TouchMath Instructional Strategies
Module 1D
Activity Sheet 2
Ordering and Comparing Lengths
Guided Practice: Activity Sheet 2
Name
•Ask your child to name the objects he sees on the page (e.g., whiteboard, flag
and flagpole, desk, wall). Tell your child he will measure how many units in
length the flagpole, desk, and whiteboard are. Remind your student to record
the number of full-length units only.
•Have your student measure the flagpole along the dotted lines, placing the
paperclips end to end with no space between them. Elicit that the flagpole is
two full-length units long. Direct your child to write 2 in the proper space at
the bottom of the page. In turn, tell your student to measure the lengths of the
whiteboard and the desk. Elicit that the whiteboard is two units long and the
desk is one unit long. Have your student compare the lengths of the objects by
asking questions such as, “Which object is the longest?” Elicit that two objects,
the flagpole and whiteboard, are both the longest because each measured two
units. Ask, “Which object is long but not as long as the whiteboard?”
Module 2D
Activity Sheet 28
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FGHSUDM1D
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Order and Compare Lengths
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Telling Time to the Half Hour
Guided Practice: Activity Sheet 28
Name
•Tell your child that she will learn how to tell time to the half hour. Draw a
clock that shows 1:30 on the board with five-minute intervals marked. Tell your
student that the time shown is 1:30, or 30 minutes after 1. Say, “Another way
to say this is half past 1. This is because the minute hand has moved halfway
around the clock.” Lead your student to notice that the hour hand is between
the 1 and the 2 and the minute hand is directly on the 6.
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•Tell your student that there are a number of different ways to say this time—
12:30, half past 12, and 30 minutes after 12. [ Your student might suggest that it is
30 minutes before 1.]
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•Now direct your student’s attention to the top analog clock, and have her trace
the hour and minute hands. Ask, “Where is the hour hand pointing?” Elicit
that the hour hand is not pointing exactly to the 12 but rather half way between
the 12 and 1. Then have her trace the minute hand and say where it is pointing.
Help your student count by fives until she reaches the 6. Lead her to see that
since she counted to 30, the time shown is 12:30, or 30 minutes after 12. Have
your student write the time, 12:30, on the digital clock.
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Tell Time: Half Hours
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•Continue in the same manner for the second clock, having your child trace the
hour and minute hands on the analog clock, count by fives, say the time, and
write it on the digital clock. Remind your student that the hour hand is now
between two numbers since it is half past the hour.
© 2012
First Grade Homeschool Unit D Module Guide Sample
1
TouchMath Instructional Strategies
Module 3D
Activity Sheet 31
CONTINUED
Organizing and Representing Data
Guided Practice: Activity Sheet 31
Name
•Tell your student he is going to make a graph that shows how many A and B
blocks there are. Have your child cut out each block and sort them into two
piles. Then show him how to paste the A blocks in the first row and the B
blocks in the second row. Ask your child if he knows without counting which
block there are more of. Elicit that he can see that there is one more B block.
Ask, “How many A blocks are there? How many B blocks are there?” Guide
your child to use the terms more, fewer, and less to describe the numbers of
blocks. For example, “There are fewer A blocks than B blocks.” Or, “There are
more B blocks than A blocks.”
© 2012
Module 4D
Activity Sheet 50
FGHSUDM3D
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Represent Data 2 x 5 H
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Defining 2-D Shapes
Guided Practice: Activity Sheet 50
•Ask your student if the shapes on this page are open or closed. After eliciting
Name
that all are closed shapes, ask if she knows the name of the shapes. Say,
“Let’s count the number of equal edges, or sides, this shape has.” Direct your
student’s attention to the largest shape, and have her point to each edge as
you count together. Now point to and count together the corners in the shape.
Elicit that there are also four equal corners. Tell your child that a closed
shape with four equal edges and four equal corners is called a square. Have
your student describe a square—a closed shape with four equal edges and
four equal corners.
•Lead your child to count the edges and corners in all the shapes, and
conclude that all are squares because they each have four equal edges and
corners. Tell your student to color each square a different color. Choose two
colors, and have your student compare those shapes. Elicit that even though
the colors, sizes, and positions of the squares are all different, the shapes are
still squares because of their number of equal edges and corners.
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equal edges
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Define Square
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•Draw a triangle on the whiteboard with equal edges and corners. Discuss
with your student similarities and difference between the triangle on the
board and the squares on their paper. Elicit from your student that while both
shapes have edges and corners, the triangle has three equal edges and three
equal corners and a square has four equal edges and four equal corners.
•Guide your student as she writes how many equal edges (four) and how
many square (equal) corners (four) a square has.
© 2012
First Grade Homeschool Unit D Module Guide Sample
2
TouchMath Instructional Strategies
Module 5D
Activity Sheet 61
CONTINUED
Defining 3-D Shapes
Guided Practice: Activity Sheet 61
Name
•Give your student a solid cone, and have him touch the flat surface. Tell him
that the flat surface is called a face. Explain that the cone has one circle face.
Have your student touch the curved surface and point of the cone. Tell him
that the curved surface is a curved edge and the point is the corner. [ Note: For
cones and cylinders, we have used curved edge rather than curved surface. This was done
to prevent confusion between faces and surfaces for young learners.]
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•Ask your child to look around the room to see if he can find some objects that
are shaped like a cone. [ You might want to bring in a few objects and place them
around the room for your student to find: funnel, party hat, traffic cone, ice cream cone.]
blue
•Direct your student’s attention to the cones on this page. Tell him that the
shading on these cones is used to create a 3-D effect—to show that the shapes
are not flat.
•Have your student find the largest cone on the page. Ask him to color the face
of the cone red. Then have your child point to the corner of the cone and ring
the corner in blue. Lastly, instruct your student to color the curved edge green.
Have your child point to and say the three parts of the cone—face, curved edge,
and corner. Tell your student to choose one of the other cones on the page and
color the face red, the curved edge green, and ring the corner in blue.
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FGHSUDM5D
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Define Cone
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•Demonstrate that the orientation of a shape does not change what it is. Place a
cone facedown in the hands of your student. Ask him to tell what 3-D shape he
is holding. Elicit that it is a cone. Then give the cone to your student, this time
laying it on its curved edge. Ask again, “What shape is this?” Lead your student
to recognize that the solid is still a cone. State that although the orientation of
the cone changes, it is still a cone. Lead your child to see that all the shapes on
the page are cones, regardless of their size or orientation.
•Guide your student as he writes how many circle faces (one), curved edges
(one), and corners (one) a cone has.
DID YOU KNOW? A line is the only one-dimensional (1-D) shape. A 1-D shape has length
only. An icosahedron, a 3-D shape, has 20 faces made from identical equilateral triangles. It
also has 30 edges and 12 corners (vertices).
© 2012
First Grade Homeschool Unit D Module Guide Sample
3
TouchMath Instructional Strategies
Module 6D
Activity Sheet 77
CONTINUED
Partitioning Shapes into Halves and Fourths
Guided Practice: Activity Sheet 77
Name
•Direct your student’s attention to the circle at the top of the page. Remind her
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that this is one whole circle. It is not divided into parts. Now refer her to the
circle at the bottom of the page. Ask her to tell how it is different from the first
circle. Your student should mention that it is divided into four equal parts, one
part is shaded, and the fraction 1/4 is written on each part.
•Have your child trace the 1/4 on each part as she counts the four equal parts
and colors the shaded section to see that one section is one-fourth of the
whole. Then have her cut out the one-fourth section of the bottom circle along
the interior dotted line. Now direct your child to paste the 1/4 fractional part
on the whole circle above.
•Hold up a one-half part, and ask your child to compare the one-fourth part to
it. Lead her to see that the one-fourth part is smaller than the one-half part.
Your student may also observe that the one-fourth part is half of the half.
•Write on the whiteboard and then say together, “One of four equal parts is one-
© 2012
FGHSUDM6D
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fourth (1/4). Four fourths make one whole.”
DID YOU KNOW? Unit fractions can come up frequently in day-to-day conversations—a
quarter or half-dollar (the coin), a quarter after or half past 5 o’clock, a quarter or half mile
down the road, a quarter or half a cup of flour, a 1¼ inch screw.
© 2012
First Grade Homeschool Unit D Module Guide Sample
4
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units
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FGHSUDM1D
units
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Order and Compare Lengths
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Tell Time: Half Hours
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FGHSUDM3D
Represent Data 2 x 5 H
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equal edges
square corners
© 2012
FGHSUDM4D
Define Square
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circle face
curved edge
corner
© 2012
FGHSUDM5D
Define Cone
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Partition Circles: Fourths
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