Targeted Strategic Intervention
Grade K, Chapter 7
Based on student performance on Am I Ready?, Check My Progress, and My Review, use these
charts to select the strategic intervention lessons found in this packet to provide remediation.
Am I Ready?
If
Students miss
Exercises…
1-4
Then
use this Strategic
Intervention Activity…
Concept
Count and write
numbers
7-A: Numbers to 14
Where is this
concept in
My Math?
K.CC.3,
K.CC.4
Chapter 2,
Lesson 6;
Chapter 3,
Lesson 2, 3, and 5
Check My Progress 1
Where is this
concept in
My Math?
If
Students miss
Exercises…
Then
use this Strategic
Intervention Activity…
Concept
3
7-B: Make 10
Make numbers 11
to 15
K.NBT.1
Chapter 7,
Lesson 1
4-6
7-C: Take Apart 10
Take apart numbers
11 to 15
K.NBT.1
Chapter 7,
Lesson 2
My Review
Where is this
concept in
My Math?
If
Students miss
Exercises…
Then
use this Strategic
Intervention Activity…
Concept
1
7-D: Make Numbers
to 15
Compose 17
K.NBT.1
Chapter 7,
Lesson 4
2-3
7-E: Take Apart Numbers
to 15
Decompose 16
and 19
K.NBT.1
Chapter 7,
Lesson 5
Name
Numbers to l 4
l3 l4
7-A
ll
l2 l3
Copyright © The McGraw-Hill Companies, Inc.
l2
Lesson
Directions: l. Count. Trace the circle around the number. 2. Count. Circle the number. 3–5. Circle l 0. Count.
Write the number.
USING LESSON 7-A
Name
Numbers to l 4
Lesson
7-A
Lesson Goal
• Count and write numbers up to 14.
What the Student Needs to
Know
• Read, write, and count numbers
up to 8.
• Identify the same number shown
by different arrangements of
objects.
l2
l3 l4
Teach
• Discuss the first example.
• Have students point to the
tennis balls.
• Tell students to count the
tennis balls.
• How many tennis balls are there?
(13 tennis balls)
• Have students trace the dashed
circle around the number 13.
Practice
• Read the directions. Make sure
students know what to do.
• Have students complete Exercises
2–5. Check their work.
l2 l3
l4
Getting Started
l2
Copyright © The McGraw-Hill Companies, Inc.
• Use number cards 1–14. Distribute
numbers cards 1–10 and review
counting to 10.
• Let’s count to 10. Hold up your card
when we say the number on your
card. Count with me: 1-2-3-4-5-6-78-9-10.
• Display the cards 11–14 on the
ledge of the board.
• Point to the appropriate cards as
you ask each question. What comes
after 10? (11) After 11? (12) After 12?
(13) After 13? (14)
• Let’s count to 14 together. Count
with me: 1-2-3-4-5-6-7-8-9-10-11-1213-14.
• Have a student come to the board
and draw 11 boxes. Count the
boxes together as a class.
• Repeat the process, having
students draw and count a group
of 12, 13, and 14 boxes.
ll
l3
3–5. See students’ work.
Directions: l. Count. Trace the circle around the number. 2. Count. Circle the number. 3–5. Circle l 0. Count.
Write the number.
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WHAT IF THE STUDENT NEEDS HELP TO
Read, Write, and Count
Numbers to 8
Identify the Same Number
of Objects
• Set 8 chairs in two rows at the
front of the class. Tell the small
group of students to pretend
that these are seats on a bus.
• Have students count the seats
aloud with you.
• Then ask students to act out
getting 8 students seated in the
bus. Have the students count to
8 as each student is seated.
• Display on the ledge of the
board flash cards for the
numbers 1–8. Have students
read each number as you point
to it. Then have students put
the appropriate cards on the
seats as they count the seats
again.
• Have students work in pairs.
• Tell each student to make one
card for each of the numbers
2–14.
• Have one student in each pair
take his or her number cards
and stamp pictures to show
the corresponding number of
objects on the other side of
each card.
• Tell the other student in the pair
to take his or her cards and draw
the corresponding number of
pictures on the other side of the
card to show the number in a
different arrangement.
• Have students compare their
cards.
Name
Make l 0
Lesson
7-B
l0
and
l0
Copyright © The McGraw-Hill Companies, Inc.
and
l0
and
Directions: l . Use a blue and orange crayon to color the objects to show a way to make l 0. Trace the numbers.
2–3. Use a blue and orange crayon to color the objects to show a way to make l 0. Write the numbers.
USING LESSON 7-B
Name
Make l 0
Lesson
7-B
Lesson Goal
• Use drawings to make 10.
l0
What the Student Needs to
Know
3
• Count numbers up to 10.
• Write numbers up to 10.
and
7
Getting Started
l0
and
l0
Copyright © The McGraw-Hill Companies, Inc.
• Give each student 10 counters,
a paper cup, a write-on/wipe-off
board, and a marker.
• Write _____ and _____ on the
board. Tell students to copy this on
their write-on/wipe-off boards.
• Have the class count aloud their
total number of counters.
• Have students place their 10
counters in a cup. Have students
shake the counters and carefully
spill them out on their desks.
• Have students place counters in a
row with the yellow counters first
and then the red counters.
• Tell students to write the numbers
to show how they made 10 on
their write-on/wipe-off boards.
• Repeat the process several times.
and
l–3. See students’ work.
Directions: l . Use a blue and orange crayon to color the objects to show a way to make l 0. Trace the numbers.
2–3. Use a blue and orange crayon to color the objects to show a way to make l 0. Write the numbers.
Teach
• Discuss the first exercise.
• Have students point to the
number 10.
• Tell students that the number 10
represents the total number of
flowers.
• Have students color the first 3
flowers blue. Tell students to color
the other 7 flowers orange. Explain
that this is one way to make 10.
• How many flowers did you color
blue? (3 flowers) How many flowers
did you color orange? (7 flowers)
• Have students trace the numbers
to show one way to make 10.
Practice
• Read the directions. Make sure
students know what to do.
• Have students complete Exercises
2–3. Check their work.
125_S_GK_C07_SI_119812.indd 125
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WHAT IF THE STUDENT NEEDS HELP TO
Count Numbers to 10
Write Numbers to 10
• Give the student 10 counters.
Tell the student to count aloud
from 1 to 10 as they point
to each counter. Write each
number on the board, and have
the student read the number
aloud.
• Help the student remember
how to write the numbers
to 10 by first comparing the
numbers. Then exaggerate the
size of each of the numbers by
drawing the 0 the smallest and
increasing the size of each of
the numbers as you write from
0 to 10. Have the student
practice writing each of the
numbers from 0 to 10 on a
write-on/wipe-off board.
Name
Take Apart l 0
Lesson
7-C
and
Copyright © The McGraw-Hill Companies, Inc.
and
and
Directions: l. Count the objects. Trace the number. Trace the dashed circles to show a way to take apart l 0.
Trace the numbers. 2–3. Count the objects. Write the number. Circle the objects to show a way to take apart l 0.
Write the numbers.
USING LESSON 7-C
Name
Take Apart l 0
Lesson
7-C
Lesson Goal
• Take apart 10.
l0
What the Student Needs to
Know
• Count numbers up to 10.
• Write numbers up to 10.
4
and
6
Getting Started
Teach
• Discuss the first example.
• Have students trace the dashed
number 10.
• Tell students that the number 10
represents the total number of
grasshoppers.
• Have students trace the dashed
circles around the groups to show
one way to take apart 10.
• How many are in each group?
(There are 4 in one of the groups
and 6 in the other group.)
• Have students trace the numbers
that show how many there are in
each of the groups.
Practice
• Read the directions. Make sure
students know what to do.
• Have students complete Exercises
2–3. Check their work.
l0
and
Copyright © The McGraw-Hill Companies, Inc.
• Review how to take apart the
number 10.
• Give each student 10 two-color
counters and 2 pieces of string.
• Tell students to turn all of the
counters on to the yellow side.
• Call out a number up to 10. Have
students place a piece of string
around that many counters. Tell
students to put a piece of string
around the rest of the counters to
show a way to take apart 10.
• Have students explain to a friend
how they took apart 10.
• Repeat the activity several times,
having students show other ways
to take apart 10.
l0
and
2–3. See
students’ work.
Directions: l. Count the objects. Trace the number. Trace the dashed circles to show a way to take apart l 0.
Trace the numbers. 2–3. Count the objects. Write the number. Circle the objects to show a way to take apart l 0.
Write the numbers.
127_S_GK_C07_SI_119812.indd 127
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WHAT IF THE STUDENT NEEDS HELP TO
Count Snaps
• Help the student begin to
count with snapping. Say one
and have the student snap
once. Do the same for numbers
2 to 10. Then say zero and make
sure the student does not snap
at all. Then say a number from
zero to ten, and have the
student snap the number
without your help. Mix up the
numbers. Be sure to include
zero.
Trace and Write Numbers
to 10
• Use puffy or glitter glue to write
the numbers 0 to 10 on poster
board. Invite the student to
trace the numbers with his or
her finger. When the student
has finished, have the student
use a pencil to write the
numbers on a sheet of paper.
Name
Copyright © The McGraw-Hill Companies, Inc.
Make Numbers to l 5
Lesson
7-D
and
more
and
more
and
more
Directions: l. Count l 0. Color objects to show l 0 red. Trace the number l 0. Count how many more. Color objects
to show how many more yellow. Trace the number 2. Trace the number made. Say the number. 2–3. Count l 0.
Color objects to show l 0 red. Write the number l 0. Count how many more. Color objects to show how many
more yellow. Write how many more. Trace the number made. Say the number.
USING LESSON 7-D
Name
Make Numbers to l 5
Lesson
7-D
Lesson Goal
l2
• Use drawings to make numbers
up to 15.
What the Student Needs to
Know
l0
• Count numbers up to 15.
• Write numbers up to 15.
and
2
more
Getting Started
ll
l0
and
l
more
l5
Copyright © The McGraw-Hill Companies, Inc.
• Give each student 15 connecting
cubes, a write-on/wipe-off board,
Work Mat 4, and a marker.
• Write ___ and ___ more on the
board. Tell students to copy this on
their write-on/wipe-off boards.
• Call out a number above 10 and
have the class count aloud that
number of cubes.
• Have students place the cubes on
Work Mat 4.
• Tell students to write how many
there are in each group on their
write-on/wipe-off boards.
• What number do your groups make?
(Sample answer: 13)
• Repeat the process several times,
using numbers up to 15.
l0
and
5
more
2–3. See students’ work.
Directions: l. Count l 0. Color objects to show l 0 red. Trace the number l 0. Count how many more. Color objects
to show how many more yellow. Trace the number 2. Trace the number made. Say the number. 2–3. Count l 0.
Color objects to show l 0 red. Write the number l 0. Count how many more. Color objects to show how many
more yellow. Write how many more. Trace the number made. Say the number.
Teach
• Discuss the first exercise.
• Have students color the first 10
animals red. Tell students to color
the other 2 animals yellow. Explain
that this is one way to make 12.
• How many animals did you color
red? (10 animals)
• Have students trace the number 10.
• How many more animals did you
color yellow? (2 animals)
• Have students trace the number 2.
• What number did your groups
make? (12)
• Have students trace the number 12.
Practice
• Read the directions. Make sure
students know what to do.
• Have students complete Exercises
2–3. Check their work.
129_S_GK_C07_SI_119812.indd 129
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WHAT IF THE STUDENT NEEDS HELP TO
Count Numbers to 15
Write Numbers to 15
• Give the student 15 counters.
Tell the student to count aloud
from 1 to 15 as they point
to each counter. Write each
number on the board, and have
the student read the number
aloud.
• Help the student remember
how to write the numbers
to 15 by first comparing the
numbers. Then exaggerate the
size of each of the numbers by
writing the 0 the smallest and
increasing the size of each of
the numbers as you write from
0 to 15. Have the student
practice writing each of the
numbers from 0 to 15 on a
write-on/wipe-off board.
Name
Take Apart Numbers to l 5
Lesson
7-E
Copyright © The McGraw-Hill Companies, Inc.
and
and
and
Directions: l. Say the number. Trace it. Trace the circles to take apart the number by showing l 0 and some more.
Trace the numbers. 2–3. Say the number. Trace it. Take apart the number by circling a group of l 0 and circling a
group of some more. Write the numbers.
USING LESSON 7-E
Name
Take Apart Numbers to l 5
Lesson Goal
What the Student Needs to
Know
• Count numbers up to 15 by ones.
• Write numbers up to 15.
• Model how to make a 10.
l0 4
and
Getting Started
Teach
• Discuss the example at the top of
the page.
• How many sea horses are there in
all? (14 sea horses)
• Have students trace the dashed 14.
• Have students take apart the
number by tracing the dashed
circles around the group of 10
sea horses and the group of 4 sea
horses.
• How many sea horses are in each
group? (10 sea horses and 4 sea
horses)
• Tell students to trace the dashed
number 10 on the first line.
• Tell students to trace the dashed
number 4 on the second line.
Practice
• Read the directions. Make sure
students know what to do.
• Have students complete Exercises
2–3. Check their work.
7-E
l4
• Take apart numbers up to 15.
l3
l0 3
and
Copyright © The McGraw-Hill Companies, Inc.
• Give each student 15 cubes and 2
pieces of yarn.
• Call out the number 11. Have
students place that number of
cubes in a group.
• Tell students to take apart the
number by putting a piece of
yarn around a group of 10 cubes.
Then have students put a different
piece of yarn around the group of
1 cube.
• Have students explain how they
took apart the number.
• Repeat the activity using numbers
12–15.
Lesson
l5
l0 5
and
2–3. See
students’ work.
Directions: l. Say the number. Trace it. Trace the circles to take apart the number by showing l 0 and some more.
Trace the numbers. 2–3. Say the number. Trace it. Take apart the number by circling a group of l 0 and circling a
group of some more. Write the numbers.
131_S_GK_C07_SI_119812.indd 131
16/07/12 1:08 PM
WHAT IF THE STUDENT NEEDS HELP TO
Write Numbers to 15
Count and Write
• Say a number from 0 to 15, and
have the student use his or her
feet to tap the number. Say the
numbers in order and then mix
up the numbers.
• Have the student write
numbers 0 to 15 in the air, in
modeling clay, and on a
write-on/wipe-off board. When
the student is finished, have
him or her use a pencil to write
the numbers on a sheet of
paper.
Make Groups of 10
• If the student has difficulty
making a group of 10 provide
him or her with several types
of manipulatives (such as
connecting cubes, counters,
attribute blocks).
• Have the student model a
group of 10 using connecting
cubes.
• Ask the student to count the
cubes aloud to check the
number of cubes.
• Have the student repeat the
process showing a group of
10 counters and a group of
10 attribute blocks so they
can better visualize creating a
group of 10.