TEACHING
GUIDE
TEACHING
Early Math
Set II
Kindergarten Reading Level
ISBN: 978-0-8225-9125-2 Violet
2
TEACHING
E A R LY
MATH
SET
II
Standards
Mathematics
• Uses a variety of strategies in the problem-solving process.
• Understands and applies basic and advanced properties of the concepts of numbers.
• Uses basic and advanced procedures while performing the processes of computation.
Language Arts
• Uses the general skills and strategies of the reading process.
• Uses listening and speaking strategies for different purposes.
Thinking and
Reasoning
• Effectively uses mental processes that are based on identifying similarities and
differences.
• Applies basic trouble-shooting and problem-solving techniques.
Multiple Intelligences Utilized
• Linguistic, logical-mathematical, and interpersonal
Copyright © 2008 by Lerner Publishing Group, Inc.
All rights reserved. International copyright secured. Student pages may be
reproduced by the classroom teacher for classroom use only, not for commercial
resale. No other part of this teaching guide may be reproduced, stored in a
retrieval system, or transmitted in any form or by any means—electronic,
mechanical, photocopying, recording, or otherwise—without the prior written
permission of Lerner Publishing Group, Inc., except for the inclusion of brief
quotations in an acknowledged review.
LernerClassroom
A division of Lerner Publishing Group, Inc.
241 First Avenue North
Minneapolis, MN 55401 U.S.A.
800-328-4929
Website address: www.lernerclassroom.com
Manufactured in the United States of America
1 2 3 4 5 6 — IG — 13 12 11 10 09 08
Books in the Early Math Set II
series include:
Addition
Fractions
Money
Ordinal Numbers
Subtraction
TEACHING
Lesson 1
Four Quarters in a
Dollar
Purpose: Students will identify the values of U.S.
currency and fractions.
Materials
• Fractions and Money
from the Early Math
Set II series
• Four Quarters p. 7
• scissors
• quarters or quarter
clip art
• pencils
• glue
Objectives
• Identify the value of a quarter and a dollar.
• Add fractions.
• Calculate the number of quarters it takes to equal a
dollar.
• Compare the values of fractions.
• Assemble a graphic tool to show how fractions can
represent dollar amounts.
• Compare quarters of a whole dollar and quarters to a
dollar.
Activity Procedures
Prepare
(teacher)
• Copy Four Quarters p. 7 for each student.
• Decide how students will illustrate their project with
quarters. Students could draw quarters, cut out clip art
quarters, or create pencil rubbings of real quarters.
• Complete a Four Quarters p. 7 project to use as
a model.
Pretest
(teacher, students)
• Which is worth more: a dollar or a quarter?
E A R LY
MATH
SET
II
Read
(teacher, students)
• Read Money and Fractions books.
Model
(teacher)
• Show students four quarter coins and one dollar bill.
• Explain how quarters can be added to equal one
dollar and how one dollar can be broken into smaller
amounts like quarters. Connect this concept to the
pizza example in Fractions.
• Show students your finished Four Quarters project.
• Have students follow along as you complete this
project together.
Practice
(students, teacher)
• Give each student a copy of Four Quarters p. 7.
• Fold the paper in half on the thick center line. The
text should be on the inside of the fold.
• Open the paper and cut on the three short dotted
lines. This will create four flaps.
• Fold the flaps again. Draw a quarter or glue quarter
clip art onto the front of each of the four flaps.
• Open the first flap. Remind students that four
quarters equal the same amount of money as one
dollar. The first flap shows one quarter, which is one
out of four quarters or one-fourth of a dollar.
• Have students write“1” on top of the first blank and
“4” under the blank to make the fraction onefourth.
• On the next blank, have students write in the value
of a quarter.
• Repeat this process for the remaining flaps. Point out
how two-fourths is the same as one-half and how
the fraction gets larger as the value increases.
Discuss
(teacher, students)
• Which is worth more—a quarter or a dollar? Why?
• What is a fraction?
Evaluate
(teacher)
• Check Four Quarters p. 7 for completeness and
accuracy.
3
TEACHING
4
E A R LY
MATH
SET
II
Activity Ideas
Here are some activities to use in the classroom after reading books from the Early Math Set II series.
Art
Title: Math Monsters
Objective: Students will follow oral directions and use math skills to draw a picture.
Materials: plain paper, pencils with erasers, crayons, overhead projector, transparency, markers
Description: If trying this activity early in the year, you may want to draw along with the students on the
chalkboard or an overhead transparency. Give students paper and a pencil. Tell them to listen carefully as you
tell them how to draw a math monster. Read the following directions aloud:
Start at the bottom of the paper.
First, draw the monster’s two big feet.
Second, draw two toes on each foot.
Third, draw the monster’s short fat legs.
Fourth, add two more toes on each foot.
Fifth, draw the monster’s big, square-shaped body.
Sixth, the monster has six arms. Half of its arms are
long and skinny. The other half are lumpy. Draw its
arms.
Seventh, the monster has two hands. Each hand has
eight fingers. Draw its hands and fingers.
Eighth, draw the monster’s neck.
Ninth, draw the monster’s big triangle-shaped head.
Tenth, take away two fingers from each hand.
Eleventh, draw two eyes on the monster’s face.
Twelfth, draw four noses on the monster’s face.
Thirteenth, draw a mouth.
Fourteenth, take away one nose.
Fifteenth, add three more eyes.
Sixteenth, draw four ears.
Now use your crayons.
Color one-fourth of the monster’s toes orange.
Color one-fourth of the monster’s toes blue.
Color half of the monster’s fingers green.
Color one-third of the monster’s noses purple.
Color the monster’s body red.
Once the students have completed their drawings, have them share their results with other students. Explain that
the pictures do not all look exactly alike because each student could decide where to put the arms, noses, etc.
Discuss which parts of the pictures are the same, such as the number of body parts and the colors.
Dramatic Play Center
Title: Bakery
Objective: Students will identify real-life uses for math skills.
Materials: pretend baked goods, bookcase or shelves, baskets, small bags, 2 small tables, cash register, pretend
money, pretend kitchen appliances and utensils, cookbooks or laminated recipes for baked goods, art materials
Description: Before setting up the center, give students a short introduction to recipes. Discuss how math is
used in recipes (ordinal numbers, fractions, time, temperature, etc.). Discuss how math would be used at a store
(adding and subtracting items, counting money, etc.). Gather pretend baked goods. Decorated cakes can be
made from cardboard boxes and construction paper. Arrange the prep area with pretend kitchen appliances,
cookbooks, and utensils. Use a small table for a prep counter. Arrange the shopping area by putting pretend
baked goods in baskets on the shelves. Create a checkout counter by placing a cash register and bags on a small
table. Before opening the center, explain the different jobs at a bakery.
TEACHING
E A R LY
MATH
SET
II
Math
Title: Building Facts
Objective: Students will complete addition facts.
Materials: Building Facts pp. 8–9, pencils
Description: Copy Building Facts pp. 8–9 for each student. Each building represents an addition fact table with
the addends in the window and the sum in the doorway. Students fill in the missing numbers to complete the
addition fact tables. The tables become more difficult when more numbers are missing. Discuss with students the
number patterns they see in the buildings. Challenge students to create bulletin board-size fact buildings for
larger sums.
Title: Pizza Parlor
Objective: Students will identify pizzas divided into fractional parts.
Materials: Pizza Parlor pp. 10–11, pizzas p. 13, scissors, glue, pencils
Description: Copy Pizza Parlor pp. 10–11 and the top of p. 13 for each student. The top section of p. 13 will
be used for this activity. Students cut out the pizzas and glue them to tables with the same number of people as
the pieces of pizza. Students fill in the boxes to complete the correct fraction.
Title: Plant Sale
Objective: Students will use knowledge of addition, subtraction, fractions, ordinal numbers, and money to solve
a logic problem.
Materials: Plant Sale p. 12, customers p. 13, 912 construction paper, scissors, glue, pencils, crayons
Description: Copy Plant Sale p. 12 and customers p. 13 for each student. Only the bottom section of p. 13 will
be used for this activity. Complete Plant Sale p. 12 as a class. Students fill in the missing information on the blanks
to practice the math skills. Once the problems are completed, cut out the five math problems and six plant sale
customers on pp. 12–13. Match each math problem to the correct customer’s picture. Students may create their
own math problem and fill in the flowers on the 6th customer’s empty tray. Color the flowers to match the text in
the math problems. Glue the math problems and the matching customers in order (vertically) on construction
paper.
Title: Math Minibook
Objective: Students will create a minibook to demonstrate mastery of specific math skills.
Materials: minibook template pp. 14–16, stapler, crayons
Description: To assemble the minibooks: Copy minibook template p. 14 for each student. Copy pp. 15–16
back-to-back for each student. Fold p. 14 on the dotted line so the text is on the inside. Fold pp. 15–16 on the
dotted line so p. 15 is on the outside. Place pp. 15–16 inside p. 14 and staple in the fold. The cover will be
blank. Read the minibook aloud to the class. Discuss the math skills the students have learned. Tell students
that a mathematician is a person who solves math problems. Students will write their names and the book title
on the cover. Students will complete the activities on each page.
5
6
TEACHING
E A R LY
MATH
Additional Resources
BOOKS
deRubertis, Barbara. A Collection For Kate. New York:
The Kane Press, 1999.
Kate can’t decide how many items make up a
collection. She adds up the items in her
classmates’ collections before compiling her own.
deRubertis, Barbara. Deena’s Lucky Penny. New York:
The Kane Press, 1999.
Students will learn about money from this
illustrated story as Deena searches for a solution
to a very important problem.
Keenan, Sheila (editor). 100 Math Activities Kids Need
to Do by 1st Grade. New York: Scholastic, Inc.,
2004.
This colorful workbook introduces a variety of
early math concepts—from time to measurement,
addition to geometry.
Pallotta, Jerry. Apple Fractions. New York: Scholastic,
Inc., 2003.
Elves show readers different fractions and
introduce them to a variety of apple types as
well.
Stamper, Judith Bauer. Go Fractions! New York:
Penguin Young Readers Group, 2003.
Follow along with the Fraction team as they
learn about fractions in this fun soccer story.
Tang, Greg. Math for all Seasons. New York: Scholastic,
Inc., 2005.
This book shows kids how to use addition as a
more efficient alternative to counting. Rhyming
text and colorful illustrations add to the book’s
appeal.
Thayer, Tonya. Counting Money. Minneapolis: Lerner
Publishing Group, 2002.
The Money series introduces students to coin
values, counting money, and basic economics
principles.
WEBSITES
Brainpop Jr. – Math
http://www.brainpopjr.com/math/
This kid-friendly site includes movies and lesson
plans about a variety of math topics, including
money, addition, subtraction, and fractions.
SET
II
Coolmath4kids.com
http://www.coolmath4kids.com/
Teachers can take advantage of free lessons and
kids can learn about math concepts and play a
variety of online math games at this fun website.
Count Us In
http://www.abc.net.au/countusin/games.htm
Play free math games involving a variety of math
concepts, such as patterns, counting, and
grouping.
Funschool – Carnival – Math Popper
http://funschool.kaboose.com/formula-fusion/
carnival/games/game_math_popper.html
Students can practice adding using this
interactive math game.
Math Games
http://www.apples4theteacher.com/java/
counting/money.html
Students will choose the right coins to add up to
a specified amount in this interactive money
game.
PBS Kids
http://pbskids.org/go/more.html
Type a math topic in the search box to find
related games and activities from PBS Kids.
Check out Arthur’s pattern game, Virtual Goose,
Sagwa’s tangram puzzles, and the Sesame Street
Shape Hunt.
PBS Teachers – Math Numbers and Operations
http://www.pbs.org/teachers/math/inventory/
numbersandoperations-k2.html
Teachers and students will find many fun math
lessons and games linked to this site.
Who Wants Pizza? A Fun Way to Learn about Fractions
http://math.rice.edu/~lanius/fractions/index.html
This site has interactive fractions problems for
students just learning fractions to students who
are ready to challenge themselves by adding or
multiplying them.
7
Four Quarters
1 out of
_________
4 coins
_________
4 coins
3 quarters = ___________¢
75¢ = 3 quarters of a dollar
4 out of
_________
4 coins
4 quarters = ___________¢
100¢ = 1 whole dollar
Teaching Early Math Set II
10
10
SERIES
2007
A
ONE DOLLAR
3 out of
10
50¢ = 2 quarters of a dollar
J346333333333A
2 quarters = ___________¢
J
4 coins
10
_________
THIS NOTE IS LEGAL TENDER
FOR ALL DEBTS, PUBLIC AND PRIVATE
2 out of
FEDERAL RESERVE NOTE
25¢ = 1 quarter of a dollar
J346333333333A
___________¢
THE
THE UNITED
UNITED STATES
STATES OF
OF AMERICA
AMERICA
1 quarter =
Teaching Early Math Set II
+
2
6
7
+ 7
+
+
3
0
2
5
+
+ 4
+
+
0
10
+
+ 8
+ 7
+
1
4
+ 5
Building Facts
Directions: Fill in the missing numbers to complete each math fact table.
Name ______________________________
8
9
2
0
Teaching Early Math Set II
+
+ 3
+
4
2
0
+
+ 6
+
+
+
9
WERS
FLO
2
+
+
+ 5
+
6
10
Name ______________________________
Pizza Parlor
Directions: Cut out the pizzas. Glue each pizza to the table
that has the same number of people as the number of pizza
slices. Complete the fractions.
Each person gets
_______
of the pizza.
Each person gets
_______
of the pizza.
Teaching Early Math Set II
11
Each person gets
_______
of the pizza.
This person gets
the ___________
pizza.
Teaching Early Math Set II
12
Name ______________________________
Plant Sale
Directions: Complete the math problems below. Match each sentence
to the correct person from p. 13.
The first customer bought a red flower
for a dime, a blue flower for a nickel,
and a yellow flower for a quarter.
_____¢ + _____¢ + _____¢
How much money did the customer
spend?
= _____¢
The second customer bought 7 blue
flowers and 1 orange flower.
______ + ______ = ______
How many flowers did the customer
buy?
______ flowers
The third customer picked up 6 red
flowers but put 4 of them back.
How many flowers did the customer
keep?
______ – ______ = ______
______ flowers
There were 8 pink flowers left. The
fourth customer bought half of them.
How many flowers did the customer
buy?
______ flowers
The fifth customer bought 2 purple
flowers and 3 yellow flowers.
______ + ______ = ______
How many flowers did the customer
buy?
______ flowers
Teaching Early Math Set II
13
thirds
Teaching Early Math Set II
whole
halves
fourths
Teaching Early Math Set II
I can add numbers.
5 + 0 = ______
3 + 3 = ______
1 + 2 = ______
1 + 1 = ______
Solve the math problems.
I am a mathematician!
Draw a picture of yourself using
math.
14
15
Fill in the blanks.
1 penny = ______¢
1 nickel = ______¢
1 dime = ______¢
1 quarter = ______¢
1 dollar = ______¢
I know about money.
Teaching Early Math Set II
Solve the math problems.
6 - 1 = ______
2 - 0 = ______
3 - 3 = ______
5 - 4 = ______
1 - 1 = ______
I can subtract numbers.
3rd animal is brown.
1st animal is red.
4th animal is yellow.
5th animal is pink.
2nd animal is blue.
Teaching Early Math Set II
I can put things in order.
The
The
The
The
The
Read the sentences. Color the
animals.
I can make fractions.
1
__
2
1
__
3
1
__
4
1 whole
Color the pizza to match
the fraction.
16