Students use number bonds and base-10 unit blocks to represent part–part–whole relationships for numbers 1–5 (e.g., placing 1 and 2 pennies in the small circles and 3 in the large circle). Students count objects one by one and combine groups to find the whole (Activity 2 and Activity 4). Students solve missing-part problems by finding the unknown part when given the whole and one part (e.g., large circle 4 and one small circle 1, find the other small circle 3).

Students use number cards, base-10 unit blocks, and an abacus to show 'one more' and to order numbers 1–5 (Activity 2). Students count and compare sets with counters and beads to answer 'Which has more?' and determine 'how many more' (Activities 5 and 6). Students complete missing-number and sequencing tasks that require counting on within the 1–5 range (Activities 4 and the student pages).

Students practice counting on fingers and counting objects one at a time (Activity 6 and counting directions) which supports the counting-on strategy. In Activity 8 they use an abacus and are prompted to show numbers as 5 plus another number and to say phrases like "2 combines with 5 to make 7," and they complete a "Combining With 5" sheet where they add beads to reach targets. Several activities have students compose numbers (e.g., tracing, drawing, and coloring bead representations for 6–10) reinforcing decomposing and composing of numbers around 5.

Students create and use number bonds and part-part-whole representations (Activity 5) by rolling dice, placing counters, and recording the parts and whole to make 10. Students use the abacus and make ten chains (Activity 6) to build and visualize pairs that combine to 10, and they chant and practice the 'making 10' combinations. Students complete 'What's Missing?' problems (Activity 7) that require finding the addend that makes 10 and solve picture story problems and create their own story problems that total 10 (Activities 8–10).

Students decompose numbers 11–15 into 10 and ones when they show 11 on the abacus as 10 beads plus 1 bead and when the skills list explicitly includes "Decompose numbers 11-20 to show that they are made up of 10 and other ones." Students practice counting on in coin activities (e.g., starting with a nickel = 5 and counting up 1 to get 6) and represent amounts in multiple ways (showing 7 cents as 7 pennies or 1 nickel + 2 pennies; showing 13 cents as 2 nickels + 3 pennies). The cookie prompt (take 10 cookies, have 5, how many more?) asks students to find a difference using fingers and counting.

Students practice counting on from a known ten when working with coins (e.g., shown a dime and a penny, they begin at 10 and count up to 11, then repeat up to 20). Students decompose numbers 11–20 into 10 and extra ones using number bonds and the abacus (Activity 3 has them write a number like 15 and identify the 10 + 5 parts). Students use manipulatives and base-ten blocks to show that ten ones equal one ten rod and to represent numbers as 10 + ones, and chants reinforce making ten and composing numbers (e.g., 6 is 5 and 1; 10 is 6 and 4).

Students create and answer "Do the Math!" cards that explicitly include number-bond items (e.g., "Which number bonds with 5 to make 10?" and "Which number bonds with 10 to make ___?"). The activities require students to make and solve problems using numbers 1 through 20 and to count by 2s and 5s to 20. The skills list and game setup have students practice number sense to 20 (counting, ordering, comparing) during game play.

Students practice skip counting (by 5s to 20 and by 2s) using a laminated number line and an abacus, and the skip-counting worksheet provides sequences for 2s, 5s, and 10s. Students make small money amounts by combining coins (e.g., 6 cents with a nickel and penny; 11 cents with a dime and penny; 15 cents with dime and nickel; 16 cents with all three coins) and are prompted to begin with the largest coin and "count up from there." The abacus modeling and the instruction to "count up" provide explicit opportunities for students to use counting-on as a strategy.

Students point to numbers and "jump" on a laminated number line to count on and count back, answering questions like "What number is 1 more than 5?" and "How many jumps do you make to get from 3 to 6?" Students roll a die, place a counter on a starting number (examples 10, 11, 12, 13, 9, 8, 7), count up by the die roll and count back by the same amount, and record the resulting sums and differences on a "Counting Up and Back" sheet. The teacher text explicitly connects counting up to adding and counting back to subtracting, so students practice using counting-on/counting-back as a strategy for addition and subtraction within the given number ranges.

Students solve many addition problems within 10 and up to 12 using counters, number lines, and abacus (examples: 5+3, 6+3, 5+7=12; Animal Addition and Adding on the Abacus pages). Students use counting-on procedures on the abacus (placing a finger after the fifth or sixth bead and then moving the next beads), and they read and write number sentences aloud (e.g., "five plus three equals eight"). Students generate and record all pairs that make 10 using number bonds and the abacus, and they color abacus beads to show the two addends that compose 10; they also create wristbands that require making totals of 10 in multiple ways.

Students play Marble Math Addition rounds that require completing number sentences and adding up to 10 (with later rounds to 20), giving practice with addition within 10. Students use an abacus to split 10 into pairs (e.g., 4+6 and 3+7) and say the corresponding addition sentences, demonstrating the making-ten strategy. Students count on with coins by starting at five and counting up to ten, showing the counting-on strategy. Students model 3+4 and 4+3 with counters and plates and match turn-around facts, practicing the commutative property of addition.

The Skills section explicitly states students will "Add and subtract within 20, demonstrating fluency with addition and subtraction within 10." In the Introduction students say an addition fact and give the turn-around fact and answer, practicing fact families. Activity 2 (What's Missing?) has students use counters to solve unknown-addend problems (e.g., 4 + ? = 10) and explicitly models making ten by counting up to 10. Activity 4 (Taking Away) has students compute subtractions like 10 - 4 and 10 - 8 using counters, abacus, fingers, and writing number sentences.

Students practice adding small whole-number prices using play one-dollar bills to combine two or more items in the Shopping (Option 1 and 2) activities, including problems that require adding three numbers. In Activity 2 (How Much Change?) students receive a ten-dollar bill and must determine correct change by counting out one-dollar bills, which requires subtracting their purchase total from 10. The Skills section explicitly states that students will use addition and subtraction within 20 to solve problems, and the materials provide manipulatives (one-dollar bills, counters, whiteboard) for students to count and record totals.

Students create and write addition and subtraction number sentences (for example using the number 5) and solve problems such as 3 + 4, 8 - 4, 10 - 3, 2 + 7, 8 - 5, and 3 + 4. Students model addition by placing two rows of colored dot stickers to show totals and model subtraction by showing a total number of stickers and marking those being taken away with an X. Students also convert given number sentences into word problems and decorate and count stickers to represent answers on multiple pages.

Students use objects and tally marks to represent and count quantities (e.g., laying out 16 sticks, grouping by fives, and drawing corresponding tally marks). Students add counts when answering questions such as "How many green and purple Skittles did you draw altogether?" (4 + 3 = 7) and subtract/count differences when answering "How many more yellow Skittles are there than purple ones?" (7 - 3 = 4). Students record and total outcomes from repeated trials (rolling a die 20 times and writing totals in a tally chart).

Students count and record quantities (e.g., Skittles by color, sea life counts) and then answer addition problems such as "How many red and yellow Skittles together?" and "How many games and puzzles do you have altogether?". Students compute differences in context (e.g., "How many more spotted fish than striped fish?" and "What's the difference between how many stuffed animals and how many building toys you have?"). Students also write totals from tally marks and color/stack squares or boxes on bar graphs to represent and combine counts (including an optional activity where a child picks 20 Skittles).

Students practice counting (by 2s to 20, by 5s to 50, and by 10s to 100) and use counters to compare quantities. In Activity 2, students add or subtract to answer word problems (e.g., Marta has 2 more than Beth: 8 + 2; Jack has 3 fewer than Beth: 8 - 3; Chase has 4 fewer than Marta), and they record those results in a table or graph. Students also pose and answer questions about which categories have more or less when creating graphs.

The skills list and activities ask students to add and subtract within 20 and to determine unknown numbers in addition and subtraction sentences. Students review 5- and 10- decomposition chants to build fluency within 10 and complete a "Something's Missing" worksheet with problems such as 5 + __ = 10, 10 - 4 = __, and __ - 3 = 1. Activity 1 asks students to use and describe strategies (drawing, abacus, counters, writing number sentences, counting on a number line) to solve problems including finding how many more to make 10.

Students practice making ten by rolling a die and naming the number that combines with the roll to make 10 and by using the "Making 10 with Three" activity where they group 10 counters into three addends and record addition sentences (e.g., 3 + 3 + 4 = 10). Students use an abacus or counters to show sums and play games that require adding three groups (e.g., 3 + 4 + 2 = 9) and repeat addition chants for familiar combinations of 5 and 10. Day 2 has students reorder groups and match equivalent addition sentences, explicitly exploring turn-around facts and the associative property of addition.

The lesson explicitly asks students to add within 20 (Activities 1, 2, and 4) and includes repeated practice with sums to 10 and to 20 (abacus sheets and egg-carton activity). Activity 5 models decomposing 9 + 6 into 9 + 1 + 5 and then trading to make 10, and Activity 3 has cut-and-glue and chant work focused on making 10 and turn-around facts. Activity 6 asks students to look for pairs that make 10 when adding three numbers, and the wrap-up uses addition flashcards to 10 to develop fluency within 10.

Students practice addition facts within 20 using dominoes, counters, and an abacus (Domino War, Making 10 activities) and complete worksheets with problems such as 9+4, 8+7, and 9+8. Students are taught and practice the making-ten strategy explicitly by trading beads on the abacus and by combining two 5s to make 10. Students practice turn-around facts (commutativity) and build fluency within 10 via the Addition Concentration Option 1 game and more challenging pairs to 15 via Option 2.

Students complete a timed addition quiz with problems within 10 and are encouraged to use addition 'tricks' and manipulatives. Activity 1 has students roll three dice, find sums up to 18, and explicitly looks for two numbers that add to 10 (e.g., rewriting 4+6+3 as 10+3) and encourages finding sums that make 5 or 10. Activity 6 (First to 10) has students form tens by adding two or three cards and say the addition sentences that make 10. Activity 3 (Number Toss) prompts students to use strategies such as making 10 or adding to 5 while comparing sums.

Students practice adding and subtracting numbers up to 20 in multiple activities (Number Collection showing 18 with addition sentences; egg carton subtraction with numbers like 14 and 17; Filling the Boxes problems such as 16 − 12, 19 − 10, 18 − 17). Students use concrete strategies to find differences: they move beads on an abacus, use counters or fingers, and use a laminated number line while counting up or back. Students also play games (domino war, drawing number cards 1–20) that require finding sums and differences and choosing the larger starter number for subtraction.

Students solve addition and subtraction problems within 20 in the "So Many Animals" activity by writing number sentences (e.g., 10 + 5 = 15; 18 - 10 = 8) and using an abacus or counters. Students play the "Connect 3" game with options focused on subtraction facts within 10, within 12, and within 20, practicing retrieval of differences. In the dollars activity students model amounts as 10 + 1 and as 5 + 5 to make 11, and are asked to show amounts in two different ways (e.g., 6 as 5 + 1 or 1+1+1+1+1+1), which practices making ten and creating equivalent, easier sums.

Students create two addition sentences (with 2 addends) and two addition sentences (with 3 addends) and two subtraction sentences for a given sum between 11 and 18, writing examples such as 5+6=11 and 2+5+4=11. Students fill in "10 combines with ___ to make the missing number," which has them use the making-ten relationship (e.g., 11 = 10 + 1). Students use abacus beads and counters to partition a given total into groups and practice dividing 11 into three addends, and they replay a Domino War game to practice addition or subtraction facts up to double nine.

The lesson lists as a skill: "Add and subtract within 20, demonstrating fluency for addition and subtraction within 10." In the Wrapping Up students are given addition and subtraction flashcards (facts to 5) and told to go through the facts as quickly as they can, making piles of facts they know quickly and those they do not. The lesson also states students will work on memorizing facts and taking math fact quizzes over the next few weeks.

Students practice basic addition and subtraction facts using flashcards to 5 and complete a timed "Math Facts Quiz 1" with ten simple problems (e.g., 0+3, 4-0, 3+2). Students are encouraged to use known strategies such as turn-around facts (commutativity), the role of zero, adding to 5, and adding or subtracting 1 as they work through facts. Students are also told the instructional goal to add and subtract within 20 and to demonstrate fluency within 10, and they repeat flashcard practice and timed attempts to build speed.

The Skills list explicitly names "Add and subtract within 20, demonstrating fluency for addition and subtraction within 10." Students complete the "Math Facts Quiz 2," a timed set of ten basic addition and subtraction problems (e.g., 2 - 0, 3 + 1) and check their answers. Students practice addition facts to 10 with flashcards, sorting known versus needing-practice facts and working toward mastery.

Students flip number cards 1–10 in two rows and find both the sum and the difference for each pair (e.g., 6 and 5 → sum 11, difference 1). Students complete a timed "Math Facts Quiz 3" with addition and subtraction problems to 5, practicing basic facts. Students select dominoes totaling 10 or fewer and play "Domino War," adding the two ends to review addition facts to 10.

Students practice addition and subtraction facts to 10 using timed flashcards and quizzes (Introduction: subtraction flashcards to 10; Wrapping Up: Math Facts Quiz 4 lists problems within 10). Students play web-based addition and subtraction games set to the range 1–10 to build fact recall (Activity 2: Alien Addition and Minus Mission). The Skills list also states add and subtract within 20 and fluency within 10 as learning goals.

Students set and read analog and digital clocks (e.g., showing 1:00, 3:30, 6:00) and move the minute hand forward to show sequence. Students create a schedule using a table with half-hour and hour time slots and are asked to write start times, determine how long activities take, and place times on sticky notes. The materials prompt students to answer time-addition questions such as "What time will it be an hour after _____?" and "What time will it be a half hour after _____?".

Students are asked to develop fluency with addition and subtraction to 10 using flashcards and two linked web games set to the 1–10 range. Students represent numbers 11–19 and 20–30 with ten-frames, base-10 unit blocks, ten rods, and an abacus (e.g., building 14 as 1 ten rod + 4 units; showing 19 as 1 ten rod + 9 units; converting 10 unit blocks into a ten rod to make 20). Students count forward (e.g., counting to 120, counting 10 to 50, and counting 10 to 30) and place numbers in order on a 1–100 number grid.

Students use a place-value mat to add unit blocks one at a time to make numbers (e.g., building 4, 8, 9, 10, 11 and exchanging 10 ones for a ten rod). Students decompose 15 ones into 1 ten and 5 ones and name numbers as "1 ten and 3 ones" for 13, etc., demonstrating bundling to make tens. Activity pages and the money tasks ask students to show amounts in two ways (e.g., 10, 12, 15 cents) and match coin groups to totals, which requires combining coin values to form sums within the teens.

The Skills section explicitly lists "Add and subtract within 20, demonstrating fluency for addition and subtraction within 10." Activity 2 provides practice time via an online basic addition/subtraction game and a "Math Facts Quiz 5" worksheet with ten mixed addition and subtraction problems (many within 10). The lesson text also reminds students of specific tricks for facts such as turn-around facts, what zero does, adding to 5 and 10, and adding/subtracting 1.

Students trade 10 unit blocks for a ten rod and record that 10 ones equals 1 ten, which demonstrates the idea of making ten and composing tens. Students count by tens on the abacus and with dimes and organize objects into groups of ten when creating a 100 collection, practicing counting on by tens. Students answer questions about how many more groups are needed (for example, if they have 4 baggies, they determine they need 6 more), which requires subtracting within 10.

Students use an abacus and a laminated number bond to find pairs that add to 10 (for example, placing 3 in one small circle and finding 7 for the other) and write number sentences such as 3 + 7 = 10. Students repeat the process with other pairs (e.g., 4 and 6) and read sentences aloud, practicing fluency with complements to ten. Students use ten rods and the abacus to compose tens and write equations like 30 + 70 = 100 and 40 + 60 = 100, reinforcing forming tens.

Students count up and back by tens on a 1-120 number grid and fill in missing tens in sequences. Students use base-10 blocks to add 10 to a number (e.g., 4 + 10 = 14) and use an abacus to add or subtract 10 from chosen starting numbers (e.g., 3 → 13, 98 → 88). Students identify and color or circle numbers that are ten more or ten less than a given number (for example, 35 → 45 and 25).

The lesson's "Today's Number" routine asks students to write a given number and show it with base-10 blocks and hundreds/tens/ones and to fill in 1 more, 1 less, 10 more, and 10 less for that number. The materials note that a student may also "create an addition or subtraction sentence to show the number" and include repeated Student Activity Pages with the 1 more/1 less/10 more/10 less table for practice.

Students work with "Today's Number" tasks (99 and 15) where they represent numbers with ten rods and unit blocks and state one more/one less and 10 more/10 less. On Day 2 with the number 15, students are asked to show 1 ten and 5 ones and are challenged to come up with two number sentences that show 15. These activities require students to form and record addition/subtraction sentences and to reason about increments of 1 and 10.

Students represent multi-digit numbers (34 and 41) with ten rods and unit blocks and write those as tens and ones. Students identify 1 more/1 less and 10 more/10 less for those numbers. Students count unit blocks and marshmallows to determine measurements and record numeric measurements on activity sheets.

Students are asked to represent the number 104 with base-ten blocks and to compute 1 more (105), 1 less (103), 10 more (114), and 10 less (94). The activity requires students to manipulate place-value materials and perform simple addition and subtraction by ones and tens.

Students draw two number cards (1–9) and find sums and differences, allowing practice with addition and subtraction within 20 while using the abacus or counters as needed. The Skills section explicitly lists "Add and subtract within 20, demonstrating fluency for addition and subtraction within 10." Activity 4 asks students to decide true/false for several addition and subtraction sentences and to generate their own true/false sentences, and the wrapping up tasks ask students to find 1 more/1 less and 10 more/10 less for randomly drawn base-10 blocks.

Students practice number bonds that add to 10 by naming pairs such as 1 and 9, 2 and 8, 3 and 7, 4 and 6, and 5 and 5, showing explicit work with making ten. Students count and represent tens using an abacus and base-10 blocks and practice adding and subtracting multiples of 10 (for example, 20+30, 60-40), including some prompts to compute mentally without materials.

The Skills section explicitly lists "Add and subtract within 20, demonstrating fluency for addition and subtraction within 10." In Activity 1 students show 13 on an abacus and then add 6 beads to get 19, which has them count on to find a sum. Multiple worksheets and the concentration game give students many two-digit-plus-one-digit problems (for example 13+6, 16+3, 22+7) and Activity 4 directs students to web-based fact practice where they are told to progress "as quickly as she can without having to use materials," supporting fluency development.

Students practice making 10 with one-digit cards (asking which number combines with a drawn card 1–10 to make 10). Students use base-10 blocks and an abacus to compose a ten when adding (e.g., showing 35, adding 5 ones, exchanging 10 ones for a ten rod, writing 35+5=40) and to count on to the next ten (e.g., 24+6=30, 46+4=50). Students complete matching and cut-and-paste activities (e.g., 32+8, 28+2, 17+3) and use an online addition-practice tool to build fluency with addition facts without materials.

Students use base-10 blocks, a place-value mat, and an abacus to add a one-digit number to a two-digit number and to exchange 10 ones for a ten rod (Activity 1: 37+4 leading to 41). Students solve problems such as 19+6, 25+8, and 56+6 with manipulatives and use spinners to generate two-digit plus one-digit addition problems to find sums. In the wrap-up students are prompted to describe composing a ten for problems like 45+5 and 36+6, explaining how to move a ten rod to the tens place.

Students practice adding two-digit and one-digit numbers (e.g., 15 + 4 = 19; 13 + 5, 22 + 3) using place-value grids, a place-value mat, base-10 blocks, and an abacus. The lesson explicitly tells students to "compose or make 10 when adding a one-digit number to a two-digit number" and asks questions like "How can making 10 help with this problem?" Students rewrite horizontal problems vertically and align ones and tens to find sums.

Students create addition sentences that add a multiple of 10 and that add a one-digit number to a two-digit number for given target sums (e.g., students write 10+9 and 14+5 for 19). Students use base-10 blocks and an abacus to find missing target numbers and to determine sums. The activity includes target numbers that fall both below and above 20, and instructions note that sometimes it is necessary to compose a ten when adding two-digit numbers.

The Skills list explicitly states students will "Add and subtract within 20, demonstrating fluency for addition and subtraction within 10." In Activity 1 students roll three dice, write three-number addition sentences, and use manipulatives (number line, counters, abacus) to find sums up to 20. In Activity 2 students solve and sort addition and subtraction sentences into boxes for results (4–10) and are asked to identify turn-around facts (e.g., 1+3 and 3+1). The answer-key columns show multiple addition and subtraction ways to reach the same totals, giving practice with sums and differences within 20.

Students practice making ten in the Getting Started activity by drawing number cards 1–10 and naming the number that combines with the drawn card to make 10. Students practice adding two-digit numbers and multiples of 10 using base-10 blocks and a place-value mat in Activity 1, and they complete a worksheet of addition problems where one addend is a multiple of 10. The lesson also directs students to an online game with a "Facts to Make 20" option and a "Facts to Make 100 (Multiples of 10)" option for additional practice.

Students break 8 pieces of spaghetti into 16 pieces and then line them up, which has them count and compare a total up to 16. Students measure objects by laying a marker end to end and find objects that are 3, 5, and 7 markers long, which requires counting repeated units and composing lengths. Students show coin amounts of 8, 10, 14, and 17 cents and are asked to represent each amount in more than one way (for example, 8 cents as 8 pennies or 1 nickel + 3 pennies), which has them add small coin values to make totals within 20.