First Grade - MATH
5: Math
Unit 1: Number Sense 1-20
Lesson 2
Numbers 1-5: Number Bonds
Students count objects one by one using one-to-one correspondence in Activity 2, practicing counting to determine totals. In Activity 3 they place parts into the two small circles and then count all objects in the large circle to find the whole (e.g., 1 + 2 = 3, 2 + 3 = 5). The lesson asks students to find a missing part when given a whole and one part (e.g., 5 in the whole circle and 1 in a part, so the other part is 4), and Activity 4 has students use base-10 unit blocks to show part-part-whole combinations within 5 and represent those patterns on their fingers.
Lesson 3
Numbers 1-5: Ordering and Comparing
Students are asked to identify and order numbers 1–5 and to answer "What number comes next?" which practices counting-on relationships (Activity 2). Students use base-10 blocks and an abacus to show that 2 is one more than 1 and to prove statements like "Three is one more than two." (Activity 2). Students compare groups (Activity 5) and are asked "How many more?" while lining up counters or beads and counting the extra items, and they complete sentence frames like "_____ is _____ more than _____" using manipulatives or a number line (Activity 6).
Lesson 4
Numbers 6-10
Students use an abacus to show that 6 is 5 and 1, then move additional beads to show 7–10 while saying statements like "2 combines with 5 to make 7." The lesson asks students to count on fingers to identify the number that comes after 5 and to add beads to reach target numbers on the "Combining With 5" sheet. The Number Chant and the abacus activity explicitly link counting-on from 5 to creating larger numbers.
Lesson 5
Numbers 6-10: Number Bonds and Making 10
Students write numbers 1–10 on a hot dog number line and answer questions about what number comes after or before, including multi-step prompts like "What number comes 3 after 5?", which requires making jumps on the number line. Students roll dice and use counters to create number bonds to 10, counting the parts and placing the total in the whole circle. Students model joining situations (e.g., 6 fish and 4 more join) with cut-out fish and solve story problems to find totals to 10, and they also model cases where fish leave to see what remains.
Lesson 6
Numbers 11-15
Students solve the cookie problem (5 + ? = 10) using fingers to find the missing addend, which relates counting to finding how many more are needed. Students use the abacus to show 10 then move one or more beads to the right to make 11–15 and are invited to count from the base number to confirm the total (counting on). Students use coins to add values by starting at a nickel (5) and counting up by pennies to reach amounts like 6, 7, and 13 cents, and they are asked to count to 15 from a given start and to count back from 10 and 15.
Lesson 7
Numbers 16-20
Students are asked to count up to 20 from different starting numbers (for example, start at 10 and count up), and to step along a number line saying each number as they land on it. Students are asked what number comes after or before a given number (e.g., stand at 15 and answer what comes after 15). Students roll three dice, count the total number of dots, and show that total on the abacus, and they color beads on abacus diagrams to represent quantities 16–20.
Lesson 8
Reviewing Numbers 11-20
Students practice counting on from 10 when working with coins: they begin at 10 (a dime) and count up 1 to get 11, then count up to make 12–20 using the abacus and a laminated number line. In the Number Bonds to 20 activity, students write a two‑digit number (e.g., 15), move 10 beads and then count/add the remaining beads (5) to identify the complement, recording 10 + 5. Using base‑10 blocks, students build 10 unit blocks and then add unit cubes to represent and identify numbers 11–20 as 10 plus some ones.
Lesson 9
Ordering and Comparing
Students are asked to count up to 20 from given starting numbers (for example, count up to 20 from 6 and from 12), which practices counting on. In Activity 4, students place two groups of counters side by side, count each group, write each quantity, and are asked to tell how many more are in the greater set than in the lesser set, prompting use of counting to find a difference. Activity 3 removes six owl cards and asks students to identify which owls are missing, which can prompt reasoning about how many were removed and position-based counting.
Lesson 10
Patterns and Skip Counting
Students repeatedly count by fixed amounts using a number line (e.g., start at 2 and move up 2 to get 2, 4, 6, 8, 10 and count by 2s to 20). Students use the abacus to move two or five beads at a time and check totals while skip counting by 2s and 5s. Students practice counting out objects two at a time (pennies) and compare that process to counting one at a time.
Final Project
My Math Game
Students roll a die and move their game piece forward by that number, which requires counting forward along the spaces. The "Do the Math!" cards ask students to solve problems using numbers 1–20 and include tasks on number bonds, counting coin amounts, and counting by 2s and 5s. The materials also require students to create and answer before-and-after and greater/less-than questions, and to make 30 cards that practice these number skills.
Unit 2: Geometry
Lesson 1
What Are Attributes?
Students count aloud to 20 while pointing to number cards and identify numbers greater than and less than a given number (for example saying "six and four" when shown 5). Students identify missing numbers after three consecutive cards are removed and are asked to put drawn number cards in order from least to greatest. Students practice counting by 2s (first pointing to numbers, then challenged to count by 2s without pointing).
Lesson 2
Some Great Shapes
Students are asked to count by 2s using a laminated number line. They are prompted to identify the numbers between 8 and 12 and to name three numbers greater than and three less than 10, which requires counting up and down from a given number. In Wrapping Up, students play "Guess My Number" where they are told whether a hidden number is greater than or less than their guess and may use the number line as needed.
Lesson 3
More Work with Shapes
The lesson asks the child to "count by 2s while he claps his hands" and gives a skip-counting activity using a number sequence (6, __, 10, __, __, 16) with a laminated number line to fill in missing numbers. It asks the child to skip a number and write the next number repeatedly, which has students practice counting on by twos from a given starting number. The lesson also has students use the number line when identifying numbers in other activities.
Lesson 4
Circles
Students are asked to count by 5s to 20 and to complete skip-counting sequences on the provided worksheet. Students are guided to use coins by starting with the largest coin and "count up from there" to make amounts (for example, making 6, 11, and 15 cents by counting up from a nickel or dime). Students practice counting back by 2s and moving beads on an abacus to model adding or removing groups of items.
Lesson 5
Dividing More Shapes
The Introduction asks the child to use a laminated number line to solve number riddles, including one that says, "You come to me when counting by 2s," leading to the number 10. The pattern activity asks the child to identify shapes in specific positions (e.g., "What is the sixth shape? What is the ninth shape?"), which requires counting to determine positions. The Wrapping Up riddle again refers to skip counting by 2s ("You do not come to me when counting by 2s") and asks the child to use the laminated number line.
Lesson 7
3D Shapes
Students practice counting by 5s on a laminated number line by pointing to 5, 10, 15, and 20 and are asked to repeat the counting without the number line. In the wrapping up activity students use the laminated number line to create a number riddle by picking a number and telling which number is one greater and which is one less. The wrap-up also invites students to give clues such as whether the number is reached when counting by 2s or 5s.
Unit 3: Addition and Subtraction to 10
Lesson 1
Getting Ready to Add and Subtract
Students practice counting on and back using a laminated number line where they point to each number and make jumps to find numbers that are 1 or 2 more/less and to count how many jumps between two numbers. In the die activity, students roll a die, count up from a given starting number and count back the same amount, record the results on a 'Counting Up and Back' sheet, and are explicitly told that counting up is adding and counting back is subtracting. In the wrap-up, students skip-count by 2s on the strips they created, reinforcing counting-on as a way to add 2.
Lesson 2
What Are = and 0?
Students count and move pretzels to make two plates have the same number (Activity 1), including counting out the number needed to place on the other plate. Students place a number card and then show that number with pretzels while saying, "Three equals three," which practices matching counts to numeric representations (Activity 2). Students also practice counting sequences aloud (Introduction and Activity 3) when extending number strips and playing the counting-to-20 game.
Lesson 3
Getting on Board with Addition
Students use an abacus to model addition by moving a group of beads (for example, move 5 beads, place a finger after the fifth bead, then move 3 more beads) and then count the total (5+3=8). Students combine counted groups of objects (counters or pennies) and then count all together to produce a sum, and they create and read number sentences (e.g., five plus seven equals twelve) from picture problems. Students are asked to use counters or a number line on the Animal Addition sheet to find answers, supporting counting-based addition strategies.
Lesson 4
More Practice with Addition
Students complete number sentences by moving and counting marbles in the Marble Math game, practicing finding sums by counting objects. Students begin with a nickel and count up from five when combining coins so they count on to reach 10. Students use the abacus to move the first addend, then add more beads and count the total (e.g., show 5 then add 3), and they compare 3+5 and 5+3 to see both produce the same total.
Lesson 5
Finding Differences
Students practice counting up and down on a large number strip and respond to prompts such as "Start on 50. Now count up 5... Now count back 3," with the teacher asking when they were adding or subtracting. Students use counters and play dollar bills to start with 4 and count out more to reach 10, then record the missing addend as 4 + ? = 10. Students show subtraction by starting with 10 objects, hiding some, and counting how many remain using fingers, counters, and an abacus (e.g., 10 take away 4 equals 6).
Lesson 6
Adding and Subtracting to Solve Problems
Students use play one-dollar bills as counters to model and find totals for sets of items (Activity 1), counting out bills and putting amounts together to get sums. In Activity 2 students determine and give correct change from a ten-dollar bill using one-dollar bills, recording purchases and computing how much to return. In Activity 3 students count by tens on a number strip and abacus, answer "10 more" and "10 less" questions, and add or remove groups of ten beads to show adding and subtracting by tens.
Final Project
My Sticker Book
Students create and write addition and subtraction number sentences (for example using the number 5 and the provided word problems). Students model addition by placing two rows of colored dot stickers to show totals and model subtraction by placing a total number of stickers and putting an "X" over those being taken away. Several student pages show solved equations with matching sticker/circle visuals (e.g., 3 + 4 with seven circles, 8 - 4 with four crossed-out circles).
Unit 4: Data and Graphing
Lesson 1
What Is Data?
Students practice skip-counting by 2s using the number strip (the introduction asks the child to "count as high as he can by 2s" and to practice counting by 2s from 2 and 20). Students also collect and record counts with an abacus by moving one bead for each item observed, which has them produce numerical totals from counting.
Lesson 2
Tally Sticks and Tally Marks
Students physically count craft sticks and are asked to group every fifth stick and then count by 5s and add the remainder (e.g., count by 5s to 15 then add 1 to get 16). Students combine tally counts for categories (e.g., add green and purple Skittles to find how many altogether) and line up items to count the difference between two quantities (e.g., find how many more yellow than purple). Students practice representing numbers with tally marks and use those tallies to compute totals and answer comparison questions.
Lesson 3
Pictographs
Students count pictures in pictographs to determine category amounts and totals (e.g., Activity 1 asks how many ducks, bluebirds, and eagles and then "How many birds did the birdwatcher see in all? (17)"). In Activity 2 students place Skittles by color, remove them one at a time, and draw/color each one to record counts. In Activity 3 students record survey results for favorite foods and answer "How many people in all responded to the survey? (15)." The Introduction has students count by 10s on a number strip to reach larger totals.
Lesson 4
Bar Graphs
Students count and record quantities when they tally Skittles and color boxes to build bar graphs (e.g., placing colored squares to reach the numbered scale and counting eels, coral, fish, and seahorses). Students answer addition questions that combine counts such as "How many red Skittles and yellow Skittles together?" and "How many orange, yellow, and green Skittles did you pick in all?" Students answer subtraction/comparison questions such as "How many more spotted fish than striped fish are there?" which require using counts to find differences.
Lesson 5
More Graphing Practice
Students are asked to count by 2s (2 to 20), by 5s, and by 10s in the Introduction, providing practice with counting sequences. In Activity 2 students use physical counters, line them up to compare amounts, and are asked to solve problems that require adding or subtracting small numbers (e.g., Marta has 2 more than Beth; Jack has 3 fewer than Beth; Chase has 4 fewer than Marta). The activity also tells students to count the counters and explains that subtraction is used to find differences, prompting students to use counting and operations to answer questions.
Unit 5: Addition and Subtraction to 20
Lesson 1
Addition and Subtraction Review
Students are asked to use a number line and manipulatives (counters, abacus) to show adding and subtracting, and Activity 1 explicitly lists "counting on a number line" as a strategy. The Wrapping Up asks students to practice skip-counting by 2s, 5s, and 10s from given starting numbers, which practices counting-on increments (counting by 2s to add 2). The Number Chants decompose numbers (for example, "6 is 5 and 1," "10 is 5 and 5"), supporting counting-on from a known benchmark.
Lesson 2
More About Addition
Students use counters to form groups and then count the items in each group to write addition sentences (Making 10 with Three, Activity 1). Students move beads on an abacus by first moving the beads for the first addend, then the second, then the third to end with the total, reinforcing adding quantities sequentially. Students roll a die and add the rolled number to 10, and are allowed to use the abacus or counters to determine the new total, which practices combining counts to form a sum.
Lesson 3
Adding to 20
Students are asked to count up by 2s from 54 to 66 in the Getting Started section, and they review number chants that reinforce counting sequences. In Activity 1 and Activity 2 students use the abacus, counters, fingers, or a laminated number line to find sums and are instructed to "count out" additional beads (for example, moving 9 more beads after showing 8). The lesson repeatedly has students represent addition sentences concretely (writing addends and sums, coloring beads to show sums) which involves using counting actions to determine totals.
Lesson 4
More Adding to 20
Students draw dominoes, create addition sentences, and are allowed to count dots and use counters and an abacus to determine sums during Domino War. Students manipulate abacus beads and trade beads to make 10 (e.g., showing 9 + 8 by trading to make 10) and use counters on plates to combine groups and count remaining counters to find totals. Students complete matching and practice activities (Addition Concentration, Making 10 sheet, What 5 Makes) that require producing sums and matching addition sentences with their counts.
Lesson 5
Addition Games and Crafts
Students time themselves on the "How Fast Can I Add?" sheet and are allowed to use an abacus, counters, and a whiteboard to find sums, encouraging use of counting tools. In "Moving on the Path" students roll three dice, write the numbers, and are prompted to look for pairs that make 5 or 10 and then add the remaining number (e.g., rewrite 4+6+3 as 10+3). In Activity 5 students count pennies to find their total cents and exchange when reaching 5 or 10, and Activity 3 asks students to use a number line or counters as needed when summing two tossed numbers.
Lesson 6
Subtracting Within 20
Students are asked explicitly about counting directions ("Do you count up or back when adding?/What about when subtracting?") and use a laminated number line to add and subtract by moving up or back (e.g., Start at 20. Subtract 5.). Students use manipulatives (abacus, counters, fingers) to add 10 to numbers and to remove beads while counting to find differences (e.g., move beads to show 17 then count 14 as you move beads left). Students practice finding sums and differences in games and exercises (domino war, filling the boxes, drawing number cards) where they compute results by counting or using tools.
Lesson 7
Problem Solving
Students use counters and a laminated number line to find differences in the Introduction (e.g., 6 − 3, 17 − 8) and are told to begin with the larger number for subtraction. In Activity 2 students model addition by counting bills aloud ("Ten plus one more is 11"; "two fives is ten and then we add one more to get 11"), showing counting-on language and procedures. Activities (Zoo Animals problems, Connect 3) require students to create number sentences and use an abacus or counters to find sums and differences, linking counting actions to addition and subtraction.
Final Project
Numbers Are Missing!
Students create two addition sentences and two subtraction sentences for a given sum (e.g., 10 + 2 = 12; 12 − 1 = 11). Students identify missing numbers on a number line and fill blanks for ‘‘greater than'' and ‘‘less than'' and answer prompts such as ‘‘10 combines with ______ to make the missing number.'' Students use manipulatives (counters, abacus beads) and are asked to divide a set of 11 counters into groups to create three addends that sum to 11 and to make pictures that show the number.
Unit 6: Time
Lesson 2
So Many Hours in a Day!
Students complete addition and subtraction flashcards and a timed "Math Facts Quiz 1" containing simple sums and differences (e.g., 0+3, 3-1). Students are encouraged to use known strategies such as turn-around facts, the role of zero, and adding and subtracting 1 while working on these facts. Students physically count hours by moving clock hands one revolution at a time and by stepping to successive hour positions on a large floor clock to show and sequence times (e.g., showing the next hour).
Lesson 3
Half Hours
Students complete a timed Math Facts Quiz with ten basic addition and subtraction problems and practice addition flashcards to 10, providing practice with addition and subtraction facts. In "Rolling With the Time," students roll two dice and add the numbers on them to determine which time to show, directly requiring them to add two small numbers. In Activity 2 students count by 5s around the clock and count minutes to 30, and they move forward/backward on the clock to find times an hour earlier/later, using counting to find new times.
Lesson 4
More With Half Hours
Students flip two number cards and find both the sum and the difference, practicing addition and subtraction with small whole numbers. Students complete a timed Math Facts Quiz with addition and subtraction facts to 5, reinforcing computation of small sums and differences. Students use dominoes to add the two ends to decide which dominoes to keep and to play "Domino War," where they add the numbers on drawn dominoes to compare totals.
Final Project
How to Spend the Perfect Day
Students are asked to move the minute hand forward to show a sequence of times (e.g., ordering 1:00, 3:30, 6:00, 7:30, 9:30), which requires counting forward on the clock. The materials explicitly prompt students with questions such as "What time will it be an hour after _____?" and "What time will it be a half hour after _____?" when assigning times to activities. The scheduling pages list times in half-hour increments and ask students to place activities in appropriate next time slots, requiring them to determine start and end times by counting hours or half-hours forward or backward.
Unit 7: Place Value
Lesson 1
What Is the Base-10 System?
Students count aloud by ones (e.g., from 10 to 50 and from 10 to 30) and use manipulatives to build numbers (e.g., showing 11 as one ten rod + one unit block, showing 14 as one ten rod + four unit blocks). Students move beads on an abacus (e.g., move 10 beads then 4 beads) and are asked to count the total number of beads, linking counting with composing tens and ones. The wrap-up also gives students time to work on addition and subtraction fluency to 10 using games and flashcards.
Lesson 2
What Is Place Value?
Students add single unit blocks one at a time on the place-value mat and name the resulting numbers (e.g., adding a block to go from 8 to 9, then to 10, then to 11, and adding 1 for each number from 13–19). Students name totals of coin groups in the Introduction (e.g., 1 nickel and 3 pennies = 8 cents; 1 dime and 4 pennies = 14 cents) and complete money tasks that ask them to show amounts using combinations of pennies, nickels, and dimes. Students use the abacus and virtual base‑10 blocks to represent and build numbers drawn from cards (Activity 3) and fill number grids counting upward (e.g., continuing from 31 to 50).
Lesson 5
Practice Time!
Students are asked to 'Count to 120, starting at any number less than 120,' which practices counting and counting-on skills. Students practice addition and subtraction facts through an online game and a 'Math Facts Quiz 5' worksheet containing mixed addition and subtraction problems. The teacher notes remind students of strategies including adding and subtracting 1 and adding to 5 and 10, which are counting-related tricks.
Lesson 8
Reaching 100!
Students add a unit block to 99 and trade 10 ones for a ten rod, showing the result as 100 (Activity 1). Students count by tens on the abacus and with 10 dimes to reach 100, repeatedly using counting to find totals. In Activity 3 students organize objects into groups of 10, count by tens to 100, and answer questions such as "How many do you have now?" and "How many more do you need to get to 100?"
Lesson 9
Playing With Bigger Numbers
Students count aloud as they move a penny on a laminated number grid during the die-rolling activity, keeping track of each roll with tally marks. The activity prompts students to count correctly when moving from one row to the next (for example, from 10 to 11). In the wrap-up, students name the number that comes 1 before and 1 after given numbers, practicing counting forward and backward by one.
Lesson 10
More Work With 100
Students use the abacus and a number bond to find missing addends (e.g., moving beads to determine 3+7=10 and 30+70=100) and write addition sentences such as 3+7=10 and 30+70=100. Students complete X + ___ = 100 problems on the "Making 100" sheet, using ten rods, base-10 blocks, or counting sets of tens to determine the missing number. Students also fill in sequential number boxes (counting forward) on the "Fill the Boxes!" activity, practicing counting-on through ranges up to 120.
Lesson 11
Sequencing Numbers
Students are asked to count back from 32 to 27 and from 63 to 58 and to practice moving correctly from 31 to 30 on the number grid, which gives direct practice with counting backward. The materials point out sequences that count by numbers other than 1 and the answer key shows sequences that increase by 2 and by 5, so students practice counting on in increments. The skills list also requires students to count to 120 starting at any number, reinforcing counting-on ability.
Lesson 13
10 More and 10 Less
Students use base-10 blocks to add 10 to a starting number (e.g., add a ten rod to 4 to make 14) and color each resulting number on the 1–120 number grid. Students use an abacus to move 10 beads to the right to show adding 10 and to move 10 beads back to show subtracting 10 from numbers such as 98 or 97. The text explicitly tells students "adding and counting up are the same thing" and has them count up and back by tens on the number grid while noting that tens digits change by 1.
Lesson 14
Working With Multiples of 10
Students practice counting to 120 and answering 1 more, 1 less, 10 more, and 10 less from given numbers (e.g., finding numbers 1 or 10 more/less than 86). Students use base-10 blocks and an abacus to add 10, 20, and 30 to given numbers (e.g., show 30 then add a ten rod to make 40, add two ten rods to make 60) and then write and solve number sentences such as 10+30, 60+20, 30+20, and 50+40. Students also practice subtraction by removing ten rods or moving abacus beads left to find differences (e.g., 40-20, 60-30, 80-20) and compare 1+3=4 with 10+30=40 to link counting and addition.
Lesson 15
More Practice With 10
Students draw number cards and answer questions such as "What is 1 more than that number?" and "What is 1 less than that number?", using a number grid as needed. Students complete a "10 More 10 Less" worksheet and are encouraged to use a number grid, base-10 blocks, or a whiteboard to find the numbers. Students cut and match number-sentence cards in a "Multiples of 10 Concentration" activity and may use base-10 blocks or an abacus to find sums and differences of tens.
Unit 8: Measurement
Lesson 1
Introducing Measurement
Students complete the "Today's Number" routine that asks them to write the given number and fill in the values that are 1 more, 1 less, 10 more, and 10 less. Students break numbers into hundreds, tens, and ones and represent numbers with base-10 blocks, abacus, or a number grid. The routine also invites students to create an addition or subtraction sentence to show the number, and the activity pages repeat practice for multiple numbers.
Lesson 2
Getting Started With Length
Students practice finding one more/one less and ten more/ten less in the "Today's Number" activities (e.g., for 99 and 15 students identify one more, one less, 10 more, and 10 less). Students are asked to produce number sentences for 15, which prompts use of addition/subtraction expressions. Students also count discrete units (heels-to-toe steps, paper clips, base-10 blocks) to determine lengths, explicitly counting as they place each unit.
Lesson 3
More Work With Length
Students are given 'Today's number' activities (34 and 41) in which they represent numbers with ten rods and unit blocks and state 1 more, 1 less, 10 more and 10 less. Students count unit blocks or ten rods to measure objects on the "Measuring Length With Base-10 Blocks" sheet and count marshmallows to determine and record actual lengths on the "Marshmallow Measurement" sheet. The wrapping-up prompts ask students to line up and count different numbers of units (for example, 2 ten rods versus 5 paper clips) to compare total lengths.
Lesson 4
Working With Height
The lesson has students represent numbers (e.g., 79 and 48) with ten rods and unit blocks and explicitly identifies 1 more, 1 less, 10 more, and 10 less (e.g., "1 more is 80, 1 less is 78, 10 more is 89, and 10 less is 69"). Students are asked to answer questions that require counting items to compare quantities (e.g., "How many people are taller than you are?" after ordering family members by height). Students measure jumps and other lengths by placing units end-to-end, which requires them to count the number of units to report a measured amount.
Lesson 5
Working With Weight
The introduction asks the child to represent 100 with a hundred flat and to reason that 1 more is 101, 1 less is 99, 10 more is 110, and 10 less is 90, and it asks how many ten rods fit on the hundred flat. The prompt to show 100 as 1 hundreds, 0 tens, 0 ones and to consider adding or subtracting 1 and 10 gives students practice relating counting (by ones and tens) to increasing and decreasing a number.
Lesson 6
Temperature
The lesson has students represent the number 63 using ten rods and unit blocks and asks them to show 0 hundreds, 6 tens, 3 ones, and a way to show 63 of their choosing. It explicitly prompts students to find 1 more (64) and 1 less (62) as well as 10 more (73) and 10 less (53), linking counting up and down to numeric change. Students are also asked questions like what would happen to the thermometer reading if moved from oven to freezer, prompting counting down (it would go down) or up (it would go up) in a practical context.
Lesson 7
Capacity/Volume
Students are asked to represent the number 66 with tens and ones and to identify 1 more (67), 1 less (65), 10 more (76), and 10 less (56). Activity 1 instructs students to count how many pours from smaller containers it takes to fill larger containers and to try to minimize the number of pours. Activity 3 reiterates practicing naming numbers that are 1 more, 1 less, 10 more, and 10 less when time permits.
Lesson 8
Thinking More About Measurement
Students represent the number 104 with hundreds, tens, and ones and then determine 1 more (105), 1 less (103), 10 more (114), and 10 less (94). The Intro prompts students to show a representation of 104 and to produce nearby numbers by adding or subtracting 1 and 10. These tasks require students to use counting up or down to find sums and differences.
Unit 9: Addition to 100
Lesson 1
Some Base-10 Review
Students count handfuls of unit blocks by 1s and are asked how they might also count them by 10s, then group blocks into tens and ones to form two-digit numbers. Students draw two number cards and find the sum and the difference of the numbers, with permission to use counters, an abacus, or mental strategies. Students are asked what number is 1 more, 1 less, 10 more, and 10 less for randomly selected quantities of blocks, practicing counting on and counting back by 1 and by 10.
Lesson 2
Working With 10 Again
Students practice counting by tens in the Getting Started activity (counting by 10s to 120 starting from various numbers) and in the Count Groups of Ten game. Students represent addition by combining groups of ten on the abacus and base-10 blocks (e.g., showing 20 then adding 30 by moving three sets of ten beads and recognizing 2 tens + 3 tens = 5 tens). Students represent subtraction by removing groups of ten (e.g., showing 60 then taking away 40 and reasoning "6 tens take away 4 tens" to get 20).
Lesson 3
More Practice With Multiples of 10
Students use base-10 blocks to 'count ten rods' and put groups together to find sums (e.g., finding the sum of 30 and 50). Students use an abacus and are instructed to 'move beads in groups of ten' and to start with the larger number when finding differences. In Activity 1 and Activity 2 students are asked to say each number sentence aloud, write addition and subtraction sentences from tossed numbers, and think of multiples of 10 as numbers of tens (e.g., 3 tens + 6 tens = 9 tens).
Lesson 4
Adding a Multiple of 10 to Any Number
Students are asked to add 10 to numbers by pointing to the number directly below on a number grid and to say the number that is 10 more, and they repeatedly draw number cards and state the result when 10 is added. Students use base-10 blocks and the abacus to add 20, 40, and other multiples of 10, and are asked to count 20 beads by 1s, 5s, or 10s to show adding 20. In the wrap-up students roll dice to create two-digit numbers and then count on to add 10, 20, and 30.
Lesson 5
More Practice With Adding Multiples of 10
Students are asked to add a drawn two-digit number and a multiple of 10 using an abacus in the introduction (e.g., add 56 and 30 using the abacus). Activity 1 tells students they may use base-10 blocks or the abacus to figure out where to place answers on the cut-and-glue sheet. Activity 2 and the wrapping up step ask students to use base-10 blocks, the laminated place value mat, the abacus, and mental math to find and check sums of multiples of 10.
Lesson 6
More Addition With Two-Digit Numbers
Activity 1 instructs students to show 13 on an abacus and then add 6 more beads to find 19, requiring them to count on to get the sum. Multiple activities (Addition Concentration, Activity 3) allow students to use the abacus and base-10 blocks to determine sums by adding beads or unit blocks. The Skills section also requires students to count to 120, supporting counting practice relevant to addition.
Lesson 7
Composing 10 to Add
Students practice "making 10" by drawing 1–10 cards and saying the number that combines with the drawn card to make 10, reinforcing complements to ten. In Activity 1 students add unit blocks (e.g., add 5 to 35), exchange 10 ones for a ten rod, and use an abacus to show adding 5 to 35, demonstrating counting on to reach a new total. In Activity 3 students are prompted to "count up from 24 to 30" and to count beads to get from 46 to 50, explicitly counting on additional units to find the addend and sum.
Lesson 8
More Composing 10 to Add
Students answer questions about '1 more', '1 less', '10 more', and '10 less', practicing counting up and down by ones and tens. In Activity 1, students add 4 to 37 by placing 4 unit blocks and are prompted to count the added units (11), exchange 10 units for a ten rod, and count beads on the abacus to reach 41, demonstrating counting-on to add. Spinner Addition and the web practice require students to create two-digit-plus-one-digit number sentences and use base-10 blocks and the abacus to find sums, reinforcing counting-on to add one-digit amounts to larger numbers.
Lesson 9
Adding to 100
Students make addition sentences with spinners and then use an abacus and base-10 blocks to find sums, showing use of counting or manipulatives to determine answers. Students are instructed to add the ones place first and sometimes to "compose a ten" or "make 10" when adding a one-digit number to a two-digit number. Students rewrite horizontal problems vertically in tens-and-ones grids and complete practice problems such as 15+4, 22+3, 13+5, and 31+2 using those materials.
Final Project
Addition to 100 Go Fish!
Students create addition sentences that add a one-digit number to a two-digit number and add multiples of 10 to reach given target sums (they fill in the Go Fish! Numbers sheet). Students are instructed to use base-10 blocks and an abacus to come up with missing target numbers and addition sentences. During play, students may use the base-10 blocks and abacus to determine sums of the cards they hold.
Unit 10: Skills Review
Lesson 1
Reviewing Addition and Subtraction
Students are asked to explain how to use a laminated number line, counters, and an abacus to find answers for 5+3 and 12-6, which prompts use of counting tools to compute sums and differences. In Activity 1 students roll three dice, write the three numbers, and use materials of their choosing to find and record the sum, practicing combining counts to form an addition total. In Wrapping Up students count by 2s, 5s, and 10s (e.g., count by 2s to 40), giving explicit practice with repeated counting that corresponds to repeated addition.
Lesson 2
Reviewing Place Value
Students build and read two-digit numbers from tens and ones using place value cards, an abacus, and base-ten blocks (e.g., creating 63, 48, 19, 92, 71). In the Bags of Blocks activity they count ten rods and unit blocks drawn from bags, write the resulting numeral (e.g., 5 ten rods + 7 unit blocks → 57) and read it aloud. The Matching Numbers activity requires students to match additive expressions such as "30+6," "2 tens + 3 ones," and "90+9" to written numerals and block representations. A wrapping-up clue asks students to find a number where the tens digit is "2 more" than the ones digit, which requires relating a difference of 2 between digits.
Lesson 3
Reviewing Large Numbers
The Skills and Introduction ask students to mentally find 10 more or 10 less than a two-digit number. In Activity 2, students roll two dice to create a two-digit number and then write the results of adding 1, subtracting 1, adding 10, and subtracting 10 in a table. The Student Activity Page explicitly has columns for Number, +1, -1, +10, and -10 for students to fill in.
Lesson 5
Reviewing Measurement
Students break 8 pieces of spaghetti each into two smaller pieces and are told they should end up with 16 pieces, which involves combining counts of pieces. Students lay markers end to end to find objects that are 3, 5, and 7 markers long, which requires counting marker units to determine length. Students use pennies, nickels, and dimes to show amounts such as 8, 10, 14, and 17 cents and are encouraged to show each amount in more than one way, which requires combining coin counts to make totals.