Enhanced Instructional Transition Guide
Grade 2/Mathematics
Unit 01:
Suggested Duration: 9 days
Unit 01: Number Relationships (9 days)
Possible Lesson 01 (9 days)
POSSIBLE LESSON 01 (9 days)
This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by supplementing
with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a recommendation, and
districts may modify the time frame to meet students’ needs. To better understand how your district is implementing CSCOPE lessons, please contact your
child’s teacher. (For your convenience, please find linked the TEA Commissioner’s List of State Board of Education Approved Instructional Resources and
Midcycle State Adopted Instructional Materials.)
Lesson Synopsis:
Students develop competency of efficient basic fact retrieval through the use and selection of a variety of strategies. As students develop an understanding of number
concepts through transitional strategies, they are able to confidently and accurately compose and decompose numbers, as well as understand how they relate to other
numbers with automaticity, instead of simply memorizing an inventory of basic facts.
TEKS:
The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are required by Texas
law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a previous or subsequent unit.
The TEKS are available on the Texas Education Agency website at http://www.tea.state.tx.us/index2.aspx?id=6148
2.3
Number, operation, and quantitative reasoning. The student adds and subtracts whole numbers to solve problems. The student is
expected to:
2.3A
Recall and apply basic addition and subtraction facts ( to 18).
2.5
Patterns, relationships, and algebraic thinking. The student uses patterns in numbers and operations. The student is expected to:
2.5C
Use patterns and relationships to develop strategies to remember basic addition and subtraction facts. Determine patterns in
related addition and subtraction number sentences (including fact families) such as 8 + 9 = 17, 9 + 8 = 17, 17 – 8 = 9, and 17 – 9 = 8.
Underlying Processes and Mathematical Tools TEKS:
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Grade 2/Mathematics
Unit 01:
Suggested Duration: 9 days
2.12
Underlying processes and mathematical tools. The student applies Grade 2 mathematics to solve problems connected to everyday
experiences and activities in and outside of school. The student is expected to:
2.12C
Select or develop an appropriate problem-solving plan or strategy including drawing a picture, looking for a pattern, systematic
guessing and checking, or acting it out in order to solve a problem.
2.13
Underlying processes and mathematical tools. The student communicates about Grade 2 mathematics using informal language. The
student is expected to:
2.13A
Explain and record observations using objects, words, pictures, numbers, and technology.
Performance Indicator(s):
Grade2 Mathematics Unit01 PI01
Using a set of basic fact cards, recall the sum or difference of each card and identify the strategy used to solve the fact on paper. Orally explain why that particular strategy was
selected and how it helped in quickly finding the sum or difference.
Standard(s): 2.3A , 2.5C , 2.12C , 2.13A
ELPS ELPS.c.1E , ELPS.c.3D , ELPS.c.3H
Key Understanding(s):
A variety of strategies can be used to learn and recall addition and subtraction facts.
Patterns exist in related addition and subtraction number sentences that share or use the same numbers.
Mathematical strategies to solve problems involving addition and subtraction are revised, refined, and valued when shared orally.
Underdeveloped Concept(s):
Some students may struggle with the concept of cardinality meaning students count the set, but do not realize that the last number counted defines the value of
the set.
Some students may struggle with the concept of hierarchical inclusion, meaning that they do not understand that numbers are nestled inside of each other (e.g., 9
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Unit 01:
Suggested Duration: 9 days
is part of 10 because the smaller number is part of the bigger number).
Vocabulary of Instruction:
addend
arrangement
doubles
doubles plus/minus one
fact family
make ten
near doubles
number sentence
recall of facts
related fact
strategy
sum
Materials List:
basic fact cards (1 set per teacher)
box (small) (1 per teacher)
chart paper (1 sheet per teacher)
coins (4 quarters, 10 dimes, or 20 nickels) (1 set per teacher)
counters (20 per 2 students)
counters (20 per teacher, 20 per student )
cup (small) (1 per student)
deck of 52 playing cards (1 deck per 2 students)
deck of 52 playing cards (1 deck per 3 to 4 students, 1 deck per teacher)
double nine dominoes (4 sets per teacher)
index card (5 per 4 students, 6 per teacher)
linking cubes (20 per student)
linking cubes (40 per teacher)
marker (1 blue, 1 red) (1 set per teacher)
math journal (1 per student)
paper (1 sheet of red, 1 sheet of yellow) (1 set per 2 students)
paper (1 sheet per student)
paper (plain) (6 sheets per teacher)
paper (plain) (6 sheets per teacher)
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Unit 01:
Suggested Duration: 9 days
plate (paper) (1 per student)
scissors (1 per teacher)
sticky notes (2 of 1 color , 1 of another color) (4 sets per 2 students, 1 set per teacher)
sticky notes (2 of 1 color, 1 of another color) (1 set per 2 students, 4 sets per teacher)
two-color counters (10 per student)
two-color counters (18 per 2 students, 18 per teacher)
Attachments:
All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student assessment, attachments
that are connected with Performance Indicators or serve as answer keys are available in the district site and are not accessible on the public website.
Doubles/Non-Doubles T-Chart KEY
Doubles/Non-Doubles T-Chart
Ten Frame
Doubles Picture Cards
Double Your Fun KEY
Double Your Fun
Doubles Story Problems KEY
Doubles Story Problems
Pictorial of Hands #1
Pictorial of Hands #2
Doubles Flash Cards
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Unit 01:
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Doubles Plus/Minus One Flash Cards
Flash Card Recording Sheet KEY
Flash Card Recording Sheet
Doubles and Near Doubles Story Problems KEY
Doubles and Near Doubles Story Problems
Even/Odd Recording Sheet KEY
Even/Odd Recording Sheet
Composing and Decomposing Ten Recording Sheet
Double Ten Frame
Make Ten Recording Sheet KEY
Make Ten Recording Sheet
Fact Family Number Sentences KEY
Fact Family Number Sentences
Parts of Stories KEY
Parts of Stories
GETTING READY FOR INSTRUCTION
Teachers are encouraged to supplement and substitute resources, materials, and activities to meet the needs of learners. These lessons are one approach to
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Grade 2/Mathematics
Unit 01:
Suggested Duration: 9 days
teaching the TEKS/Specificity as well as addressing the Performance Indicators associated with each unit. District personnel may create original lessons using
the Content Creator in the Tools Tab. All originally authored lessons can be saved in the “My CSCOPE” Tab within the “My Content” area. Suggested
Day
1
Suggested Instructional Procedures
Notes for Teacher
Topics:
Spiraling Review
Doubles strategy
Engage 1
MATERIALS
Students use the doubles strategy to develop competency of efficient basic fact retrieval.
coins (4 quarters, 10 dimes, or 20
nickels) (1 set per teacher)
Instructional Procedures:
linking cubes (40 per teacher)
1. Display a value of fifty cents worth of coins (2 quarters, 5 dimes, or 10 nickels) for the whole class
to see.
TEACHER NOTE
Ask:
It is not necessary to use counters for this
What does it mean to double your money? Answers may vary. You could have twice as
much money, e.g. doubling 50 cents would make a dollar; you have the same amount 2 times;
activity. Just place linking cubes for the class to
see.
etc.
2. Present a real-life situation to reinforce the idea of doubling, such as the following:
What would it mean to double the amount of homework tonight? Answers may vary.
Whatever assignments you were going to give us, you will now have twice as much; double the
number of problems; etc.
If I am going to assign four problems for homework (display 4 linking cubes in a clustered
Image credits: 1, 2, 3 math fonts version 3.
group), and then I double that amount of problems, how many problems would I be
(2006). Available from www.justusteachers.com
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Grade 2/Mathematics
Unit 01:
Suggested Duration: 9 days
Notes for Teacher
assigning for homework? (You would be assigning 8 problems.) Who can demonstrate
this? Answers may vary.
3. Invite a student volunteer to model this scenario for the class to see. After the volunteer adds 4
more linking cubes, ask:
How many problems would I be assigning for homework? (8 problems)
Is there another way to arrange the cubes so that you could see that the number has
been doubled? Does anyone else have any ideas about the arrangement? Answers may
vary. See sample below.
Image credits: 1, 2, 3 math fonts version 3. (2006). Available from www.justusteachers.com
Topics:
Doubles and non-doubles
ATTACHMENTS
Teacher Resource: Doubles/Non-
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Grade 2/Mathematics
Unit 01:
Suggested Duration: 9 days
Suggested Instructional Procedures
Notes for Teacher
Doubles T-Chart KEY (1 per teacher)
Explore/Explain 1
Handout: Doubles/Non-Doubles T-Chart
Students compare and contrast examples of doubles and non-doubles and investigate the odd and
(1 per student)
even patterns that evolve.
MATERIALS
Instructional Procedures:
1. Place students in pairs. Distribute handout: Doubles/Non-Doubles T-Chart to each student and a
deck of 52 playing cards (1 deck per 2
students)
deck of playing cards, with the face cards removed, to each pair (see Teacher Note).
2. Explain to students that they will be dividing the deck of cards into 2 groups, individual cards that
TEACHER NOTE
represent doubles in a pile under the heading “Doubles” and individual cards that do not represent
It is the choice of the teacher to use the ace as
doubles in a different pile under the heading “Non­Doubles”. Model the process by showing students
1 or discard it with the other face cards.
the 6 of spades. Explain to students that, “The picture of the spade under the number 6 is only
modeling the suit, not the quantity. The quantity 6 is modeled pictorially with spades in the center
of the card” (see Teacher Note).
Ask:
TEACHER NOTE
Students may not realize that the shape under
the number on a playing card is used to describe
Does each picture (spade) have a match? (yes)
the suit, such as diamonds, and is not included
How many pairs or matches are on this card? (3 pairs or 3 matches)
in the pictorial representation of the quantity:
What double equals 6? (3 + 3)
(e.g., the diamond under the 5 represents the
Would this card be place under the heading Doubles or Non-Doubles? (Doubles)
suit (diamonds) and the 5 diamonds in the
Who can give an example of a card that would be placed under the heading of Non-
center of the card is the pictorial representation
Doubles? Explain. Answers may vary. The 5 of diamonds because there are 2 pairs with 1 left
of number 5).
over; 2 + 2 + 1 more; double 2 plus 1 more; etc.
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Unit 01:
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Notes for Teacher
3. Allow time for students to work through their entire deck of cards. Monitor and assess students to
check for understanding. Facilitate a class discussion about the activity.
Ask:
TEACHER NOTE
It is important to talk through each of the steps
when examining doubles and non-doubles so
auditory learners are able to process the steps
as you provide visual instructions as well.
How are the cards under the Doubles heading alike? Answers may vary. All of the cards
have 2 identical sets of pictures below the other; they have matching sets across from each
other (e.g., 2 hearts on top and 2 hearts on bottom or 2 hearts on the left and 2 hearts on the
right “even matches.”); etc.
How are they different? Answers may vary. The cards have different totals; the cards have
different pictures; etc.
Were any of the cards more difficult to place than the others? Answers may vary. The
number 8 card and number 10 cards were more difficult because the matching pictures are not
in columns or rows; there were 2 in the middle that make a pair or match; etc.
How are the cards under the Non-Doubles heading different from the cards sorted
under Doubles? Answers may vary. The cards under the Non-Doubles have an extra picture in
the middle; etc. (see Teacher Note for the 5 of diamonds)
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Unit 01:
Suggested Duration: 9 days
Suggested Instructional Procedures
Notes for Teacher
Look at all of the numbers listed under the Doubles heading. What type of numbers are
these? (The cards under the Doubles heading are even numbers.)
How do you know? Answers may vary. The even numbers always have a matching
pair/partner with none left over; etc.
Look at all of the numbers listed under the Non-Doubles heading. What type of
numbers are these? (The cards under the Non-Doubles heading are odd numbers.)
How do you know? Answers may vary. odd numbers always have an extra picture in the
middle of the card; Odd numbers never have all pairs; etc.
What do you know about the patterns for even numbers? Answer may vary. Each picture
of the set has a partner picture or pair; even and odd numbers alternate when counting; etc.
What do you know about the patterns for odd numbers? Answers may vary. There is 1
picture in the set that does not have a partner picture; etc.
Topics:
Doubles strategy process
MATERIALS
index card (5 per 4 students, 6 per
teacher)
Explore 2
marker (1 blue, 1 red) (1 set per teacher)
Students reinforce the double strategy by stating the process.
box (small) (1 per teacher)
scissors (1 per teacher)
Instructional Procedures:
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Grade 2/Mathematics
Unit 01:
Suggested Duration: 9 days
Suggested Instructional Procedures
1. Prior to instruction, create a set of Double Cards (5 + 5 through 9 + 9) for every 4 students and a
set for the teacher by writing an addend on one side of an index card and the sum of the double on
the other side using the facts 5 + 5 through 9 + 9 (e.g. for the fact 7 + 7, the number 7 would be
written on one side of the index card in blue and the sum 14 would be written on the other side of
the index card in red). Also, prior to instruction for class demonstration, construct a Doubling Box
by taking a small box, such as a shoe box, using a pair of scissors to cut a 4 inch slit on top of the
box, and affixing an index card labeled Doubling Box, on the front of the box.
Notes for Teacher
RESEARCH
Fosnot and Dolk (2001), state the importance of
doubles because doubles are the basis of many
other facts. When the focus of addition and
subtraction facts is relationships, there are far
fewer facts to remember, and big ideas like
compensation, hierarchical inclusion, and part-
2. Place students in groups of 4 and distribute a set of Double Cards to each group.
part-whole come into play (p. 99).
3. Display the Doubling Box and the teacher stack of Double Cards face down. Instruct each group of
students to lay all of their Double Cards blue side up on their desk.
4. Model the activity by inviting a student volunteer to select 1 card from the teacher Double Cards
set. Instruct the student to show the blue side of the card only to the class (e.g., If the card has a
blue 6 recorded on one side and a red 12 on the other side, show the addend of 6.). Instruct the
volunteer to continue to hold the card for the class to see while each group points to the blue 6 of
their Double Cards. Once each group has located the card, instruct them to discuss the doubles
number sentence for that card. Allow groups time to discuss and determine the number sentence.
Ask:
Double 6 is what number sentence? (6 + 6 = 12)
5. Instruct each group to pick up the blue 6 card and look at the red side of the card to verify that
double 6 is 12.
6. Instruct the student volunteer to record the number sentence for the class to see, and place the 6
card in the Doubling Box. Instruct students to lay the blue 6 card to the side.
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Unit 01:
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Notes for Teacher
7. Again, invite a student volunteer to select another card from the remaining teacher Double Cards
stack and display the card for the class to see. Instruct student groups to determine the double
number sentence, facilitate a class discussion of the doubles number sentence, and instruct the
student volunteer to record the doubles number sentence for the class to see. Repeat the activity
until all double cards have been discussed and all double number sentences have been recorded.
8. Review the number sentences posted and instruct students to chorally read them to reinforce the
double facts listed.
Ask:
What is another way to represent double 7? (7 + 7 = 14)
If the red side of the card is 16, what number was doubled? (8)
9. Instruct students to turn all their cards over to their blue side and then order the cards 5 – 9, least
to greatest.
Ask:
What pattern do you notice? (The cards are increasing by 1.)
10. Instruct students to leave the cards in the same order and flip the cards over to their red side.
What do you notice about every doubled sum? (A doubled sum is always even.)
What pattern do you notice? (The cards are increasing by 2.)
Why did the cards increase by one and the doubled sum increase by 2? Answers may vary.
The cards increased by 1, I doubled the card increasing it by another 1, so the doubled sum
was increased by 2; etc.
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Suggested
Day
2
Grade 2/Mathematics
Unit 01:
Suggested Duration: 9 days
Suggested Instructional Procedures
Notes for Teacher
Topics:
Spiraling Review
Doubles using ten frames
Explain 2
Students identify the double strategy using a ten frame model.
Instructional Procedure:
1. Distribute 20 linking cubes and a copy of handout: Ten Frame to each student.
2. Display teacher resource: Doubles Picture Cards revealing only “Picture 1” for a brief amount of
time (less than 5 seconds).
3. Instruct students to use the linking cubes to represent the picture. Then ask student to discuss
their model and describe what they saw with the person sitting next to them.
Ask:
Who can describe what they saw? Answers may vary. There were 2 sets of hands; each
hand had 5 fingers; there were 10 fingers; etc.
What double did you see? (2 fives side by side)
4. Instruct students to use handout: Ten Frame to organize the linking cubes representing the fingers
ATTACHMENTS
Teacher Resource: Ten Frame (2 per
teacher)
Handout: Ten Frame (2 per student)
Teacher Resource: Doubles Picture
Cards (1 per teacher)
Teacher Resource: Double Your
Fun KEY (1 per teacher)
Handout: Double Your Fun (1 per
student)
Teacher Resource: Doubles Story
Problems KEY (1 per teacher)
Handout: Doubles Story Problems
(1 per student)
MATERIALS
linking cubes (20 per student)
from “Picture 1”.
5. Display teacher resource: Ten Frame. Invite a student volunteer to model their ten frame
TEACHER NOTE
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Grade 2/Mathematics
Unit 01:
Suggested Duration: 9 days
Suggested Instructional Procedures
Notes for Teacher
representation for the class to see.
Teaching students to distinguish the rows from the
Ask:
columns in this lesson sets the foundation for
How did you use the ten frame to record what you saw? Answers may vary. I filled both
multiplication.
rows of a ten frame with 5 counters on the top and 5 counters on the bottom (if the frame was
horizontal); 5 counters on the left and 5 on the right (if the frame was vertical); etc.
What number sentence would describe the number of fingers you saw in the picture
and the model you created? (5 + 5 = 10; 5 fingers plus 5 more fingers equals ten fingers
altogether; etc.)
Instruct the student volunteer to record the number sentence below their representation for the
class to see, and then ask the class:
Is the sum or answer even or odd? Explain. (Even, each finger has a partner.)
6. Repeat the process revealing “Picture 2” followed by “Picture 3” from teacher resource: Doubles
Picture Cards.
7. Distribute handout: Double Your Fun and the second copy of handout: Ten Frame to each
student. Model how to complete the first problem from teacher resource: Double Your Fun using
both copies of teacher resource: Ten Frame. Make sure that the students refer to the rows (not
columns) when identifying the doubles.
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Unit 01:
Suggested Duration: 9 days
Notes for Teacher
2 rows of 6 eggs
6 + 6 = 12 eggs
8. Allow time for students to complete handout: Double Your Fun individually, and then facilitate a
class discussion about the activity.
Ask:
For problem 1, what number was doubled to give a sum of 12? (6)
How could you describe problem 2 using words? (There are 2 rows of 8 crayons, and a
total of 16 crayons.)
What double is represented in the problem 3? (7 + 7)
Is 7 an even number or odd number? (odd)
If you add 2 odd numbers together, will the sum be even or odd? Why? Answers may
vary. The answer or sum will be even because when you place the counters side by side in the
ten frames, they match perfectly; etc.
What double is represented in problem 4? (4 + 4)
9. Distribute handout: Doubles Story Problems to each student to complete individually. Instruct
students to read each story problem, draw a picture to represent the story, and identify the doubles
number sentence that corresponds to the story problem.
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Suggested
Day
3
Grade 2/Mathematics
Unit 01:
Suggested Duration: 9 days
Suggested Instructional Procedures
Notes for Teacher
Topics:
Spiraling Review
Doubles plus/minus one
Explore 3
Students identify the doubles plus/minus strategy using a ten frame model.
ATTACHMENTS
Teacher Resource: Ten Frame (2 per
teacher)
Instructional Procedures:
1. Place students in pairs. Distribute a copy of handout: Ten Frame and 20 counters to each
student. Remind students of how the ten frames were previously used. Instruct students to
duplicate what they are about to see.
Handout: Ten Frame (2 per student)
Teacher Resource: Pictorial of Hands
#1 (1 per teacher)
Teacher Resource: Pictorial of Hands
#2 (1 per teacher)
2. Using counters and a copy of teacher resource: Ten Frame, display 2 groups of 2 and 1 additional
counter off to the side for a brief amount of time (less than 5 seconds).
MATERIALS
counters (20 per teacher, 20 per student )
3. Instruct students to use their counters and handout: Ten Frame to duplicate the pattern and
discuss the picture they saw with their partner.
Sample:
TEACHER NOTE
It is important to discuss both addition and
subtraction when viewing doubles plus/minus
one. This is a key concept in numerical fluency.
Ask:
Some students will view the arrangement as
addition and some will view it as subtraction.
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Unit 01:
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Notes for Teacher
How would you describe the structure of the counters? Answers may vary. I saw 3
counters and 2 counters; I saw 4 counters and 1 more counter; I saw 2 counters and 2 counters
and 1 more counter; etc.
Ex: 5 could be 2 + 2 + 1, 4 + 1 = 5, 3 + 3 – 1
How many counters did you see? (5 counters)
= 5, or 6 – 1 = 5
What number sentence would mathematically communicate the arrangement
displayed with your counters? Answers may vary. I saw 2 groups of 2 counters which equals
a total of 4 counters with 1 additional counter for a total of 5 counters; 2 + 2 + 1 = 5; I saw 2
rows with 3 counters in each row but 1 row was missing 1 counter; 3 + 3 – 1 = 5; etc.
Redisplay the arrangement of counters to affirm students’ descriptions.
TEACHER NOTE
It is important when modeling to alternate the
position of the extra counter when showing
doubles plus one. Many times the extra counter
is only placed on the top row, which may lead to
5. Using counters and teacher resource: Ten Frame, display 2 groups of 3 counters with 1 additional
a misconception.
counter off to the side for a brief amount of time (less than 5 seconds).
TEACHER NOTE
If students do not demonstrate 7 + 7 – 1, model
6. Instruct students to use their counters and handout: Ten Frame to duplicate the pattern and
it for them by first building 6 + 7 using ten
discuss the picture they saw with their partner.
frames and sliding a counter in the missing
Sample:
place to create 7 + 7. Slide the counter out
again to demonstrate the minus one.
Ask:
How would you describe the structure of the counters? Answers may vary. I saw 4
counters and 4 counters, with 1 missing; I saw 6 counters and 1 more counter; I saw 3 counters
and 3 counters and 1 more counter; etc.
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Unit 01:
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Notes for Teacher
How many counters did you see? (7 counters)
What number sentence would mathematically communicate the arrangement
displayed with your counters? Answers may vary. I saw 2 groups of 3 counters which equals
a total of 6 counters with 1 additional counter for a total of 7 counters; 3 + 3 + 1 = 7; I saw 2
rows with 3 counters in each row and 1 row had 1 additional counter; 3 + 3 + 1 = 7; etc.
8. Distribute the second copy of handout: Ten Frame to each student. Display the teacher resource:
Pictorial of Hands #1 for a brief amount of time (less than 5 seconds). Instruct students to use
their counters and both copies of handout: Ten Frame to duplicate the pattern and discuss the
picture they saw with their partner.
9. Display both copies of teacher resource: Ten Frame.
Ask:
Who can describe what they saw? Answers may vary. There were 2 sets of hands plus 1
extra finger; each hand had 5 fingers for a total of ten fingers plus the extra finger which equals
11 fingers; 5 + 5 + 1; etc.
How many ten frames did you use to represent the picture? (I had to use 2 ten frames.)
Who would like to demonstrate their arrangement of counters? Answers may vary. I put 6
counters in one ten frame and 5 counters in the other ten frame; I filled in one ten frame with
counters to represent the 10 fingers and placed 1 counter in the other ten frame to represent the
extra finger; etc.
What double did you see? (5 + 5 or 6 + 6)
Is 11 one more than or one less than 10? (1 more than 10.)
Is 11 one more than or one less than 12? (1 less than 12.)
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Unit 01:
Suggested Duration: 9 days
Notes for Teacher
Redisplay the teacher resource: Pictorial of Hands #1 to affirm students’ descriptions.
10. Display the teacher resource: Pictorial of Hands #2 for a brief amount of time (less than 5
seconds).
Instruct students to use their counters and both copies of handout: Ten Frame to duplicate the
pattern and discuss the picture they saw with their partner.
11. Using both copies of teacher resource: Ten Frame, ask:
How can you describe the arrangement displayed? Answers may vary. There was 1 hand
showing all the fingers except 1; each hand had 5 fingers which would be a total of 10 minus the
1 finger tucked under for a total of 9 fingers; I saw 4 fingers plus 4 more fingers and an extra
finger; etc.
What double did you see? (4 + 4 or 5 + 5)
Redisplay the teacher resource: Pictorial of Hands #2 again to affirm students’ descriptions.
12. Facilitate a class discussion on doubles plus/minus one.
Ask:
How does knowing your doubles facts help in solving other addition problems? Answers
may vary. You could double a number and then add 1 more; you could double a number and
then subtract 1 from the total; etc.
13. Display the basic fact 6 + 7 = ___ for the whole class to see.
14. Instruct students to use their counters and both copies of handout: Ten Frame to solve the given
basic fact. Encourage students to use their knowledge of doubles to solve the number sentence
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Notes for Teacher
displayed. Instruct students to share their strategy for finding the answer with their partner.
Ask:
Can you demonstrate your answer using the counters? Explain your strategy. Answers
may vary. 2 groups of 6 with 1 additional counter, 6 + 6 + 1 = 13; 2 groups of 7 with 1 counter
missing, 7 + 7 – 1 = 13; etc.
15. Repeat the same process using additional basic facts such as 5 + 4 = ____ and _____ = 9 + 8.
16. Facilitate a class discussion summarizing how the doubles or doubles plus/minus one strategy is
an efficient tool that can be used to easily solve some basic facts.
Topics:
Retrieve strategies to solve doubles and doubles plus/minus one
ATTACHMENTS
Card Set: Doubles Flash Cards (1 set
per 2 students)
Explore/Explain 2
Card Set: Doubles Plus/Minus One
Students reinforce the doubles plus/minus one strategy by identifying the process in story problems.
Flash Cards (1 set per 2 students)
Handout: Ten Frame (2 per 2 students)
Instructional Procedures:
1. Prior to instruction, create a set of card set: Doubles Flash Cards for every 2 students by copying
on red paper and cutting apart. Additionally, create a set of card set: Doubles Plus/Minus One
Flash Cards for every 2 students by copying on yellow paper and cutting apart.
Teacher Resource: Flash Card
Recording Sheet KEY (1 per teacher)
Teacher Resource: Flash Card
Recording Sheet (1 per teacher)
Handout: Flash Card Recording Sheet
2. Distribute handout: Flash Card Recording Sheet to each student.
(1 per student)
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Suggested Instructional Procedures
3. Place students in pairs and distribute a set of card set: Doubles Flash Cards, a set of card set:
Notes for Teacher
MATERIALS
Doubles Plus/Minus One Flash Cards, 2 copies of handout: Ten Frame, and 20 counters to
each student pair.
4. Instruct student pairs to work together to match a "doubles plus /minus one” fact flash card (yellow
card) with a “related doubles” fact flash card (red card) that would help them solve the number
sentence. Tell students that the doubles cards may be used more than once.
counters (20 per 2 students)
paper (1 sheet of red, 1 sheet of yellow)
(1 set per 2 students)
scissors (1 per teacher)
5. Display teacher resource: Flash Card Recording Sheet and model how students should complete
the activity.
RESEARCH
According to the National Research Council
6. Instruct students to individually record their information from the activity on handout: Flash Card
Recording Sheet and write a number sentence strategy that helped them solve the basic fact.
(2001), it is important to provide practice after
recent learning. The repeated use of practice is
7. Upon completion, assign each student pair a fact from the activity to display for class discussion.
essential for developing fluency with students.
Instruct each pair to display their fact to the class and explain the strategy they used to solve the
The report also warns against the use of timed
basic fact.
tests until students have had the chance to
practice “thinking strategies.”
4
Topics:
Spiraling Review
Doubles/near doubles
Doubles plus/minus one
ATTACHMENTS
Even/Odd
Teacher Resource: Doubles and Near
Elaborate 1
Doubles Story Problems KEY (1 per
Students use doubles and doubles plus/minus one strategies to solve basic facts that are embedded in
teacher)
story problems.
Handout: Doubles and Near Doubles
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Suggested Instructional Procedures
Notes for Teacher
Story Problems (1 per student)
Instructional Procedures:
1. Distribute handout: Doubles and Near Doubles Story Problems to each student. Explain to
students that the title, "Near Doubles," refers to the strategies of doubles plus one and doubles
minus one. Instruct students to solve the story problem by using their knowledge of doubles and
doubles plus/minus one (near doubles), and write a number sentence to show how they solved the
problem. Monitor and assess students to check for understanding.
2. Collect handout: Doubles and Near Doubles Story Problems.
3. Instruct students to place the palm of their hands facing each other touching the fingers of each
Teacher Resource: Even/Odd
Recording Sheet KEY (1 per teacher)
Teacher Resource: Even/Odd
Recording Sheet (1 per teacher)
Handout: Even/Odd Recording Sheet (1
per student)
Handout (optional): Ten Frame (1 per
student)
MATERIALS
hand to the other.
Ask:
deck of 52 playing cards (1 deck per 3 to
4 students, 1 deck per teacher)
Does each finger have a partner? (yes)
counters (20 per teacher, 20 per student)
If so, would the total number of fingers be even or odd? (even)
What is the total number of fingers? (10)
Can you explain why 10 is an even number? Answers may vary. Since each hand has 5
TEACHER NOTE
fingers and every finger has a partner, 5 + 5 = 10, 10 is even; etc.
It is important to model even and odd using
How can you determine when a number is odd? Answers may vary. When there is 1 object
counters and the addition/subtraction process for
without a partner, the number is odd; etc.
visual learners. Place the counters as they
appear on the card and physically move them to
4. Display teacher resource: Even/Odd Recording Sheet for the class to see. Using the teacher
deck of playing cards, select and display a “4” card.
together to show even and odd.
Example:
page 22 of 74 Enhanced Instructional Transition Guide
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Unit 01:
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Suggested Instructional Procedures
Notes for Teacher
5. Using teacher resource: Even/Odd Recording Sheet, place 4 counters on the right card in the
first row, middle column to represent the “4” card.
Ask:
To model the addition/subtraction process,
students must be able to identify the double.
Is 4 an even or odd number? Explain. (Even because each dot has a partner.)
Display the counters and cover the “plus one”
counter to help students identify the double.
6. Model doubling the “4” card by placing 4 additional counters on the left card in the first row, middle
column of teacher resource: Even/Odd Recording Sheet.
Ask:
Write the double and +1.
Example:
Is 4 an even or odd number? Explain. (Even because each dot has a partner.)
7. Model recording “even” under the models of both cards on teacher resource: Even/Odd Recording
4+4+1=9
Sheet.
Ask:
What number sentence represents the cards? (4 + 4 = 8)
Is 8 even or odd? Explain. (Even, because each dot has a partner.)
Record “even” under the total 8.
State Resources
TEXTEAMS: Rethinking Elementary
Mathematics Part 1: Double More and In and
Out Revisited may be used to reinforce these
8. Direct students’ attention to the left column titled “Doubles Minus One” of teacher resource:
concepts.
Even/Odd Recording Sheet. Again, model the “4” card by placing 4 counters on the right card in
the first row of the first column to represent the “4” card.
9. Model doubling the “4” card “minus 1” by placing 3 additional counters on the left card in the first
row, first column of teacher resource: Even/Odd Recording Sheet.
page 23 of 74 Enhanced Instructional Transition Guide
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Notes for Teacher
Ask:
Is 4 an even or odd number? Explain. (Even because each dot has a partner.)
Is 3 an even or odd number? Explain. (Odd, because each dot does not have a partner.)
10. Model recording “even” under the 4 card and “odd” under the 3 card of teacher resource: Even/Odd
Recording Sheet.
Ask:
What number sentence represents the cards? (4 + 3 = 7)
Is 7 even or odd? Explain. (Odd, because there is 1 dot that does not have a partner.)
Record “odd” under the total 7.
11. Now, direct students’ attention to the right column titled “Doubles Plus One” of teacher resource:
Even/Odd Recording Sheet. Again model the “4” card by placing 4 counters on the right card in
the first row, last column to represent the “4” card.
12. Model doubling the “4” card “plus 1” by placing 5 additional counters on the left card in the first row,
last column of teacher resource: Even/Odd Recording Sheet.
Ask:
Is 4 an even or odd number? Explain. (Even because each dot has a partner.)
Is 5 even or odd? Explain. (Odd because there is 1 dot that does not have a partner.)
13. Model recording “even” under the 4 card and “odd” under the 5 card of teacher resource: Even/Odd
Recording Sheet.
page 24 of 74 Enhanced Instructional Transition Guide
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Unit 01:
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Notes for Teacher
Ask:
What number sentence represents the cards? (4 + 5 = 9)
Is 9 even or odd? Explain. (Odd because there is 1 dot without a partner.)
Record “odd” under the total 9.
14. Facilitate a class discussion examining each number sentence, focusing on the pattern of even and
odd numbers identified.
15. Distribute handout: Even/Odd Recording Sheet to each student.
16. Place students in groups of 3 – 4 students. Distribute a deck of playing cards to each group and 20
counters to each student. Instruct each student in the group to draw their own card from the deck
and complete the first row using the number on their card drawn. Remind students to use counters,
if necessary, to model each number, to determine if the numbers are even or odd and to solve the
number sentence. When the students have completed the first row, instruct them to draw another
card from the deck to complete the second row, and then the third row. Monitor and assess
students to check for understanding.
17. Invite various students to display for the class 1 “doubles” number sentence, 1 “doubles minus one”
number sentence, and 1 “doubles plus one” number sentence from their handout: Even/Odd
Recording Sheet.
page 25 of 74 Enhanced Instructional Transition Guide
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Unit 01:
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Suggested Instructional Procedures
Notes for Teacher
18. Facilitate a class discussion on the displayed number sentences.
Ask:
Observe the number sentences under the Doubles column. What do you notice about
adding 2 doubles? Answers may vary. All of the cards have 2 identical sets of pictures; every
picture has a partner; the sum of 2 doubles is even; etc.
Observe the number sentences under the Doubles Minus One and Doubles Plus One
columns. What types of numbers were you adding? (odd and even)
What do you notice about the sum when you add an odd and even number together?
Answers may vary. One card has 1 picture without a partner so the sum will always be odd; the
sum is always odd because all pictures have a partner except for 1; etc.
5
Topics:
Spiraling Review
Make ten strategy
Explore/Explain 3
Students compose and decompose counters to make ten.
ATTACHMENTS
Handout: Composing and
Decomposing Ten Recording Sheet (1
Instructional Procedures:
1. Distribute a cup, 10 two-color counters, a paper plate, and handout: Composing and
per student)
MATERIALS
Decomposing Ten Recording Sheet to each student.
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Suggested Instructional Procedures
Notes for Teacher
cup (small) (1 per student)
2. Model shaking and spilling the counters onto the paper plate and how to record the “picture of spill”
and “number sentence” from the spill.
For example:
two-color counters (10 per student)
plate (paper) (1 per student)
double nine dominoes (4 sets per
teacher)
TEACHER NOTE
When modeling a situation or action, the order of
3. Review the instructions again verbally. Instruct students to spill the counters from the cup and
record their results on handout: Composing and Decomposing Ten Recording Sheet.
4. After students have completed the first round, ask students to share their results with a neighbor.
the addends matters. However, when
determining the sum of 2 addends, the order of
the addends does not matter (the commutative
property)
5. Facilitate a class discussion to compare and contrast how their spill was “like” their neighbor’s and
how it was “different.” Ask:
Did you and your neighbor have the same number of red and yellow counters in your
spill? Answers may vary.
Did you and your neighbor have the same total when you each added your red and
yellow counters together? (yes, 10)
Do you think you will each get the same number of red counters and the same number
of yellow counters on your next spill? Why or why not? Answers may vary. No, because
there are lots of possibilities; etc.
How did you use your spill to record a number sentence? Answers may vary. I recorded
the number of red counters plus the number of yellow counters and then the total; I recorded
page 27 of 74 Enhanced Instructional Transition Guide
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Suggested Duration: 9 days
Notes for Teacher
the yellow counters first and then the red counters; etc.
Does it matter if you record the red counters first and then the yellow counters? (No, you
will get the same total either way.)
6. Instruct students to complete a second round of spills.
7. Allow time for students to complete the activity. Instruct students to compare and contrast how
their spill was “like” their neighbor’s and how it was “different.”
8. Instruct students to compose a list of all possible spills at the bottom on their handout.
9. Allow time for students to complete their list and select a student volunteer to share their number
sentences while the teacher displays the number sentences for the class to see. Record the
number sentences so that a pattern becomes apparent.
Sample:
10. Facilitate a class discussion and ask:
In the list of number sentences, does the order of the addends matter? (no)
What patterns do you see in the list of recorded number sentences? Answers may vary.
As 1 addend increases the other addend decreases; the sum is always 10; etc.
How many number sentences are listed? (9)
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Notes for Teacher
How many different facts have the sum of ten? (5)
Which addition fact represents an addition strategy that you have recently practiced? (5
+ 5 = 10, a doubles fact)
Are there any near doubles in the list of facts? Why or why not? (no) Answers may vary.
To be a near double, 1 addend has to be 1 more or 1 less than the other addend; etc.
11. Allow time for basic facts practice using the following game.
Combine 4 sets of double nine dominoes. Distribute 5 dominoes to each student and instruct
the students to lay the dominoes face up on their desk.
Call out a sum and ask students to turn over all dominoes on their desk that represent a number
fact equaling the sum named. Allow no more than 10 seconds for each sum to encourage
automaticity.
The first student to turn over all 5 of their dominoes is the winner.
6
Topics:
Spiraling Review
Make ten
Compensation
ATTACHMENTS
Near ten
Composition and decomposition
Teacher Resource: Double Ten Frame
(1 per teacher)
Explore/Explain 4
Handout: Double Ten Frame (1 per
Students use ten frames to compose and decompose basic fact sums into landmarks of tens.
student)
Teacher Resource: Make Ten
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Suggested Instructional Procedures
Instructional Procedures:
1. Place students in pairs, and display teacher resource: Double Ten Frame horizontally for the
whole class to see.
Ask:
How could you describe the Double Ten Frame? How is it similar or different from one
ten frame? Answers may vary. 2 sets of 10; double the number of ten frames which would be
20; etc.
Notes for Teacher
Recording Sheet KEY (1 per teacher)
Teacher Resource: Make Ten
Recording Sheet (1 per teacher)
Handout: Make Ten Recording Sheet
(1 per student)
MATERIALS
counters (20 per 2 students)
math journal (1 per student)
2. Distribute handout: Double Ten Frame and 20 counters to each student pair.
3. Explain to students that they will be decomposing numbers to make a 10 and writing each step of
the process using number sentences in their math journal. Advise students that they will be shown
a quick view of an arrangement of counters on a double ten frame.
TEACHER NOTE
Rotate the orientation of the double ten frame
periodically throughout the lesson.
4. Using teacher resource: Double Ten Frame, briefly (less than 5 seconds) display 1 counter in
each of the squares on the top row and 1 counter in 3 of the squares on the bottom row of the first
TEACHER NOTE
ten frame. In the second ten frame, display 1 counter in each of the squares on the top row.
Although students have been exposed to
doubles and doubles plus/minus one, many have
not made the connection to learning basic facts.
Many experiences of physically moving counters
to make a 10 and recording the results will lead
to numerical fluency.
5. Instruct students to work collaboratively with their partner to arrange their counters to build the
structure they observed using their copy of handout: Double Ten Frame.
Ex: 8 + 5 = 13
10 + 3 = 13
page 30 of 74 Enhanced Instructional Transition Guide
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Suggested Instructional Procedures
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Unit 01:
Suggested Duration: 9 days
Notes for Teacher
Ask :
TEACHER NOTE
How could you describe the structure of counters found within the double ten frame?
Answers may vary. I saw 2 rows of 5 counters plus the 3 additional counters; I saw a row of 5, a
Record student responses next to the structure
for the class to see.
row of 3, and another row of 5; etc.
6. Redisplay the original construction of the double ten frame to affirm the students’ descriptions.
Ask:
What number is being represented in the first ten frame? (8)
Is the number even or odd? (even)
How do you know? Answers may vary. You can move a counter down to make a pair; etc.
Model moving 1 counter down to the next row to make 2 rows of 4.
Ask:
What number is represented in the second ten frame? (5)
Is the number even or odd? (odd)
How could you prove the number 5 is odd using your ten frame? Answers may vary. I
could take 2 of the counters on the top row and pair them with another counter and there will still
be 1 counter left over; with 5 counters there is always 1 counter without a partner; etc.
If students do not describe the moving of the 2
counters to fill in a ten frame; remind them of
how easy it was to add numbers to 10 from their
experiences in Grade 1 and how a ten frame
shows a value of 10. Model how easy it would be
move 2 counters to complete the ten frame and
Model taking 2 counters from the top row and place them on the bottom row below the 2 counters
add the 3 remaining counters.
already showing.
Ask:
TEACHER NOTE
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Do you think the sum of 8 and 5 will be even or odd? (odd)
How could you arrange the counters to make it easier to calculate the total? Answers
may vary. I could take 2 counters from the bottom ten frame to equal 10 on the top ten frame
Grade 2/Mathematics
Unit 01:
Suggested Duration: 9 days
Notes for Teacher
Students may move 3 counters from the bottom
to the top to fill a ten frame or move 2 counters
from the top to the bottom to fill a ten frame.
and add the 3 remaining counters to 10 to equal 13 counters; I could take my ten frame and
rotate it to match 5 + 5 = 10 and then add the 3 remaining counters to equal 13 counters; etc.
What number sentence could you write that will mathematically communicate the sum
of 8 and 5? Answers may vary. 8 + 5 = 13; 10 + 3 = 13; etc.
How did you get 13 as the sum? Answers may vary. I took 2 from the 5 and gave it to the 8
to equal 10; 10 plus 3 equals 13; etc.
7. Facilitate a class discussion on decomposing numbers modeling each step for each student to
see.
Ask:
How could the number sentence change to reflect taking 2 from the 5 and adding it to
the 8?
State Resources
MTR K – 5: Think Addition and Speedy Tens
may be used to reinforce these concepts.
Instruct students to record each step in their math journal.
8. Repeat the process, displaying the following arrangement briefly (less than 5 seconds) using
page 32 of 74 Enhanced Instructional Transition Guide
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Notes for Teacher
teacher resource: Double Ten Frame.
Ask:
What number sentence could represent the arrangement? (7 + 8 = 15)
How could you write a number sentence showing how to decompose the 7? 8? (I could
remove 2 counters from the 7 and add them to the 8 to equal 10; I could remove 3 from the 8
and add them to the 7 to equal 10.)
What is the sum of 7 + 8? (5 + 10 = 15 and 10 + 5 = 15)
9. Use teacher resource: Double Ten Frame and counters to model both moves. (see Teacher Note)
Ask:
Who can explain what making a 10 means as a strategy to add numbers? Answers may
vary. Breaking a number apart (decomposing) in one ten frame and moving or adding a part to
another ten frame to complete it; etc.
10. Distribute handout: Make Ten Recording Sheet to each student.
11. Instruct student pairs to use their counters and handout: Double Ten Frame to solve the addition
problems on the handout: Make Ten Recording Sheet. Using teacher resource: Make Ten
Recording Sheet, model how to record the number sentences of each step of the composing
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Notes for Teacher
and/or decomposing solution process.
12. Allow students time to complete the activity. Select student pairs to demonstrate their processes
for making 10 to solve a given addition problem.
7
Topics:
Spiraling Review
Part-part-whole relationship
Commutative property of addition
ATTACHMENTS
Explore/Explain 5
Teacher Resource: Fact Family Number
Students explore the commutative property using a part-part-whole mat.
Sentences KEY (1 per teacher)
Handout: Fact Family Number
Instructional Procedures:
1. Prior to instruction, use a marker to record each of the following, 9, 8, 17, +, – and =, on 6
Sentences (1 per student)
MATERIALS
separate sheets of plain paper.
two-color counters (18 per 2 students, 18
2. Place students in pairs. Distribute 18 two-color counters to each pair.
3. Display 4 red counters and 7 yellow counters for the class to see. Explain to students that the
per teacher)
sticky notes (2 of 1 color, 1 of another
counters represent the number of students in a class. The red counters represent the number of
color) (1 set per 2 students, 4 sets per
girls and the yellow counters represent the number of boys in a class. Instruct students to use their
teacher)
counters to represent the number of boys and number of girls in this class scenario.
math journal (1 per student)
Ask:
paper (plain) (6 sheets per teacher)
marker (1 per teacher)
How many girls are in the class? (4 girls)
How many boys are in the class? (7 boys)
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Notes for Teacher
How many total students are in the whole class? (11 students)
TEACHER NOTE
How did you determine the total number of students in the class scenario? Answers may
Paraphrase student responses to include the
vary. I added the number of girls and the number of boys to find the total all of the students in
appropriate use of the vocabulary terms sum and
the class; I combined all of the red and yellow counters to find the total number of counters;
addends.
etc.
TEACHER NOTE
4. Using the class scenario to begin the discussion of part-part-whole relationship, ask:
What number sentence would represent the combining of the number of girls and the
number of boys in the class to determine the total number of students in the class? (4
girls + 7 boys = 11 students in the class; 4 + 7 = 11)
Be sure to emphasize the commutative property
of addition concept: a + b = c and b + a = c.
Note, students are not responsible for knowing
the name, commutative property.
Referencing the two-color counters display of the class scenario, separate the red counters from
the yellow counters to explain how the 4 girls (4 red counters) can be added to the 7 boys (7
yellow counters) to determine the total number of students (all of the counters) in the whole class.
Create a visual sticky note representation of the number sentence for the class scenario by
recording the number of girls and the number of boys on 2 separate sticky notes of the same color
and the total number of students on a sticky note of a different color. Next to each sticky note,
label what each number represents.
Example:
5. Again, using the class scenario to begin to model the commutative property of addition, ask:
What number sentence would represent the combining of the number of boys and the
number of girls in the class to determine the total number of students in the class? (7
page 35 of 74 Enhanced Instructional Transition Guide
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Notes for Teacher
boys + 4 girls = 11 students in the class)
Referencing the two-color counters display of the class, separate the yellow counters from the red
counters to explain how the 7 boys (7 yellow counters) can be added to the 4 girls (4 red counters)
to determine the total number of students (all of the counters) in the whole class.
Create a second visual sticky note representation of the number sentence for the class scenario
by recording the number of girls and the number of boys on 2 separate sticky notes of the same
color and the total number of students on a sticky note of a different color. Next to each sticky
note, label what each number represents.
Example:
6. Facilitate a class discussion by referencing the 2 sticky note visual number sentence
representations on the board.
Ask:
How are these number sentences alike? Answers may vary. They both show 4 girls, 7 boys,
and a total number of 11 students in the class; they both show a total of 11 students in the
class; they both have 2 sticky notes of the same color and 1 different colored sticky note; etc.
Observe the same colored sticky notes in each number sentence (e.g., the blue sticky notes).
What do these numbers represent in the class scenario? Answers may vary. The boys and
girls; the addends; the 2 parts; etc.
Observe the different colored sticky notes in each number sentence (e.g., the orange sticky note).
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Notes for Teacher
What does this number represent in the class scenario? Answers may vary. The total
number of students; the sum; the whole; etc.
How are these number sentences different? Answers may vary. One number sentence has
the girls first and then the boys while the other number sentence has the boys first and then the
girls; the order of the addends are changed; the parts are changed; etc.
What do you notice about the number sentences, 4 + 7 = 11 and 7 + 4 = 11? (They both
have the same numbers, 4, 7, and 11.)
7. To model the other fact family members, redirect students’ attention to the displayed two­color
counter representation of the 11 students. Remove the red counters and explain to students that
out of the 11 students in the class, the girls decided to leave the room.
Ask:
What number sentence would represent how many students are in the class now? (11
students – 4 girls = 7 boys)
Create a third visual sticky note representation of the number sentence for the class scenario by
recording the number of girls and the number of boys on 2 separate sticky notes of the same color
and the total number of students on a sticky note of a different color. Next to each sticky note,
label what each number represents.
Example:
What do you notice about the number sentences, 11 – 4 = 7, 4 + 7 = 11 and 7 + 4 = 11?
Explain. (They all have the same numbers, 4, 7, and 11.)
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Notes for Teacher
8. To model the last fact family member, redirect students’ attention to the displayed two­color
counter class representation replacing the 4 red counters. Referencing the 11 counters, remove the
yellow counters and explain to the students that out of the 11 students in the class, the boys
decided to leave the room.
Ask:
What number sentence would represent how many students are in the class now? (11
students – 7 boys = 4 girls)
Create a fourth visual sticky note representation of the number sentence for the class scenario by
recording the number of girls and the number of boys on 2 separate sticky notes of the same color
and the total number of students on a sticky note of a different color. Next to each sticky note,
label what each number represents.
Example:
Ask:
How are all of these number sentences alike? (They all show that there are 4 girls, 7 boys,
and a total number of 11 students in the class.)
How are these number sentences different? Answers may vary. Some number sentences
show the combining of the girls and boys to make the whole class and some number
sentences show the separating of the boys or girls from the whole class; etc.
Explain to students that these 4 numbers sentences are called a “Fact Family” because they are
related to each other since they use the same numbers in each number sentence fact.
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Notes for Teacher
9. Distribute 2 sticky notes of 1 color and 1 sticky note of another color to each pair of students.
Instruct students to use their counters to display 9 red counters and 6 yellow counters. Explain to
students that the red counters represent the number of girls in the class and the yellow counters
represent the number of boys in the class.
Ask:
If there are 9 girls and 6 boys in the class, how many students are in the whole class?
(15 students)
10. Instruct students to record the number of boys on 1 sticky note and the number of girls on another
sticky note of the same color. Then direct students to record the total number of students in the
class on 1 sticky note of a different color. Explain to students that they are to create all 4 related
number sentences for 9, 6, and 15 by moving the various colored sticky notes and record the “Fact
Family” number sentences in their math journal with the appropriate labels (boys, girls, students in
class).
11. Allow students time to complete the activity. Select student pairs to demonstrate to model for the
class to see each “Fact Family” member and reflect on their process.
Ask:
What are the 4 fact family number sentences for 9, 6, and 15? (9 girls + 6 boys = 15
students in the class; 6 boys + 9 girls = 15 students in the class; 15 students in the class – 9
girls = 6 boys; 15 students in the class – 6 boys = 9 girls)
Why is 9 boys – 15 students = 6 girls not a part of the fact family number sentence?
Answers may vary. You cannot subtract a whole class of students from the boys; etc.
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Unit 01:
Suggested Duration: 9 days
Suggested Instructional Procedures
Notes for Teacher
12. Select 6 student volunteers, assigning each student a separate sheet of paper: 9, 8, 17, +, – and
=. Instruct students to arrange themselves to create 1 fact family number sentence that is related
to the numbers 8, 9, and 17. Record the number sentence created by the student volunteers.
Instruct the 6 student volunteers to create each of the remaining related number sentences for the
class to see.
13. Distribute Handout: Fact Family Number Sentences to each student. Instruct students to use
counters to complete the handout individually.
14. Monitor and assess individual students by asking them to share their fact family number sentences
and orally explain the relationship of their number sentences to the story problem.
8
Topics:
Spiraling Review
Part-part-whole
Commutative property
ATTACHMENTS
Fact families
Teacher Resource: Parts of Stories KEY
Elaborate 2
(1 per teacher)
Students use the part-part-whole mat and the fact family strategy to solve story problems.
Teacher Resource: Parts of Stories (1
per teacher)
Instructional Procedures:
1. Prior to instruction, use a marker to record each of the following, ____, 8, 12, +, – and =, on 6
Handout: Parts of Stories (1 per student)
MATERIALS
separate sheets of plain paper. Additionally, use a marker to create a part-part-whole mat on a
piece of chart paper.
chart paper (1 sheet per teacher)
marker (1 per teacher)
page 40 of 74 Enhanced Instructional Transition Guide
Suggested
Day
Grade 2/Mathematics
Unit 01:
Suggested Duration: 9 days
Suggested Instructional Procedures
Notes for Teacher
two-color counters (18 per 2 students, 18
per teacher)
sticky notes (2 of 1 color , 1 of another
color) (4 sets per 2 students, 1 set per
teacher)
paper (plain) (6 sheets per teacher)
2. Place students in pairs. Distribute 18 two-color counters, 12 sticky notes (8 of 1 color and 4 of a
different color), and handout: Parts of Stories to each student pair.
3. Display the part-part-whole mat and teacher resource: Parts of Stories. Chorally read the first
problem.
Ask:
What information do you need to find out? (The total number of pieces of candy in the
TEACHER NOTE
Model the moving of the different sticky notes
from the part-part-whole mat as students reveal
different fact family number sentences.
Example:
bag.)
What information do you already know? (There are 6 lollipops and 7 peppermints.)
How can you use the two-color counters to represent the problem? Answers may vary. 6
red counters could represent the lollipops and 7 yellow counters could represent the
peppermints; etc.
4. Represent the lollipops using 6 red counters and the peppermints using 7 yellow counters for the
class to see. Reference the part-part-whole mat displayed.
5. Create 2 sticky notes of the same color, 1 for the 6 lollipops and 1 for the 7 peppermints. Ask
students to create the same sticky notes. To determine where to place the sticky notes on the
part-part-whole mat, ask:
page 41 of 74 Enhanced Instructional Transition Guide
Suggested
Day
Suggested Instructional Procedures
Grade 2/Mathematics
Unit 01:
Suggested Duration: 9 days
Notes for Teacher
Does the number of lollipops represent a part of the bag of candy or the whole bag of
candy? (part of the bag of candy)
Where will you record the number of lollipops on the part-part-whole mat? (in 1 part of
the mat)
Does the number of peppermints represent a part of the bag of candy or the whole bag
of candy? (part of the bag of candy)
Where will you record the number of peppermints on the part-part-whole mat? (in 1 part
of the mat)
What is the story problem asking us to find? (The number of pieces of candy in the whole
bag.)
Where would the total number of pieces of candy in the bag be recorded on the partpart-whole mat? (in the whole part of the mat)
6. Record a question mark on a different colored sticky note and place it on the part-part-whole mat in
the “whole” section. Explain to students that since they are trying to find the total number of pieces
of candy in the bag, the whole portion of the part-part-whole mat is what the question is asking for
us to find.
7. Referencing the partially completed part-part-whole mat on the board, ask:
What is a number sentence that would represent how to solve this problem? Explain. (6
lollipops + 7 peppermints =___ total pieces of candy; 6 + 7 = ?)
Model for students how to record the number sentence below the part-part-whole mat.
Ask:
Is there another number sentence that would also represent how to solve the problem?
page 42 of 74 Enhanced Instructional Transition Guide
Suggested
Day
Suggested Instructional Procedures
Grade 2/Mathematics
Unit 01:
Suggested Duration: 9 days
Notes for Teacher
Explain. (7 peppermint + 6 lollipops = ___ total pieces of candy; 7 + 6 = ?.)
Model for students how to record a second number sentence below the part-part-whole mat.
Ask:
What are the other 2 related fact family number sentences that relate to the story
problem? (_____ total pieces of candy in the candy bag – 7 peppermints = 6 lollipops; ____
total pieces of candy in the candy bag – 6 lollipops = 7 peppermint;, ___ – 6 = 7; ____ – 7 = 6)
Model for students how to record the other related number sentences below the part-part-whole
mat.
8. Repeat the modeling and questioning process for the second question from handout: Parts of
Stories.
9. Instruct students to complete problems 3 and 4 on handout: Parts of Stories with their partner.
10. Monitor and assess students to check for understanding. Allow time for students to complete the
activity. Then invite student volunteers to record the fact family number sentences for the whole
class to see and orally explain how they are related to the story problem.
11. Select 6 student volunteers, assigning each student a separate sheet of paper: ____, 8, 12, +, –
and =. Inform students that the number 12 represents the sum of the problem. Instruct students to
arrange themselves to create 1 fact family number sentence that is related to the numbers 8, ___,
and 12. Record the number sentence created by the student volunteers. Instruct the 6 student
volunteers to create each of the remaining related number sentences for the class to see.
Related Fact Families demonstrated should be:
4 + 8 = 12
OR 12 = 4 + 8
page 43 of 74 Enhanced Instructional Transition Guide
Suggested
Day
Grade 2/Mathematics
Unit 01:
Suggested Duration: 9 days
Suggested Instructional Procedures
8 + 4 = 12
Notes for Teacher
12 = 8 + 4
12 – 8 = 4 4 = 12 – 8
12 – 4 = 8 8 = 12 – 4
After all number sentences are recorded, display both sets of number sentences as shown above
and ask:
Which number sentences are the same? (4 + 8 = 12 and 12 = 4 + 8; 8 + 4 = 12 and 12 = 8
+ 4; 12 – 8 = 4 and 4 = 12 – 8; 12 – 4 = 8 and 8 = 12 – 4)
Even though the number sentences are the same, how are they different? (The sums are
on opposite sides of the equal sign.)
9
Evaluate 1
MATERIALS
Instructional Procedures:
basic fact cards (1 set per teacher)
1. Assess student understanding of related concepts and processes by using the Performance
paper (1 sheet per student)
Indicator(s) aligned to this lesson.
Performance Indicator(s):
Grade2 Mathematics Unit01 PI01
Using a set of basic fact cards, recall the sum or difference of each card and identify the strategy used to
solve the fact on paper. Orally explain why that particular strategy was selected and how it helped in
quickly finding the sum or difference.
Standard(s): 2.3A , 2.5C , 2.12C , 2.13A
ELPS ELPS.c.1E , ELPS.c.3D , ELPS.c.3H
page 44 of 74 Enhanced Instructional Transition Guide
Grade 2/Mathematics
Unit 01:
Suggested Duration: 9 days
03/25/13
page 45 of 74 Grade 2
Mathematics
Unit: 01 Lesson: 01
Doubles/Non-Doubles T-Chart KEY
Doubles
Non-Doubles
(Ace) 1
©2012, TESCCC
2
3
4
5
6
7
8
9
05/09/12
page 1 of 1
Grade 2
Mathematics
Unit: 01 Lesson: 01
Doubles/Non-Doubles T-Chart
Doubles
©2012, TESCCC
Non-Doubles
05/09/12
page 1 of 1
Grade 2
Mathematics
Unit: 01 Lesson: 01
Ten Frame
©2012, TESCCC
05/09/12
page 1 of 1
Grade 2
Mathematics
Unit: 01 Lesson: 01
Doubles Picture Cards
Picture 1
Picture 2
©2012, TESCCC
Picture 3
05/09/12
page 1 of 1
Grade 2
Mathematics
Unit: 01 Lesson: 01
Double Your Fun KEY
1. Describe the picture:
2 rows of
6 eggs
    
    


*Counter placement may vary.
Number Sentence: 6 + 6 = 12
2. Describe the picture:
2 rows of
8 crayons
    
    
  
  
*Counter placement may vary.
Number Sentence: 8 + 8 = 16
3. Melissa and Thomas each have 7 lollipops. How many lollipops do they have combined?
Describe the picture:
    
 
2 groups of 7 lollipops
    
 
Draw a picture:
*Descriptions, drawings, and counter placement may vary.
Number Sentence:
7 + 7 = 14
4. Two cars are in a parking lot. How many wheels do they have altogether?
Describe the picture:
2 sets of four wheels
   
   
Draw a picture:
*Descriptions, drawings, and counter placement may vary.
Number Sentence: 4 + 4 = 8
©2012, TESCCC
04/03/13
page 1 of 2
Grade 2
Mathematics
Unit: 01 Lesson: 01
©2012, TESCCC
04/03/13
page 2 of 2
Grade 2
Mathematics
Unit: 01 Lesson: 01
Double Your Fun
1. Describe the picture: _____ rows of _____ eggs
Number Sentence:
2. Describe the picture: _____ rows of _____ crayons
Crayons
Number Sentence:
3. Melissa and Thomas each have 7 lollipops. How many lollipops do they have combined?
Describe the picture:
Draw a picture:
Number Sentence:
4. Two cars are in a parking lot. How many wheels do they have altogether?
Describe the picture:
Draw a picture:
Number Sentence:
©2012, TESCCC
03/20/13
page 1 of 1
Grade 2
Mathematics
Unit: 01 Lesson: 01
Doubles Story Problems KEY
Directions: Draw a picture and write a number sentence that matches your story
problem.
1. Shelbie made a bracelet using five gold 2. If there are seven days in a week, how
beads and five purple beads. How
many days are there in two weeks?
many beads were on her bracelet?
Draw a picture:
Draw a picture:
Pictures may vary
Pictures may vary
Number Sentence: 5 + 5 = 10
Number Sentence: 7 + 7 = 14
3. An octopus has eight legs, how many
legs would there be if there are two of
them?
4. A semi-truck has nine wheels on each
side of the truck. How many wheels
does a semi-truck have altogether?
Draw a picture:
Draw a picture:
Pictures may vary.
Pictures may vary
Number Sentence: 8 + 8 = 16
©2012, TESCCC
Number Sentence: 9 + 9 = 18
05/09/12
page 1 of 1
Grade 2
Mathematics
Unit: 01 Lesson: 01
Doubles Story Problems
Directions: Draw a picture and write a number sentence that matches your story
problem.
1. Shelbie made a bracelet using five gold 2. If there are seven days in a week, how
beads and five purple beads. How
many days are there in two weeks?
many beads were on her bracelet?
Draw a picture:
Draw a picture:
Number Sentence: _________________
Number Sentence: _________________
3. An octopus has eight legs, how many
legs would there be if there are two of
them?
4. A semi-truck has nine wheels on each
side of the truck. How many wheels
does a semi-truck have altogether?
Draw a picture:
Draw a picture:
Number Sentence: _________________
Number Sentence: _________________
©2012, TESCCC
05/09/12
page 1 of 1
Grade 2
Mathematics
Unit: 01 Lesson: 01
Pictorial of Hands #1
©2012, TESCCC
03/20/13
page 1 of 1
Grade 2
Mathematics
Unit: 01 Lesson: 01
Pictorial of Hands #2
©2012, TESCCC
03/20/13
page 1 of 1
Grade 2
Mathematics
Unit: 01 Lesson: 01
Doubles Flash Cards
(copy on red paper and cut apart)
6+6=
8+8=
2+2=
7
+7
5
+5
4
+4
3+3=
1
+1
9+9=
©2012, TESCCC
05/10/12
page 1 of 1
Grade 2
Mathematics
Unit: 01 Lesson: 01
Doubles Plus/Minus One Flash Cards
(run on yellow paper and cut apart)
6
+7
7+8=
3
+2
6
+5
8+9=
4
+3
©2012, TESCCC
05/10/12
2
+1
4+5=
page 1 of 1
Grade 2
Mathematics
Unit: 01 Lesson: 01
Flash Card Recording Sheet KEY
Doubles Plus/Minus
One Fact (yellow)
Related Doubles Fact
(red)
Strategy
Number Sentence
6
+7
6 + 6 = 12
or
7 + 7 = 14
6 + 6 + 1 = 13
or
7 + 7 – 1 = 13
6 + 7 = 13
8 + 8 = 16
or
7 + 7 = 14
8 + 8 – 1 = 15
or
7 + 7 + 1 = 15
7 + 8 = 15
1+1=2
or
2+2=4
1+1+1=3
or
2+2–1=3
2+1=3
5 + 5 = 10
or
6 + 6 = 12
5 + 5 + 1 = 11
or
6 + 6 – 1 = 11
6 + 5 = 11
4+4+1=9
or
5+5–1=9
4+5=9
9 + 9 – 1 = 17
or
8 + 8 + 1 = 17
8 + 9 = 17
3+3+1=7
or
4+4–1=7
4+3=7
2+2+1=5
or
3+3–1=5
3+2=5
7+8=
2
+1
6
+5
4+5=
4
+4
8
8+9=
4
+3
3
+2
©2012, TESCCC
or
5
+5
10
9 + 9 = 18
or
8 + 8 = 16
3 + 3 = 6 or
2
+2
4
or
4
+4
8
3+3=6
05/10/12
page 1 of 1
Grade 2
Mathematics
Unit: 01 Lesson: 01
Flash Card Recording Sheet
Doubles Plus/Minus
One Fact (yellow)
©2012, TESCCC
Related Doubles Fact
(red)
05/10/12
Strategy
Number Sentence
page 1 of 1
Grade 2
Mathematics
Unit: 01 Lesson: 01
Doubles and Near Doubles Story Problems KEY
Directions: Record the appropriate number sentence to solve the story problem. Then record another
number sentence to show the strategy, doubles or doubles plus/minus one, that you used to solve the
problem.
1. Mr. Acosta has 8 girls and 9
boys in his third grade class.
How many students are in Mr.
Acosta’s class?
1. It took a painter 5 days to paint
the outside of a house and 6
days to paint the inside of the
house. How many days did it
take the painter to complete the
house?
8 + 9 = 17
5 + 6 = 11
Doubles Plus One: 8 + 8 = 16 and 16 + 1 = 17
Doubles Minus One: 9 + 9 = 18 and 18 – 1 = 17
Doubles Plus One: 5 + 5 = 10 and 10 + 1 = 11
Doubles Minus One: 6 + 6 = 12 and 12 – 1 = 11
3. My mom bought a bag of fruit. 4. Michelle watched four hours of
There were seven oranges and
television on Saturday and four
six apples. How many pieces of
hours of television on Sunday.
fruit were in the bag?
How many hours of television
did Michelle watch this
weekend?
7 + 6 = 13
4+4=8
Doubles Plus One: 6 + 6 = 12 and 12 + 1 = 13
Doubles Minus One: 7 + 7 = 14 and 14 – 1 = 13
Doubles
©2012, TESCCC
04/04/13
page 1 of 1
Grade 2
Mathematics
Unit: 01 Lesson: 01
Doubles and Near Doubles Story Problems
Directions: Record the appropriate number sentence to solve the story problem. Then record another
number sentence to show the strategy, doubles or doubles plus/minus one, that you used to solve the
problem.
1. Mr. Acosta has 8 girls and 9
boys in his third grade class.
How many students are in Mr.
Acosta’s class?
2. It took a painter 5 days to paint
the outside of a house and 6
days to paint the inside of the
house. How many days did it
take the painter to complete the
house?
3. My mom bought a bag of fruit. 4. Michelle watched four hours of
There were seven oranges and
television on Saturday and four
six apples. How many pieces of
hours of television on Sunday.
fruit were in the bag?
How many hours of television
did Michelle watch this
weekend?
©2012, TESCCC
04/04/13
page 1 of 1
Grade 2
Mathematics
Unit: 01 Lesson: 01
Even/Odd Recording Sheet KEY
Answers may vary depending on the cards drawn.
Doubles Minus One
__4__ + __3__ = __7__
even
odd
odd
__5__ + __4__ = __9__
odd
even
odd
____ + ____ = ____
©2012, TESCCC
Doubles
Doubles Plus One
__4__ + __4__ = __8__
__4__ + __5__ = __9__
even
even
even
__5__ + __5__ = __10__
odd
odd
even
____ + ____ = ____
04/04/13
even
odd
odd
__5__ + __6__ = __11__
odd
even
odd
____ + ____ = ____
page 1 of 1
Grade 2
Mathematics
Unit: 01 Lesson: 01
Even/Odd Recording Sheet
Doubles Minus One
Doubles
Doubles Plus One
____ + ____ = ____
____ + ____ = ____
____ + ____ = ____
____ + ____ = ____
____ + ____ = ____
____ + ____ = ____
____ + ____ = ____
____ + ____ = ____
____ + ____ = ____
©2012, TESCCC
05/10/11
page 1 of 1
Grade 2
Mathematics
Unit: 01 Lesson: 01
Composing and Decomposing Ten Recording Sheet
Picture of Spill
Number Sentence
Example:
7 yellow + 3 red = 10
counters
1.
2.
3.
4.
5.
©2012, TESCCC
05/10/12
page 1 of 1
Grade 2
Mathematics
Unit: 01 Lesson: 01
Double Ten Frame
©2012, TESCCC
05/10/12
page 1 of 1
Grade 2
Mathematics
Unit: 01 Lesson: 01
Make Ten Recording Sheet KEY
(Note: Arrangements in Ten Frames may vary.)
Basic Fact
Double Ten Frame
Make a Ten
Number Sentence
3 + 9 = ____
2 + 1 + 9 = ___
2 + 10 = 12
or
3 + 9 = ____
3 + 7 + 2 = ____
10 + 2 = 12
3 + 9 = ____
6
+7
6 + 7 = ____
6 + 4 + 3 = ____
10 + 3 = 13
or
6 + 7 = _____
3 + 3 + 7 = ______
3 + 10 = 13
8
+5
8 + 5 = ____
8 + 2 + 3 = ____
10 + 3 = 13
or
8 + 5 = _____
3 + 5 +5 = _____
3 + 10 = 13
©2012, TESCCC
05/10//12
page 1 of 2
Grade 2
Mathematics
Unit: 01 Lesson: 01
Make Ten Recording Sheet KEY
(Note: Arrangements in Ten Frames may vary.)
Basic Fact
Double Ten Frame
Make a Ten
6 + 8 = ____
4 + 2 + 8 = ____
4 + 10 = 14
or
6 + 8 = ____
6 + 4 + 4 = ____
10 + 4 = ____
6
+8
9 + 8 = ____
9 + 1 + 7 = ____
10 + 7 = 17
or
9 + 8 = ____
7 + 2 + 8 = ____
7 + 10 = 17
9 + 8 = ___
____ = 7 + 9
____ = 7 + 3 + 6
16 = 10 + 6
or
____= 7 + 9
____ = 6 + 1 + 9
16 = 6 + 10
___ = 7 + 9
©2012, TESCCC
Number Sentence
05/10//12
page 2 of 2
Grade 2
Mathematics
Unit: 01 Lesson: 01
Make Ten Recording Sheet
Basic Fact
Double Ten Frame
Make a Ten
Number Sentence
3 + 9 = ____
6
+7
8
+5
©2012, TESCCC
05/10/12
page 1 of 2
Grade 2
Mathematics
Unit: 01 Lesson: 01
Make Ten Recording Sheet
Basic Fact
Double Ten Frame
Make a Ten
Number Sentence
6
+8
9 + 8 = ___
___ = 7 + 9
©2012, TESCCC
05/10/12
page 2 of 2
Grade 2
Mathematics
Unit: 01 Lesson: 01
Fact Family Number Sentences KEY
Directions: Read the story problem and use your counters to represent the problem.
Then list all possible number sentences for the fact family.
1. Coach Harris has a tub of 14 balls
2. Grandma Kathy received a dozen
for the students to play with at lunch
flowers for her birthday. The
time. There are 8 basketballs and 6
bouquet of flowers had 4 roses and
8 carnations.
footballs in the tub.
8 basketballs + 6 footballs = 14 total balls
4 roses + 8 carnations = 12 total flowers
6 footballs + 8 basketballs = 14 total balls
8 carnations + 4 roses = 12 total flowers
14 total balls – 8 basketballs = 6 footballs
12 total flowers – 8 carnations = 4 roses
14 total balls – 6 footballs = 8 basketballs
12 total flowers – 4 roses = 8 carnations
1. Mrs. Wolf has 18 pens in her desk
2. The ice cream man sold a total of 14
drawer. She has 11 black pens and 7
ice cream treats after school. He
red pens.
sold 5 popsicles and 9 ice cream
bars.
11 black pens + 7 red pens = 18 total pens
7 red pens + 11 black pens = 18 total pens
18 total pens – 7 red pens = 11 black pens
18 total pens – 11 black pens = 7 red pens
©2012, TESCCC
5 popsicles + 9 ice cream bars = 14 treats
9 ice cream bars + 5 popsicles = 14 treats
14 treats – 9 ice cream bars = 5 popsicles
14 treats – 5 popsicles = 9 ice cream bars
05/10/12
page 1 of 1
Grade 2
Mathematics
Unit: 01 Lesson: 01
Fact Family Number Sentences
Directions: Read the story problem and use your counters to represent the problem.
Then list all possible number sentences for the fact family.
1. Coach Harris has a tub of 14 balls
2. Grandma Kathy received a dozen
for the students to play with at lunch
flowers for her birthday. The
time. There are 8 basketballs and 6
bouquet of flowers had 4 roses and
footballs in the tub.
8 carnations.
___ basketballs + ___ footballs = ___ total balls
___ roses + ___ carnations = ___ total flowers
__ footballs + ___ basketballs = ___ total balls
___ carnations + ___ roses = ___ total flowers
___ total balls – ___ basketballs = ___ footballs
___ total flowers – ___ carnations = ___ roses
___ total balls – ___ footballs = ___ basketballs
___ total flowers – ___ roses = ___ carnations
3. Mrs. Wolf has 18 pens in her desk
4. The ice cream man sold a total of 14
drawer. She has 11 black pens and 7
ice cream treats after school. He
red pens.
sold 5 popsicles and 9 ice cream
bars.
©2012, TESCCC
05/10/12
page 1 of 1
Grade 2
Mathematics
Unit: 01 Lesson: 01
Parts of Stories KEY
Directions: Read the story problem, use counters to represent the problem, complete
the part-part-whole mat, and identify the number sentence related to the story. Then
list all possible number sentences for the fact family.
1. Marc has a candy bag with 6
lollipops and 7 peppermints. How
many pieces of candy are in the
bag?
Part
Part
6
7
lollipops
2. Michaela needs to read 17 pages in
her book. If she has already read 9
pages, how many more pages does
she need to read?
Part
Part
9
8
pages already read pages needed to read
Whole
peppermints
Whole
17
13
total pages to read
total number of pieces of candy
6 + 7 = 13
7 + 6 = 13
13 – 7 = 6
13 – 6 = 7
3. There should be 14 buttons on
John’s shirt. If 8 buttons are on the
shirt, how many buttons are
missing?
9 + 8 = 17
8 + 9 = 17
17 – 9 = 8
17 – 8 = 9
4. James has eight erasers. If his
friend gives him five more, how
many erasers does James have
altogether?
Part
Part
Part
Part
8
buttons on the
shirt
6
buttons missing
8
erasers James has
5
erasers James was
given
Whole
Whole
14
13
total number of erasers James has
total buttons the shirt should have
8 + 5 = 13
5 + 8 = 13
13 – 8 = 5
13 – 5 = 8
8 + 6 = 14
6 + 8 = 14
14 – 8 = 6
14 – 6 = 8
©2012, TESCCC
05/10/12
page 1 of 1
Grade 2
Mathematics
Unit: 01 Lesson: 01
Parts of Stories
Directions: Read the story problem, use counters to represent the problem, complete
the part-part-whole mat, and identify the number sentence related to the story. Then
list all possible number sentences for the fact family.
1. Marc has a candy bag with 6
lollipops and 7 peppermints. How
many pieces of candy are in the
bag?
Part
2. Michaela needs to read 17 pages in
her book. If she has already read 9
pages, how many more pages does
she need to read?
Part
Part
Part
Whole
pages already read pages needed to read
Whole
total number of pieces of candy
total pages to read
lollipops
peppermints
3. There should be 14 buttons on
John’s shirt. If 8 buttons are on the
shirt, how many buttons are
missing?
Part
4. James has eight erasers. If his
friend gives him five more, how
many erasers does James have
altogether?
Part
Part
Whole
©2012, TESCCC
Part
Whole
05/10/12
page 1 of 1