TEXAS
SAMPLE PAGES
SENIOR AUTHORS
James Burnett
Calvin Irons
PROGRAM CONSULTANTS
Diana Lambdin
Frank Lester, Jr.
Kit Norris
contributing authors
Beth Lewis
Peter Stowasser
Allan Turton
STUDENT JOURNAL
7.1
Step In
Exploring Combinations of Ten
Look at these cubes.
Step Up
1.Color some of the cubes.
Then write a matching addition sentence.
+
=
10
+
=
10
+
=
10
b.
SA
M
a.
PL
E
What addition sentence matches the picture?
How else could you break up the cubes?
What other addition sentences could you write?
© ORIGO Education.
c.
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ORIGO Stepping Stones Texas • Grade 1
7.1
2.Color some of the cubes to make three parts.
Then write a matching sentence.
a.
+
+
=
+
+
=
10
PL
E
b.
M
c.
SA
d.
© ORIGO Education.
Step Ahead
+
+
=
+
+
=
Think of some different ways to break up 1 1 cubes.
Then complete these addition sentences to match.
+
=
+
=
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+
11
11
11
11
=
+
=
+
+
153
7.2
Step In
Using the Associative Property of Addition
with Three Whole Numbers
How many bugs are there in total?
How do you know?
PL
E
I know there
are 12 because
6 + 4 is 10 and
2 more are 12.
What addition sentence could
you write to show how you added?
1.Draw
to show two groups that make 10. Write an
addition sentence to show how you add to find the total.
M
Step Up
b.
SA
a.
+
+
=
154
=
+
+
=
d.
+
211215
+
+
=
ORIGO Stepping Stones Texas • Grade 1
© ORIGO Education.
c.
+
7.2
2.Figure out the total. Write an addition sentence to show
how you added.
a.
b.
+
+
=
+
+
+
=
SA
M
e.
+
© ORIGO Education.
Step Ahead
+
=
+
+
=
+
+
=
f.
Write three different addition sentences to match
this picture.
+
+
=
+
+
=
+
+
=
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=
d.
PL
E
c.
+
155
7.3
Step In
Introducing the Make-Ten Strategy for Addition
Look at this picture of counters.
How can you figure out the total?
PL
E
I moved one counter to make a group
of 10. This made it easier to add.
M
9+3
is the same as 10 + 2.
10 + 2 is 12.
SA
How would you use this strategy to figure out 9 + 6?
1. Draw more counters. Then write the numbers to match.
a. Draw 5 more.
see
think
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9 + 5
10 + 4
b. Draw 3 more.
see
think
+
+
ORIGO Stepping Stones Texas • Grade 1
© ORIGO Education.
Step Up
7.3
2. Draw more counters. Then write the numbers to match.
a. Draw 6 more.
see
b. Draw 7 more.
see
+
think
think
+
d. Draw 5 more.
see
M
+
+
+
think
+
SA
think
+
PL
E
c. Draw 4 more.
see
+
© ORIGO Education.
Step Ahead
Think of six different ways this cube train could
be broken into two groups. Complete the addition
sentences to match.
+
=
+
=
+
=
+
=
+
=
+
=
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157
7.4
Step In
Using the Make-Ten Strategy for Addition
What do you notice about the counters
in this picture?
How can you easily figure out the total?
PL
E
I would move two
counters to fill the
frame then figure
out the total.
M
If you moved two counters, what addition sentence could you write
to show the number of counters that would be on and off the frame?
1.Draw more counters to figure out the total. Fill the ten-frame
first. Then write the tens fact to match the picture.
9+3=
10
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b.
+
=
c.
9+6=
10
+
=
8+4=
10
+
=
ORIGO Stepping Stones Texas • Grade 1
© ORIGO Education.
a.
SA
Step Up
7.4
2.Draw more counters to figure out the total. Fill the ten-frame first.
Then write the tens fact to match the picture.
b.
9+5=
+
c.
8+5=
9+7=
PL
E
a.
=
+
d.
=
e.
=
f.
9+8=
8+3=
SA
M
8+7=
+
+
=
Step Ahead
© ORIGO Education.
=
+
=
Loop the facts that have the same total
as the counters in this picture.
9+3
8+5
8+4
ORIGO Stepping Stones Texas • Grade 1
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+
7+5
8+3
159
7.5
Step In
Using the Commutative Property of Addition
with Make-Ten Facts
What two addition facts match this picture?
Which fact do you think is easier
to figure out? Why?
1.Write an addition fact to match each picture.
Then write the turnaround fact.
b.
+
160
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=
+
SA
+
c.
M
a.
=
+
=
+
=
=
+
=
e.
f.
+
=
+
=
+
=
+
=
+
=
+
=
ORIGO Stepping Stones Texas • Grade 1
© ORIGO Education.
Step Up
d.
PL
E
I find it easier to
figure out 9 + 4 then
write the turnaround.
7.5
2.Write an addition fact to match each picture.
Then write the turnaround fact.
a.
b.
+
=
+
+
=
=
=
+
7
M
=
=
+
=
+
=
9
=
SA
+
+
f.
+
3
=
6
e.
+
+
PL
E
=
d.
=
9
8
+
c.
Step Ahead
Add the numbers in each row. Then add the numbers
in each column. Write what you notice.
© ORIGO Education.
8 1 6
3 5 7
4 9 2
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161
7.6
Step In
Consolidating Addition Strategies
Look at these pictures.
14
15
16
17
18
PL
E
13
How could you figure out the total in each picture?
Which addition strategy would you use?
2+9=
5+8=
SA
6+7=
M
Which addition strategy would you use to solve each of these facts?
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1.Write the answer. Then color the circle
Addition Strategy
green, blue, or orange to show the
strategy you used to figure out the total.
count-on
doubles
make-ten
13 + 1 =
9+8=
5+6=
3+9=
2 + 16 =
8+8=
9+2=
7+9=
ORIGO Stepping Stones Texas • Grade 1
© ORIGO Education.
Step Up
7.6
2.Write the answer. Then draw a line to the strategy you used
to figure it out.
7+5=
2 + 11 =
count-on
15 + 3 =
15 + 2 =
doubles
5+9=
PL
E
7+8=
9+9=
18 + 1 =
make-ten
6+8=
M
9+6=
You can use more than one strategy to solve the same
fact. Complete these to show the different ways these
totals can be figured out.
a. Use the make-ten strategy
b. Use the make-ten strategy
SA
Step Ahead
8+6=
9+8=
10
is the same as
+
=
Use the double-plus-1 strategy
10
© ORIGO Education.
plus
ORIGO Stepping Stones Texas • Grade 1
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=
8+6=
is the same as
8
+
Use the double-plus-2 strategy
9+8=
double
is the same as
=
is the same as
double
6
plus
=
163
7.7
Applying Addition Strategies
SA
M
PL
E
Step In
Choose one sheet of stickers from each row.
Use numbers that are easy to add.
How did you decide?
What is an addition story that matches the sheets you chose?
What addition sentence could you write to match?
What strategy did you use to figure out the total?
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ORIGO Stepping Stones Texas • Grade 1
© ORIGO Education.
Choose two sheets of stickers with numbers that are easy to add.
How did you decide?
What is an addition story that matches the sheets you chose?
What addition sentence could you write to match?
What strategy did you use to figure out the total?
7.7
Step Up
1.Color two number cards. Use your numbers to write an
addition sentence. Then write a word story to match.
9
5
8
4
+
=
b.
7
9
8
9
+
=
M
PL
E
a.
SA
2.Color three number cards. Use your numbers to write an addition
sentence. Then write a word story to match.
6
5
9
4
+
+
=
© ORIGO Education.
0
Step Ahead
Imagine you had one of each pack of stickers shown on
page 164. How many stickers would you have
in total? Try to make tens first, then find the total.
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165
7.8
Step In
Adding Equal Groups
PL
E
Look at these groups of spaceships. What do you notice?
How many groups are there? How many spaceships are in each group?
What addition sentence would you write to figure out the total?
M
What is another way these spaceships could fly in equal groups?
What addition sentence would you write to match?
Step Up
2
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+
2
+
2
=
b.
6
+
6
=
ORIGO Stepping Stones Texas • Grade 1
© ORIGO Education.
SA
a.
1. Complete each addition sentence.
7.8
2. Write an addition sentence to match each picture.
a.
b.
4 groups of 2
b.
3 groups of 4
SA
M
a.
PL
E
3.Draw groups of balls to match these labels. Then write an addition
sentence to figure out the total.
Draw pictures to show two different ways 12 marbles
can be split into equal groups. Then write an addition
sentence to match each picture.
© ORIGO Education.
Step Ahead
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167
7.9
Step In
Solving Addition Word Problems
Some friends are shopping in a fishing store.
They each have $20 to spend. What items could they buy?
Fi shin g
Li n e
$5
Fi
$8
$12
PL
E
$3
Mana buys a packet of fishing hooks and a roll of fishing line.
What amount does she spend?
Theo buys four packets of fishing hooks. What amount does he spend?
1. Use the prices above to solve each of these problems.
Draw pictures or write number sentences to show your
thinking. Then write the answer in the box.
a. Stella buys a packet of hooks
and a fishing net. What amount
does she spend?
$
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b. Denton buys two bottles of
sunscreen and one packet of
hooks. What is the total cost?
$
ORIGO Stepping Stones Texas • Grade 1
© ORIGO Education.
SA
Step Up
M
Olivia spends exactly $13. What items did she buy?
7.9
2. Solve each of these problems.
a. Marcos counts 9 boys and
4 girls fishing at the beach.
How many people are fishing?
b. Ella puts 4 fish in each bucket.
She has 3 buckets. What is the
total number of fish?
fish
PL
E
people
d. Miles sold 8 large fish and
7 small fish. He has 2 more
fish left to sell. How many fish
has he sold?
SA
M
c. Lucy caught 2 fish on Monday,
6 fish on Tuesday, and 4 fish
on Friday. How many fish did
she catch?
Loop three of these numbers.
8 0 5
Use your numbers to write an
addition word problem. Then exchange books with
another student and solve their problem.
fish
2
© ORIGO Education.
Step Ahead
fish
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169
0
7.1
Step In
Identifying Examples and Non-Examples
of One-Half (Length Model)
This strip of paper was folded and then opened out again.
How was the strip of paper folded?
How could you prove that the strip of paper has been folded
to show one-half?
PL
E
Which of these strips was not folded in half? How do you know?
b.
c.
M
a.
1.Color red one of the parts in each strip.
Then loop the strips that show one-half in red.
SA
Step Up
d.
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© ORIGO Education.
e.
ORIGO Stepping Stones Texas • Grade 1
7.1
0
2.How did you decide which strips in Question 1 show one-half?
3.Draw a line to show one-half of each strip of paper.
PL
E
a.
b.
SA
d.
M
c.
e.
Color this strip to show a fraction that is a little more
than one-half.
© ORIGO Education.
Step Ahead
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171
1
7.1
Step In
Identifying Examples and Non-Examples
of One-Fourth (Length Model)
Violeta folds a strip of paper in half. She then folds the same strip
of paper in half again.
The strip of paper is
now folded into fourths.
PL
E
Draw lines on this strip where you think the paper was folded.
M
How did you decide where to draw the fold lines?
SA
Which of these strips is not folded into fourths? How do you know?
Step Up
1. Draw lines to show fourths on each strip.
a.
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© ORIGO Education.
b.
ORIGO Stepping Stones Texas • Grade 1
7.1
1
2.Color red one of the parts in each strip.
Then loop the strips that show one-fourth in red.
a.
b.
PL
E
c.
e.
M
d.
SA
3. How did you decide which strips to loop in Question 2?
Color this strip to show a fraction that is a little less
than one-fourth.
© ORIGO Education.
Step Ahead
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173
2
7.1
Step In
Consolidating One-Half and One-Fourth
(Length Model)
Color this strip of paper to show one-half.
How could you prove that the strip shows one-half?
PL
E
Color this strip of paper to show one-fourth.
How could you prove that the strip shows one-fourth?
b.
c.
d.
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one-half or one-fourth
one-half or one-fourth
one-half or one-fourth
one-half or one-fourth
ORIGO Stepping Stones Texas • Grade 1
© ORIGO Education.
a.
1.Color red one part in each strip.
Then loop the fraction that describes the red part.
SA
Step Up
M
I could cut out and then fold the
strip to show that one-fourth is
half the length of one-half.
7.1
2
2. For each strip, write the fraction that is shaded.
a.
b.
PL
E
c.
SA
e.
M
d.
Step Ahead
Each strip of paper shows one whole. Shade the
beside the strip that has the correct fractions labeled.
one-fourth
© ORIGO Education.
one-fourth
one-half
ORIGO Stepping Stones Texas • Grade 1
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one-fourth
one-fourth
one-fourth
one-fourth
one-half
175