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Grade K: Step Up to Grade 1
Teacher’s Guide
• Teacher Notes and Answers
for Step-Up Lessons
• Practice
• Answers for Practice
• Test
• Answers for Test
Scott Foresman and enVisionMATH™
are trademarks, in the U.S. and/or other
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®
45092_SLPSHEET_FSD 1
6/6/08 3:50:39 PM
45092_SLPSHEET_FSD 2
A7
Counting by 10s to 100
C1
Adding Tens
A13
Ordering Numbers to 12 with a
Number Line
C2
Adding on a Hundred Chart
C3
Adding Tens to a Two-Digit Number
A16
Using Skip Counting
C5
Estimating Sums
A17
Odd and Even
C14
Subtracting on a Hundred Chart
A19
Before, After, and Between
D5
Time to the Half Hour
B7
Joining Stories
D6
Ordering and Estimating Time
B12
Adding Doubles
D51
Properties of Plane Shapes
B14
Facts with 5 on a Ten-Frame
D52
Making New Shapes from Shapes
B15
Making 10 on a Ten-Frame
D72
Tallying Results
B16
Missing Parts
6/6/08 3:50:51 PM
Math Diagnosis and
Intervention System
Intervention Lesson
Counting by 10s to 100
Math Diagnosis and
Intervention System
Name
Intervention Lesson
A7
Teacher Notes
A7
Counting by 10’s to 100
1.
Ongoing Assessment
Have children count out loud by 10s to 100.
10 20 30 40
Error Intervention
If children have trouble deciding which multiple of
ten, to write,
then tell them the first digit tells how many groups
of ten. So if there are 4 groups of ten, the number is
a 4 and a 0.
50 60 70 80
If You Have More Time
© Pearson Education, Inc.
Have children make tens out of snap cubes for a
partner to count.
90 100
1. Count the groups of 10 lady bugs out loud, altogether as a class.
2. Have children say the numbers again, to themselves, and write the numbers.
Intervention Lesson A7
107
Math Diagnosis and
Intervention System
Name
Intervention Lesson
A7
Counting by 10’s to 100 (continued)
How many?
2.
4.
60
30
© Pearson Education, Inc.
© Pearson Education, Inc. K
3.
40
108 Intervention Lesson A7
Intervention Lesson A7
Ordering Numbers to 12
with a Number Line
Math Diagnosis and
Intervention System
Name
Intervention Lesson
Math Diagnosis and
Intervention System
Intervention Lesson
A13
Teacher Notes
A13
Ordering Numbers to 12
with a Number Line
Ongoing Assessment
1.
0
1
2
3
4
6
5
6
7
8
9
10 11 12
9
7
least
between
Error Intervention
greatest
2.
If children confuse the terms before and after,
0
1
2
3
4
9
5
6
7
8
10
least
9
10 11 12
then make sure they know their right from left. The
number before is to the left and the number after is
to the right.
11
between
greatest
3.
0
1
2
3
4
5
6
7
8
4
3
least
© Pearson Education, Inc.
Ask: Are the numbers on the number line in the
same order that you count? Yes
between
9
10 11 12
If You Have More Time
5
Ask children how many pets they have and write
the numbers from least to greatest using the
number line.
greatest
Materials: Crayons or markers
1. Have children circle the 6 and its dot on the number line.
2. Have them circle the 9 and its dot.
3. Ask: What number is between 6 and 9? 7 or 8 Have children write the number.
4. For Problem 2, have children circle the 9 and 10.
5. Ask: What number is after 10? Although 11 is the preferred answer, 12 is also correct. Have children
write the number.
6. For Problem 3, have children circle 4 and 5. Ask: What number is before 4? 0 to 3 are acceptable.
Have children write the number.
Intervention Lesson A13
119
Math Diagnosis and
Intervention System
Name
Intervention Lesson
A13
Ordering Numbers to 12 with a Number Line (continued)
Use the number line.
Write the missing number.
0
4.
1
2
3
6
2
8
5
6
7
7
5.
3
4
7.
9
10
9.
4
5
11.
least between greatest
6.
3
least between greatest
9
10 11
between greatest
7
8
8
9
between greatest
7
least
10 11 12
between greatest
10 11 12
least
between greatest
Reasoning Find the two numbers
between 3 and 6.
3
least
4
5
between
between
120 Intervention Lesson A13
Intervention Lesson A13
6
greatest
© Pearson Education, Inc.
12.
6
least
least between greatest
10.
9
least
least between greatest
8.
8
© Pearson Education, Inc. K
5
4
Math Diagnosis and
Intervention System
Intervention Lesson
Using Skip Counting
Math Diagnosis and
Intervention System
Name
Intervention Lesson
A16
Teacher Notes
A16
Using Skip Counting
1.
Ongoing Assessment
2
4
6
8 10
2.
Observe to see if children are skip counting or
counting all the objects. Children who are not skip
counting will take a long time to finish.
Error Intervention
If children have difficulty skip counting,
5 10
15
20
25
then have them practice just saying the numbers,
using a hundred chart.
If You Have More Time
3.
Have children name things that come in 2s, 5s,
and 10s.
© Pearson Education, Inc.
10 20
30
40
50
1. Say: How many roosters? Skip count by 2s to find out. Have children skip count and write the
numbers.
2. Say: How many fingers? Skip count by 5s to find out. Have children skip count and write the
numbers.
3. Say: How many toes? Skip count by 10s to find out. Have children skip count and write the numbers.
Intervention Lesson A16
125
Math Diagnosis and
Intervention System
Name
Intervention Lesson
A16
Using Skip Counting (continued)
Skip count.
4.
How many bowling pins are there? Count by 10s.
10
40
50
60
How many ears are there? Count by 2s.
2
6.
30
4
6
8
10
12
How many flowers are there? Count by 5s.
5
© Pearson Education, Inc.
© Pearson Education, Inc. K
5.
20
10
15
20
25
30
126 Intervention Lesson A16
Intervention Lesson A16
Math Diagnosis and
Intervention System
Intervention Lesson
Odd and Even
Math Diagnosis and
Intervention System
Name
Intervention Lesson
A17
Teacher Notes
A17
Odd and Even
1.
8
Ongoing Assessment
even
2.
Ask: 4 is an even number. Is 14 even or odd? even
7 is an odd number. Is 17 even or odd? odd
odd
15
Error Intervention
even
3.
even
6
5.
even
© Pearson Education, Inc.
3
20
7.
even
If children have trouble writing number patterns of
even numbers,
odd
16
4.
odd
even
19
6.
odd
then encourage them to skip count by 2s.
odd
even
13
8.
odd
even
If You Have More Time
Give children 30 snap cubes and have them classify
21 to 30 as even or odd.
odd
odd
Materials: snap cubes, 20 per child
1. Have children count out 8 cubes and make pairs as shown. Say: Since you can make pairs out of 8
cubes with none left over, 8 is an even number. Have children circle even.
2. Have children count out 15 cubes and make pairs as shown. Say: Since there is one left over when
you make pairs out of 15, 15 is an odd number. Have children circle odd.
3. Have children use cubes and pairs to do the other problems.
Intervention Lesson A17
127
Math Diagnosis and
Intervention System
Name
Intervention Lesson
A17
Odd and Even (continued)
Circle even or odd.
Use cubes if you like.
9.
even
11.
even
13.
even
even
18
12
5
10.
odd
even
12.
odd
even
14.
odd
even
16.
odd
even
Look at the pattern
What comes next?
19.
11
10, 12, 14, 16
5, 7, 9,
18.
20.
odd
17
odd
11
odd
4
odd
10
9, 11, 13, 15
4, 6, 8,
128 Intervention Lesson A17
Intervention Lesson A17
© Pearson Education, Inc.
17.
14
© Pearson Education, Inc. K
15.
9
Math Diagnosis and
Intervention System
Intervention Lesson
Before, After, and Between
Math Diagnosis and
Intervention System
Name
Intervention Lesson
A19
Teacher Notes
A19
Before, After, and Between
1.
2.
3.
52, 53,
54
Make sure children can rote count to 100, that is,
say the number in order without objects.
38, 39, 40
Error Intervention
97 , 98, 99
4.
19 , 20, 21
5.
13, 14 , 15
6.
Ongoing Assessment
If children have trouble counting from any number,
then use A8: Counting to 100 and A18: Counting
from Any Number.
If You Have More Time
Have pairs play Guess My Number. One child
writes down a two-digit number. The other child
asks questions like, What is the number before your
number? or, What two numbers is your number
between? After the first child answers, the second
child says the number. Then, they change roles and
repeat.
71, 72 , 73
© Pearson Education, Inc.
Materials: Snap cubes, 100 per pair or group
1. Have children show 52 with snap cubes, making five 10-trains and one 2-train. Have them add one
more cube. Ask: What number comes after 52? Have them add one more cube and tell what number
comes after 53. Have them write 54.
2. Repeat, starting with 38.
3. Have children show 99 with snap cubes. Have them take away one cube. Ask: What number comes
before 99? Have them take away one more cube and tell what number comes before 98. Have them
write 97.
4. Repeat, starting with 21.
5. Have children show 13 with snap cubes. Have them add one more cube. Ask: What number comes
after 13? Does 15 come after 14? Say: So, 14 is between 13 and 15.
6. Repeat, starting with 71.
Intervention Lesson A19
131
Math Diagnosis and
Intervention System
Name
Intervention Lesson
A19
Before, After, and Between (continued)
Write the number that comes just after.
23
7.
21, 22,
9.
52, 53, 54
8.
43, 44, 45
10.
28, 29, 30
Write the number that comes just before.
11.
16 , 17, 18
12.
83 , 84, 85
27, 28
13.
26,
15.
48, 49 , 50
14.
98, 99 , 100
16.
65, 66 , 67
Reasoning Write the numbers that come just
before and just after.
17.
19.
85, 86, 87
78 , 79, 80
18.
30 , 31, 32
20.
59 , 60, 61
© Pearson Education, Inc.
© Pearson Education, Inc. K
Write the number that comes between.
132 Intervention Lesson A19
Intervention Lesson A19
Math Diagnosis and
Intervention System
Intervention Lesson
Joining Stories
Math Diagnosis and
Intervention System
Name
Intervention Lesson
B7
Teacher Notes
B7
Joining Stories
1.
Ongoing Assessment
Watch children count to see if they are starting with
1 to count or if they are counting on.
2
3
⫹
⫽ 5
in all
2.
Error Intervention
If students do not match the counters to the
pictures correctly,
⫹
4
⫽
3
7
in all
3.
then ask questions like, Which picture does this
counter match? This one? Continue until the child
sees that there is either an extra counter or not
enough.
© Pearson Education, Inc.
If You Have More Time
⫹
5
⫽
3
8
in all
Materials: Counters, 9 per child
1. Say: Three frogs are by the pond. Have children place a counter on each frog in the first group, use
the counters to count the frogs, and then write the number. Say: Two more frogs join them. Have
children place a counter on each frog in the second group, use the counters to count the frogs, and
then write the number. Ask: How many frogs are by the pond now? Have students use the counters
to find how many in all and write the number.
Have children work in pairs. One partner makes
up a word problem like the ones in the lesson and
shows it with counters. The other partner solves the
problem. Then, they trade roles and repeat.
2. Say: Four ducks are swimming on the pond. Three more ducks land on the pond and start
swimming. How many ducks are on the pond now? Have children use counters to solve as in the
previous problem.
3. Say: What if there are 5 frogs by the pond and 3 frogs join them? How many frogs are by the
pond now? Have students solve similarly.
Intervention Lesson B7
77
Math Diagnosis and
Intervention System
Name
Intervention Lesson
B7
Joining Stories (continued)
Write a number sentence for each picture.
4.
5.
2
⫹
2
⫽
4
6.
3
⫹
3
⫽
6
3
⫹
1
⫽
4
4
⫹
1
⫽
5
1
⫹
3
⫽
4
⫹
1
⫽
4
7.
3
⫹
2
⫽
5
8.
9.
⫹
1
⫽
3
10.
11.
2
⫹
4
⫽
6
© Pearson Education, Inc.
Reasoning Complete each number sentence.
12.
13.
3
⫹
2
⫽
5
78 Intervention Lesson B7
Intervention Lesson B7
3
© Pearson Education, Inc. K
2
Math Diagnosis and
Intervention System
Intervention Lesson
Adding Doubles
Math Diagnosis and
Intervention System
Name
Intervention Lesson
B12
Teacher Notes
B12
Adding Doubles
1.
Ongoing Assessment
4
⫹
4
⫽ 8
2
⫹
2
⫽
Ask children a doubles fact from 1 ⫹ 1 to 6 ⫹ 6
and see whether or not the child can answer
quickly. Encourage children who cannot answer
quickly to try to memorize the doubles facts.
2.
4
Error Intervention
© Pearson Education, Inc.
3.
If children use cubes to find the sums involving
1 and 2,
5
⫹
4.
3⫹3⫽
6
5.
6⫹6⫽
12
6.
1⫹1⫽
2
⫽
5
then encourage them to count on and use
B11: Adding with 0, 1, 2.
10
If You Have More Time
Have children form a train with 2 snap cubes and
write a doubles fact with a sum of 2. Have them
add 2 more snap cubes and write a doubles fact
with a sum of 4. Continue to a sum of 12.
Materials: Snap cubes, 12 for each child
1. Have children make 2 trains of 4 snap cubes each and write the 4s. Ask: How much is 4 plus 4? Have
children write 8.
2. Ask: What is special about the sum 4 plus 4? The numbers are the same. Say: When the numbers
are the same, the addition fact is a double.
3. Have children use snap cubes to find the other doubles.
Intervention Lesson B12
87
Math Diagnosis and
Intervention System
Name
Intervention Lesson
B12
Adding Doubles (continued)
Add to find the double.
7.
8.
6
⫹
6
⫽
12
9.
⫹
3
⫽
6
1
⫹
1
⫽
2
10.
4
⫹
4
8
⫽
Add. Circle the doubles facts.
11.
5
4
2
2
1
3
⫹ 2
_
⫹ 4
_
⫹ 2
_
⫹ 6
_
⫹ 8
_
⫹ 3
_
7
8
4
8
9
6
Reasoning Write the missing number that makes
each sentence true.
12.
5
⫹ 5 ⫽ 10
13. 3 ⫹
3
⫽6
© Pearson Education, Inc.
© Pearson Education, Inc. K
3
88 Intervention Lesson B12
Intervention Lesson B12
Math Diagnosis and
Intervention System
Facts with 5 on a Ten-Frame
Math Diagnosis and
Intervention System
Name
Intervention Lesson
Intervention Lesson
B14
Teacher Notes
B14
Facts with 5 on a Ten-Frame
Ongoing Assessment
Ask: If 5 plus 2 equals 7, what is 2 plus 5? 7
Error Intervention
If children have trouble finding sums with 5,
6
1. 5 ⫹ 1 ⫽
4
6⫹
2
8⫹
© Pearson Education, Inc.
5. 5 ⫹ 5 ⫽
3
7⫹
8
3. 5 ⫹ 3 ⫽
7
2. 5 ⫹ 2 ⫽
⫽ 10
Have children look for the pattern described below.
9
1
9⫹
If You Have More Time
⫽ 10
4. 5 ⫹ 4 ⫽
⫽ 10
then tell them they can think of 5 as a hand. So, for
example, 5 plus 3 is hand plus 3, or 8.
5⫹1⫽6
6 ⫹ 4 ⫽ 10
What is 1 ⫹ 4? 5
⫽ 10
10
5⫹3⫽8
8 ⫹ 2 ⫽ 10
What is 3 ⫹ 2? 5
Materials: Two color counters, 10 for each child
1. Have children put 5 red counters in the first row of the ten-frame. Then have them put one yellow
counter in the second row. Ask: What is 5 plus 1? Have children write 6.
2. Ask: How many counters would you need to fill the ten-frame? 4 Ask: So, 6 plus what number
equals 10? Have children write 4.
3. Have children put 5 red counters in the first row of the ten-frame and two yellow counters in the second
row. Ask questions like those above to have children find 5 ⫹ 2 and 7 ⫹ 3.
4. Do other problems similarly.
Intervention Lesson B14
91
Math Diagnosis and
Intervention System
Name
Intervention Lesson
B14
Facts with 5 on a Ten-Frame (continued)
Write an addition fact with 5.
Then write an addition fact with 10.
6.
7.
5⫹3⫽
8⫹
2
8
5⫹
2
⫽
7⫹
3
⫽ 10
5⫹
1
⫽
6⫹
4
⫽ 10
3⫹5⫽
8
⫽ 10
8.
7
9.
4
⫽
9⫹
1
⫽ 10
9
10. 5 ⫹
5
11. 5 ⫹ 3 ⫽
⫽ 10
8
92 Intervention Lesson B14
Intervention Lesson B14
© Pearson Education, Inc.
Reasoning Write the missing numbers.
6
© Pearson Education, Inc. K
5⫹
Math Diagnosis and
Intervention System
Intervention Lesson
Making 10 on a Ten-Frame
Math Diagnosis and
Intervention System
Name
Intervention Lesson
B15
Teacher Notes
B15
Making 10 on a Ten-Frame
Ongoing Assessment
Ask: After you moved the counter into the
ten-frame, how did you know 9 ⴙ 2 equals
10 ⴙ 1? Sample Answer: I didn’t change the
number of counters.
Error Intervention
1.
2.
10
⫹ 1
_
11
3.
then use A9: Numbers to 12.
12
9
4.
10
⫹
2
_
1
⫹
11
© Pearson Education, Inc.
If children have trouble with 10 ⫹ 1 and 10 ⫹ 2,
10
⫹ 2
_
8
⫹
4
_
⫹
12
11
If children have trouble recognizing how much to
add to make 10,
10
2
then use B10: Parts of Ten.
12
If You Have More Time
Materials: Two-color counters, 12 for each child
1. Have children fill the ten-frame with yellow counters. Have them put one red counter below the frame.
Ask: What is 10 plus 1? Have children write 11. Do 10 ⫹ 2 similarly.
2. Have children put 9 yellow counters in the ten-frame and 2 red counters below. Ask: What addition do
the counters show? 9 plus 2 Then have children move one red counter to fill up the ten-frame. Ask:
Nine plus 2 is equal to 10 plus what number? Have children write 1. Ask: If 10 plus 1 equals 11,
then what is 9 plus 2? Have children write 11 for the sum 9 ⫹ 2.
3. Have children put 8 yellow counters in the ten-frame and 4 red counters below. Ask: What addition do
the counters show? 8 plus 4 Then have children move two red counters to fill up the ten-frame. Ask:
Eight plus 4 is equal to 10 plus what number? Have children write 2. Ask: If 10 plus 2 equals 12,
then what is 8 plus 4? Have children write 12 for the sum 8 ⫹ 4.
Intervention Lesson B15
93
Have children draw a picture with 9 birds in a circle
and 3 birds outside the circle. Below this, have
them draw 10 birds in the circle and the same
total number of birds. Have children write addition
sentences for each picture.
Math Diagnosis and
Intervention System
Name
Intervention Lesson
B15
Making 10 on a Ten-Frame (continued)
Write the missing numbers.
Find the sums.
5.
12
12
11
11
8
10
7
10
8.
1
⫹
⫹
5
_
11
11
8
10
⫹ 4
_
12
10.
⫹ 9
_
12
12
1
⫽ 10
1 less than 2 is
So, 9 ⫹ 2 ⫽ 10 ⫹
1
.
1
1
2
12
3
11. Reasoning Find 9 ⫹ 2.
9⫹
⫹
12
2
⫹
⫹
2
⫹
10
12
© Pearson Education, Inc.
© Pearson Education, Inc. K
10
⫹ 4
_
⫹
3
_
9.
7
2
⫹
⫹ 3
_
7.
6.
10
9
⫽
11 .
94 Intervention Lesson B15
Intervention Lesson B15
Math Diagnosis and
Intervention System
Intervention Lesson
Missing Parts
Math Diagnosis and
Intervention System
Name
Intervention Lesson
B16
Teacher Notes
B16
Missing Parts
Ongoing Assessment
Ask: If 3 plus something equals 8, What is the
total? 8 What is the part you know? 3 What is
the missing part? 5
Error Intervention
If children do not count out the total number of
counters reliably,
then use A3: Six to Ten.
1. 4 +
2
2.
=6
3
If You Have More Time
+2=5
Have children make up missing part stories.
4
© Pearson Education, Inc.
3. 9 = 5 +
5. 7 =
3
+4
4. 8 =
1
+7
6. 2 +
2
=4
Materials: Two-color counters, 9 for each child
1. Say: There are 6 counters in all. Have children count out 6 counters and put 4 in the first box. Ask:
How many counters go in the second box? Have children put 2 counters in the second box and write
2. Say: Two is the missing part.
2. Have children count out 5 counters. Say: There are 5 counters in all. Put 2 in the second box. What
is the missing part? Have children put 3 counters in the first box and write 3.
3. Do the other problems similarly.
Intervention Lesson B16
95
Math Diagnosis and
Intervention System
Name
Intervention Lesson
B16
Missing Parts (continued)
Draw how many are missing.
Write the number.
Use counters if you like.
7.
8.
7 in all
2
9.
57
3
41
10.
8 in all
3
6 in all
3
3
6
1
6
7
Write the missing numbers.
Use counters if you like.
11.
4
4
8
12.
© Pearson Education, Inc.
Reasoning Write the number sentence.
Solve.
8 in all
13. Fred bought 5 cookies.
His mother gave him some more.
Now Fred has 8 cookies.
How many more did she give him?
96 Intervention Lesson B16
Intervention Lesson B16
5
3
8
© Pearson Education, Inc. K
85
4 in all
Math Diagnosis and
Intervention System
Intervention Lesson
Adding Tens
Math Diagnosis and
Intervention System
Name
Intervention Lesson
C1
Teacher Notes
C1
Adding Tens
1.
Ongoing Assessment
Ask: How much is 5 tens plus 2 tens? 70
3
30
⫹
2. 2 tens
20
⫹
3. 2 tens
⫹ 3 tens
20
30
⫹
4. 4 tens
⫹ 3 tens
40
30
⫹
⫽
4
40
⫽
4
⫽
40
⫽
5
⫽
50
⫽
7
⫽
70
ten ⫽
⫹ 2 tens
20
© Pearson Education, Inc.
1
10
tens ⫹
Error Intervention
tens
If children have trouble deciding how much a set of
tens equal,
then use A7: Counting by 10s to 100.
tens
If You Have More Time
Have children work in pairs. Give each pair 9 tens.
Have pairs write 4 different addition sentences with
a sum of 90 such as 60 ⫹ 30 ⫽ 90; 50 ⫹ 40 ⫽ 90. If
time allows, have children do the same for 8 tens.
tens
tens
Materials: Snap cubes, 70 for each pair or group
1. Have children make three 10-trains. Ask: How many tens? Have children write 3.
Have children make another 10-train and write 1. Ask: Three tens plus one ten equals
how many tens? Have children write 4. Ask: How much is 3 tens? Have children write
30. Ask: How much is 1 ten? Have children write 10. Ask: How much is 4 tens?
Have children write 40. Say: So, 30 ⴙ 10 ⴝ 40.
2. Find the other sums similarly.
Intervention Lesson C1
57
Math Diagnosis and
Intervention System
Name
Intervention Lesson
C1
Adding Tens (continued)
Write the numbers. Add.
5.
6.
4 tens ⫹ 2 tens ⫽ 6 tens
40
⫹
20
⫽
3 tens ⫹ 3 tens ⫽ 6 tens
60
30 ⫹ 30 ⫽ 60
8.
5 tens ⫹ 1 ten ⫽ 6 tens
5 tens ⫹ 4 tens ⫽ 9 tens
50 ⫹ 10 ⫽ 60
50 ⫹ 40 ⫽ 90
9.
6
60
tens ⫹
⫹
3
30
tens ⫽
⫽
9
© Pearson Education, Inc.
© Pearson Education, Inc. K
7.
tens
90
58 Intervention Lesson C1
Intervention Lesson C1
Math Diagnosis and
Intervention System
Adding on a Hundred Chart
Math Diagnosis and
Intervention System
Name
Intervention Lesson
Intervention Lesson
C2
Teacher Notes
C2
© Pearson Education, Inc.
Adding on a Hundred Chart
1.
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
2.
59
37
3.
66
4.
Ongoing Assessment
Ask: On a hundred chart, when you move 2
rows down and 5 to the right, how many are you
adding? 25
Error Intervention
If children don’t understand why moving down 1
row is the same as adding 10,
then have them start with a number and count 10
spaces to the right. Have them notice that when
they counted 10 spaces they ended up one row
below where they started.
If students have trouble remembering whether they
move down or to the right first,
95
then tell them it doesn’t matter since, for example,
10 ⫹ 3 ⫽ 13 and 3 ⫹ 10 ⫽ 13.
1. Say: Find the sum of 14 plus 23 on a hundred chart. Start by putting your finger on 14. Ask: How
many tens are in 23? 2 To add the 2 tens, move your finger down 2 rows. Have children count
14, 24, 34 as they move down. Ask: Where is your finger? 34 To add the 3 ones, move your finger
ahead 3 from 34. Have children count 34, 35, 36, 37 as they move ahead. Ask: Where is your finger?
37: So, 14 ⴙ 23 ⴝ 37. Have children write 37.
If You Have More Time
2. For Problems 2 to 4, have children find 38 ⫹ 21, 33 ⫹ 33, and 21 ⫹ 74 similarly.
3. Have children find 74 ⫹ 21. Ask if the sum 74 ⫹ 21 is the same as 21 ⫹ 74.
Intervention Lesson C2
Math Diagnosis and
Intervention System
Name
Intervention Lesson
C2
Adding on a Hundred Chart (continued)
Add using the hundred chart.
5.
6.
7.
17
⫹ 42
_
48
59
56
27
34
21
85
52
⫹ 11
_
⫹ 26
_
⫹ 14
_
⫹ 25
_
45
47
99
77
13
42
37
18
⫹ 20
_
⫹ 21
_
⫹ 35
_
⫹ 22
_
⫹ 12
_
⫹ 31
_
76
48
48
64
49
49
22
⫹
37
_
31
⫹
31
_
25
⫹
24
_
26
⫹
21
_
73
⫹
14
_
16
⫹
30
_
59
62
49
47
87
46
21
⫹
42
_
32
⫹
17
_
12
⫹
23
_
75
⫹
21
_
38
⫹
40
_
34
⫹
13
_
63
49
35
96
78
47
9. Reasoning Explain how to use a hundred chart to add
Move down 2 rows from 45 to 65, then move
to the right 3 more spaces to 68.
66
60 Intervention Lesson C2
Intervention Lesson C2
© Pearson Education, Inc.
45 ⫹ 23.
10. Find 24 ⫹ 44.
Write 21, 23, 32, 38, and 43 on the board. Have
children work in pairs. Have pairs choose two of
the numbers from the list and find the sum using
a hundred chart. Have them then write a number
sentence. Have children repeat until they have
5 number sentences. If time allows, have each
pair share their number sentences with the class
to see how many different ones were found. If
21 ⫹ 23 ⫽ 44 and 23 ⫹ 21 ⫽ 44 are counted as
two different number sentences, there are 20.
Otherwise, there are 10.
© Pearson Education, Inc. K
8.
25
⫹ 23
_
59
Adding Tens to a Two-Digit
Number
Math Diagnosis and
Intervention System
Name
Intervention Lesson
Math Diagnosis and
Intervention System
Intervention Lesson
C3
Teacher Notes
C3
Adding Tens to a Two-Digit Number
1.
2.
41
⫹
30
_
71
3.
,
61
71
,
22,
4.
57
⫹ 20
_
5.
12
⫹
60
_
68
© Pearson Education, Inc.
6. 31 ⫹ 40 ⫽
72
71
39
If children have trouble counting on by tens,
69
then allow them to use a hundred chart to count by
tens by moving one row down for every ten.
49 , 59 , 69
If You Have More Time
13
⫹
50
_
27
⫹
30
_
63
57
Have children work in pairs. Have one child write
18, 19, 24, 27, 33, 35, 42, and 46 on index cards.
Have the other child write 20, 20, 30, 30, 40, 40, 50,
and 50 on index cards. Each child shuffles their set
of cards, places them face down, and then turns
one card over. Both children find the sum of the
numbers, and compare sums for accuracy. Repeat
until all cards have been turned over. If time allows,
have children shuffle and repeat the activity.
67 , 77
48
⫹
20
_
39,
45
⫹
20
_
Error Intervention
32 , 42
⫹ 30
_
77
57,
Ask: How many tens do you count on if you add
50 to a number? 5
42
51
41,
Ongoing Assessment
22
⫹
20
_
65
7.
40 ⫹ 31 ⫽
71
Materials: Snap cubes, 79 for each pair or group
1. Have children show 41 with snap cubes, making four 10-trains and one single. Have them also show 30
with snap cubes, making three 10-trains. Have children count on by tens, from 41, as they move each
10-train from the 30 pile to the 41 pile. Have children write 51, 61, and 71 as they count. Say: Fortyone plus 30 equals 71. Have children write 71 as the sum.
2. Have children show 22 with snap cubes, making two 10-trains and two singles, and 20 with snap
cubes, making two 10-trains. Have them count on 22, 32, 42 as they move the tens from 20 to 22. Have
them write the numbers and the sum.
3. Have children find the other sums similarly.
4. For Problem 7, tell children they can count on from 31, just like they did in number 6.
Intervention Lesson C3
61
Math Diagnosis and
Intervention System
Name
Intervention Lesson
C3
Adding Tens to a Two-Digit Number (continued)
Add.
8.
9.
43
⫹
20
_
16
⫹
10
_
63
43,
11.
12.
53 , 63
46
38
16,
17
57
26
23
32
⫹ 20
_
⫹ 50
_
⫹ 20
_
⫹ 30
_
⫹ 40
_
⫹ 60
_
66
88
37
87
63
92
21
42
53
72
12
35
⫹ 30
_
⫹ 40
_
⫹ 20
_
⫹ 20
_
⫹ 60
_
⫹ 30
_
51
82
73
92
72
65
15
36
29
81
54
78
⫹ 50
_
⫹ 20
_
⫹ 30
_
⫹ 10
_
⫹ 30
_
⫹ 20
_
65
56
59
91
84
98
13. Reasoning How many tens are in 28 ⫹ 30?
How do you know?
© Pearson Education, Inc.
© Pearson Education, Inc. K
10.
26
5 tens; Sample answer: 28 has 2 tens.
30 has 3 tens. 2 tens ⴙ 3 tens ⴝ 5 tens
62 Intervention Lesson C3
Intervention Lesson C3
Math Diagnosis and
Intervention System
Intervention Lesson
Estimating Sums
Math Diagnosis and
Intervention System
Name
Intervention Lesson
C5
Teacher Notes
C5
Estimating Sums
20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40
20
1. 23 is between
30 . 23 is closest to 20 .
The purpose of the lesson is to teach children to
estimate sums, not calculate actual sums. So make
sure they are not just adding the actual numbers.
30 and 40 . 37 is closest to 40 .
37 is between
20 ⫹ 40 ⫽
and
Ongoing Assessment
60
So, 23 ⫹ 37 is about
Error Intervention
60 .
If children have trouble identifying the closest ten
on exercises where number lines are not provided,
20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40
2. 28 is between
20 and 30 . 28 is closest to 30 .
36 is between
30 and 40 . 36 is closest to 40 .
© Pearson Education, Inc.
30 ⫹ 40 ⫽
70
So, 28 ⫹ 36 is about
70 .
then encourage the children to use counting back
to count back to a ten and counting on to count up
to the next ten. The ten that takes the least number
of counts is the closest ten.
If You Have More Time
Write the name and weight of 6 imaginary dogs on
the board. Have the weights range from 13 pounds
to 43 pounds. As a class, find the estimated
combined weight of two of the dogs. Let the
children take turns picking the two dogs.
1. Have children count by tens and circle the numbers on the number line that they say. Check that
children circled 20, 30, and 40.
2. Say: Sam has 23 party favors and Mia has 37 favors. About how many total party favors do they
have? Have children circle 23 on the number line. Ask: Twenty-three is between which two tens?
Have children write 20 and 30. Ask: Which ten is 23 closest to? Have the children write 20. Have
children circle 37 on the number line. Ask: Thirty-seven is between which two tens? Have children
write 30 and 40. Ask: Which ten is 37 closest to? Have children write 40. Say: To find about how
many party favors Sam and Mia have, add 20 ⴙ 40. Have children write 60. Say: So, 23 ⴙ 37 is
about 60.
3. Estimate the sum 28 ⴙ 36 similarly.
Intervention Lesson C5
65
Math Diagnosis and
Intervention System
Name
Intervention Lesson
C5
Estimating Sums (continued)
Estimate.
Find the closest 10.
3. 29 ⫹ 33
29 is closest to
33 is closest to
Estimate
30
⫹ 30
_
30 .
30 . 60
29 ⫹ 33 is about
60 .
20
4. 22 ⫹ 59
60
_
20 . ⫹
80
59 is closest to 60 . 22 ⫹ 59 is about 80 .
22 is closest to
40
5. 37 ⫹ 32
6. 52 ⫹ 12
52 is closest to
50 .
12 is closest to
10 . 52 ⫹ 12 is about 60 .
7. 28 ⫹ 43
30 .
43 is closest to
40 . 28 ⫹ 43 is about 70 .
8. Reasoning Kathy has 31 stickers. Albert has 47
stickers. Estimate how many stickers they have in all.
About
80 stickers.
66 Intervention Lesson C5
Intervention Lesson C5
© Pearson Education, Inc.
28 is closest to
© Pearson Education, Inc. K
30
_
40 . ⫹
70
32 is closest to 30 . 37 ⫹ 32 is about 70 .
37 is closest to
Subtracting on a Hundred
Chart
Math Diagnosis and
Intervention System
Name
Intervention Lesson
Math Diagnosis and
Intervention System
Intervention Lesson
C14
Teacher Notes
C14
© Pearson Education, Inc.
Subtracting on a Hundred Chart
1.
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
2.
65
34
32
3.
4.
Ongoing Assessment
Observe that children start with the number that is
being subtracted.
Error Intervention
If children try to remember how many ones and
tens they have moved, but consistently forget,
then encourage them to lightly circle the numbers
they start with and end on when counting by ones
and tens. That way they can go back and see
the path they took and calculate the total spaces
moved.
If You Have More Time
43
1. Say: To find the difference of 57 minus 23 on a hundred chart, start by putting your finger on
23 and count up to 57. How many ones are in 57? 7; Have children count on from 23, moving their
fingers right on the hundred chart, until they get to a number with 7 ones, 27. Ask: How many ones did
you add? 4; Have children count on by tens, moving their fingers down rows, from 27 until they get to
57. Ask: How many tens did you add? 3; Say: You added 3 tens and 4 ones. How much is 3 tens
and 4 ones? Have children write 34; Say: So 57 ⴚ 23 ⴝ 34.
2. For Problems 2 to 4, have children find 86 ⴚ 21, 49 ⴚ 17, and 78 ⴚ 35 similarly.
Intervention Lesson C14
Math Diagnosis and
Intervention System
Name
Intervention Lesson
83
Put children in pairs. Have one partner think of a
subtraction sentence with two-digit numbers. The
first child instructs the other child how to find the
difference on a hundred chart. Using 67 ⫺ 35 ⫽ 32
as an example, the first child tells the second child
to put a finger on 35, move 2 spaces right and then
3 rows down to 67. The second child must write
the number sentence. Then, they trade roles and
repeat.
C14
Subtracting on a Hundred Chart (continued)
Subtract using the hundred chart.
5.
75
⫺ 24
_
51
6.
8.
56
27
69
53
97
68
⫺ 58
_
⫺ 12
_
⫺ 74
_
⫺ 45
_
11
41
23
23
85
42
37
68
⫺ 20
_
⫺ 13
_
⫺ 42
_
⫺ 22
_
⫺ 12
_
⫺ 31
_
37
14
43
20
25
37
79
32
67
45
76
53
⫺ 37
_
⫺ 21
_
⫺ 54
_
⫺ 21
_
⫺ 14
_
⫺ 41
_
42
11
13
24
62
12
86
39
75
67
91
34
⫺ 42
_
⫺ 17
_
⫺ 23
_
⫺ 21
_
⫺ 50
_
⫺ 13
_
44
22
52
46
41
21
9. Reasoning Explain how you use a hundred chart to
subtract 65 ⫺ 42.
Sample answer: Start with 42. Move 3 spaces
right to 45, then move 2 rows down to 65. That’s
3 ⴙ 20 ⴝ 23. So, 65 ⴚ 42 ⴝ 23.
© Pearson Education, Inc.
© Pearson Education, Inc. K
7.
57
87
⫺ 31
_
84 Intervention Lesson C14
Intervention Lesson C14
Math Diagnosis and
Intervention System
Intervention Lesson
Time to the Half Hour
Math Diagnosis and
Intervention System
Name
Intervention Lesson
D5
Teacher Notes
D5
Time to the Half Hour
1.
10
11 12 1
9
8
2.
10
2
3
9
8
4
7 6 5
8:00
8 o’clock
3.
10
11 12 1
9
8
7 6 5
7 6 5
Ongoing Assessment
2
3
4
Ask: Where is the hour hand on a clock at four
thirty? The hour hand is halfway between the 4
and the 5 because four thirty is halfway between 4
o’clock and 5 o’clock.
4:30
half past
4
4.
10
2
3
4
11 12 1
9
8
2:00
2 o’clock
© Pearson Education, Inc.
11 12 1
7 6 5
Error Intervention
If children have trouble telling time to the hour,
then use D4: Time to the Hour.
2
3
4
If You Have More Time
Write times to the hour and half hour on index
cards. Give each pair of children about 6 cards
and a student clock. One partner draws a card and
shows the time on the clock. The other partner
checks the answer. Then the second partner draws
a card and shows the time while the first partner
checks. Have them take turns until all the cards are
used. You can draw picture of clocks on the index
cards, showing each time, if necessary.
9:30
9
half past
Materials: Crayons or markers
1. Say: A clock has at least two hands. The longer hand is the minute hand. Have children color the
minute hand blue. The shorter hand is the hour hand. Have children color the hour hand red.
2. Have children circle the numbers the minute and hour hands are pointing to in number 1. Say: The
clock shows 8 o’clock. Have children write 8:00 and 8.
3. Have children circle the numbers the minute and hour hands are pointing to in number 2. Say: When
the minute hand is on the 6, it is half past the hour. A half hour is 30 minutes. The clock shows
half past 4 or four thirty. Have children write 4:30 and 4.
4. Have children write the other times similarly.
Intervention Lesson D5
99
Math Diagnosis and
Intervention System
Name
Intervention Lesson
D5
Time to the Half Hour (continued)
Write each time.
5.
7:30
Half past
8.
6.
&& &' &
'
&%
.
(
)
, + *
1:30
7
Half past
9.
3:30
11.
12.
Half past
100
5
&& &' &
'
&%
.
(
)
*
, +
2:00
2 o’clock
Intervention Lesson D5
Intervention Lesson D5
&& &' &
'
&%
.
(
)
, + *
8:30
Half past
13.
8
&& &' &
'
&%
.
(
)
*
, +
11:30
Half past 11
© Pearson Education, Inc.
5:30
10.
10:30
Half past 10
3
&& &' &
'
&%
.
(
)
, + *
7:00
7 o’clock
1
&& &' &
'
&%
.
(
)
, + *
&& &' &
'
&%
.
(
)
, + *
© Pearson Education, Inc. K
&& &' &
'
&%
.
(
)
, + *
Half past
7.
&& &' &
'
&%
.
(
)
, + *
Math Diagnosis and
Intervention System
Intervention Lesson
Ordering and Estimating Time
Math Diagnosis and
Intervention System
Name
Intervention Lesson
D6
Teacher Notes
D6
Ordering and Estimating Time
1. A
about 1 minute
Ongoing Assessment
about 1 hour
Ask: Are you at school about a minute, about an
hour, or about a day? About a day
about 1 day
2. B
about 1 minute
Error Intervention
about 1 hour
If children have difficulty understanding the different
ways the word day is used,
about 1 day
3. C
then explain that a day is actually from the time
they go to bed at night until the next time they go to
bed. Point out that people also say “all day” to refer
to the time between when they get up until they go
to bed.
about 1 minute
about 1 hour
about 1 day
© Pearson Education, Inc.
4.
B
A
C
shortest
longest
If You Have More Time
Have children draw a picture of something they
enjoy doing that takes about an hour.
1. Ask children to name things they do which take about a minute. Say: It takes about a minute to . . .
Then rename the best examples. Repeat the exercise for hour and day. If necessary, give examples
such as, from the time we start math until we finish recess is one hour.
2. Ask children to describe the first picture. Ask: Does a soccer game take about 1 minute, about 1
hour, or about 1 day? Have children draw a line from the picture to “about 1 hour.”
3. Ask children to describe the second picture. Ask: How long does it take to brush your teeth—about
1 minute, about 1 hour, or about 1 day? Have children draw a line from the picture to “about
1 minute.”
4. Ask a similar question for the last picture.
5. Ask: Which takes the shortest amount of time, playing soccer, brushing your teeth, or painting a
room? Have children write B in the blank above shortest since there is a B by brushing your teeth. Find
which activity takes the longest time, and which is in the middle, similarly.
Intervention Lesson D6
101
Math Diagnosis and
Intervention System
Name
Intervention Lesson
D6
Ordering and Estimating Time (continued)
About how long does each activity take?
Draw lines to match.
5.
2 minutes
1 hour
2 days
1 day
1 minute
9.
1 minute
8.
1 minute
1 hour
1 hour
1 day
1 day
1 minute
10.
3 minutes
1 hour
3 hours
1 day
3 days
11. Reasoning Draw something you like to do that takes all day.
Check children’s drawings.
© Pearson Education, Inc.
© Pearson Education, Inc. K
7.
6.
2 hours
102 Intervention Lesson D6
Intervention Lesson D6
Math Diagnosis and
Intervention System
Properties of Plane Shapes
Math Diagnosis and
Intervention System
Name
Intervention Lesson
Intervention Lesson
D51
Teacher Notes
D51
Properties of Plane Shapes
1. Square
2. 3 corners
Ongoing Assessment
Ask: What does a corner feel like on the
triangle? Possible Answer: The corner is sharp.
4
4
3
Error Intervention
If children count one side of a shape twice,
3. 0 corners
4. 6 sides
then have them color each side in their tracing as
they count.
If You Have More Time
© Pearson Education, Inc.
6
Have children work in pairs and play “Guess
My Shape.” Place the set of attribute blocks on
the table between the two children. One partner
describes a shape using words like, “It has 3
corners and 3 sides.” The other partner chooses
the attribute block that fits the description. Have
children change roles and repeat until all the blocks
have been chosen.
Materials: Attribute blocks, one triangle, one square, one rectangle, one circle, and one hexagon for
each child or pair
1. Show a corner and a side of an attribute block. Have children touch one of each on a block.
2. Ask the children to choose the square and trace it in the first space on their paper. Ask: How many
sides does a square have? Have children write 4 inside the square they drew. Ask: How many
corners does a square have? Have children write 4 inside the square again.
3. Ask the children to choose the shape with 3 corners, trace it in the second space, and write the number
of sides. Ask: What is the name of the shape with 3 corners? triangle
4. Ask the children to choose the shape with zero corners and trace it in the third space. Ask: What is the
name of the shape with 0 corners? circle
5. Reasoning Ask the children to choose the shape with 6 sides, trace it in the last space, and write the
number of corners.
Intervention Lesson D51
191
Math Diagnosis and
Intervention System
Name
Intervention Lesson
D51
Properties of Plane Shapes (continued)
Trace each side in a different color.
Draw an X on each corner.
Write how many sides and corners.
5. x
x
x
6. x
x
4
sides
4
x
x
x
4
corners
x
7.
x
sides
8. x
4
corners
3
corners
x
x
x
x
sides
4
9. Color
corners
3
sides
HSFFO
PSBOHF
SFE
CMVF
© Pearson Education, Inc.
192 Intervention Lesson D51
Intervention Lesson D51
© Pearson Education, Inc. K
4
Math Diagnosis and
Intervention System
Making New Shapes
from Shapes
Math Diagnosis and
Intervention System
Name
Intervention Lesson
Intervention Lesson
D52
Teacher Notes
D52
Making New Shapes from Shapes
1.
2.
Ongoing Assessment
Ask: What do you get when you put two shapes
together? A new shape
Error Intervention
3.
4.
5.
6.
If children do not combine blocks correctly to make
a larger shape,
then make sure they have enough pattern blocks
to try to cover the larger shape. This way they can
see the combination they had either does not fill the
shape completely or more than fills it.
© Pearson Education, Inc.
If You Have More Time
Let children draw a picture made out of shapes
created by combining pattern blocks. Display the
pictures in the classroom.
Materials: Pattern blocks, 2 hexagons, 2 trapezoids, 1 parallelogram, 3 rhombuses, and 7 triangles
for each child, pair, or group
1. Show the rhombus pattern blocks. Have children use rhombus blocks to cover the first shape. Have
them trace the blocks to show how they covered it.
2. Hold up a rhombus block. Say: You used these blocks to make a new shape. Hold up a trapezoid
block. Ask: How can you use these blocks to make the same shape? Have children cover the
second hexagon with trapezoid blocks and trace.
3. Have children use triangle blocks to make the shape in number 3 and then use a triangle and a
rhombus to make the same shape in number 4.
4. Have children use a trapezoid and triangle block to make the shape in number 5 and triangle blocks to
make the shape in number 6.
Intervention Lesson D52
193
Math Diagnosis and
Intervention System
Name
Intervention Lesson
D52
Making New Shapes from Shapes (continued)
Use pattern blocks to make each shape.
Draw the blocks you used.
Make This Shape
Use These Shapes
7.
9.
and
Sample answer
is shown.
10. Create your own shape.
© Pearson Education, Inc.
© Pearson Education, Inc. K
8.
Show the blocks you used.
194 Intervention Lesson D52
Intervention Lesson D52
Math Diagnosis and
Intervention System
Intervention Lesson
Tallying Results
Math Diagnosis and
Intervention System
Name
Intervention Lesson
D72
Teacher Notes
D72
Tallying Results
Ongoing Assessment
Make sure children make a one-to-one
correspondence between tally marks and objects
they cross out.
1.
Total
Error Intervention
8
If children incorrectly find how many more of one
object than another,
12
then use B18: Comparing Stories, B24: Thinking
Addition to 12 to Subtract, B33: Stories about
Comparing, and B39: Using Subtraction Strategies.
5
2.
© Pearson Education, Inc.
4.
3.
4
5.
If You Have More Time
13
Draw a blank tally chart on the board with 3 toys.
Have each child make a tally mark by his or her
favorite of the 3 toys. As a class, find the totals and
answer questions about the chart.
1. Say: A tally chart can be used to organize information like the toys shown. Show children how to make a
tally mark. Have them cross out a drum and make a tally mark next to the drum in the chart. Have them cross
out a Teddy bear and make a tally mark next to the Teddy bear in the chart. Show children how to cross 4
tallies with a fifth one. Explain that making groups of 5 makes it easier to count up the tallies. Have children
continue crossing out toys and making tallies until all the toys have been counted.
2. Ask: How many tallies do you have for the Teddy bear? Have children write 8 in the total column of the
chart. Repeat for the drum and top.
3. Ask: Which toy has the most? Have children circle the drum in item 2. Which toy has the least? Have
children circle the top in item 3.
4. Ask: How many more drums than Teddy bears are there? Have children write 4 for item 4.
5. Ask: How many Teddy bears and tops are there altogether? Have children write 13 for item 5.
Intervention Lesson D72
233
Math Diagnosis and
Intervention System
Name
Intervention Lesson
D72
Tallying Results (continued)
For Exercises 6 to 10, use the picture at the right.
6. Make tally marks to show how many of each
there are. Then write each total.
Total
9
6
14
7. Which has the most?
10. How many cups and plates in all? 15
234 Intervention Lesson D72
Intervention Lesson D72
5
© Pearson Education, Inc.
9. How many more spoons than cups?
© Pearson Education, Inc. K
8. Which has the least?
Name
Practice
A7
Counting by 10s to 100
10,
20,
30,
40,
50,
60,
70,
80,
90,
100,
How many?
1.
30
_______
2.
_______
3.
_______
4.
_______
© Pearson Education, Inc. K
5. Show 70 in tens.
Practice A7
45092_Practice_A7-D72.indd A7
7/1/08 3:31:01 PM
Name
Practice
A13
Ordering Numbers to 12
with a Number Line
Use the number line.
Write the missing numbers.
0
1
2
3
4
5
6
7
1.
3
4
_____
6
7
2.
2
3
_____
5
_____
3.
6
_____
4.
4
_____
5.
0
_____
8
8
9
8
10
11
_____
7
_____
_____
10
_____
12
6
7
_____
9
_____
2
_____
4
12
_____
6
6
Practice A13
8
9
10
© Pearson Education, Inc. K
6. Reasoning Find the number between 9 and 12.
Name
Practice
A16
Using Skip Counting
Use the pictures to skip count.
1. How many ears are there?
Count by 2s.
2
_______, _______, ______, _______, _______, _______, _______
2. How many cans are there?
Count by 5s.
_______, _______, ______, _______, _______, _______, _______
3. How many balls are there?
Count by 10s.
_______, _______, ______, _______, _______, _______, _______
4. Find the missing number.
______, 50, 55, 60, 65, 70, 75
© Pearson Education, Inc. K
30
35
40
45
27
29
5. Find the missing number.
20, 22, 24, ______, 28, 30
25
26
Practice A16
Name
Practice
A17
Odd and Even
Draw counters to show each number.
Try to make equal rows. Then circle odd or even.
1.
odd
8
even
2.
odd
7
even
3.
odd
15
even
4.
odd
16
even
5. Find the pattern.
Complete the sentence.
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
less than 20
Practice A17
even
greater than 40
odd
© Pearson Education, Inc. K
The shaded numbers are ________.
Name
Practice
Before, After, and Between
A19
Write the number that comes just before.
1. ________, 27
________, 51
________, 62
2. ________, 76
________, 45
________, 34
Write the number that comes just after.
3. 41, ________
30, ________
59, ________
4. 85, ________
28, ________
63, ________
Write the number that comes between.
5. 21, ________, 23
59, ________, 61
87, ________, 89
6. 45, ________, 47
74, ________, 76
93, ________, 95
Number Sense
7. The number on Fido’s dog
tag comes just after 49.
Which is the number
on Fido’s dog tag?
49
48
50
© Pearson Education, Inc. K
40
Practice A19
Name
Practice
B7
Joining Stories
Write a number sentence for each picture.
1.
4
2
6
_____ + _____ = _____
2.
_____ + _____ = _____
3.
_____ + _____ = _____
4.
_____ + _____ = _____
5.
© Pearson Education, Inc. K
_____ + _____ = _____
Practice B7
Name
Practice
B12
Adding Doubles
Add to find the double.
1.
2.
_____ + _____ = _____
_____ + _____ = ______
Write the missing number that makes each sentence true.
3.
4
4.
+4
1
6.
3
+1
+3
2
7
12
0
5
8.
+
5.
+
8
7.
6
+0
9.
+2
10.
+7
10
= 16
12.
+ 9 = 18
© Pearson Education, Inc. K
11. 8 +
Practice B12
Name
Practice
Facts with 5 on a Ten-Frame
B14
Look at the ten-frames.
Write an addition fact with 5.
Then write an addition fact for 10.
1.
2.
2
7
5 +_______ = _______
5 + _______ = _______
_______ + _______ = 10
_______ + _______ = 10
7
3.
4.
5 + _______ = _______
5 + _______ = _______
_______ + _______ = 10
_______ + _______ = 10
5. 15 + 2 = 17
6. 15 + 4 = 19
17 + _____ = 20
5
17
15
4
2
1
© Pearson Education, Inc. K
2
3
19 + _____ = 20
Practice B14
Name
Practice
B15
Making 10 on a Ten-Frame
Draw counters to solve. Write the missing numbers.
10
8
1.
+
3
+
9
2.
+
3
10
+
10
7
3.
+
4
+
© Pearson Education, Inc. K
4. Draw a picture of 8 purple flowers
and 4 red flowers.
Make a 10.
Write two addition sentences.
______ + ______ = ______
______ + ______ = ______
Practice B15
Name
Practice
B16
Missing Parts
Draw how many are missing.
Write the number.
8 in all
2.
4
3.
8
5.
4.
10
6.
9
11
12 in all
6
9 in all
3
7.
6
10 in all
5
11 in all
12
10 in all
6
10
7 in all
Practice B16
4
7
© Pearson Education, Inc. K
1.
Name
Adding Tens
Practice
C1
Write numbers to complete each number sentence.
1.
_____ tens + _____ tens = _____ tens
_____ + _____ = _____
2. 5 tens + 2 tens = 7 tens
50 20 70
______ + ______ = ______
3. 3 tens + 4 tens = 7 tens
_____ + _____ = _____
4. 2 tens + 3 tens = 5 tens
_____ + _____ = _____
5. 7 tens + 2 tens = 9 tens
_____ + _____ = _____
© Pearson Education, Inc. K
6. 6 tens + 3 tens = 9 tens
_____ + _____ = _____
7. 1 ten + 8 tens = 9 tens
_____ + _____ = _____
Practice C1
Name
Practice
C2
Adding on a Hundred Chart
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
Use the hundred chart to add.
1.
2.
45
51
+ 33
+ 24
4.
17
+ 42
3.
5.
71
38
+ 61
23
6.
+ 27
+ 65
7. Which addition sentence matches the clues?
Start at 34.
Move down 4 rows.
Move right 2 columns.
34 + 2 = 36
34 + 24 = 58
34 + 4 = 38
34 + 42 = 76
Practice C2
© Pearson Education, Inc. K
Reasoning
Name
Practice
C3
Adding Tens to a
Two-Digit Number
Write each number sentence.
1.
2.
Think
36
54
36 20 56
______ +______ = ______
3.
Think
______ +______ = ______
4.
Think
63
Think
47
______ +______ = ______
______ +______ = ______
Number Sense
24
+ 10
24
+ 20
24
+ 30
24
+ 40
© Pearson Education, Inc. K
5.
Practice C3
Name
Practice
C5
Estimating Sums
Find the number on the number line.
Write the closest ten.
30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50
1. 34 is about
30 .
2. 35 is about
.
3. 47 is about
.
4. 45 is about
.
Find the closest 10.
Estimate.
5. 14 + 21
10
21 is closest to 20
14 is closest to
10
+ 20
30
14 + 21 is about
30
6. 18 + 19
18 is closest to
20
19 is closest to
+ 20
18 + 19 is about
36 is closest to
40
62 is closest to
+ 60
36 + 62 is about
Practice C5
© Pearson Education, Inc. K
7. 36 + 62
Name
Practice
C14
Subtracting on a Hundred Chart
Subtract using the hundred chart.
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
47
− 31
2.
78
− 25
3.
99
− 43
4.
37
− 16
5.
55
− 23
6.
64
− 26
7.
53
− 21
8.
76
− 43
9.
66
− 33
10.
96
− 15
11.
85
− 31
12.
48
− 26
1.
© Pearson Education, Inc. K
16
Practice C14
Name
Practice
D5
Time to the Half Hour
Write the time shown on each clock.
1.
3.
11 12 1
10
2
9
3
8
4
7 6 5
2.
11 12 1
2
10
9
3
4
8
7 6 5
5. Show 3:00 on the clock.
11 12 1
2
10
9
3
4
8
7 6 5
6. Show 3:30 on the clock.
11 12 1
10
2
9
3
8
4
7 6 5
© Pearson Education, Inc. K
11 12 1
10
2
9
3
8
4
7 6 5
4.
11 12 1
10
2
9
3
8
4
7 6 5
Practice D5
Name
Practice
Ordering and Estimating Time
D6
About how long does each activity take?
Mark your estimate.
1.
2.
3. going on vacation
© Pearson Education, Inc. K
4.
about 1 minute
about 1 day
about 1 hour
about 2 days
about 2 minutes
about 1 day
about 2 hours
about 2 days
about 1 minute
about 10 hours
about 10 minutes
about 10 days
about 1 minute
about 10 minutes
about 1 hour
about 1 day
Build a doghouse.
Practice D6
Name
Properties of Plane Shapes
Practice
D51
Color shapes with 4 corners blue.
Color shapes with 3 corners red.
Color shapes with 0 corners green.
© Pearson Education, Inc. K
Color shapes with 4 sides blue.
Color shapes with 3 sides red.
Color shapes with 0 sides green.
Practice D51
Name
Practice
Making New Shapes
from Shapes
D52
Use pattern blocks to make each shape.
Trace your new shape.
Use This Shape
Make This Shape
Trace New Shape
1.
2.
3.
© Pearson Education, Inc. K
4. Use pattern blocks to make a new shape.
Draw the blocks you used below.
Practice D52
Name
Practice
D72
Tallying Results
Make tally marks to show how many flowers
of each kind there are. Then write each total.
Total
1.
Rose
Tulip
Daisy
Use your tally to answer the questions.
2. Which kind of flower is there the most of?
© Pearson Education, Inc. K
3. Which kind of flower is there the least of?
Practice D72
Answers for Practice
A7, A13, A16, A17
Name
Name
Practice
A7
Counting by 10s to 100
10,
20,
30,
40,
50,
60,
70,
80,
90,
100,
Practice
Use the number line.
Write the missing numbers.
How many?
1.
0
30
1
2
_______
2.
40
_______
3.
60
_______
4.
100
_______
4
5
6
7
8
1.
3
4
_____
5
6
7
2.
2
3
_____
4
5
_____
3.
6
_____
4.
4
_____
5
5.
0
_____
1
7
9
10
11
_____
6
8
7
_____
9
10
_____
11
12
6
7
_____
8
9
_____
2
_____
3
4
10
5
_____
6
6/25/08 10:03:47 AM
Name
A16
10
Practice A13
A13
45092_Practice_A7-D72.indd A13
6/25/08 10:03:50 AM
Practice
A17
Odd and Even
Use the pictures to skip count.
Draw counters to show each number.
Try to make equal rows. Then circle odd or even.
1. How many ears are there?
Count by 2s.
1.
odd
8
even
8 10 12 14
_______, _______, ______, _______, _______, _______, _______
2.
odd
7
2. How many cans are there?
Count by 5s.
even
3.
10 15 20 25 30 35
odd
15
even
_______, _______, ______, _______, _______, _______, _______
4.
3. How many balls are there?
Count by 10s.
even
10 20 30 40 50 60 70
5. Find the pattern.
Complete the sentence.
_______, _______, ______, _______, _______, _______, _______
© Pearson Education, Inc. K
© Pearson Education, Inc. K
4. Find the missing number.
______, 50, 55, 60, 65, 70, 75
30
35
40
45
26
27
A16
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
less than 20
even
greater than 40
29
Practice A16
45092_Practice_A7-D72.indd A16
21
The shaded numbers are ________.
5. Find the missing number.
20, 22, 24, ______, 28, 30
25
odd
16
6/25/08 11:34:13 AM
odd
© Pearson Education, Inc. K
6
9
Name
Practice
Using Skip Counting
8
© Pearson Education, Inc. K
© Pearson Education, Inc. K
A7
45092_Practice_A7-D72.indd A7
5
12
9
8
_____
8
6
Practice A7
4
3
6. Reasoning Find the number between 9 and 12.
5. Show 70 in tens.
2
A13
Ordering Numbers to 12
with a Number Line
Practice A17
45092_Practice_A7-D72.indd A17
A17
6/25/08 10:03:53 AM
Answers: A7, A13, A16, A17
Answers for Practice
A19, B7, B12, B14
Name
Name
Practice
A19
Before, After, and Between
Write the number that comes just before.
26
75
2. ________, 76
50
44 45
________,
1. ________, 27
31
29
28, ________
42
86
4. 85, ________
3. 41, ________
4
2
6
5
2
7
4
1
5
3
1
4
3
2
5
_____ + _____ = _____
2.
59, ________
Write the number that comes between.
22
46
6. 45, ________, 47
1.
60
64
63, ________
30, ________
60
75
74, ________, 76
5. 21, ________, 23
Write a number sentence for each picture.
________, 62
Write the number that comes just after.
B7
Joining Stories
61
33
________, 34
________, 51
Practice
_____ + _____ = _____
3.
88
94 95
93, ________,
59, ________, 61
87, ________, 89
_____ + _____ = _____
4.
Number Sense
7. The number on Fido’s dog
tag comes just after 49.
_____ + _____ = _____
5.
Which is the number
on Fido’s dog tag?
48
50
_____ + _____ = _____
© Pearson Education, Inc. K
49
© Pearson Education, Inc. K
40
Practice A19
A19
6/25/08 10:03:54 AM
Name
B12
Practice
Look at the ten-frames.
Write an addition fact with 5.
Then write an addition fact for 10.
2.
1.
5
5 10
3
_____ + _____ = _____
3
4.
4
+4
8
5
7.
+
6
+
5
8.
6
5.
6
1
6.
+1
2
+3
0
2
7
+0
9.
+2
4
7
_______ + _______ = 10
3
5. 15 + 2 = 17
12.
9
2
3
+ 9 = 18
19 + _____ = 20
5
17
15
4
Practice B12
45092_Practice_A7-D72.indd B12
2
1
© Pearson Education, Inc. K
= 16
3
8
8
2
_______ + _______ = 10
5 + _______ = _______
© Pearson Education, Inc. K
8
1
6. 15 + 4 = 19
17 + _____ = 20
11. 8 +
9
4.
1
6
6
4
_______ + _______ = 10
+7
9
_______ + _______ = 10
5 + _______ = _______
14
4
5 + _______ = _______
3.
6
10.
2
5 +_______ = _______
7
3
12
0
10
2.
_____ + _____ = ______
Write the missing number that makes each sentence true.
3.
B14
Facts with 5 on a Ten-Frame
Add to find the double.
1.
6/25/08 10:03:55 AM
Name
Practice
Adding Doubles
B7
45092_Practice_A7-D72.indd B7
B12
Answers: A19, B7, B12, B14
6/25/08 10:03:57 AM
Practice B14
45092_Practice_A7-D72.indd B14
B14
6/25/08 10:03:59 AM
© Pearson Education, Inc. K
45092_Practice_A7-D72.indd A19
Practice B7
Answers for Practice
B15, B16, C1, C2
Name
Name
Practice
B15
Making 10 on a Ten-Frame
8
Draw how many are missing.
Write the number.
+
11
9
2.
2
12
7
+
3.
6
10 in all
+
11
5.
1
11
4
12
10
______ + ______ = ______
PF PF PF PF PF
PF PF PF RFRF
4.
11
5
12 in all
10
6
9 in all
7.
6
6.
12
6
10 in all
9
6
10
4
7 in all
RFRF
2
12
______ + ______ = ______
3
Practice B15
45092_Practice_A7-D72.indd B15
5
3
4. Draw a picture of 8 purple flowers
and 4 red flowers.
Make a 10.
Write two addition sentences.
© Pearson Education, Inc. K
11 in all
8
4
5
10
4
8
2.
+
12
3.
8 in all
4
10
3
+
1.
1
11
B15
Name
6/25/08 10:04:00 AM
7
Practice B16
B16
45092_Practice_A7-D72.indd B16
6/25/08 10:04:02 AM
Name
Practice
C1
Adding Tens
4
© Pearson Education, Inc. K
+
10
3
B16
Missing Parts
Draw counters to solve. Write the missing numbers.
1.
Practice
Practice
C2
Adding on a Hundred Chart
Write numbers to complete each number sentence.
1
2
3
4
5
6
7
8
9 10
11 12 13 14 15 16 17 18 19 20
1.
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
6
_____ tens + _____ tens = _____ tens
81 82 83 84 85 86 87 88 89 90
91 92 93 94 95 96 97 98 99 100
Use the hundred chart to add.
1.
2.
45
51
2. 5 tens + 2 tens = 7 tens
50 20 70
______ + ______ = ______
30 40 70
+ 42
4. 2 tens + 3 tens = 5 tens
20 30 50
59
5. 7 tens + 2 tens = 9 tens
Reasoning
_____ + _____ = _____
70 20 90
6. 6 tens + 3 tens = 9 tens
© Pearson Education, Inc. K
5.
99
71
23
6.
+ 27
+ 65
98
88
7. Which addition sentence matches the clues?
Start at 34.
Move down 4 rows.
Move right 2 columns.
_____ + _____ = _____
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17
4.
_____ + _____ = _____
38
+ 61
78
75
3. 3 tens + 4 tens = 7 tens
3.
+ 33
+ 24
60 30 90
_____ + _____ = _____
7. 1 ten + 8 tens = 9 tens
34 + 2 = 36
34 + 24 = 58
_____ + _____ = _____
34 + 4 = 38
34 + 42 = 76
10 80 90
45092_Practice_A7-D72.indd C1
Practice C1
C1
6/25/08 10:04:03 AM
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3
3
30
60
_____ + 30
_____ = _____
71 72 73 74 75 76 77 78 79 80
Practice C2
45092_Practice_A7-D72.indd C2
C2
6/25/08 10:04:05 AM
Answers: B15, B16, C1, C2
Answers for Practice
C3, C5, C14, D5
Name
Name
Practice
C3
Adding Tens to a
Two-Digit Number
Find the number on the number line.
Write the closest ten.
36
54
______ +______ = ______
30 .
3. 47 is about
50
.
2. 35 is about
40
.
4. 45 is about
50
.
Estimate.
5. 14 + 21
10
21 is closest to 20
14 is closest to
Think
63
10
+ 20
30
47
6. 18 + 19
63 10 73
47 30 77
______ +______ = ______
______ +______ = ______
18 is closest to
20
20
19 is closest to
20
+ 20
40
Number Sense
5.
24
+ 10
24
+ 20
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34
24
+ 30
44
7. 36 + 62
24
+ 40
54
64
C3
6/25/08 10:04:07 AM
Name
C14
2.
55
− 23
6.
32
© Pearson Education, Inc. K
9.
66
− 33
33
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
64
− 26
7.
53
16
5.
2
3.
10.
96
− 15
81
99
− 43
4.
53
− 21
8.
56
38
C5
45092_Practice_A7-D72.indd C5
85
− 31
54
1.
3.
37
− 16
76
− 43
6/25/08 10:04:08 AM
Practice
C14
Answers: C3, C5, C14, D5
11 12 1
10
2
9
3
8
4
7 6 5
D5
11 12 1
2
10
9
3
4
8
7 6 5
2.
4.
5 30
5. Show 3:00 on the clock.
33
11 12 1
10
2
9
3
8
4
7 6 5
11 12 1
2
10
9
3
4
8
7 6 5
9 30
8 30
12.
6. Show 3:30 on the clock.
11 12 1
10
2
9
3
8
4
7 6 5
48
− 26
11 12 1
10
2
9
3
8
4
7 6 5
22
Practice C14
45092_Practice_A7-D72.indd C14
100
21
32
11.
36 + 62 is about
Practice C5
Write the time shown on each clock.
1
78
− 25
+ 60
40
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47
− 31
60
18 + 19 is about
Time to the Half Hour
Subtract using the hundred chart.
1.
40
62 is closest to
30
Name
Practice
Subtracting on a Hundred Chart
40
100
Practice C3
45092_Practice_A7-D72.indd C3
36 is closest to
14 + 21 is about
6/25/08 10:04:10 AM
Practice D5
45092_Practice_A7-D72.indd D5
D5
6/25/08 10:04:11 AM
© Pearson Education, Inc. K
4.
Think
1. 34 is about
Find the closest 10.
54 40 94
36 20 56
______ +______ = ______
3.
30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50
Think
© Pearson Education, Inc. K
2.
Think
C5
Estimating Sums
Write each number sentence.
1.
Practice
Answers for Practice
D6, D51, D52, D72
Name
Name
Practice
Ordering and Estimating Time
D6
about 1 minute
about 1 day
about 1 hour
about 2 days
Color shapes with 4 corners blue.
Color shapes with 3 corners red.
Color shapes with 0 corners green.
about 1 day
about 2 hours
about 2 days
about 1 minute
about 10 hours
about 10 minutes
about 10 days
Color shapes with 4 sides blue.
Color shapes with 3 sides red.
Color shapes with 0 sides green.
green
4.
about 1 minute
about 10 minutes
about 1 hour
about 1 day
blue
blue
blue
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Practice D6
D6
6/25/08 10:04:13 AM
Name
D52
D51
45092_Practice_A7-D72.indd D51
6/25/08 10:04:15 AM
Practice
D72
Tallying Results
Make tally marks to show how many flowers
of each kind there are. Then write each total.
Use pattern blocks to make each shape.
Trace your new shape.
Make This Shape
Practice D51
Name
Practice
Making New Shapes
from Shapes
Use This Shape
red
blue
Build a doghouse.
45092_Practice_A7-D72.indd D6
blue
red
green
© Pearson Education, Inc. K
3. going on vacation
about 2 minutes
red
blue
blue
2.
D51
Properties of Plane Shapes
About how long does each activity take?
Mark your estimate.
1.
Practice
Trace New Shape
Check
children’s
drawings.
1.
Total
1.
Check
children’s
drawings.
2.
Tulip
Daisy
Check
children’s
drawings.
3.
8
5
7
Rose
Use your tally to answer the questions.
2. Which kind of flower is there the most of?
4. Use pattern blocks to make a new shape.
Draw the blocks you used below.
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Answers will vary.
© Pearson Education, Inc. K
© Pearson Education, Inc. K
3. Which kind of flower is there the least of?
Practice D52
45092_Practice_A7-D72.indd D52
D52
6/25/08 10:04:16 AM
Practice D72
45092_Practice_A7-D72.indd D72
D72
6/25/08 10:04:17 AM
Answers: D6, D51, D52, D72
Grade K
Name
Step Up to Grade 1 Test
1
30
40
50
60
2
0
7
1
2
3
_____
4
5
6
11
least between greatest
7
8
9
10
11
5
6
9
12
12
3
12
14
15
16
4
5
10
15
30
© Pearson Education, Inc. K
5 _____ , 73, 74
20
35
25
____
40
45
75
72
71
70
Oral Directions Say: Mark the correct answer. 1. How many in all? 2. Which number comes between? 3. Which
number is odd? 4. Count by 5s. Which number comes next? 5. Which number comes before?
T1
Grade K
Name
Step Up to Grade 1 Test
6
606
426
336
325
7
5 5 10
448
224
516
6 ____ 10
4
9
6
7
13
6
7
1
2
3
10
13
0
0
5
10 9 ____
10
9
1
0
Oral Directions 6. Which number sentence tells about the picture? 7. Which is not a doubles fact? 8. Five plus
one equals six. Six plus what equals ten? 9. What is the missing number? 10. What is the missing part?
T2
© Pearson Education, Inc. K
8
6 4 10
Grade K
Name
Step Up to Grade 1 Test
A
3 tens 2 tens 32
53 tens 3 tens 33
3 tens 2 tens 50
____ tens ____ tens ____
S
34
12
1
2
3
4
5
6
7
8
3 tens 3 tens 60
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
36
46
54
56
61 62 63 64 65 66 67 68 69 20
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
E
43
30
30, 43, 53, 63
43, 44, 45, 46
43, 53, 63, 73
43, 46, 49, 52
f
75
23
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
58
52
28
22
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 20
© Pearson Education, Inc. K
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
Oral Directions 11. Add the cube trains. 12. Use the hundred chart to add. 13. Which group shows adding
by tens? 14. Use the hundred chart to subtract.
T3
Grade K
Name
Step Up to Grade 1 Test
42
16
11 12 1
10
2
9
3
8
4
7 6 5
60
50
40
30
1 :00
1:30
2:00
2:30
about 1 minute
about 1 hour
about 1 day
about 1 year
books
bears
trucks
dolls
II
IIII I
IIII
IIII
6
5
4
3
Oral Directions 15. Find the closest ten for each number. Then estimate the sum. 16. What time is it? 17. About
how long will it take for a boy to do his homework? 18. Which shape has no sides? 19. Which shapes can be used
to make the given shape? 20. How many bears are shown?
T4
© Pearson Education, Inc. K
Toys - Tally Chart
Answers for Test
T1, T2, T3, T4
Grade K
Name
1
30
40
50
60
Grade K
Name
Step Up to Grade 1 Test
Step Up to Grade 1 Test
6
426
336
325
7
0
1
7
2
3
_____
4
5
6
11
least between greatest
7
8
9
10
11
5
6
9
12
12
8
3
6 4 10
5 5 10
448
224
516
6 ____ 10
4
12
14
15
16
9
4
10
15
20
30
25
35
____
5 _____ , 73, 74
45
75
72
71
70
0
Oral Directions Say: Mark the correct answer. 1. How many in all? 2. Which number comes between? 3. Which
number is odd? 4. Count by 5s. Which number comes next? 5. Which number comes before?
T1
7/1/08 1:55:02 PM
Grade K
Name
3
10 9 ____
10
9
1
0
T2
T2
45092_T1-T4.indd T2
7/1/08 5:04:45 PM
Grade K
Name
Step Up to Grade 1 Test
A
2
Oral Directions 6. Which number sentence tells about the picture? 7. Which is not a doubles fact? 8. Five plus
one equals six. Six plus what equals ten? 9. What is the missing number? 10. What is the missing part?
T1
45092_T1-T4.indd T1
1
13
0
40
7
13
5
6
10
6
7
5
© Pearson Education, Inc. K
2
© Pearson Education, Inc. K
606
Step Up to Grade 1 Test
42
16
3 tens 2 tens 32
53 tens 3 tens 33
60
50
40
30
3 tens 2 tens 50
____ tens ____ tens ____
S
34
12
1
2
3
4
5
6
7
8
11 12 1
2
10
9
3
4
8
7 6 5
3 tens 3 tens 60
9 10
11 12 13 14 15 16 17 18 19 20
1:30
2:00
2:30
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
36
46
54
56
61 62 63 64 65 66 67 68 69 20
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
E
1 :00
43
30
about 1 minute
about 1 hour
about 1 day
about 1 year
30, 43, 53, 63
43, 44, 45, 46
43, 53, 63, 73
43, 46, 49, 52
75
23
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
58
52
28
22
Toys - Tally Chart
41 42 43 44 45 46 47 48 49 50
61 62 63 64 65 66 67 68 69 20
books
bears
trucks
dolls
71 72 73 74 75 76 77 78 79 80
© Pearson Education, Inc. K
© Pearson Education, Inc. K
51 52 53 54 55 56 57 58 59 60
81 82 83 84 85 86 87 88 89 90
91 92 93 94 95 96 97 98 99 100
T3
T3
6
5
4
3
Oral Directions 15. Find the closest ten for each number. Then estimate the sum. 16. What time is it? 17. About
how long will it take for a boy to do his homework? 18. Which shape has no sides? 19. Which shapes can be used
to make the given shape? 20. How many bears are shown?
Oral Directions 11. Add the cube trains. 12. Use the hundred chart to add. 13. Which group shows adding
by tens? 14. Use the hundred chart to subtract.
45092_T1-T4.indd T3
II
IIII I
IIII
IIII
7/1/08 1:47:48 PM
© Pearson Education, Inc. K
f
T4
45092_T1-T4.indd T4
T4
7/1/08 1:47:50 PM
Answers: T1, T2, T3, T4