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Teacher’s Guide for Workbook 2.1
In this unit, students will explore numbers up to 100: they will
count (match numbers with their corresponding quantities and
numerals), order numbers using different materials (hundreds
charts, number lines, place value), represent numbers in different
ways (pictures, numerals, tens and ones blocks, number words, and
lengths) and compare quantities (more, less, fewer, as many as).
They will also learn to add and subtract using different strategies
(pictures, number lines, hundreds charts, counting on, counting
back, using addition to subtract, and using 10). Students will also
begin solving and creating word problems.
Materials Number Cards (0–20) and Number Word Cards (zero–twenty).
Write each numeral from 0 through 20 and each number word from zero
through twenty on an index card or piece of construction paper.
Each student will also need a set of these cards, and you can use
BLM Numbers Template (p G-1) to make them. You will use these cards
throughout the unit for demonstrations; students will use them as
manipulatives (e.g., for sorting and ordering activities, to play
Memory). The same numbers, in both forms, should be posted or
displayed in the classroom for student reference.
Hundreds Charts and Base Ten Materials. Make a copy of BLM Hundreds
Chart (p G-2) for each student, and laminate it if possible. Use
additional photocopies of this BLM as required. Students will often
use this hundreds chart with 1 cm connecting cubes and tens and
ones blocks. If you do not have such cubes or blocks, or if your
students need larger manipulatives, they can use BLM Hundreds
Chart—Five Rows (p G-3) with paper ones and tens blocks from BLM
Base Ten Materials (p G-4). Copy and laminate as many tens and ones
blocks as required. Also available: a slightly larger hundreds
chart on BLM A Larger Hundreds Chart (p G-5).
A Hundreds Chart for Whole-Class Teaching. For whole-class
discussions and demonstrations, use a pocket hundreds chart, a
hundreds chart poster, or an overhead projector. You could also
create a large hundreds chart on the board or on chart paper.
Paper Sticks. Glue 1 cm grid paper (you can use BLM 1-cm Grid Paper
(p G-6)) to Bristol board or thin cardboard (e.g., a cereal box).
Make paper sticks 1 cm wide of lengths 2 cm, 3 cm,…, 10 cm. As an
alternative, if you have Cuisenaire rods, simply add grid markings
at each 1 cm mark on one side of the rods. You could do this using
a sharp tool, such as scissors. If using Cuisenaire rods, however,
be careful not to create false associations between numbers and
colours. Students will use these sticks/rods in several lessons,
both in Part 1 and Part 2. You will need many copies of these
sticks: for some activities, you will need only two of each length
per student; for others, you will need six or seven of each length
per student (in which case, you might choose to have students work
at stations instead).
Dice. Have students make their own “dice.” There are two ways to do
this, both of which will be useful in different situations.
Part 1 Number Sense
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1. Use the nets on BLM Cubes (p G-7). You will need to show
students how to cut out the flaps correctly if students use glue
(if they use tape, this is not as important). Have students write
the numbers on the net before folding and making the dice, and
ensure that students put the numbers on the outside of the
cube.
2. Use plastic or paper egg cartons to mimic rolling dice. Have
students bring in 6-pack egg cartons (bring in extras in case
students forget). Start collecting the cartons several weeks before
you need them in NS2-30. A 12-pack cut in half will also work. Have
students write different numbers in each hole in the carton, or
write the numbers on paper and tape or glue them to the carton. To
mimic rolling two dice, students put two counters into the carton
and shake, then open the carton and see which numbers the counters
landed on. Make sure that when students shake the carton, they
cover up any holes where counters can fall out. Variations: • Write
the numbers 4 through 9 instead of 1 through 6 in the carton.
• Use a 12-egg carton to imitate 12-sided dice. • Put three
counters in the egg carton to imitate rolling three dice.
Tens and ones blocks. You will often need tens and ones blocks. Two
different colours of blocks is ideal for demonstrating addition
(e.g., 3 red blocks + 4 blue blocks is 7 blocks altogether). As an
alternative, you can use 1 cm connecting cubes, and have students
link ten together to create a tens block. If you don’t have 1 cm
connecting cubes or tens and ones blocks, you can use BLM Base Ten
Materials to make some. Photocopy the BLM onto red and blue paper,
glue it to Bristol board or thin cardboard (e.g., a cereal box),
and cut out the materials for your students. Be aware, however,
that many students will find these thin blocks hard to
manipulate.
Coins or two-colour counters. Two-colour counters will be used
repeatedly in this unit. If you don’t have any, play coins (using
heads and tails as the two “colours”) can be used instead.
How to make a number line from a hundreds chart. Cut out a hundreds
chart (you can use BLM Hundreds Chart or BLM A Larger Hundreds
Chart) such that there is extra space to the left of the chart.
Fold the chart to make a cylinder and tape it together so that when
the first row ends, the second row starts. Cut out the rows in one
long spiral starting underneath the 1; this will form one long
strip with the numbers in order from 1 to 100. You can make the
number line yourself, or make the cylinders and have students cut
them.
1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90
91 92 93 94 95 96 97 98 99 100
B-3Number Sense
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Incorporate Math into Your Daily Classroom Routines You can easily
link any of the following activities to the relevant lessons when
they are taught.
Line up by number. Have students pick a number card and line up in
order according to their numbers. At first, have numbers only go as
high as the number of students; later, numbers can go higher than
the number of students so that there are gaps in the numbers held
by consecutive students.
Refer to students using ordinal numbers. EXAMPLE: Ask the 5th
student in line for assistance. Using ordinal numbers throughout
the year to call on students will help them learn ordinal numbers
(in NS2-19) more easily.
Count back to indicate time remaining. You might count back from 3
to 0 when you need students to quiet down, or count back from 20 to
0 when you want them to line up for lunch. Eventually, end at
numbers other than 0. Students who need to finish a task when you
say 4 will learn quickly that 5 comes right before 4 when counting
back.
If different groups line up at different times (everyone is not
getting up together), count back and have one group get ready at
20, another at 15, then 10, and so on to 0. Once students become
very familiar with this routine, vary which groups go at a certain
number. Later, use different evenly spaced numbers, such as 18, 14,
10, 6, and 2.
Recurring Games The following games and activities recur throughout
this unit and others. Rules and materials vary per lesson as
students learn more about numbers and counting.
Go to page —. Make sure students can find the page numbers in their
JUMP Math workbooks, in the bottom left and right corners. Have
students turn to different pages, one at a time, in random order.
Always ensure that the entire class has found one page before
asking students to turn to another. Have students point to where
they see each page number. This helps students grasp the order of
numbers, as they learn which way to turn the pages.
Picking pairs. Use, for example, Number Cards and Number Word Cards
(see above); the deck that students use will depend on the lesson.
Students can play in teams or individually. Place a 3 × 4 array of
cards face up on the table. Students take turns picking pairs of
matching cards and placing them into a common discard pile. When
there are no more pairs in the array, more cards are added to it.
The goal is to place all the cards into the discard pile. If
students have any non-matching cards left at the end, then some of
their cards must have been matched incorrectly.
B-4 Teacher’s Guide for Workbook 2.1
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Memory. Students turn over two cards at a time. If the cards match
by number, students set these cards aside; otherwise, they turn
them face down again and continue playing. Play this first as a
whole class, with volunteers taking turns. Students can then play
individually or co-operatively in pairs. In either case, the goal
is to finish all the cards. If playing with a partner, Player 1
leads by choosing and turning over a card and Player 2 follows by
choosing and turning over another card. After all pairs are found,
players switch roles and play again. Players can help each other by
asking questions or making suggestions (EXAMPLE: “I think I know
where both 3s are; should I turn one of them over?”) but they are
not allowed to tell each other where specific cards are. (NOTE: It
is a good idea for students to play Picking Pairs—to practise
making and recognizing matches—before they play Memory.)
Dominoes. Make paper dominoes with numbers written in different
ways (EXAMPLES: random arrangements of dots, base ten blocks,
addition or subtraction sentences, numerals). You can use the
template on BLM Blank Domino Cards (p G-8). Decide how many
different numbers you want the dominoes to have (at least seven for
four players), and ensure that every number appears on the same
domino with every other number including itself (for four players,
there will be at least 28 cards). Explain that the dominoes can be
turned around even though any numerals won’t look like numerals any
more.
Lay all the dominoes face down and shuffle them. Each player draws
a domino in turn. Continue drawing dominoes until all dominoes are
taken. The player with either the most dominoes or the highest
double (a “double” is a domino with both ends showing the same
number) starts the game by laying that domino face up. On a turn,
players either (1) play a domino that matches an open end of a
domino already in play, or (2) play any domino to start a new
train.
At the end of a turn, players may join two existing trains if they
wish. (This process can be made more fun by making train
sound-effects as the trains are being joined.) The players are a
team and must help each other to place their dominoes; all dominoes
in each player’s hand are thus placed face up on the table for all
to see. The game ends when all dominoes have been played. The goal
is for all the dominoes on the table to form a single train. Easier
Variation: Play without doubles dominoes (e.g., 5, 5).
Peace. (A co-operative version of the card game War.) Two players
sit opposite each other and divide the deck into two equal piles,
one on Player 1’s left and one on Player 1’s right. Player 1 begins
by turning over the top card of each pile: If the cards are not
equal, both cards are placed beside the pile that the greater card
came from. If they are equal, they are each placed beside the pile
they came from. Player 2 then takes a turn by turning over the top
card of each pile. The game ends when all cards have been turned
over and played. There will now be two piles on the table.
Together, the players must predict, without counting, which pile
has more. They count or use one-to-one correspondence to check
their prediction. If they are right, they win.
B-5Number Sense
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Variations: Peace for Less: Place both cards beside the pile that
the lesser card came from. Addition Peace: Turn over the top two
cards from each pile and compare the sums of each pair.
Difference Peace: Turn over the top two cards from each pile and
compare differences instead of sums.
I Have —, Who Has —? Each student needs one card to play (see
sample in margin). You can make the cards or have students make
them using BLM Game Cards (p G-9). The blank spaces at the top and
bottom of each card can be filled with numerals or representations
of numbers: an arrangement of dots, tens blocks, an addition or
subtraction sentence. The student with the card shown in the margin
would start by saying, “I have 3. Who has 7?” The students who has
7 on top would respond with, “I have 7. Who has [whatever is on the
bottom of the card]?” And so on. Early in the unit, when only
numbers 1 to 10 are available, students can play in smaller groups.
When they have more numbers, students can play in larger groups or
even as a whole class. Ready-made cards (on BLMs) are also
available for some lessons.
Sample Card I have 3
Who has 000 0 000
Group Dominoes. This is a variation of I Have —, Who Has —? Have
one student tape his or her card to the board. The person whose top
matches the bottom of the card on the board adds his or her card
below it, as when you play dominoes. This variation is particularly
useful for students who prefer physical action to verbal answers.
You can play with the cards from either Dominoes or I Have —, Who
Has —?”
Message booklets. Write one word per page, as shown in the margin.
The words should form a sentence, but should be out of order (the
first word in the sentence should appear on page 1). Instructions
at the top of each page tell students to “Go to page __” to find
the next word in a “surprise” message. EXAMPLE: “The pig took a
bath in the mud.” would be written over 8 pages. If the words in
the sentence appear on pages 1, 5, 3, 6, 2, 4, 7, 8, page 5 would
say “Go to page 3” and “pig,” page 3 would say “Go to page 6” and
“took,” and so on. As students learn larger numbers, you could make
longer books. Variation: Create a 26-page booklet with all the
letters of the alphabet in random order but without the “Go
to”
B-6 Teacher’s Guide for Workbook 2.1
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instructions. (Make a list of the letters and page numbers for
yourself.) Give students oral instructions to create an unlimited
number of words and messages. Use messages that appeal to your
students’ interests or that relate to class activities. EXAMPLE:
“Let’s find out where we’re going on our next field trip. Go to
page 5. Now go to page...”
Go to page 5
THE 1
Missing Number Game. Give each student a sheet of paper divided
into three equal parts:
Have students write numbers in the first two parts. EXAMPLE:
Then fold the third part over to cover the second part, so that the
second number is hidden, and write the sum of the two numbers on
the folded-over flap:
(sum)
Play with a partner who has to find the missing number. Players can
switch roles and then switch partners to play repeatedly.
Students can exchange and solve each other’s problems. Students can
check their own work by unfolding the cards. Students can sign the
back of each other’s cards when they solve them. You can ask
students to get at least 5 signatures on their cards.
Catch. You will need a small ball or paper object that students can
catch in one hand. Throw the ball to a student while saying a
number. The student catches the ball with one hand and repeats the
number. The student then throws the ball back to you and says
whatever “next” number you have asked for (e.g., the next number
counting backwards, the next number when skip counting by 5).
Ensure that everyone gets a chance to play.
3 3 8
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Meeting Your Curriculum All of the topics covered in this unit are
required for students following the WNCP curriculum, either as
review or as core curriculum material. The following topics are
optional for students in Ontario: creating word problems (NS2-18),
solving problems involving missing addends, subtrahends, or
minuends (NS2-38 and NS2-39), working with the “not equal” symbol
(Workbook page 64).
B-8 Teacher’s Guide for Workbook 2.1
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NS2-1 Counting Page 1
CURRICULUM EXPECTATIONS Ontario: 1m13, 1m20; review, 2m1, 2m5, 2m7
WNCP: 1N1, 1N3; review, [R, CN, V, C]
VOCABULARY the numbers 0 to 10 number how many count
Review saying the numbers from 1 to 10. Teach a counting song, such
as “One two, buckle my shoe.”
The concept of how many. Show students sets of four cards from BLM
Quantities, of which three illustrate the same quantity, and ask
students to identify the card that doesn’t belong. Point to each
card, one at a time, and ask students to raise their hands when you
point to the card that doesn’t belong. Repeat for each quantity
from zero through nine at least once. Discuss what is the same and
what is different about all the cards that do belong. Explain that
you made the groups based on how many shapes were on each card. It
doesn’t matter what the shapes are, how big they are, where they
are on the card, or what colour they are.
Tap your desk a few times and ask students to identify the number
of taps. Have all students individually hold up the correct number
of fingers. Then hold up various number of fingers and have
students say the correct number.
Counting in different ways gives the same answer. Arrange nine
counters in a row. ASK: Do you think I will get the same answer
starting here (at the left) as I get starting over here (at the
right)? Count in both directions. ASK: Why did I get the same
answer? (same number of counters) Repeat with different numbers of
counters. Occasionally make a mistake by counting a counter twice.
Wait for students to discover your mistakes. Discuss strategies to
ensure that you don’t count objects twice, for example, move
objects already counted to a separate pile or cover up each object
that has already been counted.
Identifying the numeral with the sound. Draw several capital or
lowercase letters and ask students to name them. Explain to
students that just as
Goals Students will learn to count and will associate numbers
(spoken) with the corresponding quantities and written
numerals.
PRIOR KNOWLEDGE REQUIRED
Is able to circle a group of objects Can colour
MATERIALS
BLM Quantities (pp B-104–B-108) 9 counters various old magazines
and catalogues (sports, clothing, toys, and so on) packages
labelled with numbers BLM 2-cm Grid Paper (p G-10) BLM Game Cards
(p G-9) BLM Blank Domino Cards (p G-8)
PROBLEM SOLVING
Number Sense 2-1
we have symbols for the letters in the alphabet (e.g., E is “ee”),
we have symbols for numbers. Write some numbers on the board in
order, from 0 to 9, and ask students to say the numbers as you
point to them. Gradually increase the difficulty by writing more
and more numerals that are not in order (4 2 5 3 8 6 1 0 7…). Then
write 10 on the board. ASK: Is this a number? (yes) What number is
it? (ten)
Identifying the numeral with the quantity. Write the numbers from 0
to 9 across the board, in order, leaving plenty of space between
each one. Give each student one of the quantity cards used earlier
and ask volunteers to tape their card below the correct number.
More than one card will go with the same number. Then write a
numeral on the board and have students hold up the corresponding
number of fingers.
ACTIVITIES 1–7
1. Five. Give students BLM 2-cm Grid Paper. Ask them to colour any
five squares, but only five. Ask one student to count his or her
squares, pointing to each square one by one. SAY: I see all of the
squares are [describe their arrangement on the page, e.g., in the
top corner, in a line]. Did anyone colour five squares in a
different way? How is your five different?
2. Posters. Give each student an old magazine or catalogue. Assign
each student one number from 2 to 9 and ask students to find and
cut out pictures where items are in groups of that many. Students
can then form a group with other students who had the same number
and pool their cut-outs to make a poster.
3. Numbers on packages. Have students identify the numbers on
packages and discuss why numbers are important here. EXAMPLES:
puzzle pieces, Lego building blocks, marbles, cookies, pencils,
pens, erasers, crayons, chalk, paper, Ziploc bags. Students can
also package a product themselves and write how many on the
package.
4. I Have —, Who Has —? or Group Dominoes. (See NS Part 1—
Introduction) Use numerals on top and dots on the bottom.
Alternatively, use different arrangements of dots on the top and
bottom. See BLM Game Cards.
5. Dominoes. (See NS Part 1 – Introduction) Use dots on both sides
of the dominoes, but arrange the dots differently for the same
quantities. See BLM Blank Domino Cards.
6. Finding page numbers. Have students open their JUMP Math
workbook to page 1. Then have them turn and point to the following
page numbers in order: 2, 5, 3, 7, 10, 6, 9, 8, 6, 1, 4.
7. Message booklet. Make books with 10 pages. Each page has a word
or letter and a page number. Give students various messages to
find. The same book can be used for several different short
messages, as long as the instructions “Go to page…” are given
orally.
PROBLEM SOLVING
Real world
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CURRICULUM EXPECTATIONS Ontario: 1m11, 1m13, 1m20; review, 2m3, 2m5
WNCP:1N1, 1N2, 1N3; review, [CN, T]
VOCABULARY the numbers 0 to 10 how many number
Goals Students will practise counting, that is, matching numerals
and quantities.
Numbers need to be right side up. Demonstrate that a chair, no
matter how you turn it, is still a chair. But letters and numbers
are not like chairs; they have to be written “right side up”
otherwise they change. Write some lowercase letters, like “j” or
“k,” on cards and turn them upside down and sideways to illustrate
this. NOTE: Students may identify letters and numbers that don’t
change (e.g., 8) or letters that turn into other letters (e.g., “d”
becomes “p”) when written on a card and turned upside down. Point
out that these are special cases; in general, numbers and letters
have only one right side up.
Draw several numbers in two ways, correctly and incorrectly, and
have volunteers circle the correct way. Include numbers that are
upside down or on their side.
Match by counting. In a two-column chart, draw three different
quantities (less than ten) in the first column. Draw the same three
quantities, using different items in a different arrangement, in
the second column. EXAMPLE: 4 stars, 5 dots, and 1 checkmark in the
first column; 1 heart, 4 squares, and 5 triangles in the second
column. (Alternatively, use cards from BLM Quantities.) Have
volunteers match the items by quantity. Repeat several times,
gradually increasing the quantities in each column, up to ten. Then
arrange and match quantities by row instead of column. When
students can comfortably match quantities, replace the quantities
in one column or row with numerals, and have students match
numerals to quantities.
ACTIVITY 1
Ask students to walk around the room and look for numbers written
the correct way. Have them use the numbers they find to circle
numbers written correctly on BLM Circle the Numbers. Some boxes
include two correctly written numbers (6 and 9).
PRIOR KNOWLEDGE REQUIRED
Understands the concept of quantity Can join two figures with a
line
MATERIALS
BLM Circle the Numbers (p B-109) quantity cards or BLM Quantities
(pp B-104–B-108) 2-cm grid paper or BLM 2-cm Grid Paper (p G-10)
BLM Game Cards (p G-9) BLM Dominoes (p B-110)
NOTE: Technically, a number is the quantity and the symbol for the
number is called the numeral. A digit is any symbol from 0 to 9. A
numeral can consist of one digit (e.g., 6, which corresponds to the
quantity six) or more than one digit (e.g., 12, which corresponds
to the quantity twelve). Students do not need to use the word
“numeral” at this stage; they can use “number” to refer to both the
quantity and the symbol.
B-11
Number Sense 2-2
Match two quantities to numerals. Ask students to match dominoes
with dots to corresponding dominoes with numbers. EXAMPLE:
Encourage students to check both sides of the dominoes they match
to verify their answers. Justifying the solution Repeat with other
sets of dominoes where each number appears only once. Then begin to
include examples where the same number occurs on one side of two
different dominoes. Finally, arrange the dominoes in rows instead
of columns and then scatter them.
CONNECTION Literature What Comes in 2’s, 3’s, and 4s? by Suzanne
Aker One Gray Mouse by Katherine Burton Feast for 10 by Cathryn
Falwell One Hungry Monster by Susan Heyboer O’Keefe
Extensions 1. Have students match objects by number. SAY: It might
be tricky. Some
groups have the same objects but you have to match by number, not
by object. EXAMPLE:
2. Ask students to think of letters that can be turned around to
make other letters. Then ask them to think of numbers that can be
turned around to make letters. Give students calculators, and have
them push different numbers and then turn the calculators around to
see what letters they can make. Ask them to try to make a word. Can
they make any of these words: hello, goose, giggles, lego, bees?
What other words can they make?
5 4
1 3
2 6
PROBLEM SOLVING
BLM Dominoes
EXTRA PRACTICE ACTIVITY 2
Play Picking Pairs and then Memory (See NS Part 1—Introduction)
using quantity cards. Start with two of each quantity from one to
nine. Arrange the 18 cards in 3 rows of 6. Variation: Use one
quantity card and one number card for each quantity.
Draw a group of 9 and a group of 10. Have a partner circle the
group of 10.
JOURNAL
ONLINE GUIDE
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CURRICULUM EXPECTATIONS Ontario: 1m11, 1m13, 1m20; review, 2m1
WNCP: 1N5; review, [R, CN]
VOCABULARY more less pair enough as many
Goals Students will identify which of two sets has more by using
one-to-one correspondence.
Adding one to both or removing one from both doesn’t change which
has more. Take a pile of 3 red counters and a pile of 4 yellow
counters. ASK: Are there more red counters or yellow counters?
(yellow) Verify by counting. Emphasize that 4 comes after 3, so
there are more yellow counters than red counters. Continue adding
one to each pile, asking which pile has more, and verifying.
Emphasize that adding one to each pile at the same time doesn’t
change which one has more.
Matching chairs to people. Sit in your chair and ask students to do
the same so that everyone in the classroom is seated. ASK: Are
there more people or chairs in this room? How do you know? (If
there are extra chairs, then there are more chairs than people.)
Draw several combinations of chairs and stick-people on the board
(see suggestions below) and ASK: Are there more people or chairs?
How do you know? Did you need to count?
• 5 chairs and 7 people; 2 people are standing • 5 chairs and 7
people, but no one is standing—the first two and last
two people are sharing a chair • 9 chairs and 6 people; three
chairs are empty
Which group has more? Tell students you want to find out if there
are more boys or girls in the class without counting. Ask students
to pair up, one boy with one girl. ASK: Are there any boys or girls
left without a partner? Are there more boys or girls? How many
more?
Find out which pile has more, without counting, by removing one
from each pile. SAY: Julie and Teah each have a pile of beads.
(Show Julie’s
PRIOR KNOWLEDGE REQUIRED
Understands the concepts of more and less (or fewer) Can
count
MATERIALS
lots of objects to count, such as counters and connecting
cubes
ACTIVITY
Co-operative musical chairs. Play as you would musical chairs, but
no one sits out: Every time a chair is removed, children sit two or
more to a chair. Eventually they will all have to fit onto one
chair. Play in groups of 7 or 8. Make the connection between having
more people than chairs and having to share chairs. VARIATION:
Large hula hoops are islands. The water level is rising and islands
are disappearing, one by one. People stand inside the hula
hoops.
Draw two more hearts than circles. Draw as many pencils as
erasers.
JOURNAL
B-13
Number Sense 2-3
pile of 24 yellow counters and Teah’s pile of 26 red counters.)
They want to know if they have the same number or not, but counting
each pile is too much work. How can they find out without counting?
Encourage students to talk over the problem with a partner before
sharing ideas with the class. If no one suggests removing one from
each pile until only one colour is left, suggest it yourself and
then demonstrate. ASK: Which colour is left: red or yellow? (red,
so there are more red counters than yellow counters) Who has more
counters? (Teah) ASK: If Teah gives a counter to Julie, do you
think they will have the same number? Check the prediction. Then
let students work in pairs. Give each pair a pile of red and a pile
of yellow counters and have them determine if they have more red or
yellow counters.
Draw a model for the counters. Draw several squares, some coloured
and some uncoloured, scattered on the board. Demonstrate pairing
objects by drawing a circle around pairs or by joining pairs with a
line. ASK: Are there more coloured or uncoloured squares? How do
you know?
Connect one-to-one correspondence with counting. Explain that when
you count, you are really pairing up each object with a number.
ASK: How many numbers do I say when I count from 1 to 8? (8)
Demonstrate by counting 8 cubes. Point out that each cube gets
paired up with a number from 1 to 8. Since you know that there are
8 numbers from 1 to 8, there are 8 cubes. Emphasize that it doesn’t
matter which cube you pair up with each number, just like it didn’t
matter which red counter was paired up with which yellow counter
above.
Extension Starsweeper. Before they play this game, students should
complete BLM Counting Starred Squares (pp B-111–B-113). Over the
course of the BLM, students will learn to identify how many starred
squares each square in a grid is touching (see examples in
margin).
To make a 4 × 4 or 5 × 5 Starsweeper grid, put at most four stars
in the 4 × 4 grid and five stars in the 5 × 5 grid. Then write the
number of starred squares each square is touching in that square.
You (or your students) can use the templates on BLM Blank
Starsweeper Grids (p B-114).
Students cover all the squares on the grid with coins or tokens
about the size of a penny. Students remove the coin from any square
they think does not have a star in it. If they uncover a square
with a 0 in it, they know that all the squares around it are
star-free and they can uncover all of those too. When students
think there are more starred squares still covered than numbered
squares, they stop. Students can check if they’re right by putting
the pennies left on the board into two piles: one pile for the
pennies that cover a starred square and a second pile for the
pennies that cover a numbered square. They win if the first pile
has more than the second pile. Students can play individually or
co-operatively in pairs by taking turns. Players must decide
together when to stop uncovering squares.
Real World
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NS2-4 Counting with a Chart Page 5
CURRICULUM EXPECTATIONS Ontario: 1m11; review, 2m2, 2m5 WNCP: 1N1,
1N3; review, [R, CN]
VOCABULARY number line
Goals Students will use a chart in place of counting orally.
Make a counting strip for each student. Make strips of paper 2-cm
wide and 20 cm long divided into ten numbered squares (or photocopy
strips from BLM Counting Cubes).
Count using a chart. Give each student up to ten 2 cm connecting
cubes (students should have different numbers of cubes). Ask
students to count their cubes. Then have them make a chain with the
cubes and place it on the chart, so that each cube covers one
square and the chain starts on the 1. Students should exchange
cubes with different partners and repeat the exercise several
times. Then ASK several students: How many cubes did you count?
What is the last number covered on the chart? Does anyone notice a
pattern? (the last number covered is always the number of cubes in
the chain) Then have students repeat the exercise with this pattern
in mind. Does the pattern hold? (yes) ASK: What is an easy way to
find out how many cubes there are without counting? (look at the
last number covered)
The chart does the counting for you. ASK: How is the chart doing
the counting for you? (instead of saying “one, two, three,…” when
picking up the cubes, just place a cube on 1, another cube on 2,
another on 3, and so on) Demonstrate by picking up a cube, saying
“one,” and placing it on the 1. Pick up another cube, say “two,”
and place it on the 2. Repeat until all the cubes are
counted.
The chart makes sure that each cube is counted once. ASK: How does
the chart help to make sure that you don’t count any cube twice?
(once a cube is placed on the chart, it’s been counted) How does
the chart help to make sure you don’t miss any cubes? (if any cubes
are left off the chart, they aren’t counted)
PRIOR KNOWLEDGE REQUIRED
Can say the numbers from 0 to 10 and write the corresponding
numerals in sequence Can count to 10
MATERIALS
counting strips (details below) or BLM Counting Cubes (p B-115)
lots of 2-cm connecting cubes two-colour counters or coins precut
square pieces of paper (details below)
1 2 3 4 5 6 7 8 9 10
PROBLEM SOLVING
Making and investigating conjectures
Number Sense 2-4
Demonstrate using the chart incorrectly. Draw the same chart on the
board and use square pieces of paper to represent cubes. Place six
squares on numbers as shown:
Explain to students that because 8 is the last number covered, you
think that you put 8 squares on the chart. ASK: Am I right? (no)
Why not? (the squares must cover every number in order; you can’t
skip numbers) Then take the squares off and demonstrate counting
them incorrectly: 1, 3, 4, 5, 7, 8. SAY: Even when I count them, I
still get 8. What did I do wrong now? (you missed two numbers; you
didn’t say all the numbers in order) Explain that just as you’re
not allowed to miss numbers when counting, you’re not allowed to
miss any numbers when using the chart. Repeat with various
incorrect placements, always asking students to tell you how this
is like missing numbers when counting. EXAMPLE: 2, 3, 4, 5.
Writing numbers. From this lesson forward, students need to be
comfortable writing the numerals from 0 to 9.
Extension On BLM Counting Dots (p B-116), students can count the
corners (marked by dots) of various shapes.
1 2 3 4 5 6 7 8 9 10
PROBLEM SOLVING
Connecting
ACTIVITY
Give each student 10 two-colour counters or coins. Have students
toss the counters/coins and then use a sequence of numbers to count
how many turned up red and how many turned up yellow (or heads and
tails). Students could place the red counters (or heads) above the
row and the yellow counters (or tails) below the row.
1 2 3 4 5 6 7 8 9 10
Students can practise writing numbers with BLMs Ants, License
Plates, Roman Numbers, and Writing Numbers.
ONLINE GUIDE
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NS2-5 More, Fewer, and Less Page 6
CURRICULUM EXPECTATIONS Ontario: 1m11, 1m20; review, 2m1, 2m7 WNCP:
1N5, 1N8; review, [R, C]
VOCABULARY right left more most less least fewer fewest order
Goals Students will understand that the number that means more
(less) is said later (earlier) when counting and written to the
right (left) when the numbers are written in order.
The concept of more. Ask students to try to explain what “more”
means without using the word. Then explain that “more” in math
means a larger number. Write “more” on the board. Show lots of
pennies in one hand and two or three in the other. ASK: Which hand
has more pennies? Then draw lots of little circles on the right
side of the board and two big circles on the left. ASK: Are there
more circles here or there? Explain that the circles are bigger on
one side, but there are more of them on the other side.
The number you say last means more. Show two piles of blocks, one
with 8 and one with 9. ASK: Which pile has more blocks? How can we
find out for sure? Then count the pile with 8 blocks. Choose a
student who said that the pile with 9 blocks has more. SAY: You
said that the other pile has more. Do you think I will get to eight
when I count the second pile? Emphasize that you should get to
eight before finishing the second pile because it has “more.” Then
count together and stop at eight. ASK: Was [student’s name] right?
Explain that because you were not finished counting the other pile
when you said eight, that pile has more.
Show 5 red counters and 7 yellow counters. Count the pile of seven
and then check to see if you say seven when you count the other
pile. ASK: Are there more red counters or yellow counters? (yellow)
How do you know? (when counting the red pile, you didn’t say the
number that you got when you finished counting the yellow
pile)
It’s easier to count two piles together. SAY: It’s so much work to
count each pile separately; let’s try to count two piles at the
same time. Show a pile of 6 red cubes and 8 yellow cubes. Taking
one of each colour at a time, count up to six; hold up 1 red cube
and 1 yellow cube with each number. Explain that you have to stop
because you have run out of red cubes. Since there are extra yellow
cubes, you know there are “more” yellow than red cubes. Write on
the board: red 6. Finish by counting the two extra yellow cubes.
Emphasize that you can start at 7 because you already counted
6.
PRIOR KNOWLEDGE REQUIRED
Is able to say the numbers from zero to ten in sequence Can match,
and translate between, numbers spoken orally and numerals
MATERIALS
blocks, counters, cubes or other objects to count BLM Who Is
Winning? (p B-117)
B-17
Number Sense 2-5
Then write on the board: yellow 8. Give students red and yellow
cubes to count in this way. Repeat by having students trade
handfuls of cubes with each other.
When numbers are written in order, the number on the right means
more. Write the numbers in order on the board. ASK: Are the numbers
written in the same order as you say them when counting out loud?
(yes) How could you use this order to say if a number is more or
less than another number? (the one on the right, or further along
in the list, means more, just as the number you say last when
counting out loud means more)
Which number means more? Write two numbers on the board. Have
students show the larger of the two numbers by holding up the
correct number of fingers. Have an ordered list of numbers
displayed for reference. Eventually challenge students to indicate
which is more without referring to an ordered list.
Which number means the most? Explain that “most” means more than
all the others. Write “most” on the board. Write three numbers on
the board and have students choose the number that means the most.
Start with examples where the numbers are already in order
(EXAMPLE: 3, 6, 7), and then give examples where the numbers are
not in order (EXAMPLE: 7, 4, 1). Students might at first find it
helpful to refer to a list of the ordered numbers. They can circle
all three numbers that they are asked to consider on the list and
then choose the one furthest right as the most.
Introduce “fewer” and “less” as the opposite of “more.” Have two
piles of counters: 5 red and 3 yellow. Tell students there are more
red counters than yellow counters; that means there are fewer
yellow counters than red counters. Explain that fewer is used for
amounts that you can count and less is used for amounts that you
cannot count. Show or draw two students with different amounts of
cake: One has 2 small pieces, the other has 1 large piece bigger
than both small pieces put together. ASK: Who has more pieces?
Fewer pieces? More cake? Less cake? Write “fewer” and “less” on the
board, spaced apart, and ask students to point to the correct word
to finish various sentences (or make cards for the students to hold
up). EXAMPLE: I have more coins, so you have coins. (fewer) Repeat
with: carrots (fewer), juice (less), pie (less), pizza (less),
pieces of pizza (fewer).
Repeat this lesson with “fewer/less.” Go back to “The number you
say last means more,” and guide students to decide which pile has
fewer by first asking which pile has more. Introduce “least” and
“fewest” as the opposite of “most.” Explain that least means less
than all the others and fewest means fewer than all the others.
Repeat the last exercise above (Which number means the most?) with
“fewest” instead of “most”.
PROBLEM SOLVING
BLM Who Is Winning?
Doing a simpler problem first
Bonus Give students 4 blue, 8 red, and 7 yellow cubes and ask them
to count all three piles by saying the counting sequence only one
time.
Extension—Introduce the more than (>) and less than (<)
symbols using BLM Mr. Hungry.
ONLINE GUIDE
ACTIVITY
Play Peace and Peace for Less. (See NS2 Part 1—Introduction) Use
only the red cards from A to 10 and count A as 1.
Bonus 7, 6, 3, 9; 4, 6, 2, 3, 7, 1
B-18 Teacher’s Guide for Workbook 2.1
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NS2-6 How Many More? Pages 7-9
CURRICULUM EXPECTATIONS Ontario: 1m11, 1m14; review, 2m3, 2m5, 2m6,
2m7 WNCP: 1N5; review, [R, CN, C, V]
VOCABULARY extra pair up how many more
Goals Students will determine how many more by pairing objects up
and counting the extras.
Count the extras to find how many more. Give students two-coloured
counters to toss. ASK: Did more counters land with the yellow face
up or the red face up? Have students pair up their counters to see
which colour has extras. ASK: How many extras are there? Have
several volunteers present their answers, showing their pairings.
Repeat several times.
Find out how many more by lining up objects above and below a
sequence of numbers. Draw the numbers 1 to 10 on the board, then
line up eight squares above the numbers and six triangles below the
numbers in one-to-one correspondence:
1 2 3 4 5 6 7 8 9 10
Remind students how to pair objects, one square to one triangle.
ASK: Are there more squares or triangles? (squares) SAY: If there
is more of one shape, I’m going to call the additional number of
shapes “extra.” Write the word “extra” on the board. Draw a circle
around each extra square and the number below it:
1 2 3 4 5 6 7 8 9 10
ASK: How many extra squares are there? (two) Write the following
sentence on the board and ask a volunteer to fill in the blank:
There are more than . Repeat with similar pictures.
Counting the extra numbers you say. Write 1 2 3 4 5 and have a
volunteer continue writing the numbers until 8. ASK: How many extra
numbers did you write? (3) How many more is 8 than 5? (3) Tell
students that they can keep track of how many extra numbers there
are by counting on their fingers. Tell students you are going to
count to 8, but only raise a finger when you say an extra number
after 5. Remind students that you want to know how many more 8 is
than 5. Count from 1 to 5 with your fist closed,
PRIOR KNOWLEDGE REQUIRED
Understands one-to-one correspondence Understands the concepts of
more and less (fewer) Can count
MATERIALS
BLM Counting On (p B-118) BLM How Many Fruits? (p B-119)
Making a model.
Number Sense 2-6
then raise your thumb and say “6,” raise your index finger and say
“7,” raise your middle finger and say “8.” SAY: Because I raised 3
fingers when counting to 8 after I counted 5, I can see that 8 is 3
more than 5.
As a class, use this method to find how many more 9 is than 7.
Start counting at 1; students only raise fingers when they get to
the extra numbers. Repeat with 8 and 4; 10 and 5; 9 and 6; 10 and
7.
NOTE: Make sure students tuck their thumbs under their other
fingers when they make a fist. If the thumb is not tucked under and
sticks out, students may start counting the extras with their other
fingers but include the thumb when they total the extras. To ensure
that students keep their fists closed while saying the first
number, you can pretend to throw them the first number which they
have to pretend to catch.
Counting on. Show students an easier way to find how many more 10
is than 7. Instead of saying 1, 2, 3, 4, 5, 6, 7, all with their
fist closed, they can just say 7 with their fist closed, and count
the extra numbers 8, 9, and 10. Discuss why this works. SAY: You
are going to get to 7 anyway, by saying all the numbers from 1 to
7, so you might as well save time by starting at 7. Give students
lots of practice with this type of question. Eventually include
questions where students need to count the extra numbers on both
hands, but use only one-digit numbers. EXAMPLE: 9 is how many more
than 3?
Counting on with pencil and paper. Tell students that you want to
know what number is 4 more than 5. Instead of saying the next four
numbers, you can write them. Write on the board: 5 (as on Workbook
page 8). Have a volunteer fill in the blanks. ASK: What number is 4
more than 5? Repeat with other numbers, always ending with at most
10. Then write the numbers from 1 to 20 in order on the board, and
include problems that require counting to 20. Leave this number
sequence visible while students complete Workbook page 8.
Extensions 1. BLM More Than (p B-120). Students discover patterns
by changing the
order of numbers: 7 is 4 more than 3 but 7 is also 3 more than
4.
2. BLM Keeping Score (p B-121) shows various scores for Red against
Blue and asks who’s winning and by how many points.
Reflecting on other ways to solve a problem
PROBLEM SOLVING
ACTIVITY
Bring in a bed sheet and set up a hiding area at the front of the
room. Ask 4 volunteers to hide behind the sheet and ask for 3 more
volunteers to stand at the front. ASK: How many children are at the
front of the room? SAY: I know there are 4 children hiding even
though we can’t see them, so we will count the others starting at
5. Demonstrate doing this and then remove the sheet and count all
the students, starting at 1. Repeat with various numbers of
volunteers. VARIATION: Hide a known number of counters in a
container.
Literature—More, Fewer, Less by Tana Hoban
CONNECTION
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CURRICULUM EXPECTATIONS Ontario: 1m12; review, 2m3 WNCP: 1N4;
review, [R]
VOCABULARY one, two, …, ten
Goals Students will read the number words from zero to ten.
Sound out number words to read. On the board, write:
two four zero three five one
SAY: These are the number words for 0, 1, 2, 3, 4, and 5, but they
are out of order. Write the numbers on the board. Have students say
each number out loud. Use sound to match the numerals to the number
words in this sequence:
• 4 What sound does it start with? What other words start with the
same sound? What letter makes that sound? What sound does the word
“four” end with? What letter do you think it ends with? Can you
choose the correct word? (When chosen, circle the word
“four.”)
• 0 Repeat the questions above. Circle “zero.” Show students how to
check their choice using information given. ASK: The word that you
circled has an “r” in it—does this make sense?
• 5 There are two ways to see that “five” is 5: first, it’s the
only word left that begins with the “f” sound; second, look at all
the words in the list and see that “five” is the only one that has
a “v” sound as well as an “f” sound.
• 3 Remind students that sometimes two letters make one sound. Ask
them which two letters are making one sound in words like throw,
thanks, and think. Encourage students to search for the words in a
book, point to words on the word wall, or write some of them on the
board. Underline the “th.” ASK: Which number word starts with
“th”?
• 2 It starts with “t” but not “th.”
• 1 It has an “n” sound; also, it’s the only word left!
Repeat with the words “six” through “ten.” Use the “t” sound at the
end of “eight” to help students match it to 8.
PRIOR KNOWLEDGE REQUIRED
Can write the alphabet Knows the sounds associated with each letter
of the alphabet
MATERIALS
BLM Match Pictures to Number Words (p B-122) number word cards for
zero to ten (one per student) number cards for 0 to 10 (one per
student) BLM Reading Numbers (p B-123)
Reflecting on the reasonableness of an answer
PROBLEM SOLVING
PROBLEM SOLVING
EXTRA PRACTICE
Number Sense 2-7
Find the number word in a sentence. Write the number words from
“zero” to “five” on the board and then the sentence, “Four friends
played together.” ASK: Can you find the number word in that
sentence and say it? Ask a volunteer to write the number above the
number word:
4 Four friends played together.
Repeat with several more sentences, using “zero” to “five.” Then
erase the number words on the board and have students find the
number word without the list to refer to. Continue with sentences
using number words “six” to “ten,” again starting with a list on
the board and then erasing it. Finally, give students sentences
using any number from “zero” to “ten.” Start with simple sentences,
such as “There are nine monkeys,” and move on to more complex
sentences, such as “Rita bought two tennis rackets and three tennis
balls.” EXAMPLES:
Four children played hockey. Recess lasts ten minutes. Rita bought
three tennis balls. Mary has five erasers. John is seven years old.
Karen is five years old. Calli is three years old and Lina is five
years old. John has eight fingers and two thumbs. Lucas is two
years younger than Sarah.
Ask students to make up their own sentences and have a partner
write the number(s) above the number word(s).
A tip for struggling students. When you ask students to write the
numbers above the number words, here and on Workbook page 11, some
students may find it helpful if you underline the number word
first. Once students are able to find and write the number this
way, try more sentences without underlining the number word, or
photocopy Workbook page 11 and have students redo it.
Extensions 1. BLM How Many More Than (p B-124). Students write how
many more
one number is than another.
Bonus Add the number word above the numeral in the blank.
2. BLM Stars (p B-125). Students join the dots in order, according
to the number words.
3. Give each student number word cards for “zero” to “ten.”
Students shuffle the cards and order them. Students can then
re-shuffle the cards and exchange with a partner.
Representing
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NS2-8 Addition Pages 12-13
CURRICULUM EXPECTATIONS Ontario: 1m25; review, 2m1, 2m2, 2m5, 2m6,
2m7 WNCP: 1N9; review, [R, V, CN, C]
VOCABULARY add plus (+) in total altogether equal (=) addition
sentence
Goals Students will solve simple addition problems.
Starting with 2 and adding 3 more always gives 5 in total. Draw two
circles in a row on the board. ASK: How many circles did I draw?
Then ask your students to watch carefully. Draw three more circles.
ASK: How many more did I draw? SAY: I started with two circles. I
drew three more. How many do I have in total? Repeat with squares
in a row and then triangles arranged not in a row, again starting
with two and adding three more.
The plus (+) and equal (=) signs. ASK: If you had two apples and
someone gave you three more apples, how many would you have in
total? Tell students that mathematicians have a way to say that if
you have two of something and you add three more, you always have
five in total. Ask if anyone knows the way mathematicians write
this. If no one does, write 2 + 3 = 5. Ask if students know the way
mathematicians say this. Tell them that we say “2 plus 3 equals 5”
but what we really mean is “starting with 2 things and adding 3
more is the same number as having 5 things”; point to the
corresponding symbol as you say each part. Emphasize that the plus
sign (+) means “adding” and the equal sign (=) means “is the same
number as.”
Read addition sentences two ways. Write 3 + 4 = 7 on the board.
ASK: How could I read this? (“3 plus 4 equals 7” or “starting with
3 things and adding 4 things is the same number as having 7
things”) Say it both ways after volunteers respond. Repeat with
more sentences, but don’t include zero yet (students will add and
subtract zero in NS2-10). EXAMPLES: 2 + 1 = 3, 2 + 4 = 6, 1 + 5 =
6, 3 + 3 = 6, 4 + 5 = 9, 3 + 5 = 8.
Check with counters that addition sentences are right. Give
students two-colour counters or two colours of blocks. Have
students make, for example, a pile of 2 yellow counters and another
pile of 4 red counters and then see how many they have altogether.
Emphasize that starting with 2 counters and then adding 4 more
counters is the same number as having 6 counters (i.e., starting
with both piles put together). SAY: Notice that we are adding
counters, not colours; colour doesn’t matter. Write on the
board:
PRIOR KNOWLEDGE REQUIRED
Uses one-to-one correspondence when counting Can count to 10 Know
the plus (+) and equal (=) signs Understands the concept of
addition
MATERIALS
two-colour counters or two colours of blocks dice BLM Game Cards (p
G-9) BLM Blank Domino Cards (p G-8) BLM Add the Dots (p
B-126)
Looking for a pattern
ONLINE GUIDE
Number Sense 2-8
2 + 3 = 5, 3 + 5 = 7, 5 + 4 = 9. Challenge students to find the
incorrect sentence and prove that it is incorrect using their
counters (when the piles of 3 and 5 counters are put together they
do not total 7).
Write the total on the left. Tell students that when you say two
things are the same, it doesn’t matter which you say first. For
example, “My shirt is the same colour as your crayon” and “Your
crayon is the same colour as my shirt” mean the same thing. We can
do that with numbers too. Saying 5 + 1 is the same number as 6
(write 5 + 1 = 6 on the board as you say this) means the same thing
as saying 6 is the same number as 5 + 1 (write 6 = 5 + 1 on the
board). Have students write these addition sentences with the total
on the left: 3 + 4 = 7, 2 + 6 = 8, 1 + 4 = 5.
Write on the board: 6 = 3 + 2, 7 = 2 + 5, 8 = 7 +1. Again have
students find the incorrect sentence and prove their choice using
counters.
Add 3 things together. Tell your students that 3 girls, 2 boys, and
2 adults went on a picnic. Write on the board: 3 girls + 2 boys + 2
adults = people. ASK: How many people went on the picnic? Have one
volunteer draw the 3 girls, another volunteer draw the 2 boys, and
another draw the 2 adults. ASK: How many people are drawn
altogether? Have students find the totals in more such problems by
drawing their own pictures or by using counters. EXAMPLES:
3 basketballs + 2 volleyballs + 2 soccer balls = balls vehicles = 3
buses + 2 fire trucks + 3 police cars
Bonus animals = 2 lions + 1 bear + 3 cats + 2 dogs + 1
hamster
Write addition sentences another way. Explain that addition
sentences can be written up and down too (see margin). Have
students practise adding vertically with more problems like those
above.
BLM Add Roman Numbers shows playing cards that use Roman numbers.
Students use the cards to write and add roman numbers.
BLM I Have — Who Has — Addition Cards has ready- made cards for
numbers up to 5. The BLM has 12 cards: the first 6 go together and
the next 6 go together. Play in groups of six.
ONLINE GUIDE
ONLINE GUIDE
ACTIVITIES 1–3
1. If students can count to 12, have pairs of students roll two
dice—one each—and add the numbers they roll. Students should add
the numbers independently and compare their answers. If students’
answers do not agree, they should add again or count the dots until
they do. If students can count to 18, have them work in groups of
three.
2. I Have —, Who Has —? (See NS Part 1—Introduction) Use a number
on top and an addition question with a picture on the bottom. Use
BLM Game Cards to make cards for numbers up to 10.
3. Dominoes or Group Dominoes. (See NS Part 1—Introduction) Use BLM
Blank Domino Cards to make dominoes with a number on top and an
addition problem with a picture on the bottom.
Drawing a picture
BLM Add the Dots
EXTRA PRACTICE
Literature—Animals on Board by Stuart J. Murphy. Two trucks of each
kind of animal pass by the character’s truck and he adds the
numbers together to find the total.
CONNECTION
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NS2-9 Subtraction Pages 14-15
CURRICULUM EXPECTATIONS Ontario: 1m25; review, 2m2, 2m6 WNCP: 1N9;
review, [R, V]
VOCABULARY minus (-) take away subtract subtraction sentence
Goals Students will understand subtraction as “taking away” and
will draw and use pictures to solve subtraction problems.
Taking away 3 objects from 5 always leaves 2 objects. Draw five
circles in a row on the board. SAY: I want to remove three circles,
but instead of erasing them, I am going to cross them out; please
watch carefully and tell me to stop when you think I’ve crossed out
enough circles. Cross out the first three circles. If students
don’t tell you to stop, ASK: How many have I crossed out? Have I
crossed out enough? How many are left? Repeat with five squares in
a row, but this time take away the last three squares. Then repeat
with five triangles scattered randomly and take away any three.
ASK: If you had five apples and someone took three of them away,
how many would be left?
The minus sign (−). Explain that if you have five of something and
you take away three of them, you always have two left. ASK: Does
anyone know how mathematicians write this fact using numbers and
signs? Encourage students to come to the board to show you if they
want to. If no one volunteers, write 5 - 3 = 2. Ask if students
know the way mathematicians say this. Tell them that we say “5
minus 3 equals 2,” or “5 take away 3 equals 2,” or “subtract 3 from
5 to get 2.” Point to the corresponding sign as you say each part.
SAY: What we really mean is that when we start with five things,
and we take away three of them, we get the same number as if we’d
started with only two things.
Write subtraction sentences from a picture. Draw seven circles and
tell students you want to remove four. SAY: Tell me when to stop.
(Cross out four circles.) Ask a volunteer to write a “take away”
sentence on the board for your drawing. (7 - 4 = 3) Write “take
away,” “subtract,” and “minus” on the board. Ask another volunteer
to read the sentence in two different ways, one using “take away”
and another using a different word that means the same thing.
Repeat this several times with different numbers, asking students
to write the sentence and then read it using “subtract” or “minus.”
Do not include examples with 0 yet (students will subtract with 0
in the next lesson).
PRIOR KNOWLEDGE REQUIRED
Uses one-to-one correspondence when counting Can count to 10 Knows
the plus (+) and equal (=) signs Understands the concept of
addition
MATERIALS
PROBLEM SOLVING
Number Sense 2-9
Colouring to subtract. Tell students that instead of crossing out
circles, you will colour the circles you want to take away and then
ask how many are not coloured. Draw on the board the picture shown
in the margin. ASK: How many circles did I draw? How many did I
colour? How many are not coloured? (Write 5 - 3 = 2.) Repeat for
various examples.
Draw a picture to solve the subtraction sentence. Write a
subtraction sentence on the board, such as 5 - 2. SAY: Please draw
shapes, as I’ve been doing, to show 5 - 2. You might draw circles,
squares, triangles, or hearts. Your shapes should be big enough so
that the whole class can see them when you hold them up. Have
volunteers show their work to the class; emphasize how all the
drawings are different and how they are the same. Differences may
include shapes drawn, size of shapes, where they are on the page,
and colour.
Check with counters that subtraction sentences are right. Give
students counters. Have students count out 7 counters, and ask them
to take away 3, see how many they have left, and write the
subtraction sentence. Repeat for other examples. Then write these
subtraction sentences on the board: 8 - 2 = 6, 8 - 3 = 4, 7 - 5 =
2. Challenge students to find the one that’s wrong and to prove it
wrong using their counters.
Write the difference on the left. Emphasize that 7 - 3 = 4 (7 take
away 3 is the same number as 4) means the same things as 4 = 7 - 3
(4 is the same number as 7 take away 3). Then have students again
use their counters to find the incorrect subtraction sentence among
these choices: 5 = 9 - 4, 7 = 9 - 2, 3 = 8 - 4.
Another way to write subtraction sentences. Explain that, like
addition sentences, subtraction sentences can be written up and
down instead of side to side (see margin). Write several
subtraction sentences on the board for students to solve using a
picture or counters.
Extension
PROBLEM SOLVING
Drawing picture
EXTRA PRACTICE
BLM Subtract Using Dominoes—students write subtraction sentences
for pictures of dominoes.
ONLINE GUIDE
1. Play Difference Peace. (See NS Part 1—Introduction)
2. a) Give students dominoes. Have pairs play as follows: Player 1
picks a domino, counts the total dots, tells Player 2 how many dots
are on the domino, and hides one half. Player 2 guesses how many
dots are on the hidden half. Player 1 then reveals the hidden half.
Players switch roles. b) Play Missing Number Game (see NS 2 Part
1—Introduction) but have students draw dots on the first two flaps
and write the total number of dots on the third flap. Students
might find it helpful to think of the first two flaps as a domino,
with the total number dots given on the third flap.
10 cats - 3 cats = 7 cats
B-26 Teacher’s Guide for Workbook 2.1
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NS2-10 Adding and Subtracting 0 Page 16
CURRICULUM EXPECTATIONS Ontario: 2m2, 2m6, 2m7, 2m72 WNCP: 2N8, [R,
V, C]
VOCABULARY add plus minus take away subtract addition sentence
subtraction sentence
Goals Students will solve simple addition and subtraction problems
involving zero.
Write addition sentences with 0 using dominoes. Tape a large paper
domino on the board with a 5 on one side and blank (0) on the other
side. Ask students to count the number of dots on each side. SAY: I
would like to write an addition sentence for the total number of
dots on this domino. Remind students that there is a number that
means none (0). Invite answers. Write 5 + 0 = 5 under the domino.
Tape a second domino on the board or add dots to the first to show
7 on one side and 0 on the other side. Have a volunteer write the
corresponding addition sentence.
Give each student several dominoes, real or paper, that are blank
on one side. (You can use BLM Blank Domino Cards to make them.)
Have students record the number sentences for their dominoes. ASK:
What do you notice? Explain that when students add 0 objects, they
don’t add anything, so the result is the same as the number they
started with.
Practise adding 0 without dominoes. ASK: If I start with 3 things
and add 0 things, how many do I have in total? (3) Write the
corresponding addition sentence on the board: 3 + 0 = 3. Repeat
with more addition statements. EXAMPLES: start with 5 things and
add 0 things; start with 2 things and add 0 things. Invite
volunteers to write the corresponding addition sentences on the
board: 5 + 0 = 5, 2 + 0 = 2. ASK: What if I start with 0 things and
then add 3 things? Now how many do I have? (3) Have a volunteer
write the addition sentence on the board: 0 + 3 = 3. Continue with
more such questions. Then mix questions with 0 as the first number
or the second number. ASK: What do you think 0 + 15 will be? Repeat
with 12 + 0, 0 + 18, 10 + 0.
Bonus Use increasingly larger numbers: 20 + 0, 0 + 55, 100 +
0.
Subtract 0 using pictures. Draw 3 circles on the board. ASK: How
many circles do I have? (3) Write 3 underneath the circles. ASK: If
I want to take away no circles or 0 circles, how many circles would
I have left? (3) Count how many are left when no circles are taken
away and write the subtraction
PRIOR KNOWLEDGE REQUIRED
Uses one-to-one correspondence when counting Can count from 0 to 10
Knows the plus (+), minus (-), and equal (=) signs Understands the
concepts of addition and subtraction
MATERIALS
pre-made paper dominoes (see below) BLM Blank Domino Cards (p G-8)
BLM Game Cards (p G-9)
PROBLEM SOLVING
Number Sense 2-10
sentence under the circles, starting with the 3 already written on
the board (3 - 0 = 3). Repeat with 5 circles and 1 circle, taking
away 0 circles each time. Have volunteers write the subtraction
sentences underneath the drawings: 5 - 0 = 5, 1 - 0 = 1. Explain
that when you take zero things away, you are left with the number
you started with.
Practise subtracting 0 without using pictures. ASK: If I start with
8 things and 0 things are taken away, how many things are left? (8)
Have a volunteer write the subtraction sentence on the board: 8 - 0
= 8. Repeat with more subtraction statements. EXAMPLES: start with
7 things and take away 0 things; start with 2 things and take away
0 things. Have volunteers write the subtraction sentences on the
board.
Write subtraction sentences that equal 0 using pictures. Draw 7
circles on the board. ASK: How many circles do I have? (7) Write 7
underneath. SAY: I want to take away 7 circles. Then draw an X
through all 7 circles. ASK: How many circles do I have left? (0)
Write the subtraction sentence under the circles, beginning with
the 7 already written: 7 - 7 = 0. Draw 2 circles on the board and
cross out 2 circles. Have a volunteer write the subtraction
sentence underneath: 2 - 2 = 0.
Practise subtracting without drawing circles. ASK: If we start with
4 things and take away 4 things, how many things are left? (0)
Write the subtraction sentence on the board: 4 - 4 = 0. Repeat with
6 things take away 6 things, then 9 things take away 9
things.
Bonus 47 - 47; 312 - 312.
Subtracting with 0. Have students write the subtraction sentences
for pictures in which either all the objects are crossed out (0 is
the difference) or none are crossed out (0 is the subtrahand, the
number being subtracted).
Extension Another model for subtracting. Draw the model shown in
the margin on the board, with the corresponding subtraction
sentence. ASK: What number is being subtracted, the shaded part or
the white part? (shaded) How would you show 6 - 5 = 1 using this
model? Have volunteers draw models for 5 - 2 and 4 - 1. Then have
students draw models for 6 - 6 = 0, 4 - 0 = 4, 10 - 10 = 0, 10 - 0
= 10. Instead of crossing out (as with the circles), they should
shade the number being subtracted.
BLM I Have — Who Has — Subtraction Cards has ready-made cards for
numbers up to 5. The BLM has 12 cards: the first 6 go together and
the next 6 go together. Play in groups of six.
ONLINE GUIDE
ACTIVITIES 1–2
1. I Have —, Who Has —? (See NS Part 1—Introduction) Use a number
on top and a subtraction question with a picture on the bottom. Use
BLM Game Cards to make cards for numbers up to 10.
2. Dominoes or Group Dominoes. (See NS Part 1—Introduction) Use
cards with a number on top and a subtraction problem with a picture
on the bottom. Include 0 in the problems. See BLM Blank Domino
Cards.
7 - 3 = 4
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NS2-11 Counting to 20 Pages 17-18
CURRICULUM EXPECTATIONS Ontario: 1m11, 1m20; review, 2m2, 2m3, 2m5,
2m7 WNCP: 1N1, 1N3; REVIEW, [R, C, CN, V]
VOCABULARY numbers to 20
Goals Students will count to 20. Students will learn to keep track
of their counting so that they can locate any mistakes and verify
their answers with others.
The numbers 14, 16, 17, 18, and 19. Write or tape the numbers from
1 to 20 all in a row and demonstrate counting to 20, pointing to
each number as you say it. Then circle the numbers 14, 16, 17, 18,
and 19 and ask students to listen carefully as you say them. Then
underline the ones digits of those numbers and tell students to
listen for those number words as you count again, pointing to each
number as you say it. ASK: Do you notice a pattern in how I say
those numbers? (the second digit is said first, then the word
“teen”) Point to these five numbers in random order and have
students say the numbers as you point to them. Then include the
numbers from 1 to 10, in random order.
13 and 15. Write these numbers on the board. ASK: Do you know how
to say these numbers? Explain that “13” is not “three-teen” but is
something close—“thir-teen.” Also, 15 is not “five-teen,” but
“fif-teen.” Repeat the exercise above with these numbers
included.
11, 12, and 20. Write these numbers on the board. ASK: Do you know
how to say these numbers? Explain that these numbers are the
hardest to remember because they don’t sound like any number
students already know. Teach students how to say these numbers, and
repeat the exercise above. Start by focusing only on these numbers,
then include all numbers from 11 to 20, and then all numbers from 1
to 20. End by saying the numbers in order from 1 to 20 together as
a class.
Count concrete objects. Give each student 4 or 5 cubes to count.
Pair up students and ask them to count how many cubes they have
together. Then pair up the pairs and ask them to count how many
cubes their group of 4 has altogether.
Count objects on paper. Hand out cards with different numbers of
objects on them. Ask students to write the number on each object as
they count.
PROBLEM SOLVING
MATERIALS
4 or 5 cubes for each studentnumber cards for 1 through 20 cards
with different numbers of objects on them BLM Count the Letters (p
B-130) BLM Numbers Template (p G-1)
B-29
Number Sense 2-11
Explain that this helps keep track of objects already counted and
objects that still need to be counted.
Counting on from 10. Draw a basket with 10 apples in it and then
draw another apple outside the basket. Count the apples in the
basket as a class, then SAY: There are 10 apples in the basket and
1 apple outside the basket. How many apples are there altogether?
Emphasize that there is 1 more than 10 apples, so the number of
apples is the number that comes right after 10. ASK: What number
comes right after 10? (11) Count all the apples together to verify
that there are 11. Repeat with 12 apples and 13 apples. Then SAY:
11 is 1 more than 10, 12 is 2 more than 10, and 13 is 3 more than
10. Write 11, 12, and 13 on the board and point to the ones digit
as you say how many more than 10. What number do you think is 4
more than 10? (14) Have a volunteer write the number on the board.
Draw a basket with 10 apples and 4 more apples outside the basket
and count the apples to verify that there are 14 apples altogether.
Repeat with 15, 16, and so on up to 20. Then draw pictures with
varying numbers of apples outside the basket and ask students to
count the apples outside the basket and then determine how many in
total without counting. EXAMPLE: “There are 10 apples in the basket
and 7 apples outside, so there are 17 apples altogether.” Write the
corresponding addition sentence on the board vertically:
Then have students write the answers to more such addition
sentences.
Draw pictures like those on Workbook page 18, with one group of 10
and several other objects, and have students count the objects not
part of the 10 to say how many there are in total.
Finally, just write vertical addition sentences and have students
find the answer. EXAMPLES:
Literature—So Many Cats by Beatrice Shenk de Reigners. Students can
count the cats in each part of the story.
CONNECTION
(Instructions for all Activities are in NS Part
1—Introduction.)
1. Play Picking Pairs and then Memory. Use cards numbered 11
through 20 (see BLM Numbers Template) and cards with 11 through 20
pictures or stickers on them. Make 4 rows of 5.
2. Finding page numbers. Have students open their JUMP Math
workbook to page 1. Then have them turn and point to the following
page numbers: 7, 13, 10, 16, 19, 8, 6, 14, 15, 17, 2, 5, 3, 9, 4,
6, 18, 12.
3. Message booklet. Make books with 20 pages. Each page has a word
or letter and a page number. Give students various messages to
find. The same book can be used for several different short
messages, as long as the instructions “Go to page…” are given
orally.
PROBLEM SOLVING
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Count letters. Write “the” on the board. Have a volunteer count the
number of letters in this word. Then write “the mouse” and
demonstrate counting the letters, starting at 1. ASK: Is there an
easier way to count all the letters? Is there a way to take
advantage of the fact that someone already counted the letters in
the word “the”? Challenge the students, working in pairs, to think
of a solution. (Since “the” has 3 letters, start at 4 when counting
“mouse.”)
Now write on the board: T h e m o u s e a t e t h e a p p l e
s.
SAY: I’d like to know how many letters are in the whole sentence.
Start by counting the letters in “The” and write 3 just above the
end of the word. Continue by counting the letters in “mouse” and
write the total 8 on top. Remind students that you are counting
each letter from the beginning of the sentence. Ask a volunteer to
continue counting the letters up to the end of the next word.
Continue with new volunteers. Discuss the advantage of not having
to count from the beginning every time.
Why keep track? Tell students you saw two students’ work. It looked
like this: 3 8 11 14 20 T h e m o u s e a t e t h e a p p l e s. 3
8 11 13 19 T h e m o u s e a t e t h e a p p l e s.
ASK: Did the two students get different answers? (yes) What answers
did they get? (19 and 20) Which answer is right? (20) Why? (we
counted 20) Challenge students to find where the two students first
got different numbers. ASK: Which word was counted incorrectly?
(the second “the”) How does keeping track make it easy to see who
is right? (it’s easier to see that the second student only counted
2 letters for “the” because 13 is only 2 more than 11; the number
over “the” should be 3 more than 11). Emphasize that when you keep
track, you can look for the first place the numbers start being
different; that tells you which word was counted differently. Then
re-count that word to see who is right.
Now write the following sentence on the board: A m o u s e r a n u
p t h e c l o c k.
Have students write the number of letters after counting each word
(1, 6, 9, 11, 14, 19) and compare their answers with a partner.
ASK: Did you get the same final answer? Did you get the same
numbers all the way through? If not, where do the numbers start to
disagree? Can you tell who is correct? Give students lots of
practice counting and keeping track and have them compare answers.
EXAMPLES: Four dogs ran away. The leaves turned yellow. Today is
Eric’s birthday.
Explain that this is called counting on. Write “counting on” on the
board. SAY: Even expert mathematicians make mistakes with counting
on. This is a way for them to check if they’ve counted
correctly.
PROBLEM SOLVING
B-31
Number Sense 2-11
Have students complete BLM Count the Letters then exchange their
BLMs with a partner. Did they get the same numbers all the way
along in each sentence? Ask students to reflect on any mistakes.
Did students make mistakes with longer words or shorter words? At
the ends of sentences or at the beginnings? Closer to the end of
the page than the beginning of the page?
PROBLEM SOLVING
B-32 Teacher’s Guide for Workbook 2.1
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CURRICULUM EXPECTATIONS Ontario: 1m25, 1m26; review, 2m3, 2m7 WNCP:
1N10; review, [R, C]
VOCABULARY numbers to 100 the reading pattern hundreds chart
Goals Students will use the reading pattern to count to 20 using a
chart.
Count to 20 using a chart. Give students a long strip of thick
paper with 20 squares labeled 1 through 20 and 20 two-coloured
counters that fit on the squares. (If your counters are 2 cm wide,
make the strip of paper 2 cm wide and 40 cm long.) Have students
toss the counters and count the ones that turn up red by placing
them on the chart in order, one counter per square. Repeat and have
students record how many red counters come up each time.
The reading pattern. Write “cat” on the board and ask students what
sound the “c” and the “t” make. Then say “cat.” SAY: Notice that
you pronounce the “c” before the “t” (underline both letters).
That’s because we read from left to right. Show left to right.
Write the following sentence on chart paper, all on one line: “The
cat sat on the red rug.” Ask students where the sentence starts and
where the sentence ends. Then write “The big black cat sat on the”
on one line and SAY: Oh, I’ve run out of paper. How can I finish
writing the sentence? (start a new line) On the next line, write
“small red rug.” Have students read the whole sentence together as
a class. SAY: In English we read from left to right and from one
line to the next line below; that’s our reading pattern. Write
“reading pattern” on the board. Then write: “The big black cat sat
on the small red rug and ate a grey round rat.” SAY: This sentence
is very long and hard to read in one breath. Let’s divide the
sentence into shorter lines. Show the line breaks in the
margin.
ASK: Is this easier to read? Discuss how much easier it is to read
the sentence this way. Write the sentence “His name / was Mark.”
with the line break indicated. Give each student word cards for:
his, name, was, Mark. Tell students to hold up the word they would
read first, then the word that comes next, and so on to the end of
the sentence. Ask students how they know which order to read the
words in. Repeat for these sentences: “Was his / name Mark?” and
“Mark was / his name.”
PRIOR KNOWLEDGE REQUIRED
Can count to 20 Can count to 20 using a chart
MATERIALS
a strip of 20 numbered squares and 20 two-coloured counters for
each student (see below) 4 word cards for each student: Mark, was,
his, name number cards for 1 through the total number of students
in your class BLM 2-cm Grid Paper (p G-10)
PROBLEM SOLVING
Literacy
CONNECTION
The big black cat sat on the small red rug and ate a grey round
rat.
B-33
Number Sense 2-12
The reading pattern with numbers. Remind students that counting
with a chart from 1 to 10 was pretty easy (see NS2-4), but a chart
marked 1 through 20 is harder to work with. ASK: How can we make it
shorter and easier to work with? Does this problem remind you of
another problem? How did we solve that problem? Help students make
the connection to the reading pattern—you can break the long line
into smaller lines. Students might suggest starting a new line at
different numbers: 5, 10, 4, 6, or 7. Have various long sheets
available to demonstrate all their suggestions.
Suggest that if they end the first line at 6, they make every line
6 squares long to make it look nicer. Then have students make their
own chart for counting to 20 by cutting, arranging, and taping
their long strip of numbered squares.
Use the reading pattern to find the next number. SAY: We read the
numbers on a chart like we read text in a book: start at the left,
go across the first row, then move to the next line and start at
the left again. Because the numbers are not all on one line, it can
be tricky to know where the next number is. For example, in the
chart above, it’s not too hard to find 5 if I know where 4 is, but
finding 7 is a bit harder. It’s not right beside 6 because we moved
it. ASK: Where is 7? Can you find the number that comes right after
8, 12, 10, 18, 15, 16, and 19? Which numbers were harder to find:
the big numbers or the small numbers? For which numbers was it
harder to tell what comes next? (12 and 18) Why? (they are at the
end of a row)
Have students copy charts onto BLM 2-cm Grid Paper. Teach them to
do this accurately by counting the squares across and down.
Alternatively, draw and photocopy charts for them.
The hundreds chart format. Draw the first two rows of a hundreds
chart on the board. Discuss how this chart is different from or the
same as the chart with rows of 6 or 7. ASK: How are the rows in
this chart the same? (they are all the same length) Refer back to
the 6 or 7 chart and ask if this was true there. (yes) Point out
two numbers, one on top of the other, and shade them. ASK: What is
the same about these numbers? (EXAMPLE: they both have 7’s) Is that
the same for any number in the first row? If you look at the number
below any number, do you see the same number with a one in front?
(yes, except for 10) Refer back to the 6 or 7 chart and ask if this
was true there. (no) Explain that rows of 10 are particularly
useful because they are convenient for finding numbers. To find 17,
look for 7 in the first row and then move down a row. Have students
find: 9, 19, 4, 14, 3, 13, 15, 18, 11. Then have students find the
numbers that come right after: 4, 14, 9,19, 17.
Count using the hundreds chart. Draw two rows of a hundreds chart
and make 20 blank cards to fit. Give 16 cards to a volunteer to
tape to the chart so they can be counted. Repeat with different
numbers of cards and different volunteers. Emphasize the process
for placing the cards: Start at 1; when you reach the end of a line
go to the very beginning of the next line. To find how many squares
are covered, students uncover the last number covered. Challenge:
Predict how many squares are covered without uncovering the last
square and then check the prediction.
PROBLEM SOLVING
PROBLEM SOLVING
EXAMPLE:
19 20
EXAMPLE:
Bonus 5 rows of 3 6 rows of 2 5 rows of 4 4 rows of 5
Extension—Use logical reasoning to guess numbers, including BLMs
Guessing Numbers and BLM Guessing Number Game.
ONLINE GUIDE
Activity—students form a concrete number chart and perform the
wave.
ONLINE GUIDE
C O
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NS2-13 Adding Using a Chart Pages 20-23
CURRICULUM EXPECTATIONS Ontario: 1m25, 1m26; review, 2m1, 2m2, 2m3,
2m7 WNCP: 1N10; review, [R, C]
VOCABULARY reading pattern left right top bottom
Goals Students will add using cubes and then a chart.
Add using blocks. Give each student several red and blue 1 cm
connecting cubes. Ask them to find 3 red blocks and 4 blue blocks.
ASK: How many blocks is that altogether? Write on the board: 3 + 4
= 7. Repeat with various numbers of red and blue blocks, this time
having volunteers write the addition sentence on the board.
Add using a chart and paper blocks. Draw the first two rows of a
hundreds chart on the board, or use a large hundreds chart if
available. Demonstrate how to find 3 + 4 by placing 3 red paper
ones blocks and then 4 blue paper ones blocks on the chart in
order, so that the last block is on square 7. Count as a class how
many ones blocks there are altogether. Do several examples until
someone notices that the last number with a block is always the
total number of blocks. Then ask students to predict what the last
block will be and check using several examples. Demonstrate putting
3 red and then 4 blue blocks on the chart randomly (not covering
the first seven squares) and count them individually. Then put them
on the chart in order, from 1, and count again. Ask students how
the counting is already done for them when they put the blocks on
in order. (Putting a card on the “1” is like holding it and saying
“one”; the last card covered is like the last number said.)
Give each student a copy of BLM Hundreds Chart, ten red ones
blocks, and ten blue ones blocks. Have students find 4 + 5 on their
own hundreds charts. ASK: How is the adding done for you on the
chart? Repeat using pairs of one-digit numbers that add to more
than 10.
Use colouring and circling instead of blocks. Draw the first row of
a hundreds chart on the board. Tell students that you want to add 3
+ 5. Have a volunteer do so on the chart using the red and blue
paper ones blocks.
PRIOR KNOWLEDGE REQUIRED
Can add Can read a hundreds chart Can count using a chart and
otherwise
MATERIALS
a large hundreds chart and paper ones and blocks (red and blue) to
fit BLM Hundreds Chart (p G-2) BLM Hundreds Chart — Three-Rows (p
G-11) BLM Adding and Order (pp B-131–B-132) BLM Hundreds Chart —
One-Row (p G-12) BLM Add Larger Numbers (p B-133)
NOTE: If you do not have red and blue ones blocks, you can use
small connecting cubes, or else photocopy BLM Base Ten Materials
onto red and blue paper.
PROBLEM SOLVING
PROBLEM SOLVING
Reflecting on what made the problem easy or hard, Making an
organized list
TEACHING TIP: On Workbook pp. 21, 22 and the BLMs, some students
may need to do each step separately; do the first step for all
questions first, then go back and do the second step.
B-35
Number Sense 2-13
SAY: Now let’s try something different: instead of putting on 3 red
paper blocks, let’s just shade the first 3 squares. (remove blocks
and shade the 3 squares) Also, instead of putting on the 5 blue
paper blocks, let’s just circle the next numbers. (remove blocks
and circle the next 5 squares) We can now see that 3 + 5 = 8 since
8 is the last number circled. ASK: Do you think this way is quicker
and easier than using blocks? Discuss.
Practice. Draw the first two rows of a hundreds chart on the board.
Use it to add pairs of one-digit numb