Lesson 1.2
Count and Write 1 and 2
Be sure that children hear each other’s
answers to the question so that the point is
sufficiently emphasized.
Common Core Standard CC.K.CC.3
Write numbers from 0 to 20. Represent a number of objects with a
Guide them in tracing the row of ones.
written numeral 0–20 (with 0 representing a count of no objects).
• To write each 1, start at the top. Trace
Also CC.K.CC.4a, CC.K.CC.4b, CC.K.CC.4c, CC.K.CC.5
straight down to write a 1.
Lesson Objective Represent 1 and 2 objects with
Help children read the number word for one.
number names and written numerals.
Then point to the letters and have children
Essential Question How can you count and write 1 spell with you: o-n-e. Have them trace the
and 2 with words and numbers?
letters.
Repeat the process for the number 2.
• Trace the 2 starting with the dot at the top.
Then curve down and trace straight across.
Have children read the number word for
Access Prior Knowledge Discuss with
two. Then point to the letters and have them
children the idea that people write to share
spell with you: t-w-o. Have children trace the
information.
letters.
• What things can you write? What have you
• “Write” in the air and form numbers like
seen others write? Possible answers: names,
you would if you could write a grocery list.
numbers, lists, letters, or “write” on the computer
Lead children in using their fingers to form
• When would you write something instead
a 1 and a 2 in the air.
of talking? Possible answers: to send a letter, give
• Suppose Grandma is buying one box of
directions, make a grocery list
crayons. Point to the word one on your
• When would you write numbers? Possible
paper. Grandma wants to buy two glue
answers: on an envelope for an address, on a price tag,
sticks. Point to the word two on your paon a hopscotch game
per. Check visually.
Reread the problem. Have children tell the
Animated
GO Math
Models ways 1 and 2 are represented on the page.
Online
and
• What else could Grandma add to her
MATHEMATICAL
shopping list using the number one? Accept
Listen and Draw PRACTICES
all reasonable responses. Write children’s
Read the problem and tell children that they
responses on the board using the numeral 1.
will learn to write the numbers for 1 and 2.
Point to one of the new items on the shopping
Jody’s grandma writes a shopping list. She
list.
wants to buy one notebook and two pencils.
• How else could we show that Grandma
How can you show these numbers?
needs one of this? We could write out the word
one next to it or draw a picture of one item.
Have children count the cubes that are shown
for the number 1. Remind children that the
• What could Grandma add to her shopping
last counting word is the number of objects in
list using the number two? Accept all reasonable
that set.
responses. Write children’s responses on the
board using the numeral 2.
• What does this cube represent from our
problem? the number of notebooks Jody’s grandma
Point to one of the new items on the shopping
wants to buy
list.
Point out that any kind of object could have
• How else could we show that Grandma
been used to represent the number one, not
needs two of these? We could write out the word
just a connecting cube.
two next to it or draw a picture of two items.
Emphasize that the same number can be
• What is a different object we could have
shown in more than one way. Pictures,
used to represent the number one? Accept all
reasonable responses.
numbers, and number words are all ways to
show a number.
1 ENGAGE
2 TEACH
TALK
© Houghton Mifflin Harcourt Publishing Company
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Lección 1.2
Nombre
Contar y escribir 1 y 2
ESTÁNDARES COMUNES CC.K.CC.3
Pregunta esencial ¿Cómo contamos y escribimos 1 y 2
con palabras y números?
Know number names and the
count sequence.
© Houghton Mifflin Harcourt Publishing Company
uno
dos
INSTRUCCIONES
las palabras.
Cuenta los cubos. Di cuántos hay. Dibuja los números y
Capítulo 1 • Lección 2
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COMMON ERRORS
COMMON ERRORS
3 PRACTICE
c
Share and Show •
Error Children may have difficulty tracing
Guided Practice
Help children locate Exercise 1.
• How many cubes are shown? 1
• Say the number 1.
• Trace it. Remember to start at the top and
trace straight down.
Now help children find Exercise 2.
• How many cubes are shown? 2
Have them trace the twos, saying each
number quietly as they write it.
Have children find Exercise 3.
• How many paint bottles are shown? 1 Write
the number.
Have children find Exercise 4, count the
paintbrushes, and then write the number.
• How did you know which number to write?
numerals.
Example Children write shaky lines and
“wander” from dashed models.
Springboard to Learning Have children
use Numeral Writing Rules (1 and 2) (see
eTeacher Resources). Provide practice
for them to gain experience. Praise efforts
while guiding practice on writing lines.
I wrote the number to match the number of
paintbrushes that I counted.
Use Exercises 3 and 4 for Quick Check.
Encourage children to volunteer to share
with a partner the way they solved two of
the problems. Ask them to talk through
each problem by indicating how they used
the picture, how they knew what number to
write, and how they moved their pencil to
write the number.
© Houghton Mifflin Harcourt Publishing Company
Quick Check
Quick Check
3
2
3
1
2
1
Rt I
R
Rt I
If
If
a child misses Exercises 3 and 4
Then
Differentiate Instruction with
• RtI Tier 1 Activity, p. 17B
• Reteach 1.2
Soar to Success Math 2.01
Chapter 1 3
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Comparte y muestra
Revise el trabajo de los niños.
1
2
INSTRUCCIONES 1–2. Cuenta los cubos. Di el número. Dibuja los
números. 3–4. Cuenta y di cuántos hay. Escribe el número.
18
© Houghton Mifflin Harcourt Publishing Company
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c
More Practice
Have children point to Exercise 5.
• Count to see how many pencil boxes there
are. 1
• Write the number.
Remind children that the last counting word is
the number of objects in the set.
Have children point to Exercise 6.
• How many glue sticks are there? 2 Write the
number.
Help children complete Exercises 7 through 10
in the same way.
Encourage children to work independently,
but offer guidance if necessary.
Tell children that when they are counting,
they should point to the first picture in the
exercise, say the number word softly, and then
continue to the next picture, if there is one,
and say the next number word.
• What word do you say when you start
counting something? one
• When do you stop counting? when there are no
Problem
Tell children that you
will name familiar things and they can write
on their MathBoards the number that shows
how many there are. Examples: nose–1,
arms–2, eyes–2, legs–2, mouth–1
• How many legs does a dog have? 4
• What are some things you have more than
2 of? Accept all reasonable responses.
• How do you know? I count to 2 and there are still
more left.
Name one of the items children wrote 1 for on
their MathBoards.
• How could we get 2 of that item? Possible
answer: If two children stood next to each other there
would be two noses.
Have students draw a picture to represent
several of the items they counted on their
MathBoards.
Go Deeper
MATHEMATICAL
PRACTICES
• When counting objects, if the last number
you say is two, how many objects are in the
set? 2
more left
• How do you know what number to write?
The last counting number I said tells how many there
are.
© Houghton Mifflin Harcourt Publishing Company
Tell children they can make a mark on each
picture as they count it. This will help them
make sure they count each object once and
that they don’t accidentally count the same
object more than once.
Chapter 1
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© Houghton Mifflin Harcourt Publishing Company
© Houghton Mifflin Harcourt Publishing Company
Nombre
INSTRUCCIONES
el número.
2
2
1
1
2
5–10. Cuenta y di cuántos hay. Luego escribe
Capítulo 1 • Lección 2
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c
Problem Solving
MATHEMATICAL
PRACTICES
Tell children that they will draw to show what
they know about the numbers 1 and 2. They
may draw about the numbers any way they
wish.
• Write the number on the writing lines next
to your pictures.
• Be sure to show each number.
When they have finished, have children
tell partners about their work. Then let as
many children as possible describe their work
to the class.
4 SUMMARIZE
MATHEMATICAL
PRACTICES
Essential Question
How can you count and write 1 and 2 with
words and numbers? I can draw pictures of one
© Houghton Mifflin Harcourt Publishing Company
heart and two hearts. I can write the numbers 1 and
2 under the pictures. I can also use letters to spell the
number words.
Chapter 1
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MÉTODOS
MATEMÁTICOS
Representar • Razonar • Interpretar
RESOLUCIÓN DE PROBLEMAS
Revise el trabajo de los niños.
INSTRUCCIONES Dibuja para mostrar lo
que sabes sobre los números 1 y 2. Escribe
el número al lado de cada dibujo. Cuéntale
a un amigo sobre tus dibujos.
ACTIVIDAD PARA LA CASA • Pida a su niño que
escriba el número 1 en una hoja de papel. Luego
pídale que busque un objeto que represente ese
número. Repita con objetos para el número 2.
20
PRÁCTICA ADICIONAL:
Cuaderno de práctica de los estándares, págs. P5–P6
veinte
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Lesson 1.1
Hands On • Model and
Count 1 and 2
Common Core Standard CC.K.CC.4a
Understand the relationship between numbers and quantities;
connect counting to cardinality. When counting objects, say the
number names in the standard order, pairing each object with the
one and only one number name and each number name with one
and only one object.
Also CC.K.CC.3, CC.K.CC.4b, CC.K.CC.5
Lesson Objective Model and count 1 and 2 with
objects.
Essential Question How can you show and count 1
and 2 with objects?
Vocabulary one, two, match
1 ENGAGE
Access Prior Knowledge Invite children to tell
some things they already know about the
numbers 1 and 2.
• Name something of which you have one.
• Name something of which you have two.
Discuss the symbols used to represent the
quantities for 1 and 2.
Then have them move the counter from the
purple crayon to the five frame. Have them
draw one counter in the five frame.
• How many counters do you show in the
five frame? 1
• What does the one counter in the five
frame stand for? one purple crayon
Repeat with the set of two orange crayons.
Have children match two counters with two
crayons by placing one counter on top of each
orange crayon.
• How many counters do you use to show
two orange crayons? 2
Have them move the counters from each of
the orange crayons into the five frame and
draw two counters in the five frame.
• How many counters do you show in the
five frame? 2
• What do the counters in the five frame
stand for? 2 orange crayons
• How did you use counters to show Carlos’s
crayons? I used one counter to show one purple
crayon and two counters to show two orange crayons.
• How does using objects help you count
pictures? You can place one object on each picture.
Then you can count how many objects you used.
In addition to using counters, make children
2 TEACH and TALK GO
Online
c
Listen and Draw
Animated aware that they could use any object to show
Math Models how many there are of something. Have them
MATHEMATICAL
PRACTICES
© Houghton Mifflin Harcourt Publishing Company
Materials three two-color counters
Read the problem. Tell children they will use
counters to solve it.
Carlos has one purple crayon and two orange
crayons. How would you use counters to show
each of the crayons Carlos has?
Distribute three counters to each child. Ask
them to hold up one counter, and then two
counters. Guide children to look at the page.
Have them match one counter with one
crayon by placing one counter on top of the
purple crayon at the top of the page.
• How many counters do you use to show
one purple crayon? 1
place different objects on the crayons in the
picture, such as connecting cubes or paper
clips. Have them draw the objects they used to
represent each number of crayons. Ask them
to hold up the number of objects they used to
count each set of crayons.
Some children may be able to make drawings
to represent the quantities of crayons without
first placing and manipulating objects. Stress
that placing an object on each crayon helps
them make sure they are counting each crayon
only once. Explain that moving the counters
from the drawing to the five frame helps
them make sure the same number is shown in
both places.
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MANOS A LA OBRA
Nombre
Lección 1.1
Hacer un modelo y contar 1 y 2
© Houghton Mifflin Harcourt Publishing Company
Pregunta esencial ¿Cómo mostramos y contamos 1 y 2
con objetos?
ESTÁNDARES COMUNES CC.K.CC.4.a
Count to tell the number of objects.
INSTRUCCIONES Pon una ficha en cada objeto del conjunto a medida que
los cuentas. Mueve las fichas al cuadro de cinco. Dibuja las fichas.
Revise el trabajo de los niños.
Capítulo 1 • Lección 1
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COMMON ERRORS
COMMON ERRORS
3 PRACTICE
c
Share and Show •
Error Children may not grasp the
Guided Practice
Help children locate Exercise 1. Guide them to
match one counter with one object.
• How many counters did you match? 1
• What number did you write? 1 Trace the
number.
• Now move the counter into the five frame.
Check visually.
• How many counters did you draw? 1
Guide children through Exercise 2 in a similar
way. Help children see that the number 2
follows the number 1 in counting, and that
two objects are one more than one object,
and that 2 is one more than 1.
Check as children work. Have them tell the
number of counters they are working with.
Encourage children to volunteer to share
with a partner the way they solved one of
the problems. Ask them to talk through the
problem by indicating where they placed each
counter, where they moved each counter, and
how they knew what number to write.
Use Exercises 3 and 4 for Quick Check.
Quick Check
Quick Check
3
2
3
1
2
1
relationship between the number word
and number of counters.
Example Children play with the counters
and seem confused when asked to show a
number of counters.
Springboard to Learning Provide brief
individual work, saying the number,
pointing to it, helping children show the
number of counters, and having them
repeat the number.
Rt I
R
Rt I
a child misses Exercises 3 and 4
Then
Differentiate Instruction with
• RtI Tier 1 Activity, p. 13B
• Reteach 1.1
Soar to Success Math 1.01
© Houghton Mifflin Harcourt Publishing Company
If
If
Chapter 1
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Comparte y muestra
uno
Revise el trabajo de los niños.
Revise el trabajo de los niños.
INSTRUCCIONES 1–2. Pon una ficha en cada objeto del conjunto a medida que los cuentas.
Di cuántas fichas hay. Dibuja el número. Mueve las fichas al cuadro de cinco. Dibuja las fichas.
14
© Houghton Mifflin Harcourt Publishing Company
dos
catorce
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c
More Practice
Help children locate Exercise 3.
• What number do you see? 1 Count out one
counter in the five frame. Trace the number
1. Draw one counter in the five frame.
Now help children locate Exercise 4.
• What number do you see? 2 Count out
two counters in the five frame. Trace the
number 2. Draw two counters in the five
frame.
If children answered Exercises 3 and 4
correctly, assign Exercises 5–6.
Encourage children to answer Exercises 5–6 on
their own, but offer guidance if needed. Start
by asking:
• What number do you see? How many
counters do you put in the frame to show
that number? Draw the counters.
This line of questioning will fit any of the
problems. Tell children that their drawings of
counters do not need to be perfect. Children
simply need to make a mark to represent
each counter they used to make the number
shown. Remind them only to draw one
counter in each square of the five frame.
this drawing shows one counter.
• Which drawing could represent Vera’s
crayons? Check that child points to a picture that
shows two. Why? Because Vera has two crayons, and
this drawing shows two counters.
• How can you tell just by looking at your
drawings which shows more? The pictures go
farther to the right in the five frame if there are more.
• What else could you draw in each square
besides a counter to show how many
crayons Vera and Amy have? Accept all
reasonable responses.
Have children draw Amy’s crayon next to an
exercise that shows one. Have children draw
Vera’s crayons next to an exercise that shows
two.
Go Deeper
MATHEMATICAL
PRACTICES
Have children talk about the numbers 1 and 2.
Discuss how one object is one fewer than two
objects, and two objects is one more than one
object. Have them talk about situations where
it might be better to have more of something,
and where it might be better to have fewer of
something.
© Houghton Mifflin Harcourt Publishing Company
Problem Children will further
explore the numbers 1 and 2.
• Amy has one crayon. Vera has two crayons.
Who has more crayons? Vera
• How many more crayons does Vera have
than Amy? one more
• Which drawing could represent Amy’s
crayon? Check that child points to a picture that
shows one. Why? Because Amy has one crayon, and
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© Houghton Mifflin Harcourt Publishing Company
© Houghton Mifflin Harcourt Publishing Company
Nombre
uno
Revise el trabajo de los niños.
dos
Revise el trabajo de los niños.
uno
Revise el trabajo de los niños.
dos
Revise el trabajo de los niños.
INSTRUCCIONES 3–6. Di el número. Cuenta esa cantidad de fichas
en el cuadro de cinco. Dibuja las fichas.
Capítulo 1 • Lección 1
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Problem Solving
MATHEMATICAL
PRACTICES
Let children tell what they see in Exercise 1.
Guide them to count the objects in each set
and circle the set with two objects.
For Exercise 2, have children draw or write to
show what they know about the number 1.
For Exercise 3, have children draw or write to
show what they know about the number 2.
Let several children show their work.
Prompt children with questions such as:
• What did you show here?
• What does this writing say? Is this one
or two?
• Show how to count them.
After several children have shared their
work, you might let the others talk through
their work with partners.
4 SUMMARIZE
MATHEMATICAL
PRACTICES
Essential Question
How can you show and count 1 and 2 with
objects? I can show 1 with one counter and 2 with
© Houghton Mifflin Harcourt Publishing Company
2 counters.
Chapter 1
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MÉTODOS
MATEMÁTICOS
Representar • Razonar • Interpretar
RESOLUCIÓN
ÓN DE PROBLEMAS
Revise el trabajo de los niños.
INSTRUCCIONES 1. Cuenta los objetos de
cada conjunto. Encierra en un círculo el conjunto
que tenga dos objetos. 2. Dibuja para mostrar
lo que sabes sobre el número 1. 3. Dibuja para
mostrar lo que sabes sobre el número 2. Dile a
un amigo lo que sabes sobre tus dibujos.
16
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ACTIVIDAD PARA LA CASA • Pida a su niño
que muestre un conjunto que tenga uno o dos
objetos, como libros o botones. Pídale que
señale cada objeto a medida que los cuenta
para saber cuántos hay en el conjunto.
© Houghton Mifflin Harcourt Publishing Company
Revise el trabajo de los niños.
PRÁCTICA ADICIONAL:
Cuaderno de práctica de los estándares, págs. P3–P4
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New York City Implementation Guide NYC25
Lesson 1.9
Problem Solving • Understand 0
• How many horses are in the pen now? There
Common Core Standard CC.K.CC.3
• There is a number that means none. It is the
number 0.
• So, how can you use counters to model this
problem? Possible answer: I have counters, but I do
Write numbers from 0 to 20. Represent a number of objects with a
written numeral 0–20 (with 0 representing a count of no objects).
Also CC.K.CC.4a, CC.K.CC.4b
Lesson Objective Solve problems by using the
strategy make a model.
Essential Question How can you solve problems
using the strategy make a model?
Vocabulary fewer, more, zero
1 ENGAGE
GO
iTools
Online
Materials iTools: Counters
Access Prior Knowledge Use iTools to show a
set of five counters.
• How many counters are in this set? 5
Use counters or iTools to show another set of
five counters placed differently.
• How many counters are in this set? 5
• What can you tell about the placement of
objects? It does not change the number of objects.
are none in the pen now.
not count any for the pen, because there are no horses
in the pen.
Point out the 0 at the bottom of the page.
Read the word zero. Have children trace a 0
in the air. Then have them trace the 0 on the
page.
• What does the number 0 mean? none; not any
• Why do we need the number 0 if there’s
nothing to count? We need a number to represent
nothing. Although 0 has no value by itself, it can help
make other numbers when it’s in the ones place or the
tens place.
In addition to using counters, make children
aware that they could also solve problems
by drawing a picture. Have them draw a tree
with 4 apples on it. Then tell the children that
the apples fall off the tree one by one. Have
children cross out each apple as it falls. Ask
them to count the number of apples in the
tree that are NOT crossed out. There should
be no apples NOT crossed out, so the answer is
Animated zero.
GO Math
Models
Online
and
Some children may be able to solve the
MATHEMATICAL
problem without using counters or drawing
Unlock the Problem PRACTICES
a picture. Stress that even if they can get the
Materials three two-color counters
answer quickly, it is important to know how to
Read the problem aloud as children listen.
use counters and drawings to check their work
as they solve problems.
Use counters to model this problem. There are
two horses in the pen. The horses leave the
pen and go to the field. How many horses are
in the pen now?
• What was in the pen? horses
• Where are the horses now? The horses are in
2 TEACH
TALK
© Houghton Mifflin Harcourt Publishing Company
c
the field.
Chapter 1
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RESOLUCIÓN DE PROBLEMAS
Nombre
Lección 1.9
Resolución de problemas •
Comprensión del 0
ESTÁNDARES COMUNES CC.K.CC.3
Pregunta esencial ¿Cómo resolvemos problemas con la
estrategia hacer un modelo?
Know number names and the
count sequence.
© Houghton Mifflin Harcourt Publishing Company
Revise el trabajo de los niños.
cero
INSTRUCCIONES Pon fichas para hacer un modelo de este problema. En el corral hay
dos caballos. Los caballos salen del corral y se van al campo. ¿Cuántos caballos quedan
en el corral? Dibuja el número. Cuéntale a un amigo lo que sabes sobre ese número.
Capítulo 1 • Lección 9
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c
Try Another Problem
Draw children’s attention to the picture of the
hooks on the wall in Exercise 1. Explain that
they will use counters to model the problem.
Tell them to listen to the problem.
• Three children each have one backpack on
a hook.
• How many counters will you place on each
hook? 1 How many backpacks are there? 3
Draw counters to show the backpacks.
Write the number.
Have children find Exercise 2.
• Three children each take one backpack.
How many backpacks are there now?
• What will you do to solve? Take away three
counters.
• How many backpacks are there now? 0
• Write the number that shows how many
backpacks there are now.
• How do you know there are zero backpacks
now? All of the backpacks were taken. There are no
backpacks to count.
Encourage children to share with a partner
the way they solved one of the problems.
Ask them to talk through the problem by
indicating which number and counters they
started with, what the counters stand for, and
what they
did to addERRORS
on the second number
COMMON
and get the final answer.
COMMON ERRORS
Error Children may count the objects
removed rather than the ones left.
© Houghton Mifflin Harcourt Publishing Company
Example In Exercise 2, children count the
three counters that are taken away.
Springboard to Learning Emphasize that
children should be counting the counters
left on the hooks. Reread the problem. Have
children model as you read. Then ask them
to touch each counter still on the hooks.
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Haz otro problema
0
Revise el trabajo de los niños.
INSTRUCCIONES 1. Pon fichas para hacer un modelo de este problema. Tres estudiantes
cuelgan su mochila en un gancho cada uno. Dibuja fichas para mostrar las mochilas. ¿Cuántas
mochilas hay? Escribe el número. 2. Pon fichas para representar una mochila en cada gancho.
Cada uno de los tres estudiantes toma una mochila. ¿Cuántas mochilas quedan ahora? Escribe
el número.
46
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3
Revise el trabajo de los niños.
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Problem
3 PRACTICE
c
Share and Show •
Guided Practice
Read the problems for Exercises 3 and 4 and
guide children through the steps as they
model the problems with counters.
Use Exercises 3 and 4 for Quick Check.
Quick Check
Quick Check
If
If
Then
3
2
31
2
1
Rt I
Rt
R I
If child misses Exercises 3 and 4
Differentiate Instruction with
• RtI Tier 1 Activity, p. 45B
• Reteach 1.9
Go Deeper
MATHEMATICAL
PRACTICES
Do you know how many marbles Ryan has? No
Explain how you can know who has more if
you do not know how many marbles Ryan has.
I know that Yolanda has zero, which means she has none.
I know that Ryan has some marbles. Since some is more
than none, I know that Ryan has more.
© Houghton Mifflin Harcourt Publishing Company
• How many counters did you use in Exercise
3? 1
• What number did you write? 0
• How many counters did you use in
Exercise 4? 1
• What number did you write? 1
Guide children through Exercises 3 and 4 using
drawings. In Exercise 3, have them draw a
box for Drew and a box for Adam. Have them
draw a book for Drew. Point out that since
Adam has one less than Drew, they don’t
have to draw anything for Adam. Guide them
to see that Adam has 0. In Exercise 4, have
them draw the problem in a similar way. Help
children see since Bradley has 0 pencils and
Matt has 1 more, then Matt has 1 pencil. Have
them draw Matt’s pencil. Check as children
work.
If Ryan has some
marbles and Yolanda has zero marbles, can
you tell who has more? Accept reasonable answers.
• When we say Yolanda has zero marbles,
how many does she have? none
• Can you make a model to solve this
problem? yes
Encourage students to use counters or
drawings to model the problem. If children
seem unsure how to solve the problem, guide
them to try drawing or using counters for
Yolanda’s marbles first. Then, they can use
counters or draw to show Ryan’s marbles.
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Nombre
Comparte y muestra
© Houghton Mifflin Harcourt Publishing Company
© Houghton Mifflin Harcourt Publishing Company
Revise el trabajo de los niños.
Revise el trabajo de los niños.
0
1
INSTRUCCIONES Pon fichas para representar estos problemas. 3. Drew tiene
un libro. Adam tiene un libro menos que Drew. ¿Cuántos libros tiene Adam? Escribe el
número. 4. Bradley no tiene lápices. Matt tiene un lápiz más que Bradley. ¿Cuántos
lápices tiene Matt? Escribe el número.
Capítulo 1 • Lección 9
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c
On Your Own
Listen to these problems and use your
counters to model and solve.
Have children find Exercise 1.
• Vera has 2 cookies. She eats 1 cookie and
gives 1 cookie to her friend. How many
cookies does Vera have now? 0 Write the
number.
Have children find Exercise 2.
• Amy has 3 crayons. She gives some away.
Now she has no crayons. How many
crayons did she give away? 3 Write the
number.
Guide children to use drawings as an
alternative to using counters. Help them see
that crossing out a drawing has the same
result as removing a counter.
You may suggest that children place
the completed On Your Own page in their
portfolios.
4 SUMMARIZE
MATHEMATICAL
PRACTICES
Essential Question
How can you solve problems using the
strategy make a model? I can use counters to show
© Houghton Mifflin Harcourt Publishing Company
the objects in a problem. I can put them in and take them
away. Then I count how many are left.
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Por tu cuenta
MÉTODOS
MATEMÁTICOS
Representar • Razonar • Interpretar
0
INSTRUCCIONES 1. Vera tiene 2 galletas.
Se come 1 galleta y le da 1 galleta a su amiga.
¿Cuántas galletas tiene Vera ahora? Escribe el
número. 2. Amy tiene 3 crayones. Regala
varios y se queda sin crayones. ¿Cuántos
crayones regaló? Escribe el número.
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3
ACTIVIDAD PARA LA CASA • Pídale al
estudiante que ponga un conjunto de hasta
cinco macarrones en una taza. Saque algunos
macarrones, o todos, y pídale que diga cuántos
hay en la taza y que escriba el número.
PRÁCTICA ADICIONAL:
Cuaderno de práctica de los estándares, págs. P19–P20
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