TouchMath Instructional Strategies
Module 1B
Activity Sheet 2
Representing Numbers with Base 10 Blocks
Independent Practice: Activity Sheet 2
Name
Directions: Trace or write the numbers for the value of the base 10 blocks.
•You may want to work together to find the value of the first set of base 10 blocks.
hundreds
Let your student use her own base 10 blocks to represent 3 hundreds, 3 tens,
and 6 ones. Instruct her to trace the numbers below each model and then write
the number of hundreds, tens, and ones in the modified place value chart.
Finally, say together the number, 336.
3
3
tens
ones
3
3
6
6
3 3 6
h
t
o
hundreds
4
4
tens
ones
5
5
1
1
4 5 1
h
t
o
Directions: Find and write the mystery number.
I’m thinking of a number with a 7 in the ones place,
a 4 in the tens place, and a 3 in the hundreds place.
What is the number?
347
© 2012
Module 2B
Activity Sheet 19
3 4 7
h
SGHSUBM1B
t
o
2
Represent 300–400
2
Counting and Reading Numbers to 1,000
Guided Practice: Activity Sheet 19
Name
•Tell your student that on this page he will review counting and reading numbers
to 400 by finding a mystery number. Each clue will help him to eliminate a
number balloon until only one balloon is left—the mystery number. Read
together each clue in the list in order, starting with clue A. Since the number is
not less than 50, ask your student which number is less than 50. Elicit that since
13 is less than 50, it cannot be the mystery number. Tell your child to mark an X
on (or to color) the number 13 balloon. Read together the next clue in the list,
clue B. Ask, “Since the mystery number is not more than 400, which number is
more than 400?” Elicit that 401 is more than 400, so instruct your child to mark
an X on (or to color) that balloon.
376
A. It is not less than 50.
138
B. It is not more than 400.
C. It is not between 60 & 70.
D. It is not more than 380.
230
345
E. It is not 3 less than 100.
F. It is not 14 more than 100.
G. It is not between 200 & 220.
H. It is not between 300 & 350.
97
66
I. It is not 38 more than 100.
211
114
13
401
381
J. It does not end in 0.
•Continue in the same manner for the rest of the clues. Read together the clues
in order, and then decide which balloon to eliminate until only one balloon is
left. This is the mystery number.
The mystery number is
© 2012
© 2012
Second Grade Homeschool Unit B Module Guide Sample
SGHSUBM2B
376
.
Review Counting and Reading to 400
19
19
1
TouchMath Instructional Strategies
Module 3B
Activity Sheet 35
CONTINUED
Reading and Writing Numbers to 1,000
Guided Practice: Activity Sheet 35
Name
•Tell your student that on this page he will read and write numbers 101 to 110.
hundreds
ones
1 0
0 1
1
1
Direct his attention to the first place value chart. Say together how many
hundreds, tens, and ones there are. Have your child trace the digits and
then read and say together the number, 101 (one hundred one). Remind your
student not to say and after saying the hundreds.
one hundred two
tens
ones
tens
ones
1 0
0 5
5
1
one hundred five
hundreds
tens
ones
1 0 7
one hundred seven
hundreds
tens
ones
1 0 9
one hundred nine
© 2012
ones
hundreds
hundreds
•For the next two place value charts, 104 and 105, guide your child as he
tens
1 0
0 2
2
1
one hundred one
one hundred three
are the same number of hundreds and tens and one more one than in 101. Tell
your student to trace the digits and then read and say together the number, 102
(one hundred two). Ask your child what 0 means in 102. Continue in the same
manner for the next number, 103.
hundreds
hundreds
1 0
0 3
3
1
•Have your child look at the next place value chart. Lead him to see that there
completes the number name for the numbers. Say together how many
hundreds, tens, and ones there are, and then have your student write the
name for the numbers of ones for 105 and the number of tens for 106.
tens
SGHSUBM3B
tens
ones
1 0
0 4
4
1
one hundred four
hundreds
tens
ones
1 0 6
one hundred six
hundreds
tens
ones
1 0 8
one hundred eight
hundreds
tens
ones
1 1 0
one hundred ten
Read and Write 101–110
35
35
•In the seventh place value chart, the entire number name is given, so guide
your student to write the number of hundreds, tens, and ones in the chart.
•For the rest of the page, lead your student to fill in the unknowns in the place
value charts or the number names. For the last one, remind your student that
he has been writing the numbers 101 to 110, so this place value chart needs to
show 110.
© 2012
Second Grade Homeschool Unit B Module Guide Sample
2
TouchMath Instructional Strategies
Module 4B
Activity Sheet 55
CONTINUED
Using Repeated Addition with TouchPoints
Guided Practice: Activity Sheet 55
[ Skip counting is introduced here, although your child may still use TouchPoints to count on to find
the totals.]
•Before starting the page, draw a number line from 0 to 15 on the board to help
your child skip count by threes. Draw larger tic marks for the numbers 3, 6, 9,
12, and 15. Point to 0, and say, “Let’s skip count by threes to find 3 + 3.” Draw
arrows from 0 to 3 and from 3 to 6. Then say together, “3 plus 3 equals 6.” Say,
“2 groups of 3 equals 6.” Now show how to find 3 + 3 + 3. Again, start at 0, draw
arrows from 0 to 3, from 3 to 6, and from 6 to 9. Ask, “How many jumps did we
make?” Elicit that 3 jumps were made—this shows 3 groups of 3. Write 3 x 3 and
3 + 3 + 3 on the board, and say, “3 groups of 3 is the same as 3 x 3 or 3 + 3 + 3.”
•Continue using the number line in the same manner to skip count to find
3 + 3 + 3 + 3 = 12 (4 groups of 3) and 3 + 3 + 3 + 3 + 3 = 15 (5 groups of 3).
•Now direct your child’s attention to the first problem on the page, 3 + 3, and
guide her to count the TouchPoints. Help her relate the problem to skip
counting (without the number line) as she points to each number, saying, “3,
6.” Then have her write the total, 6.
Name
#+#=6
#+#=
#+#+#=
#+#+#=9
#+#+#+#=
#+#+#+#=12
#+#+#+#+#=
#+#+#+#+#=15
3
6
3
6
9
3
6
9
12
3
6
9
12
15
If you have two #s, what is the total number you have?
6
If you have four #s, what is the total number you have?
12
If you have five #s, what is the total number you have?
15
© 2012
SGHSUBM4B
Repeated Addition with TouchPoints 3s
55
55
•In the second row, lead your student to put a finger on the first 3 and skip count
by threes to find that 3 groups of 3 equals 9. Continue in the same manner for
the rest of the repeated additions. You may also ask your student to say the
related multiplication fact for each repeated addition.
•Read together the word problems on the bottom half of the page. On the board,
write each repeated addition, its related multiplication sentence, and the
total as your student volunteers answers.
© 2012
Second Grade Homeschool Unit B Module Guide Sample
3
TouchMath Instructional Strategies
Module 5B
Activity Sheet 66
CONTINUED
Adding within 100
Guided Practice: Activity Sheet 66
Name
•Tell your student that on this page he will add two-digit numbers with and
without regrouping. Lead him to notice that the boxes are no longer there for
him to record when he regroups ones to tens. Show him how to add the box at
the top of the tens column to those problems he needs to regroup.
•Work the first problem, 43 + 37, together. Add the ones, and ask your student if
he will need to regroup. Elicit that since 7 + 3 is greater than 9, he will regroup
the 10 ones into 1 ten. Show your student how to draw the small box at the top
of the tens column, just above the 4, to record the 1 ten. Guide your student as
he records the 1 in the box and writes 0 in the sum in the ones column. Then
together add the tens, 1 + 4 + 3, and record 8 in the tens place in the sum. Say
together, “43 plus 37 equals 80.”
•Continue in the same manner for the rest of the problems in the first two rows.
Guide your student to draw boxes for those problems that require regrouping
(in row 1, problems 2 and 5, and in row 2, problems 2, 3, and 4).
t
o
t
1
t
o
t
1
43
37
80
66
26
92
o
t
o
t
1
61
30
91
o
t
58
20
78
73
19
92
o
t
34
33
67
o
t
1
84
14
98
o
t
59
29
88
A
need to regroup.
B
don’t need to regroup.
If I add 56+26, then I
A
need to regroup.
B
don’t need to regroup.
A
true
B
false
If I add 17+17, I need to regroup.
A
true
B
false
If I add 33+48, then I
A
need to regroup.
B
don’t need to regroup.
If I add 22+50, then I
A
need to regroup.
B
don’t need to regroup.
© 2012
SGHSUBM5B
o
21
70
91
If I add 64+28, then I
If I add 34+44, I need to regroup.
o
1
57
37
94
Add 2-Digit Numbers
•For each of the problems on the second half of the page, ask your student how
66
66
he can decide whether he will regroup without having to complete the entire
addition. He should respond that if he adds the ones and the sum is greater than
9, then he will regroup.
Module 6B
Activity Sheet 88
Solving Subtraction Word Problems within 100
Guided Practice: Activity Sheets 88
•Tell your student that on this page she will solve subtraction word problems. She
can draw a picture of the problem or write a number sentence and solve it.
Name
There are 23 marbles in a jar.
15 marbles are red. 5 marbles are blue.
How many marbles are other colors?
3
•Read together the first problem. Ask what information is given that she will use
to solve the problem—23 marbles in the jar, 15 red marbles, 5 blue marbles, and
an unknown number of the other colors. Elicit suggestions of how to solve the
problem. Your student might suggest drawing 23 circles, coloring 15 of them
red and 5 blue, and then counting how many are not colored, 3. Or she might
suggest subtracting twice, 23 – 15 = 8 and 8 – 5 = 3. She may suggest adding first
and then subtracting, 15 + 5 = 20 and 23 – 20 = 3.
•Read together the rest of the problems, and encourage your student to share her
problem-solving strategies.
Pictures
may vary.
marbles
There are 46 nails in a board.
19 of the nails are black. The rest are silver.
How many nails are silver?
27
Pictures
may vary.
nails
There are 31 gumballs on a dish.
The puppy takes 15 of them.
The soccer team takes 8 of them.
How many gumballs are left on the dish?
8
Pictures
may vary.
gumballs
Kitt drew 27 circles on a piece of paper.
He made an X through 19 of the circles.
How man circles did not have an X on them?
8
Pictures
may vary.
circles
© 2012
© 2012
Second Grade Homeschool Unit B Module Guide Sample
SGHSUBM6B
Solve Word Problems
88
88
4
Name
Directions: Trace or write the numbers for the value of the base 10 blocks.
hundreds
tens
ones
3
3
6
h
t
o
hundreds
tens
ones
4
5
1
h
t
o
Directions: Find and write the mystery number.
I’m thinking of a number with a 7 in the ones place,
a 4 in the tens place, and a 3 in the hundreds place.
What is the number?
© 2012
SGHSUBM1B
h
t
o
Represent 300–400
2
Name
376
A. It is not less than 50.
138
B. It is not more than 400.
C. It is not between 60 & 70.
D. It is not more than 380.
230
345
E. It is not 3 less than 100.
F. It is not 14 more than 100.
G. It is not between 200 & 220.
H. It is not between 300 & 350.
66
I. It is not 38 more than 100.
© 2012
SGHSUBM2B
211
114
13
401
381
J. It does not end in 0.
The mystery number is
97
.
Review Counting and Reading to 400
19
Name
hundreds
tens
ones
hundreds
tens
ones
1 0 1
1 0 2
one hundred one
one hundred two
hundreds
hundreds
tens
ones
1 0 3
one hundred three
hundreds
tens
ones
tens
ones
1 0 4
one hundred
hundreds
tens
ones
1 0 5
one hundred
hundreds
tens
one
ones
hundreds
six
tens
one hundred seven
hundreds
tens
ones
ones
eight
hundreds
tens
ones
one hundred
© 2012
SGHSUBM3B
Read and Write 101–110
35
Name
#+#=
#+#+#=
3
6
3
6
9
3
6
9
12
3
6
9
12
#+#+#+#=
#+#+#+#+#=
15
If you have two #s, what is the total number you have?
If you have four #s, what is the total number you have?
If you have five #s, what is the total number you have?
© 2012
SGHSUBM4B
Repeated Addition with TouchPoints 3s
55
Name
t
o
43
37
t
t
t
66
26
o
61
30
o
t
o
t
58
20
o
t
73
19
o
34
33
o
t
84
14
o
59
29
t
57
37
t
A
need to regroup.
B
don’t need to regroup.
If I add 56+26, then I
A
need to regroup.
B
don’t need to regroup.
A
true
B
false
If I add 17+17, I need to regroup.
A
true
B
false
If I add 33+48, then I
A
need to regroup.
B
don’t need to regroup.
If I add 22+50, then I
A
need to regroup.
B
don’t need to regroup.
© 2012
SGHSUBM5B
o
21
70
If I add 64+28, then I
If I add 34+44, I need to regroup.
o
Add 2-Digit Numbers
66
Name
There are 23 marbles in a jar.
15 marbles are red. 5 marbles are blue.
How many marbles are other colors?
marbles
There are 46 nails in a board.
19 of the nails are black. The rest are silver.
How many nails are silver?
nails
There are 31 gumballs on a dish.
The puppy takes 15 of them.
The soccer team takes 8 of them.
How many gumballs are left on the dish?
gumballs
Kitt drew 27 circles on a piece of paper.
He made an X through 19 of the circles.
How man circles did not have an X on them?
circles
© 2012
SGHSUBM6B
Solve Word Problems
88