow? Trapezoid, diamond, square,
trapezoid, diamond, square.
How is my new rule different from my old rule? You put down three
blocks instead of two blocks before you started repeating them.
Review the ordinal numbers by asking your child to point to the first,
second, third, fourth, and fifth block in the pattern.
We can make patterns with three sounds, too. Ask your child to suggest
three sounds (such as taps, claps, snaps, or stomps) and have him make
them into a pattern. For example, his pattern might be: clap, snap, stomp,
clap, snap, stomp.
Workbook (Page 38): Extend Patterns
Have your child complete workbook page 38. If he has trouble figuring out
which element comes next, have him point to each element in the pattern
and name its color aloud: Blue, green, orange, blue, green… orange!
Lesson 10.3
More Patterns
Purpose
Materials
• Practice finding combinations that make 10
• Number Cards
Activity
• Create more complicated patterns (ABB and
AABB)
• Pattern blocks
Workbook
• Extend ABB, AAB, and AABB patterns
• Workbook page
39
Review and
Warm-Up
Review and Warm-up: Make 10 Go Fish
Play Make 10 Go Fish with your child. See Lesson 7.3 (page 98) for full
directions.
Activity: Make More Complicated Patterns
We made two different kinds of patterns in the last two lessons. Today,
we’ll make some patterns that are more complicated.
Begin a pattern as shown, placing the blocks from left to right.
Can you continue this pattern? Have your child add more blocks to the
pattern.
What rule does my pattern follow? Sample answer: Triangle, then two
diamonds.
Review the ordinal numbers by asking your child to point to the first,
second, third, fourth, and fifth block in the pattern.
Now, I’m going to use a different rule to make a pattern. See if you can
figure out my new rule. Start this pattern with the blocks below.
Can you continue my pattern? Child adds blocks to the row, following the
pattern.
What rule does my pattern follow? Trapezoid, trapezoid, square, square.
How is my new rule different from my old rule? You use each type of
block two times in a row.
Review the ordinal numbers by asking your child to point to the first,
second, third, fourth, and fifth block in the pattern.
We can make a pattern like this with sounds, too. Ask your child to
suggest two sounds (such as taps, claps, snaps, or stomps). Show her how to
make them into an AABB sound pattern. For example, the pattern might be:
clap, clap, stomp, stomp, clap, clap, stomp, stomp.
Workbook (Page 39): Extend Patterns
Have your child complete workbook page 39. If she has trouble figuring out
which element comes next, have her point to each element in the pattern
and say it aloud.
Lesson 10.4
Missing Elements in Patterns
Purpose
Review and
Warm-Up
Activity
Workbook
• Review that a penny is worth 1¢ and a
nickel is worth 5¢
Materials
• Coins
• Paper
• Practice finding values of coin combinations
up to 10¢
• Identify missing elements in patterns
• Pattern blocks
• Index card or slip of
paper
• Identify missing elements in patterns
• Workbook page 40
• Crayons
Review and Warm-up: How Many Cents?
Show your child 2 nickels and 5 pennies. Remind him that each nickel is
worth 5¢ and that each penny is worth 1¢.
Secretly place 1 nickel and 1 penny on the table and cover them with a
piece of paper. I’m going to show you some coins for just a second.
When I show you them, tell me how many cents they are worth, as fast
as you can. Lift the piece of paper for just a second. How many cents? 6¢.
Repeat with other coin values from 5¢ to 10¢, in random order. For 10¢,
sometimes use 5 pennies and sometimes use 2 nickels. Adjust your speed so
that your child is challenged, but not frustrated. One or two seconds is a
reasonable length of time for most children.
Activity: Identify Missing Elements in Patterns
You have learned how to make many kinds of patterns. Today, we’ll
play a guessing game where you figure out which block is missing in a
pattern.
Use pattern blocks to make the following pattern, from left to right.
Can you continue my pattern? Child adds blocks to the row, following the
pattern.
With your child looking away, use an index card or small slip of paper to
cover one of the blocks in the pattern.
Have your child guess which shape you covered and then check by
removing the slip of paper. Repeat several times, covering a different block
each time.
Now, I’m going to use a different rule to make a pattern. Build the
following pattern from left to right.
Can you continue my pattern? Child adds blocks to the row, following the
pattern.
With your child looking away, use an index card or small slip of paper to
cover one of the blocks in the pattern.
Have your child guess which shape is covered and then check by removing
the slip of paper. Repeat several times, covering a different block each time.
Workbook (Page 40): Complete the Pattern
Have your child complete workbook page 40.
Week 10 Answer Key
OceanofPDF.com
Unit 3 Checkpoint
What to Expect at the End of Unit 3
By the end of Unit 3, most children will be able to do the following:
• Follow and give directions involving forward, backward, above,
below, left, and right. Many children will still need help identifying
left and right.
• Use ordinal numbers (first, second, third, fourth, and fifth) to describe
objects’ order.
• Continue simple patterns and identify missing elements in patterns.
Is Your Child Ready to Move on?
In Unit 4 your child will learn to compare numbers up to 10. Before moving
on to Unit 4, your child should have already mastered the following skills
from Unit 1:
• Recognize quantities from 0 to 5 by sight, and quantities from 6 to 10
as “5 and some more” on the ten-frame, with fingers, and with coins.
• Recognize written numerals from 0 to 10. (Most kindergartners will
still need more practice with writing the numbers, but they need to be
able to read them for Unit 4.)
What to Do If Your Child Needs More Practice
If your child is having trouble with any of the above skills, spend a few
more days practicing the corresponding review activity before moving on to
Unit 4.
Activities to practice recognizing quantities to 10
• Ten-Frame Flash (Lesson 5.1)
• How Many Cents? (Lesson 5.4)
• Fast Fingers (Lesson 6.1)
Activities to practice recognizing written
numerals
• Name Written Numerals (Lesson 5.2)
• Number Relay (Lesson 6.2)
• Put Number Cards in Order (Lesson 7.4)
OceanofPDF.com
Unit 4
Comparing Numbers to 10
Overview
In this unit, your child will learn to compare numbers up to 10 and become
comfortable using words like more, less, and equal. He’ll begin by
comparing concrete objects and quantities and then progress to comparing
and sequencing written numbers.
Week 11
Week 12
Week 13
Week 14
Compare without Numbers
Compare Numbers to 10
Sequence Numbers to 10
1 or 2 More, 1 or 2 Less
What Your Child Will Learn
In this unit, your child will learn to:
• compare the heights and lengths of objects
• use greater than, less than, and equal to describe number
relationships
• put numbers in order from least to greatest or greatest to least
• count backward from 10
• identify the number which is 1 or 2 more (or 1 or 2 less) than a given
number
OceanofPDF.com
Week 11
Compare without Numbers
Overview
This week, your child will learn to compare the heights and lengths of
objects with words like taller, shorter, longer, more, less, and equal.
Comparing without numbers this week will prepare her to compare
quantities and numbers in Week 12.
Lesson 11.1
Lesson 11.2
Lesson 11.3
Lesson 11.4
Compare Heights
Compare Lengths
Equal Lengths
More, Less, and Equal
Teaching Math with Confidence: Comparing
without Numbers?
In Weeks 9 and 10, your child explored pairs of opposites that describe
spatial relationships: left and right, above and below, forward and
backward. This week, your child will learn pairs of opposites that we use
for comparisons: taller and shorter, longer and shorter, more and less.
You will also introduce her to the idea that amounts can be equal. Children
are intuitively aware of these comparison relationships, but this week’s
lessons will help your child explicitly name the relationships. The lessons
will also make clear to your child that comparisons work in two directions:
if the fork is longer than the spoon, the spoon must be shorter than the fork.
These relationships are obvious to adults, but it’s important that your child
clearly recognize them before she begins to apply them to numbers. You’ll
focus on simply identifying the relationships this week—in contexts
without numbers—so that your child is well-prepared to begin to compare
quantities and numbers next week.
Household Items Needed for Week 11
• 5 books with varying heights
• 5 stuffed animals of different heights
• 5 writing utensils of varying lengths (pens, pencils, colored pencils,
crayons, etc.)
• 5 straws or narrow paper strips of the following lengths: 8 inches, 6
inches, 5 inches, 4 inches, 2 inches
• Tape
• 1 straw or narrow paper strip
• Scissors
• 4 identical water glasses, preferably clear (so that it’s easy to see the
water level)
• Pitcher of water
Weaving Math into Everyday Life
Build block towers with your child this week. Use words like taller and
shorter as you talk about the towers: Wow, your second tower is a lot
taller than your first tower! Do you think you could build a tower
that’s even taller?
Math Book of the Week
Actual Size, by Steve Jenkins. HMH Books for Young Readers, 2011.
The beautiful paper-cut illustrations in this book show different animals (or
parts of animals) at their actual size, from the 12-inch-wide eye of a giant
squid to the 2 ½-inch-tall pygmy mouse lemur. As you read the book with
your child, have her compare her own hands and feet to the animals in the
book: Your hand is a lot shorter than the gorilla’s hand!
Lesson 11.1
Compare Heights
Purpose
Review and
Warm-Up
• Practice identifying written
numerals
Materials
• Number Cards
• Practice identifying left and right
• Compare heights
• 5 books with varying heights
Activities
• Put heights in order from shortest
to tallest
• 5 stuffed animals with varying
heights
Workbook
• Compare heights
• Workbook page 41
See the Week 11 Teaching Math with Confidence (page 142) for an explanation of why this
week focuses on comparing without numbers to prepare children to compare with numbers next
week.
Review and Warm-up: Ten-Frame Flash
Mix up Number Cards 0-10 and spread them face-up on the table. Have
your child put the numbers in order (starting with 0).
Have your child place her hands palms-down on the table. Briefly review
which hand is right and which is left. I’m going to tell you which number
to touch and which hand to use. Listen closely and see how fast you can
follow the directions.
Touch the 7 with your left hand. Child touches the 7 with her left hand.
Touch the 3 with your right hand. Child touches the 3 with her right
hand.
Repeat with similar directions until your child has touched all the numbers
at least once.
Activity: Compare the Heights of Books
Today, you’ll learn how to compare heights. Height is how tall
something is from its top to its bottom.
Spread 5 books of different heights on the table. Choose two books with
clearly different heights and stand them up on the table. Which book is
taller? Which book is shorter? Answers will vary. Encourage your child to
put the spines of the books next to each other to directly compare the
heights. Repeat with two books with fairly similar heights.
Make sure to always ask comparison questions “both ways”; in this case, which book is taller and
which book is shorter. This helps your child learn that comparisons work in two directions: if the
dinosaur book is taller than the board book, then the board book must be shorter than the dinosaur
book.
Stand all 5 books on their edge on the table. (Or, place them on the floor
along the base of a wall so that they stand up on their own more easily.)
Which book is the shortest? Answers will vary. Which book is the
tallest? Answers will vary. Have your child put the books in order from the
shortest to the tallest.
Activity: Compare Heights
Show your child 3 stuffed animals of different heights. Let’s pretend that
one day some animals were playing, and they decided to line up from
shortest to tallest. Can you put them in order from shortest to tallest?
Child puts stuffed animals in order from shortest to tallest.
If your child has trouble comparing the heights of a pair of animals, have her place a hand on
each of the animals’ heads and compare how high her hands are from the table. Adding this
kinesthetic element can help her “feel” which animal is taller.
Show your child 2 more stuffed animals. Then, 2 more animals came
along and wanted to join in. Have your child add the 2 new stuffed
animals to the line so that all the stuffed animals are in order from shortest
to tallest.
Which animal is the shortest? Answers will vary. Which animal is the
tallest? Answers will vary.
Compare your height with your child’s height. Which of us is taller?
Which of us is shorter? Answers will vary. If more family members are
available, have your child compare her height with theirs as well.
This lesson focuses on what height means and how to compare the heights of objects. Your child
will learn how to measure height and begin to use standard units (such as inches and feet) in Unit
7.
Workbook (Page 41): Compare Heights
Have your child complete workbook page 41.
Lesson 11.2
Compare Lengths
Purpose
Review
and
Warm-Up
• Develop spatial skills
by copying a block
arrangement
• Counters
• Paper
• Preview the concept of
equality
• Compare lengths
Activities
Materials
• Put lengths in order
from shortest to
longest
• 5 writing utensils of varying lengths (pens,
pencils, colored pencils, crayons, etc.)
• 5 straws or narrow paper strips of these
approximate lengths: 8 inches, 6 inches, 5
inches, 4 inches, 2 inches
• Tape
• Number Cards
Workbook
• Compare lengths
• Workbook page 42
Review and Warm-up: Match My Mat
Use counters to make the following arrangements on a piece of paper (one
at a time). Have your child copy each design and identify the number of
counters used.
Activity: Compare Lengths Directly
In the last lesson, you learned to compare the heights of books and
people. Today, you’ll learn to compare lengths. The length of an object
is how long it is.
Spread 5 writing utensils of different lengths on the table. Choose two
writing utensils with clearly different lengths. Which is longer? Which is
shorter? Answers will vary. If your child can’t immediately tell, show him
how to line up their edges to make it easier to tell which is longer.
Choose two writing utensils with similar lengths. Sometimes, it’s easy to
tell which writing utensil is longer. But, if the lengths are very close, it
can be hard to tell. Then, we need to line up the edges to check which is
longer. Show your child how to line up the edges of the two writing
utensils. Which is longer? Which is shorter? Answers will vary.
Help your child align the edges of all 5 writing utensils. Which is the
shortest? Answers will vary. Which is the longest? Answers will vary.
Have your child put the writing utensils in order from the shortest to the
longest.
Activity: Compare Lengths Indirectly
Place the 5-inch and 4-inch straws on the table, far away from each other.
Tape each to the table.
Which straw do you think is longer? Which is shorter? Answers will
vary. It can be hard to tell for sure which object is longer and which is
shorter when we can’t move the objects. We can use our fingers to help.
Show your child how to use your fingers to compare the lengths of the
straws: Hold your fingers apart the same length as one of the straws. Then,
keep your fingers in the same position and compare the distance between
your fingers to the length of the other straw.
Remove the tape from both straws. Line them up next to each other so your
child can check his prediction.
Tape the straws to the table again. Also tape the 2-inch, 6-inch, and 8-inch
straws to the table. Have your child use his fingers to compare the straws’
lengths and order them from shortest to longest. To keep track, place the 1card (from your Number Cards) by the shortest straw, the 2-card by the
next-shortest straw, and so on.
After your child has numbered all 5 straws, remove the tape. Line up the
straws next to each other so your child can check whether he put them in
order correctly.
Save these straws for Lesson 11.3.
Workbook (Page 42): Compare Lengths
Have your child complete workbook page 42.
Lesson 11.3
Equal Lengths
Purpose
Materials
• Practice finding combinations that
make 10
• Number Cards
• Introduce the concept of equality
• Straws from Lesson 11.2
Activities
• Identify equal lengths
• 1 extra straw or narrow
paper strip
• Scissors
Workbook
• Draw longer, shorter, and equal
lengths
• Workbook page 43
Review and
Warm-Up
• Counters
• Ten-frames (Blackline
Master 1)
Review and Warm-up: Make 10 Memory
Play Make 10 Memory with your child. See Lesson 4.4 (pages 61 and 62)
for full directions.
Activity: Find Equal Lengths
In the last lesson, you compared lengths. Today, you’ll learn about
equal lengths.
When two lengths are exactly the same, we say that the lengths are
equal. Let’s cut a straw so that it is equal to the length of your hand.
Place a straw on your child’s palm so that one end of the straw is at the base
of her wrist. Mark and cut the straw so that it is the same length as her hand.
Hold the straw next to her hand. This length of this straw is equal to the
length of your hand. Let’s look around the house for some more things
that have a length equal to the straw and your hand.
Walk with your child around your home and look for objects with a length
approximately equal to the straw. Hold the straw next to each object and
have your child say whether each object is shorter, longer, or equal to the
length of the straw.
Workbook (Page 43): Draw Lengths
Have your child complete workbook page 43.
Lesson 11.4
More, Less, and Equal
Purpose
Review
and
Warm-Up
Activity
Materials
• Identify up to 10 counters
on the ten-frame by sight
• Counters
• Understand what more,
less, and equal mean
• 4 identical water glasses, preferably clear
(so that it’s easy to see the water level)
• Ten-frames (Blackline Master 1)
• Paper
• Pitcher of water
• 4 stuffed animals, optional
Workbook
• Identify equal amounts
• Workbook page 44
This lesson involves pouring water, so you may want to do it in the kitchen or another place
where spilling won’t hurt anything.
Review and Warm-up: Ten-Frame Flash
Cover the ten-frame on Blackline Master 1 with a piece of paper. Secretly
place 8 counters on the ten-frame and cover the counters with a piece of
paper.
I’m going to show you some counters for just a second. When I lift the
paper, tell me how many counters there are, as fast as you can. Lift the
piece of paper for just a second. How many counters? 8. After your child
responds, lift the paper and allow her to check her answer. Repeat with 5, 6,
7, 9, and 10 counters, in random order.
Activity: More, Less, and Equal with Water
You have been learning to tell whether lengths are longer, shorter, or
equal. Today, you’ll learn to tell whether glasses of water have more,
less, or equal amounts of water.
Place 4 identical water glasses on the table, along with a pitcher of water.
(Optionally, set a stuffed animal behind each glass of water.)
One day 4 animals were having a tea party. One of the animals poured
a glass of water. Fill one cup about halfway with water.
The next animal wanted more water than the first. Have your child fill
another glass so that it has more water than the first glass.
The next animal wanted less water than the first. Have your child fill
another glass so that it has less water than the first glass.
The last animal wanted the same amount of water as the first. Have
your child fill another glass so that it has the same amount of water as the
first glass. When two glasses have the same amount of water, we say
they have equal amounts of water.
Dump the water out from the glasses (or pretend that the animals drank
their water).
After the animals finished, they decided to all drink an equal amount of
water. Fill a cup about one-third of the way full. Have your child fill the
other glasses so that they have the same amount of water as the first glass.
This lesson is meant to make sure your child thoroughly understands the concepts of more, less,
and equal before he begins to compare numerical quantities in Week 12. Your child will do more
water-pouring as he explores capacity in Unit 7.
Workbook (Page 44): Equal Amounts
Have your child complete workbook page 44.
Week 11 Answer Key
OceanofPDF.com
Week 12
Compare Numbers to 10
Overview
This week, your child will learn how to use words like more, fewer, equal,
greater than, and less than to compare numbers up to 10. He’ll begin by
comparing concrete objects and will gradually progress to comparing
written numerals.
Lesson 12.1
Lesson 12.2
Lesson 12.3
Lesson 12.4
More, Fewer, and Equal
Compare Tally Marks
Compare on the Ten-Frame
Compare Written Numerals
Teaching Math with Confidence: 3 Stages of
Comparing
In Week 11, you taught your child to compare heights, lengths, and amounts
of water without reference to numbers. This week, you will teach your child
to make numerical comparisons.
Children typically go through 3 stages as they learn to compare numbers:
• Stage 1: Visual estimation. In this stage, children decide which group
has more based on which group looks bigger.
The pile on the right looks bigger, so it must have more.
• Stage 2: One-to-one matching. As children become more
sophisticated comparers, they line up items and match them one-toone to determine which group has more.
Comparing 5 and 3 counters by matching one-to-one
• Stage 3: Numerical reasoning. Finally, children use their knowledge
of the number sequence to determine which group has more. They
realize that numbers that come later in the counting sequence are
greater than numbers that come earlier in the counting sequence. For
example, I know that 9 is more than 7 because 7 comes before 9.
This week’s lessons will help your child progress through these stages so
that he can use numerical reasoning to make comparisons. (If your child is
already at stage 3, you may want to combine Lesson 12.1 and 12.2 into a
quick review lesson.)
Household Items Needed for Week 12
• About 10 crayons
Weaving Math into Everyday Life
Your child will learn how to compare numbers this week. Look for
opportunities for him to make real-life comparisons: Which plate has
fewer crackers? Can you make a tower with an equal number of
blocks? Which soccer team got more goals?
Math Book of the Week
Albert Keeps Score, by Daphne Skinner. Illustrated by Deborah Melmon.
Kane Press, 2012.
This book provides a wonderful variety of examples of what equal means in
children’s real lives. In the book, little brother Albert anxiously makes sure
that he and his sister receive equal treatment: If she checks out 4 library
books, he checks out 4 library books. If she gets to invite 3 friends to a tea
party, he gets to invite 3 friends to his own tea party. The ending has a sweet
twist as Albert realizes that perhaps not all things in life must be equal.
Boxes in the lower right-hand corners of the pages keep track of what each
sibling received on the page. As you read, discuss the score-keeping boxes
and how they relate to the story and illustrations.
Lesson 12.1
More, Fewer, and Equal
Purpose
Review and WarmUp
Activities
Materials
• Find combinations that equal 5
• Counters
• Understand what more, fewer, and equal
mean
• About 10 crayons
• Compare sets with up to 5 objects
Workbook
• Compare sets with up to 5 objects
• Workbook page
45
See the Week 12 Teaching Math with Confidence (page 155) for details on the 3 stages that
children typically go through as they learn to compare. If your child is already at stage 3, you
may want to combine Lessons 12.1 and 12.2 into a quick review lesson.
Review and Warm-up: Hidden Counters to 5
Show your child 5 counters. How many counters are there? 5. Hide 1
counter under your palm. How many counters are hidden? 1. How many
can you see? 4.
Continue in the same way, hiding different numbers of counters each time.
Occasionally hide all (or none) of the counters to give your child practice
with zero as well.
Activity: More, Fewer, and Equal with Crayons
You have been learning about shapes and patterns for the past few
weeks. Today, we’ll begin a unit that focuses on numbers again.
Hold 2 crayons in one hand and 5 crayons in the other hand. How many
crayons do I have in each hand? 2 and 5.
Which hand has more crayons? Child points to the hand with 5 crayons.
Which hand has fewer crayons? Child points to the hand with 2 crayons.
Children often are more comfortable using the word more than using the word fewer. Just as in
Week 11, you can help your child become more comfortable with fewer by asking her to describe
comparisons in both directions: “My cup has more counters than yours. Your cup has fewer
counters than mine.”
Hold 3 crayons in each hand. Which hand has more crayons? Possible
answer: Both hands have the same number! Both hands have an equal
number of crayons.
Repeat this activity with the following numbers of crayons:
•
•
•
•
4 and 1
0 and 3
2 and 2
5 and 4
Then, switch roles with your child. Have her hold a few crayons in each
hand and ask you which hand has more crayons and which hand has fewer
crayons.
English has two different pairs of words for comparing quantities. Fewer and more are used for
individual, countable objects: I have fewer toy cars than you do. You have more gumballs than I
do. Less and more are used to compare quantities that can’t be counted: There’s less juice in my
glass than in yours. Your bucket has more sand than mine.
In everyday use, though, people often use less for both kinds of comparisons, and you may find
that your child does the same. During your lessons, focus on helping your child understand the
underlying concept of comparing quantities without worrying too much about the grammar!
Workbook (Page 45): Which Group Has Fewer?
Have your child complete workbook page 45.
Lesson 12.2
Compare Tally Marks
Purpose
Review and WarmUp
Activities
Workbook
Materials
• Find combinations that equal
6
• Counters
• Introduce tallies
• Coin with heads and tails
• Compare sets of tallies
• Paper
• Draw equal sets of tallies
• Workbook page 46
• Ten-frames (Blackline Master
1)
• Index card or slip of paper
Review and Warm-up: Hidden Counters to 6
Place 6 counters on the ten-frame. How many counters are there? 6. With
an index card, cover the right-most counter. How many counters can you
see? 5. How many are hidden? 1.
Continue in the same way, hiding different numbers of counters each time.
Occasionally hide all (or none) of the counters to give your child practice
with zero as well.
Activity: Keep Score with Tally Marks
In the last lesson, you learned about the words more, fewer, and equal.
Today, you’ll use these words to describe our scores in a game.
To play, we’ll take turns flipping a coin. You get a point if you flip the
coin and it shows heads. Whoever gets 5 points first wins the game.
If your child doesn’t know the difference between heads and tails, show your child the two sides
of the coin. To prepare for the game, turn the coin over a few times and ask your child whether
heads or tails is showing.
We’ll use tallies to keep score. Each time one of us gets a point, I’ll
write a tally to keep track.
Take turns flipping the coin with your child, marking a tally for each point.
As you play, ask your child to tell who has more points and who has fewer
points. (For example, I have 3 points, and you have 4 points. Who has
more points? Who has fewer points?) When one of you reaches five
points, draw the fifth tally horizontally so that your finished score sheet
looks something like this:
Have your child look at the final score sheet. How many points did we
each get? Who got more points? Who got fewer points? Answers will
vary.
Play the game again. This time, have your child draw the tallies to keep
score. Guide him as needed and remind him to draw the fifth tally
horizontally across the other four tallies.
Your child will continue to use tallies throughout kindergarten. Later this year, he will learn to
use tallies to represent numbers greater than 5. Because tallies are arranged in groups of 5, they
provide another way to reinforce the numbers 6 to 10 as combinations of “5 and some more.”
Workbook (Page 46): Equal Tallies
Have your child complete workbook page 46. For the group of 5 tallies,
remind him to draw the 4 vertical tallies first and then draw the fifth tally
horizontally across the other tallies.
Lesson 12.3
Compare on the Ten-Frame
Purpose
Review and
Warm-Up
Activities
• Practice drawing up to 5 tallies
• Paper
• Review the concept of equality
• Use ten-frames to compare numbers
greater than 5
• Compare numbers in real-life
problems
Workbook
Materials
• Use ten-frames to compare numbers
greater than 5
• Counters
• Double ten-frames (Blackline
Master 4)
• Workbook page 47
You will begin using Blackline Master 4 (with 2 ten-frames) in this lesson. You will use Blackline
Master 4 frequently, so you may want to laminate it or put it in a plastic page protector for
durability.
Review and Warm-up: Equal Numbers of Tallies
Draw 3 tallies on a piece of paper. Can you draw an equal number of
tallies? Child draws 3 tallies. How many tallies did you draw? 3.
Repeat with groups of 1, 2, 4, and 5 tallies. For the group of 5, make sure to
draw the fifth tally horizontally across the other 4 tallies.
Activity: Compare with Ten-Frames
In the last lesson, you compared numbers by using tallies. Today, you’ll
learn how to use ten-frames to compare numbers.
Place two small handfuls of counters (with 6-10 counters in each handful)
on the table.
It can be hard to tell which pile has more counters when there are so
many. Which group do you think has more counters? Why? Sample
answer: I think that one has more counters because it looks bigger.
We can use ten-frames to help us check our answers. Since we have 2
different groups to compare, we’ll use 2 ten-frames. Show your child
Blackline Master 4. Have your child help you arrange one pile of counters
on the top ten-frame and the other pile on the bottom ten-frame.
Now it’s easier to tell how many are in each group. How many counters
are on each ten-frame? Sample answer: 7 counters on the top and 8
counters on the bottom. Which group has more counters? Sample
answer: The bottom ten-frame with 8 counters.
Repeat with 2 more handfuls of 6-10 counters each.
Many kindergartners are still learning that the size of a set does not change depending on how
much space is between the counters. Using two ten-frames to line up the counters ensures that all
of the counters are equally spaced.
Activity: Real-Life Comparisons
Ask your child each of the following comparison word problems. If your
child is unsure of an answer, have her represent the numbers in the question
with counters on the ten-frames. (For example, for the first story, she can
put 7 counters on the top ten-frame and 9 counters on the bottom ten-frame
to see that 9 is more than 7.)
• Cora checked out 7 books from the library, and Jayden checked
out 9. Who checked out more books? Jayden.
• Alex picked 8 dandelions, and Laura picked 6 dandelions. Who
picked more dandelions? Alex.
• Lydia scored 10 baskets, and Solomon scored 7 baskets. Who
scored fewer baskets? Solomon.
• Sarah used 5 stickers on her craft, and Jacob used 8 stickers.
Who used fewer stickers? Sarah.
• Elizabeth collected 8 leaves on the nature walk, and Henry
collected 8 leaves. Who collected more leaves? They both collected
an equal number.
Children often love it if their word problems are about people they know. Feel free to change the
names in these word problems (or any of the word problems in this book) to the names of your
child’s family members or friends.
Workbook (Page 47): Compare with Ten-Frames
Have your child complete workbook page 47.
Lesson 12.4
Compare Written Numerals
Purpose
Materials
Review and
Warm-Up
• Practice counting forward from
numbers other than 1 or 0
• Number Cards
• Number Cards
Activities
• Introduce the terms greater than and
less than
Workbook
• Compare written numerals to 10
• Counters
• Double ten-frames
(Blackline Master 4)
• Compare written numerals to 10
• Workbook page 48
• Counters, optional
• Ten-frames (Blackline
Master 4), optional
In English, we use more and fewer (or less) to compare quantities. But when we compare
numbers on their own (without reference to any objects), we use the terms greater than or less
than. (For example, 3 is greater than 2. 2 is less than 3.) You’ll introduce these terms to your child
today as you compare written numerals in a card game.
Note that you will not introduce the symbols for these words (< and >). Since most kindergartners
are still learning to write letters in the correct direction and identify left and right, they tend to
find these symbols confusing. Instead, focus on teaching your child to understand and use the
terms when describing number relationships orally.
Review and Warm-up: Count Forward
Mix up 1 set of Number Cards (0-10) and spread them out face up on the
table. Have your child put the numbers in order, starting with 0 and placing
the cards from left to right.
When we count, we usually start at 1, but sometimes it’s helpful to be
able to start counting at other numbers. Can you count from 3 to 10? 3,
4, 5, 6, 7, 8, 9, 10.
Can you count from 5 to 10? 5, 6, 7, 8, 9, 10.
Can you count from 8 to 10? 8, 9, 10.
If your child finds this difficult, have her point to each number card as she
counts.
This activity previews the “counting on” that your child will do in Week 14 when he answers
questions like, “What number is 2 more than 6?” (One way a child might find the answer is by
counting on from 6: 6, 7, 8. So, 8 is 2 more than 6.)
Activity: Introduce Greater Than and Less Than
You’ve been learning to compare groups with words like more, fewer,
and equal. Today, you’ll learn some new words for comparing
numbers: greater than and less than.
Show your child a group of 4 counters and a group of 2 counters. Which
group has more counters? Which group has fewer counters? Child
points to the correct group. Have your child place the matching number
card next to each group.
When we compare groups of counters, we use the words more and
fewer. But when we talk about plain numbers, we use the words greater
than and less than. Take away the counters, leaving just the Number Cards.
4 is greater than 2, and 2 is less than 4.
Show your child the following pairs of Number Cards. Have him compare
the numbers using the terms greater than and less than. If your child isn’t
sure about an answer, have him model each number with counters on the
ten-frames.
• 3 and 5. 3 is less than 5. 5 is greater than 3.
• 10 and 2. 2 is less than 10. 10 is greater than 2.
• 6 and 9. 6 is less than 9. 9 is greater than 6.
Activity: Play War Card Game
We’re going to play a card game called War today. Shuffle 2 sets of
Number Cards (0-10) and deal the cards face down in two piles.
To play, take turns flipping over the top card in your pile. Have your child
tell which card is greater. Whoever has the greater number wins both cards.
If the cards are equal, both of you flip over another card and play again. For
example, if you turn over a 3 and your child turns over a 7, your child wins
both cards because 7 is greater than 3.
As you play, encourage your child to use the words greater than and less
than. Model using the words correctly yourself. Play until both you and
your child have played all the cards in your piles. The player with more
cards wins the game.
If your child is ever unsure of which number is greater, have him represent each number with
counters on ten-frames and compare.
Workbook (Page 48): Compare Numbers
Have your child complete workbook page 48. Have your child represent
each number with counters on the ten-frame if he isn’t sure which number
is greater.
Week 12 Answer Key
OceanofPDF.com
Week 13
Sequence Numbers to 10
Overview
This week, your child will learn to put numbers in order from least to
greatest and from greatest to least. She’ll also learn to count backward from
10.
Lesson 13.1
Lesson 13.2
Lesson 13.3
Lesson 13.4
Least and Greatest
Least to Greatest Game
Put Ages in Order
Greatest to Least Game
Teaching Math with Confidence: Sequencing
Now that your child knows how to compare numbers, she’ll learn to
sequence numbers: put more than 2 numbers in order from least to greatest
or from greatest to least. This builds on the skills she learned in Week 11
when she not only compared the heights of 2 books but also put multiple
books in order from shortest to tallest.
Household Items Needed for Week 13
• Timer, optional
Weaving Math into Everyday Life
Whenever you’re waiting for your child to accomplish a short task this
week, count down slowly from 10 and encourage her to complete it before
you reach zero. For example: Can you come to the couch for read-aloud
before I reach zero? 10, 9, 8…
Math Book of the Week
Birdsongs by Betsy Franco and illustrated by Steve Jenkins. Margaret K.
McElderry Books, 2007.
This gorgeously illustrated book counts down from 10 with bird songs. The
book begins with a woodpecker tapping 10 times, a dove cooing 9 times,
and so on. The text tells how many times each bird makes its noise, with the
actual words for each noise written out on the page. (For example, for the
woodpecker, “tat” is printed 10 times across the page.) After you read the
text for each page, have your child point and say each of the sound words
so that she can “hear” the differences between the numbers as you count
down.
Lesson 13.1
Least and Greatest
Purpose
Review and
Warm-Up
Activities
Workbook
• Put written numerals 0-10 in order
Materials
• Number Cards
• Timer, optional
• Introduce greatest and least
• Number Cards
• Put 3 numbers in order from least to greatest
• Identify which number is least and which
number is greatest
• Workbook page
49
See the Week 13 Teaching Math with Confidence (page 168) for more details on how the
sequencing activities in Week 11 prepared your child to order numbers from least to greatest.
Review and Warm-up: Put Number Cards in
Order
Mix up Number Cards 0-10 and spread them out face up on the table. Have
your child put the numbers in order as fast as possible, starting with 0 and
placing the cards from left to right. Have her do this several times. Leave
the cards out for the next activity.
If your child likes trying to beat the clock, time how long it takes for her to put the cards in order
and encourage her to try to improve her time each round.
Activity: Put 3 Numbers in Order from Least to
Greatest
In the last lesson, you compared 2 numbers, but sometimes there are
more than 2 numbers to compare.
Let’s pretend that 2 children were playing at a park and had a
hopping-on-one-foot contest. Rebecca hopped 4 times, and Jacob
hopped 7 times. Have your child act out the story by hopping 4 times and
then 7 times.
Can you find the Number Cards that show how many times each child
hopped? Child finds Number Cards with 4 and 7. Who hopped more
times? Jacob. Who hopped fewer times? Rebecca, with 4 hops.
Then, Hannah came along and joined the hopping contest. She hopped
10 times. Have your child hop 10 times and then find the Number Card
with 10. Who had the greatest number of hops now? Hannah (with 10
hops). Who had the least? Rebecca (with 4 hops).
When we compare 3 numbers, we use the word least to describe the
smallest number and the word greatest to describe the biggest number.
Show your child how to put the 7, 4, and 10 cards in order from least to
greatest, from left to right. For these numbers, 4 is the least and 10 is the
greatest.
Show your child the following groups of Number Cards, one group at a
time. For each group, have your child put the cards in order from least to
greatest and tell which number is greatest and which is least.
•
•
•
•
2, 8, 3. Order: 2, 3, 8. 3 is least and 8 is greatest.
4, 7, 0. Order: 0, 4, 7. 0 is least and 7 is greatest.
10, 8, 6. Order: 6, 8, 10. 6 is least and 10 is greatest.
2, 1, 3. Order:1, 2, 3. 1 is least and 3 is greatest.
If your child has trouble identifying which number is least or greatest, encourage her to think
about the number sequence: Which number comes first when we count? That number is least.
Which number comes last when we count? That number is greatest. If your child is still unsure,
make the activity more concrete. Have her place the matching number of counters on each card
and then look to see which number of counters is the least and greatest.
Workbook (Page 49): Least and Greatest
Have your child complete workbook page 49.
Lesson 13.2
Least to Greatest Game
Review and
Warm-Up
• Put written numerals 0-10 in order
• Number Cards
Activity
• Put numbers in order from least to greatest
• Number Cards
Workbook
• Write missing numbers in sequence from least
to greatest
• Workbook page
50
• Count backward from 10 to 0
Review and Warm-up: Count Forwards and
Backwards
Mix up 1 set of Number Cards (0-10) and spread them out face up on the
table. Have your child put the numbers in order from 0 to 10.
Can you name the cards in order from least to greatest? Have your child
point to the cards and say them in order from 0 to 10.
Can you name the cards in order from greatest to least? Have your child
point to the cards and say them in order from 10 to 0. Leave the cards out
for the next activity.
This activity introduces counting backward from 10. Your child will practice this skill more in
future lessons.
Activity: Put 4 Numbers in Order from Least to
Greatest
In the last lesson, you put 3 numbers in order from least to greatest.
Today, you’ll learn how to put more than 3 numbers in order from least
to greatest.
Remove the 7, 4, 9, and 1 cards from a second set of Number Cards and lay
them face up on the table.
Which of these numbers is the least? 1. Which is the greatest? 9. If your
child is not sure, have him look at the numbers’ position in the line of cards
from 0 to 10. Since the 1 is the first number to appear in the counting
sequence, it is the least. Since the 9 is the last number of the set to appear, it
is the greatest.
Let’s put the cards in order from least to greatest. 1 comes first since
it’s the least. Move the 1 card to the left side of the table. Which number
comes next? 4. Which number comes after that? 7. And which number
is the greatest? 9.
Now the cards are in order from least to greatest.
Activity: Play Least to Greatest
We are going to play a card game called Least to Greatest.
Shuffle 2 sets of Number Cards (0-10) together and deal 4 cards to both you
and your child. Leave the rest of the deck face down in a pile.
To start, play the card in your hand with the number that is least. (For
example, if you have a 6, 10, 2, and 7, play the 2.) Place this card face-up
on the table between you and your child. Then pick up a card from the facedown deck, so you have four cards again.
Then have your child play a card that is greater than your card. It does not
necessarily need to be the next number in the counting sequence. (For
example, if you played a 2, he might play a 5.) Then, have him pick up a
new card.
Keep taking turns playing until neither of you can play a card that is greater.
The person who plays the last card in the row wins all the cards in the row
and removes them. Then, the other player starts a new line of cards.
If no one has a 10, this row is finished. The player who played the 9 collects the entire row.
As you play, encourage your child to use the words greater than, less than,
greatest, and least. Model using the words correctly yourself, too.
The game ends when the face-down pile is gone, and no one can play any
more cards. The player with more cards wins the game.
Workbook (Page 50): What Number Comes Next?
Have your child complete workbook page 50. Encourage your child to think
about the counting sequence and say the numbers out loud to identify the
next number.
Note that all of the numbers your child needs to write in the sequences at the bottom of the page
are printed at the top of the page. Encourage your child to check there if he has trouble
remembering how to write any of the numbers or if he writes them backward.
Lesson 13.3
Put Ages in Order
Purpose
Review and
Warm-Up
Activity
Workbook
Materials
• Practice finding combinations that make 10
• Number Cards
• Put ages in order from youngest to oldest and
from oldest to youngest
• Number Cards
• Write missing numbers in sequence from least
to greatest
• Workbook page 51
• 6 index cards or
slips of paper
In this lesson, you’ll use least and greatest in a context very familiar to most children: putting
ages in order from youngest to oldest.
Review and Warm-up: Make 10 Go Fish
Play Make 10 Go Fish with your child. See Lesson 7.3 (page 98) for full
directions.
Activity: Put Ages in Order from Least to
Greatest
In the last lesson, we played the Least to Greatest Game. Today, we’ll
put ages in order from least to greatest. Spread 1 set of Number Cards (010) on the table and have your child put them in order from 0 to 10.
How old are you? Answers will vary. Have your child point to the card that
matches her age.
We’re going to compare your age with the ages of some other children
you know. Have your child write her name and age on an index card (or
write it for her.) With your child, choose 5 family members or friends who
are 10 years old or younger. Write each name and age on an index card. Try
to include a variety of ages. For a baby less than a year old, write “0” for
zero years.
Have your child put the cards in order from youngest to oldest. Who is the
youngest? Who is the oldest? Whose age is the least? Whose age is the
greatest? Answers will vary. If your child has trouble putting the cards in
order, remind her to think about the order each card appears in the number
sequence.
Then, have her reverse the order of the cards and put them in order from
oldest to youngest.
Workbook (Page 51): What Number Comes
Before?
Have your child complete workbook page 51. Encourage your child to think
about the counting sequence and say the numbers out loud to identify the
next number in each sequence.
Lesson 13.4
Greatest to Least Game
Purpose
Review and
Warm-Up
Activity
Workbook
Materials
• Count forwards and backwards from any number
less than or equal to 10
• Number
Cards
• Put numbers in order from greatest to least
• Number
Cards
• Put numbers in order from greatest to least
• Workbook
page 52
This lesson is the opposite of Lesson 13.2. Instead of using the forward counting sequence to put
numbers in order from least to greatest, your child will use the backward counting sequence to
put numbers in order from greatest to least.
Review and Warm-up: Count Forward and
Backward
Mix up 1 set of Number Cards 0-10 and spread them out face up on the
table. Have your child put the numbers in order from 0 to 10, from left to
right.
Can you count forward from 6 to 10? 6, 7, 8, 9, 10. From 3 to 10? 3, 4,
5, 6, 7, 8, 9, 10. From 9 to 10? 9, 10.
Can you count backward from 10 to 0? 10, 9, 8, 7, 6, 5, 4, 3, 2, 1, 0.
From 10 to 3? 10, 9, 8, 7, 6, 5, 4, 3. From 7 to 2? 7, 6, 5, 4, 3, 2.
If your child finds these counting activities difficult, have him point to the Number Cards as he
counts. The written numerals will provide a visual cue and help him keep track of where he is in
the counting sequence.
Activity: Put 4 Numbers in Order from Greatest
to Least
In the past few lessons, you have put numbers in order from least to
greatest. Today, you’ll do the opposite and put numbers in order from
greatest to least.
Mix up 1 set of Number Cards 0-10 and spread them out face up on the
table. Have your child put the numbers in order from 10 to 0, from left to
right.
Remove the 8, 5, 10, and 0 cards from a second set of Number Cards. Mix
them up and lay them face-up on the table. Which is the greatest? 10.
Which is the least? 0. If your child is not sure, have him look at the
numbers’ position in the line of cards from 10 to 0.
Let’s put the cards in order from greatest to least. 10 comes first since
it’s the greatest. Move the card with a 10 to the left side of the table.
Which number comes next? 8. Which number comes after that? 5. And
which number is the least? 0.
Now the cards are in order from greatest to least.
Activity: Play Greatest to Least
We’re going to play a card game called Greatest to Least. It’s the
opposite of the Least to Greatest game. Instead of playing the cards in
order from least to greatest, we will play them from greatest to least.
Repeat the card game you played in Lesson 13.2. Instead of playing the
cards from least to greatest this time, play the cards in order from greatest to
least. For example, if you hold a 6, 9, 2, and 7, begin the game by playing
the 9.
Workbook (Page 52): Numbers in Order from
Greatest to Least
Have your child complete workbook page 52.
Week 13 Answer Key
OceanofPDF.com
Week 14
1 or 2 More, 1 or 2 Less
Overview
This week, your child will learn to find 1 or 2 more or 1 or 2 less than a
given number.
Lesson 14.1 1 or 2 More with Objects
Lesson 14.2 1 or 2 More with Tallies and Numbers
Lesson 14.3 1 or 2 Less with Objects
Lesson 14.4 1 or 2 Less with Tallies and Numbers
Teaching Math with Confidence: Why “What’s 1
More Than 3?” Is Such a Difficult Question for
Kindergartners
Most children find it easy to answer the question, “If I have 3 toys and get 1
more, how many will I have?” But they often find the related question
much more difficult: “What is 1 more than 3?” Even though both questions
describe the exact same situation, the phrasing makes the second question
much more difficult. That’s because the question tells how the situation
changes (1 more) before describing the starting point (3). Your child has to
think about the way the situation is going to change before he even knows
how it starts!
As a result, this deceptively simple question can be quite challenging for
kindergartners. This week, you’ll help your child make sense of questions
like this with real-life situations, tallies, and counters on the ten-frame.
Household Items Needed for Week 14
• 5 small toys
• 20 straws, toothpicks, or narrow strips of paper (to use as tallies)
Weaving Math into Everyday Life
Look for opportunities to talk about 1 less and 2 less this week. Snacks
often provide a great opportunity: You have 8 crackers. What’s 1 less
than 8? 7. Eat a cracker and check!
Math Book of the Week
Ten Flashing Fireflies, written by Philemon Sturges and illustrated by Anna
Vojtech. North-South Books, 1997.
A brother and sister count from 1 to 10 and then back again as they catch
and release 10 fireflies. As you read the book with your child, talk about
how each number is 1 more than the previous number as the children add
fireflies to the jar. Then as the children release the fireflies, discuss how
each new number is 1 less than the previous number.
Lesson 14.1
1 or 2 More with Objects
Purpose
Materials
Review and
Warm-Up
• Review ordinal numbers (first, second,
third, fourth, fifth)
• 5 small toys
• 5 small toys
Activity
• Use objects to find 1 or 2 more than a
number
• Double ten-frames
(Blackline Master 4)
• Counters
• 10 index cards or slips of
paper
Workbook
• Find 1 or 2 more on ten-frames
• Workbook page 53
“What’s 1 more than 3?” can be a surprisingly difficult question for kindergartners. See the Week
14 Teaching Math with Confidence (page 179) to learn why.
Review and Warm-up: Ordinal Numbers
Place 5 small toys in a line. Point to the toy furthest to the left and tell your
child that this toy is first. Have your child tell which toy is second, third,
fourth, and fifth. Leave the toys out for the next activity.
Activity: 1 or 2 More with Toys
In the last lesson, you put numbers in order from greatest to least.
Today, you’ll learn how to find 1 or 2 more than a number.
Place 3 toys in a line. Let’s pretend you have 3 toys, but then you get 1
more. Add another toy to the line. How many would you have then? 4.
So, 1 more than 3 is 4.
What is 1 more than 2? 3. Can you use the toys to show me? Help your
child act out the question: Make a group of 2 toys, then add 1 more toy to
the group.
Have your child use the toys to act out and answer the following questions:
•
•
•
•
•
•
What is 1 more than 3? 4.
What is 1 more than 4? 5.
What is 1 more than 0? 1.
What is 2 more than 1? 3.
What is 2 more than 2? 4.
What is 2 more than 3? 5.
Activity: Play Race to 10 on Ten-frames
We’re going to play a game called Race to 10 today. First, we need to
make some cards for the game. Have your child help you write “1” on 5
index cards and “2” on 5 index cards.
The goal of Race to 10 is to be the first player to fill all 10 boxes on a
ten-frame.
Shuffle the cards you just made and place them in a face-down pile. Place
the double ten-frames (Blackline Master 4) on the table. On your turn, flip
over a card. If the card is a 1, add 1 counter to your ten-frame. If the
card is a 2, add 2 counters to the ten-frame. The first player to fill all 10
boxes wins.
Have your child choose whether she wants to use the top or bottom tenframe and then play the game with your child. Have her place the counters
in order from left to right on the ten-frame, without skipping any boxes.
Have your child use 1 more than or 2 more than to describe her turn. For
example, if your child has 6 full boxes and then turns over a 2: 2 more than
6 is 8. Model this language during your turns, too.
Save the 10 index cards that you labeled in this lesson.
Workbook (Page 53): Find 1 or 2 More
Have your child complete workbook page 53.
Lesson 14.2
1 or 2 More with Tallies and
Numbers
Purpose
Review and
Warm-Up
• Practice recognizing up
to 10 tallies
Materials
• Paper
• Review the concept of
equality
• Find 1 or 2 more than a
number
Activity
• Paper
• 10 index cards, 5 labeled “1” and 5 labeled
“2” (from Lesson 14.1)
• Number Cards
• Double ten-frames (Blackline Master 4),
optional
• Counters, optional
Workbook
• Draw 2 tallies more than
a given number
• Workbook page 54
Review and Warm-up: Equal Tallies and Fingers
Draw 6 tallies on a piece of paper. Can you hold up an equal number of
fingers? Child holds up 6 fingers. (If your child does not hold up 5 fingers
on one hand and 1 finger on the other hand, have him practice this to
reinforce the idea that 6 is 1 more than 5.) How many tallies did I draw?
6.
Repeat with groups of 10, 7, 9, and 8 tallies.
Activity: Play Race to 10 with Tally Marks
In the last lesson, we played Race to 10 with ten-frames. Today, we’ll
play Race to 10 again, but we’ll write tallies to keep score. Each of us
will keep our own score.
Shuffle the 10 index cards labeled with 1 and 2 (from Lesson 14.1) and
place them in a facedown pile. On your turn, flip over a card. If the card
is a 1, add 1 tally to your paper. If the card is a 2, add 2 tallies to your
paper. Whoever gets 10 tallies first wins.
Play the game with your child. Guide your child as needed as he draws the
tallies and remind him to draw the fifth and tenth tallies horizontally across
the previous 4 tallies.
As you play, use 1 more than and 2 more than to describe the game. For
example, 1 more than 5 is 6. Encourage your child to use this language to
describe his turns, too.
Have your child use 1 more than or 2 more than to describe each turn. For
example, if your child has 5 tallies and then turns over a 1: 1 more than 5 is
6. Model this language during your turns, too.
Save the 10 index cards for the next lesson.
Activity: Find 1 or 2 More with Number Cards
Remove the 10 from 1 set of Number Cards (0-10). Shuffle the remaining
cards and place them in a face-down stack. Turn over one card at a time and
ask your child to name the number that is 1 more than the number on the
card. For example, if the card is a 7, ask: What is 1 more than 7? 8.
Go through the entire deck this way. If your child isn’t sure of an answer,
have him model the number on a ten-frame and then add a counter, as in
Lesson 14.1.
Then, remove the 9 from the deck, shuffle the cards, and repeat the activity.
This time, ask your child to name the number that is 2 more than the
number on the card. What is 2 more than 3? 5.
Removing the 9 and 10 from the deck ensures that your child won’t need to use numbers greater
than 10 to answer the questions. He’ll learn about the numbers greater than 10 in Unit 6.
Workbook (Page 54): Draw 2 More Tallies
Have your child complete workbook page 54.
Lesson 14.3
1 or 2 Less with Objects
Purpose
Review and
Warm-Up
Activity
• Review coin values
Materials
• Coins
• Practice counting
backward from 10
• Use objects to find 1 or 2
less than a number
• 5 small toys
• Double Ten-frames (Blackline Master 4)
• Counters
• 10 index cards, 5 labeled “1” and 5
labeled “2” (from Lesson 14.1)
Workbook
• Find 2 less on ten-frames
• Workbook page 55
Review and Warm-up: Count Backwards from
10¢
Place 1 nickel and 5 pennies on the table. Remind your child that a nickel is
worth 5¢ and that a penny is worth 1¢. How much are these coins worth
all together? 10¢.
Count backward with me from 10¢. Slowly and deliberately count
backward from 10¢, removing one penny for each number you say. When
you get to 5, trade the nickel for 5 pennies before you continue counting
backward.
Activity: 1 or 2 Less with Toys
You have been learning how to find 1 or 2 more than a number. Today,
you’ll learn how to find 1 or 2 less than a number.
Place 5 toys in a line. Let’s pretend you have 5 toys, but then you give 1
toy to a friend. Remove one toy from the line. Now you have 1 less than
5. How many toys would you have then? 4. So, 1 less than 5 is 4.
What is 1 less than 4? 3. Can you use the toys to show me? Help your
child act out the question: Make a group of 4 toys, then remove 1 toy from
the group.
Have your child use the toys to act out and answer the following questions:
•
•
•
•
•
•
What is 1 less than 3? 2.
What is 1 less than 2? 1.
What is 1 less than 1? 0.
What is 2 less than 5? 3.
What is 2 less than 3? 1.
What is 2 less than 4? 2.
Activity: Play Race to 0 on Ten-frames
We’re going to play a game called Race to 0 today. It’s the opposite of
Race to 10. Instead of starting with 0 counters and trying to fill all the
boxes, we’ll start with 10 counters and try to remove all of them.
Use counters to fill in all the boxes on both ten-frames on Blackline Master
4. Shuffle the 10 index cards labeled with 1 and 2 (from Lesson 14.1) and
place them in a face-down pile. On your turn, flip over a card. If the
card is a 1, remove 1 counter from your ten-frame. If the card is a 2,
remove 2 counters from your ten-frame. The first player to remove all
the counters wins.
Have your child choose whether he wants to use the top or bottom tenframe and then play the game with your child. (Always remove the counters
from right to left, so that it’s easy to see how many counters remain on the
ten-frame.)
Have her use 1 less than or 2 less than to describe her turn. For example, if
your child has 7 full boxes and then turns over a 2: 2 less than 7 is 5. Model
this language during your turns, too.
Removing the counters in the opposite direction than you usually add them previews the idea that
subtraction is the opposite of addition.
Save the 10 index cards labeled with 1 and 2 for the next lesson.
Workbook (Page 55): Find 2 Less
Have your child complete workbook page 55.
Lesson 14.4
1 or 2 Less with Tallies and Numbers
Purpose
Review and
Warm-Up
Activity
• Draw a circle, triangle,
square, and rectangle
Materials
• Paper
• Review identifying sides
and angles
• Find 1 or 2 less than a
number
• 20 straws, toothpicks, or narrow strips of
paper (to use as tallies)
• 10 index cards, 5 labeled “1” and 5
labeled “2” (from Lesson 14.1)
• Double ten-frames (Blackline Master 4),
optional
• Counters, optional
Workbook
• Practice finding quantities
on the ten-frame
• Workbook page 56
• Explore a pattern involving
“2 less”
Review and Warm-up: Draw Shapes
Have your child draw a circle, triangle, square, and rectangle. If needed,
remind him what each shape looks like (or draw a sample for him to copy).
For each shape, have your child identify how many sides and angles it has.
Circle: No sides or angles. Triangle: 3 sides, 3 angles. Square and
rectangle: 4 sides and 4 angles.
It’s fine if your child’s shapes are a bit crooked and wobbly, as long as he’s thinking about the key
characteristics of each shape.
Activity: Play Race to 0 with Tally Marks
In the last lesson, we played Race to 0 with ten-frames. Today, we’ll
play Race to 0 again, but we’ll use tallies to keep score. We need to be
able to take away our tallies, so we’ll use straws.
Place 10 straws (or toothpicks, or narrow strips of paper) in front of you,
arranged in groups of 5 tallies. Make sure the horizontal tally is on top of
the 4 vertical tallies. Have your child arrange 10 straws in front of him the
same way.
Shuffle the 10 index cards labeled with 1 and 2 (from Lesson 14.1) and
place them in a facedown pile. If the card is a 1, remove 1 tally. If the
card is a 2, remove 2 tallies. The first player to remove all the tallies
wins.
Play the game with your child. Remove the horizontal tally before the
vertical ones and remove the vertical tallies from right to left.
Have your child use 1 less than or 2 less than to describe his turn. For
example, if your child has 9 tallies and then turns over a 2: 2 less than 9 is
7. Model this language during your turns, too.
Save the 10 index cards for future review and warm-up activities.
Activity: Find 1 or 2 Less with Number Cards
Remove the 0 from the Number Cards. Shuffle the remaining cards and
place them in a facedown stack. Turn over one card at a time and ask your
child to name the number that is 1 less than the number on the card. For
example, if the card is a 7, ask: What is 1 less than 7? 6.
Go through the entire deck this way. If your child isn’t sure of an answer,
have him model the number on a ten-frame and then remove a counter, as in
Lesson 14.3.
Then, remove the 1 from the deck, shuffle the cards, and repeat the activity.
This time, ask your child to name the number that is 2 less than the number
on the card. What is 2 less than 3? 1.
Removing the 0 and 1 from the deck ensures that no answer will be less than 0.
Workbook (Page 56): Find 2 Less
Have your child complete workbook page 56. After your child finishes the
page, point out that the ten-frames are arranged in a pattern: each quantity is
2 less than the quantity above it.
Week 14 Answer Key
OceanofPDF.com
Unit 4 Checkpoint
What to Expect at the End of Unit 4
By the end of Unit 4, most children will be able to do the following:
• Compare objects’ heights and lengths with words like taller, shorter,
longer, or equal.
• Compare quantities with up to 10 objects and compare written
numbers up to 10. Some children will easily be able to use words like
greater than, less than, and equal to describe these number
relationships, but many will still use words like bigger or smaller.
• Put 3 or 4 written numerals in order from least to greatest and from
greatest to least.
• Count backwards from 10 to 0.
• Identify which number is 1 or 2 more than a given number. Children
often find it more difficult to identify the number that is 1 or 2 less
than a given number, and many kindergartners will need more
practice with this skill.
Is Your Child Ready to Move on?
In Unit 5, your child will begin to add small numbers. Before moving on to
Unit 5, it’s important that your child has already mastered the following
skills:
• Recognize quantities from 0 to 10 on the ten-frame without counting,
since you will be using the ten-frame to introduce addition in the next
unit. Your child may be a little slow at recognizing 7 or 8, but she
should be able to figure them out on her own within a few seconds,
without counting from 1.
• Identify which number is 1 or 2 more than a given number. Your
child will build on this skill as she begins to add 1 and 2 in the next
unit.
• Confidently use the word equals to describe when two numbers or
quantities are the same. You will introduce her to the equals sign in
the context of addition in the next unit, and she will understand this
written symbol much more easily if she already understands the
concept of equality.
Note that your child does not need to have mastered all of the comparison
skills from Unit 4 before moving on. You will continue to review
comparing and sequencing numbers in the review and warm-up activities.
What to Do If Your Child Needs More Practice
If your child is having trouble with any of the above skills, spend a few
days practicing the corresponding review activities below before moving on
to Unit 5.
Activities for recognizing quantities to 10 on the ten-frame
• Ten-Frame Flash (Lesson 5.1)
• Hidden Counters on the Ten-Frame (Lesson 4.2)
• Race to 10 on Ten-frames (Lesson 14.1)
Activities for identifying which number is 1 or 2 more than a given
number
•
•
•
•
1 or 2 More with Toys (Lesson 14.1)
Race to 10 on Ten-frames (Lesson 14.1)
Race to 10 with Tally Marks (Lesson 14.2)
Find 1 or 2 more with Number Cards (Lesson 14.2)
Activities to practice the concept of equals
• Equal Numbers of Tallies (Lesson 12.3)
• Equal Tallies and Fingers (Lesson 14.2)
OceanofPDF.com
Unit 5
Addition
Overview
Your child will learn to add small numbers (with sums up to 10) in this unit.
She’ll learn what addition means, as well as how to use the + and = sign to
write addition equations.
Week 15
Week 16
Week 17
Addition
Many Ways to Show Addition
Addition Practice
What Your Child Will Learn
In this unit, your child will learn to:
•
•
•
•
understand that addition means joining two groups
use the + and = signs
represent addition situations with counters, pictures, and numbers
solve simple addition problems
OceanofPDF.com
Week 15
Addition
Overview
This week, you will introduce your child to the concept of addition. You’ll
use small numbers and concrete objects to teach your child that addition
means joining two groups together. You’ll also introduce her to the + and =
symbols and help her begin to use the symbols to create addition equations.
Lesson 15.1
Lesson 15.2
Lesson 15.3
Lesson 15.4
Introduce Addition
The Plus Sign (+)
The Equals Sign (=)
Equations
Teaching Math with Confidence: The Plus (+) and
Equals (=) Symbols
This week, you’ll teach your child how to use the + and = symbols to write
addition equations. Before you introduce the symbols, you’ll first
familiarize your child with the meaning of addition and act out addition
with and without numbers. Using the words plus and equals
conversationally will prepare your child to use their corresponding symbols
in equations.
Because the + and = symbols have such different meanings, you’ll
introduce them in separate lessons. The plus sign is a sign that tells us to do
something—to join two groups together. On the other hand, the equals sign
doesn’t tell us to take action. Instead, it tells us about the relationship
between two amounts—that the amounts on either side of the equals sign
are the same.
Household Items Needed for Week 15
•
•
•
•
•
•
•
Water in a cup, optional
Stack of books, optional
Blocks, optional
Pencils in a cup, optional
Modeling clay, optional
Crackers on a plate, optional
5 small toys
Weaving Math into Everyday Life
This week, you will introduce your child to addition with real-life situations
in which two groups are joined. Ask your child to be an Addition Detective
this week and shout “Addition!” any time she sees two groups added
together. For example, she might find addition at the grocery store as you
put more apples in a bag, or she might see addition at home as she adds
more chairs to the kitchen table for guests.
Math Book of the Week
If You Were a Plus Sign, by Trisha Speed Shaskan and illustrated by
Francesca Carabelli. Picture Window Books, 2008.
This book illustrates many different addition situations with bright-colored,
whimsical animals. As you read, discuss with your child how the pictures
match the text and printed equations.
Lesson 15.1
Introduce Addition
Purpose
Review and
Warm-Up
Activities
Materials
• Practice identifying left and right
• Left/Right Sign (from
Lesson 8.4)
• Introduce the concept of addition, with and
without numbers
• Water in a cup, optional
• Introduce the word plus
• Stack of books, optional
• Blocks, optional
• Pencils in a cup,
optional
• Modeling clay, optional
• Crackers on a plate,
optional
• Counters
Workbook
• Practice the concept of adding by drawing
• Workbook page 57
Review and Warm-up: Play Simon Says
Review left and right with your child. Remind her that her left hand forms
an L when placed palm-down on a table. Also show her the Left/Right Sign
from Lesson 8.4 and remind her that she colored the right hand red, and the
left hand yellow (like a lemon).
Then, play Simon Says with your child. (See Lesson 8.4 for full directions.)
Sometimes begin your directions with “Simon says” and sometimes give
directions without saying it. Include “left” or “right” in your directions
often. As you play, encourage your child to look at the Left/Right Sign from
Lesson 8.4 if she can’t remember which side is left and which side is right.
Activity: Add without Numbers
Today, you’ll learn about a very important math word: adding. In
math, we say that we add whenever we join 2 groups together. Before
we add with numbers, let’s take a walk around the house and add
without numbers.
Choose some or all of the situations below to introduce your child to the
concept of adding. You do not need to do every activity suggested.
• Put a few pencils in a cup. Add some pencils to the cup. Child adds
pencils to the cup. Now there are more pencils in the cup.
• Pour some water into a cup. Add some water to this cup. Child
pours water into the cup. Now there’s more water in the cup.
• Stack up a few books. Add some books to my stack. Child adds a
few books to the stack. Now there are more books in the stack.
• Begin a block tower. Add some blocks to my tower. Child adds
blocks to the tower. Now there are more blocks in the tower.
• Take a chunk of modeling clay and make it into a simple sculpture.
Add some clay to my sculpture. Child adds some clay to the
sculpture. Now there is more clay in the sculpture.
• Place a few crackers on a plate. Add some crackers to the plate.
Child adds a few crackers to the plate. Now there are more
crackers on the plate.
Can you think of some other ways that we add in daily life? Answers
will vary. If you have time, act out some of your child’s suggestions.
This activity does not include numbers so that your child can focus on the fundamental definition
of addition: joining two amounts together.
Activity: Add with Numbers
We can also add numbers. Place 2 counters on the table. Add 3 counters.
Child adds 3 counters. Keep the group of 3 counters separate from the
group of 2 counters. How many counters are there now? 5.
The word plus means to add together. So, we say that 2 counters plus 3
counters equal 5 counters. Point to the group of 2, the group of 3, and then
all 5 counters together as you say this.
Repeat with the following combinations of counters:
•
•
•
•
4 and 1
3 and 3
5 and 2
4 and 0
All of the activities in this lesson are done without any writing so that your child will learn what
addition means in a concrete way. Your child will learn to use symbols and written numbers to
express addition in Lessons 15.2 and 15.3.
Workbook (Page 57): Addition Drawings
Have your child complete workbook page 57. After your child adds the
correct number of objects to each drawing, ask her to tell you the total
number of objects. For example: The snowman had 2 buttons, and then you
added 1 more button. How many buttons does the snowman have now?
Lesson 15.2
The Plus Sign (+)
Purpose
Review and
Warm-Up
Materials
• Review ordinal numbers (first, second, third,
fourth, fifth)
• 5 small toys
• Introduce the + sign
• 5 small toys
Activities
• Represent addition with written numerals and
the + sign
• Number Cards
• Index card
Workbook
• Write numbers to represent addition
• Workbook page
58
Review and Warm-up: Ordinal Numbers
Place the 5 small toys in a line. Point to the leftmost toy: This toy is first.
Have your child tell which toy is second, third, fourth, and fifth. Leave the
toys out for the next activity.
Activity: Introduce Plus Sign
In the last lesson, you learned what adding means. Today, you’ll learn
how to write addition problems with written numbers and a special
sign.
We see signs on the road whenever we go places. What are some signs
that you know? Possible answers: stop signs, yield signs, speed limit signs,
street signs.
In math, we use signs, too. They’re not printed on metal and put up on
the side of the road, but they give us important information. Write “+”
on an index card. This is called the plus sign. It stands for the word plus,
and it means we should join two groups together.
Let’s pretend that you have 3 toys. Place 3 toys in front of your child. But
then you get 2 more. (Add 2 more toys, leaving a space between the two
groups.) So, you have 3 toys plus 2 toys.
Here’s how we use numbers and the plus sign to show that we added 3
toys plus 2 toys. Place cards beneath the toys as shown below. To read the
cards, we say, “3 plus 2.”
How many animals are there all together? 5. So, 3 plus 2 equals 5.
Because the plus and equals signs serve very different roles in equations, each is introduced in a
separate lesson. See the Week 15 Teaching Math with Confidence (page 194) for an explanation
of the signs’ two different functions.
Activity: Act Out Word Problems
For each of the following questions, have your child first act out the story
with toys. Then, have him place Number Cards and the plus sign below the
toys to match. Finally, have him tell you how many animals there are all
together.
• What if you had 1 toy and then got 3 more for your birthday? 1 +
3; 4 animals in all.
• What if you had 1 toy and bought 2 more? 1 + 2; 3 animals in all.
• What if you had 4 toys and then your friend gave you 1 more? 4
+ 1; 5 animals in all.
• What if you had 4 toys but then didn’t get any more? 4 + 0; 4
animals in all.
Add the plus-sign card to your Number Cards and save it for future
lessons.
Workbook (Page 58): Write Numbers to
Represent Addition
Have your child complete workbook page 58. After your child writes the
correct numbers for each group of objects, ask him to find the total number
of objects. For example: There are 2 snowflakes plus 3 more snowflakes.
How many snowflakes are there all together?
Lesson 15.3
The Equals Sign (=)
Purpose
Review and Warm-Up
• Practice recognizing up to 10 tallies
Materials
• Paper
• Review the concept of equals
Activities
Workbook
• Introduce the = sign
• Number Cards
• Solve simple addition problems
• Index card
• Solve simple addition problems
• Workbook page 59
Review and Warm-up: Equal Tallies and Fingers
Draw 6 tallies on a piece of paper, as shown below. Can you hold up an
equal number of fingers? Child holds up 6 fingers. (If your child does not
hold up 5 fingers on one hand and 1 finger on the other hand, have him
practice this to reinforce the idea that 6 is 1 more than 5.) How many
tallies did I draw? 6.
Repeat with groups of 10, 7, 9, and 8 tallies. Always draw the draw the fifth
tally horizontally across the previous 4 tallies and then start a new group of
tallies.
Activity: Introduce Equals Sign
In the last lesson you learned that the plus sign means to join groups
together. The plus sign tells you what to do, just like a stop sign tells
people to stop when driving.
Today, you’re going to learn about a different sign called the equals
sign. Write “=” on an index card.
The equals sign doesn’t tell us to do something. It tells us that two
amounts are equal to each other.
Arrange Number Cards as shown below.
To show 1 + 2, I can hold up 1 finger on one hand and 2 fingers on the
other hand. Hold up 1 finger on one hand and 2 fingers on the other hand.
Move your hands together. 1 finger joined with 2 fingers makes 3 fingers,
so 1 plus 2 is the same as 3. 1 plus 2 equals 3. Place the 3-card next to the
equals sign.
Young children often mistakenly believe that the equals sign means “the answer is coming.” To
help prevent your child from developing this misunderstanding, emphasize that the equals sign
means that the amounts on either side of the equals sign are the same as each other. (For example,
that 1 + 2 is equal to or is the same as 3.)
Use Number Cards to create each of the following problems. Have your
child use her fingers to act out each problem. Also have her complete each
equation with the correct Number Card.
•
•
•
•
•
3+2=5
1+1=2
4+0=4
3+3=6
1+4=5
This lesson (and all the beginning addition lessons this week) use small numbers so that your
child can focus on the meaning of addition.
Workbook (Page 59): Addition
Have your child complete workbook page 59.
Lesson 15.4
Equations
Purpose
Review and
Warm-Up
Activities
Workbook
Materials
• Practice finding combinations that make 10
• Number Cards
• Introduce the term equation
• Pattern blocks
• Create equations to match concrete objects
• Introduce the idea that you can add numbers in any
order (for example, that 3 + 2 equals 2 + 3)
• Plastic plate or
piece of paper
• Number Cards
• Solve simple addition problems
• Workbook page
60
Review and Warm-up: Play Make 10 Memory
Play Make 10 Memory. See Lesson 4.4 for full directions.
Activity: Introduce Equations
In the last lesson, you used your fingers to act out addition problems.
Lay the Number Cards in front of your child as shown.
Use your fingers to show me what 4 plus 2 equals 6 means. Child holds
up 4 fingers on one hand and 2 fingers on the other hand. Sample answer: 4
and 2 make 6.
4 plus 2 equals 6 is called an equation. Do you hear how the word
equation starts like the word equals? That’s because equations tell that
two amounts are equal to each other. Equations always have an equals
sign. This equation shows that 4 plus 2 equals 6.
Your child does not need to master the term equation, although it will be used throughout the
book for clarity.
Activity: Create Equations
We’re going to play restaurant today. Let’s pretend that the pattern
blocks are crackers. I’ll be a customer at the restaurant, and you can
be the server. Could you please serve me 4 triangle crackers and 3
square crackers? Child places 4 triangles and 3 squares on a plastic plate
(or blank piece of paper) and pretends to serve it to you.
How many triangle crackers did you serve me? 4. How many square
crackers? 3. How many crackers are there all together on my plate? 7.
Let’s make an equation to show how you joined the two groups. Place
the Number Cards as shown below.
Ask the following questions about the equation:
•
•
•
•
What does the 4 stand for? (4 triangle crackers)
What does the 3 stand for? (3 square crackers)
What does the 7 stand for? (7 crackers all together)
What does the plus sign mean? (Joining the group of 4 and the
group of 3.)
• What does the equals sign mean? (It means 4 + 3 is the same as 7.)
There’s another way to show this plate of crackers with numbers and
signs, too. Switch the positions of the 3-card and the 4-card.
The 3 still stands for the 3 square crackers, and the 4 still stands for the
4 triangle crackers. We’re just adding them together in a different
order.
This discussion is meant only as an introduction to the fact that we can add numbers in any order
without changing the result (also known as the commutative property of addition). Your child
does not need to fully understand why 3 + 4 equals 4 + 3 at this point.
Play restaurant some more. Order the following amounts of “crackers” and
ask your child to “serve” them to you. For each plateful, have her use
Number Cards to create a corresponding addition equation.
• 5 triangles and 1 square (5+1 =6 or 1+5=6)
• 3 triangles and 5 squares (3+5 =8 or 5+3=8)
• 4 triangles and 4 squares (4+4 =8)
Workbook (Page 60): Addition
Have your child complete workbook page 60.
Week 15 Answer Key
OceanofPDF.com
Week 16
Many Ways to Show Addition
Overview
Now that your child understands the basic concept of addition, you’ll give
him more practice with translating between equations, concrete objects, and
drawings. You’ll continue to focus this week on the meaning of addition.
Next week, you will focus more on how to find answers to addition
problems.
Lesson 16.1 Show One Equation Many Ways
Lesson 16.2 Add Parts of a Group
Use Pictures to Solve Addition
Lesson 16.3
Problems
Use Counters to Solve Addition
Lesson 16.4
Problems
Teaching Math with Confidence: Two Types of
Addition Problems
Dynamic problems involve a starting point and a change. For example:
There were 4 brown birds sitting on a tree branch. Then 3 black birds
came and landed on the branch. The starting point is the 4 brown birds,
and the change is the 3 black birds that come to join them. Static problems
simply involve joining two groups. For example: I have some pieces of
candy. 2 of them are red, and 5 are yellow. In this problem, there is no
change. Instead, the child simply needs to join the groups to find the total
number of pieces.
Your child does not need to be able to identify the difference between static
and dynamic problems, but she does need to be able to use addition to solve
both types of problems. You’ll see both types of problems throughout this
book to give your child plenty of practice.
Household Items Needed for Week 12
• Crayons or markers, including red and green
Weaving Math into Everyday Life
In Lesson 16.1, you and your child will illustrate 5 + 3 = 8 in many ways.
After the lesson, leave the Number Cards for the equation in a visible spot
and look for a new way to represent it each day. For example, your child
might act it out at the park by going down the slide 5 times, and then 3
more times. Or, your child might join a group of 5 stuffed animals with a
group of 3 stuffed animals.
Math Book of the Week
Domino Addition, by Lynette Long. Charlesbridge, 1996.
This book uses dominoes to illustrate addition combinations. On each page,
it asks children to find dominoes with a given total number of spots. (For
example, “Which dominoes have a total of FOUR spots?”) Have your child
answer the questions as you read. Also, point out that the vertical format is
simply another way to write addition problems.
Lesson 16.1
Show One Equation Many Ways
Purpose
• Practice finding 1 or 2 more than a number
Review and
Warm-Up
Activities
Materials
• Number Cards
• Ten-frame (Blackline
Master 1), optional
• Counters, optional
• Understand that one addition equation can
represent many different situations
• Draw pictures to match an addition equation
• Number Cards
• Counters
• Paper
• Crayons or markers
Workbook
• Draw a picture to match an addition equation.
• Workbook page 61
In Unit 1, you represented numbers in many different ways to help your child understand the
numbers thoroughly. In this lesson, you will use concrete objects, jumps, taps, and pictures to
help your child understand addition equations deeply, too.
Review and Warm-up: Find 1 or 2 More with
Number Cards
Mix up one set of Number Cards (0-9) and spread them on the table facedown. Have your child turn over one card at a time and name the number
that is 1 more than the number on the card. If your child isn’t sure of an
answer, have her model the number on the ten-frame and then add 1 more
counter.
Then, remove the 9 from the deck, mix up the cards, and repeat the activity.
This time, ask your child to name the number that is 2 more than the
number on the card.
Activity: Show 5 + 3 = 8 in Many Ways
In the last few lessons, you learned how to use the plus and equals signs
to make addition equations. Make the following equation with Number
Cards.
What does this equation say? 5 plus 3 equals 8. What does the plus sign
mean? Joining two groups together. What does the equals sign mean?
That 5 plus 3 is the same as 8.
Today, we’ll act out this one equation in many different ways. Can you
use counters to show 5 + 3 = 8? Child makes a group of 5 counters and a
group of 3 counters. Then, she joins the groups together.
Can you use your fingers to show 5+3 = 8? Child holds up 5 fingers on
one hand and 3 fingers on the other hand.
How could you show 5 + 3 = 8 with jumps? By jumping 5 times and then
3 more times. Have your child jump 5 times and 3 times. You jumped 5
times and then 3 times more, so you jumped 8 times.
How could you show 5 + 3 = 8 with taps on the table? By tapping 5 times
and then 3 times. Have your child tap the table 5 times and then 3 times.
You tapped 5 times and 3 times more, so you tapped 8 times.
We can also draw a picture that shows 5 + 3 = 8. I’m going to draw
flowers in a vase. Draw a simple vase. First, I’ll draw 5 red flowers.
Draw 5 simple red flowers in the vase.
I’m going to make the rest of the flowers in the vase orange. How many
should I draw to match the equation? 3. Draw 3 orange flowers in the
vase.
How many flowers are there in all in the vase? 8 flowers.
Workbook (Page 61): Draw a Picture to Match an
Equation
Have your child complete workbook page 61.
Some children love being able to choose what to draw, while others prefer more specific
directions on their illustrations. If your child does better with more direction, suggest that she
draw 5 red apples and 3 green apples, for a total of 8 apples.
Lesson 16.2
Add Parts of a Group
Purpose
Review and
Warm-Up
Materials
• Review coin values
• Coins
• Identify combinations that equal 10¢
• Paper
• Use addition to describe parts of a group
• Number Cards
Activities
• Create equations that match pictures
• Introduce the word total
• Paper
• Red and green writing
utensils
Workbook
• Write and solve addition equations to
match pictures
• Workbook page 62
Review and Warm-up: Hidden Coins
Place 1 nickel and 5 pennies on the table. Remind your child that a nickel is
worth 5¢ and that a penny is worth 1¢. How much are the coins worth?
10¢. Hide 1 penny under your palm. How many cents are hidden? 1¢.
How many cents can you see? 9¢.
Continue in the same way, hiding a different number of pennies each time.
(Always leave the nickel visible.) Occasionally hide all (or none) of the
coins to give your child practice with zero as well.
Activity: Create Equations to Match Parts of a
Group
In the last lesson, we used counters, fingers, jumps, taps, and pictures
to show the equation 5 + 3 = 8 in many different ways. Today, we’ll
create many different equations about just one picture.
I’m going to tell you a story about a mom and son decorating cookies
together. Then we’ll make equations to match the cookies.
One day, Wesley and his mom made 10 cookies. Draw 10 circles on paper
as shown below.
Wesley decided to put green frosting on 2 of the cookies and red
frosting on 3 of the cookies. Have your child help you color 2 of the
cookies green and 3 of them red.
Wesley decided to put sprinkles on the rest of the cookies. He put green
sprinkles on 4 of the cookies and red sprinkles on 1 cookie. Have your
child help you draw small green dots on 4 of the remaining cookies and
small red dots on the 1 remaining cookie.
The color key is provided for your reference. You do not need to include it in the picture you
create with your child.
Let’s make an equation that shows how many cookies have sprinkles on
them.
• How many cookies have green sprinkles? 4.
• How many cookies have red sprinkles? 1.
• How many cookies have sprinkles all together? 5.
Use the Number Cards to make an equation that shows how many
cookies have sprinkles. Child makes 4 + 1 = 5 or 1 + 4 = 5 with Number
Cards.
We say that 5 is the total number of cookies with sprinkles.
If your child has trouble focusing on the correct portion of the picture, use a blank piece of paper
to cover up the parts he doesn’t need. (For example, when you write an equation about the
cookies with sprinkles, use paper to cover the cookies that don’t have sprinkles.)
Repeat the activity with the following questions:
• Use the Number Cards to make an equation that shows the
number of cookies with frosting. 3+2=5 or 2+3=5.
• Use the Number Cards to make an equation that shows the
number of cookies with green decorations. 2+4=6 or 4+2=6.
• Use the Number Cards to make an equation that shows the
number of cookies with red decorations. 3+1=4 or 1+3=4.
These questions will help your child learn to pay attention to just the relevant portion of the
picture.
Workbook (Page 62): Write Equations to Match
Pictures
Have your child complete workbook page 62. Remind him that the numbers
in the equations should match the pictures.
Lesson 16.3
Use Pictures to Solve Addition
Problems
Purpose
Materials
Review and
Warm-Up
• Practice putting numbers in order from least to
greatest
• Number Cards
• Paper
Activity
• Draw pictures and write equations to match
addition word problems
• Write and solve addition equations to match
pictures
• Workbook page
63
Workbook
• Crayons or
makers
• Number Cards,
optional
In this lesson, your child will solve both static and dynamic addition problems. See the Week 16
Teaching Math with Confidence (page 206) for an explanation of the difference between the
two kinds of problems.
Review and Warm-up: Least to Greatest Game
Play the Least to Greatest Game. (Directions can be found in Lesson 13.2.)
Activity: Draw Pictures and Write Equations to
Match Word Problems
In the last lesson, you wrote equations to match different numbers of
cookies. Today, you’ll draw pictures and write equations to match word
problems.
Here’s the first story. Try to imagine it as I read it: There were 4 brown
birds sitting on a tree branch. Then 3 black birds came and landed on
the branch.
Have your child draw a simple picture to illustrate the story. Remind her to
use colors and numbers that match the story.
How many birds are there on the branch now? 7. What addition
equation can you write to show what happened? 4+3=7, or 3+4=7.
Have your child write the equation below her picture.
If your child has trouble writing numbers, she may use Number Cards to create the equation
instead.
Repeat the same process with the following word problems:
• 2 leaves fell off a tree. Then 2 more leaves fell off the tree. Child
draws picture. How many leaves are on the ground now? 4 leaves.
Write an addition equation that matches the picture. 2+2=4.
• I checked out 4 picture books and 1 chapter book at the library.
Child draws picture. How many books did I check out? 5 books.
Write an addition equation that matches the picture. 4+1=5, or
1+4=5.
• I have some pieces of candy. 2 of them are red, and 5 are yellow.
Child draws picture. How many pieces of candy do I have? 7 pieces
of candy. Write an addition equation that matches the picture.
2+5=7, or 5+2=7.
Save your child’s drawings to use in Lesson 16.4.
Drawing her own picture to illustrate the word problems helps your child visualize the problems
and see the connection between the words of the story and the numbers of the equation.
Workbook (Page 63): Write Equations to Match
Pictures
Have your child complete workbook page 63. Remind her that the numbers
in the equations should match the pictures.
Lesson 16.4
Use Counters to Solve Addition
Problems
Purpose
Review and
Warm-Up
Activity
Materials
• Practice comparing written numerals
• Number Cards
• Use counters to model and solve
addition problems
• Counters of 2 different
colors
• Child’s drawings from
Lesson 16.3
• Paper
• Number Cards, optional
Workbook
• Use counters to model and solve
addition problems
• Workbook page 64
• Counters of 2 different
colors
In the previous lesson, your child drew pictures and wrote equations to match addition stories. In
this lesson, he’ll use counters to represent the same stories. Using counters to stand for children
or birds requires more symbolic thinking than drawing and will help your child transition to
solving “plain” addition problems that don’t have a story context.
Review and Warm-up: War Card Game
Play War. See Lesson 12.4 (page 165) for full directions.
Activity: Use Counters to Model Addition
Problems
In the last lesson, you drew pictures and wrote equations to match
word problems. One of the stories went like this: There were 4 brown
birds sitting on a tree branch. Then 3 black birds came and landed on
the branch. Show your child his picture of 4+3=7 birds from Lesson 16.3.
Each number in your equations matches something in the picture.
What does the number 4 match? The 4 brown birds. What does the
number 3 match? The 3 black birds. What does the number 7 match?
The 7 birds all together.
Today, we’ll use counters to stand for the birds instead of drawing
pictures. Here are 4 counters to stand for the 4 brown birds.
Here are 3 more counters to stand for the 3 black birds that came. Use
counters that are a different color from the first set so that it is easy to see
the two groups of birds.
4 counters plus 3 counters equal 7 counters, just like 4 birds plus 3
birds equals 7 birds.
We can also use counters to show addition, even if there is no story or
picture.
Write “2 + 3 =” on a piece of paper. Use counters to show this equation.
Child joins a group of 2 counters of one color and a group of 3 counters of
another color.
When you join the counters, how many total counters are there? 5. So,
I’ll write 5 on the other side of the equal sign, since 5 is the same as 2
plus 3.
Repeat this process with the following equations. Write each equation on a
piece of paper. Then, have your child use counters to model the equation
and find the answer.
•
•
•
•
•
•
5+2=7
2+2=4
8+0=8
3+3=6
4+3=7
5 + 5 = 10
Leave the counters out for your child to use with the workbook page.
Workbook (Page 64): Use Counters to Solve
Addition Problems
Have your child complete workbook page 64. Encourage him to model each
problem with counters to help find the answers. For example, to solve 5 + 4,
he can join a group of 5 counters with a group of 4 counters.
Week 16 Answer Key
OceanofPDF.com
Week 17
Addition Practice
Overview
Now that your child has a thorough understanding of the concept of
addition, she’ll learn some simple strategies for finding sums. This week,
she’ll revisit the ten-frame and use it to model and solve addition problems.
Lesson 17.1
Lesson 17.2
Lesson 17.3
Lesson 17.4
Add on the Ten-Frame
Add 0, 1, and 2
Addition War
Addition War
Teaching Math with Confidence: Does My Child
Need to Memorize the Addition Facts?
The addition facts are the sums of the single-digit numbers, from 1 + 1 = 2
up to 9 + 9 = 18. Children generally memorize these addition facts in first
grade. Your kindergartner is not expected to learn the addition facts by
heart, although she may very well learn some of the easier sums through
repeated practice. By teaching your child to visualize quantities and deeply
understand the meaning of addition, you’re giving her a solid foundation for
mastering the addition facts next year.
Household Items Needed for Week 17
You do not need any special materials for this week’s lessons.
Weaving Math into Everyday Life
Look for opportunities to add small amounts in daily life throughout the
week. There were 6 shoes on the mat, and then you put 2 more shoes
there. How many shoes are on the mat now?
Math Book of the Week
Quack and Count, by Keith Baker. HMH Books for Young Readers, 2003.
Beautiful paper-cut illustrations show 7 little ducklings as they splash and
play. Each page shows different combinations of the 7 ducks: 6 and 1, 5 and
2, etc. As you read, have your child explain how the illustrations match the
text: 2 ducks are jumping into the water, and 5 ducks are already in the
water. 5 and 2 make 7.
Lesson 17.1
Add on the Ten-Frame
Purpose
Review and
Warm-Up
Activities
Workbook
Materials
• Practice writing the numerals from 0 to 5
• 12 index cards
• Use the ten-frame to solve addition
problems
• Counters of 2 different
colors
• Recognize that adding 0 to a number does
not change it
• Ten-frame (Blackline
Master 1)
• Paper
• Use the ten-frame to solve addition
problems
• Workbook page 65
Review and Warm-up: Write Numbers 0-5
Have your child watch as you write the number 0 on an index card. Then,
have your child write 0 on a separate index card.
Repeat with numbers 1 – 5 in order, so that you end up with 2 more sets of
Number Cards (0–5).
If this is too much writing for your child, it’s fine for you to make some or all of the cards. Have
your child trace each number with her finger so that she practices the correct order of the strokes.
Save these new Number Cards and add them to the Number Cards that
you made in Lesson 4.3.
Activity: Add on the Ten-Frame
In the last lesson, you used counters to model addition problems.
Today, you’ll put counters on the ten-frame to make it easier to find the
answers.
Write “3 + 4 =” on a piece of paper. Use the counters to model this
equation. Child joins a group of 3 counters of one color and a group of 4
counters of another color.
Let’s put the counters on the ten-frame. Then we can see how many
there are without counting. Place the counters on the ten-frame as shown
below.
So, what does 3 plus 4 equal? 7. Have your child write “7” to complete the
equation.
Repeat this activity with the following addition problems:
•
•
•
•
2+6= 8
7+3= 10
4+5= 9
7+0= 7
After the last problem, ask: Why doesn’t the 7 change when we add 0 to
it? Possible answer: Because adding 0 means you don’t add anything else
to the 7.
So, what’s 6 plus 0? 6.
10 plus 0? 10.
4 plus 0? 4.
One million plus 0? One million.
Your child isn’t expected to understand what one million means at this point, but she may enjoy
the question anyway!
Workbook (Page 65): Use the Ten-Frame to Solve
Addition Problems
Have your child complete workbook page 65.
Lesson 17.2
Add 0, 1, and 2
Purpose
Materials
Review and
Warm-Up
• Practice writing the numerals
from 6 to 10
• 10 index cards
Activity
• Use the ten-frame to add 0, 1, or
2
• Double Ten-frames (Blackline
Master 4)
• Counters
• Number Cards
Workbook
• Practice adding 1 and 2
• Workbook page 66
Your child already has a lot of experience with finding 1 or 2 more than a number. In Unit 4, he
played Race to 10, both with tallies and with counters on the ten-frame. He has also practiced
finding 1 or 2 more than a number. In this lesson, he’ll apply that knowledge to addition as he
solves problems that involve adding 1 or 2.
Review and Warm-up: Write Numbers 6–10
Have your child watch as you write the number 6 on an index card. Then,
have your child write 6 on a separate index card. Repeat with numbers 7–10
in order, so that you end up with 2 more sets of Number Cards (6–10).
If this is too much writing for your child, it’s fine for you to make some or all of the cards. Have
your child trace each number with his finger so that he practices the correct order of the strokes.
Save these new Number Cards and add them to the Number Cards that
you made in Lessons 4.3 and 15.3. You should now have a total of 4 sets of
Number Cards (0-10).
Activity: Play Race to 10
We’ve played Race to 10 on the ten-frame before. Today, we’ll use
words like plus and equals to describe each move. We’ll also include the
0 cards.
Remove the 0s, 1s, and 2s from 4 sets of Number Cards, for a total of 12
cards. Shuffle them together and place them in a face-down pile.
On your turn, flip over the top card in the pile. The number on the
card will tell you how many counters to add to your ten-frame. Then
say the addition equation that matches your move, including how many
total counters there are now, to complete your turn.
For example, if I had 4 counters on my ten-frame and turned over a 2, I
would say “4 plus 2 equals 6.” Use counters to demonstrate this.
Have your child choose whether he wants to use the top or bottom tenframe and then play the game together. Whoever fills their ten-frame first
wins. Play two rounds of the game.
Workbook (Page 66): Add 0, 1, and 2
Have your child complete workbook page 66. Keep the ten-frame and
counters available for your child to use if needed, but do not require him to
use the counters if he knows the answers without them.
Lesson 17.3
Addition War
Purpose
Review and
Warm-Up
• Practice drawing up to 10 tallies
• 10 index cards
• Number Cards
• Find sums up to 10
Activity
Workbook
Materials
• Number Cards
• Ten-frame (Blackline
Master 1)
• Counters
• Practice finding sums with 5 as an
addend
• Workbook page 67
Review and Warm-up: Draw Tallies
Shuffle 1 set of Number Cards (1-10) and place them in a face-down stack.
Turn over one card at a time and have your child draw the corresponding
number of tallies. For example, if you turn over an 8, have your child draw
8 tallies (1 group of 5 plus 3 more tallies). Continue until your child has
drawn tallies to match each card. Remind your child as needed to draw the
fifth and tenth tallies horizontally across the previous four vertical tallies.
Save these Tally Cards for future lessons.
Activity: Play Addition War
In the last lesson, you practiced adding 1 and 2. Today, we’ll practice
more addition with a card game called Addition War.
Shuffle 4 sets of Number Cards (0-5), for a total of 24 cards. Deal out all
the cards into 2 face-down piles.
On your turn, flip over the top 2 cards in your pile. Then, add the 2
cards together. For example, if you flip over a 3 and a 2, say, 3 plus 2
equals 5. Whoever has the greater total gets to keep all the cards. If we
both have the same total, we both flip over another 2 cards.
I win, because 6 is greater than 5!
As you play, allow your child to place counters on the ten-frame to model
the sums, if needed. However, don’t require her to use the counters if she
can find the sums mentally.
Play until both you and your child have played all the cards in your piles.
The player with more cards wins the game. Play two rounds of Addition
War if you have time.
This game provides lots of practice with adding small numbers. Your child will likely know some
of the answers immediately. For others, she may need to use the ten-frame. Either is fine, but
don’t allow any random guessing and always have her use the ten-frame if she’s not sure of an
answer. See the Week 17 Teaching Math with Confidence (page 218) for more details on what
you should expect your child to master in kindergarten.
Workbook (Page 67): Addition Practice
Have your child complete workbook page 67. Keep the ten-frame and
counters available for your child to use if needed, but do not require her to
use the counters if she knows the answers without them.
Lesson 17.4
Addition War
Purpose
Review
and WarmUp
• Practice extending an AABB pattern and
identifying a missing element in the pattern
• Pattern blocks
• Find sums up to 10
• Number Cards
Activity
• Index card or slip of
paper
• Double Ten-frames
(Blackline Master 4)
• Counters
• Find sums up to 10
Workbook
Materials
• Workbook page 68
• Revisit the idea that you can add numbers in any
order
Review and Warm-up: Extend an AABB Pattern
Begin an AABB pattern with pattern blocks as shown below:
Have your child continue the pattern. Then, with your child not looking,
secretly cover one of the elements in the pattern and have him identify
which block you covered. Repeat several times and cover a different block
each time.
Activity: Play Addition War
Today, you’ll practice adding by playing Addition War again. See
Lesson 17.3 (page 223) for full directions. Play two rounds of Addition War
if you have time.
Workbook (Page 68): Solve Related Addition
Problems
Have your child complete workbook page 68. Keep the ten-frame and
counters available for your child to use if needed, but do not require him to
use the counters if he knows the answers without them.
Each pair of problems on the page involves adding the same numbers in a
different order. (For example, 3 + 4 and 4 + 3.) If your child doesn’t notice
the relationship between the problems in each pair, wait until he has
finished the page. Then, use counters on the ten-frame to demonstrate that
you can add numbers in any order without changing the result. 4 + 3 and 3
+ 4 both equal 7. It doesn’t matter whether we add the 3 or the 4 first.
Some kindergartners won’t notice the connection and will work out every problem with counters.
Others will quickly notice the connection and will use the first problem in each pair to find the
answer to the second problem. It’s fine if your child does not fully understand or remember this
idea. With more exposure to addition, he will gradually come to understand that numbers can be
added in any order without changing the result.
Week 17 Answer Key
OceanofPDF.com
Unit 5 Checkpoint
What to Expect at the End of Unit 5
By the end of Unit 5, most children will be able to do the following:
• Understand that addition means joining two groups.
• Write an equation with + and = to represent a simple addition
situation.
• Use concrete objects, drawings, or counters to represent an addition
equation.
• Add 0, 1, or 2 to most numbers less than 10 mentally. Many children
will still need to use counters to find some of these sums, especially
for the +2 problems.
• Use counters on the ten-frame to solve addition problems with sums
up to 10.
Is Your Child Ready to Move on?
In Unit 6, your child will learn to count from o to 20, both forward and
backward. He’ll also begin to think of the numbers from 11 to 20 as
combinations of “10 and some more.” Before moving on to Unit 6, your
child should have already mastered the following skills:
• Recognize quantities from 0 to 10 (as tallies, fingers, or on the tenframe) without counting.
• Recognize written numerals from 0 to 10.
What to Do If Your Child Needs More Practice
If your child is having trouble with either of the above skills, spend a few
days practicing the corresponding review activities below before moving on
to Unit 6.
Activities to practice recognizing and representing tallies:
•
•
•
•
Race to 10 with Tally Marks (Lesson 14.2)
Equal Numbers of Tallies (Lesson 12.3)
Equal Tallies and Fingers (Lesson 15.3)
Draw Tallies (Lesson 17.3)
Activities to practice recognizing quantities to 10:
•
•
•
•
Ten-Frame Flash (Lesson 5.1)
How Many Cents? (Lesson 5.4)
Fast Fingers (Lesson 6.1)
Race to 10 on Ten-frames (Lesson 14.1)
Activities to practice recognizing written numerals:
• Name Written Numerals (Lesson 5.2)
• Number Relay (Lesson 6.2)
• Put Number Cards in Order (Lesson 7.4)
OceanofPDF.com
Unit 6
Numbers to 20
Overview
Now that your child has mastered the numbers to 10, he’ll learn how to
count to 20 and how to read and write these numbers. You’ll also teach him
to recognize numbers in the teens as combinations of “10 and some more”.
Week 18 Count to 20
Week 19 Combinations of “10 and Some More”
Week 20 Read and Write Numbers to 20
What Your Child Will Learn
In this unit, your child will learn to:
• count forward to 20 and backward from 20
• identify numbers from 11 to 20 as combinations of “10 and some
more”
• read and write numbers from 11 to 20
• identify dimes and find the value of dime and penny combinations up
to 20 cents
OceanofPDF.com
Week 18
Count to 20
Overview
This week, your child will learn how to count to 20. He’ll begin by learning
the oral counting sequence (“…eleven, twelve, thirteen…”), then he’ll
count groups with up to 20 objects.
Lesson 18.1 Count to 20
Lesson 18.2 Count Objects by Moving Them
Lesson 18.3 Count Objects without Moving Them
Lesson 18.4 Count out up to 20 Objects
Teaching Math with Confidence: Three Essential
Counting Skills
Up to this point, you’ve encouraged your child to recognize quantities
rather than count them one-by-one. This week, you’ll briefly switch gears
and teach your child three key skills as he learns to count to 20.
First, you’ll teach your child the counting sequence from 1 to 20. In some
languages, the words for the numbers from 11 to 19 follow a regular
pattern: 11 is “ten and one,” 12 is “ten and two,” and so on. But in English,
the numbers in the teens don’t follow such a regular pattern. As a result,
your child will need repetition and practice to master the counting sequence
to 20.
Second, you’ll teach your child to count each object in a set once and only
once. You’ll give him practice with both moveable items (like counters) and
fixed items (like pictures on a worksheet) so that he learns how to count
flexibly in many contexts.
Finally, after your child counts a set of objects, you’ll ask, “So, how many
are there?” Most kindergartners understand that the last number in the
counting sequence equals the total number of objects, but some
kindergartners go through the motions of counting without understanding
this crucial concept. Asking “How many are there?” every time your child
counts will ensure he doesn’t lose sight of counting’s purpose.
Your child will become proficient in counting to 20 as he masters these
three skills this week. He will develop his counting skills further in Unit 9
when he’ll learn to count to 100.
Household Items Needed for Week 18
You do not need any special items for this week’s lessons.
Weaving Math into Everyday Life
Play Hide-and-Seek with your child throughout the week to give him more
practice with counting to 20.
Math Book of the Week
Twenty Big Trucks in the Middle of the Street, by Mark Lee and illustrated
by Kurt Cyrus. Candlewick Press, 2015.
This colorful picture book tells the story of how a broken-down ice cream
truck leads to a traffic jam of 20 trucks. Rhythmic and rhyming text counts
the trucks one-by-one and reinforces the number words up to 20.
Lesson 18.1
Count to 20
Purpose
Materials
Review and
Warm-Up
• Practice identifying left and
right
• Left/Right Sign (from Lesson
8.4)
Activity
• Learn the oral counting
sequence to 20
• None
• Practice addition
• Workbook page 69
Workbook
• Ten-frame (Blackline Master 1),
optional
• Counters, optional
If your child already knows the oral counting sequence to 20, you can make this a fast-paced
review lesson.
Review and Warm-up: Play Simon Says
Review left and right with your child. Remind her that her left hand forms
an L when placed palm-down on a table. Also, show her the Left/Right Sign
from Lesson 8.4 and remind her that she colored the right hand red and the
left hand yellow (like a lemon).
Then, play Simon Says. See Lesson 8.4 (page 114) for full directions. Begin
your directions with “Simon says” some of the time. Include left or right
often in your directions. As you play, encourage your child to look at the
Left/Right Sign from Lesson 8.4 if she can’t remember which side is left
and which side is right.
Activity: Count to 20
Today you’ll learn to count to 20. Listen while I count to 20. Count
aloud to 20, slowly and distinctly.
Now, you count with me. Say as many of the words as you can
remember. Count together to 20.
Let’s count 20 hops. With your child, hop 20 times, counting each hop.
Let’s tap the table 20 times. With your child, tap the table 20 times,
counting each tap.
Now, let’s take turns counting to 20. 1… 2… 3… 4. Continue in this way,
taking turns up to 20.
Many kindergartners have trouble articulating the th sound at the beginning of thirteen. Instead,
they pronounce th as f, so that thirteen sounds more like firteen. From a speech perspective, this
is completely normal, and it’s nothing to cause worry. But, from a math perspective, this simple
mispronunciation often makes it more difficult for children to distinguish between 13 and 14.
To help your child articulate the th in thirteen, encourage her to stick out her tongue while
beginning the word. (In contrast, we usually place our top teeth on our bottom lip to pronounce f.)
Have your child watch the way your mouth moves while you say th and f, then have her try to
pronounce both sounds in front of a mirror. Don’t worry if it takes a while for your child to begin
to pronounce th correctly. Gentle reminders will eventually help her say thirteen instead of firteen
and will help her hear the difference between the similar-sounding numbers.
Activity: Play Hide and Seek
Play Hide and Seek with your child. First, have your child hide while you
count to 20 loudly and deliberately (so that she can hear you count). After
you find your child, switch roles and have her count while you hide.
As your child counts, listen to see how well she knows the oral counting
sequence. If she’s having trouble, practice counting together several more
times.
These activities provide a lot of practice at memorizing the oral counting sequence up to 20.
Since the numbers in the teens do not follow much of a pattern, your child needs to memorize this
sequence through repeated practice.
Workbook (Page 69): Addition Practice
Have your child complete workbook page 69. Keep the ten-frame and
counters available for your child to use if needed, but do not require her to
use the counters if she knows the answers without them.
Lesson 18.2
Count Objects by Moving Them
Purpose
Review and
Warm-Up
Activities
Materials
• Find sums up to 10
• Number Cards
• Review strategies for accurate
counting
• Counters
• Count up to 20 objects one-byone
• Practice addition
Workbook
• Workbook page 70
• Ten-frame (Blackline Master 1),
optional
• Counters, optional
This lesson reviews three key counting skills: saying the numbers in the correct order, counting
each item once and only once, and recognizing that the last number spoken when counting is the
total. See the Week 18 Teaching Math with Confidence (page 230) for more explanation of
these essential skills.
Review and Warm-up: Addition War
Play Addition War with your child. See Lesson 17.3 (page 223) for full
directions.
Activity: Find the Counting Mistake
In the last lesson, you practiced counting to 20. Let’s practice counting
forward to 20.
Crouch down on the floor with your child. Have your child count to 20 with
you as you both gradually stand up. Now, let’s try counting backward
from 20. Stand up, then count backward from 20, crouching down a little
with each number until you are back down on the floor.
This activity introduces counting backward from 20. Your child will get more practice counting
backward from 20 in the next few lessons.
Today you’ll practice counting groups with up to 20 items in them. But
first, let’s talk about how not to count.
Place a handful of about 15 counters on the table. I’m going to count these
counters, but I’m going to make a mistake. See if you can find my
mistake.
Count the counters by sliding 1 counter away from the pile at a time and
starting a new pile. Instead of counting normally, say the numbers in
random order. (For example: 1, 6, 4, 18, 3, 10…)
After you have moved all the counters, ask: What was my mistake? You
didn’t say the numbers in the right order. When we count, we have to say
the numbers in the right order.
I’m going to count the counters again. This time, I’m going to make a
different mistake. See if you can find it. Count the counters again. This
time, say the numbers in the correct order, but sometimes move 2 counters
at a time to the new pile while only saying 1 number.
After you have moved all the counters, ask: What was my mistake?
Sometimes you moved 2 counters, but you only said 1 number. When we
count, we have to say just one number word for each thing that we
count. Let’s find out how many counters there are for real. I won’t
make any mistakes on purpose this time.
Demonstrate how to count the counters accurately. Move one counter at a
time to the new pile and say just one number word per counter.
Children often love finding adults’ mistakes. This activity is meant to be a fun, light-hearted way
to discuss counting strategies and prevent your child from making similar mistakes.
Activity: Count Groups of Counters
Place a new pile of 10-20 counters on the table. Have your child count
them. Encourage him to move each counter to a new pile as he counts.
Make sure he says only one number word for each counter and slow him
down if needed.
After he has finished counting, ask: How many counters are there?
Answers will vary. Repeat with 2 more piles of 10-20 counters.
Moving the counters from one pile to the other while counting helps slow your child down so that
he says only one number word per object. He will practice more counting strategies in the next
lesson.
Workbook (Page 70): Practice Addition
Have your child complete workbook page 70. Keep the ten-frame and
counters available for your child to use if needed, but do not require him to
use the counters if he knows the answers without them.
Lesson 18.3
Count Objects without Moving Them
Purpose
Review and
Warm-Up
• Review ordinal numbers (first, second, third, fourth,
fifth)
Workbook
• Counters
• Practice identifying left and right
• Practice counting forward and backward to 20
Activities
Materials
• Counters
• Practice strategies for counting systematically
• Count up to 20 objects
• Practice systematically counting up to 10 objects in
different arrangements
• Workbook
page 71
Review and Warm-up: Ordinal Numbers
Place 5 counters in a line. Point to the leftmost counter: This counter is
first. Have your child tell which counter is second, third, fourth, and fifth.
Then, give your child directions using ordinals:
•
•
•
•
•
First, tap your head with your left hand.
Second, spin around once.
Third, clap 3 times.
Fourth, stomp your right foot.
Fifth, sit down.
Activity: Find the Counting Mistake
In the last lesson, you practiced counting. Count forward and backward
to 20 with your child, gradually standing up as you count forward and
gradually crouching down as you count backward.
Today, you’ll practice counting again. But this time, we’re going to
pretend that the counters are glued to the table so that we have to count
them without moving them.
Spread about 10 counters on the table. Pretend that the counters are glued to
the table so that you can’t lift them.
I’m going to count these counters, but I’m going to make a mistake. See
if you can find my mistake. Count the counters by pointing to 1 counter at
a time. Skip around the counters, and don’t keep track of which counters
you’ve already counted. Stop counting at a random counter.
After you have moved all the counters, ask: What was my mistake? You
didn’t keep track of which ones you’d already counted. When I count, I
need to keep track of which things I’ve already counted. Otherwise, I
may miss one of the counters, or I may count some of them more than
once.
Let’s find out how many counters there are for real. This time, I won’t
make a mistake on purpose. I’m going to start in one corner and then
go in order so that I know I will count every counter just once.
Demonstrate how to count the counters accurately. Start in one corner.
Touch each counter as you count it and move systematically from one
counter to the next.
Activity: Count without Moving the Counters
Now, it’s your turn to do some counting. We’re going to pretend that
the counters are glued to the table. So, you’ll need to count them
without moving them.
Make the following 3 arrangements of counters, one at a time. Have your
child count the number of counters in each arrangement.
• Spread a handful of about 15 counters on the table and arrange them
in a circle. If your child has trouble keeping track of where she
started counting, encourage her to mark her starting place with one
hand and then use the other hand to point as she counts.
• Arrange 16 counters in a 4×4 array as shown. Encourage your child
to start in one corner and then move systematically up, down, or
across the grid.
• Spread a handful of about 15 counters on the table. This time, scatter
them randomly. Again, encourage your child to start in one corner
and move systematically through the arrangement.
These counting activities slowly increase in difficulty so that your child gradually improves at
keeping track of which counters she has already counted and which ones are left to count. If your
child has trouble counting the objects accurately or keeping track of which objects have already
been counted, spend another day or two practicing counting different arrangements of 10-20
counters before moving on to Lesson 18.4.
Workbook (Page 71): Count Systematically
Have your child complete workbook page 71. Encourage your child to start
in one corner of each arrangement and count the objects systematically. If
she has trouble, remind her to count slowly and touch each object as she
counts.
Lesson 18.4
Count out up to 20 Objects
Purpose
Review and
Warm-Up
Activities
Materials
• Practice identifying up to 10 counters on the
ten-frame by sight
• Counters
• Practice counting forward and backward to
20
• Counters
• Ten-frame (Blackline
Master 1)
• Paper
• Count out up to 20 objects
Workbook
• Draw a given number of shapes
• Workbook page 72
In this lesson, you will ask your child to count out a given quantity of counters. To do this, he has
to keep the target number in mind and stop after each number to consider whether he’s reached
the target number. As a result, children usually find this more difficult than counting the objects
in an already-existing set, as in Lesson 18.3.
Review and Warm-up: Ten-Frame Flash
Secretly place 8 counters on the ten-frame and cover the counters with a
piece of paper.
I’m going to show you some counters for just a second. When I lift the
paper, tell me how many counters there are, as fast as you can. Lift the
piece of paper for just a few seconds. How many counters? 8. After your
child responds, lift the paper and allow him to check his answer.
Repeat with 5, 6, 7, 9, and 10 counters, in random order. Encourage him to
think about the combinations of “5 and some more” or count on from 5
instead of counting each object one-by-one.
Activity: Count Out a Given Quantity
You have been doing lots of counting! Count forward and backward to 20
with your child, gradually standing up as you count forward and gradually
crouching down as you count backward.
Today, we’re going to play restaurant again. Let’s pretend that the
counters are cookies. I’ll be a customer at the restaurant, and you can
be the server. I’m very hungry today! Could you please serve me 17
cookies? Child counts out 17 counters and pretends to serve them to you.
Pretend to eat the cookies.
Repeat with several other numbers of cookies between 10 and 20.
Activity: Count around the House
Walk around the house and ask your child to count out some groups with
10-20 objects. For example:
• Make a pile of 16 shoes.
• Make a tower with 13 blocks.
• Stack up 14 books.
• Put 20 crayons in the box.
If the weather allows, you can do this activity outside instead. Have your child find 18 pebbles,
20 sticks, 13 pine cones, etc.
Workbook (Page 72): Draw a Given Number of
Shapes
Have your child complete workbook page 72. Read the directions to your
child so that he knows how many circles and Xs to draw in each section of
the page. Encourage him to keep his circles and Xs small so that they all fit
on the page.
Your child is not expected to be able to read number words like fourteen or twenty on his own.
Week 18 Answer Key
OceanofPDF.com
Week 19
Combinations of “10 and Some
More”
Overview
This week, your child will learn to recognize quantities from 11 to 20 as
combinations of “10 and some more.” She will also begin to recognize the
connection between the combinations of “10 and some more” and their
spoken number names. (For example, ten and seven equal seventeen.)
Lesson 19.1 Combinations of “10 and Some More”
Lesson 19.2 Numbers 11-20 with Fingers
Lesson 19.3 Numbers 11-20 with Tallies
Lesson 19.4 Dimes
Teaching Math with Confidence: Recognizing
Combinations of “10 and Some More”
In Unit 1, your child learned to recognize groups of 6 to 10 objects as
combinations of “5 and some more.” This week, your child will learn to
recognize groups with 11 to 20 objects as combinations of “10 and some
more.” You’ll use counters, fingers, tallies, and coins to teach your child to
recognize these combinations without counting, just as you did in Unit 1.
Most children need a lot of practice before they can recognize quantities
with 11 to 20 objects. They often progress through these 3 stages on the
way to mastery:
• Stage 1: Count starting at 1: “1, 2, 3…”
• Stage 2: Recognize a group of 10 and then count on from 10: “10, 11,
12…”
• Stage 3: Recognize a combination of 10 and some more: “10 and 7
make 17.”
(These stages may look familiar: children go through the same 3 stages as
they learn the combinations of “5 and some more,” too.)
Every child moves through the 3 stages at her own pace. As your child
counts this week, watch her and try to identify which stage she is in while
she is working. Then, demonstrate the strategy from the next stage. For
example, if she always starts counting at 1, show her how to count on from
10 and encourage her to try it herself. With your coaching, she’ll eventually
progress through all 3 stages and master the combinations of “10 and some
more.”
Household Items Needed for Week 19
You do not need any special materials this week. Make sure your Math Kit
also has at least 2 dimes in it, as you will introduce your child to dimes this
week.
Weaving Math into Everyday Life
Have your child help count out 20 pieces of food for a snack this week
(raisins, pieces of cereal, or nuts work well for this).
Math Book of the Week
1 to 20, Animals Aplenty, by Katie Viggers. POW!, 2014.
Read this book with your child to review the written numbers to 10 and
introduce her to the written numbers from 11 to 20. (You’ll teach her how to
read and write these numbers in Week 20.) She’ll likely enjoy the silly
number rhymes and story, such as “1 fox in a pair of socks” or “8 chickens
reading Dickens.”
Lesson 19.1
Combinations of “10 and Some
More”
Purpose
Review and
Warm-Up
Activity
• Create symmetric designs with pattern blocks
Materials
• Paper
• Pattern blocks
• Introduce the numbers from 11 to 19 as
combinations of “10 and some more”
• Double ten-frames
(Blackline Master 4)
• Counters
Workbook
• Identify combinations of “10 and some more”
• Workbook page 73
Review and Warm-up: Make Symmetric Designs
You learned about symmetric designs a while ago. What do you
remember about symmetric designs? Sample answer: The two sides are a
mirror image of each other.
Fold a piece of paper in half for your child to use as a mat. Have your child
use pattern blocks to create several different symmetric designs. If she has
trouble getting started, create a simple design on the left-hand side of the
paper and have your child complete the right-hand side to match.
Activity: Make Combinations of “10 and Some
More” on Ten-Frames
You have been learning how to count as many as 19 counters. Today,
we’ll use ten-frames to organize the counters and figure out how many
there are without having to count.
Let’s say I wanted to count out 11 counters. I could count each counter
one-by-one, but it’s faster to use ten-frames. Quickly fill the top tenframe without counting.
Point to the top ten-frame. That’s 10. Place 1 more counter on the bottom
ten-frame. I know 1 more than 10 is 11, so now there are 11 counters. 10
and 1 make eleven.
Add another counter to the bottom ten-frame. How many counters are
there now? 12. If your child starts counting at 1, remind him that the top
ten-frame has 10 counters, so he can count on from 10: 10, 11, 12. There
are 10 counters in the top ten-frame and 2 counters in the bottom tenframe. 10 and 2 always make twelve. One way to remember this is to
think about the words twice and twelve. If you add counters to 10 twice,
you get twelve counters. 10 and 2 make 12.
Add another counter to the bottom ten-frame. How many counters are
there now? 13. 10 and 3 make thirteen. One way to remember this is to
think about the words third and thirteen. The third counter after 10 is
number thirteen. 10 and 3 make 13.
Continue adding counters one at a time. After you add each counter, have
your child identify the number of counters. Point out the connection
between the name of each number and the number of counters in the bottom
ten-frame. Stop after you reach 19.
10 and 4 make fourteen.
10 and 5 make fifteen. Point out to your child that fifteen starts like fifth, and the fifth counter after
10 is number fifteen.
10 and 6 make sixteen.
10 and 7 make seventeen.
10 and 8 make eighteen.
10 and 9 make nineteen.
Workbook (Page 73): Identify Combinations of
“10 and Some More”
Have your child complete workbook page 73.
Lesson 19.2
Numbers 11-20 with Fingers
Purpose
Review and
Warm-Up
Activities
Workbook
Materials
• Practice identifying combinations that make 10
• Number Cards
• Practice chanting combinations of “10 and some
more” from 11 to 19
• Double ten-frames
(Blackline Master 4)
• Use fingers to show quantities from 11 to 20 as
combinations of “10 and some more”
• Counters
• Match fingers with the names of numbers in the
teens
• Workbook page 74
Review and Warm-up: Make 10 Go Fish
Play Make 10 Go Fish with your child. See Lesson 7.3 (page 98) for full
directions.
Activity: “10 and Some More” Chant
In the last lesson, you learned how to use ten-frames to show the
numbers from 11 to 19. Let’s practice naming these combinations with
a “10 and Some More” chant.
Use the double ten-frames (Blackline Master 4) and counters to
demonstrate the following chant for your child. Say each combination
rhythmically and encourage your child to join in as much as he can.
“10 and Some More” Chant
Start with 11 counters on the ten-frames. 10 and 1. Eleven!
Add a counter. 10 and 2. Twelve!
Add a counter. 10 and 3. Thirteen!
Add a counter. 10 and 4. Fourteen!
Add a counter. 10 and 5. Fifteen!
Add a counter. 10 and 6. Sixteen!
Add a counter. 10 and 7. Seventeen!
Add a counter. 10 and 8. Eighteen!
Add a counter. 10 and 9. Nineteen!
Repeat the chant one more time, again using the counters to model each
number. Ask your child to chant with you.
Activity: Use Fingers to Show Numbers 11-19
Today, you’ll learn how to show numbers 11 to 19 with fingers. Arrange
11 counters on the ten-frames, as shown below.
How many counters are there? 11. Ten and what makes 11? 1.
How could you use your fingers to show 11? (Your child may need a little
time to think about this question.) Sample answer: I can’t! I only have 10
fingers.
We each only have 10 fingers, so we’ll need to work together to show a
group of 10 plus 1 more. I’ll hold up 10 fingers. Hold up 10 fingers. My
10 fingers match the top ten-frame.
Have your child hold up 1 more finger to match the 1 single counter. 10 and
1 make 11.
Continue adding one counter at a time to the bottom ten-frame. After you
add each counter, have your child identify the number of counters. Then,
work together to show the same quantity with your fingers.
When you reach 20, ask: How many counters are there? 20. Encourage
your child to count on from 19 if she’s not sure: 19, 20.
How can we show 20 with our fingers? We both have to hold up all our
fingers. Hold up 10 fingers and have your child hold up 10 fingers. 10 and
10 make 20.
Using different models (such as both ten-frames and fingers) helps your child develop a deeper
understanding of the numbers 11-20. However, sometimes children have a little difficulty seeing
the connections when they first encounter a new representation. If your child has difficulty
recognizing the groups of fingers, show him how the groups of fingers match the counters on the
ten-frames.
Workbook (Page 74): Match Fingers and Number
Names
Have your child complete workbook page 74. Read each number name on
the left-hand side of the page to your child and then have her find the
matching number of fingers.
Because your child hasn’t learned how to read or write numerals in the teens yet, the names of the
numbers are written out on this worksheet. Your child is not expected to be able to read these
number names independently, so make sure you’re available to read the number names to him.
Lesson 19.3
Numbers 11-20 with Tallies
Purpose
Review and
Warm-Up
• Identify up to 10 tallies
• Compare numerals and tallies
Materials
• Tally Cards (from
Lesson 17.3)
• Number Cards
Activities
• Practice chanting combinations of “10 and some
more” from 11 to 20
• Double ten-frames
(Blackline Master 4)
• Use tallies to show quantities from 11 to 20 as
combinations of “10 and some more”
• Counters
• Tally Cards (from
Lesson 17.3)
• Index card or slip of
paper
Workbook
• Match tallies with the names of numbers in the
teens.
• Workbook page 81
Review and Warm-up: Tally War
Shuffle Tally Cards (1-10). Place the Tally Cards in a face-down stack and
place it in front of your child. Also, shuffle 1 set of Number Cards (1-10).
Place them in a face-down stack in front of you.
Today, we’re going to play Tally War. On your turn, flip over the top
card in your pile and tell how many tallies there are. Then I’ll flip over
the top card in my pile. Whoever has the greater number keeps both
cards. If we have the same number, we both flip over another card.
The player who turned over the 6 tallies wins this turn since 6 is greater than 3.
Play until both you and your child have played all the cards in your piles.
The player with more cards wins the game.
This activity reviews tallies and prepares your child to use tallies in the next part of the lesson.
Activity: Use Tallies to Show Numbers 11-20
In the last lessons, we used our fingers to show the numbers from 11 to
20. Rhythmically say the “10 and Some More Chant” with your child. Team
up with your child to show each number with fingers as you chant.
Start by holding up 10 fingers and having your child hold up 1 finger. 10
and 1. Eleven! Child raises 1 more finger. 10 and 2. Twelve! Child raises 1
more finger. 10 and 3. Thirteen! Continue the chant up to 20. Then, repeat
the chant backward: 10 and 10. Twenty! Child puts 1 finger down. 10 and
9. Nineteen! Child puts 1 finger down. 10 and 8. Eighteen! Continue in
this way until you reach 11.
Today, you’ll learn how to show these numbers with tallies.
Spread Tally Cards (1-10) on the table. Arrange 11 counters on double tenframes, as shown below.
How many counters are there? 11.
None of the tally cards have 11 tallies on them. 11 equals 10 and 1, so
we’ll use a card with 10 tallies and a card with 1 tally to make 11. Place
the card with 10 tallies and the card with 1 tally next to the ten-frames. 10
and 1 make 11.
Add one counter at a time to the bottom ten-frame. After you add each
counter, have your child identify the number of counters. Then, have your
child use tally cards to show the same quantity.
For 20, you will need another card with 10 tallies. Have your child write 10
tallies on a blank index card. Then, he can use both cards to show that 10
and 10 make 20.
Workbook (Page 75): Match Tallies and Number
Names
Have your child complete workbook page 75. Read each number name on
the left-hand side of the page to your child and then have her find the
matching number of tallies.
Because your child hasn’t learned how to read or write numerals in the teens yet, the names of the
numbers are written out on this worksheet. Your child is not expected to be able to read these
number names independently.
Lesson 19.4
Dimes
Purpose
Review and
Warm-Up
Activities
Workbook
Materials
• Review the value of pennies and nickels
• Coins
• Practice finding values of coin combinations up to
10¢
• Paper
• Learn that dimes are worth 10¢
• Coins
• Practice chanting combinations of “10 and some
more” from 11 to 20
• Begin finding the value of combinations of a dime
and some pennies (up to 20¢)
• Identify combinations of “10 and some more”
• Workbook page
76
• Counters of 2
different colors
If you live outside the U.S., see page 25 for a note on how to incorporate your country’s coins in
this lesson.
Review and Warm-up: How Many Cents?
Show your child 2 nickels and 5 pennies. Remind your child that each
nickel is worth 5¢ and that each penny is worth 1¢.
Secretly place 1 nickel and 2 pennies on the table and cover them with a
piece of paper. I’m going to show you some coins for just a second.
When I show you them, tell me how many cents they are worth, as fast
as you can. Lift the piece of paper for just a second. How many cents? 7¢.
Repeat with other coin values from 5¢ to 10¢, in random order. For 10¢,
sometimes use 5 pennies and sometimes use 2 nickels. Adjust your speed so
that your child is challenged, but not frustrated.
Activity: Introduce Dimes
You have already learned about nickels and pennies. Today you’ll learn
about another kind of coin: the dime.
Show your child a dime. This coin is a dime. It’s worth 10 cents. What
do you notice about how the dime looks? Possible answers: it’s silver; it’s
round; it’s smaller than a nickel; it has a different head on it than the penny.
Read the writing on the dime to your child, especially pointing out the
words “one dime.”
Place a penny and a nickel next to the dime. Even though the dime is
smaller than the penny and the nickel, it’s worth more than either of
them.
A dime is worth 10 cents. How many pennies does it take to have 10
cents? 10. 10 pennies equal a dime. Count out 10 pennies with your child
and trade them for 1 dime.
Each nickel is worth 5¢. How many nickels do you need to equal 10¢?
2. 2 nickels equal 1 dime. Count out 2 nickels with your child and trade
them for 1 dime.
Mix up about 10 pennies, 10 nickels, and 10 dimes on the table. Have your
child sort the coins so that each type of coin is in its own pile. After she
sorts, ask her to identify the type of coin in each pile.
Activity: Identify Coin Combinations
Today, we’re going to use coins to act out the “10 and Some More”
Chant. Begin with 1 dime and 1 penny on the table. 10 and 1. Eleven! Add
a penny. 10 and 2. Twelve! Continue in this way up to 20. When you reach
20, trade the 10 pennies for 1 dime.
Let’s pretend you found a dime and 3 pennies. Place a dime and 3
pennies on the table. How many cents would you have? 13¢. If needed,
remind your child that the dime is worth 10 cents. 10 and 3 are 13, so a
dime and 3 pennies equal 13 cents.
Your child can also count on from 10 to find the total number of cents: 10, 11, 12, 13.
Repeat this activity with the following coin combinations. Encourage your
child to use her knowledge of the combinations of “10 and some more” to
find the values of the coins.
•
•
•
•
•
•
•
•
1 dime and 6 pennies (16¢)
1 dime and 2 pennies (12¢)
1 dime and 4 pennies (14¢)
4 pennies (4¢)
1 dime (10¢)
1 dime and 9 pennies (19¢)
8 pennies (8¢)
2 dimes (20¢)
• 1 dime and 7 pennies (17¢)
This lesson does not include nickels so that your child can easily see the direct connection
between the digits in the prices and the corresponding numbers of dimes and pennies.
Workbook (Page 76): Identify Combinations of
“10 and Some More”
Have your child complete workbook page 76.
Week 19 Answer Key
OceanofPDF.com
Week 20
Read and Write Numbers to 20
Overview
This week, your child will begin to write and read numbers from 11 to 20.
You will use overlapping Number Cards to help your child understand the
connection between the written numerals and the combinations of “10 and
some more” that she learned in Week 19.
Lesson 20.1 Introduce Written Numbers 11-20
Use Counters to Model Written
Lesson 20.2
Numbers
Lesson 20.3 Read and Write Numbers 11-20
Lesson 20.4 Play Store with Dimes and Pennies
Teaching Math with Confidence: Why We Don’t
Introduce Place-Value in Kindergarten
Place-value serves as the organizing principle of our number system. When
we write a number, each digit’s place determines its value. For example, 41
and 14 both contain the same digits. But they represent different amounts
because the 1 and 4 are in different places. In 41, the 4 has a value of 40
because it is in the tens-place. In 14, the 4 has a value of only 4 because it is
in the ones-place.
Most kindergartners are not developmentally ready to tackle this difficult
concept head-on. Here’s why:
1. Kindergartners tend to be concrete thinkers. In their everyday
experiences, objects’ meanings stay the same regardless of their
location. (For example, a toy truck remains a toy truck whether it’s
in the family room or the laundry hamper.) As a result,
kindergartners often struggle to understand why a digit’s value
changes based on its position.
2. Kindergartners are still learning to tell right from left, so they can’t
consistently remember which place is the tens-place and which place
is the ones-place (not to mention the hundreds- or thousands-place!)
3. To understand place-value, children must learn to regard 10 objects
as both “10 ones” and as “1 ten.” This requires mental flexibility that
many kindergartners have not developed yet.
Teaching place-value in kindergarten often leads to tears and frustration.
Instead, you’ll keep emphasizing the combinations of “10 and some more”
as you teach your child to read and write numbers to 20. Later, in Unit 9,
your child will learn to count to 100 by 1s, 5s, and 10s. With this
developmentally-appropriate foundation, your child will be well-prepared
to understand place-value on a more abstract level in first grade.
Household Items Needed for Week 20
• 5 small toys or household items for a pretend store
Also, make sure your Math Kit has 20 pennies, 10 nickels, and 10 dimes for
this week’s lessons.
Weaving Math into Everyday Life
If your child knows some teenagers, talk about how old they are and have
your child help you write down their ages: Our next-door neighbor, Anna,
is 13 years old. How would we write her age? 13.
Math Book of the Week
Tally Cat Keeps Track, by Trudy Harris and illustrated by Andrew N.
Harris. Millbrook Press, 2010.
This book tells of a competitive alley cat who loves to use tally marks to
compare himself with his friends. As you read the book, talk with your
child about how the tallies match the numbers in the story.
Lesson 20.1
Introduce Written Numbers 11-20
Purpose
Review and
Warm-Up
Activities
Materials
• Practice reading written numerals
• Number Cards
• Practice chanting combinations of “10 and
some more” from 11 to 20
• Double ten-frames
(Blackline Master 4)
• Use written numerals to represent quantities
up to 20
• Counters
• Number Cards
• 4 blank index cards
• Tape
Workbook
• Match quantities and written numbers
• Workbook page 77
In this lesson, you will overlap Number Cards to help your child understand written numbers as
combinations of “10 and some more.” See the Week 20 Teaching Math with Confidence (page
256) for more details on why this week’s lessons don’t introduce your child to the “tens place” or
“ones place” in two-digit numbers.
Review and Warm-up: Number Relay
Spread out the Number Cards 0-10 across the room, on the floor or a table.
Call out one of the numbers and have your child run across the room, find
the matching Number Card, and bring the card back to you. Repeat until
your child has found all the numbers.
Activity: Introduce Written Numbers to 20
In the last few lessons, you have learned how to show the numbers from
11 to 20 as combinations of “10 and some more.” Rhythmically say the
“10 and Some More” Chant with your child. Begin with 11 counters on the
ten-frames, and then add a counter as you say each combination and
number: 10 and 1. Eleven! Add a counter. 10 and 2. Twelve!
Today, you’ll learn what the numbers from 11 to 20 look like when
they’re written down.
Place 1 counter on Blackline Master 4 as shown below. How many
counters are there? 1. Place Number Card 1 next to the ten-frames.
Add 1 counter. How many counters are there now? 2. Have your child
replace Number Card 1 with Number Card 2.
Continue adding counters one-by-one up to 9. Have your child place the
matching Number Card next to the ten-frames as you add each counter.
When you get to 10, say: The top ten-frame is full! How many counters
are there now? 10. We are going to make a new card for number 10
today. Tape together 2 index cards as shown below. Write a 1 on the card
on the left and a 0 on the card on the right.
Place this oversized 10-card next to the top ten-frame.
Using this oversized 10-card will help your child understand the connection between the
combinations of “10 and some more” and the way the numbers are written.
Add 1 counter to the bottom ten-frame. How many counters are there
now? 11. There are 10 counters in the top ten-frame and 1 counter in
the bottom ten-frame. Place the oversized 10-card next to the top tenframe and Number Card 1 next to the bottom ten-frame.
Then, overlap the cards so that Number Card 1 is directly on top of the 0 in
the oversized 10-card. 10 and 1 make 11. This is number 11.
Add 1 counter to the bottom ten-frame. How many counters are there
now? 12. 10 and 2 make 12. Place the oversized 10-card next to the top
ten-frame and Number Card 2 next to the bottom ten-frame. Then, have
your child overlap the cards to create number 12.
Continue adding counters one by one. Each time you add a counter, have
your child place the corresponding Number Cards next to the ten-frames
and then overlap the cards to match the total number of counters. When you
get to 20, say: Now both ten-frames are full. How many counters are
there? 20.
Tape together 2 index cards as shown below. Write a 2 on the card on the
left and a 0 on the card on the right. This is what number 20 looks like.
Save the oversized 10 and 20 cards that you made in this lesson for future
lessons and add them to your set of Number Cards.
This week, you will focus only on numbers up to 20. In Unit 9, you will introduce your child to
the numbers from 21 to 100.
Workbook (Page 77): Match Quantities and
Written Numbers
Have your child complete workbook page 77. If your child has trouble
matching the pictures and printed numbers, have her use Number Cards to
represent each quantity.
For example, for the picture of 16 counters at the top of the page, have your
child overlap the oversized 10-card and 6 to make number 16. 10 and 6
make 16, so we overlap the 10 card and 6 card to make number 16.
Then, have her look for the corresponding written number on the right side
of the page.
Lesson 20.2
Use Counters to Model Written
Numbers
Purpose
Materials
Review and
Warm-Up
• Practice finding the value of a dime
and some pennies
• Paper
Activity
• Use counters to model written
numbers up to 20
• Double ten-frames
(Blackline Master 4)
• Coins
• Counters
• Number Cards
Workbook
• Color counters to match written
numerals up to 20
• Workbook page 78
Review and Warm-up: How Many Cents?
Show your child 1 dime and 5 pennies. Remind your child that each dime is
worth 10¢ and that each penny is worth 1¢.
Secretly place 1 dime and 2 pennies on the table and cover them with a
piece of paper. I’m going to show you some coins for just a second.
When I show you them, tell me how many cents they are worth, as fast
as you can. Lift the piece of paper for just a second. How many cents?
12¢.
Repeat with other coin combinations. Sometimes use a combination of a
dime and some pennies, and sometimes use pennies only. Adjust your speed
so that your child is challenged, but not frustrated.
Activity: Use Counters to Model Written
Numbers
In the last lesson, you learned how the written numbers from 11 to 20
look. Rhythmically say the “10 and Some More” Chant with your child.
Begin with 11 counters on the ten-frames, and then add a counter as you say
each combination and number: 10 and 1. Eleven! (Add a counter.) 10 and
2. Twelve!
Arrange 17 counters on the ten-frames. How many counters are on the
top ten-frame? 10. Have your child place the oversized 10-card next to the
full ten-frame. How many counters are on the bottom ten-frame? 7.
Have your child place a 7 next to this ten-frame.
Overlap the cards to make the number 17 (with the 7 directly on top of the
0). How many counters are there? 17.
Repeat with 16 and 12 counters.
Today, you’ll practice reading numbers from 11 to 20.
Let’s pretend that you work at a chocolate store, and I’m the customer.
We’ll pretend that the counters are chocolates, and the ten-frames are
boxes for the chocolates. Have your child watch as you overlap the 10 and
4 cards to make the number 14. Could I have 14 chocolates, please?
Have your child arrange counters on the ten-frames to match. If he begins
counting from 1, pretend that the chocolate store is very busy and that you
need your order as quickly as possible: Counting starting at 1 takes a
while. Think about how you could use a combination of “10 and some
more” to make the order without having to do so much counting.
Repeat with the following orders. Always use overlapped Number Cards to
place your order and state the quantity out loud.
•
•
•
•
•
19
13
11
15
20 (For this order, use the oversized 20 Number Card that you made
in Lesson 20.1.)
Then, reverse roles. Make sure your child both overlaps Number Cards and
states the quantity out loud for each order, so he practices reading the
numbers.
Workbook (Page 78): Color Counters to Match
Written Numerals
Have your child complete workbook page 78. Encourage your child to think
about the combinations of “10 and some more” as he colors the circles. For
example, for 14, he can color the top row of circles plus 4 more in the
bottom row without counting each circle individually.
Lesson 20.3
Write Numbers 11-20
Purpose
Materials
Review and
Warm-Up
• Identify circles, squares, rectangles, and
triangles
• None
Activities
• Practice chanting combinations of “10 and
some more” from 11 to 20
• Double ten-frames
(Blackline Master 4)
• Read and write numbers 11-20
• Counters
• Number Cards
• 20 blank index cards
Workbook
• Read numbers 0-20
• Workbook page 79
Review and Warm-up: Shape Scavenger Hunt
Walk around your home with your child and look for circles, squares,
rectangles, and triangles together. Also review a few key properties of the
shapes: How many sides do triangles always have? 3. What kind of
angles do rectangles and squares have? Right angles.
Activity: Write Numbers 11-20
In the last two lessons, you learned how the numbers from 11 to 20
look. Rhythmically say the “10 and Some More” Chant with your child.
Team up with your child to show each number with fingers as you chant.
Begin by holding up 10 fingers and having your child hold up 1 finger: 10
and 1. Eleven! (Child holds up another finger.) 10 and 2. Twelve!
Today you’ll learn how to write the numbers from 11 to 20. Arrange 11
counters on the double ten-frames. How many counters are in the top tenframe? 10. Have your child place the oversized 10-card next to the top tenframe. How many counters are in the bottom ten-frame? 1. Have your
child place a 1 next to the bottom ten-frame. Overlap the cards to make
number 11. So, how many counters are there in all? 11.
Let’s write number 11 on 2 index cards so we can use the cards in a
game. Show your child how to write 11 on a horizontal index card. Then
have her write 11 on a separate index card (so you end up with two 11
cards). Make sure she writes the digits in order from left to right.
Add 1 counter at a time to the ten-frames (up to 20). Each time, have your
child overlap cards to match the quantity, say the name of the quantity, and
then write the number on an index card. Copy the number onto a separate
index card yourself (so that you end up with 2 of each card).
If your child gets tired of doing so much writing, it is fine for you to finish the cards.
Save these Number Cards (11-20) for the next activity and future lessons.
Activity: Play Memory
Now we’ll play Memory to practice reading numbers. Shuffle together 2
sets of Number Cards (11-20) and lay them face-down on the table in a
grid.
When it’s your turn, flip over 2 cards. Say the name of the number on
each card. If the cards are the same, keep the pair. If they aren’t the
same, turn them back over.
Choose who will go first, and then take turns with your child. Play until all
the cards are paired. Whoever finds the most pairs wins.
If your child has trouble reading a number, create it by overlapping the oversized 10-card and a
Number Card. For example, for 17, overlap the oversized 10-card and a 7. This number is 10
and 7. Think back to our Ten and Some More Chant. What number is 10 and 7? 17.
Workbook (Page 79): Read Numbers on a Dot-toDot
Have your child complete workbook page 79. Encourage him to say each
number out loud as he connects the dots to give him extra practice reading
the numbers.
Lesson 20.4
Play Store with Dimes and Pennies
Purpose
Review and
Warm-Up
Activities
• Use counters to model addition
equations
• Number Cards
• Practice chanting combinations of “10
and some more” from 11 to 20
• Coins
• Read numbers 11-20
• Create combinations of dimes and
pennies from 11¢ to 20¢
• Write numbers up to 20
Workbook
Materials
• Counters of 2 different colors
• Double ten-frames
(Blackline Master 4)
• 5 small toys or household
items for a pretend store
• Number Cards
• Workbook page 80
• Number Examples, Blackline
Master 5
Review and Warm-up: Addition Word Problems
Read the following word problems to your child. Have your child model
each problem with counters on the ten-frame and create a matching
equation from Number Cards, as shown.
• 3 chipmunks were playing in the leaves. Then, 4 more chipmunks
came to play. How many chipmunks were playing in all? 7.
• A mother bird started to build her nest. First, she brought 5
sticks. Then she brought 5 more sticks. How many sticks did she
have then? 10.
• Zoe caught 4 tadpoles. Then, she caught 2 more tadpoles. How
many tadpoles did she have then? 6.
Activity: “10 and Some More” Chant with
Number Cards
In the last lesson, you learned how to write the numbers from 11 to 20.
Place Number Cards 11-20 on the table. Have your child help you put the
cards in order from 11 to 20.
Rhythmically say the “10 and Some More” Chant with your child. Have
your child point to the matching card as he chants each number, as shown
below. Chant in this way from 11 up to 20 and then back down again to 11.
Activity: Play Store with Dimes and Pennies
Today, we’ll use dimes and pennies to play store. Set up a pretend store
by laying five small toys in a row. Give each item a price by laying a
Number Card (from 11 to 15) in front of it. Give your child some dimes and
pennies to use to “buy” things.
At this store, there are five different things you can buy with your
dimes and pennies. What would you like to buy? Answers will vary.
After your child chooses, have her tell you the “price” and “pay” for the
item with a dime and the correct number of pennies. Continue until your
child has bought all of the items.
If your child is not sure which coins to use, encourage him to use the “10 and some more” chant
to help. For example, since 10 and 3 equal 13, he can pay for a 13¢ item with a dime (10 cents)
and 3 pennies (3 cents).
Then remove the Number Card prices and replace them with Number Cards
16 through 20. Have your child pretend to buy the items again. For the 20¢
item, you may need to remind your child that 2 dimes equal 20 cents.
If your child finds this activity easy, include nickels to increase the challenge level. But if your
child has any trouble finding the value of coin combinations, use dimes and pennies only. That
way, he only has to remember the value of two kinds of coins.
Workbook (Page 80): Write Numbers in the Teens
Have your child complete workbook page 80. Show your child Blackline
Master 5, Number Examples. You can look at these numbers if you have
trouble remembering how to write any of the numbers.
Keep this page in your math area so your child can refer to it throughout the
rest of the year. You can post it on a wall, tape it onto the table where your
child usually works, or simply tuck it into the workbook so your child can
bring it out as needed. (You may also want to laminate it or place it inside a
plastic page protector for durability.)
Up until this point, your child always has traced numbers at the top of the worksheets before
writing them at the bottom. (For example, your child first practiced tracing a 4 at the top if he
needed to write a 4 in an exercise at the bottom.)
For the rest of the year, your child will continue to practice number tracing each day. However, he
will sometimes write numbers at the bottom of the worksheet that he did not trace at the top. This
will help him become more proficient and automatic at writing numbers. Many children will still
need some help remembering what the numbers look like and which direction they face, so
Blackline Master 5 provides a visual model to jog your child’s memory if needed.
Week 20 Answer Key
OceanofPDF.com
Unit 6 Checkpoint
What to Expect at the End of Unit 6
By the end of Unit 6, most children will be able to do the following:
• Count quantities up to 20 accurately and systematically.
• Count backward from 20.
• Show quantities up to 20 with fingers, tallies, or counters on tenframes. Some children will know immediately that 16 counters equal
a group of 10 and a group of 6. Others will need to count on from 10
to find the correct quantity.
• Begin to write numbers from 11 to 20. Many children will still have
trouble writing the numbers in the correct order without an example
in front of them.
• Begin to read numbers from 11 to 20. It’s fine if your child cannot yet
read all the numbers fluently.
• Know that dimes are worth 10¢. Your child may still need some help
to find the value of coin combinations from 11 to 20 cents.
Is Your Child Ready to Move on?
In Unit 7, your child will explore length, height, weight, and capacity. He
does not need to have mastered reading and writing the numbers to 20
before moving on to Unit 7.
OceanofPDF.com
Unit 7
Measurement
Overview
The simple hands-on activities in this unit will give your child the
opportunity to see numbers applied to real life measurements. She will learn
to use repeated units to measure length, height, weight, and capacity, and
she’ll become familiar with your family’s basic units of measurement.
Week 21
Week 22
Length
Weight and Capacity
What Your Child Will Learn
By the end of this unit, your child will:
• understand that objects can be measured in more than one way (for
example, by length, height, or weight)
• use repeated units to measure length
• be familiar with your family’s common units of measure (inches, feet,
pounds, cups, and gallons or centimeters, meters, kilograms, and
liters)
OceanofPDF.com
Week 21
Length
Overview
This week, your child will begin to learn how to measure the length of
everyday objects using repeated units. You’ll also introduce her to some
common units for measuring length.
Lesson 21.1
Lesson 21.2
Lesson 21.3
Lesson 21.4
Measure Length
Inches (or Centimeters)
Feet (or Meters)
All About Me
Teaching Math with Confidence: Standard and
Informal Units
This week, you’ll teach your child to measure length with both informal
units (such as paper clips) and standard units (either inches and feet or
centimeters or meters, depending on your family’s preferred measurement
system). You’ll first use paper clips, because they provide a concrete way
for your child to understand what it means to measure length. As she lines
up paper clips end-to-end next to objects, she’ll learn how to measure
length by repeating a unit with no overlaps or gaps.
Once your child understands how to measure length, you’ll introduce your
family’s standard units of measure. You’ll use physical representations for
these standard units (such as tiles that are 1 inch long, or paper squares that
are 1 cm long) so that your child grasps the size and meaning of the unit
concretely.
Household Items Needed for Week 21
• 5 “skinny” household items that are less than 10 inches (25.4 cm)
long and vary in length. For example: toothpick, pencil, screwdriver,
fork, comb.
• About 10 standard-size (1.25-inch or 32 mm) paper clips
• If you use U.S. customary units: 1-foot ruler
• If you use metric units: centimeter cubes or Blackline Master 7 (cut
apart as directed)
• If you use metric units: meter ruler or meter-long strip of paper
Materials Note for Families That Use the Metric
System
If you use the metric system, look for notes at the top of this week’s lessons
on how to adapt the lessons to metric units. To teach your child to measure
with centimeters, you can use either centimeter squares (cut out from
Blackline Master 7) or plastic centimeter cubes (available from school
supply stores or online). Centimeter cubes are preferable, since it’s easier
for kindergartners to handle blocks rather than small squares of paper.
Weaving Math into Everyday Life
As you walk, bike, drive, or take public transportation this week, tell your
child the approximate distance that you’re traveling: Grandma’s house is
about 20 miles from our house. It won’t take us long to get to the
library since it’s only 1 mile away.
Math Book of the Week
How Tall?: Wacky Ways to Compare Height, by Mark Weakland and
illustrated by Igor Sinkovec. Picture Window Books, 2013.
This whimsical rhyming book uses unusual units (like skunks, soccer balls,
and fire hydrants) to measure height and length: “21 skunks, with a little
luck, stand as tall as 1 garbage truck.” As you read the book, also point out
the standard unit measurements listed at the bottom of each page: Look, a
garbage truck is 14 feet and 9 inches long.
Lesson 21.1
Measure Length
Purpose
Review
and
Warm-Up
Activities
Materials
• Practice sequencing
numbers from least to
greatest and greatest
to least
• Number Cards
• Order lengths from
shortest to longest
• 5 “skinny” household items that are less than 10
inches (25.4 cm) long and vary in length. For
example: toothpick, pencil, screwdriver, fork,
comb
• Measure length with
repeated units
• About 10 standard-size (1.25-inch or 32 mm)
paper clips
• 5 index cards or slips of paper
Workbook
• Measure length with
repeated units
• Workbook page 81
See the Week 21 Teaching Math with Confidence (page 274) for an explanation of how
informal units like paper clips help children learn to use standard units.
Review and Warm-up: Least to Greatest Game
and Greatest to Least Game
Play the Least to Greatest Game. See Lesson 13.2 (page 172) for full
directions. Then, play the Greatest to Least Game. See Lesson 13.4 (page
177) for full directions.
Sequencing numbers in these games prepares your child to order measurements in the following
activity.
Activity: Measure Length with Paper Clips
Today, we’re beginning a unit on measurement. What are some things
that we measure?
Sample answers: I help you measure the flour when we bake cookies. The
doctor measures my height.
When we measure, we find out how much there is of something. There
are lots of different ways to measure, and we’ll be exploring a few
different ways in the next lessons. Today, you’ll learn to measure
length.
Show your child 5 household items of different lengths. (See Materials for
suggestions.) Which is shortest? Answers will vary. Which is the longest?
Answers will vary. Have your child put the items in order from the shortest
to the longest.
If your child has trouble putting the items in order, remind her to align the edges of the items to
make it easier to compare their lengths, as in Lesson 11.2.
Now, we’ll use paper clips to measure the length of each item. Begin
with the shortest item. Show your child how to line up paper clips below the
item, as shown below. Make sure to place the paper clips directly next to
each other with no gaps or overlaps.
How many paper clips did I use? Answers will vary. Record the number
of paper clips on an index card and place it next to the item.
If you find that the item is not a whole number of paper clips, simply record the closest number of
paper clips. For example, if a fork is a little longer than 6 paper clips, record “6” on the index
card.
Before you measure the next-longest item, ask your child to estimate how
many paper clips long it will be. For example: How many paper clips long
do you think the pencil will be? Then, have your child line up paper clips
below the item and record the length on an index card.
Asking your child to estimate the length of each item before measuring helps develop her
estimation skills. It also adds some fun and suspense since most kindergartners love guessing
games. Don’t worry if your child’s estimates are far off—she will learn to estimate more
accurately as she has more practice.
Continue until your child has measured and recorded the length of all the
items. Then, have your child put the items in order from shortest to longest
along with the matching index cards.
Point out to your child how the numbers of paper clips (written on the index
cards) are in order from least to greatest. We used the fewest paper clips
for the shortest item, and we used the most paper clips for the longest
item.
Save this set of household items and the corresponding measurement
index cards for Lesson 21.2.
Workbook (Page 81): Measure Length with Paper
Clips
Have your child complete workbook page 81.
Lesson 21.2
Inches (or Centimeters)
Purpose
Review and
Warm-Up
Activities
Materials
• Find sums up to
10
• Number Cards
• Measure with
repeated units
• 5 “skinny” household items used in Lesson 21.1
• Introduce inches
(or centimeters)
• Ten-frames (Blackline Master 1), optional
• Counters, optional
• Index cards made in Lesson 21.1
• If you use U.S. customary units: square pattern
blocks
• If you use metric units: centimeter cubes or
Blackline Master 7 (cut apart as directed)
• 5 index cards or slips of paper
Workbook
• Measure with
repeated units
• Workbook page 82
• Square pattern blocks
Note for Families that Use the Metric System
To modify this lesson for the metric system:
• say centimeters instead of inches every place it appears in the lesson
• use centimeter blocks or cubes to measure each item instead of square pattern blocks.
Review and Warm-up: Play Addition War
Play Addition War with your child. See Lesson 17.3 (page 223) for full
directions.
Activity: Measure with Inches (or Centimeters)
In the last lesson, you learned how to use paper clips to measure length.
Today, you’ll learn how to measure length with inches.
Place the household items from Lesson 21.1 on the table. Have your child
place them in order from shortest to longest and place the matching index
cards (from Lesson 21.1) next to each item.
Choose one medium-length item to discuss. How many paper clips did we
use to measure this item? Answers will vary.
Paper clips are one way to measure length, but there’s a problem with
paper clips: they come in different sizes. If I had really tiny paper clips,
I might need 10 tiny paper clips to measure this item. But if I had a
really big paper clip, I might only need 1!
So, instead of paper clips, we use inches to measure length. Show your
child a square pattern block. This block is one inch across.
How many inches long do you think this item is? Answers will vary.
Show your child how to measure the item by placing square pattern blocks
in a line below the item. Make sure there are no gaps or overlaps between
the blocks. Record the item’s length in inches on a new index card and
place the card next to it.
We got two different measurements for this item. Why do you think
that happened?
Sample answer: The square pattern block and the paper clip are different
lengths.
It’s fine if your kindergartner doesn’t fully grasp why the two sets of measurements differ from
each other. These lessons only introduce the concept of measurement, and your child will explore
the concept more in future years. For now, your child simply needs to understand that we use
repeated units to measure length and that we can use different units.
Have your child measure the rest of the items with square pattern blocks.
As in Lesson 21.1, have your child estimate the length of each item before
measuring. Then, record each measured length on an index card and
compare it to the paper-clip measurement.
Workbook (Page 82): Measure Length with
Pattern Blocks
Have your child complete workbook page 82. Have your child use square
pattern blocks to measure each animal and record its length.
If you use the U.S. customary measurement system, remind your child that
each pattern block is one inch long. Ask him to state each length on the
sheet in inches: The worm is 5 pattern blocks long, so how many inches
long is it? 5 inches.
If you use the metric system, have your child also measure each animal on
the worksheet with centimeter cubes or centimeter squares.
Lesson 21.3
Feet (or Meters)
Purpose
Review
and
Warm-Up
Activities
Workbook
Materials
• Practice
reading
written
numerals 1120
• Number Cards
• Measure with
repeated units
• If you use U.S. customary units: square pattern blocks, 1foot ruler
• Introduce feet
(or meters)
• If you use metric units: centimeter cubes or Blackline
Master 7 (cut apart as directed), crayon, meter ruler or
meter-long strip of paper
• Measure with
repeated units
• Workbook page 83
Note for Families that Use the Metric System
To modify this lesson for the metric system:
• say centimeters instead of inches and meters instead of feet every place they appear in the
lesson
• use a meter ruler instead of a 1-foot ruler to measure the room
Review and Warm-up: Number Relay (11-20)
Spread out the Number Cards 11-20 across the room, on the floor or on a
table. Call out one of the numbers and have your child run across the room,
find the matching Number Card, and bring the card back to you. Repeat
until your child has found all the numbers.
Activity: Measure with Feet (or Meters)
This activity works best with a room that’s 10-15 feet (or 3-4 meters) long. You may want to
move to a different room if you usually do math in a larger or smaller room.
In the last lesson, you learned how to measure in inches. When we want
to know the length of something small, we measure with inches. Place a
pencil on the table. Have your child measure the length of the pencil with
square pattern blocks. How many inches long is the pencil? Answers will
vary.
Sometimes I want to know the length of something much longer, like
the length of this room. I would need a lot of square pattern blocks to
measure all the way across it!
We don’t usually use inches to measure longer lengths. Instead, we use
feet. But not our own feet! Show your child a 1-foot ruler. This ruler is
one foot long. It’s called a foot because it’s about the length of an
adult’s foot.
Today, you’ll learn how to measure with feet. Let’s use the ruler to
measure the length of the room in feet. Show your child how to measure
the length of the room with the ruler. Place the ruler against one wall. Then,
place your finger at the end of the ruler and slide the ruler to the other side
of your finger. Have your child help you move the ruler and count how
many feet long the room is.
So, how many feet long is the room? Answers will vary.
If time allows, measure the length of another room in your home. This time,
ask your child to estimate how long the room is before you measure: About
how many feet long do you think the room is? Answers will vary.
Workbook (Page 83): Measure Length with
Pattern Blocks
Have your child complete workbook page 83. Help your child tilt the page
to make it easier to line up the square pattern blocks below each stick.
Lesson 21.4
All About Me
Purpose
Review
and
Warm-Up
Activity
Workbook
Materials
• Review coin values
• Coins
• Practice finding values of
coin combinations up to
20¢
• Paper
• Use inches and feet (or
centimeters and meters) in
real life
• If you use U.S. customary units: square
pattern blocks, 1-foot ruler
• Measure height with
repeated units
• Workbook page 84
• If you use metric units: centimeter cubes or
Blackline Master 7 (cut apart as directed),
meter ruler
Note for Families that Use the Metric System
To modify this lesson for the metric system:
• say centimeters instead of inches and meters instead of feet every place they appear in the
lesson
• use centimeter blocks or cubes to measure each item instead of square pattern blocks
• use a meter ruler instead of a 1-foot ruler to measure the room
Review and Warm-up: How Many Cents?
Show your child a dime and a penny. Have your child identify the name and
value of each coin.
Secretly place 1 dime and 4 pennies on the table and cover them with a
piece of paper. I’m going to show you some coins for just a second.
When I show you them, tell me how many cents they are worth, as fast
as you can. Lift the piece of paper for just a second. How many cents?
14¢.
Repeat with other combinations of a dime and some pennies, up to 19¢. For
15¢ to 19¢, group 5 of the pennies so your child can recognize the number
of pennies without counting (as shown below). Also include 2 dimes (20¢).
Adjust your speed so that your child is challenged, but not frustrated. Most
children will need three to five seconds at first.
Activity: Measure Your Child
You have been learning how to measure length with inches and feet.
Today, we’ll use inches and feet to measure you in many different ways!
Write All About (Your Child’s Name) at the top of a piece of paper. You will
record your child’s measurements on this paper in a simple chart.
Trace your child’s foot on a piece of paper. Draw a straight line from the
heel to the longest part of the toes. Have your child use square pattern
blocks to find the length of the line. How many inches long is your foot?
Answers will vary. Record the length as shown below.
Drawing a straight line across the foot gives your child a clear length to measure with the pattern
blocks. You will do the same with her hand.
Trace your child’s hand on a piece of paper. Draw a straight line across the
widest part of her hand, from her pinkie to her thumb. Have your child use
square pattern blocks to find the length of the line. How many inches wide
is your hand? Answers will vary. Record the width in the chart.
Have your child stand with his back to the wall. Measure her height, either
with a ruler or tape measure. Tell her how tall she is, using both feet and
inches. For example: You are 3 feet and 9 inches tall. Record her height in
the chart.
Mark a spot on the floor with tape or a slip of paper. Have your child stand
behind the spot and then jump forward as far as she can. Mark the spot
where she lands. Then, have her use the one-foot ruler to measure how
many feet she jumped. How many feet did you jump? Answers will vary.
Record the length of her jump in the chart.
This activity previews the idea that objects can be measured in more than one way. Your child
will explore this idea more in Week 22.
Workbook (Page 84): Measure Height with
Pattern Blocks
Have your child complete workbook page 84. Help your child line up
pattern blocks to find the height of each paper cut-out.
Week 21 Answer Key
OceanofPDF.com
Week 22
Weight and Capacity
Overview
This week, your child will learn that objects can be measured and compared
in multiple ways. (For example, you can measure a water bottle’s height,
weight, and capacity.) You will especially focus on comparing objects’
weights and capacities, along with a brief introduction to some common
units of measure for weight and capacity.
Lesson 22.1
Lesson 22.2
Lesson 22.3
Lesson 22.4
Compare Weights
Pounds (or Kilograms)
Compare Capacities
Cups (or Liters)
Teaching Math with Confidence: Multiple
Measurable Attributes
In Lesson 21.4, you measured your child in many ways: the length of her
foot, the width of her handspan, her height, and how far she could jump.
This activity introduced the idea that we can measure one object (or child!)
in many ways.
This week, your child will learn to measure not just length, but also weight
and capacity. Just as he focused on specific attributes of shapes in Unit 2
(such as sides or angles), he’ll continue to develop his ability to focus on
one specific measurable attribute of an object at a time.
Household Items Needed for Week 22
• 5 books of varying weights (for example: a light picture book, a
paperback novel, a hardcover novel, a cookbook, and a heavy
textbook)
• If you use U.S. customary units: something that weighs about 1
pound, such as a can of vegetables or box of pasta
• If you use metric units: something that weighs about 1 kilogram, such
as a pair of adult shoes or a medium-sized textbook
• 4 waterproof containers with different capacities (for example, a
small plastic cup, a water bottle, a small bowl, and a large bowl)
• Pitcher of water
• Funnel (optional, but helpful if you have any small-necked
containers)
• If you use U.S. customary units: 1-cup measuring cup
• If you use metric units: 1-liter measuring cup
Weaving Math into Everyday Life
Make a simple recipe with your child this week to show him how
measurement is used in everyday cooking. (Pudding, cake mix, or
homemade play-dough are great recipes to make with kindergartners.) Can
you help me measure 1 cup of milk?
Math Book of the Week
How Heavy?: Wacky Ways to Compare Weight, by Mark Weakland and
illustrated by Bill Bolton. Picture Window Books, 2013.
This humorous book uses rhyming text and non-standard units (like guinea
pigs, marsh-mallows, and milk cartons) to compare and measure weights:
“1 glowing pumpkin in need of braces weighs the same as 7 guinea pigs
making faces.” As you read the book, also point out the standard unit
measurements listed at the bottom of each page: Wow, a whale weighs 80
tons!
Lesson 22.1
Compare Weights
Purpose
Review
and
Warm-Up
Activities
• Practice identifying shapes
Materials
• Pattern blocks
• Practice identifying left
and right
• Understand that objects
have more than one
attribute that can be
measured or compared
• 5 books of varying weights (for example: a
light picture book, a paperback novel, a
hardcover novel, a cookbook, and a heavy
textbook)
• Compare weights
Workbook
• Compare weights
• Workbook page 85
In this lesson, your child will learn that one object can be compared (or measured) in multiple
ways. See the Week 22 Teaching Math with Confidence (page 288) for more details on this
important measurement concept.
Review and Warm-up: Touch the Shape
Place 1 of each kind of pattern block in a row on the table. Have your child
place her hands palms-down on the table. Briefly review which hand is
right and which hand is left. I’m going to tell you which block to touch,
and I’m also going to tell you which hand to use. Listen closely and see
how fast you can follow the directions.
Touch the yellow hexagon with your left hand. Child touches the yellow
hexagon with her left hand.
Touch the orange square with your right hand. Child touches the orange
square with her right hand.
Give 5 more similar directions to your child. Always specify the block’s
color and which hand your child should use to touch the block.
Activity: Compare Weights
You have learned a lot about measuring and comparing length. Today,
you’ll learn that we can measure and compare weight, too.
Place 5 books of varying weights on the table. (See Materials for
suggestions.) We can measure and compare these books in many
different ways. Choose two of the books for your child to compare. (Pick
two that are very different from each other, such as a small picture book and
a heavy reference book.)
First, let’s compare these two books by height. Which book is taller?
Which book is shorter? Answers will vary.
Next, let’s compare these two books by thickness. Place 1 book on top of
the other so that your child can see how thick each book is. Which book is
thinner? Which book is thicker? Answers will vary.
Now, let’s compare these two books by width. Which book is wider?
Place one book in front of the other so your child can easily see which is
wider. Which book is narrower? Answers will vary.
Another way to compare the books is by how heavy they are. This is
called the books’ weight.
Have your child hold out both hands in front of her. Place one book in each
hand.
Which book pushes down on your hand more? Answers will vary. The
book that pushes down on your hand more is heavier than the other
one.
Which book doesn’t push down on your hand as much? Answers will
vary. The book that pushes down on your hand less is lighter than the
other one.
Having your child hold the weight in this way helps her feel how much the weight pushes down
on her hand. However, this is a very imprecise method. Don’t worry if your child isn’t entirely
accurate in comparing the books. (It can be very difficult to convince a kindergartner who’s
already made up her mind about something!) What’s most important is that she understands that
heavier objects “push down” on her hands more.
Have your child compare the weights of several different pairs of books.
For each pair, have your child tell you which book feels heavier and which
book feels lighter.
Some of the books may be very similar in weight. It’s fine if your child says that some of the
books feel about equal in weight.
Workbook (Page 85): Compare Weight
Have your child complete workbook page 85.
Lesson 22.2
Pounds (or Kilograms)
Purpose
Review
and
Warm-Up
Activities
• Practice reading written
numerals 11-20
• Number Cards
• Put numbers in order from
11 to 20 and identify
missing numbers in the
sequence
• Introduce pounds (or
kilograms)
• Compare objects’ weights
to 1 pound (or 1 kilogram)
Workbook
Materials
• Identify heavy and light
objects
• If you use U.S. customary units: something
that weighs about 1 pound, such as a can of
vegetables or box of pasta
• If you use metric units: something that
weighs about 1 kilogram, such as a pair of
adult shoes or a medium-sized textbook
• Workbook page 86
Note for Families that Use the Metric System
To modify this lesson for the metric system:
• use metric equivalents for the U.S. units: centimeters instead of inches, meters instead of feet,
and kilograms instead of pounds.
• use a 1-kilogram weight instead of a 1-pound weight.
Review and Warm-up: What’s the Missing
Number?
Mix up Number Cards 11-20 and spread them out face up on the table.
Have your child put the numbers in order from 11 to 20. With your child
looking away, turn over one of the cards.
Have him identify the missing number and then flip over the card to check.
Repeat with different numbers until your child has practiced identifying all
of the cards.
Activity: Introduce Pounds (or Kilograms)
In the last lesson, you compared the weights of different books. Today,
you’ll learn how we measure weight with pounds.
When we measure length, we use inches and feet. But we can’t use
inches and feet to measure how heavy something is! To measure weight,
we use pounds. Have your child place one hand palm up in front of him
and place a 1-pound weight in his hand. (See Materials for suggestions for
1-pound weights.) This is 1 pound. Does it feel heavy or light to you?
Answers will vary.
Tell your child his weight in pounds and explain how that weight relates to
the 1-pound weight. For example: You weigh 47 pounds. That means you
weigh the same as 47 of these 1-pound weights!
Your child may also be interested in knowing how much he weighed when he was born.
Activity: Pounds (or Kilograms) Scavenger Hunt
Now, we’re going to go on a scavenger hunt. This scavenger hunt has 3
parts.
First, find 3 things in the house that weigh less than a pound. Sample
answers: toy car, small stuffed animal, paperback book. Have your child
compare each object with the 1-pound weight by holding the weight in one
hand and the object in the other hand.
Second, find 3 things in the house that weigh about the same as a
pound. Sample answers: loaf of bread, package of butter, soccer ball.
Again, have your child compare each object to the 1-pound weight to
confirm that each object is about a pound.
Third, find 3 things in the house that weigh more than a pound. Sample
answers: chair, bed, table. If possible, have your child compare these
objects to the 1-pound weight. It’s fine if most of them are too large to hold!
Using our hands to compare weights is a very imprecise method, so don’t worry if your child
isn’t entirely accurate in comparing the weights or if you disagree with his conclusions. What’s
most important is that your child understands that heavier objects “push down” on his hands
more, and that weight can be measured and compared like length.
Workbook (Page 86): Identify Heavy and Light
Items
Have your child complete workbook page 86. Since heavy and light are
relative terms, your child may interpret heavy and light on the page
however he wishes. If he can’t think of anything to draw, encourage him to
draw objects that he found during the scavenger hunt activity.
Lesson 22.3
Compare Capacities
Purpose
Review
and
Warm-Up
Activities
• Recognize quantities
from 11 to 20 as
combinations of “10 and
some more”
• Double ten-frames (Blackline Master 4)
• Understand that you can
measure and compare
how much a container can
hold
• 4 waterproof containers with different
capacities (for example, a small plastic cup, a
water bottle, a small bowl, and a large bowl)
• Compare capacity by
pouring water
Workbook
Materials
• Compare containers’
capacities visually
• Counters
• Paper
• Pitcher of water
• Funnel (optional, but helpful if you have any
small-necked containers)
• Workbook page 87
This lesson involves pouring water, so you may want to do it in the kitchen or another place that
you don’t mind getting wet.
Review and Warm-up: Ten-Frame Flash
Secretly place 15 counters on Blackline Master 4, as shown below. Cover
the ten-frames with a piece of paper.
I’m going to show you some counters for just a second. When I lift the
paper, tell me how many counters there are, as fast as you can. Lift the
piece of paper for about 2 seconds. How many counters are there? 15.
After your child responds, lift the paper and allow her to check her answer.
Repeat with 18, 12, 19, 13, 11, 15, and 20 counters. Always fill the tenframes from left to right, and fill the top ten-frame before the bottom tenframe.
Activity: Introduce Capacity
You have learned how to measure length and weight. Today, you’ll
learn that we can also measure how much something can hold.
Place 4 containers on the table. Choose two of the containers for your child
to compare. (Pick two that are very different from each other, such as a
small cup and a large bowl.)
First, let’s compare these two containers by height. Which is taller?
Which is shorter? Answers will vary.
Next, let’s compare these two containers by weight. Which is heavier?
Which is lighter? Answers will vary. Have your child hold the two
containers in each hand to feel which is heavier.
Another way to compare the containers is by how much water they
hold. This is called their capacity. Which container do you think will
hold more water? Which do you think will hold less water? Answers
will vary.
We can use water to compare the capacities of the containers. Have
your child help you pour water into the container that she thinks will hold
less water. Make sure to fill the container completely.
Let’s see if the other container can hold all of this water. Pour the water
from the full container to the empty container. (You may wish to use a
funnel if the empty container has a narrow neck.)
• If the water from the first container fits the second container with
room to spare: The second container holds all the water and has
room for more water! That means it has a larger capacity than
the first container.
• If the water from the first container fits the second container, but
without any room to spare: The second container holds all the
water, but just barely. That means it has a capacity equal to the
first container. Both containers can hold just about the same
amount.
• If the water from the first container does not fit the second container:
The second container can’t hold all the water. That means it has a
smaller capacity than the first container.
Repeat this process with other pairings of the containers. Each time, ask
your child to predict which container has a larger capacity and which
container has a smaller capacity. Then, have your child fill the container
that she expects has a smaller capacity and pour it into the other container
to check.
Save these four containers for Lesson 22.4.
Workbook (Page 87): Compare Capacities
Have your child complete workbook page 87.
Lesson 22.4
Cups (or Liters)
Purpose
Review
and
Warm-Up
Activities
• Review ordinal numbers (first,
second, third, fourth, fifth)
Materials
• Counters
• Practice identifying left and
right
• Use cups (or liters) to measure
capacity
• If you use U.S. customary units: 1-cup
measuring cup
• Order containers by capacity
• If you use metric units: 1-liter
measuring cup
• 4 waterproof containers with different
capacities used in Lesson 22.3
• Funnel (optional, but helpful if you
have any small-necked containers)
• Pitcher of water
• 4 index cards or slips of paper
Workbook
• Order containers’ capacities
visually
• Workbook page 88
• Counters of 2 different colors
This lesson involves pouring water, so you may want to do it in the kitchen or another place that
you don’t mind getting wet.
Note for Families that Use the Metric System
To modify this lesson for the metric system:
• say liters in place of cups
• skip the discussion of household cups
• use a 1-liter measuring cup instead of a 1-cup measuring cup
Review and Warm-up: Ordinal Numbers
Place 5 counters in a line. Point to the leftmost counter: This counter is
first. Have your child tell which counter is second, third, fourth, and fifth.
Then, give your child directions using ordinals:
•
•
•
•
•
First, tap your stomach with your right hand.
Second, blink your eyes.
Third, jump up and down 3 times.
Fourth, balance on your left foot.
Fifth, sit down.
Activity: Measure Capacity with Cups (or Liters)
In the last lesson, we compared different containers’ capacities. Today,
you’ll learn how to measure the containers’ capacities with cups.
We have lots of different-sized cups in our house. When we talk about
measuring with cups, we mean this size of cup. Show your child the 1cup measuring cup. When I follow a recipe, I have to use this measuring
cup to measure the ingredients, because it’s the same size that the
person who wrote the recipe used. If I use a different-sized cup, the
recipe won’t turn out correctly.
Place 4 containers on the table, and select one of the smaller containers to
measure. Let’s use the measuring cup to measure the capacity of this
container. We’ll pour cups of water into the container to see how many
cups it can hold. How many cups do you think it will hold? Answers will
vary.
With your child’s help, pour cups of water into the container until it is full.
(You may wish to use a funnel if the empty container has a narrow neck.)
Keep count of how many cups of water you use, and record the final
number on an index card.
Repeat this process with the other containers. Make sure to ask your child
to first predict how many cups of water it will take to fill the container
before beginning to pour the water. Also make sure to record the number of
cups it takes to fill each container.
After you finish, have your child put the containers in order from smallest
capacity to greatest capacity.
Point out to your child how the numbers of cups (written on the index
cards) are in order from least to greatest. We used the fewest cups of water
to fill the container with the smallest capacity, and we used the most
cups of water to fill the container with the largest capacity.
Workbook (Page 88): Compare Capacities
Have your child complete workbook page 88.
Week 22 Answer Key
OceanofPDF.com
Unit 7 Checkpoint
What to Expect at the End of Unit 7
By the end of Unit 7, most children will be able to do the following:
• Use repeated units to measure length
• Be familiar with inches, feet, pounds, and cups (or centimeters,
meters, kilograms, and liters)
Is Your Child Ready to Move on?
In Unit 8, your child will begin to subtract small numbers. Before moving
on to Unit 8, it’s important for her to have already mastered the following
skills:
• Recognize quantities from 0 to 10 on the ten-frame without counting,
since you will be using the ten-frame to practice subtraction in the
next unit. Your child may be a little slow at recognizing 7 or 8, but
she should be able to figure them out on her own within a few
seconds, without counting from 1.
• Recognize written numerals from 0 to 10. (It’s fine if your child is
still working on recognizing the written numerals from 11 to 20.)
• Identify which number is 1 or 2 less than a given number. Your child
will build on this skill as she begins to subtract 1 and 2 in the next
unit.
• Understand that addition means joining two groups.
• Be comfortable writing addition equations with the + and = signs.
• Be able to solve simple addition problems, using counters or fingers
as needed.
What to Do If Your Child Needs More Practice
If your child is having trouble with any of the above skills, spend a few
days practicing the corresponding review activities below before moving on
to Unit 8.
Activities for recognizing quantities to 10 on the ten-frame
• Ten-Frame Flash (Lesson 5.1)
• Hidden Counters on the Ten-Frame (Lesson 4.2)
• Race to 10 on Ten-frames (Lesson 14.1)
Activities to practice recognizing written numerals
• Name Written Numerals (Lesson 5.2)
• Number Relay (Lesson 6.2)
• Put Number Cards in Order (Lesson 7.4)
Activities for identifying which number is 1 or 2 less than a given
number
•
•
•
•
1 or 2 Less with Toys (Lesson 14.3)
Race to 0 on Ten-frames (Lesson 14.3)
Race to 0 with Tally Marks (Lesson 14.4)
Find 1 or 2 Less with Number Cards (Lesson 14.4)
Activities to practice addition
• Create Equations (Restaurant activity in Lesson 15.4)
• Addition Word Problems (Lesson 20.4)
• Addition War (Lesson 17.3)
OceanofPDF.com
Unit 8
Subtraction
Overview
Your child will learn to subtract small numbers in this unit. He’ll learn two
different ways to understand subtraction, as well as how to use the - and =
signs to write subtraction equations.
Week 23
Week 24
Week 25
Take-Away Subtraction
Take-Apart Subtraction
Subtraction Practice
What Your Child Will Learn
By the end of this unit, your child will be able to:
• understand that subtraction can mean either taking away items from a
group or taking apart a group
• use the – and = signs
• model subtraction situations with counters, pictures, and numbers
• solve simple subtraction problems
OceanofPDF.com
Week 23
Take-Away Subtraction
Overview
This week, you will introduce your child to subtraction. You’ll use small
numbers and concrete objects to teach your child to use subtraction in
“take-away” situations. You’ll also introduce her to the minus sign (-) and
begin to create subtraction equations.
Lesson 23.1
Lesson 23.2
Lesson 23.3
Lesson 23.4
Introduce Subtraction
The Minus Sign (-)
Use Fingers to Show Subtraction
Subtraction Equations
Teaching Math with Confidence: 3 Ways to Use
Subtraction
This week, you will introduce your child to subtraction. We use subtraction
in three different types of real-life situations: take-away, take-apart, and
comparison situations.
Take-away situations occur whenever items are consumed, removed, or
used up. For example, if you bought 9 apples for your family, and your kids
ate 5 of them, you could subtract 9 – 5 to find that there are 4 left.
Take-away situation
Subtraction can also be used in take-apart situations when we separate a
larger group into two smaller groups. For example, say you made cupcakes,
and you already frosted some of them. If you made 9 cupcakes and frosted
5 of them, you can subtract 9 – 5 to find that you still need to frost 4 of
them.
Take-apart situation
Finally, we also use subtraction in comparison situations when we find the
difference between two numbers. For example, say you made 9 peanut
butter sandwiches and 5 ham sandwiches. You can subtract 9 – 5 to find that
you have 4 more peanut butter sandwiches than ham sandwiches.
Comparison situation
Kindergartners usually find take-away situations the simplest and easiest
context for understanding subtraction, so you’ll focus entirely on take-away
situations this week. In Week 24, you’ll teach your child how to apply
subtraction to take-apart situations. (Connecting subtraction to comparison
situations is too abstract for most kindergartners, so it is not included in this
book. Your child will learn about it in later elementary grades.)
Household Items Needed for Week 23
•
•
•
•
•
•
•
•
Water in a cup, optional
Stack of books, optional
Blocks, optional
Pencils in a cup, optional
Modeling clay, optional
Crackers on a plate, optional
5 small toys
Plastic plate or piece of paper
Weaving Math into Everyday Life
In Lesson 23.1, you will introduce your child to some real-life subtraction
situations. Ask your child to be a Subtraction Detective this week and shout
“Subtraction!” any time she sees subtraction in her daily life. For example,
she might find subtraction at home as she eats her snack, or she might find
subtraction as she waits in line at the grocery store: Subtraction! There were
3 people ahead of us. Now, 1 person has checked out, so there are only 2
more.
Math Book of the Week
The Action of Subtraction, written by Brian P. Cleary and illustrated by
Brian Gable. Millbrook Press, 2006.
This rhyming book gently introduces the meaning of subtraction and the
word minus through many concrete examples: stuffed animals, bowling
pins, or time-outs in a basketball game.
Lesson 23.1
Introduce Subtraction
Purpose
• Find sums up to 10
Review and
Warm-Up
Activities
Materials
• Number Cards
• Ten-frames (Blackline
Master 1), optional
• Counters, optional
• Introduce the concept of subtraction,
with and without numbers
• Introduce the word minus
• Water in a cup, optional
• Stack of books, optional
• Blocks, optional
• Pencils in a cup, optional
• Modeling clay, optional
• Crackers on a plate,
optional
• Paper
• Counters
Workbook
• X out objects and find how many are left
• Workbook page 89
Review and Warm-up: Play Addition War
Play Addition War with your child. See Lesson 17.3 (page 223) for full
directions.
Activity: Subtracting without Numbers
You have already learned how to add. What do we do when we add two
groups together?
Sample answers: We put the groups together. We join them. Today, you’ll
learn another very important math word: subtracting.
Subtracting is the opposite of adding. When we add, we join two
groups together. When we subtract, we take something away or take
two groups apart. Before we subtract with numbers, let’s take a walk
around the house and subtract without numbers. Choose some or all of
the situations below to introduce your child to the concept of subtracting.
You do not need to do every activity suggested.
• Put a few pencils in a cup. Subtract some pencils from the cup.
Child takes some pencils out of the cup. Now there are fewer pencils
in the cup.
• Pour some water into a cup. Subtract some water from this cup.
Child pours water out of the cup. Now there’s less water in the cup.
• Stack up a few books. Subtract some books from my stack. Child
removes a few books from the stack. Now there are fewer books in
the stack.
• Begin a block tower. Subtract some blocks from my tower. Child
removes some blocks from the tower. Now there are fewer blocks in
the tower.
• Take a chunk of modeling clay and make it into a simple sculpture.
Subtract some clay from my sculpture. Child takes away some clay
from the sculpture. Now there is less clay in the sculpture.
• Place a few crackers on a plate. Subtract some crackers from the
plate. Child removes (or eats) a few crackers. Now there are fewer
crackers on the plate.
Can you think of some other ways that we subtract in daily life?
Answers will vary. If you have time, act out some of your child’s
suggestions.
English uses both fewer and less to describe the result of subtraction. We use fewer for individual,
countable objects: Now there are fewer blocks in the tower. We use less to compare quantities
that we can’t count: There’s less water in the cup now. In everyday use, though, people often use
less for both kinds of comparisons. Don’t worry if you find yourself or your child doing the same.
Activity: Subtracting with Numbers
We can also subtract with numbers. Place 5 counters on top of a piece of
paper.
Subtract 3 counters from the paper. Child removes 3 counters from the
paper. Leave the group of 3 counters on the table, but not on the paper.
How many counters are left on the paper? 2.
The word minus means to subtract. So, we say that 5 counters minus 3
counters equals 2 counters. Point to the original group of 5, the group of 3
on the side, and the remaining 2 counters on the paper as you say this.
Clear the paper and repeat with the following combinations of counters:
•
•
•
•
4 minus 1
3 minus 3
5 minus 1
4 minus 0
Workbook (Page 89): How Many Are Left?
Have your child complete workbook page 89.
Lesson 23.2
The Minus Sign (-)
Purpose
Review and
Warm-Up
Activities
Materials
• Review modeling addition equations with
counters
• Number Cards
• Introduce the - sign
• Index card
• Represent subtraction with written numerals and
the - sign
• Number Cards
• 5 small toys
• Counters
• Paper
Workbook
• Solve simple subtraction problems that use the sign
• Workbook page
90
Review and Warm-up: Model Addition Equations
with Counters
Create the equation “3 + 2 =” from Number Cards. Use counters to model
this equation. Child joins a group of 3 counters and a group of 2 counters.
So, what does 3 plus 2 equal? 5. Have your child complete the equation
with the 5 card. Repeat this activity with the following addition problems:
•
•
•
•
4+1=5
0+3=3
2+3=5
6+0=6
Reviewing addition equations prepares your child to create subtraction equations in the following
activity.
Activity: Introduce Minus Sign
You already know how to create addition equations. What is the name
of the sign we use to show addition? The plus sign. Today, you’ll learn
the special sign we use to show subtraction.
Write “-” on an index card. This is called the minus sign. It stands for the
word minus.
Let’s pretend that you have 3 toys. Place 3 toys in front of your child on
top of a piece of paper. But then you give 2 to your friend. (Remove 2
toys from the paper and place them to the side.)
Here’s how we use numbers and the minus sign to show that we started
with 3 toys and then took away 2. Place cards beneath the toys as shown
below. To read the cards, we say, “3 minus 2.” The 3 matches how many
toys we started with, and the 2 matches how many toys we took away.
How many toys are left after you take away 2? 1 toy is left. Complete the
subtraction equation with cards as shown below.
Remember, the equals sign doesn’t tell us to do something. It tells us
that two amounts are equal to each other. To read this equation, we say
3 minus 2 equals 1.
Always read the subtraction sign as “minus” rather than “take away”. For example, make sure to
say 3 minus 2 equals 1, not 3 take away 2 equals 1. As explained in the Week 23 Teaching
Math with Confidence (page 304), subtraction can be applied to “take apart” and comparison
situations as well. Saying “minus” instead of “take away” helps your child develop a more
flexible understanding of how they can apply subtraction to real life.
Activity: Act Out Word Problems
For each of the following questions, have your child first act out the story
with toys. Then, have him use Number Cards to create a matching equation.
• What if you had 4 toys and then gave 1 to your friend? 4 – 1 = 3.
• What if you had 5 toys and then gave 2 to your friend? 5 − 2 = 3.
• What if you had 4 toys but then didn’t give any away? 4 − 0 = 4.
• What if you had 3 toys and then gave all 3 to your friend? 3 − 3 =
0.
Continue to use a piece of paper in this activity to show the starting point for each problem. Then,
move the toys for the friend off of the paper, but leave them out, so it’s easy to see how many
toys were removed.
Add the minus-sign index card to your Number Cards and save it for
future lessons.
Workbook (Page 90): Solve Subtraction Equations
Have your child complete workbook page 90.
Lesson 23.3
Use Fingers to Show Subtraction
Purpose
• Practice recognizing up to 10 fingers by sight
Review and
Warm-Up
Activities
Workbook
Materials
• None
• Practice identifying combinations that equal 5
and 10
• Introduce the = sign
• Number Cards
• Solve simple subtraction equations
• Index card
• Solve simple subtraction problems
• Workbook page
91
Review and Warm-up: Fingers Up and Fingers
Down to 5 and 10
With your palms facing you, hold up 3 fingers on one hand. (Don’t use the
other hand for now.) How many fingers are up? 3. How many are down?
2. Repeat with 0, 1, 2, 4, and 5 fingers up, in random order.
Then use both hands. Hold up 5 fingers on one hand and 3 fingers on the
other. How many fingers are up? 8. How many are down? 2. After your
child responds, turn your hands around so she can see the 2 fingers that are
down. Repeat with other numbers of fingers from 0 to 10, in random order.
Activity: Use Fingers to Show Subtraction
In the last lesson, we used a minus sign and equals sign to create
subtraction equations. Today, we’ll use our fingers to solve subtraction
problems.
Begin the following equation with Number Cards: 5 − 2 =
Here’s how to show 5 – 2. First, I hold up 5 fingers. Hold up all 5 fingers
on one hand. Then, I subtract 2 by putting 2 fingers down. Tuck 2
fingers down.
3 fingers are still up, so 5 minus 2 equals 3. Place the 3-card next to the
equals sign to complete the equation.
Use Number Cards to create and complete each of the following subtraction
problems. Have your child use her fingers to act out each problem.
•
•
•
•
•
4−3=1
3−1=2
5−4=1
2−2=0
4−1=3
These beginning subtraction lessons all use very small numbers so that your child can focus on
the meaning of subtraction.
Workbook (Page 91): Subtraction
Have your child complete workbook page 91. Have her X out items in each
picture to match the equation. For example, for 4 – 4, have her X out all 4
balloons.
Lesson 23.4
Subtraction Equations
Purpose
Review and
Warm-Up
Materials
• Measure length with repeated units
• Paper
• Identify longest and shortest
• Square pattern blocks
• Number Cards
Activity
• Create subtraction equations to match
concrete objects
Workbook
• Complete and solve simple subtraction
equations
• Workbook page 92
• Counters
• Plastic plate or piece
of paper
Review and Warm-up: Measure with Repeating
Units
Draw 5 straight lines of varying lengths (from about 1 inch to about 10
inches) on a piece of paper. Have your child use square pattern blocks to
measure the length of each line. Remind him to place the blocks so that they
span the entire length of each line with no gaps. Then, have him write the
length (the number of pattern blocks) next to each line. (You may need to
round the answer if the line is not a whole number of blocks.)
Which line is the shortest? Which line is the longest? Answers will vary.
Activity: Create Equations to Match Counters
In the last lesson, you used your fingers to solve subtraction problems.
Lay the Number Cards in front of your child as shown.
Use your fingers to show me what 4 minus 1 equals 3 means. Child
holds up 4 fingers on one hand, then puts 1 finger down.
Today, we’ll use counters to solve subtraction problems. Let’s pretend
that the counters are crackers and act out 4 minus 1 equals 3 again.
Place 4 counters on a plastic plate (or a blank piece of paper) and pretend to
serve it to your child. The equation says 4 minus 1, so let’s pretend that
you ate 1 of the crackers. Move 1 cracker off of the plate and place it to
the side. How many crackers do you have left on the plate? 3.
You can personalize this lesson by letting your child choose the snack that the counters represent.
Ask the following questions about the equation:
•
•
•
•
What does the 4 stand for? (The crackers I started with.)
What does the 1 stand for? (The cracker I ate.)
What does the 3 stand for? (The crackers that are left.)
What does the minus sign mean? (Subtracting [or taking away] the
1.)
• What does the equals sign mean? (It means 4 − 1 is the same as 3.)
Pretend to serve and eat the following numbers of “crackers”. For each
plateful, have your child use Number Cards to create a corresponding
subtraction equation.
• I had 6 crackers, and then I ate 4. (6 − 4 = 2)
•
•
•
•
•
I had 8 crackers, and then I ate 1. (8 − 1 = 7)
I had 5 crackers, and then I ate all 5. (5 − 5 = 0)
I had 6 crackers, and then I ate 5. (6 − 5 = 1)
I had 7 crackers, but I wasn’t hungry, so I didn’t eat any. (7 − 0 = 7)
I had 7 crackers, and then I ate 2. (7 − 2 = 5)
Workbook (Page 92): Create and Solve
Subtraction Equations
Have your child complete workbook page 92. Briefly explain how to
interpret the pictures. For example, for the top, left-hand picture: There
were 3 popsicles, but then someone ate 1. How many popsicles are left?
2.
Week 23 Answer Key
OceanofPDF.com
Week 24
Take-Apart Subtraction
Overview
This week, you’ll teach your child to apply subtraction to take-apart
situations where he will separate a larger set into two smaller groups.
Lesson 24.1 Two Ways to Understand Subtraction
Lesson 24.2 Take-Apart Subtraction
Lesson 24.3 More Take-Apart Subtraction
Draw Pictures to Solve Subtraction
Lesson 24.4
Problems
Teaching Math with Confidence: Take-Apart
Subtraction
Now that your child can subtract in take-away situations, you’ll teach him
how to apply subtraction to take-apart problems. In these problems, a larger
group is taken apart into two smaller groups.
You’ll begin with a familiar, real-life example: sharing toys. You’ll separate
a group of toys into two smaller groups and teach your child to use
subtraction to find the size of one of the smaller groups. For example, in the
situation below, you’ll teach your child to subtract 5 – 2 to find that he has 3
toys to play with.
Take-apart subtraction:
If there are 5 toys, and I’m playing with 2 of them, how many are there for you to play with? 3.
As you teach your child this week, don’t worry if he has trouble
remembering the names of these different kinds of subtraction situations.
It’s much more important that he learns how to apply subtraction to both
take-away and take-apart situations, regardless of whether he remembers
their names.
Household Items Needed for Week 24
• Plastic plate or piece of paper
• 6 small toys
• Crayons or markers
Weaving Math into Everyday Life
Play Subtraction Bowling this week. Arrange 6 plastic or paper cups in a
triangle and have your child roll a soft ball into the cups. After he rolls the
ball, have him immediately close his eyes. Tell him how many cups he
knocked down and challenge him to figure out how many are still standing.
For example: You knocked over 4 cups! How many are still standing? 2,
because 6 − 4 = 2.
Math Book of the Week
If You Were a Minus Sign, written by Trisha Speed Shaskan and illustrated
by Francesca Carabelli. Picture Window Books, 2009.
This book illustrates many different subtraction situations with brightcolored, whimsical animals. As you read, discuss with your child how the
pictures match the text and printed equations.
Lesson 24.1
Two Ways to Understand Subtraction
Purpose
Review and
Warm-Up
Activity
Materials
• Practice identifying combinations
that make 10
• Counters
• Introduce take-apart subtraction
situations
• Counters
• Ten-frame (Blackline
Master 1)
• Index card or a small slip
of paper
• Plastic plate or piece of
paper
• Number Cards
• 6 small toys
Workbook
• Solve take-apart subtraction
problems
• Workbook page 93
Review and Warm-up: Combinations That Make
10
Place 10 counters on the ten-frame. With an index card, cover the rightmost counter. Place the index card as shown below, so that the child can see
the top edge of the ten-frame, but not the counter. How many counters can
you see? 9. How many are hidden? 1. Repeat the activity several times,
covering up to 5 counters each time.
This activity previews take-apart subtraction, which you will introduce to your child in the next
part of the lesson.
Activity: Take-Apart Subtraction
In the last lesson, you used counters to solve subtraction problems. We
pretended that the counters were crackers and that you ate some of the
crackers. Place a small pile of counters and a plastic plate or piece of paper
on the table. Lay Number Cards in front of your child as shown.
Can you act out the equation with counters? Child places 5 counters on
the plastic plate or piece of paper and then pretends to eat 2 of them. If
your child isn’t sure what to do, prompt her as needed: The 5 means you
start with 5 crackers. What does the 2 stand for? The 2 crackers that I
ate.
Sometimes we use subtraction in situations where we take something
away, like when you pretended to eat the crackers.
Today, you’ll learn that we can also use subtraction in situations when
we take a group apart. Do you ever take things apart? Sample answer: I
take apart my block towers when I’m finished building. Have you ever seen
anyone else take something apart? Sample answer: I saw the plumber
take apart the garbage disposal once!
When we take things apart, we don’t eat them up or take them away.
Instead, we separate the different parts from each other. That’s what
we do in take-apart subtraction situations, too. Instead of taking away
the counters, we separate them into smaller groups.
See the Week 24 Teaching Math with Confidence (page 317) for more explanation of take-apart
subtraction.
Activity: Use Subtraction in a Take-Apart
Situation
Place 5 small toys on the table. Let’s pretend that you and I are playing
with these toys. Separate the toys into a group of 2 and a group of 3. If I
use 2 toys, how many toys are there for you? 3.
Let’s create a subtraction equation to show what we did. We started
with 5 toys. Place a 5-card on the table. Then, we separated 2 toys for me
to use from the rest of the toys. Place a minus-sign-card and 2-card on the
table as shown below. That leaves 3 toys for you. Finish the equation with
the equals-sign-card and 3-card.
For each of the following questions, have your child act out the story and
use Number Cards to create a matching equation.
• What if we started with 6 toys, and I played with 1 of the toys? 6
− 1 = 5.
• What if we started with 4 toys, and I played with 3? 4 − 3 = 1.
• What if we started with 5 toys, and I played with all 5? 5 − 5 = 0.
• What if we started with 3 toys, and I didn’t play with any of
them? 3 − 0 = 3.
This lesson uses small quantities so that your child can focus on understanding the concept of
take-apart subtraction without getting bogged down by the numbers.
Workbook (Page 93): Solve Take-Apart
Subtraction Problems
Have your child complete workbook page 93. Briefly explain how the
numbers match the drawing. For example, for the top, left-hand picture:
There are 5 pencils, but they are separated into two groups. One group
has 2 pencils. How many pencils does the other group have? 3.
Lesson 24.2
Take-Apart Subtraction
Purpose
Materials
Review and
Warm-Up
• Follow and give directions with forward,
backward, left, and right
• None
• Counters
Activity
• Write equations to match take-apart
subtraction situations
• Solve take-apart subtraction problems on the
ten-frame
• Workbook page 94
Workbook
• Ten-frame (Blackline
Master 1)
• Number Cards
Review and Warm-up: Follow Directions to a
Secret Object
I’m going to choose something in the room and give you directions for
how to get to it. See if you can figure out which object I choose!
Secretly choose an item in the room. Give your child directions (with words
like forward, backward, left, and right) that guide him to the secret object.
Once your child arrives, have him guess which object you chose.
Repeat this activity several times, choosing a different secret object each
time. Then, switch roles: have your child choose a secret object and direct
you to it.
Activity: Create Equations to Match Take-Apart
Subtraction Situations
In the last lesson, you learned to use subtraction in take-apart
situations. Today, you’ll create subtraction equations to match takeapart situations.
We’ll pretend that the counters are cookies today. Let’s imagine we
have 10 cookies to share. Place 10 counters on the ten-frame. Then, place a
pencil on the ten-frame (as shown) to visually separate a group of 8 from a
group of 2. If I get 8 of the cookies, how many do you get? 2.
Let’s create a subtraction equation to show how we shared the cookies.
There are 10 cookies. Place a 10-card on the table. Then, we separated
8 cookies for me from the rest. Place a minus-sign-card and 8-card on the
table as shown below. That left a group of 2 cookies. Finish the equation
with the equals-sign-card and 2-card.
For each of the following questions, always start with 10 counters on the
ten-frame. Have your child move the pencil to show how the counters are
taken apart into groups and have him use Number Cards to create a
matching equation.
• What if I get 4 cookies, and you get the rest? 10 − 4 = 6.
•
•
•
•
What if I get 7 cookies, and you get the rest? 10 − 7 = 3.
What if I get 5 cookies, and you get the rest? 10 − 5 = 5.
What if I get 2 cookies, and you get the rest? 10 − 2 = 8.
What if I get 1 cookie, and you get the rest? 10 − 1 = 9.
Workbook (Page 94): Subtract on the Ten-Frame
Have your child complete workbook page 94. Briefly explain how the
counters on the ten-frame match the subtraction problems. For example, for
the first problem: This subtraction problem says 10 minus 9. There are
10 crackers on the ten-frame, but someone separated them into two
groups. One group has 9 crackers. How many crackers are in the other
group? 1.
Lesson 24.3
More Take-Apart Subtraction
Purpose
Materials
Review and
Warm-Up
• Practice identifying written numerals from 11
to 20
• Number Cards
Activities
• Write equations to match take-apart subtraction
situations
• Coins
• Number Cards
• Solve subtraction problems
Workbook
• Use pictures to solve subtraction problems
• Workbook page
95
Review and Warm-up: Number Memory (11-20)
Shuffle 2 sets of Number Cards (11-20) and lay them face-down in a grid.
Today, we’re going to play a game called Number Memory. When it’s
your turn, flip over 2 cards. Say the number that’s on each of the cards.
If the cards are the same, you keep the pair. If they aren’t the same,
turn them back over.
Play until all the cards are in pairs. Whoever finds the most pairs wins.
Make sure your child says the name of each number as she turns it over to give her practice at
reading the numbers.
Activity: Penny Riddles
In the last lesson, you drew pictures and wrote equations to match takeapart subtraction situations. Today, you’ll practice subtraction with
penny riddles.
Show your child a penny and briefly review heads and tails. Turn the coin
over a few times and ask your child whether heads or tails is showing.
Place 5 pennies on the table. Here’s the first riddle: I have 5 pennies. 3 of
them show heads, and the rest show tails. How many show tails? 2.
Have your child arrange the pennies to match the riddle.
Most kindergartners will need to physically arrange the pennies to match the riddle before they
know the answer. Your child may need to try several possibilities before she finds the correct
combination.
Let’s create a subtraction equation to match the pennies. There are 5
pennies. Place a 5-card on the table. 3 of the pennies show heads. Place a
minus-sign-card and 3-card on the table as shown below. So, 2 coins show
tails. Finish the equation with the equals-sign-card and 2-card.
Repeat this process with the following penny riddles. For each question,
have your child arrange the pennies to match the riddle. Then, have your
child use the Number Cards to create a matching subtraction equation.
• I have 6 pennies. 1 penny shows heads, and the rest show tails.
How many show tails? 5.
• I have 6 pennies. 4 show heads, and the rest show tails. How
many show tails? 2.
• I have 9 pennies. 4 show heads, and the rest show tails. How
many show tails? 5.
• I have 8 pennies. 8 show heads, and the rest show tails. How
many show tails? 0.
• I have 10 pennies. 5 show heads, and the rest show tails. How
many show tails? 5.
• I have 7 pennies. 3 show heads, and the rest show tails. How
many show tails? 4.
• I have 10 pennies. 2 show heads, and the rest show tails. How
many show tails? 8.
Workbook (Page 95): Use Pictures to Solve
Subtraction Problems
Have your child complete workbook page 95. Briefly explain how the
butterfly pictures match the subtraction problems. For example, for 8 – 7:
There are 8 butterflies. 7 are orange, and the rest are yellow. How
many are yellow? 1.
Lesson 24.4
Draw Pictures to Solve Subtraction
Problems
Purpose
Materials
• Read numbers 11-20
• Number Cards
Review and
Warm-Up
• Use tallies to show quantities from 11 to 20 as
combinations of “10 and some more”
• Tally Cards (from
Lesson 17.3)
Activity
• Draw pictures and write equations to match takeapart subtraction problems
• Crayons or
markers
• Paper
• Number Cards,
optional
Workbook
• Solve take-apart subtraction problems
• Workbook page
96
Review and Warm-up: Use Tallies to Show
Numbers 11-20
Spread the Tally Cards (1-10) on the table. Have your child put the cards in
order from least to greatest and tell you how many tallies are on each card.
Shuffle Number Cards (11-20). Turn over one Number Card at a time. Have
your child read the number and then use tally cards to show a matching
quantity. For example, if you turn over a 17, your child would use a card
with 10 tallies and a card with 7 tallies to show 17.
Activity: Draw Pictures and Write Equations to
Match Word Problems
In the last lesson, you created equations to match take-apart
subtraction situations. Today, you’ll draw pictures and write equations
to match subtraction word problems.
Here’s the first word problem. Try to imagine it as I read it: There
were 5 socks. 4 of them had stripes, and the rest had polka dots. How
many had polka dots?
Draw the outline of 5 socks on a piece of paper.
Have your child add stripes to 4 of the socks to match the word problem. If
4 of the socks have stripes, how many must have polka dots? 1. Have
your child add polka dots to the remaining sock.
Let’s write a subtraction equation to match the story. Write 5 − 4 = 1
below the picture.
Ask the following questions about the picture and equation:
• What part of the picture matches the 5 in the equation? (The 5
socks)
• What part of the picture matches the 4 in the equation? (The 4
striped socks)
• What part of the picture matches the 1 in the equation? (The 1
polka-dotted sock)
Repeat the same process with the following word problem.
• Rachel had 7 pieces of candy. Child draws outlines of 7 pieces of
candy. 5 of the pieces are grape, and the rest are lemon. Child
colors 5 of the outlines with purple. Then, he colors the rest of the
outlines with yellow. How many pieces of candy were lemon? 2
pieces of candy. Write a subtraction equation that matches the
picture. 7 − 5 = 2.
• Sam decorated 8 cookies with his mom. Child draws outlines of 8
cookies. He put green frosting on 4 of the cookies and sprinkles on
the rest. Child colors 4 of the outlines green. Then, he draws
sprinkles on the rest of the outlines. How many cookies had
sprinkles? 4 cookies. Write a subtraction equation that matches
the picture. 8 − 4 = 4.
• I checked out 6 books at the library. Child draws outlines of 6
books. 4 of the books were about horses, and the rest were about
dinosaurs. Child writes an “H” on 4 of the books or draws a horse
on them. Then, he writes a “D” or draws a dinosaur on the rest. How
many books were about dinosaurs? 2 books. Write a subtraction
equation that matches the picture. 6 − 2 = 4.
If writing is too time-consuming or frustrating for your child, he can use Number Cards to show
the equations, or he can tell you his answers so you can write them.
Drawing his own picture to illustrate the word problems helps your child visualize the problems
and see the connection between the words of the story and the numbers of the equation.
Workbook (Page 96): Use Pictures to Solve
Subtraction Problems
Have your child complete workbook page 96. Briefly explain how the
cupcake pictures match the subtraction problems. For example, for 9 − 8:
There are 9 cupcakes. 8 have chocolate frosting, and the rest have
vanilla frosting. How many have vanilla frosting? 1.
Week 24 Answer Key
OceanofPDF.com
Week 25
Subtraction Practice
Overview
This week, your child will build on her understanding of subtraction to
practice solving subtraction problems either as take-away or as take-apart
situations.
Lesson 25.1
Lesson 25.2
Lesson 25.3
Lesson 25.4
Subtract on the Ten-Frame
Subtract 0, 1, and 2
Subtraction War
Subtraction War
Teaching Math with Confidence: “Plain”
Subtraction Problems
In Weeks 23 and 24, your child learned to use subtraction in both take-away
and take-apart situations. This week, she’ll practice these skills with “plain”
subtraction problems like the one below. These problems have only
numbers, and no pictures or story to provide context.
Some kindergartners will “just know” the answer to this problem, but most
will need to model it with counters to find the answer. Your child can act
out this problem (and the other basic number problems this week) as either
take-away or take-apart situations. For example, she could solve this
problem by making a group of 9 counters and taking away 3.
Or, she could make a group of 9 counters and then separate it into 2 groups.
If one group has 3 counters, the other group must have 6.
In Lesson 25.1, you’ll show your child that both the take-away and takeapart approaches lead to the same answer. Allow your child to use
whichever method feels more comfortable to her and makes more sense to
her as she practices subtraction this week.
Household Items Needed for Week 25
You do not need any extra materials this week.
Weaving Math into Everyday Life
Look for opportunities to subtract small amounts in daily life throughout the
week. There were 6 shoes on the mat, and then you put 2 of the shoes on
your feet. How many shoes are left on the mat now? 4.
Math Book of the Week
Subtraction Action, by Loreen Leedy. Holiday House, 2002.
A class of animal students solve subtraction problems as they sell treats, run
an obstacle course, and wait to get their faces painted. As you read, discuss
how the equations in the book match the illustrations and story.
Lesson 25.1
Subtract on the Ten-Frame
Purpose
Review and
Warm-Up
• Create symmetric designs with pattern blocks
Materials
• Paper
• Pattern blocks
• Use the ten-frame to solve subtraction problems
• Paper
Activities
• Recognize that both take-away and take-apart
subtraction approaches yield the same answer
• Counters
• Ten-frame
(Blackline
Master 1)
Workbook
• Use the ten-frame to solve subtraction problems
• Workbook page
97
Review and Warm-up: Make Symmetric Designs
You learned about symmetric designs a while ago. What do you
remember about symmetric designs? Sample answer: The two sides are a
mirror image of each other.
Fold a piece of paper in half for your child to use as a mat. Have your child
use pattern blocks to create several different symmetric designs. If she has
trouble getting started, create a simple design on the left-hand side of the
paper and have your child complete the right-hand side to match.
Activity: Subtract on the Ten-Frame
You have learned that we can use subtraction in both take-apart and
take-away situations.
Write “8 − 3 =” on a piece of paper. Place 8 counters on the ten-frame.
We can solve this problem either by taking counters away or by taking
the counters apart. We’ll try both ways. First, let’s take apart the
counters and separate them into two groups. Place a pencil on the tenframe (as shown) to visually separate a group of 3 from a group of 5.
Now the counters are separated into two groups. One group has 3
counters. How many counters are in the other group? 5. So, what’s 8
minus 3? 5. Write “5” to complete the equation.
Second, let’s try taking away the counters. Take away 3 counters. How
many counters are left? 5. So, what’s 8 minus 3? 5.
Both ways give us the same answer. Now that you know about both
ways of subtracting, you can use either way to find answers. Today, you
can use whichever way you want to solve subtraction problems on the
ten-frame.
Have your child place counters on the ten-frame to solve the following
subtraction problems. She may use whichever approach she prefers to find
the answers.
•
•
•
•
•
•
•
9−2=7
10 − 3 = 7
8−4=4
7−3=4
6−5=1
7−7=0
8−0=8
Your child may also “just know” the answers to some or all of these problems. If that’s the case,
don’t require her to place counters on the ten-frame. See the Week 25 Teaching Math with
Confidence (page 337) for more details on how your child may approach these problems.
Workbook (Page 97): Use the Ten-Frame to Solve
Subtraction Problems
Have your child complete workbook page 97.
Lesson 25.2
Subtract 0, 1, and 2
Purpose
Review and
Warm-Up
Activity
Materials
• Practice finding 1 or 2 less than
a number
• Number Cards
• Use the ten-frame to subtract 0,
1, or 2
• Double Ten-frames (Blackline
Master 4)
• Ten-frame (Blackline Master 1),
optional
• Counters, optional
• Counters
• Number Cards
Workbook
• Practice subtracting 0, 1, or 2
• Workbook page 98
Your child already has lots of experience with finding 1 or 2 less than a number. In Unit 4, he
played Race to 0, both with tallies and with counters on the ten-frame. He has also practiced
finding 1 or 2 less than a number. In this lesson, he’ll apply that knowledge as he solves problems
that involve subtracting 1 or 2.
Review and Warm-up: Find 1 or 2 Less with
Number Cards
Mix up one set of Number Cards (1-10) and spread them on the table face
down. Have your child turn over one card at a time and name the number
that is 1 less than the number on the card. If your child isn’t sure of an
answer, have her model the number on the ten-frame and then take away 1
more counter.
Then, remove the 1 from the deck, mix up the cards, and repeat the activity.
This time, ask your child to name the number that is 2 less than the number
on the card.
Activity: Play Race to 0
We’ve played Race to 0 on the ten-frame before. Today, we’ll use words
like minus and equals to describe each move. We’ll also include the 0
cards.
Remove the 0s, 1s, and 2s from 4 sets of Number Cards (for a total of 12
cards). Shuffle them together and place them in a face-down pile. Use
counters to fill in all the boxes on both ten-frames on Blackline Master 4.
On your turn, flip over the top card in the pile. Take away that many
counters from your ten-frame, and say the subtraction equation that
matches your move.
For example, if I had 10 counters on my ten-frame and turned over a 2,
I would say “10 minus 2 equals 8.” Remove 2 counters to demonstrate.
Have your child choose whether he wants to use the top or bottom tenframe and then play the game together. (Always remove the counters from
right to left, so that it’s easy to see how many counters remain on the tenframe.) Play two rounds of the game.
This game lends itself to a take-away approach to subtraction because you remove the counters
from the ten-frame as you play.
Workbook (Page 98): Subtract 0, 1, or 2
Have your child complete workbook page 98. Keep the ten-frame and
counters available for your child to use if needed, but do not require him to
use the counters if he knows the answers without them.
Lesson 25.3
Subtraction War
Purpose
Materials
• Review coin values
• Coins
• Practice finding values of coin combinations
up to 20¢
• Paper
• Number Cards
Activity
• Find answers to subtraction problems with
numbers less than or equal to 5
• Workbook page 99
Workbook
• Practice subtraction with numbers less than
or equal to 5
Review and
Warm-Up
• Ten-frame (Blackline
Master 1), optional
• Counters, optional
• Ten-frame (Blackline
Master 1), optional
• Counters, optional
Review and Warm-up: How Many Cents?
Show your child a dime and a penny. Have your child identify the name and
value of each coin.
Secretly place 1 dime and 2 pennies on the table and cover them with a
piece of paper. I’m going to show you some coins for just a second.
When I show them to you, tell me how many cents they are worth, as
fast as you can. Lift the piece of paper for just a second. How many cents?
12¢.
Repeat with other combinations of a dime and some pennies, up to 19¢. For
15¢ to 19¢, group 5 of the pennies so your child can recognize the number
of pennies without counting (as shown below). Include 2 dimes (20¢).
Adjust your speed so that your child is challenged, but not frustrated. Most
children will need three to five seconds at first.
Activity: Play Subtraction War
In the last lesson, you practiced subtracting 0, 1, and 2. Today, you’ll
practice more subtraction with a card game called Subtraction War.
Shuffle 4 sets of Number Cards (0-5) and deal out all the cards into 2 facedown piles.
On your turn, flip over the top 2 cards in your pile. Then, subtract the
lesser number from the greater number. For example, if you flip over a
2 and a 5, say, “5 minus 2 equals 3.” Whoever’s answer is greater gets
to keep all the cards. If we both have the same answer, we both flip
over another 2 cards.
4 is greater than 3, so the player with the 4 and 0 wins all of the cards.
As you play, allow your child to place counters on the ten-frame to model
the subtraction problems, if needed. However, don’t require her to use the
counters if she can find the answers mentally. She may use either a takeaway or take-apart approach to finding the answers.
Play until both you and your child have played all the cards in your piles.
The player with more cards wins the game. Play two rounds of Subtraction
War if you have time.
This game provides lots of practice with subtracting small numbers. Your child will likely know
some of the answers immediately. For others, she may need to use the ten-frame. Either is fine,
but don’t allow any random guessing and always have her use the ten-frame if she’s not sure of
an answer.
Workbook (Page 99): Subtraction
Have your child complete workbook page 99. Keep the ten-frame and
counters available for your child to use if needed, but do not require her to
use the counters if she knows the answers without them.
Lesson 25.4
Subtraction War
Purpose
Review
and
Warm-Up
• Practice counting forward and backward to 20
Materials
• None
• Practice chanting combinations of “10 and some
more” from 11 to 20
• Number Cards
Activities
• Find answers to subtraction problems with
numbers less than or equal to 10
• Workbook page 100
Workbook
• Practice finding answers to subtraction problems
with numbers less than or equal to 10
• Ten-frame (Blackline
Master 1), optional
• Counters, optional
• Ten-frame (Blackline
Master 1), optional
• Counters, optional
Review and Warm-up: “10 and Some More”
Chant with Fingers
Count forward and backwards to 20 with your child, gradually standing up
as you count forward and gradually crouching down as you count
backward.
Then, rhythmically say the “10 and Some More” Chant with your child.
Team up with your child to show each number with fingers as you chant.
Begin by holding up 10 fingers and having your child hold up 1 finger, and
then have your child hold up an additional finger for each new number: 10
and 1. Eleven! (Child holds up another finger.) 10 and 2. Twelve!
Activity: Play Subtraction War
In the last lesson, we played Subtraction War with numbers up to 5.
Today, we’ll play Subtraction War with numbers up to 10.
Shuffle 4 sets of Number Cards (0-10) and deal out all the cards into 2 facedown piles.
On your turn, flip over the top 2 cards in your pile. Then, subtract the
lesser number from the greater number. For example, if you flip over a
9 and a 5, say, “9 minus 5 equals 4.” Whoever’s answer is greater gets
to keep all the cards. If we both have the same answer, we both flip
over another 2 cards.
4 is greater than 1, so the player with the 9 and 5 wins all of the cards.
As you play, allow your child to place counters on the ten-frame to model
the subtraction problems, if needed. However, don’t require him to use the
counters if he can find the answers mentally.
Play until both you and your child have played all the cards in your piles.
The player with more cards wins the game.
Workbook (Page 100): Subtraction Practice
Have your child complete workbook page 100. Keep the ten-frame and
counters available for your child to use if needed, but do not require him to
use the counters if he knows the answers without them.
The subtraction problems in each pair are related to each other. Your child can use the first
problem in each pair to find the answer to the second problem. (For example, for the first pair of
problems, since 10 − 6 = 4, 10 − 4 must be 6.) Some kindergartners won’t notice the connection
and will work out every problem with counters. Others will quickly notice the connection and use
the first problem in each pair to find the answer to the second. Either way is perfectly fine—this
worksheet is meant to simply provide some food for thought for children who like to notice these
types of connections.
Week 25 Answer Key
OceanofPDF.com
Unit 8 Checkpoint
What to Expect at the End of Unit 8
By the end of Unit 8, most children will be able to do the following:
• Understand that subtraction can mean either “taking away” or “taking
apart.” Most kindergartners will be much more comfortable with
take-away subtraction than take-apart subtraction.
• Write an equation with - and = to represent a simple subtraction
situation.
• Use concrete objects, drawings, or counters to solve subtraction
equations involving numbers up to 10. Some children will be able to
solve subtraction problems mentally, but most will need to use
pictures or physical objects to find answers.
Is Your Child Ready to Move on?
In Unit 9, your child will learn to count to 100 by 1s, 5s, and 10s. You’ll
also introduce him to reading and writing two-digit numbers up to 100.
Before moving on to Unit 9, your child should have already mastered the
following skills:
• Recognize quantities from 0 to 20 (as tallies, fingers, or with counters
on ten-frames) without counting.
• Recognize written numerals from 0 to 20.
What to Do If Your Child Needs More Practice
If your child is having trouble with any of the above skills, spend a few
days practicing the corresponding review activities below before moving on
to Unit 9.
Activities to practice recognizing quantities to 20
• Ten-Frame Flash (Lesson 22.3)
• Use Tallies to Show Numbers 11-20 (Lesson 24.4)
• “10 and Some More” Chant with Fingers (Lesson 25.4)
Activities to practice recognizing written numerals to 20
• Number Memory (Lesson 24.3)
• What’s the Missing Number? (Lesson 22.2)
• “10 and Some More” Chant with Number Cards (Lesson 20.4)
OceanofPDF.com
Unit 9
Numbers to 100
Overview
In Unit 6, your child learned how to read and write the numbers to 20.
She’ll build on that knowledge as she learns to count to 100 and begins to
read and write these larger numbers.
Week 26
Week 27
Week 28
Numbers to 30
Numbers to 50
Numbers to 100
What Your Child Will Learn
By the end of this unit, your child will be able to:
•
•
•
•
count to 50 by 1s, 2s, 5s, and 10s
count to 100 by 1s, 5s, and 10s
write numbers to 30
begin to read numbers to 100
OceanofPDF.com
Week 26
Numbers to 30
Overview
This week, your child will learn to count to 30 by 1s and 2s. He will also
learn to read and write the numbers from 21 to 30 and recognize these
quantities as combinations of “20 and some more”.
Lesson 26.1 Count to 30
Lesson 26.2 Count to 30 by 2s
Lesson 26.3 Combinations of “20 and Some More”
Lesson 26.4 Written Numbers to 30
Teaching Math with Confidence: The (Gradual)
Road to 100
During the next three weeks, you will teach your child to count to 100.
Rather than rushing to 100 immediately, you’ll gradually extend the number
sequence each week. You’ll use rote counting, concrete objects, overlapping
Number Cards, and the 100 Chart (Blackline Master 8) to help your child
gain fluency in counting to 100 and to become familiar with the written
numbers to 100.
The 100 Chart is a simple chart that lists all the numbers from 1 to 100, in
rows of 10 numbers each.
Pointing to the numbers on the 100 Chart while learning to count helps your
child become familiar with the written numbers. It also slows your child
down and prevents him from rattling off the numbers so fast that they lose
meaning.
Besides using the 100 Chart, you will also give your child many hands-on
experiences counting up to 100 objects. These counting activities will help
your child not only learn to count to 100 fluently but also gain a sense of
the magnitude of the numbers up to 100. You’ll focus on numbers to 30 this
week, numbers to 50 in Week 27, and finally numbers to 100 in Week 28.
Household Items Needed for Week 26
You don’t need any special materials for this week’s activities, but do make
sure you have at least 30 counters in your Math Kit.
You will introduce your child to the 100 Chart (Blackline Master 8) this
week. You will use the 100 Chart often, so you may want to laminate it or
put it in a plastic page protector for durability.
Weaving Math into Everyday Life
With your child’s help, count all the socks in his sock drawer by 2s to find
out the total number of socks. You may find that you need to add on a
leftover lone sock!
Math Book of the Week
How Many Feet in the Bed? Written by Diane Johnston Hamm and
illustrated by Kate Salley Palmer. Aladdin Paperbacks, 1994.
As more members of the family hop into bed, a little girl counts by 2s to
figure out how many feet are in the bed. After you read the book, have your
child count by 2s to find out how many feet are in your own family.
Lesson 26.1
Count to 30
Purpose
Review and
Warm-Up
Activities
Workbook
Materials
• Practice chanting combinations of “10 and
some more” from 11 to 20
• None
• Learn the oral counting sequence to 30
• Counters
• Introduce the 100 Chart
• 100 Chart (Blackline
Master 8)
• Review writing numbers up to 20
• Workbook page 101
• Number Cards,
optional
If your child already knows the oral counting sequence to 30, make this a fast-paced review
lesson.
Review and Warm-up: “Ten and Some More”
Chant with Fingers
Rhythmically say the “10 and Some More Chant” with your child. Team up
with your child to show each number with fingers as you chant.
Start by holding up 10 fingers and having your child holding up 1 finger. 10
and 1. Eleven! Child raises 1 more finger. 10 and 2. Twelve! Child raises 1
more finger. 10 and 3. Thirteen!
Continue the chant up to 20. Then repeat the chant backward: 10 and 10.
Twenty! Child puts 1 finger down. 10 and 9. Nineteen! Child puts 1 finger
down. 10 and 8. Eighteen! Continue in this way until you reach 11.
Activity: Count to 30
You have already learned to count to 20. Today you’ll learn to count to
30. Listen while I count to 30 and see if you notice a pattern. Count
aloud to 30, slowly and distinctly. Did you notice a pattern after 20?
Answers will vary.
Your child may notice that the numbers from 21 to 30 follow a regular pattern: twenty-one,
twenty-two, twenty-three, etc. Since your child can already count from 1 to 10 quite easily, this
pattern will help her learn to count to 30.
Now, you count with me. Say as many of the words as you can
remember. Count to 30 in unison with your child.
Let’s count 30 hops. Hop 30 times with your child. Count each hop.
Let’s tap the table 30 times. Tap the table 30 times with your child. Count
each tap.
Many kindergartners have trouble articulating the th sound at the beginning of thirty. Instead,
they pronounce th as f, so that thirty sounds more like firty. From a speech perspective, this is
completely normal, and it’s nothing to worry about. From a math perspective, this simple
mispronunciation often makes it more difficult for children to distinguish between 30 and 40. If
your child has trouble with this, see Lesson 18.1 (page 233) for suggestions on how to help your
child articulate the th sound.
Place a pile of 20-30 counters on the table. Have your child count the pile
of counters. Have her slide each counter to a new pile as she counts it.
Make sure she says only one number word for each counter and slow her
down if needed.
After she has finished counting, ask: How many counters are there?
Answers will vary.
Repeat with 2 more piles of 20-30 counters. For each pile, ask: How many
counters do you think there are now? Answers will vary. Have your child
count the pile to find out. Help as needed if she forgets any of the numbers
in the counting sequence.
Guessing before counting makes these activities more interesting and fun. Don’t worry if your
child’s guess is wildly inaccurate. Her estimates will become more accurate as she gains
experience with larger numbers.
Activity: Introduce the 100 Chart
Show your child the 100 Chart (Blackline Master 8). This chart is called a
100 Chart. It shows all of the numbers from 1 to 100. You will learn to
count to 100 in the next few weeks of lessons.
Count to 30 and point to each number on the 100 Chart as you say it. Have
your child join you as much as she can.
What are some patterns you notice on the 100 Chart? Answers will vary.
Spend a few minutes looking for patterns on the 100 Chart with your child.
For example, your child might notice that all of the numbers in the rightmost column contain a 0, or that all the numbers in a given column have the
same number in the one’s place.
It’s fine if your child doesn’t notice many patterns yet on the 100 Chart. She will likely discover
more patterns in the chart as she spends more time with it over the course of the unit. Asking her
to look for patterns in this lesson primes her to expect patterns and keep her eyes open for them in
future lessons. See the Week 26 Teaching Math with Confidence (page 344) for more
explanation of how the 100 Chart helps children learn the numbers to 100.
Workbook (Page 101): Write Numbers in the
Teens
Have your child complete workbook page 101. If your child forgets how to
write any of the numbers (or reverses the digits), remind him to think of the
“10 and Some More” chant. Then have him create the number with
overlapping Number Cards as in Lesson 20.1. For example: 17 is 10 and
how many more? 7. Overlap the 10 and 7 to make the number 17. Now
you can copy it onto the worksheet.
Lesson 26.2
Count to 30 by 2s
Purpose
Review and WarmUp
• Measure length with repeated
units
Materials
• Paper
• Square pattern blocks
• Identify longest and shortest
Activities
Workbook
• Practice counting to 30
• Counters
• Count out up to 30 objects
• Introduce counting by 2s
• 100 Chart (Blackline Master
8)
• Count by 2s
• Workbook page 102
• Number Cards, optional
Review and Warm-up: Measure with Repeating
Units
Draw 5 straight lines of varying lengths (from about 1 inch to about 10
inches) on a piece of paper. Have your child use square pattern blocks to
measure the length of each line. Remind him to place the blocks so that they
span the entire length of each line, with no gaps. Have him write the length
(the number of pattern blocks) next to each line (you may need to round the
answer if the line is not a whole number of blocks).
Which line is the shortest? Which line is the longest? Answers will vary.
Activity: Count Out a Given Quantity
In the last lesson, you learned to count to 30. Count to 30 in unison with
your child. Today we’re going to play restaurant. Let’s pretend that the
counters are cookies. I’ll be a customer at the restaurant, and you can
be the server.
I’m very, very hungry today! Could you please serve me 28 cookies?
Child counts out 28 counters and pretends to serve them to you. Pretend to
eat the cookies.
Repeat with 23 and 30 cookies. Leave the group of 30 counters out for the
next activity.
Activity: Count by 2s
It takes a long time to count out 30 cookies! A faster way is to count 2
cookies at a time. Demonstrate how to count the 30 counters by 2s. Slide 2
counters away from the pile at a time, and count by 2s: 2, 4, 6, 8, 10, 12, 14,
16, 18, 20, 22, 24, 26, 28, 30. You are still counting all the counters, but
you only say the name of every other number out loud.
Remove 4 counters from the pile (leaving 26). Again, demonstrate how to
count the pile by 2s. Have your child count with you as much as possible.
Add 2 counters to the pile (for a total of 28 counters). This time, have your
child count the pile by 2s on his own. Help as needed if he forgets the next
number in the sequence.
All of the numbers in this activity are even so that there are no counters leftover after you count
by 2s. Your child will learn how to deal with odd numbers and leftover counters in Lesson 26.4.
Let’s count by 2s on the 100 Chart. Count to 30 by 2s, pointing to each
number on the 100 Chart as you say it. Have your child join you as much as
he can.
Let’s pretend I didn’t know how to count by 2s on the 100 Chart. Could
you explain to me how to do it? Sample answer: Skip every other number.
Workbook (Page 102): Count by 2s
Have your child complete workbook page 102. If your child counts the
socks by 1s, ask him to also count the socks by 2s. Help as needed if he
forgets any of the numbers in the 2s sequence.
If your child forgets how to write any of the numbers (or reverses the digits) remind him to think
of the “10 and Some More” chant. Then have him create the number with overlapping Number
Cards as in Lesson 20.1. For example: 16 is 10 and how many more? 6. Overlap the 10 and 6
to make the number 16. Now you can copy it onto the worksheet.
Lesson 26.3
Combinations of “20 and Some
More”
Purpose
Review and
Warm-Up
Activities
Materials
• Practice chanting combinations of “10 and
some more” from 11 to 20
• Number Cards
• Practice counting by 2s
• Counters
• Introduce numbers from 21 to 30 as
combinations of “20 and some more”
• Ten-frame (Blackline
Master 1)
• Double ten-frames
(Blackline Master 4)
• Number Cards
• 100 Chart (Blackline
Master 8)
• 2 blank index cards
Workbook
• Recognize combinations of “20 and some
more” organized on ten-frames
• Workbook page 103
• Number Cards, optional
Note that you need both the single ten-frame and double ten-frames for this lesson.
Review and Warm-up: “10 and Some More”
Chant with Number Cards
Place Number Cards 11-20 on the table. Have your child help you put the
cards in order from 11 to 20.
Rhythmically say the “10 and Some More” Chant with your child. Have
your child point to the matching card as he chants each number: 10 and 1.
Eleven! Chant from 11 up to 20 and then back down again to 11.
Reviewing written numbers to 20 and the combinations of “10 and some more” prepares your
child to think of numbers 21 to 30 as combinations of “20 and some more” later in the lesson.
Activity: Make Combinations of “20 and Some
More” on Ten-Frames
In the last two lessons, you learned how to count by 1s and 2s to 30.
Place a pile of counters on the table. Count by 1s to make a group of 30
counters. Child makes a pile of 30 counters.
Secretly remove 4 counters from the pile (for a total of 26 counters). How
many counters do you think there are now? Answers will vary. Have
your child count the pile by 2s to find out. Help as needed if she forgets any
of the numbers in the sequence.
Today, you’ll learn how to use ten-frames to organize the counters and
figure out how many there are without having to count. Let’s say I
wanted 21 counters. Instead of counting, I could use ten-frames to get
21 counters quickly.
Fill the double ten-frames with counters. (Do not count as you do this.)
That’s 20. Place the oversized 20-card (that you made in Lesson 20.1) next
to the double ten-frames.
Place 1 more counter on the single ten-frame. That’s 1 more counter. Place
Number Card 1 next to the ten-frame.
Overlap the cards so that Number Card 1 is directly on top of the 0 in the
oversized 20-card. 20 and 1 make 21. This is number 21.
Have your child find 21 on the 100 Chart.
Matching the quantity with the number on the 100 Chart helps your child make sense of the
abstract written numbers on the chart.
Add 1 counter at a time to the single ten-frame. As you add each counter,
have your child overlap number cards to show the matching written
number. Also have your child find each number on the 100 Chart.
When you reach 30, point out that you now have 3 groups of 10. 3 groups
of 10 make 30. One way to remember this is to think about the words
third and thirty. The third group of 10 makes thirty. 3 groups of 10
make 30. Tape together 2 index cards to make an oversized 30 card. Place
the card next to the ten-frames.
Show your child number 30 on the 100 Chart as well.
Workbook (Page 103): Match Quantities and
Numbers
Have your child complete workbook page 103. If your child starts counting
each star individually, remind him to look for a combination of “20 and
some more.” Then have him create the number with overlapping Number
Cards. For example: What combination of “20 and some more” do you
see in the top ten-frames? 20 and 4. Overlap the 20 and 4 cards. Now
you can look for that number on the right side of the page.
Lesson 26.4
Written Numbers to 30
Purpose
Review and
Warm-Up
Activity
• Practice writing equations to match takeapart subtraction situations
Materials
• Coins
• Number Cards
• Practice solving subtraction problems
• Learn how to count a leftover counter
when counting by 2s
• Use counters to model written numbers
from 20 to 30
• Counters
• Ten-frame (Blackline
Master 1)
• Double ten-frames
(Blackline Master 4)
• Number Cards
Workbook
• Match quantities and written numbers to 30
• Workbook page 104
• Number Cards, optional
Review and Warm-up: Penny Riddles
Show your child a penny and briefly review heads and tails. Place 6 pennies
on the table. I have 6 pennies. 2 of them show heads, and the rest show
tails. How many show tails? 4. Have your child arrange the pennies to
match the riddle. Then, have your child use Number Cards to make a
subtraction equation to match the pennies.
Repeat this process with the following penny riddles.
• I have 5 pennies. 3 show heads, and the rest show tails. How
many show tails? 2. 5 − 3 = 2.
• I have 9 pennies. 5 show heads, and the rest show tails. How
many show tails? 4. 9 − 5 = 4.
• I have 7 pennies. 7 show heads, and the rest show tails. How
many show tails? 0. 7 − 7 = 0.
• I have 10 pennies. 5 show heads, and the rest show tails. How
many show tails? 5. 10 − 5 = 5.
• I have 7 pennies. 0 show heads, and the rest show tails. How
many show tails? 7. 7 − 0 = 7.
Activity: Count by 2s with a Leftover
You have been learning to count by 1s and 2s to 30. Place a pile of
counters on the table. Count by 1s to make a group of 30 counters. Child
makes a pile of 30 counters.
Secretly remove 5 counters from the pile (leaving 25 counters in the pile).
How many counters do you think there are now? Answers will vary.
Have your child count the pile by 2s to find out. Help as needed if he
forgets any of the numbers in the sequence. When your child gets to 24, 1
counter should remain.
• If your child recognizes immediately that there are 25 counters:
Right! 1 more than 24 is 25. If you are counting by 2s and have a
leftover counter, you just count on 1 more.
• If your child isn’t sure how to count the leftover counter: You’ve
counted 24 counters. Now, there’s 1 more to count, so we just
count on from 24: 24, 25.
Repeat with 23 and 29 counters. Each time, have your child count by 2s,
and then add on the 1 remaining counter.
Activity: Use Counters to Model Written
Numbers to 30
In the last lesson, you learned what the written numbers from 21 to 30
look like. Today, you’ll practice recognizing those numbers and
creating them with Number Cards.
Let’s pretend again that you work at a chocolate store, and I’m the
customer. We’ll pretend that the counters are chocolates, and the tenframes are boxes for the chocolates. Have your child watch as you
overlap the 20 and 9 cards to make the number 29. May I have 29
chocolates, please?
Have your child arrange counters on the ten-frames to match. If he begins
counting from 1, pretend that the chocolate store is very busy and that you
need your order as quickly as possible: Counting takes a while if you start
at 1. Think about how you could use a combination of “20 and some
more” to make the order without having to do so much counting.
Repeat with the following orders. Always use overlapped Number Cards to
place your order and state the quantity out loud.
•
•
•
•
23
25
20
24
Then, reverse roles and have your child be the customer. Make sure your
child overlaps Number Cards and states the quantity out loud for his orders
so he practices reading the numbers.
Workbook (Page 104): Match Quantities and
Numbers
Have your child complete workbook page 104. If your child starts counting
each dot individually, remind him to look for a combination of “20 and
some more.” Then have him create the number with overlapping Number
Cards. For example: What combination of “20 and some more” do you
see in the top ten-frames? 20 and 9. Overlap the 20 and 9 cards. Now
you can look for that number on the right side of the page.
Week 26 Answer Key
OceanofPDF.com
Week 27
Numbers to 50
Overview
This week, your child will learn to count to 50 by 1s, 2s, 5s, and 10s. You
will also introduce her to reading and writing the numbers to 50.
Lesson 27.1
Lesson 27.2
Lesson 27.3
Lesson 27.4
Count to 50 by 1s and 2s
Count to 50 by 10s
Read Numbers 31-50
Count Tallies by 5s to 50
Teaching Math with Confidence: The Challenge of
Decade-Crossings
This week, you will teach your child to count to 50. Kindergartners don’t
usually have much trouble with the numbers within each decade (for
example, the numbers in the thirties from 31 to 39, or the numbers in the
forties from 41 to 49), because these numbers follow such a regular pattern:
thirty-one, thirty-two, thirty-three, etc.
However, children often struggle when crossing decades in counting (for
example, from 29 to 30, or from 39 to 40). Once they reach the end of a
decade like 39, they may say “thirty-ten” or simply stop. You’ll use two
different teaching strategies this week to help your child master these tricky
transitions.
First, you’ll give your child plenty of rote practice reciting the numbers
from 1 to 50. Just as your child memorized the alphabet through lots and
lots of repetition, you’ll practice counting with your child over and over this
week to give her practice hearing and saying the counting sequence.
Second, you’ll teach your child to count by 10s to 50: 10, 20, 30, 40, 50.
Once she knows the order of these numbers, she can use this information to
help her count by 1s. For example, when she reaches 39, she can remember
that 40 comes after 30 when counting by 10s. So, 40 must be the number
after 39.
Household Items Needed for Week 27
• 5 small clear bags or shallow cups
• Scissors
• Tape
Also, make sure you have at least 60 counters in your Math Kit for this
week’s activities.
Weaving Math into Everyday Life
You will introduce your child to the written numerals 31-50 this week.
Throughout the week, point out these numbers when you see them
throughout the day. “The clock says it’s 3:35.” Or, “Do you see the
scoreboard? The football team has 42 points.”
Math Book of the Week
Eggs and Legs: Counting by Twos by Michael Dahl. Illustrated by Todd
Ouren. Picture Window Books, 2005.
A mother hen looks for her chicks as they run all over the barnyard. Each
chick is illustrated as an egg with 2 legs sticking out of the bottom, and the
rhyming text counts the number of legs by 2s. As you read, point out the
matching dots and written numerals at the bottom of each page. After you
read the book, have your child find the hidden numbers on the activity page
at the end of the book.
Lesson 27.1
Count to 50 by 1s and 2s
Purpose
Review and
Warm-Up
Activity
Workbook
Materials
• Practice identifying written numerals from
11 to 20
• Number Cards
• Learn the oral counting sequence to 50
• 100 Chart
• Count by 1s and 2s to 50
• Paper
• Count by 2s, with and without a leftover
• Workbook page 105
• Practice writing numbers up to 30
• Number Cards,
optional
Review and Warm-up: Number Memory (11-20)
Play Number Memory with 2 sets of Number Cards (11-20). See Lesson
20.3 (page 266) for full directions.
Activity: Count to 50
You have already learned to count to 30. Today, you’ll learn to count to
50. Show your child the 100 Chart. Count to 50 and point to each number
on the 100 Chart as you say it. Have your child join you as much as she can.
Did you notice any patterns while I counted? Answers will vary.
Your child may notice that the numbers from 31 to 40 and from 41 to 50 follow a regular pattern:
thirty-one, thirty-two, thirty-three, etc. These patterns make it relatively easy to learn most of the
counting sequence to 50. However, crossing decades from 39 to 40 and from 49 to 50 is often
more difficult. See Week 27 Teaching Math with Confidence (page 358) for more details.
Let’s clap 50 times. Clap 50 times with your child. Count each clap.
Can you draw 50 Xs? Have your child draw 50 Xs on a piece of paper.
Have her count each X as she draws.
This drawing activity gives your child practice counting to 50 and helps her experience 50 in a
kinesthetic way. If this is too much writing for your child, draw some or all of the Xs yourself
while your child counts.
Activity: Count to 50 Scavenger Hunt
Can you think of anything in our house that is in a group of at least 50?
Sample answers: Blocks, crayons, cotton balls, pieces of pasta, stickers,
buttons, coins, or books. With your child, choose 3 different kinds of
objects to check.
Let’s go see! For the first type of object, have your child count out 50. For
example, if she suggests crayons, go to your art table and have her count
out 50 crayons. Have her slide each object to a new pile as she counts it.
Make sure she says only one number word for each and slow her down if
needed.
For the second type of object, demonstrate how to count the objects by 2s.
2, 4, 6, … Have your child join you as much as possible as you count.
For the third type of object, have your child count the objects by 2s. Help as
needed if she forgets the numbers in the sequence.
Workbook (Page 105): Count by 2s to 30
Have your child complete workbook page 105. If your child forgets how to
write any of the numbers (or reverses the digits), have her create the
number with overlapping Number Cards before writing the number on the
page.
Lesson 27.2
Count to 50 by 10s
Purpose
Review and
Warm-Up
Activity
Materials
• Practice Subtraction War
• 4 sets of Number Cards
• Practice counting to 50 by 1s
and 2s
• 5 small clear bags or shallow
cups
• Introduce counting by 10s to 50
• Counters
• Number Cards
• 4 blank index cards
Workbook
• Count by 10s
• Workbook page 106
Review and Warm-up: Play Subtraction War with
Numbers to 10
Play Subtraction War with 4 sets of Number Cards (0-10). See Lesson 25.3
(page 338) for full directions.
Activity: Count by 10s to 50
In the last lesson, you learned how to count to 50 by 1s and 2s. Count to
50 in unison with your child. Have your child point to each number on the
100 Chart as you say it. Then count the same way by 2s to 50.
Today, you’ll learn to count to 50 by 10s. We’ll play chocolate store
again, but today we’ll pretend that you sell the chocolates in bags of 10.
Before we play, we need to organize the chocolates into bags.
Place a pile of counters on the table. Have your child count out 50 counters
from the pile. Let’s organize the counters into bags of 10. Give your child
5 small clear bags (or shallow cups) and have him put 10 counters into each
bag.
Point to just 1 bag. 1 bag holds how many chocolates? 10. Place the
oversized 10 card next to the bag.
Point to 2 bags. 2 bags of 10 hold how many chocolates? 20. Have your
child replace the oversized 10 card with the oversized 20 card.
Point to 3 bags. 3 bags of 10 hold how many chocolates? 30. Have your
child replace the oversized 20 card with the oversized 30 card.
Point to 4 bags. 4 bags of 10 hold 40 chocolates. Listen to how four and
forty start the same way. Four groups of 10 make forty. Tape together 2
index cards to make an oversized 40 card. Place the card next to the bags.
Point to 5 bags. 5 bags of 10 hold 50 chocolates. Fifty starts like fifth.
That can help you remember that the fifth group of 10 makes fifty. 5
groups of 10 make 50. Tape together 2 index cards to make an oversized
50 card. Place the card next to the bags.
Demonstrate your child how to count the newly-organized counters by 10s.
Point to each bag as you count: 10, 20, 30, 40, 50. Then have your child
count by 10s in unison with you: 10, 20, 30, 40, 50.
Activity: Identify Groups of 10
Now that we have our chocolates sorted into bags, let’s pretend again
that you work at a chocolate store, and I’m the customer. Ask your child
the following questions. Show your child the matching oversized Number
Card for each question, and return the bags of counters after each question.
•
•
•
•
•
May I have 20 chocolates, please? Child gives you 2 bags.
May I have 40 chocolates, please? Child gives you 4 bags.
May I have 10 chocolates, please? Child gives you 1 bag.
May I have 50 chocolates, please? Child gives you 5 bags.
May I have 30 chocolates, please? Child gives you 3 bags.
Your child may use a variety of strategies to figure out how many bags to give you: counting by
10s, using the spoken number as a clue to how many bags are needed, or even recognizing that
the tens-place of the Number Cards tells the number of bags needed. Any of these strategies are
fine.
Leave the counters in bags for Lessons 27.3 and 27.4.
Workbook (Page 106): Count by 10s
Have your child complete workbook page 106. If your child begins
counting the marbles by 1, point out that there are 10 marbles in each bag
and encourage your child to count the marbles by 10s.
Lesson 27.3
Read Numbers 31-50
Purpose
Review
and
Warm-Up
Activities
• Practice identifying
combinations of “20 and
some more”
• Counters (organized into 5 bags of 10 in
Lesson 27.2, plus 10 additional loose
counters)
• Number Cards
• Practice counting by 10s to
50
• Introduce written numbers
from 31 to 50
Workbook
Materials
• Recognize quantities up to
30
• Counters (organized into 5 bags of 10 in
Lesson 27.2, plus 10 additional loose
counters)
• Number Cards
• Workbook page 107
• Number Cards, optional
Review and Warm-up: Identify Combinations of
“20 and Some More”
In the last lesson, we pretended that the counters were chocolates. We
put 10 chocolates in each bag. Place 2 bags (each containing 10 counters,
from Lesson 27.2) and 4 loose counters on the table. How many chocolates
do we have here? 24. Then have your child construct the quantity by
overlapping Number Cards.
If your child isn’t sure how many counters there are, or starts counting by 1s, point out that there
are 20 chocolates in the 2 bags and 4 more loose chocolates. So there must be 24, since 20 and 4
make 24.
Repeat with 27 (2 bags plus 7 loose counters), 21 (2 bags plus 1 loose
counter), and 25 (2 bags plus 5 loose counters).
Reviewing these combinations of “20 and some more” prepares your child to use similar
reasoning for larger quantities later in the lesson.
Activity: Practice Counting by 10s
In the last lesson, you learned to count to 50 by 10s. Count by 10s to 50
in unison with your child. Have your child point to each number on the 100
Chart as you say it.
Place the oversized two-digit Number Cards on the table (10, 20, 30, 40,
and 50). Have your child place them in order, and then practice counting by
10 as she points to each card.
Show your child 3 bags (with 10 counters each). How many chocolates are
in these bags? 30. If your child is not sure or tries to count the counters by
1s, encourage her to count by 10s: 10, 20, 30. Have your child find the 30
card and place it next to the bags.
Repeat with 2, 5, 1, and 4 bags. Have your child tell the total number of
counters in the bags and find the matching Number Card each time.
Activity: Introduce Written Numbers to 50
Today, you’ll learn how to read the numbers from 31 to 50. We’ll use
the Number Cards to help.
Place 4 bags and 2 loose counters on the table as shown below. How many
counters are in the 4 bags? 40. Have your child place the oversized 40card below the bags. How many loose counters are there? 2. Have your
child place the 2-card below the 2 loose counters.
So how many counters are there in all? 42. Overlap the Number Cards so
that the 2 is directly on top of the 0 in the oversized 40-card. This is
number 42. Have your child find 42 on the 100 Chart.
Repeat this process with 35, 48, 39, and 41.
Then, reverse the activity. Point to number 34 on the 100 Chart. Have your
child make 34 with Number Cards, name the number, and then arrange bags
and loose counters to match.
Repeat with 45, 40, and 27.
Your child is not expected to master reading and writing numbers beyond 30. Exposing your
child to the numbers from 31 to 100 will help her become more aware of these numbers in daily
life and help her begin to read them. She will learn to read and write all the numbers to 100 in
first grade.
Workbook (Page 107): Recognize Quantities to 30
Have your child complete workbook page 107. If your child forgets how to
write any of the numbers (or reverses the digits) have her create the number
with overlapping Number Cards before writing the number on the page.
Lesson 27.4
Count Tallies by 5s to 50
Purpose
Review and WarmUp
Activity
Materials
• Identify up to 10 tallies
• Tally Cards (from Lesson 17.3)
• Compare numerals and tallies
• Number Cards
• Count tallies by 5s
• 100 Chart (Blackline Master 8)
• Count by 5s to 50
• Paper
• Scissors
• Tape
Workbook
• Count tallies by 5s
• Workbook page 108
Review and Warm-up: Tally War
Play Tally War with your child with 1 set of Tally Cards (1-10) and 1 set of
Number Cards (1-10). See Lesson 19.3 (page 250) for full directions.
Activity: Count Tallies by 5s
You have already learned how to count to 50 by 1s, 2s, and 10s. Have
your child practice counting to 50 by 1s, 2s, and 10s, pointing to each
number on the 100 Chart as he says it.
Today you’ll learn how to count to 50 by 5s. We’ll use tallies, since they
come in groups of 5. Cut a piece of paper in half horizontally and tape it
together to make a long strip, as shown below.
Have your child draw 50 tallies on the strip of paper, from left to right.
Have him count the tallies as he draws them and remind him to draw each
fifth tally horizontally across the previous 4 tallies.
Let’s label the tallies in groups of 5. Use a piece of paper to cover all but
the leftmost group of tallies. How many tallies can you see? 5. Write (or
have your child write) “5” below the group of tallies.
Slide the paper so that 10 tallies are showing. How many tallies can you
see now? 10. Write (or have your child write) “10” below the second group
of tallies.
Continue in this way until you have labeled all the groups of tallies.
Activity: Count by 5s on the 100 Chart
We can count by 5s just like we can count by 10s. Point to each group of
tallies (from left to right) and count by 5s in unison with your child: 5, 10,
15…
Let’s find these numbers on the 100 Chart. Have your child find each
number from the tally strip on the 100 Chart, in order. What pattern do
these numbers make? Sample answers: They’re all lined up in 2 lines. The
numbers that end in 5 are in the middle of the chart, and the numbers that
end in 0 are at the edge of the chart.
Have your child count by 5s to 50, pointing to each number on the 100
Chart as he says it.
Save the paper strip with 50 tallies for Lesson 28.4.
Workbook (Page 108): Count Tallies by 5s
Have your child complete workbook page 108. Encourage your child to
count by 5s to find the number of tallies in each exercise.
All of the numbers on the page are 30 or less, since your child has only learned to write numbers
to 30.
Week 27 Answer Key
OceanofPDF.com
Week 28
Numbers to 100
Overview
This week, your child will learn to count to 100 by 1s, 5s, and 10s. He will
also experience the magnitude of the number 100 by taking 100 steps,
creating a craft project with 100 items, and drawing 100 tallies.
Lesson 28.1
Lesson 28.2
Lesson 28.3
Lesson 28.4
Count to 100
Ten 10s Craft Project
Count to 100 by 5s
Read Numbers on the 100 Chart
Teaching Math with Confidence: How Big is 100?
Many kindergartners are still learning that “how big” a group of objects
looks doesn’t necessarily correlate with the number of objects. For example,
3 beach balls look much larger than 20 marbles, even though there are more
marbles than beach balls.
In the same way, a large quantity of an object doesn’t necessarily look big.
100 grains of rice will fit easily in your hand--but 100 beach balls will make
an impressive pile!
This week, your child will begin to get a sense of the magnitude of the
number 100. He’ll learn that 100 items may or may not look big, depending
on the kind of item that he is counting. When he takes 100 steps, he may be
impressed at how far he travels. But when he makes a craft project with 100
small items or draws 100 tallies, he may feel surprised that 100 can look so
small. These concrete experiences will help dispel any misconceptions he
has about the connection between how big a group looks and its actual
quantity.
Household Items Needed for Week 28
• 100 small craft items, such as stickers, pompoms, dried beans, beads,
or small paper squares
• Paper, preferably construction paper
• Glue
• Scissors
• Tape
Also make sure you have at least 100 counters in your Math Kit for this
week’s activities.
Weaving Math into Everyday Life
Have your child use his favorite toys to create a display with 100 items. For
example, he might make an interlocking block creation with 100 blocks or
create a zoo display with 100 plastic and stuffed animals.
Math Book of the Week
Toasty Toes: Counting by Tens, by Michael Dahl. Illustrated by Zachary
Trover. Picture Window Books, 2006.
This simple book demonstrates counting by 10s with bare toes at the beach.
After you read the book with your child, ask your family members to take
off their socks and have your child count all the toes in your family by 10s.
Lesson 28.1
Count to 100
Purpose
Review and
Warm-Up
Activities
Workbook
Materials
• Use the ten-frame to practice takeaway
subtraction
• Counters
• Learn the oral counting sequence to 100
• 100 Chart (Blackline
Master 8)
• Experience the magnitude of 100
kinesthetically
• Count by 10s
• Ten-frame (Blackline
Master 1)
• Workbook page 109
Review and Warm-up: Practice Subtraction
Place 7 counters on the ten-frame. What’s 7 minus 1? 6. 7 minus 2? 5. 7
minus 3? 4. Your child may know the answers automatically. If she doesn’t,
have her take away counters from the ten-frame to find each answer.
Place 8 counters on the ten-frame. What’s 8 minus 1? 7. 8 minus 2? 6. 8
minus 3? 5.
Place 9 counters on the ten-frame. What’s 9 minus 1? 8. 9 minus 2? 7. 9
minus 3? 6.
Place 10 counters on the ten-frame. What’s 10 minus 1? 9. 10 minus 2? 8.
10 minus 3? 7.
Activity: Count to 100 with the 100 Chart
You have already learned to count to 50. Today, you’ll learn to count to
100. Count to 100, pointing to each number on the 100 Chart as you say it.
Have your child join you as much as she can. She should be able to count in
unison with you from 1 to 50. From 50 to 100, encourage her to listen for
patterns and join you as much as possible.
Most children catch on quickly to the pattern within each decade (“sixty-five, sixty-six, sixtyseven…”) and should be able to count with you for some of the numbers from 51 to 100.
However, your child will likely need to stop counting and listen every time you transition from
one decade to the next (for example, from the numbers in the 60s to the numbers in the 70s).
Activity: How Far Is 100 Steps?
This activity works best outside. If the weather does not permit you to go outside, save this
activity for another day. Instead, have your child do 100 hops, jumping jacks, taps, or claps so
that she can kinesthetically experience 100.
Go outside to a place with enough room to take 100 steps. We’re going to
take 100 steps. Where do you think we will end up? Sample answer: I
think we’ll go as far as the blue house on the corner.
Have your child take 100 steps. Count and step in unison with her. Adjust
the size of your steps to match hers and help her as needed to remember the
counting sequence. After you take the 100 steps, compare your child’s
predictions to the final result.
If you have time, repeat the activity. This time, have your child take very
small steps. Again, ask her to predict how far she will walk. After you take
the 100 steps, discuss how much shorter the second distance was that she
covered compared to the first.
Your child will likely need quite a bit of help remembering the counting sequence from 51 to 100,
especially as she transitions decades. She will practice counting to 100 more in the next lesson.
Workbook (Page 109): Count by 10s
Have your child complete workbook page 109.
Lesson 28.2
Ten 10s Craft Project
Purpose
Materials
Review
and
Warm-Up
• Identify real-life circles,
rectangles, squares, and
triangles
• None
• 100 Chart (Blackline Master 8)
Activity
• Practice counting by 1s
and 10s to 100
• Learn that there are 10 sets
of ten in 100
• 100 small craft items, such as stickers,
pompoms, dried beans, beads, or small paper
squares
• Paper, preferably construction paper
• Tape, optional
• Glue
Workbook
• Count by 10s
• Workbook page 110
Review and Warm-up: Shape Scavenger Hunt
Walk around your home with your child and look for circles, squares,
rectangles, and triangles together. Also review a few key properties of the
shapes: How many sides do triangles always have? 3. What kind of
angles do rectangles and squares have? Right angles.
Activity: Count by 10s to 100 on the 100 Chart
In the last lesson, you learned how to count to 100. Have your child
count with you to 100 by 1s (as much as he can). Have him point to each
number on the 100 Chart as he says it.
Ask your child to point to the following numbers on the 100 Chart (one
number at a time): 10, 20, 30, 40, 50.
What do you notice about all these numbers? Sample answers: They’re
all lined up, they’re the numbers we say when we count by 10, they’re all on
the edge of the chart.
Point to the right-most column on the 100 Chart. The numbers we say
when we count by 10s are all lined up on the edge of the chart. We can
follow the pattern to count by 10s to 100. Have your child count by 10s to
100 with you. Point to each number on the 100 Chart as you say it.
Activity: Ten 10s Craft Project
Today, you’ll make a craft project to see what 100 looks like. Have your
child count out 100 small craft items (such as stickers, pompoms, dried
beans, beads, or paper squares). Then, have your child separate the 100
items into 10 groups of 10.
Draw lines on a sheet of paper to divide it into 10 rectangles, as shown
below. Have your child glue 10 craft items into each box (if the craft items
are too large to fit on one sheet of paper, tape together multiple pieces
of paper and divide the joined paper into 10 rectangles).
Modify this activity as needed to best fit your family. If you’re out of glue or your child hates
craft projects, make this a drawing activity instead: divide a piece of paper into 10 boxes and
have your child draw 10 Xs or circles in each box. Then, count the Xs or circles by both 1s and
10s. Or if you’d prefer to avoid crafts entirely, simply have your child count out 100 counters and
separate them into 10 piles of 10.
You glued 10 items in each box, so we can count them by 10s. Have your
child join you in counting the craft items by 10s. Point to each box as you
count it.
How many groups of 10 does it take to make 100? 10. If your child is not
sure, have him count how many groups of 10 are on the paper.
Do 100 objects look like you expected? Why or why not? Answers will
vary. Sample answer: No, I thought 100 would look bigger!
Workbook (Page 110): Count by 10s
Have your child complete workbook page 110.
Lesson 28.3
Count to 100 by 5s
Purpose
Review and
Warm-Up
Activity
Materials
• Practice extending an AAB pattern and
identifying a missing element
• Pattern blocks
• Count by 5s to 100
• 100 Chart (Blackline
Master 8)
• Count tallies by 5s
• Index card or slip of
paper
• 50 tallies paper strip
(from Lesson 27.4)
• Paper
• Scissors
• Tape
Workbook
• Count by 5s
• Workbook page 111
Review and Warm-up: Extend an AAB Pattern
Begin an AAB pattern with pattern blocks as shown below:
Have your child continue the pattern. Then, with your child not looking,
secretly cover one of the elements in the pattern and have her identify
which block you covered. Repeat the activity several times, covering only
one element at a time.
Activity: Count by 5s to 100 on the 100 Chart
You have learned how to count by 1s and 10s to 100. Have your child
count by 1s and 10s to 100, pointing to each number on the 100 Chart as
she counts.
You have also learned how to count by 5s to 50. Have your child count by
5s to 50, again pointing to each number on the 100 Chart.
Today, you’ll learn to count by 5s to 100. We can just follow the same
pattern you use when you count by 5s to 50. Have your child count by 5s
to 100 in unison with you. Have her point to each number on the 100 Chart
as you say it.
Activity: Draw 100 Tallies
When you learned to count by 5s to 50, you drew 50 tallies. Today,
you’ll add more tallies until there are 100. Cut a new piece of paper in
half horizontally. Tape the two paper halves to the 50 tallies paper strip
from Lesson 27.4 so that you have space for more tallies.
Since there are already 50 tallies, you can start counting at 51 as you
draw the new tallies. Have your child draw 50 more tallies on the strip of
paper so that there are 100 in total. Have her count each tally as she draws it
starting at 51. Remind her to draw each fifth tally horizontally across the
previous 4 tallies.
Let’s label the tallies in groups of 5. Have your child help you count by 5s
and label the new groups of tallies.
Workbook (Page 111): Count by 5s Dot-to-Dot
Have your child complete workbook page 111. Encourage her to count
aloud by 5s as she completes the dot-to-dot picture.
Lesson 28.4
Read Numbers on the 100 Chart
Purpose
Review and
Warm-Up
Activities
• Practice finding
combinations that make
10
• Number Cards
• Practice counting to 100
by 1s, 5s, and 10s
• 100 Chart (Blackline Master 8)
• Read numbers on the
100 Chart
Workbook
Materials
• Count by 10s
• Coins or small counters (small enough to fit
in the boxes on the 100 Chart)
• Workbook page 112
Review and Warm-up: Make 10 Go Fish
Play Make 10 Go Fish with your child. See Lesson 7.3 (page 98) for full
directions.
Activity: Identify Hidden Numbers on the 100
Chart
You have learned how to count to 100 by 1s, 5s, and 10s. Have your child
count by 1s, 5s, and 10s to 100, pointing to each number on the 100 Chart
as he says it.
Today, you’ll practice finding numbers on the 100 Chart. Secretly cover
number 35 with a coin or small counter.
Can you guess which number I covered? 35. How did you figure out
which number I covered? Sample answers: I knew 35 came after 34. I saw
that 25 was above it and 45 was below it.
Secretly cover number 50 with a coin or small counter. Can you guess
which number I covered? 50. How did you figure out which number I
covered? Sample answers: I knew 50 came after 49. I know 40 comes after
50 when I count by 10s.
Close your eyes or look away while I cover more numbers on the 100
Chart. Secretly cover the following numbers on the 100 Chart with coins or
small counters: 3, 10, 11, 24, 34, 49, 50, 62, 75, 88, 93, 100. Have your
child identify the numbers one at a time and discuss how he knew which
number was covered. Encourage him to count on from the previous number
if he struggles with any of them.
Activity: Guess the Hidden Picture on the 100
Chart
Now I’m going to tell you some numbers to cover on the 100 Chart.
After you cover each set of numbers, you’ll find a hidden picture. For
each of the following sets of numbers, read the numbers to your child one at
a time. Encourage him to use patterns on the 100 Chart to find the numbers
and have him clear the chart for each new set of numbers.
• 42, 43, 44, 45, 46, 47, 48, 53, 64, 75, 66, 57. What shape did you
make? A triangle.
• 28, 17, 16, 15, 14, 23, 32, 42, 52, 62, 73, 84, 85, 86, 87, 78. What
letter did you make? C.
• 74, 75, 76, 77, 68, 63, 34, 37. What picture did you make? A smiley
face.
Workbook (Page 112): Count by 10s
Have your child complete workbook page 112.
Week 28 Answer Key
OceanofPDF.com
Unit 9 Checkpoint
What to Expect at the End of Unit 9
By the end of Unit 9, most children will be able to do the following:
• Count fluently to 100 by 1s, 5s, and 10s, and count to 50 by 2s. Your
child may occasionally need some help when crossing decades and
may still make a few mistakes, especially when counting to 100 by
1s.
• Write numbers to 30 with increasing accuracy. Many children will
still occasionally reverse the digits.
• Read numbers to 50 and use patterns on the 100 Chart to read
numbers up to 100. It’s fine if your child is not yet confident at
reading these two-digit numbers. She will master reading and writing
the numbers to 100 in first grade.
Is Your Child Ready to Move on?
In Unit 10, your child will learn the days of the week and months of the
year. She’ll also learn how to read the date on a calendar and tell time to the
hour.
Your child does not need to have mastered the numbers to 100 before
moving on to Unit 10. She’ll continue to practice counting to 100 and
reading numbers to 100 during the Review and Warm-up portions of the
lessons in Unit 10.
OceanofPDF.com
Unit 10
Time
Overview
In this final unit your child will learn the basic concepts of telling time:
months, weeks, days, and times of day. You’ll also teach him how to tell
time to the hour on both digital and analog clocks.
Week 29
Week 30
Week 31
Months and Days of the Week
Time of Day
Read Clocks to the Hour
What Your Child Will Learn
By the end of this unit, your child will be able to:
• name the days of the week and months of the year
• identify a date on a monthly calendar
• read time to the hour on a digital clock or a clock with hands
OceanofPDF.com
Week 29
Months and Days of the Week
Overview
This week, your child will learn the names of both the months and the days
of the week. You will also teach her to read the date on a monthly calendar.
Lesson 29.1
Lesson 29.2
Lesson 29.3
Lesson 29.4
Months
Months, Part 2
Days of the Month
Days of the Week
Teaching Math with Confidence: Making
Meaning of the Names of the Months and Days of
the Week
This week, you will teach your child the names of the months and the
names of the days of the week. You will give meaning to their names by
discussing what your family does during a typical month or day of the week
(for example, celebrating Christmas in December, or eating pizza on
Fridays). By relating the months and days of the week to your child’s
everyday experiences, their names will become more than just a list to
memorize.
Household Items Needed for Week 29
• Printed 12-month calendar (January-December). If you don’t own a
printed calendar (January-December, with each month on its own
page), you can find free printable calendars online.
Weaving Math into Everyday Life
If you don’t already have a paper monthly calendar posted somewhere in
your home, put one up this week. With your child, label key events for the
next few months on the calendar. (Include family birthdays, holidays,
appointments, or other important upcoming events.) Have your child help
you find each date as you mark it, and discuss how many months away each
event is. For example: Daddy’s birthday is in August. That’s 3 months
away, so I don’t think we need to start planning his party yet! Even if
you usually keep your own calendar in a paper or electronic planner, your
child will benefit from being able to see the pattern of days, weeks, and
months on the paper calendar.
Math Book of the Week
The Year at Maple Hill Farm, by Alice and Martin Provensen. Aladdin,
2001.
This book tells of a year in the life of a farm, month by month, with
affectionate descriptions of the animals and their seasonal cycles: “April is
a spring month. You can tell that spring is here by all the eggs.” Enjoy the
detailed illustrations and descriptions with your child, and emphasize the
names of the months as you read.
Lesson 29.1
Months
Purpose
Review
and
Warm-Up
Activities
Workbook
Materials
• Practice counting by 2s
• Counters
• Practice writing 2-digit numbers
• Paper
• Introduce the monthly calendar
• Printed 12-month
calendar (JanuaryDecember)
• Begin to memorize the names of the months
in order
• Learn the seasonal activities and holidays
that occur in each month (January-June)
• Workbook page 113
Review and Warm-up: Count by 2s
Place a pile of 30-40 counters on the table. How many counters do you
think there are now? Answers will vary. Make a simple chart and have
your child write her prediction in the chart, as shown below.
Then, have your child count the counters by 2s. If there is a “leftover”
counter, remind her to add it on. After she finds the total number, help her
write the total number in the chart. Discuss how close or far off her estimate
was to the actual number of counters.
Repeat with two more piles of counters.
Activity: Introduce Months
For the next few weeks, you’ll learn about time. Today, we’ll start with
months.
How old are you? Answers will vary. If your child doesn’t include the word
years in her answer, restate her answer and include the number of years:
That’s right; you’re 6 years old.
Every year is divided into 12 months. Show your child a paper monthly
calendar. Flip through the pages from January to December and read the
name of each month. Also tell your child the current month and show her
the corresponding page on the calendar. (For example: The month right
now is called May.)
What month is your birthday? Answers will vary. Show your child the
corresponding page of the calendar. Together, flip the pages of the calendar
and count how many months it is until your child’s next birthday.
Relating the months to your child’s concrete experiences helps your child make sense of the
printed calendar. See the Week 29 Teaching Math with Confidence (page 384) for more details.
Activity: Learn the Names of the Months
This week, you’ll learn to say the names of the months in order. Listen
while I say all of the months in order: January, February, March,
April, May, June, July, August, September, October, November,
December.
Say 3 months at a time, and then have your child repeat them:
•
•
•
•
January, February, March. January, February, March.
April, May, June. April, May, June.
July, August, September. July, August, September.
October, November, December. October, November, December.
Then, say 4 months at a time and have your child repeat them:
• January, February, March, April. January, February, March,
April.
• May, June, July, August. May, June, July, August.
• September, October, November, December. September, October,
November, December.
Your child will continue to practice naming the months in future lessons. She does not need to
master the names of the months in this lesson or memorize that there are 12 months in a year.
Workbook (Page 113): Get to Know the Months
Have your child complete workbook page 113. For each box, read the name
of the month and discuss the holidays you celebrate during that month or
activities you often do during that month. (For example, in January your
family might celebrate New Year’s Day, go sledding, and/or observe Martin
Luther King, Jr. Day.) Then, have your child draw a simple illustration of
one of the activities for that month in the corresponding box.
You will continue with July through December in Lesson 29.2.
Lesson 29.2
Months, Part 2
Purpose
Review
and
Warm-Up
Materials
• Measure length with repeated units
• Paper
• Identify longest and shortest
• Square pattern blocks
• Practice naming the months in order
• Printed 12-month
calendar (JanuaryDecember)
Activities
• 12 index cards
Workbook
• Learn the seasonal activities and holidays that
occur in each month (July-December)
• Workbook page 114
Review and Warm-up: Measure with Repeating
Units
Draw 5 straight lines of varying lengths (from about 1 inch to about 10
inches) on a piece of paper. Have your child use square pattern blocks to
measure the length of each line. Remind him to place the blocks so that they
span the entire length of each line, with no gaps. Then, have him write the
length (the number of pattern blocks) next to each line. (You may need to
round the answer if the line is not a whole number of blocks.)
Which line is the shortest? Which line is the longest? Answers will vary.
Activity: Practice Naming Months
In the last lesson, you learned the names of the months. Today, you’ll
practice saying the names of the months in order.
Say the names of the months in order. Flip through the pages of a printed
monthly calendar as you name each month, and have your child join in as
much as possible. January, February, March, April, May, June, July,
August, September, October, November, December.
Say 4 months at a time and have your child repeat them:
• January, February, March, April. January, February, March,
April.
• May, June, July, August. May, June, July, August.
• September, October, November, December. September, October,
November, December.
Alternate saying the months in order with your child: January. February.
March. April. May. June. July. August. September. October. November.
December.
Alternate saying the months in order with your child. This time, have your
child go first: January. February. March. April. May. June. July. August.
September. October. November. December.
Activity: Put Months in Order
With your child, say the months in order. As you say each month, write its
name on an index card.
Even though your child likely cannot read the names of the months, writing the months on cards
helps them feel more tangible and concrete.
Mix up the cards and then have your child help you place them in order
from January to December. (Read the names of the months to your child as
needed.) With your child not looking, turn over March, September, and
November so that the blank back of each card is showing.
Which months’ cards are flipped over? March, September, and
November. Your child can recite the months in order while pointing to the
cards to figure out which months’ cards are flipped.
Repeat several times, flipping over different month cards each time.
Save these Month Cards for Lessons 29.3 and 29.4.
Workbook (Page 114): Get to Know the Months
Have your child complete workbook page 114. For each box, read the name
of the month and discuss the holidays you celebrate during that month or
activities you often do during that month. (For example, in October, your
family might typically carve pumpkins, celebrate a birthday, or rake leaves.)
Then, have your child draw a simple illustration of one of the activities for
that month in the corresponding box.
Lesson 29.3
Days of the Month
Purpose
Materials
Review and
Warm-Up
• Practice reading and writing
numbers up to 31
• Paper
• Month Cards, made in Lesson 29.2
Activities
• Practice reciting the months in
order
• Learn that the days of each
month are numbered
• Introduce reading the date on a
calendar
Workbook
• Complete dates on a monthly
calendar
• Printed 12-month calendar
(January-December)
• 3 small sticky notes, or 3 small slips
of paper and tape
• Workbook page 115
Review and Warm-up: Read and Write Numbers
to 31
Write 17 on a piece of paper. What number is this? 17. Repeat with the
following numbers: 7, 27, 30, 19, 12, 25, 22.
Now, I’m going to say a number. Your job is to write it on the paper.
Have your child write the following numbers: 4, 24, 14, 20, 21, 31, 11, 13.
This activity prepares your child to read and write dates on a calendar in the rest of the lesson.
Activity: Introduce Days of the Month
In the last two lessons, you learned the names of the months. Mix up
the Month Cards on the table and help your child place them in order
from January to December.
Have your child say the say the names of the months in order, pointing to
each month as he says it. Then, secretly flip over a few cards and have him
figure out which ones you flipped over (as in Lesson 29.2).
Today, you’ll learn how to read the date on a calendar. Show your child
the current date on a paper monthly calendar. Point to the name of the
month on the page. For example: The month right now is May. Point to
the current day on the calendar and tell your child what the date is. For
example: Today is May 7.
Point to yesterday’s date and tomorrow’s date and read them to your child.
For example: Yesterday was May 6. Tomorrow is May 8.
In English, we use both cardinal numbers (like six, twenty-seven, and eighteen) and ordinal
numbers (like first, thirteenth, or twenty-fifth) when reading dates. Use whatever is most
comfortable to you as you read the dates on the calendar. If you usually use ordinals to name
dates, briefly explain these numbers. For example: Listen to how twenty-fifth and twenty-five
sound very similar. The 25th of the month is the date with a 25 on it.
What date is your birthday? Answers will vary. Find the month with your
child’s birthday and have her find the date of her birthday on the page.
Flip back to the current month on the calendar. If you have appointments or
events written on the calendar, ask your child to point to a few of the dates
and then tell her what’s happening on that date. For example: Can you
point to May 11? Grandma is coming that day!
If you don’t have any events written on the calendar, simply have your child
point to a few of the dates. For example: Point to May 4. Point to May 25.
Then, point to a few dates in the current month and ask your child to
identify them. What date is this? Sample answer: May 12.
Activity: Identify Dates
Flip the calendar to the current month. With your child not looking, secretly
cover the dates marked with 9, 16, and 27 with a sticky note or small slip of
paper. Can you figure out which dates I covered? 9, 16, and 27.
Encourage your child to use her knowledge of the number sequence to
figure out the covered dates. For example: This date comes after May 8
and before May 10. What number comes between 8 and 10? Uncover
each number as your child names it.
Repeat several times, covering 3 numbers each time.
Workbook (Page 115): Complete Dates on a
Calendar
Have your child complete workbook page 115.
Lesson 29.4
Days of the Week
Purpose
Review and
Warm-Up
• Read numbers to 100
Materials
• 100 Chart (Blackline Master
8)
• Counters
• Practice reciting the months in order
Activity
Workbook
• Practice reading the date on a calendar
• Begin to memorize the names of the
days of the week in order
• Learn the typical activities that occur
during each day of the week
• Month Cards, made in
Lesson 29.2
• Printed 12-month calendar
(January-December)
• Workbook page 116
Review and Warm-up: Hidden Numbers on the
100 Chart
Secretly cover the following numbers on the 100 Chart with counters: 14,
20, 35, 48, 67, 70, 71, 72, 84, 90, 96, 100.
Have your child identify which number is hidden under each counter.
Activity: Introduce Days of the Week
In the last few lessons, you have learned the names of the months. Mix
up the Month Cards on the table and help your child place them in order
from January to December.
Have your child say the names of the months in order, pointing to each
month as he says it. Then, secretly flip over a few cards and have him figure
out which ones you flipped over (as in Lesson 29.2).
You have also learned how to read the date on the calendar. Show your
child the current date on a printed calendar. What’s the date today?
Sample answer: May 9. Point to yesterday’s date. What was the date
yesterday? Sample answer: May 8. Point to tomorrow’s date. What is the
date tomorrow? Sample answer: May 10.
Today, you’ll learn the names of the days of the week. Every week has 7
days. Point to the days of the week on the printed calendar and read them
aloud to your child: Sunday, Monday, Tuesday, Wednesday, Thursday,
Friday, Saturday.
Point to the current date and show your child how to find the current day of
the week on the calendar. For example: Today is in the Thursday column
of the calendar, so today is a Thursday.
Every week has these 7 days. Then, the pattern starts over again. Each
week is its own row on the calendar. Point out the current week on the
calendar.
Activity: Learn the Names of the Days of the
Week
Listen while I say the names of the days of the week in order: Sunday,
Monday, Tuesday, Wednesday, Thursday, Friday, Saturday.
Say a couple days of the week at a time and then have your child repeat
them: Sunday, Monday, Tuesday. Sunday, Monday, Tuesday. Wednesday,
Thursday. Wednesday, Thursday. Friday, Saturday. Friday, Saturday.
Alternate saying the days of the week in order with your child: Sunday,
Monday, Tuesday, Wednesday, Thursday, Friday, Saturday.
Alternate saying the days of the week in order with your child. This time,
have your child go first: Sunday, Monday, Tuesday, Wednesday, Thursday,
Friday, Saturday.
Your child will continue to practice naming the days of the week in future lessons. He does not
need to memorize them all today or memorize that there are 7 days in a week.
Workbook (Page 116): Get to Know the Days of
the Week
Have your child complete workbook page 116. For each box, read the name
of the day of the week and discuss what your family typically does on each
day. For example, perhaps your family usually eats tacos on Tuesday, while
your child goes to soccer practice on Thursday, or you attend church on
Sunday. Then, have your child draw a simple illustration of one of the
activities in each box.
Week 29 Answer Key
OceanofPDF.com
Week 30
Time of Day
Overview
This week, you will teach your child some of the words we use to describe
times of day and increments of time: morning, afternoon, evening, and
night, as well as hours, minutes, and seconds. You’ll also teach her how to
read written times to the hour, such as 3:00 or 7:00.
Lesson 30.1
Lesson 30.2
Lesson 30.3
Lesson 30.4
Times of Day
Hours, Minutes, and Seconds
My Day
Read Written Times to the Hour
Teaching Math with Confidence: Time as a Form
of Measurement
In Unit 7, your child learned about comparing and measuring length,
weight, and capacity. Time is another form of measurement, but it is much
more difficult for kindergartners to understand. You can’t see or touch time,
and children this age are still often blissfully unaware of the passage of
time.
The lessons this week will help your child connect the abstract concept of
times of day to real-life experiences. You’ll use your daily routine to help
your children begin to attach meaning to the times of the day, and you’ll
provide concrete examples of activities that take an hour, minute, or second.
These lessons will help your child become familiar with the times of day
and develop a sense of these units of time.
Household Items Needed for Week 30
• Printed 12-month calendar (January-December)
Weaving Math into Everyday Life
Each morning this week, make a brief list of the day’s events along with
their times. Post this list somewhere your child can see it, and refer to it
throughout the day. For example: It’s almost 3 o’clock. Time for us to get
ready to go to the park!
Math Book of the Week
What Time Is It, Mr. Crocodile? by Judy Sierra. Illustrated by Doug
Cushman. HMH Books for Young Readers, 2004.
The very organized Mr. Crocodile makes an hourly schedule for the day,
including a plan for catching, cooking, and eating some pesky monkeys.
After he becomes friends with the monkeys, he revises his plan to play and
eat bananas with the monkeys instead.
Read Mr. Crocodile’s original and revised plans (including times) to your
child. Also point out the clocks in each illustration. Read the times on the
clocks to your child to preview how to read clocks with hands to the hour.
Lesson 30.1
Times of Day
Purpose
Review
and
Warm-Up
Activity
• Use counters to model addition and
subtraction equations
• Number Cards
• Practice identifying the date and reciting the
names of the months and days of the week
• Printed 12-month
calendar (JanuaryDecember)
• Use morning, afternoon, evening, and night to
describe parts of the day
Workbook
Materials
• Identify activities performed during morning,
afternoon, evening, and night
• Counters
• Ten-frame (Blackline
Master 1)
• Paper
• Workbook page 117
Your child may already be familiar with using morning, afternoon, evening, and night to describe
parts of the day. If so, make this a quick review lesson or combine it with Lesson 30.2.
Review and Warm-up: Addition and Subtraction
Word Problems
Read the following word problems to your child. Have your child model
each problem with counters on the ten-frame and create a matching
equation from Number Cards, as shown.
• I planted 5 flowers. Then, I planted 4 more flowers. How many
flowers did I plant? 9.
• A mother bird started to build her nest. First, she brought 6
sticks. Then she brought 2 more sticks. How many sticks did she
have then? 8.
• Tommy made 6 mud pies. Then, he squished 2 of them. How
many mud pies were left? 4.
• Sarah found 6 worms. Then, 4 of the worms wiggled away. How
many worms were left? 2.
Activity: Introduce Morning, Afternoon, Evening,
Night
You have learned the names of the months and the days of the week.
Have your child recite the names of the months and the days of the week,
prompting her as needed.
You have also learned how to read the date on the calendar. Point to the
current date on a printed calendar and have your child identify both the date
and the day of the week. Also have your child identify yesterday’s date and
day of the week, as well as tomorrow’s.
Today, you’ll learn about morning, afternoon, evening, and night.
Divide a piece of paper into 4 columns and label each column with
Morning, Afternoon, Evening, or Night, as shown. Read each word to your
child as you write it.
Adjust the following descriptions of morning, afternoon, evening, and night to reflect your
family’s typical routines.
Morning is the part of the day from when you wake up until lunch
time. What are some things you usually do in the morning? Sample
answers: Get dressed, eat breakfast, have my math lesson. Write 3-4 of your
child’s responses in the matching column on the paper.
Afternoon is the part of the day from lunch time until dinner time.
What are some things you usually do in the afternoon? Sample answers:
Have rest time, play outside, do an art project. Write 3-4 of your child’s
responses in the matching column on the paper.
Evening is the part of the day from dinner time until bedtime. What
are some things you usually do in the evening? Sample answers: Play
games as a family, brush teeth, put on pajamas, read a story. Write 3-4 of
your child’s responses in the matching column on the paper.
Night is the part of the day when it’s dark outside and you sleep. Write
Sleep in the matching column on the paper. After the night, morning comes
and the pattern starts again.
Activity: Times of Day Charades
Now, we’re going to play Times of Day Charades. I’m going to act out
one of the activities we wrote on the chart. See if you can guess which
activity I’m doing. Pick one of the activities from the chart and mime the
activity. After your child guesses which activity you are acting out, have her
identify whether she usually does that activity in the morning, afternoon,
evening, or night.
There may be more than one correct answer for some activities. For example, “brushing teeth”
could be a morning or evening activity.
Act out several of the activities in this way. Then, switch roles and have
your child act out a few of the activities. After you guess each activity, have
your child identify whether the activity usually occurs in the morning,
afternoon, evening, or night.
Workbook (Page 117): Morning, Afternoon,
Evening, Night
Have your child complete workbook page 117. For each time of day, your
child should draw a picture of an activity she typically does during that time
portion of the day. If your child isn’t sure what to draw, have her choose
activities from the chart that you made in the lesson.
Lesson 30.2
Hours, Minutes, and Seconds
Purpose
Review and
Warm-Up
Activity
Workbook
Materials
• Practice counting to 100 by 1s, 5s, and 10s
• 100 Chart (Blackline
Master 8)
• Introduce hours, minutes, and seconds
• Printed 12-month calendar
(January-December)
• Learn real-life approximations for the
length of an hour, minute, or second
• Experience the length of a minute
• Workbook page 118
• Practice counting to 100
• Timer (or phone with a
timer feature)
Review and Warm-up: Count to 100 by 1s, 5s, and
10s on the 100 Chart
Have your child count to 100 by 1s, 5s, and 10s. As he counts, have him
point to the number on the 100 Chart.
Activity: Introduce Hours, Minutes, and Seconds
You have learned the names of the months and the days of the week.
Have your child recite the names of the months and the days of the week,
prompting him as needed.
You have also learned how to read the date on the calendar. Point to the
current date on a printed calendar and have your child identify both the date
and the day of the week. Also have your child identify yesterday’s date and
day of the week, as well as tomorrow’s.
Yesterday, you learned 4 words that we use to describe parts of the day.
Can you remember the words? Morning, afternoon, evening, night. Give
your child hints if he can’t recall the words. For example: What’s the time
of day after dinner and before bedtime? Evening. Briefly have your child
tell an activity that he does during each portion of the day.
We can divide the day into morning, afternoon, evening, and night. We
can also divide the day into hours, minutes, and seconds. Today, you’ll
learn how long hours, minutes, and seconds are.
This lesson focuses on helping your child understand approximately how long hours, minutes,
and seconds are. Time equivalencies (for example, that there are 24 hours in a day, or 60 minutes
in an hour) are included to help him get a sense of how hours, minutes, and seconds are related,
but your child is not expected to memorize these equivalencies.
Each day is divided into 24 hours. Tell your child several activities that
your family does that typically take an hour. For example:
•
•
•
•
It takes about an hour to bake brownies.
Church lasts about an hour.
Watching two shows takes an hour.
A soccer game lasts about an hour.
Each hour is divided into 60 minutes. Tell your child several activities
that your family does that typically take a minute. For example:
• It takes about a minute to make toast.
• Putting away the silverware from the dishwasher takes about a
minute.
• Tying your shoes takes about a minute.
• Two commercials on television usually take about a minute.
Each minute is divided into 60 seconds. Seconds are very short! It takes
about a second to say the word Mississippi. Try saying the word
Mississippi. Mississippi. That took you about 1 second.
Workbook (Page 118): What Can You Do in a
Minute?
Have your child complete workbook page 118. For each activity on the
page, have your child predict (and write down) how many times he thinks
he can complete the activity in a minute. Then, set a timer for one minute
and have your child see how many times he can complete the activity in a
minute. You may need to help him keep count.
Lesson 30.3
My Day
Purpose
Review and
Warm-Up
• Practice writing equations to match takeapart subtraction situations
Workbook
• Coins
• Number Cards
• Practice solving subtraction problems
• Introduce written times
Activities
Materials
• Begin to associate specific times with
events in the day
• Associate times with events in the day
• Printed 12-month calendar
(January-December)
• Paper
• Workbook page 119
Review and Warm-up: Penny Riddles
Show your child a penny and briefly review heads and tails. Place 8 pennies
on the table. I have 8 pennies. 1 of them shows heads and the rest show
tails. How many show tails? 7. Have your child arrange the pennies to
match the riddle. Then, have your child use Number Cards to make a
subtraction equation to match the pennies.
Repeat this process with the following penny riddles.
• I have 5 pennies. 2 show heads, and the rest show tails. How
many show tails? 3. 5 − 2 = 3.
• I have 9 pennies. 6 show heads, and the rest show tails. How
many show tails? 3. 9 − 6 = 3.
• I have 8 pennies. 8 show heads, and the rest show tails. How
many show tails? 0. 8 − 8 = 0.
• I have 10 pennies. 7 show heads, and the rest show tails. How
many show tails? 3. 10 − 7 = 3.
• I have 7 pennies. 0 show heads, and the rest show tails. How
many show tails? 7. 7 − 0 = 7.
Activity: My Day
You have been learning all about time. Have your child recite the names
of the months and the days of the week, prompting her as needed. Also
have her identify the current date and day of the week on a calendar, as well
as yesterday’s and tomorrow’s dates.
In the last lesson, you learned how we measure time in hours, seconds,
and minutes. Today, we’ll write times that describe your day.
At the top of a piece of paper, write My Day. Let’s write down the times of
some of the important events in your day today.
Make a simple chart showing 8-10 events in your child’s day, along with
their times. Include the approximate time your child wakes up, eats meals,
and goes to bed, as well as a few other events of the day.
Include some “o’clock” times without minutes (such as 9:00 or 11:00) and
some times with minutes (such as 1:30 or 7:15). Read each time to your
child as you write it.
Sample chart. Adjust the times and events to fit your own family.
After you have finished the chart, read the events to your child and discuss
whether each activity occurs during the morning, afternoon, evening, or
night.
Save this My Day Chart for Lesson 30.4.
This activity is meant to familiarize your child with the idea that times can be written down and
give your child a general idea of when she does certain activities. Your child is not expected to
learn to read the times in this lesson.
Workbook (Page 119): My Day
Have your child complete workbook page 119. Read the printed times to
your child and have her draw a picture of something that she usually does
around that time of day.
Your child is not expected to be able to read the times on her own. She will learn how to read
written times to the hour in Lesson 30.4.
Lesson 30.4
Read Written Times to the Hour
Purpose
Materials
Review and
Warm-Up
• Practice finding combinations
that make 10
• Number Cards
Activity
• Learn how to read written
times to the hour
• Printed 12-month calendar
(January-December)
• Paper
• My Day Chart (made in Lesson
30.3)
Workbook
• Read written times to the hour
• Workbook page 120
This activity begins reading written times, which your child will do before he learns to read the
time on clocks. Next week, he will learn to read time to the hour on digital and analog clocks.
Review and Warm-up: Make 10 Go Fish
Play Make 10 Go Fish with your child. See Lesson 7.3 (page 98) for full
directions.
Activity: Read Written Times to the Hour
You have been learning all about time. Have your child recite the names
of the months and the days of the week, prompting him as needed. Also
have him identify the current date and day of the week on a calendar, as
well as yesterday’s and tomorrow’s dates.
In the last lesson, we made a chart about your day. We wrote down
what time you do some of the different activities in your day. Show your
child the My Day Chart that you made together in Lesson 30.3. Read each
time and activity on the chart to your child.
Today, you’ll learn how to read written times to the hour.
Write 9:00 on a piece of paper. Written times have 3 parts: the hours, the
minutes, and the colon that separates them. Can you point to the 2 dots in
the middle of this time? Child points to the colon in 9:00. These two dots
are called a colon. They separate the hours and minutes.
The number on the left side of the colon tells the hour. Point to the 9 in
9:00. What hour does this say? 9.
The number on the right side of the colon tells how many minutes past
the hour. Point to the 00 in 9:00. When there are 0 minutes past the
hour, we say o’clock. So, this time is 9 o’clock.
Your child does not need to remember that the two dots are called a colon. Naming the colon
simply makes it easier to discuss, and drawing attention to it helps your child distinguish between
the hours and minutes in written times.
Write 10:00, 4:00, and 6:00 on a piece of paper. Read each of these times.
10 o’clock, 4 o’clock, 6 o’clock.
Point to each of the “o’clock” times on the My Day Chart and have your
child read it. Also discuss the event listed for that time. For example: Read
this time. 3 o’clock. You usually have a snack at 3 o’clock each day.
Workbook (Page 120): Read Written Times to the
Hour
Have your child complete workbook page 120.
Week 30 Answer Key
OceanofPDF.com
Week 31
Read Clocks to the Hour
Overview
This week, your child will learn to read time to the hour on both digital
clocks and clocks with hands.
Lesson 31.1 Read Digital Clocks to the Hour
Lesson 31.2 Introduce Clocks with Hands
Lesson 31.3 Read Clocks with Hands to the Hour
Read Clocks with Hands to the Hour,
Lesson 31.4
Part 2
Teaching Math with Confidence: Two Kinds of
Clocks
You likely have two different types of clocks in your home: digital clocks
and clocks with hands (also known as analog clocks). Clocks with hands are
used less frequently than they used to be, but children still benefit from
learning how to read them. In kindergarten, you’ll introduce clocks with
hands and teach your child to read time to the hour. In later years, your
child will learn to read time to the minute.
Children usually find it much easier to learn to tell time on digital clocks
since they can simply read both the hour and the minutes right off the clock.
Although this week’s lessons only include telling time to the hour, your
child may also figure out how to read the minutes on digital clocks.
Household Items Needed for Week 31
•
•
•
•
•
•
Printed 12-month calendar (January-December)
Digital clock
20 toothpicks
Clock with hands
3 small sticky notes, or 3 small slips of paper and tape
5 egg cartons, each with 2 cups cut off
Weaving Math into Everyday Life
Make sure you have both a digital clock and a clock with hands in easy-tosee spots in your house so your child can gain experience with both types of
clocks. As you go about your daily activities, refer to the clocks and discuss
the time. For example: It’s 4 o’clock, so it’s time to go to t-ball practice.
Math Book of the Week
Telling Time with Big Mama Cat by Dan Harper. Illustrated by Barry Moser
and Cara Moser. HMH Books for Young Readers, 1998.
A mother cat describes her “busy day” with times to the hour (for example,
a big stretch at 6 o’clock, or a nap at 10 o’clock). Each time is written with
words in the text and depicted on a clock with hands in the illustration. The
book also includes a built-in clock with plastic hands that move.
As you read the book, point out the clocks in the illustrations and have your
child turn the hands in the built-in clock to match.
Lesson 31.1
Read Digital Clocks to the Hour
Purpose
Review and
Warm-Up
Activities
Materials
• Review coin values
• Coins
• Practice finding values of coin
combinations up to 20¢
• Paper
• Introduce digital clocks
• Printed 12-month calendar
(January-December)
• Learn how to read time to the hour
on a digital clock
• Paper
• Digital clock
• 20 toothpicks
Workbook
• Read time to the hour on a digital
clock
• Workbook page 121
If you do not have toothpicks, you can use narrow 2-inch-long strips of paper or sections of
straws instead.
Review and Warm-up: How Many Cents?
Show your child a dime, a nickel, and a penny. Have your child identify the
name and value of each coin.
Secretly place 1 dime and 1 nickel on the table and cover them with a piece
of paper. I’m going to show you some coins for just a second. When I
show you them, tell me how many cents they are worth, as fast as you
can. Lift the piece of paper for just a second. How many cents? 15¢.
Repeat with other coin values from 11¢ to 20¢, in random order. For
amounts greater than 14¢, use a dime and a nickel (along with some
pennies) so that your child doesn’t have to count large groups of pennies
one-by-one.
Activity: Introduce Digital Clocks
You have been learning all about time. Have your child recite the names
of the months and the days of the week, prompting her as needed. Also
have her identify the current date and day of the week on a calendar, as well
as yesterday’s and tomorrow’s dates.
In the last lesson, you learned how to read written times to the hour.
Write 8:00, 5:00, and 11:00 on a piece of paper. Read each of these times.
8 o’clock, 5 o’clock, 11 o’clock.
Clocks tell us what time it is. How many different clocks do you think
we have in our home? Answers will vary. Walk around the house and count
how many different clocks you have. Make sure to include clocks on
watches, microwaves, and other electronic equipment.
There are two main kinds of clocks: digital clocks and clocks with
hands. We can use either kind of clock to tell the time. Today, you’ll
learn how to read the time to the hour on a digital clock.
Show your child a digital clock. Digital clocks show all 3 parts of a
written time: the hours, the minutes, and the colon. Can you point to
the colon in the middle of the digital clock? Child points to the colon on
the clock.
The number on the left side of the colon tells the hour. Point to the
number showing the hour on the clock and read the hour to your child.
The number on the right side of the colon tells the minutes past the
hour. Point to the numbers showing the minutes on the clock and read the
minutes to your child. Then tell your child what time the clock shows. For
example: Right now, it’s 9:47. That means that 47 minutes have passed
since 9 o’clock.
Activity: Read Digital Numbers
One thing that makes reading digital clocks tricky is that the numbers
are made only from straight lines. Usually, we see numbers with a mix
of curved and straight lines. We’ll use toothpicks to practice these
kinds of numbers so that you can read the numbers on digital clocks.
Draw the following on a piece of paper:
Arrange toothpicks as shown below. Have your child identify each digit
(the 1, 0, and 0). So, what time does this say? 1 o’clock.
Repeat with 2:00, 3:00, etc., up to 12:00.
If your child has trouble identifying any of the numbers, have her trace in the air above the
toothpicks with her finger. Feeling their shapes kinesthetically will help her connect them to the
numbers that she is used to writing.
Now that you know what digital numbers look like, you’re ready to
read the time on a digital clock. Set the digital clock to 4:00 and have
your child identify the time.
Repeat with 10:00, 3:00, 5:00, 8:00, and 12:00.
Workbook (Page 121): Read Digital Clocks to the
Hour
Have your child complete workbook page 121.
Lesson 31.2
Introduce Clocks with Hands
Purpose
• Find sums up to 10
Review and
Warm-Up
Activity
Materials
• Number Cards
• Ten-frames (Blackline Master 1),
optional
• Counters, optional
• Identify the hour and minute hand
on a clock
• Printed 12-month calendar
(January-December)
• Learn the positions of the numbers
on a clock with hands
• Digital clock
• Clock with hands
• 3 small sticky notes, or 3 small
slips of paper and tape
Workbook
• Fill in missing numbers on a clock
with hands
• Workbook page 122
Review and Warm-up: Play Addition War
Play Addition War with your child. See Lesson 17.3 (page 223) for full
directions.
Activity: Introduce Clocks with Hands
You have been learning about time. Have your child recite the names of
the months and the days of the week, prompting him as needed. Also have
him identify the current date and day of the week on a calendar, as well as
yesterday’s and tomorrow’s dates.
In the last lesson, you learned how to read time on digital clocks. Set a
digital clock to 7:00, 1:00, 2:00, 6:00, and 9:00 and have your child identify
each time.
We also have clocks with hands. Today, you’ll get to know this kind of
clock.
This lesson introduces your child to the hands and numbers on clocks with hands. You will teach
him how to read clocks with hands to the hour in Lesson 31.3.
Show your child a clock with hands. Spin the hands around (and let your
child move the hands, too) so that he sees how the hands move. The two
hands spin around in a circle and point to the time.
The hands have different lengths. Can you point to the hand that is
shorter than the other one? Child points to the shorter hand. This hand is
called the hour hand. It tells us what hour it is.
Can you point to the longer hand? Child points to the longer hand. This
hand is called the minute hand. It tells us how many minutes past the
hour the time is.
If your clock has a second hand, explain that this hand measures the number of seconds that pass.
Also tell your child to ignore this hand when reading the time on the clock.
Move the hands on the clock to a different time. Which hand is the hour
hand? Which hand is the minute hand? Child points to the hour hand
and minute hand.
Set the clock to several other times and have your child identify each hand
on the clock. Remind your child, as needed, that the hour hand is shorter
and the minute hand is longer.
Activity: Identify Numbers on a Clock with Hands
The numbers around the edge of the clock tell the hour. Have your child
point to the numbers and read them, from 1 to 12. The numbers on clocks
are always arranged like this. The 12 is always at the top, and the 6 is
always at the bottom.
With your child not looking, secretly cover the 4, 7, and 11 on the clock
with a sticky note or small slip of paper. Can you figure out which
numbers I covered? 4, 7, and 11. If your child has trouble, encourage him
to point to each number and count aloud to figure out the missing numbers.
Uncover each number as your child names it.
Repeat, this time covering the 3, 6, 9, and 12.
Repeat one more time, covering the 1, 2, 4, and 8.
Workbook (Page 122): Complete the Numbers on
a Clock
Have your child complete workbook page 122.
Lesson 31.3
Read Clocks with Hands to the Hour
Purpose
Review and
Warm-Up
• Read numbers to 100
Materials
• 100 Chart (Blackline
Master 8)
• Counters
Activity
Workbook
• Learn how to read time to the hour on a
clock with hands
• Clock with hands
• Read time to the hour on a clock with
hands
• Workbook page 123
• Paper
Review and Warm-up: Hidden Numbers on the
100 Chart
Secretly cover the following numbers on the 100 Chart with counters: 18,
27, 30, 45, 61, 74, 80, 81, 82, 93, 99, 100.
Have your child identify which number is hidden under each counter.
Activity: Read a Clock with Hands to the Hour
In the last lesson, you learned to identify the hands and numbers on
clocks with hands. Today, you’ll learn how to tell time to the hour on
clocks with hands.
Set a clock with hands to 9:00 and show it to your child. Can you point to
the hour hand? Child points to the hour hand. Can you point to the
minute hand? Child points to the minute hand. Remind your child as
needed that the hour hand is shorter and the minute hand is longer.
To what number is the hour hand pointing? 9. Since the hour hand is
pointing to the 9, the hour is 9.
To what number is the minute hand pointing? 12. When the minute
hand points to the 12, that means that the time is 0 minutes past the
hour. So, this clock is set to 9 o’clock. Write 9:00 on a piece of paper.
Set the clock to 10:00. What time does the clock show now? 10 o’clock.
Help your child distinguish between the two hands as needed. Write 10:00
on a piece of paper.
Repeat with 3:00, 5:00, 6:00, and 8:00. Each time, have your child name the
time. Then, write the time on a piece of paper.
Keep the focus on having your child identify the time orally in this lesson. Your child will read
the time on the clock and write the time in Lesson 31.4.
Workbook (Page 123): Tell Time to the Hour
Have your child complete workbook page 123.
Lesson 31.4
Read Clocks with Hands to the Hour,
Part 2
Purpose
Review and
Warm-Up
Activities
Workbook
• Practice identifying shapes
Materials
• Pattern blocks
• Practice identifying left and right
• Practice reading time to the hour on a clock with
hands
• Clock with
hands
• Practice writing times to the hour
• Paper
• Read times to the hour on a clock with hands and
write the time
• Workbook page
124
Review and Warm-up: Touch the Shape
Place 1 of each kind of pattern block in a row on the table. Have your child
place his hands palms-down on the table. Briefly review which hand is right
and which hand is left. I’m going to tell you which block to touch, and
I’m also going to tell you which hand to use. Listen closely and see how
fast you can follow the directions.
Touch the green triangle with your left hand. Child touches the green
triangle with his left hand.
Touch the blue diamond with your right hand. Child touches the blue
diamond with his right hand.
Give 5 more similar directions to your child. Always specify the block’s
color and which hand your child should use to touch the block.
Activity: Read a Clock with Hands to the Hour
In the last lesson, you learned how to tell time to the hour on a clock
with hands. Today, you’ll continue practicing with telling time to the
hour.
Set a clock with hands to 7:00 and show it to your child. Can you point to
the hour hand? Child points to the hour hand. Can you point to the
minute hand? Child points to the minute hand. Remind your child, as
needed, that the hour hand is shorter, and the minute hand is longer.
To what number is the hour hand pointing? 7. To what number is the
minute hand pointing? 12. So, what time does this clock show? 7
o’clock. Have your child write 7:00 on a piece of paper.
Set the clock to 11:00. What time does this clock show? 11 o’clock. Help
your child distinguish between the two hands as needed. Have your child
write 11:00 on a piece of paper.
Repeat with 1:00, 2:00, 5:00, 10:00, and 12:00. Each time, have your child
name the time and write it on a piece of paper.
Workbook (Page 124): Write Times to the Hour
Have your child complete workbook page 124.
Week 31 Answer Key
OceanofPDF.com
Unit 10 Checkpoint
What to Expect at the End of Unit 10
By the end of Unit 10, most children will be able to do the following:
• Recite the months of the year and the days of the week, with only a
little help or prompting.
• Read the date on a monthly calendar.
• Be able to read time to the hour on a digital clock.
• Begin to be able to read time to the hour on a clock with hands. Many
kindergartners will still have trouble remembering which hand is the
minute hand and which hand is the hour hand.
Is Your Child Ready to Move on?
In Week 32, you and your child will celebrate and review what he has
learned this year. He does not need to have mastered time before moving on
to the final week of kindergarten math lessons. He will continue to practice
naming the months of the year and days of the week and reading times to
the hour in next week’s Review and Warm-up activities.
OceanofPDF.com
Week 32
Review and Celebrate
Overview
This week, you and your child will look back at how much your child has
learned and celebrate the progress he has made. You’ll also review some of
the skills that your child learned this year.
Lesson 32.1 Review Numbers to 10
Review Shapes, Patterns, Directions,
Lesson 32.2
and Measurement
Lesson 32.3 Review Numbers to 100
Lesson 32.4 What I Learned This Year
Teaching Math with Confidence: Celebrating
Progress
In the daily routine of lessons, it can be easy to forget how much progress
your child has made since the start of the year. The lessons this week give
both you and your child a chance to look back at how much he has learned
and celebrate together.
Household Items Needed for Week 32
• Printed 12-month calendar (January-December)
• Digital clock
• Clock with hands
You may also need a few more household items depending on which review
activities you choose in Lessons 32.3 and 32.4.
Weaving Math into Everyday Life
Review measurement by looking for opportunities to discuss length, weight,
and capacity throughout the week. This grocery bag is a lot heavier than
that one! Do you think the blue water bottle holds more than the green
one?
Math Book of the Week
Reread some of your child’s favorite math books of the week.
Lesson 32.1
Review Numbers to 10
Review and
Warm-Up
Activities
Purpose
Materials
• Practice naming the months of the year
and days of the week
• Printed 12-month calendar
(January-December)
• Practice identifying the date on a
monthly calendar
• Celebrate what your child has learned
about the numbers to 10
• Workbook
• Number Cards
• Review comparing, sequencing, adding,
or subtracting numbers to 10
Workbook
• Review the pairs that make 10
• Workbook page 125
Review and Warm-up: Months of the Year and
Days of the Week
Have your child recite the names of the months and the days of the week,
prompting her as needed. Also have her identify the current date and day of
the week on a calendar, as well as yesterday’s and tomorrow’s dates.
All of the review and warm-up activities this week will review what your child learned about
time in Unit 10.
Activity: Celebrate What Your Child Has Learned
About Numbers to 10
You have learned so much in math this year! This week, we’ll look back
at how much progress you’ve made and celebrate how much you’ve
learned. Today, we’ll look at what you’ve learned about the numbers to
10.
With your child, flip through the Unit 1 workbook pages (page 1 to page
16). At the beginning of the year, you learned how to write numbers up
to 10 and recognize quantities up to 10 without counting.
If you tore out the workbook pages and no longer have them, flip through the matching lessons in
this teacher’s guide instead and have your child look at the workbook page answer keys.
Flip through the Unit 4, Unit 5, and Unit 8 workbook pages as well. (Unit 4
is page 41 to page 56, Unit 5 is page 57 to page 68, and Unit 8 is page 89 to
page 100.) Once you learned the numbers to 10, you also learned how to
compare numbers and add and subtract them.
Briefly discuss any concepts that were especially difficult for your child,
and remind her of how far she has come in her math learning. For example:
Remember how hard it was for you to recognize 8 fingers without
counting at the beginning of the year? Now that you’ve practiced it so
much, it’s easy for you!
Activity: Review Numbers to 10 with Card Games
Today, we’ll play some of your favorite card games with the numbers to
10. Have your child choose a few of her favorite card games from the
following list and play them together.
•
•
•
•
•
•
•
Make 10 Memory (Directions on page 61)
Make 10 Go Fish (Directions on page 98)
Least to Greatest Game (Directions on page 172)
Greatest to Least Game (Directions on page 177)
War (Directions on page 165)
Addition War (Directions on page 223)
Subtraction War (Directions on page 338)
Workbook (Page 125): Review Pairs That Make
10
Have your child complete workbook page 125.
Lesson 32.2
Review Shapes, Patterns, Directions,
and Measurement
Purpose
Review and
Warm-Up
Activity
Materials
• Practice reading time on a digital clock
• Digital clock
• Celebrate what your child has learned about shapes,
directions, and measurement
• Pattern
blocks
• Review shapes, patterns, or directions
Workbook
• Identify shapes
• Workbook
page 126
Review and Warm-up: Read Time on a Digital
Clock
Set a digital clock to 6:00 and have your child identify the time. Repeat
with 8:00, 11:00, 1:00, and 4:00.
Activity: Celebrate What Your Child Has Learned
About Shapes and Measurement
Yesterday, we looked at what you’ve learned this year about the
numbers to 10. Today, we’ll celebrate how much you’ve learned about
shapes, directions, and measurement.
With your child, flip through the workbook pages for Units 2 and 3 (page
17 to page 40). You learned how to identify shapes, make designs, follow
directions, and continue patterns.
If you tore out the workbook pages and no longer have them, flip through the matching lessons in
this teacher’s guide instead and have your child look at the workbook page answer keys.
Flip through the Unit 7 and Unit 10 workbook pages as well. (Unit 7 is page
81 to page 88, and Unit 10 is page 113 to page 124.) In Unit 7, you learned
how to compare and measure length, weight, and capacity. In Unit 10,
you learned how to read the calendar and tell time to the hour.
Briefly discuss any concepts that were especially difficult for your child,
and remind her of how far she has come in her math learning. For example:
Remember how you didn’t know your right hand from your left hand
at the beginning of the year? I know you still have to think about it, but
you’re a lot better now at remembering which hand is which.
Activity: Review Shapes, Patterns, and Directions
with Favorite Activities
Today, we’ll do some of your favorite activities with shapes, patterns,
and directions. Have your child choose a few of his favorite activities from
the following list and do them together.
• Make Symmetric Pattern Block Designs (Directions on page 109)
• Copy Pattern Block Designs (Directions on page 96)
• Extend Patterns and Identify Missing Elements (See page 132 for
sample directions)
• Simon Says (Directions on page 196)
• Touch the Shape (Directions on page 290)
• Follow Directions to the Secret Object (Directions on page 322)
• Shape Scavenger Hunt (Directions on page 375)
Your child may also enjoy simply making some designs with pattern blocks.
See the Week 32 Weaving Math into Everyday Life (page 421) for suggestions on how to
review measurement this week.
Workbook (Page 126): Identify Shapes
Have your child complete workbook page 126. If needed, remind your child
that squares are a special type of rectangle, so he should color them blue.
Lesson 32.3
Review Numbers to 100
Purpose
Materials
Review and
Warm-Up
• Practice reading time to the hour on
a clock with hands
• Clock with hands
Activity
• Celebrate what your child has
learned about numbers to 100
• Varies depending on which
activities your child selects
• Review numbers to 100
Workbook
• Practice counting by 5 to 100
• Workbook page 127
• Identify written numbers to 100
Review and Warm-up: Read Time on a Clock
with Hands
Set a clock with hands to 5:00. What time does this clock show? 5
o’clock. Help your child distinguish between the two hands as needed. Have
your child write 5:00 on a piece of paper.
Repeat with 7:00, 10:00, 11:00, 1:00, and 3:00. Each time, have your child
name the time and write it on a piece of paper.
Activity: Celebrate What Your Child Has Learned
About the Numbers to 100
Yesterday, we looked at what you’ve learned this year about shapes,
directions, and measurement. Today, we’ll celebrate how much you’ve
learned about the numbers to 100.
With your child, flip through the workbook pages for Unit 6 (page 69 to
page 80).
Earlier in the year, you learned the numbers from 11 to 20.
If you tore out the workbook pages and no longer have them, flip through the matching lessons in
this teacher’s guide instead and have your child look at the workbook page answer keys.
Flip through the Unit 9 workbook pages as well (page 101 to page 112).
Later in the year, you learned how to count all the way to 100 and read
and write numbers up to 100.
Briefly discuss any concepts that were especially difficult for your child,
and remind her of how far she has come in her math learning. For example:
Remember how you could never remember what number came after
29? Now that you’ve practiced counting to 100 so much, you don’t have
any trouble!
Activity: Review Numbers to 100 with Favorite
Activities
Today, we’ll do some of your favorite activities with shapes, directions
and measurement. Have your child choose a few of his favorite activities
from the following list and do them together.
•
•
•
•
•
•
Hide and Seek (Directions on page 233)
Hidden Numbers on the 100 Chart (Directions on page 379)
Memory (11-20) (page 266)
Play Store with Dimes and Pennies (page 269)
Count to 50 Scavenger Hunt (page 361)
Ten 10s Craft Project (page 376)
Workbook (Page 127): Count by 5s to 100
Have your child complete workbook page 127.
Lesson 32.4
What I Learned This Year
Purpose
Materials
Review and
Warm-Up
• Practice reading time to the hour on
a clock with hands
• Clock with hands
Activities
• Celebrate what your child has
learned
• Varies depending on which
activities your child selects
Workbook
• Reflect on the year’s learning and
look ahead to first grade
• Workbook page 128
Congratulations to you and your child for making it to the final lesson! If possible, consider
celebrating this last lesson of kindergarten math with a special outing or treat to make it more fun
and celebratory.
Review and Warm-up: Read Time on a Clock
with Hands
Set a clock with hands to 6:00. What time does this clock show? 6
o’clock. Help your child distinguish between the two hands as needed. Have
your child write 6:00 on a piece of paper.
Repeat with 8:00, 9:00, 12:00, 2:00, and 4:00. Each time, have your child
name the time and write it on a piece of paper.
Activity: Choice Review Activity
This week, we’ve looked back on all that you’ve learned this year.
Today, you can choose a few of your favorite activities from the year for
us to do.
Have your child choose a few of his favorite activities from the year to do.
(Look at the lists in Lessons 32.1, 32.2, and 32.3 for suggestions.)
Workbook (Page 128): Reflect on the Year
Have your child complete workbook page 128. Read the sentence starters
on the page to your child. Have your child complete the sentences orally,
and write down his responses on the lines provided. Then, have your child
draw a picture to match each sentence.
Week 32 Answer Key
OceanofPDF.com
Scope and Sequence
Unit
Unit 1
Numbers to
10
Your child will learn to:
• count and recognize quantities from 0 to 10
• read and write the numerals from 0 to 10
• identify nickels and pennies and find the value of coin combinations up to 10
cents
• find combinations that make 10 (such as 6 and 4)
Unit 2
Shapes
• sort objects based on attributes such as color, size, and type
• identify and describe circles, triangles, rectangles, and squares
• create complex designs from basic shapes
• identify symmetry and create symmetric designs
• identify left and right
Unit 3
Directions
and Patterns
Unit 4
Comparing
Numbers to
10
Unit 5
Addition
• follow and give directions with words like right, left, forward, backward,
above, and below
• understand what first, second, third, fourth, and fifth mean
• create and extend patterns
• compare objects’ heights and lengths
• use greater than, less than, and equal to describe number relationships
• put numbers in order from least to greatest or greatest to least
• count backwards from 10
• identify which number is 1 or 2 more (or 1 or 2 less) than a given number
• understand that addition means joining two groups
• use the + and = signs
• represent addition situations with counters, pictures, and numbers
• solve simple addition problems
Unit 6
Numbers to
20
• count forwards to 20 and backwards from 20
• identify numbers from 11 to 20 as combinations of “10 and some more”
• read and write numbers from 11 to 20
• identify dimes and find the value of coin combinations up to 20 cents
Unit 7
• understand that objects can be measured in more than one way (for example,
Measurement
by length, height, or weight)
• use repeated units to measure length
• be familiar with your family’s common units of measure (inches, feet, pounds,
cups, and gallons or centimeters, meters, kilograms, and liters)
Unit 8
Subtraction
• understand that subtraction can mean either taking away items from a group or
taking apart a group
• use the – and = sign
• model subtraction situations with counters, pictures, and numbers
• solve simple subtraction problems
Unit 9
Numbers to
100
• count to 50 by 1s, 2s, 5s, and 10s
• count to 100 by 1s, 5s, and 10s
• write numbers to 30
• begin to read numbers to 100
Unit 10
Time
• name the days of the week and months of the year
• identify a date on a monthly calendar
• read time to the hour on a digital clock or a clock with hands
OceanofPDF.com
Complete List of Math Books of the
Week
Week
Book
1
Where’s the Pair? by Britta Teckentrup. Big Picture Press, 2015.
2
Zero is the Leaves on the Tree, written by Betsy Franco and illustrated by Shino
Arihara. Tricycle Press, 2009.
3
Ten Black Dots, by Donald Crews. Greenwillow Books, 1995.
4
Lyle Walks the Dogs, by Bernard Waber and illustrated by Paulis Waber. HMH
Books for Young Readers, 2010.
5
Sort It Out, written by Barbara Mariconda and illustrated by Sherry Rogers.
Arbordale Publishing, 2008.
6
When a Line Bends…A Shape Begins, by Rhonda Gowler Greene and illustrated
by James Kaczman. HMH Books for Young Readers, 1997.
7
Shapes, Shapes, Shapes by Tana Hoban. Greenwillow Books, 1986.
8
What is Symmetry in Nature? by Bobbie Kalman. Crabtree Publishing Company,
2010.
9
Left, Right, Emma! by Stuart J. Murphy. Charlesbridge, 2012.
10
Pattern Fish, by Trudy Harris. Millbrook Press, 2000.
11
Actual Size, by Steve Jenkins. HMH Books for Young Readers, 2011.
12
Albert Keeps Score, by Daphne Skinner. Illustrated by Deborah Melmon. Kane
Press, 2012.
13
Birdsongs, by Betsy Franco and illustrated by Steve Jenkins. Margaret K.
McElderry Books, 2007.
14
Ten Flashing Fireflies, by Philemon Sturges and illustrated by Anna Vojtech.
NorthSouth Books, 1997.
15
If You Were a Plus Sign, by Trisha Speed Shaskan and illustrated by Francesca
Carabelli. Picture Window Books, 2008.
16
Domino Addition, by Lynette Long. Charlesbridge, 1996.
17
Quack and Count, by Keith Baker. HMH Books for Young Readers, 2003.
18
Twenty Big Trucks in the Middle of the Street, by Mark Lee and illustrated by
Kurt Cyrus. Candlewick Press, 2015.
19
1 to 20, Animals Aplenty, by Katie Viggers. POW!, 2014.
20
Tally Cat Keeps Track, by Trudy Harris and illustrated by Andrew N. Harris.
Millbrook Press, 2010.
21
How Tall?: Ways to Compare Height by Mark Weakland and illustrated by Igor
Sinkovec. Picture Window Books, 2013.
22
How Heavy?: Wacky Ways to Compare Weight by Mark Weakland and illustrated
by Bill Bolton. Picture Window Books, 2013.
23
The Action of Subtraction, written by Brian P. Cleary and illustrated by Brian
Gable. Millbrook Press, 2006.
24
If You Were a Minus Sign, written by Trisha Speed Shaskan and illustrated by
Francesca Carabelli. Picture Window Books, 2009.
25
Subtraction Action, by Loreen Leedy. Holiday House, 2002.
26
How Many Feet in the Bed?, written by Diane Johnston Hamm and illustrated by
Kate Salley Palmer. Aladdin Paperbacks, 1994.
27
Eggs and Legs: Counting by Twos by Michael Dahl. Illustrated by Todd Ouren.
Picture Window Books, 2005.
28
Toasty Toes: Counting by Tens by Michael Dahl. Illustrated by Zachary Trover.
Picture Window Books, 2006.
29
The Year at Maple Hill Farm, by Alice and Martin Provensen. Aladdin, 2001.
30
What Time Is It, Mr. Crocodile? by Judy Sierra. Illustrated by Doug Cushman.
HMH Books for Young Readers, 2004.
31
Telling Time with Big Mama Cat by Dan Harper. Illustrated by Barry Moser and
Cara Moser. HMH Books for Young Readers, 1998.
32
No new book. Instead, reread some of your child’s favorite books from the past
year.
OceanofPDF.com
Materials List
What You’ll Need in Your Math Kit
You’ll use the following materials nearly every day in Kindergarten Math
with Confidence. Stash them in a box or basket and always keep them ready
for your next lesson. (See page 8 in the Introduction for more detailed
description of each item.)
• 100 small counters
• Pattern blocks (or Blackline Master 3, colored and cut apart as
directed)
• Coins (20 pennies, 20 nickels, 10 dimes)
• 2 packs of 100 blank index cards
• Blank paper
• Pencils
Other Supplies
Beyond your Math Kit, you’ll also need the following household items.
You’ll only need most of them once or twice, so you don’t need to gather
them ahead of time or store them separately.
Check the weekly previews for the specific household items you’ll need for
each week’s lessons.
•
•
•
•
•
•
•
Scissors
Tape
Crayons, markers, or colored pencils
Construction paper
Glue
Printed 12-month calendar (January-December)
Clock with hands
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Digital clock
Egg carton
Pair of shoes
About 10 different spoons, with a variety of different materials, sizes,
and types
Piece of string or yarn, approximately 1 foot long
Mirror, preferably full-length
3 different-sized circular lids and 1 rectangular lid
6 small toys for a pretend store
5 books with varying heights
5 books of varying weights (for example: a light picture book, a
paperback novel, a hardcover novel, a cookbook, and a heavy
textbook)
5 stuffed animals with varying heights
Timer (or phone with timer option)
25 straws or narrow strips of paper
20 toothpicks
5 small clear plastic bags or shallow cups
100 small craft items, such as stickers, pompoms, dried beans, beads,
or small paper squares
5 “skinny” household items that are less than 10 inches (25.4 cm)
long and vary in length (for example, toothpick, pencil, screwdriver,
fork, comb)
10 standard-size (1.25-inch or 32 mm) paper clips
4 identical water glasses
4 waterproof containers with different capacities (for example, a
small plastic cup, a water bottle, a small bowl, and a large bowl)
Pitcher of water
Funnel, optional
If you use U.S. customary units:
1-foot ruler
something that weighs about 1 pound, such as a can of vegetables or
box of pasta
1-cup measuring cup
If you use metric units:
• centimeter cubes or Blackline Master 7 (cut apart as directed)
• meter ruler or meter-long strip of paper
• something that weighs about 1 kilogram, such as a pair of adult shoes
or a medium-sized textbook
• 1-liter measuring cup
OceanofPDF.com
Ten-frame (Blackline Master 1)
OceanofPDF.com
Play Money for Families Outside the
US (Blackline Master 2)
You do not need these if you use American coins. If you live outside the
U.S. and your local currency does not come in units of 1, 5, and 10, you can
use these generic coins in place of American coins in the lessons. (See page
25 for more details on how to substitute other options for coins.)
Directions: Copy this page on sturdy paper and cut out the coins.
OceanofPDF.com
Pattern Block Templates (Blackline
Master 3)
You do not need these if you already have pattern blocks. If you do not
have access to wooden or plastic pattern blocks, you can use this paper
version instead.
Directions: Cut out the shapes and color them according to the following
key:
•
•
•
•
•
•
Hexagons (large, 6-sided shape): yellow
Trapezoids (4-sided shape with 3 shorter sides and 1 longer side): red
Triangles: green
Squares: orange
Wider diamonds: blue
Narrower diamonds: tan
OceanofPDF.com
Double ten-frames (Blackline Master
4)
OceanofPDF.com
Number Examples (Blackline Master
5)
OceanofPDF.com
Centimeter Squares (Blackline
Master 7)
You only need these if you use the metric system and do not have any
centimeter cubes. (See page 275 for more details on centimeter squares
and centimeter cubes.)
Directions: Copy this page on sturdy paper, and then cut out the squares.
OceanofPDF.com
100 Chart (Blackline Master 8)
OceanofPDF.com
Acknowledgements
Many thanks to Becca Klamer and Jeni Parédez for their willingness to
pilot-test the first version of this book, and to Jill Hultink for generously
sharing the wisdom gleaned from many years of teaching kindergarten.
Thanks also to Susan Wise Bauer for her guidance and advice as I honed
the vision for this book, and to Melissa Moore for her encouragement and
support along the way.
Lastly, thank you to the following members of the online Kindergarten
Math with Confidence pilot-test group. Your suggestions helped make this
book as practical, fun, and easy-to-use as possible, and your enthusiasm for
this project (and adorable pictures of your children doing math) inspire me.
Sarah G. B. Brassard
Jesse English
Michelle & Lilly Phillips
Alanna Hendon
Susana Liu Yost
Lauren Bell
Brianna Lyon
Kelly Komura
Jennifer Stetson
Amanda Reepe
Laura Peterson
Theresa Judge
Duski Van Fleet
Bettina Gentry
Kristin Dickson
Katrina J. Combs
Lisa Healy
Ashley Peacock
Ashley Turner
OceanofPDF.com
PHOTOCOPYING AND DISTRIBUTION POLICY
The illustrations and all other content in this book are copyrighted
material owned by Well-Trained Mind Press. Please do not reproduce
any part on email lists or websites.
For families: You may make as many photocopies of this book as you
need for use WITHIN YOUR OWN FAMILY ONLY. Photocopying the
pages so that the book can then be resold is a violation of copyright.
Schools and co-ops MAY NOT PHOTOCOPY any portion of this book,
with the exception of the blackline masters in the back of the book. For
information on purchasing a school license for the Student Workbook,
or for other additional information, please contact Well-Trained Mind
Press: email support@welltrainedmind.com; phone 1.877.322.3445.
Publisher’s Cataloging-In-Publication Data
(Prepared by The Donohue Group, Inc.)
Names: Snow, Kate (Teacher), author.
Title: Kindergarten math with confidence. Instructor guide / Kate Snow.
Description: [Charles City, Virginia] : Well-Trained Mind Press, [2020] | Series: [Math with
confidence]
Identifiers: ISBN 9781945841637 | ISBN 9781945841644 (ebook)
Subjects: LCSH: Mathematics--Study and teaching (Elementary)
Classification: LCC QA107.2 .S66 2020 (print) | LCC QA107.2 (ebook) | DDC 372.7--dc23
No part of this work may be reproduced or transmitted in any form or by
any means, electronic or mechanical, including photocopying and
recording, or by any information storage or retrieval system without prior
written permission of the copyright owner unless such copying is expressly
permitted by federal copyright law, or unless it complies with the
Photocopying and Distribution Policy above.
Address requests for permissions to make copies to:
support@welltrainedmind.com
© 2020 Well-Trained Mind Press
All rights reserved.
OceanofPDF.com