Teacher Edition 2015(2) with cover

Chapter 8: Geometry, Fractions and Time 147Copyright © by SPOTS Educational Resources. All rights reserved.

Chapter 8 Copyright © by SPOTS Educational Resources. All rights reserved. OVERVIEW In Chapter 8 students are introduced to some new concepts: beginning geometry, fractions, and time. Each concept istaught in an exciting, experiential way. The chapter begins with introducing and reviewing six basic geometric shapes. The concept of plane shapes is explained,lines and corners of the shapes are counted, and the circle is contrasted with other shapes. The class practices using theseshapes to form pictures and other shapes. Solid figures are introduced next. The five basic solid figures are shown and compared with the plane shapes. Theattributes of these figures (curved or flat surfaces, number of faces) are taught and practiced. Throughout this section of thechapter important geometry vocabulary is taught and used. In the next section fractions are taught. The students learn to identify equal parts of a figure. They begin with real objectsand cutout shapes, then work with drawings. They also learn the names halves and fourths. The chapter continues with the concept of time. The parts of the clock are taught, and the concept of an hour versus aminute is worked on. The students learn to tell time to the hour. They continue with the concept of a half-hour and tellingtime to the half-hour. Throughout this section the skill of telling time is connected to its use in real-life situations. When they finish this chapter the students will have an understanding of beginning geometry (plane shapes and solidfigures) and related important vocabulary, basic fractions, fraction words, and fraction numbers, and they will be able to telltime to the hour and half-hour. Note: The Lesson Warm-Up section in this chapter will be used to practice teen subtraction.148

Chapter 8 Table of Contents Introduction to Chapter 8.................................................................................................................................150 Lesson 1: Plane Shapes.......................................................................................................................................152 Lesson 2: Attributes of Plane Shapes.............................................................................................................154 Lesson 3: Making New Shapes from Shapes...............................................................................................156 Lesson 4: Solid Figures........................................................................................................................................158 Lesson 5: Attributes of Solid Figures..............................................................................................................160 Lesson 6: Mixed Practice....................................................................................................................................................162 Lesson 7: Equal Parts............................................................................................................................................164 Lesson 8: Parts of a Whole..................................................................................................................................166 Lesson 9: Half of a Number................................................................................................................................168 Lesson 10: O’clock.................................................................................................................................................170 Lesson 11: Minutes and Hours.........................................................................................................................172 Lesson 12: Thirty...................................................................................................................................................174 Lesson 13: Practice...............................................................................................................................................176 Lesson 14: End-of-Chapter Review................................................................................................................178 Lesson 15: Cumulative Review.........................................................................................................................180 Hands-On Lesson; Lesson Promotes Algebraic Reasoning; Money SkillsCopyright © by SPOTS Educational Resources. All rights reserved. Cards: Materials Needed Manipualtives: Reproducibles: Addition and Subtraction flash cards Plane shapes; solid figures; model clocks (Found in the Lesson warm-up sheets: Drop-It forms #7, #8, and #9 Teacher’s Resource Book) Lesson handouts: #16. Chapter Introduction; #17-8.3; #18-8.11 Cutouts: Shapes 149

8 Introduction to Chapter 8 Goal: Concept Development: Students will be given a preview I. Introducing the clock of Chapter 8: geometry, simple Draw a circle. Tell the class that this is a clock. Draw twelve dots around fractions, and telling time. the clock. Have the students refer to the classroom clock to tell you which numbers to write in each space. Materials needed: black- and-white cookie (i.e., frosted half Pass out handout #16. Have the students fill in the numbers on the clock. -black and half-white); handout #16; items that can be divided into II. Introducing fractions as equal parts of an item parts; paper sailboats; model clock We make fractions when we divide things into parts that are the same size. with moveable hands; cutouts of a [Show various items, such as paper shapes, pretzel sticks, soft cookies, etc. square, circle, and triangle; blocks Divide each item into parts. Have the class tell you in which items the parts or other items in the shapes of a are the same size and in which they are different sizes.] sphere, cube, and pyramid III. Introducing shapes Introductory Statement: Show the class the shape cutouts – the square, circle, and triangle. Place them on the board and ask the class to tell you their names. Write the name So far we’ve learned about different of each shape under that shape. types of numbers and about adding and subtracting them. In this chapter Show the class the blocks (or solid shapes). Compare the sphere to the circle, we will learn something different. We the cube to the square, and the pyramid to the triangle. Ask the students to will learn about many kinds of shapes, tell what is similar and what is different in each pair. Explain: These [Point to and about fractions and telling time. the square, circle, and triangle] are called flat shapes. These [Point to the cube, sphere, and pyramid] are called solid figures. Using the Book: Page 127 tHINKING tRIGGER: Page 127: What do you see on the page? [As the students answer, explain each part.] Show the class a black-and-white cookie, and break it in half. Ask: How WhatChFarapctetiro8n:sGaenodmTeitmrye, season are we much is in each part? [half ] starting? [summer] Draw a clock on the board. Ask: If I solid figures Each shape is divided into want to divide it in half, from which half equal parts – parts that are number to which number can I draw the same size. They show the line? o’clock fractions. [Discuss how many parts each shape ‫ד‬″‫בס‬ Chapter 8: is divided into and how many parts are colored in.]Dear Parents,With great excitement, we are pleased to inform you that this year your first grader will be Copyright © by SPOTS Educational Resources. All rights reserved.learning math using the Spots for M.A.T.H. approach. The Spots for M.A.T.H. approachis a conceptual, hands-on visually based program geared to maximize the mathematical Student Workbook pageabilities of every student.Since numbers are abstract, the children will be using special Dot Cards in the process Geometry, The clocks show time.of learning. These Dot Cards represent amounts and concepts in a way that is easily Fractions and Time [Describe the position ofvisualized, and are especially helpful for mastering addition and subtraction facts with the clock hands, tell whatautomaticity. 7:30 time each clock shows, and explain that the timeIn this chapter Dot Cards 1-10 will be introduced. is written underneath.]These cards will help your child develop an understanding of the amount each numbersymbol is representing.Feel free to call me for any questions or concerns.Thanking you in advance for your cooperation, I remain, Family Letter • Chapter 1 2:00 127 127 ))Remember to send home the family letter.150

Chapter Opener Sailboats There are 8 colorful sailboats Now there are 2 colorful sailboats resting in the bay. resting in the bay. There are 16 colorful sailboats They are floating there so calmly, They are floating there so calmly, resting in the bay. at 10 o’clock today. at 11 o’clock today. I can see them clearly there, at 9 o’clock today. Half an hour later, Half an hour later, half of those sailboats sail away. half of those sailboats sail away. Can you tell me, at 10:30, Can you tell me, at 11:30, how many sailboats stay? how many sailboats stay? Now there are 4 colorful sailboats Now there’s just 1 colorful sailboat resting in the bay. resting in the bay. They are floating there so calmly, It is floating there so calmly, at 10:30 today. at 11:30 today. Half an hour later, half of those sailboats sail away. Can you tell me, at 11 o’clock, how many sailboats stay? 128 One hour later, at 10 o’clock, Student Workbook page half of those sailboats sail away. Student Workbook page Can you help me figure out Student Workbook page how many sailboats stay? Copyright © by SPOTS Educational Resources. All rights reserved. Copyright © by SPOTS Educational Resources. All rights reserved. 130 128 129 129 130 Using the Book: Pages 128-130 Pages 128-130: Read the poem. Use paper sailboats and a model clock with movable hands to model the story as you go along.Copyright © by SPOTS Educational Resources. All rights reserved. Closing Statement: We are going to learn about all this in Chapter 8! 151

8.1 Chapter 8 Lesson 1: Plane ShapesCCSS K.G.2 Correctly name shapes. note: This lesson is a continuation of the introduction to the chapter,Goal: there are differences in its format.Students will identify the circle,square, triangle, rectangle, hexagon, Concept Development:and trapezoid.Student will identify plane shapes I. Reviewing familiar shapesas flat, closed shapes. Place a circle, square, rectangle, and triangle on the board. Ask students toMaterials needed: Large model identify each shape, and label it.shapes for the board; shapes orshape cutouts for students Draw a rectangle, ask students to identify it, and label it.Introductory Statement: II. Introducing the trapezoid and hexagonNow we will start to learn Chapter 8. Now we will look at some more shapes. [Place a trapezoid on the board. Ask some students to describe the shape. Count the sides and say:] This is a trapezoid. It has four sides. [Write “trapezoid” under the shape.] What other shapes have four sides? Copyright © by SPOTS Educational Resources. All rights reserved. [rectangle, square] How is a trapezoid different? [Allow students to suggest their ideas.] Have the students place their trapezoids on their desks. Place a hexagon on the board. Ask students to describe the shape. Count its sides together. Say: This is called a hexagon. It has six sides. “Hex” means six. [Write “hexagon” under the shape.] Have the students place their hexagons on their desks. III. Identifying plane shapes Point to the shapes on the board. Say: These shapes are all called plane shapes. They are flat. We can draw them with lines. The shapes are closed. Display some solid shapes and say: These are not plane shapes. They are not flat. Draw some open shapes on the board. Say: These are not plane shapes. They are not closed. They are open. Plane shapes are closed shapes. Draw some plane shapes on the board. Say: These are plane shapes. They are flat and closed. What kind of shapes do you have on your desks? [plane shapes] They are flat and closed. IV. Practicing the skill Point to a shape on the board and say its name. Have the students raise the same shape above their heads. Do this for each shape on the board. Repeat with shapes that need further review. Repeat this activity, but this time just say the name of the shape without pointing to it on the board, and have the class raise that shape above their heads. Conclusion: Today we learned about plane shapes: circles, squares, rectangles, triangles, trapezoids, and hexagons.152

Plane Shapes Color the shapes.These are plane shapes. Plane shapes are closed flat shapes.Circle Square 7 Triangle Square Hexagon Circle Trapezoid 43 Green Blue Yellow RedRectangle Hexagon Trapezoid 1. 2. 3. 4. 5. 6. 7. 8.1. Underline the triangles. 9. 10. 11. 12.2. Underline the rectangles. Student Workbook page13331 12316Draw an X on each shape that is not a closed figure.Copyright © by SPOTS Educational Resources. All rights reserved.132 Student Workbook page13. 527 14.Copyright © by SPOTS Educational Resources. All rights reserved.3. Underline the trapezoids. 132 257Chapter 8 Lesson 1 CCSS K.G.2 Correctly name shapes.Using the Book: Pages 131-132Page 131: Read and discuss the header. Read each set of directions, and have the students complete the page on their own.Review the page together.Page 132: Read each set of directions. Have the students complete each section on their own. Review the page together. Closing Statement: Who can tell us what we learned today? [Accept relevant answers.] Today we learned about shapes. We learned that plane shapes are flat and are closed. We learned about the circle, square, triangle, rectangle, trapezoid, and hexagon. Tomorrow we will learn more about shapes. 153

8.2 Chapter 8 Lesson 2: Attributes of Plane ShapesCCSS 1.G.1 Distinguish between Concept Development: Copyright © by SPOTS Educational Resources. All rights reserved.defining attributes versus non-defining attributes. I. Reviewing plane shapes Show the class a ball, a block, and two large plane shapes. Ask them which ofGoal: them are plane shapes and why.Students will develop anunderstanding of sides and corners Do the same with two drawn plane shapes and two drawn open figures.on flat shapes.Materials needed: Drop-It II. Sides of shapesform #8; large model shapes for Place a triangle on the board. Draw around it, counting the sides as you do. Say:the board; model shapes or shape A triangle has three sides. We use three straight lines to make a triangle. [Have thecutouts for students; popsicle sticks; students use their pattern blocks to draw around a triangle and count the sidesball at their desks. Under the triangle write “3 sides.”]LESSON WARM-UP: Do the same with a trapezoid and a square.Drop-It: Hand out Drop-It form Have the students draw around a hexagon and count the sides on their own. Do#8. Flash 5 subtraction flash cards the same on the board, and write “6 sides” under the hexagon.with differences of 8 and 9. Havethe students write each equation, III. Corners of shapesincluding the break-apart numbers, Circle the corners of the triangle on the board. Say: These are the corners of theon their papers. Check the students’ triangle. The place where two sides meet (where they come together) is called awork. corner. [Have the students circle the corners of their triangles.] How many corners are there in a triangle? [3] [Write “3 corners.”]Introductory Statement:Yesterday we learned about plane Do the same with the other shapes.shapes. Today we will learn somespecial things about plane shapes. IV. Comparing to the circle Place a circle on the board. Ask: Does the circle have sides? [no] Do we use a straight tHINKING tRIGGER: line to make a circle? [no] A circle is different. It has no sides and no corners. [UnderPlace a large circle and a large square the circle write “0 sides, 0 corners.”]on the board. Ask the students totell what is the same and what is Student Teacher:different about these two shapes. Have the students work in pairs. Give a blank sheet of paper and six popsicle sticks to each pair. Have the partners use their sticks to form shapes according to the directions you give them (a shape with three sides and corners, shapes with four sides and corners, and a shape with six sides and corners) and draw around the sticks. Conclusion: Today we learned about sides and corners on plane shapes.154

Attributes of Plane Shapes Draw the plane shape. 3. 1. 2. Most plane shapes have straight sides.The point where the two sides meet is called a corner. side corner 3 sides 0 sides 4 sides 3 corners 0 corners 4 corners 0 sides 6 sides Draw an X on the plane shape that does not belong.0 corners 6 corners Write the number of sides and the number of corners of the shapes that belong.Trace each plane shape. 4. sidesDraw a at each corner. cornersWrite how many sides and how many corners.1. 2. 3. 5. sides cornerssides sides sidescorners corners corners Student Workbook page6. sides4. 5. 6. Student Workbook page cornerssidesCopyright © by SPOTS Educational Resources. All rights reserved.sidessides 7. sidescorners corners corners corners LET’S THINK 133 133 LET’S THINK Copyright © by SPOTS Educational Resources. All rights reserved. 134 Look at the number of sides and the number of corners in Can you draw a closed figure with two sides? each shape above. What pattern do you see? 134Chapter 8 Lesson 2 CCSS 1.G.1 Distinguish between defining attributes versus non-defining attributes.Using the Book: Pages 133-134Page 133: Read and discuss the demonstration at the top of the page .Read the directions. Model example 1 on the board. Have the students complete the section on their own, and review ittogether.Let’s Think: Read and discuss the question.Page 134: Examples 1-3: Read the directions. Model example 1 on the board. Have the students complete the section on theirown.Example 4-7: Read the directions. Complete examples 4 and 5 together. Examples 6 and 7 should be done independently.Let’s Think: Read and discuss the question.Review the page together. Closing Statement:Display the 13 – 5 Dot Card and its number Who can tell us what we learned today? [Acceptsentence on the Math Poster. relevant answers.] Today we learned more about plane shapes. We learned that some have sides and corners, and that a circle does not have sides or corners. Tomorrow we will learn more about plane shapes, and we will use them to make pictures. 155

8.3 Chapter 8 Lesson 3: Making New Shapes from ShapesCCSS 1.G.2 Compose two- Concept Development:dimensional shapes. I. Reviewing plane shapesGoal: Place the basic shapes (cutouts or pattern blocks) on the side of the board. ReviewStudents will use the basic shapes their names and characteristics.to form other shapes and designs.Materials needed: shape II. Using plane shapes to form drawingscutouts or pattern blocks for the Place the square in the center of the board. Move the triangle so it is on top of theboard; shape cutouts or pattern square. Say: I made a new shape using the square and triangle. What does it look likeblocks for students; blank papers; to you? [Accept suggestions.]handout #17 In the same way, have students choose shapes and tell you where to put themLESSON WARM-UP: so that you combine two or three shapes. Ask students to share what the resultsFlash 10-12 “Subtracting a Lot” look like to them. Repeat this two more times, using additional pattern blocks as(yellow) Dot Cards. As a class, have necessary.students identify each one. III. Filling in drawings using plane shapesIntroductory Statement: Trace around each picture formed from the model shapes on the board, andWe’ve been learning about plane remove the model shapes. Ask the students to help you fill in the drawings withshapes. Today we will use the shapes the shapes that formed them. This time, as you replace each block, trace around it.we’ve learned about to make othershapes and drawings. When you finish filling each drawing, remove the blocks so that the drawing is left, with lines showing the shapes used to form it. tHINKING tRIGGER:Look around the room. What are some For each drawing, note the types and numbers of shapes you used to form thethings you see that have a square drawing, and write that under the shapes (e.g., 3 circles, 2 triangles).shape in them? Do they have anothershape in them too? [In the same way, IV. Using plane shapes to form other shapesask about the other shapes.] We can use plane shapes to make other plane shapes. [Place two squares, two triangles, and two rectangles on the board. Ask the students to help you make other shapes with these: Use the squares to make a rectangle, the triangles to Copyright © by SPOTS Educational Resources. All rights reserved. make another triangle, and the rectangles to make a square. Under each new shape, write how many of each shape you used.] Student Teacher: Have the students work in pairs. Give each student a blank paper. Have each student use three to six pattern blocks or shape cutouts to make a figure on the blank paper. Have them trace around their figures and then exchange papers with their partners. Have each student use pattern blocks or shape cutouts to fill in his/ her partner’s drawing. You can have them trace around each shape to show how the drawings were formed. Ask them to suggest what the drawing reminds them of. Distribute handout #17 to each student. Have them cut out three shapes of their choosing, then cut each of their shapes into two parts. Have the partners exchange shapes and try to put the puzzles together to form the original plane shapes. Conclusion: Today we learned to use plane shapes to form other shapes and drawings.156

Making New Shapes from Shapes Circle the shapes needed to make the new figure. You can use shape cutouts or pattern blocks to help.We can use plane shapes to 1. 2. make shapes and models. 3. 4. =6 Triangles 1 HexagonWrite how many of each shape are used in the model.1. 2. 3. Circle the correct shape. You can use pattern blocks to help. Student Workbook page Student Workbook pageUse shape cutouts or pattern blocks to make a new shape.5. +=Write how many.Copyright © by SPOTS Educational Resources. All rights reserved.4. Use to make 1 . make 1 . 6. + = Copyright © by SPOTS Educational Resources. All rights reserved.5. Use to make 1 . make 1 .6. Use to make 1 . make 1 . 7. ++ = 135 135 136Chapter 8 Lesson 3 CCSS 1.G.2 Compose two-dimensional shapes. 136Using the Book: Pages 135-136Page 135: Read and discuss the text and diagram at the top of the page.Examples 1-3: Read the directions. Model the first drawing on the board. For each shape, ask the students to count how manywere used, and write in the number. Point out that not all the shapes were used. For example, there are 0 circles in example 1.For the rest of the drawings, have the students work independently or with a partner.Examples 4-6: Read the directions. Have the students work with partners, using pattern blocks to form each shape, to fill in theblank in each example.Review the page together.Page 136: Examples 1-4: Read the directions. Have the students work in pairs to complete the section.Examples 5-7: Read the directions. Have the students complete the section, workingeither in pairs or independently. Closing Statement:Review the page together. Who can tell us what we learned today? [Accept relevant answers.] Today we used plane shapes to make drawings and other shapes. Tomorrow we will learn about a new kind of shape: solid figures. 157

8.4 Chapter 8 Lesson 4: Solid FiguresCCSS K.G.2 Correctly name shapes. Concept Development:NYS CCLS.1.MD.3 Recognize andidentify coins, their names, and I. Identifying the characteristics of solid figurestheir value. Remove the flat shapes from the board. Point to the solid figures and ask: What is the same about all of these? [Elicit and list the characteristics of solid figures thatGoal: the students suggest.] These are called solid figures. They are not flat.Students will identify the cube, II. Identifying the solid figuressphere, cylinder, prism, and cone. Remove the figures. Place the cube and cone on the board. Write their namesStudents will discriminate between underneath. Ask students to describe each figure’s specific characteristics.flat shapes and solid figures. Challenge them to think of real items that have these shapes.Materials needed: Drop-Itform #8; flat shapes; sample solid Do the same for each of the other figures.figures; items that are these shapes;magazines or cut-out pictures III. Applying to drawn figures Draw each figure (or place a drawing of each figure) on the board, and have theLESSON WARM-UP: students label them.Drop-It: Hand out Drop-It form IV. Applying to real life#8. Flash 5 subtraction flash cardswith differences of 5, 6, and 7. Have Show your collection of items that have these shapes. One at a time, display anthe students write each equation, item and ask the students to name its figure.including the break-apart numbers,on their papers. Check the students’ Student Teacher:work. Have the class work in pairs or small groups. Give each group a paper with aIntroductory Statement: drawing of a solid figure. Pass out magazines or pictures that have already beenWe’ve learned about different flat cut out. Ask the groups to find pictures of items that have their solid figure, cutshapes. Today we will learn about them out (if they are not already cut out) and paste them on the paper. Have thesolid figures. groups share their work with the class. Conclusion: Now we’ve learned about solid figures. We learned about the cube, the sphere, the cylinder, the prism, and the cone. Solid figures are not flat. tHINKING tRIGGER: Copyright © by SPOTS Educational Resources. All rights reserved. Begin with a mixed group of flat shapes and solid figures. Draw two large circles on the board. At random, pick up a shape or figure, and use tape or some other means to place it on the board. Place the flat shapes in one circle and the solid figures in the other. After placing a few shapes/solid figures in each circle, pick up a shape and ask: Where do you think this should go? Why? [Continue in this way with the rest of the shapes/solid figures.]158

Solid Figures Circle the real objects that have the same shape as the solid figure. These are solid figures. Solid figures are not flat. 1. Cube Rectangular Prism Cylinder 2. Sphere Cone 3. 4.Color the solid figures that have the same shape. 5.1.2. Student Workbook page3. Student Workbook page LUNCH4.Copyright © by SPOTS Educational Resources. All rights reserved. Write the value of each coin. Copyright © by SPOTS Educational Resources. All rights reserved. 7. 8.5. 6. 9. 138Chapter 8 Lesson 4 CCSS K.G.2 Correctly name shapes. 137 137 138Using the Book: Pages 137-138Page 137: Read and discuss the demonstration at the top of the page.Read the directions. Model the first example on the board, and have the students complete the page on their own. Review ittogether.Page 138: Examples 1-5: Read the directions. Have the students complete the section independently.Examples 6-9: Read the directions. Explain that this section is review. Have the students complete the section on their own.Review the page together. Closing Statement: Who can tell us what we learned today? [Accept relevant answers.] Today we learned about the cube, the sphere, the cylinder, the prism, and the cone. They are all solid figures. Tomorrow we will learn more about solid figures. 159

8.5 Chapter 8 Lesson 5: Attributes of Solid Figures CCSS 1.G.1 Distinguish between Concept Development: Copyright © by SPOTS Educational Resources. All rights reserved. defining attributes versus non- defining attributes. I. Identifying curved and flat surfaces Display the cube. Ask: What shape could you trace using this figure? [square] Goal: Students will identify curved and Display all the solid figures. Ask: Which of these could you use to trace a circle? flat surfaces on solid figures. [cylinder, cone] Which would you not use? [cube, rectangular prism, sphere] Why? Students will count the number of [none of them have a side in the shape of a circle] faces a solid figure has. Materials needed: solid figures Display the sphere. Say: This sphere does not have any flat surfaces at all. It does not have a side that is a flat shape. It has a curved surface. LESSON WARM-UP: Flash 10-12 “Subtracting a Lot” Display a cylinder. Ask: Does this have a flat surface or a curved surface? [Allow (yellow) Dot Cards. As a class, have the students time to discuss this.] The cylinder has two flat surfaces and a curved students identify each one. surface. [point to the surfaces as you speak] It has both. What shapes are the flat surfaces? [circles] Introductory Statement: We’ve learned about different solid In the same way, display the rectangular prism and the cone. For each, discuss figures. Today we will learn special how many surfaces it has and whether they are curved or flat. things about solid figures. II. Identifying the faces in solid figures tHINKING tRIGGER: A flat surface can also be called a face. We can say that a cube has six faces. How Show the class a cube. Together, many faces does a rectangular prism [point to the shape] have? [6] How many count each side, making a mark on faces does a sphere have? [0 – it has no flat surfaces] each side as you count it. Ask: How many sides does this have? [6] Continue in this way with the cone and the cylinder. Display a cone. Ask: How many sides do you think this has? How did you III. Using faces to draw flat shapes count the sides? We can use some solid figures to trace shapes. [Trace around a rectangular prism.] What shape did I get? [square] [Place the figure in the other direction, trace160 around it, and ask:] What shape did I get now? [rectangle] Turn the rectangular prism around to show that you can trace all six sides. Say: The rectangular prism has six faces. We can trace around all the faces. Display the cylinder. Ask: How many sides do you think can be traced? [2] What shapes will we get? [circles] How many faces does it have? [2] Do the same with the other figures. Point out that the sphere has no faces. There is no side that can be traced. Show all the figures. Ask: Which ones can we use to trace a circle? [cone, cylinder] Which can we use to trace a square? [cube, rectangular prism] Which can we use to trace a rectangle? [rectangular prism] Student Teacher: Draw two circles on the board. Have students place the figures that have all flat surfaces in one circle and those that have curved surfaces in the other. Conclusion: Now we’ve learned more about solid figures. We learned that some have flat surfaces and some have curved surfaces, and some have both. The flat surfaces are called faces. We can trace around a face to get flat shapes.

Attributes of Solid Figures Cirlce the solid figure: 2. 1. that has 6 faces.Some figures have a curved surface. Some figures have flat surfaces. that has 2 faces. The flat surface is called a face. 3. that has 0 faces. 4. that has 1 face.A sphere has a A cube has A cone has a flat and 5. that has 6 faces. 6. that has 2 faces.curved surface. flat surfaces. a curved surface.It has 0 faces. It has 6 faces. It has 1 face.Circle to show if the surfaces of the solid figures are curvedor flat, or both. Write the number of faces.1. 2. 3. Draw an X on the solid figure that does not belong. 7. 8. LET’S THINK Which two figures have the same number of faces? How are they different? 140curved Student Workbook pagecurvedcurved flat Student Workbook pageflatflat faces faces facesCopyright © by SPOTS Educational Resources. All rights reserved.4. 5. 6.curved curved curved Copyright © by SPOTS Educational Resources. All rights reserved. flat flat flat faces faces faces 139 139Chapter 8 Lesson 5 CCSS 1.G.1 Distinguish between defining attributes versus non-defining attributes. 140Using the Book: Pages 139-140Page 139: Read and discuss the demonstration at the top of the page .Read the directions. Model examples 1-3 on the board. Have the students complete the page on their own. Review it together.Page 140: Examples 1-6: Read the directions. Complete the section together.Examples 7-8: Read the directions. For each example, have students explain which shapes belong, which does not, and why.Let’s Think: Read and discuss the question.Display the 11 – 7 Dot Card and its number Closing Statement:sentence on the Math Poster. Who can tell us what we learned today? [Accept relevant answers.] Today we learned more about solid figures. Tomorrow we will review flat shapes and solid figures. 161

8.6 Chapter 8 Lesson 6: Mixed Practice CCSS 1.G.1 Distinguish between Concept Development: Copyright © by SPOTS Educational Resources. All rights reserved. defining attributes versus non- defining attributes. I. Reviewing flat shapes CCSS 1.G.2 Compose two- Place the flat shapes taught in this chapter (see Lesson 1) on the board. Ask dimensional shapes. students to name each one and write the name under each shape. Goal: Ask: What is special about all these shapes? [flat; closed] Students will review the attributes of flat shapes and solid figures. Point to each one and ask: How many sides does this have? How many corners? Students will label statements as true or false. II. Using flat shapes to form other shapes Materials needed: Drop-It form Display your pattern blocks or shape cutouts. Draw a square, a rectangle, and #9; solid figures, flat shapes, pattern a hexagon. Ask the students to tell you which shapes of the pattern blocks you blocks or shape cutouts; index cards can use to form these shapes. Use the pattern blocks to fill in the drawn shapes. LESSON WARM-UP: III. Reviewing solid figures Drop-It: Hand out Drop-It form #9. Display the solid figures. Ask the class to label each one. Point to each shape Flash 8-10 subtraction flash cards and discuss how many flat surfaces, or faces, it has, and whether it has a curved with teen minuends. Have the surface. students write the differences on their papers. Check students’ work. Point to the cylinder. Ask: What shape can we trace with this? [circle] [Trace a circle.] Introductory Statement: We’ve learned about different flat IV. True and false shapes and solid figures. Today we Remember we talked about true and false? Now we will talk about that with shapes. will talk about what we learned. I will say something, and you think about whether it is true or false. tHINKING tRIGGER: Point to the circle. Say: All circles are round. Is that true or false? [true] Adapt these statements to suit your class: All the girls in this class All circles are on this board. Is that true or false? Are all the circles in the world on this have brown hair. Is that true? [Allow board? [no – false] the class to discuss this.] That isn’t true. It is false. Some of the girls in the All squares are purple. [false] class have brown hair. Is that true? [Discuss.] All the boys in this class Point to the solid figures. All solid figures have flat surfaces. [false] have eyes. Is that true? All buses are yellow. Is that true or false? We can use a cube to trace a square. [true] Can you say something that is true? That is false? Student Teacher:162 Pass out index cards. Have each student write “true” on one side and “false” on the other. Choose students to make statements that are either true or false about the shapes and figures. After each statement, have the other students show the correct side of their cards. Be sure that some of the statements include the characteristics learned. If necessary, you can make some of the statements. Conclusion: Now we’ve reviewed different things about flat shapes and solid figures.

Mixed PracticeCircle true or false. 2. 1. Circle the solid figures that have a curved surface.1. 2. Circle the solid figures that have a flat surface. 3. Circle the solid figures that have a curved and a flat surface.All triangles are blue. All squares have 4 sides.True False True False3. 4.All cirlces are closed. All hexagons are small.True False True False5. 6.All trapezoids have 4 sides. All rectangles are orange. 4. Meg wants to draw a . Underline the two solid figures she can use. 5. Ben wants to draw a . Underline the two solid figures he can use. 142 Student Workbook pageTrue FalseTrue False Student Workbook pageUse shape cutouts or pattern blocks to make a new shape.Copyright © by SPOTS Educational Resources. All rights reserved.Write how many.7. Use to make 1 . make 1 .8. Use to make 1 . make 1 . Copyright © by SPOTS Educational Resources. All rights reserved.9. Use to make 1 . make 1 .141Chapter 8 Lesson 6 CCSS 1.G.1 Distinguish between defining attributes versus non-defining attributes. CCSS 1.G.2 Compose two-dimensional shapes. 141 142Using the Book: Pages 141-142Page 141: Examples 1-6: Read the directions. Read each example together. Discuss and answer the first two as a class. Havethe students fill in the rest of the section on their own as you read the statements aloud.Examples 7-9: Read the directions. Model example 7 on the board. Have the class complete the section independently.Review the page together.Page 142: Read each example, and have the students circle the correct answers on their own. Review the page together. Closing Statement: Who can tell us what we learned today? [Accept relevant answers.] Today we reviewed flat shapes and solid figures. Tomorrow we will start something new: We will learn about fractions. 163

8.7 Chapter 8 Lesson 7: Equal PartsCCSS 1.G.3 Partition circles and Concept Development:rectangles into two and four equalshares. I. Introducing equal parts and fraction names using concrete items Display a black-and-white cookie. Ask: Into how many parts is this cookie divided?Goal: [2] Are the parts the same size? [yes] We can say that there are two equal parts. WeStudents will identify shapes call these parts halves.that show fractions, and they willidentify fraction words: halves, Show a square brownie divided into four parts. Ask how many parts it is dividedthirds, fourths. into and whether the parts are equal. Say: These parts are called fourths.Materials needed: a black-and-white cookie and a square brownie, II. Fractions with shapesor similar items; shape cutouts Place two paper squares on the board. Divide one into two equal parts and the other into two unequal parts. Ask: Which shape shows equal parts? [Explain thatLESSON WARM-UP: there are two equal parts and that they are called halves. Remove the shape with unequal parts, and write the fraction word next to the remaining shape.]Use a lesson warm-up of yourchoice. In the same way, place other shapes divided into two and four equal and unequal parts, and find the shapes that show fractions. Write the fraction word next toIntroductory Statement: each shape with equal parts.Now we will start a new section ofthis chapter. In this lesson we will talk III. Applying the concept to drawn shapesabout fractions. Draw shapes on the board, and do the same as above. For each shape stress that the parts need to be equal, and write the fraction word. tHINKING tRIGGER:Place six shapes on the board: three Student Teacher:shapes divided into equal parts andthree shapes divided into unequal Have the class work in pairs or small groups. Give each group three shapeparts. Draw two large circles. In one cutouts. Have them divide their shapes into two, three, and four equal parts andcircle place the shapes with equal label each with the correct fraction word. Place the fraction shapes on a posterparts, and in the other circle place to hang on your math bulletin board.the shapes with unequal parts. Ask:Can you think why I put each group Conclusion:of shapes together? [Show anothershape divided into equal parts.] In Now we’ve learned about some fractions.which group should I put this? Why?[Do the same with a shape divided Copyright © by SPOTS Educational Resources. All rights reserved.into unequal parts.]164

Equal Parts Equal parts are the same size. Write the number of equal parts.Circle the figure with equal parts. Circle the shapes that show the number of equal parts. 1.1. 2. halves3. 4. equal parts 2.Write the number of equal parts. 7. fourthsTrace the name of the equal parts. equal parts5. 6. Write the number of equal parts. Draw lines on each shape to show the number of equal parts. 3. fourths equal parts 4 halves equal parts 5. How many halves do we need to make 1 whole? halves 6. How many fourths do we need to make 1 whole? fourths 144 Student Workbook pageequal partsequal partsequal parts Student Workbook pagehalves halves fourthsCopyright © by SPOTS Educational Resources. All rights reserved.8. 9. 10.equal parts equal parts equal parts Copyright © by SPOTS Educational Resources. All rights reserved.halves halves fourths 143 143 144Chapter 8 Lesson 7 CCSS 1.G.3 Partition circles and rectangles into two and four equal shares.Using the Book: Pages 143-144Page 143: Read the text at the top of the page.Examples 1-4: Read the directions. Have the class complete the section independently.Examples 5-10: Read the directions. Complete the first two examples together, and have the class complete the sectionindependently.Review the page together.Page 144: Examples 1-3: Read the directions and the fraction words. Then have the class complete the section independently.Examples 4-6: Read the directions. For each example, read the Closing Statement:fraction word and have the students complete it on their own.Review the page together. Who can tell us what we learned today? [Accept relevant Display the 11 – 8 Dot Card and its number answers.] Today we learned about fractions. We have sentence on the Math Poster. fractions when we divide something into equal parts. We learned that two equal parts are called halves, three equal parts are called thirds, and four equal parts are called fourths. Tomorrow we will learn about fractions in numbers and as parts of a group. 165

8.8 Chapter 8 Lesson 8: Parts of a WholeCCSS 1.G.3 Partition circles and Concept Development:rectangles into two and four equalshares. I. Reviewing fraction namesCCSS 1.OA.6 Add and subtract Draw a circle, a square, and a rectangle on the board. Draw vertical lines to dividewithin 20. them into equal parts as follows: divide the circle into 2 parts, the square into 2 parts, and the rectangle into 4 parts. Ask students to tell how many parts thereGoal: are in each shape and what they are called (halves, fourths).Students will identify the fractionsone-half and one-quarter as part of II. Introducing fractions as one part of a wholea whole shape or object. Color one of the halves in the circle. Ask: How many halves are in this shape? [2]Materials needed: Drop-It How many are colored in? [1] One-half of the shape is colored in. [Under the shapeform #7; paper kite; apple; paper write “one-half.”]butterfly; hot dog bun; pretzel rod In the same way color in one part of each of the other shapes, discuss what youLESSON WARM-UP: did, and label the shapes accordingly.Drop-It: Hand out Drop-It form #7.Flash 8-10 addition flash cards with III. Practicing the skillteen totals. Have the students writethe sums on their papers. Check the Draw these shapes again. This time divide them using either vertical or diagonalstudents’ work. lines. Again, ask how many parts there are and what they are called. Color in one part of each shape and ask the students to use a fraction word to tell you howIntroductory Statement: much is colored in.Yesterday we learned that fractionsare equal parts of a shape. Today we IV. Recognizing a fraction as one equal part of an object.will learn about fractions that are one Display a paper butterfly. Draw a vertical line to divide it in half. Ask: How is thisequal part of a whole shape or thing. divided? [into halves] [Cut the butterfly on the line, remove one-half, and ask:] What part is missing? What part did I take away? [one-half ] tHINKING tRIGGER:Draw a pie. Divide it into four equal Display an apple. Cut it into four equal parts. Count the parts and elicit that theparts. Ask the class what it shows apple is cut into fourths. Remove one part and ask: What part is missing? What(fourths). Color in one part. Ask how part did I take away? [one-fourth]much of the pie is colored in. Divide a hot dog bun into four parts. Remove one part and show the other three parts to the class. Say: I took away one part, and this is what is left. How many parts Copyright © by SPOTS Educational Resources. All rights reserved. did I have? [4] How much of the bun did I take away? [one-fourth] Repeat this activity with a pretzel rod cut into halves. Student Teacher: Have the students work in pairs. Assign each pair a fraction – either one-half or one-fourth. Ask them to write the fraction on a paper and to show it by drawing and coloring in a picture or shape. Conclusion: Today we learned about one-half and one-quarter.166

Parts of a Whole Circle how much was eaten. 1. 2.one-half of the circle one-fourth of the circle one-half of the pizza one-half of the cheese is shaded purple. is shaded purple. one-fourth of the pizza one-fourth of the cheeseAnother way to say one-fourth is a quarter. 3. 4.Circle how much is shaded purple.1. 2. one-half of the chocolate one-half of the pizza one-half of the shape one-half of the shape one-fourth of the chocolate one-fourth of the pizza one-quarter of the shape one-fourth of the shape3. 4. 5. 6. Student Workbook pageone-half of the shapeone-half of the shapeone-half of the cheeseone-half of the bagel Student Workbook pageone-fourth of the shapeone-quarter of the shapeone-fourth of the cheeseone-fourth of the bagelCopyright © by SPOTS Educational Resources. All rights reserved.5. 6. Add or subtract.one-half of the shape one-half of the shape 7. + 66 8. –162 9. + 77 10. –147 11. + 88 12. –168 Copyright © by SPOTS Educational Resources. All rights reserved.one-fourth of the shape one-quarter of the shape 145 146Chapter 8 Lesson 8 CCSS 1.G.3 Partition circles and rectangles into two and four equal shares. 145 146Using the Book: Pages 145-146Page 145: Read the demonstration at the top of the page and discuss what is shown.Read the directions. Model the first example on the board. Have the class complete the page independently, using the fractionnames written on the board for help. Review the page together.Page 146: Examples 1-6: Read the directions. Explain that in each picture one piece of the food was eaten. Look at example 1.Say: One piece was eaten. How many pieces were there before? [2] How much of the pizza was eaten? [one-half ] [Solve example 2together in the same way. Have the students complete the section independently.]Examples 7-12: Read the directions. Explain that this is a review of math they’ve learned in the past. Point out that there areboth addition and subtraction examples, and the students should be sure to check the signs. Have the class complete thesection independently.Review the page together. Closing Statement: Who can tell us what we learned today? [Accept relevant answers.] Today we learned about one-half and one-fourth. Tomorrow we will learn about half of a number. 167

8.9 Chapter 8 Lesson 9: Half of a Number CCSS 1.G.3 Partition circles and Note: This lesson covers finding half of a quantity, which is a second-grade Copyright © by SPOTS Educational Resources. All rights reserved. rectangles into two and four equal standard. It is included here as a preparation for understanding the concept of shares. “half hour”. As such, there is no need, at this time, for students to identify half of a numeral. Goal: Students will find half of an amount. Concept Development: Materials needed: Drop-It form #9; two bags of snacks; two dolls or I. Connecting to a familiar concept toy people; various snacks – real, Draw two apples on the board. Write “one-half,” read the fraction word, and tell toy, or drawn (pretzels, crackers, the class that you want to color in half of the apples. How many apples should corn chips, potato chips, raisins, be colored in? [1] Say: Half is colored in, and half is not colored in. Half of two is one. etc.) II. Introducing half of a number LESSON WARM-UP: Display the two dolls or toy people. Say: These dolls are having a party together. Drop-It: Hand out Drop-It form #9. They have all kinds of snacks, and they want to share them together equally. How Flash 8-10 subtraction flash cards much will each doll get? [Elicit that each doll will get half the snacks.] Let’s see how with teen minuends. Have the they will do that. students write the differences on their papers. Check students’ work. Show the class two bags of potato chips. Ask: How many does each doll get? [1] [Give each doll a bag, and explain that they now have the same amount. They Introductory Statement: each have half of the chips. On the board, write “Half of 2 is 1.”] We’ve learned about different types of fractions. Today we will learn about Show six crackers. Ask for ideas for how to make sure that each doll gets half of half of a number. the crackers. Line up the crackers in pairs, and divide the pairs so that each doll gets three. Count each doll’s crackers. Write “Half of 6 is 3.” tHINKING tRIGGER: Display two bags of snacks. Say: III. Practicing the skill I want to hand out this [point to a Show samples (real, toy, or drawn) of between 2 and 20 snacks of different types bag] to half the class, and this [point (make sure there’s an even number of each). For each, count how many there are to the other bag] to the other half of and, with the class, divide them so that each doll gets half. For each snack, write, the class. How do you think we can “Half of ___ is ___.” know how many children will get each snack? IV. Applying the concept of half to decade numbers Show six bags with 10 pretzels in each. Ask the class how many pretzels there168 are in all [60] and how to divide them so that each doll gets half. [three bags and three bags] Ask: How many pretzels did each doll get? [30] [Write “Half of 60 is 30.”] In the same way, show other groups of ten snacks, and divide them between the dolls. For each group, add to the list on the board. V. Practicing with drawings Draw two rows of three pretzels each. Explain: There are six pretzels. They are divided into two parts. Each part has half of the pretzels. [Circle one row.] Half of six is three. Repeat this with additional groups of drawn items. Student Teacher: Use the idea suggested in the Thinking Trigger to divide the class into two equal groups – in half. (If you have an odd number of students, include yourself in one

Half of a Number Circle one-half of the group. 2. Fill in the numbers. When we divide a group in half, 1. we make two groups,each group with the same amount. Half of _1_0_ is __5_.Circle one-half of the group. Half of ___ is ___. Half of ___ is ___.Fill in the numbers. 3. 4. 1. 2.Half of ___ is ___. Half of ___ is ___.3. 4. Half of ___ is ___. Half of ___ is ___. Student Workbook pageHalf of ___ is ___. Student Workbook pageHalf of ___ is ___.Solve the story problem.5. 6.Copyright © by SPOTS Educational Resources. All rights reserved.5. Susan picked 12 flowers. She wants to give half of the flowers to her friend. Half of ___ is ___. Half of ___ is ___. How many flowers will she give to her friend? flowers Copyright © by SPOTS Educational Resources. All rights reserved. 148 147 147Chapter 8 Lesson 9 CCSS 1.G.3 Half of ___is ___. 148of the groups.) Give one bag of snacks to each half, and have the students in each group distribute the snacks evenly amongthemselves.Conclusion:Today we learned to divide groups of things in half.Using the Book: Pages 147-148Page 147: Read the demonstration at the top of the page and discuss it. Read the directions. Have the students complete thepage on their own, and review it together.Page 148: Examples 1-4: Read the directions. Remind the class that each box has ten crayons. Have the students completethe section on their own.Review the section together. Closing Statement:Example 5: Read the story problem together and discuss it. Solve it as a class. Who can tell us what we learned today? [Accept relevant answers.] Today we learned about half of a group of things. Tomorrow we will start something new – we will learn about the clock. 169

8.10 Chapter 8 Lesson 10: O’clockCCSS 1.MD.3 Tell and write time Concept Development:in hours using analog and digitalclocks. I. Introducing the clock Display the model clock. Discuss the parts of the clock (numbers to 12, and twoGoal: hands). Explain that the long hand shows the minutes and the short hand showsStudents will tell time to the hour the hour.on an analog clock.Materials needed: Drop-It II. Telling time to the hour on an analog clockform #9; large model clock with Remove the minute hand from the large model clock (or, alternatively, highlightmovable hands; model clocks with the hour hand by coloring or pasting on stickers). Move the hour hand tomovable hands for students different numbers, and ask how many hours it shows (1 hour, 2 hours…). Tell the class that when the clock shows only hours, we say “o’clock.” DemonstrateLESSON WARM-UP: by showing and saying one o’clock, two o’clock, etc. Have the students move theDrop-It: Hand out Drop-It form #9. hour hand around their clocks as well.Flash 8-10 subtraction flash cardswith teen minuends. Have the Put the minute hand back on the clock, pointing to the 12. Explain that whenstudents write the differences on the time is “o’clock,” the minute hand points to the 12. That means that there aretheir papers. Check students’ work. no minutes.Introductory Statement: As above, practice showing various times (on the hour) on the clock, using bothWe’ve learned a lot about fractions. clock hands.Today we will learn about telling time. III. Writing the time to the hour tHINKING tRIGGER: On the board, write ___:___. Tell the class that the first space tells the hours andToday we will learn about clocks. the second tells the minutes. Show one o’clock on the model clock, and fill in theWhere are there clocks in your house? spaces with 1:00. Explain that this means that there is one hour and no minutes.When do you use a clock? When do The clock shows exactly 1:00.other people in your family use aclock? In the same way, show other on-the-hour times, and write them on the board. Write 6:00, and ask the students to show it on their clocks. Copyright © by SPOTS Educational Resources. All rights reserved. In the same way, write other on-the-hour times and have the students show them on their clocks. Show various on-the-hour times on your clock, and have the students write the times on their papers or in the air. Student Teacher: Divide the class into pairs. Ask one student to write a time on a paper, and have the other show it on a model clock. Then have them switch roles. Conclusion: Today we learned to tell time when it is “o’clock.”170

O’clockThe short hand The long hand Draw the hands to show the time. 3.tells the hour. tells the minutes. 1. 2. 9:00 3:00 7:00 9:00 When the long hand is exactly 4. 5. 6. on the 12, we say o’clock. The time now is 9 o’clock.Write the time. 2. 3. 1. 6:00 8:00 12:00:: Student Workbook page:Circle the correct time. Student Workbook pageo’clock o’clock o’clock 7.Copyright © by SPOTS Educational Resources. All rights reserved. About what time do you4. 5. 6. : wake up? o’clock 149 149:: 8. Copyright © by SPOTS Educational Resources. All rights reserved. About what time do you eato’clock o’clock supper? 150Chapter 8 Lesson 10 CCSS 1.MD.3 Tell and write time in hours using analog and digital clocks. 150Using the Book: Pages 149-150Page 149: Read the demonstration at the top of the page. Discuss the clock and what it shows. Read the directions and reviewthe first example. Have the students complete the page on their own, and review it together.Page 150: Examples 1-6: Read the directions and review the first example. Have the students complete the section on theirown.Examples 7-8: Read and discuss each example together.Review the page together.Display the 13 – 8 Dot Card and its number Closing Statement:sentence on the Math Poster. Who can tell us what we learned today? [Accept relevant answers.] Today we learned about hours and minutes, and to tell the time with only hours on a clock. We also learned to write the time with numbers. Tomorrow we will learn more about time. 171

8.11 Chapter 8 Lesson 11: Minutes and HoursCCSS 1.MD.3 Tell and write time Note to teacher: Approximately one hour before the math lesson begins, set ain hours using analog and digital timer for an hour. Show the students that you are setting a timer, and tell themclocks. that everyone will hear when it rings.CCSS 1.OA.6 Add and subtractwithin 20. Concept Development:Goal: I. Understanding an hourStudents will develop an Draw two columns on the board. Label one column “Hours.” Together, list andunderstanding of an hour and a draw events that take place during the school day that take about an hour, forminute. example: reading time, lunchtime, assemblies, etc.Materials needed: kitchen orother timer; large model clock with Discuss activities that take place at home that may take about an hour, formovable hands; handout #18 example: cooking dinner, shopping at the supermarket, etc. II. Understanding a minuteLESSON WARM-UP: Set the timer for one minute. Decide on an activity the class will do for thatUse a lesson warm-up of your minute (e.g., jump, write, clap, spin, count), and start the timer. When it rings,choice. discuss how much they managed to do during one minute.Introductory Statement: Which is longer? A minute or an hour? [an hour] There are 60 minutes in one hour!Yesterday we learned about tellingtime. Today we will learn about Label the second column “Minutes.” As above, list and draw activities in schoolminutes and hours. and at home that take about a minute. III. Reviewing telling time to the hour tHINKING tRIGGER: Use the model clock to show on-the-hour.When the timer rings, ask the classabout how long they think it was Student Teacher:from the time you set the timeruntil it rang. Accept their answers, Have the students work in small groups or in pairs. Give each group handoutand then tell them that it was an #18. Have them choose an activity to draw, and have them decide whether ithour. Discuss the different things takes about a minute or about an hour.that happened in the class duringthat hour. Conclusion: Today we learned about an hour and a minute.172 Copyright © by SPOTS Educational Resources. All rights reserved.

Minutes and Hours Write the time. 2. 3. 1.It takes about 1 minute It takes about 1 hour :: : to tie your shoes. to bake a cake. o’clockThere are 60 minutes in one hour. o’clock o’clock Draw the hands to show the time.Circle to show about how much time each activity takes. 4. 5. 6.1. Sharpen a pencil 2. Visit GrandmaMinute Hour Minute Hour 8:00 3:00 6:003. Play in the park 4. Eat a cupcake Minute Hour Minute Hour Student Workbook pageSubtract. Student Workbook page5. Drink a cup of water6S. hop at the grocery store7. –11509. –11410. –17311. –162 Minute Hour Minute Hour 8. –196Copyright © by SPOTS Educational Resources. All rights reserved.7. Take a nap 8. Write your name 12. 14 13. 16 14. 18 15. 15 16. 15 Copyright © by SPOTS Educational Resources. All rights reserved. Minute Hour Minute Hour –7 –8 –9 –5 –6Chapter 8 Lesson 11 CCSS 1.MD.3 Tell and write time in hours using analog and digital clocks. 151 151 152 152Using the Book: Pages 151-152Page 151: Read the demonstration at the top of the page and discuss it. Read the directions. Read each example and discussit together. Have the students circle the correct answer in their books.Page 152: For each section, read the directions and have the students complete it on their own.Review the page together. Closing Statement: Who can tell us what we learned today? [Accept relevant answers.] Today we learned about hours and minutes, and we reviewed telling time with hours on a clock. Tomorrow we will learn more about time. 173

8.12 Chapter 8 Lesson 12: ThirtyCCSS 1.MD.3 Tell and write time Concept Development:in hours using analog and digitalclocks. I. Connecting to familiar concepts Show 1:00 on the model clock. Turn the hands around until they show 2:00.Goal: Remind the class that the clock shows that an hour has passed.Students will tell time to the half-hour. Draw some shapes on the board. Color half of each shape, and ask what part youMaterials needed: Drop-It colored in.form #9; large model clock withmovable hands; model clocks with II. Applying the concepts to the clockmovable hands (or erasable clocks) Draw an empty clock face on the board. Draw a vertical line to divide it in half.for students Ask: Where did I draw the line? Between which two numbers? [12, 6] [Fill in the numbers.] This is how the clock is divided in half. [Using the model clock, turn theLESSON WARM-UP: minute hand around from 2:00 to 2:30.] How far around the clock did the minuteDrop-It: Hand out Drop-It form #9. hand go? [halfway] This is how the clock shows that a half-hour has passed.Flash 8-10 subtraction flash cardswith teen minuends. Have the As the minute hand turns, the hour hand is also moving, but very slowly. When thestudents write the differences on minute hand reaches halfway around the clock, to show a half-hour, the hour handtheir papers. Check students’ work. has moved along slowly toward the next number. [Move the hour hand to halfway between the two and the three.] Now the clock shows half past two, or two-thirty.Introductory Statement:Yesterday we learned about the hour. III. Introducing minutes on the clockToday we will talk about the half- Show the lines around the clock and explain that each one shows one minute.hour. Count to see that there are five minutes between every two numbers. tHINKING tRIGGER: Count by fives from the 12 to the 6 – halfway around the clock – until you reachDraw a clock on the board. Ask 30. Explain that there are 30 minutes in a half-hour.the class how it can be divided inhalf – from what number to what IV. Telling time to 30number? Explain that half past the hour is 30 minutes, so we read the time as 2:30. Show and read 4:30 on the clock. Copyright © by SPOTS Educational Resources. All rights reserved. Write __:___ on the board. Review what is written in each space. Write in 4:30. Explain that this means that it is 30 minutes after 4:00. In the same way, show various times to the half-hour and hour, and read and write the times. Have the students do the same using their clocks and writing the times in the air. Student Teacher: Draw some clocks on the board. Have some students fill in the hands to show time to the half-hour or hour. Ask other students to write the times. Have the class read each clock and the written time in unison. Conclusion: Today we learned to tell time to the half-hour.174

ThirtyThere are 30 minutes in a half-hour. Draw the hands to show the time. 1. 2. 3.The hour hand The minute handis between the is on the 6.9 and the 10. 9:30 11:30 8:30 5:30When the minute hand is on the 6, 4. 5. 6. it is 30 minutes after the hour. The time now is 9:30Write the time. 2. 3. 7:30 9:30 12:301. 7. 8. 9. Student Workbook page:::10:30 3:30 6:30 Student Workbook page thirty thirty thirty LET’S THINKCopyright © by SPOTS Educational Resources. All rights reserved.4. 5. 6. At 2:00 the babysitter said that she would come in a :: : half-hour. Copyright © by SPOTS Educational Resources. All rights reserved. 154 At what time can Mom leave the house? : thirty thirty thirty 153 153 154Chapter 8 Lesson 12 CCSS 1.MD.3 Tell and write time in hours and half-hours using analog and digital clocks.Using the Book: Pages 153-154Page 153: Read and discuss the demonstration at the top of the page. Review example 1 together. Have the class completethe page while you offer help as needed. Review the page together.Page 154: Read the directions, and have the students complete the first section on their own.Let’s Think: Read and discuss the question.Review the page together. Closing Statement: Who can tell us what we learned today? [Accept relevant answers.] Today we learned to tell time that is half past the hour. We can say “half past” or “30.” Tomorrow we will practice telling time. 175

8.13 Chapter 8 Lesson 13: PracticeCCSS 1.MD.3 Tell and write time Concept Development: Copyright © by SPOTS Educational Resources. All rights reserved.in hours using analog and digitalclocks. I. Parts of the clock Display your model clock. Point to the hour hand and ask what it tells us (howGoal: many hours there are). Point to the minute hand and ask what it tells us (howStudents will tell time to the hour many minutes there are).and half-hour.Materials needed: Drop-It Point out the small lines around the clock and ask: What are these lines for? [eachform #7; large model clock with one shows a minute] There are 60 minutes in an hour. When the minute hand goesmovable hands; model clocks with around the whole clock, 60 minutes - or an hour - have passed.movable hands (or erasable clocks)for students II. Telling time written in digital form Write 7:00. Ask: What does this [Point to the seven.] tell us? [seven hours] WhatLESSON WARM-UP: does this part [Point to the zeros.] tell us? [zero minutes] This says seven o’clock.Drop-It: Hand out Drop-It form #7.Flash 8-10 addition flash cards with In the same way, write, discuss, and read 7:30, 9:00, 9:30, 10:00, and 10:30. (Doteen totals. Have the students write not erase the board.)the sums on their papers. Check thestudents’ work. III. Telling time to the hour and half-hour on the analog clock Point to 7:00 on the board. Ask a student to tell you how to show the time usingIntroductory Statement: your model clock. Remind the class that when there are zero minutes, the minuteToday we will review telling time on a hand points to the 12. Have the class show 7:00 on their clocks.clock. Do the same for 9:00 and 10:00. tHINKING tRIGGER:Write what time it will be at the Point to 7:30. Ask: How do we show 30 minutes past? [the minute hand points toupcoming hour and half-hour. the 6 and the hour hand is halfway between the 6 and the 7] [Ask a student toFor example, if the current time tell you how to show 7:30 on your clock, and have the class do the same on theiris 10:45, write 11:00 and 11:30 on clocks.]the board. Challenge the studentsto announce when the classroom Do the same for 9:30 and 10:30.clock shows these times. When theydo, draw or note what the class is IV. Mixed practicedoing at that time. Write 1:00, 4:30, 11:00, and 12:30 on the board. Have the students show each time on their clocks and raise the clocks above their heads. Have the students fold a paper in four. Show 2:30, 12:00, 6:00, and 10:30 on your model clock. For each time, ask the students to write it with numbers on one section of their papers and to show the papers above their heads. Student Teacher: As you did in the Thinking Trigger, continue to write what time it will be at the upcoming hour and half-hour throughout the day. Challenge your students to tell you when the clock shows that time. Draw the activity at the time. At the end of the school day, review the list together. Conclusion: Today we practiced telling time.176

Write the time. 2. Practice These are some things Sarah plans to do today.1. 3. Draw the hands to show the time. 1. Go to Begin at End at school 8:00 9:00 :::4. 5. 6. :: : 2. Play in the Begin at End at parkDraw the hands to show the time. 9. 4:00 5:00 7. 8. Student Workbook page6:30 1:00 5:303. DoBegin atEnd at Student Workbook page homework10. 11. 12. 5:30 6:00Copyright © by SPOTS Educational Resources. All rights reserved. 4:00 8:30 11:00 Copyright © by SPOTS Educational Resources. All rights reserved.Chapter 8 Lesson 13 CCSS 1.MD.3 Tell and write time in hours and half-hours using analog and digital clocks. 155 155 156 156Using the Book: Pages 155-156Page 155: Read each set of directions. Have the class complete the page independently while you offer help as needed.Review the page together.Page 156: Read the directions. Read each example together and discuss it. Have the class fill in the clocks on their own, andreview the page together.Display the 13 – 7 Dot Card and its number Closing Statement:sentence on the Math Poster. Who can tell us what we learned today? [Accept relevant answers.] Today we practiced telling time. Tomorrow we will review the chapter. 177

8.14 Chapter 8 Lesson 14: End-of-Chapter ReviewCCSS 1.G.1 Distinguish between Concept Development:defining attributes versus non-defining attributes. Add to the list the skills and concepts that were left out, and ask for examples.CCSS 1.G.2 Compose two- Include:dimensional shapes. • names and characteristics of the plane shapes and solid figuresCCSS 1.G.3 Partition circles and • using pattern blocks and faces of solid figuresrectangles into two and four equal • equal parts of shapes and setsshares. • fraction words one-half, one-third, and one-fourthCCSS 1.MD.3 Tell and write time • minute vs. hourin hours using analog and digital • telling time to the hour and half-hourclocks. As you go through the list, give specific practice with skills and concepts that seem more difficult or confusing for students in your class.Goal:Students will review the skills and Student Teacher:concepts taught in Chapter 8. Working with the time available, ask students to choose a skill or concept and toLESSON WARM-UP: show an example of it. Help them to explain what they are doing and why.Use a lesson warm-up of yourchoice. Conclusion:Introductory Statement: Today we reviewed everything we’ve learned in Chapter 8. We discussed planeWe are almost at the end of Chapter shapes and solid figures, fractions, and telling time.8! Today will review the chapter. tHINKING tRIGGER: Copyright © by SPOTS Educational Resources. All rights reserved.In Chapter 8 we learned about shapesand figures. We also learned aboutfractions and telling time. Who canthink of some things we learnedabout flat shapes? Solid figures?Fractions? Telling time? [As childrensuggest skills and concepts learned,list them on the board.]178

Circle the correct shape. End-of-Chapter Review Write the number of equal parts. 3. 1. Trapezoid 2. Rectangle 3. Hexagon 1. 2. equal parts equal parts equal parts Write how many sides and how many corners. Circle how much is shaded. 6. 4. 5. 6. 4. 5. sides sides sides one-half one-half one-half corners corners corners one-fourth one-fourth one-fourth Write the time. 8. 9. Circle the correct shape. 7. 7. + = 8. + = Student Workbook page:: : Student Workbook pageCircle the solid figures: 9. that have curved surfaces. 10. that have flat surfaces. Draw the hands to show the time. 12.Copyright © by SPOTS Educational Resources. All rights reserved. 10. 11.Copyright © 2012 by SPOTS Educational Resources. All rights reserved. 11:30 6:00 5:30 Permission to duplicate classroom quantities granted to users of SPOTS for M. A. T. H. 158 Copyright © 2012 by SPOTS Educational Resources. All rights reserved.Chapter 8 Lesson 14 CCSS 1.G.1, CCSS 1.G.2, CCSS 1.G.3, CCSS 1.MD.3157 157158 Permission to duplicate classroom quantities granted to users of SPOTS for M. A. T. H. Copyright © by SPOTS Educational Resources. All rights reserved.Using the Book: Pages 157-158Pages 157-158: For each section, read the directions and have the class complete the section independently. Review eachpage together.Name: Name:Make a simple math drawing to show the story. Circle the correct shape.Fill in the math puzzle and write a number sentence. Solve. 1. Rectangle 2. Trapezoid 3. Hexagon1. Mel has a car collection. His dad gave him Whole Write how many sides and how many corners. Closing Statement: 4 more cars for his birthday. Now he has 11 Part Part 4. 5. 6. Ask: What did we learn today in math cars. How many cars did he have before his class? [Accept relevant answers.] birthday? cars Today we reviewed Chapter 8. = 1792. There are 4 turtles sitting on a rock. Some sides sides sides more turtles join them. Now there are 7 corners corners corners turtles on the rock. How many turtles joined them? ____ turtles Whole Circle the correct shape. 7. + = Part Part Assess. Provide additional practice as needed. = Note: The assessment sheet includes only the fundamental skills learned in this chapter.3. Vicki picked flowers in her garden. She gave 8. + = 6 flowers to Mom. Now she has 5 flowers left. How many flowers did she pick? Whole Circle the solid figures: 10. that have flat surfaces. ____ flowers 9. that have curved surfaces. Part Part =Chapter 7 Assessment Form B 12 Chapter 8 Assessment Form A 13

8.15 Chapter 8 Lesson 15: Cumulative ReviewCCSS 1.OA.6 Add and subtract Concept Development:within 20.CCSS 1.OA.7 Determine if an I. Tens and onesequation is true or false. Use Dot Cards to show 54. Ask: How many tens are in this number? How many ones? How manyCCSS 1.NBT.1 Count to 120, altogether? [Draw a mini tens-and-ones chart underneath, and fill it in. Do the same with 75.]starting at any number less than120. Write 32¢ on the board. Ask how to show it using dimes and pennies. Draw a dimes-and-penniesCCSS 1.NBT.2 Understand that the chart and fill it in. Show 23¢, and fill in a dimes-and-pennies chart.two digits of a two-digit numberrepresent an amount of tens and Draw three boxes on the board. In the middle box write 43. Ask: How can we find the number thatones. comes just before 43? [take away a one – 42] How can we find the number that comes just after 43?CCSS 1.NBT.3 Compare two-digit [add a one – 44] [Fill in the numbers. Do the same for ___79___ and ___30___.]numbers based on the meanings of II. Greater than/less thanthe tens and ones digits. Write the two signs on the board. Remind the class about Al Alligator, and ask a student to tellCCSS 1.NBT. 4 Add within 100. what Al does. Write 69 and 90 on the board. Ask to which number Al’s mouth will be open and why. Draw the less-than sign between the numbers. Read together: 69 is less than 90. Do the same with 85 and 19. III. Ten more, ten less On the board, write 28, ___, ___ Ask: How can we find the number that is ten more? [add a ten; think of the next ten] What is ten more than 28? [38] What is ten more than that? [48] [Fill in the numbers.]CCSS 1.NBT.5 Given a two-digit Do the same with 63.number, mentally find ten more or Write ___, 81. Say: Now let’s find ten less. How can we figure that out? [take away a ten; think of theten less than the number. ten before] What is ten less than 81? [71]NYS CCLS.1.MD.3 Recognize and Repeat with ___, 24.identify coins, their names, and IV. The value of coinstheir values. Place a penny, a nickel, a dime, and a quarter on the board. With the class’s help, write the value of each one underneath the coin.Goal: Place a quarter on the board. Next to it place two dimes, and ask the class to tell their value (20¢).Students will review important skills Ask: Is the quarter worth more than, less than, or equal to the dimes? [more than] [Ask to which amount will the open mouth be facing and why. Draw the greater-than sign between the sets of coins. Read:] 25¢ is more than 20¢.and concepts taught in Chapters 1 Remove the dimes. Now place three dimes and a nickel next to the quarter. Count and write theirthrough 8. value and ask: Is the quarter worth more than, less than, or equal to these coins? [less than] [Ask toMaterials needed: model coins; which number will the open mouth will be facing and why. Draw the less-than sign on the boardindex cards between the groups of coins and read:] 25¢ is less than 35¢. [Do the same with two dimes and a nickel. Continue in this way with other groups of coins.]Introductory Statement: V. Adding and subtracting with teen numbersYesterday we reviewed Chapter 8. Write 8 + 6 = ___ on the board. Read the equation and say: To solve this we first need to add to getToday we will review things we’ve to 10, and then we add the rest. We need to break the 6 apart. What are the break-apart numbers?learned all year. [2, 4] [Write the break-apart numbers. Underneath, write a two-step equation format.] Let’s write what we are doing. We are breaking up the 6 into 2 and 4. First we add 8+2 [Fill in the numbers.] to get 10. Then we add the rest – we add 4 [Fill in 4.] – and get 14. [Fill in the sum.] 8 + 2 + 4 = 14. Write 7 + 5 = ___ on the board, draw spaces for the break-apart numbers, and draw a blank two- step number-sentence format. Ask the students to tell you how to fill in the numbers and find the sum. In the same way, solve 13 – 5 and 17 – 6, using break-apart numbers and two-step number Copyright © by SPOTS Educational Resources. All rights reserved. sentences. tHINKING tRIGGER: VI. Forming a new ten In a different area on the board, write 51 + 5. Ask a student to solve it, and fill in the sum. PointWhy do you think it’s important to out that only ones were added and that only the number of ones changed.review what we’ve learned in math Write 65 + 5 on the board. Ask: What are we adding? [ones] How many ones are there altogether?this year? [ten] We have another ten. How many tens altogether? [7] We had six tens, and we made another ten. Now we have seven tens. We have 70 in all. [Fill in the sum. In the same way, solve 29 + 1 and 83 + 7.]Write 34 + 6 and 34 + 3. Ask: In which one do you think we will make a new ten? [34 + 6] Why do you think that? [because 6 + 4 = 10] [Solve each equationand write the sums. In the same way, write, discuss, and solve 44 + 5 and 47 + 3.]VII. Adding tens or onesIn another area on the board, write 60 + 20, 51 + 10, and 95 + 2. Say: Sometimes we add tens and sometimes we add ones (and there are times when weadd both, but not now). Can you tell if we are adding tens or ones? I will read a number sentence, and you tell me if tens or ones are being added. [Read each180

Write how many. Cumulative Review Write the break-apart numbers. Write the two-step number1. 2. 3. sentence and fill in the sum or difference. 1. 2. 8+6= 7+5= 2 3 to make ten the rest to make ten the restTens Ones Number Tens Ones Number Dimes Pennies Amount 8+ + = 7+ + = ¢Fill in the numbers that come just before and just after. 3. 4.4. 5. 6. 15 – 6 = 13 – 6 = 5 3 49 76 90 to get ten the rest to get ten the restWrite the number Write the number 15 – – = 13 – – =that is ten more. that is ten less. Subtract.7. 8. 9. 10. ,78 5. 13 6. 11 7. 70 8. 80 9. 19 10. 68 35, 67, ,65 – 9 – 8 – 60 – 40 – 7 – 8Draw a or an to show if the sentence is true or false. Student Workbook page Student Workbook page11. 12. 13.Circle to show if we are adding tens or ones. Add.47 = 40 + 7Copyright © by SPOTS Educational Resources. All rights reserved.28 = 6 + 2076 = 6 + 70 11. 56 Tens 12. 73 Tens 13. 32 Tens +20 Ones +6 Ones +50 OnesWrite the value of each group of coins. Will we form a new ten? Circle the correct sign. Add. Copyright © by SPOTS Educational Resources. All rights reserved.Compare. Write >, <, or =.14. 15. 14. +336 15. +546 16. +237 17. +635        Chapter 8 Lesson 15 CCSS 1.OA.6, CCSS 1.OA.7, CCSS 1.NBT.1, CCSS 1.NBT.2, CCSS 1.NBT.2a, CCSS 1.NBT.3, CCSS 1.NBT. 4, 159 159 160 160 CCSS 1.NBT.5, NYS CCLS.1.MD.3equation that you have written, and have the class say “tens” or “ones” as appropriate. Have students help you solve each equation. Do the same for55 + 4, 55 + 40, 83 + 10, and 41 + 6.]VIII. Determining if an equation is true or falseWrite an equal sign on the board. Ask: What does this mean? [both sides are the same amount]Now let’s write some number sentences and decide if they are true or false.Write 32 = 30 + 2. Ask: Is this true? Are both sides the same amount? [yes, both are 32] [Draw a √ next to the equation.]Write 87 = 70 + 4. Ask: Is this true? [no, it is false; 70 + 4 does not equal 87] [Draw an X next to the equation.]In the same way, write 60 + 9 = 9 + 60 and 40 + 8 = 80 + 4, read each sentence together, and decide whether to mark it with an X or a √.IX. Subtraction reviewWrite 7 – 3 on the board. Ask a student to tell what the difference is [4], and write it on the board. Next to it write 17 – 3. Ask: How does knowing that7 – 3 = 4 help us solve 17 – 3? [each number sentence has the same number of ones] [Solve 17 – 3 together with the class.]Next to these equations write 70 – 30. Ask: Now can you solve this? Think about how many tens are in each number. 7 tens minus 3 tens equals…? [4 tens,or 40] [Fill in the difference.]In the same way, solve 8 – 5, 18 – 5, and 80 – 50. Ask: What is the same in these number sentences? [ we use 8 – 5 to help us find the difference]Write 45 – 5 = ___ on the board. Read the equations and ask: What are we taking away? [all the ones] We take away the ones and are left with only the tens.What is the difference? [40]Write 95 – 5 = ___, and solve it in the same way.Student Teacher: Closing Statement:Divide the class into pairs. Give each pair a set of eight index cards. On each card have them copy an Ask: What did we learn today in mathaddition number sentence from the board (without writing in the sum). When the partners are done, class? [Accept relevant answers.]erase the board. Have the partners flash the cards to each other and take turns solving the equations. Today we reviewed many of the things we’ve learned this year. Tomorrow weConclusion: will review more.Today we reviewed so many things we’ve learned about numbers. We discussed tens and ones, money, morethan, less than and equal, and adding and subtracting different kinds of numbers.Using the Book: Pages 159-160Pages 159-160: For each section, read the directions and have the class complete the sectionindependently. Review each page together. 181



Chapter 9: Measurement and Data 183Copyright © by SPOTS Educational Resources. All rights reserved.

Chapter 9 Copyright © by SPOTS Educational Resources. All rights reserved. OVERVIEW In Chapter 9 the students learn about measuring and recording data. The chapter begins with comparing lengths or heights of objects. The students practice important related vocabulary(longest/tallest/shortest) and learn to put three items in order of their lengths or heights. Next they learn to compare lengths using other objects: First they use straws to find objects that are longer or shorter thanthose straws. Then they use logic to compare the lengths of the objects. For example, if object A is shorter than the straw, andobject B is longer than the straw, then object A is shorter than object B, and object B is longer than object A. The students alsodraw simple math drawings to help them compare the lengths or heights of objects. Next, the class learns to measure items using nonstandard objects, such as paper clips and blocks. They learn to place theobjects end-to-end and to count how many are needed for the length of the object. In the next section of the chapter, the students review various kinds of story problems involving measurement concepts.Then they learn to subtract to find how many more or less there are when comparing two groups of items. After this the students learn to represent data using graphs, and they learn to interpret those graphs. They focus on twotypes of graphs: name graphs, in which the students write their names in the appropriate column, and check graphs, in whichinformation is represented by checks on a graph. They learn to interpret the information shown on the graphs and to comparethe amounts in each column. In the final section the students review the skills learned in the chapter, and then they review math skills learned in all offirst grade. Note: We have not specified lesson warm-up activities for this chapter. Choose lesson warm-up activities that will reinforce those math facts with which your students need more practice. Make sure your students are fluent in addition and subtraction facts through ten.184

Chapter 9 Table of Contents Introduction to Chapter 9.................................................................................................................................186 Lesson 1: Comparing and Ordering Objects by Length..........................................................................188 Lesson 2: Measuring Objects Indirectly........................................................................................................190 Lesson 3: Measuring with Nonstandard Units...........................................................................................192 Lesson 4: Practice..................................................................................................................................................194 Lesson 5: Problem-Solving Mixed Practice: Story Problems.................................................................196 Lesson 6: Problem-Solving Subtracting to Compare...............................................................................198 Lesson 7: Representing and Interpreting Data..........................................................................................200 Lesson 8: Practice: Representing and Interpreting Data.........................................................................202 Lesson 9: End-of-Chapter Review...................................................................................................................204 Lesson 10: Cumulative Review 1.....................................................................................................................206 Lesson 11: Cumulative Review 2.....................................................................................................................208 Hands-On Lesson; Lesson Promotes Algebraic Reasoning; Money SkillsCopyright © by SPOTS Educational Resources. All rights reserved. Cards: Materials Needed Magnetic Boards: Addition and Subtraction flash Cards Manipualtives: Math puzzles Reproducibles: Centimer cubes; math puzzles wipe-off boards; model coins; model clock; pattern blocks Lesson handouts: #3-2.11; #19-9.4; #20-9.7 (Found in the Teacher’s Resource Book) 185

9 Introduction to Chapter 9Goal: Concept Development:Students will be given a preview toChapter 9: measurement skills. Review the discussion you had in the Thinking Trigger. Focus on suggestions that have to do with the different lengths of the objects. Explain: Length tells usIntroductory Statement: how long something is from one end to the other end. [Make a space on the boardWe’ve learned so many interesting to list “New Words.” On the list write “length.”]things this year in math. In thischapter we will learn something new. Ask the students to tell what they know about measuring words: short-shorter-We will learn to measure how long or shortest; long-longer-longest. Write each word on the board.how high things are. Point to the objects on the board. Ask: How can we tell which of these is the longest? tHINKING tRIGGER: The shortest? [Elicit that the objects can be lined up to compare their lengths.]Place a pencil, a marker, and acrayon on the board (the pencil Tape the pencil horizontally onto the center of the board. Under it, tape theshould be the longest and the marker so that one end of the marker is directly under the end of the pencil, withcrayon should be the shortest). Ask: both starting at the same point. Ask: Which of these is longer? Which is shorter?What are some ways these objectsare alike? [we can color or write with Tape the crayon under the marker so that the end of the crayon is directly underthem] What are some ways they are the end of the other items. Ask: Can you see which is the longest? How do youdifferent? [different colors; different know? [the pencil is longest; it stands out the farthest beyond the marker and thesizes] crayon – it’s longer than both of them] Which is the shortest? [the crayon, because it doesn’t stand out at all beyond the other items] Let’s put these things in size order. [On the board list the numbers 1, 2, and 3] We will start from the shortest. Which should I put on top? [the crayon] The crayon is the shortest. I will put it next to the 1. Which goes next? [the marker] [Place the marker next to the 2.] Which goes last? [the pencil] [Place the pencil at the bottom, next to the 3.] The pencil is the longest. ‫ד‬″‫בס‬ Copyright © by SPOTS Educational Resources. All rights reserved. Dear Parents, With great excitement, we are pleased to inform you that this year your first grader will be learning math using the Spots for M.A.T.H. approach. The Spots for M.A.T.H. approach is a conceptual, hands-on visually based program geared to maximize the mathematical abilities of every student. Since numbers are abstract, the children will be using special Dot Cards in the process of learning. These Dot Cards represent amounts and concepts in a way that is easily visualized, and are especially helpful for mastering addition and subtraction facts with automaticity. In this chapter Dot Cards 1-10 will be introduced. These cards will help your child develop an understanding of the amount each number ) Remember to send home the symbol is representing. family letter. Feel free to call me for any questions or concerns. Thanking you in advance for your cooperation, I remain, Family Letter • Chapter 1186

Chapter Opener length The Shorter Train measureend-to-end I place some train cars in a line Across my bedroom floor,Chapter 9: Favorite Vegetable And soon my train is 6 cars long, Moving slowly toward the door.Measurement My friend Jimmy comes to play.and Data He brings his train to share. He sets it up right next to mine, But I say, “That’s not fair! Your train has 8 cars; mine has 6. Your train is so much longer!” He tells me, “Well, that doesn’t mean That my train will be stronger.” Then he says, “Let’s race our trains, So we can both have fun. Whose train will reach the doorway first?” Guess what? My shorter train won! Student Workbook pageCucumber Pepper Carrot Student Workbook page Chapter 9: Measurement and DataCopyright © by SPOTS Educational Resources. All rights reserved. 161 13631 162 Copyright © by SPOTS Educational Resources. All rights reserved. 162USING THE BOOK: Pages 161-162Page 161: What do you see on the page? [As the students answer, explain each part:]What season are we in? [summer]What vegetables do you see on the page? [cucumber, pepper, and carrot] This is called a “graph,” and the title at the top of it tells usthat it is showing “favorite vegetables.” If your favorite vegetable was a cucumber, you’d mark a check (√) in a box above the picture ofthe cucumber. If your favorite vegetable was a pepper, you’d mark a check (√) in a box above the picture of the pepper. If your favoritevegetable was a carrot, you’d mark a check (√) in a box above the picture of the carrot. This graph shows us how many children likecucumbers best, how many children like peppers best, and how many children like carrots best.Look at the three ribbons. What colors are they? [red, orange, and yellow] Which is the shortest? [red] Which is the longest? [yellow]How can you tell? [the red ribbon doesn’t stand out at all beyond the other ribbons; the yellow ribbon stands out the farthestbeyond other two ribbons]Which is longer – the purple crayon or the three paper clips? [they are the same size] We can measure the crayon to find out howlong it is by counting the paper clips: the crayon is three paper clips long. We can measure many other things to see how many paperclips long they are.Page 162: Read the poem to the class. Compare the lengths of the trains using toy train Closing Statement:cars. Discuss which is longer and which is shorter. Ask if length tells us how fast or how Now we are ready to learn Chapter 9!strong something is. 187

9.1 Chapter 9 Lesson 1: Comparing and Ordering Objects by LengthCCSS 1.MD.1 Order three objects note: Since this lesson is a continuation of the introduction to the chapter,by length. there are differences in its format.Goal:Students will order objects Concept Development:according to length.Materials needed: blocks; box I. Comparing the heights of objectswith three strips of paper: short Let’s talk about “size order.” Size order means putting things in order according to theirgreen, longer blue, longest pink; sizes, from smallest to biggest, or from shortest to tallest, or from shortest to longest.blank sheets of paper Ask three students to stand in front of the class, and ask them to place themselves inLESSON WARM-UP: size order. Identify the shortest and the tallest of the three.Use a lesson warm-up activityof your choice to practice math Build three block towers. Place them in size order, and identify the tallest andfacts that still need sharpening for shortest.fluency. In the same way, compare the heights of three chairs of different sizes.Introductory Statement:Today we will learn about something II. Comparing the lengths of objectsnew: measuring length – how long Ask three students to pass their pencils up to the front of the class. Together withthings are. We will learn ways to the students, place them in size order. Identify the pencil that is the longest and thedecide which things are longest and pencil that is the shortest.which are shortest. Repeat this with three strips of paper of varying lengths. Copyright © by SPOTS Educational Resources. All rights reserved. III. Drawing to solve a story problem Display a closed box. Say: In this box I have three strips of paper. One is blue, one is pink, and one is green. Without seeing the strips, can you put them in size order? [Write the pertinent information on the board as you say:] This is what I know: The blue strip is longer than the green strip. The pink strip is longer than the blue strip. Let’s draw to find the answer. [Draw as you continue, reading what you wrote:] The blue strip is longer than the green strip. I will draw a long blue line to show the blue strip. [Read:] The blue strip is longer than the green strip. That means the green strip must be shorter than the blue strip. I will draw a shorter green line. [Read:] The pink strip is longer than the blue strip. I will draw a longer pink line. Now it’s easy to see that the pink strip is longest. Remove the strips from the box and show them to the class. Distribute a blank sheet of paper to each student. Say: Now we will talk about towers that some children built, and we’ll draw together to solve the question: Mike built a tower. Let’s draw Mike’s tower. [Model as you go along.] Anna’s tower is taller than Mike’s tower. Now draw Anna’s tower. Jay’s tower is taller than Anna’s tower. Draw Jay’s tower. Whose tower is the tallest? [Jay’s] Now I will tell you about some children and how tall they are. June is shorter than Wendy. Linda is taller than Wendy. [Retell the details while writing them on the board.] Is June taller or shorter than Linda? Let’s draw this to find out who is taller – June or Wendy. Then we’ll be able to put the children in size order. [After the students have finished, have some of them share their drawings with the class.] Here is one more example: Todd put together three trains: one blue, one green, and one red. The blue train is shorter than the green train. The red train is shorter than the blue train. Which train is the shortest? Which is the longest? [Retell the details while writing them on the board. Have the students draw the story and answer the questions. Have some students share their drawings with the class.]188

Comparing and Ordering Objects by Length Write the order of the objects from shortest to longest or tallest.The orange tower is the tallest. The blue ribbon is the longest. 1. a. 2. a. Draw a circle around the longest object. Draw a box around the shortest object. b. b. 1. 2. c. c. bc a 3. a. 4. a. b. b. c. c. 5. 6. a. b. c. a. b. c. Student Workbook page 3. 4. Student Workbook page163 163Draw to solve the story problem.Mike Mitch Jay Copyright © by SPOTS Educational Resources. All rights reserved. 164 7. Mike built a tower.Chapter 9 Lesson 1 CCSS 1.MD.1 Order three objects by length.Copyright © by SPOTS Educational Resources. All rights reserved.Mitch’s tower is taller than Mike’s tower. Jay’s tower is taller than Mitch’s tower. Whose tower is the tallest? _______ 164STUDENT TEACHER:Divide the class into groups of three. Ask the students to compare their heights and stand in size order. Have the members of eachgroup choose an object that each student in the group has, and compare their size (pencil, crayon, library book, etc.). Have themplace these objects in size order on a desk or on the floor. Ask them to do the same with another object.When they’ve completed this, have them share their work with another group and tell the other group which child or item is theshortest and which is the tallest/longest.CONCLUSION:Today we learned to put things in size order and to find the objects that are shortest and the objects that are longest or tallest.USING THE BOOK: Pages 163-164Page 163: Read and discuss the demonstration at the top of the page. Compare the lengths of the towers and ribbons.Read the first line of the directions, and have the students circle the longest object in their books. Then read the second line, andhave the students draw a box around the shortest object.Review their work. Closing Statement:Page 164: Examples 1-6: Read the directions. Model example 1 on the board, and explain Who can tell us what we learnedhow to fill in the answers. Point out the letters next to each picture. Suggest that the students today? [Accept relevant answers.]first find the shortest picture and write its letter, then the next one, and finally the longest. Today we learned to compare howHave them complete the section while you circulate to offer help as needed. Review the long things are and to decide which issection together. longest and which is shortest.Example 7: Read the story and have the students draw as you read. Then have them writein the answer. 189







Measuring with Nonstandard Units Circle the picture that shows the correct way to measure. 1. A B The train is about 5 paper clips long.Use paper clips to measure these pictures. Write about how long. 2. A B1. 3. A B about ____ paper clips long 4. A B2. LET’S THINK about ____ paper clips long What is the same about all the pictures that show the3. correct way to measure? 168 Student Workbook pageabout ____ paper clips long Student Workbook pageUse paper clips to measure your pencil, your shoe, and your Copyright © by SPOTS Educational Resources. All rights reserved.Copyright © by SPOTS Educational Resources. All rights reserved.crayon. Write about how long.4. 5. 6.about ___ about ___ about ___ 167 167 168Chapter 9 Lesson 3 CCSS 1.MD.2 Express the length of an object as a whole number of length units.suggestions.) Give each group a large sheet of paper. Ask them to head the paper with the sentence, “This wall is about ___ long.” On thepaper have them draw the item they used, write the amount used in measuring, and hang the paper on their wall. (It is recommendedthat the teacher help the groups choose specific students to perform each task involved – laying down the item, counting, writing, anddrawing. This will ensure that each student will be actively involved.)CONCLUSION:Today we measured to see how long different objects are. We used all kinds of things and laid them end-to-end without leaving any gaps betweenthem. We were also careful not to overlap. Then we counted to see how many we used.USING THE BOOK: Pages 167-168Page 167: Read and discuss the demonstration at the top of the page. Discuss how the paper clips are laid out and what they tell us.Examples 1-3: Read the instructions and demonstrate measuring a picture. Hand out paper clips to the students, and have them completethe section on their own. Review it together.Examples 4-6: Read the directions. Explain that each student needs to measure his or her own Closing Statement:things. Ask: Will everyone have the same answers? Why not? Who can tell us what we learnedHave the students complete the section on their own. Review their answers together. today? [Accept relevant answers.] Today we measured different thingsPage 168: Read the directions. Look at the pictures, and for each example discuss which one in the classroom to see how long theyshows the correct way to measure and why. are. Tomorrow we will measure to find things that are the same size.Let’s Think: Read the question and discuss it with the class. Elicit that when used to measurecorrectly, all the paper clips were laid out straight, end-to-end, without being overlapped andwith no gaps between them. 193

9.4 Chapter 9 Lesson 4: PracticeCCSS 1.MD.2 Express the length CONCEPT DEVELOPMENT: Copyright © by SPOTS Educational Resources. All rights reserved.of an object as a whole number oflength units. I. Thinking about various methods Distribute handout #19. Say: There are four lines on this page. Only two of them areGoal: the same length. Without cutting them out, how can you discover which ones are the same length? [Give the students some time to think and to make suggestions.Students will use centimeter cubes List the ideas they suggest on the board. Read the complete list. Have theto measure objects. students work with a partner to decide which idea(s) would work best for themMaterials needed: handout and to try them out. After a few minutes, regroup and discuss their results. In the#19; centimeter cubes; three discussion include questions about which suggestion gave the most accuraterectangular-shaped containers of answer, which was the quickest, and which was the easiest.]different sizes, and their covers;paper strips of various lengths; II. Introducing centimeter cubesblank sheets of paper Post a copy of handout #19 and display the centimeter cubes. Say: These are centimeter cubes. Each cube is the same size; each cube is one centimeter. We canLESSON WARM-UP: use them to measure. Let’s measure the lines and see how many centimeter cubes long they are. This is another way to find the lines that are the same length.Use a lesson warm-up activityof your choice to practice math Use the centimeter cubes to measure each line, and write how many centimeterfacts that still need sharpening for cubes long it is. Then find the lines that are the same number of centimetersfluency. long.Introductory Statement: III. Practicing the skillYesterday we used many objects to Display three (uncovered) rectangular-shaped containers of various sizes. Say:measure how long different things I need new covers for these containers. How can I know what size covers to get?are. Today we will measure to find [Accept suggestions.] I need to measure the containers. [Use centimeter cubes tothings that are the same size. measure each container, and write its length on the container.] tHINKING tRIGGER: Display a group of matching covers. Say: We can measure to find the right coverMy friend wanted to buy a new for each container. [Measure each cover using the blocks, and place the matchingbookshelf for her children’s books. She cover on each container.]found a space in the playroom whereshe could put the bookshelf. She STUDENT TEACHER:went shopping and found a beautifulyellow bookshelf. My friend was so Have the students work in pairs. Give each pair a paper strip, centimeterexcited! She brought it home and cubes, and a sheet of paper. Have them measure the length of their strip usingwent to put it in its place…. Uh-oh! centimeter cubes and write the number at the top of the page. Explain that theyIt didn’t fit. There just wasn’t enough need to go around the classroom and measure with the strip to find things thatspace for the bookshelf. My friend are the same length as the strip. On their papers, have them list and draw theforgot something very important. She items they find. Have the partners share their findings with the class.should have done something beforeshe went to buy the bookshelf. What CONCLUSION:should she have done? Today we measured to find things that are the same length. We measured with centimeter cubes.194

PracticeAB Circle the shade that will fit the window. Use centimeter cubes to help you measure. 1. A B Frame A is too small. 2. A B Frame B is the right sizeCircle the frame that is the right size.Use centimeter cubes to help you measure.1. A B Student Workbook pageSubtract. Student Workbook page 3.–1150 4. –195 5. –164 6. –199 7. –173 8. –152Copyright © by SPOTS Educational Resources. All rights reserved.2. A B 9. 11 10 11 11. 15 12. 12 13. 17 14. 16 Copyright © by SPOTS Educational Resources. All rights reserved. –5 –4 –7 –6 –0 –8Chapter 9 Lesson 4 CCSS 1.MD.2 Express the length of an object as a whole number of length units. 169 169 170 170USING THE BOOK: Pages 169-170Page 169: Read and discuss the demonstration at the top of the page. Discuss how the centimeter cubes are laid out and howthey help find the correct frame for the picture.Read the directions. Have the students use centimeter cubes to measure and find the matching frames. Review the pagetogether.Page 170: Examples 1-2: Read the directions, and have the students complete the section on their own.Examples 3-14: Read the directions, and have the students complete the section on their own.Review the page together. Closing Statement: Who can tell us what we learned today? [Accept relevant answers.] Today we measured with centimeter cubes to find things that are the same size. Tomorrow we will tell story problems. 195

9.5 Chapter 9 Lesson 5: Mixed Practice: Story Problems CCSS 1.OA.1 Use addition CONCEPT DEVELOPMENT: Copyright © by SPOTS Educational Resources. All rights reserved. and subtraction to solve word problems. I. Working together to solve story problems Distribute a blank sheet of paper to each student. Have the students work in Goal: pairs. Say: I will start by telling you a story. With your partner, think about how to Students will solve different kinds of solve the problem. Show your work on paper, so you can share it with the class. Try to story problems using math puzzles write a number sentence that shows what you did. [Allow the students to use any and writing number sentences. appropriate classroom materials.] Materials needed: blank sheets of paper; magnetic math puzzles; Sarah and Zoe are beading jewelry together. Sarah put some beads on a bracelet wipe-off math puzzle boards or and gave the bracelet to Zoe. Zoe added on 6 more beads. Now there are 14 beads handout #3 on the bracelet. How many beads did Sarah put on? [Repeat the main details of the story, and have partners work together to solve it. Remind them to show LESSON WARM-UP: their work. Circulate and offer help as needed. Have pairs share their work with Use a lesson warm-up activity the class, highlighting different methods. Place a math puzzle on the board and of your choice to practice math fill it in together with the class. Point out that since you know the whole and facts that still need sharpening for one of the parts, you subtract to find the other part. Write the number sentence fluency. together: 14 – 6 = 8.] Introductory Statement: Tell the following story: There are 9 red beads. Sara used some to make a set of Today we are going to solve story earrings. Zoe sees that there are three red beads left. How many did Sarah use? problems. For some of them we will [Repeat the main details, and have the partners think together to solve the story. need to add and for some of them we Remind them to show their work and to try to write a number sentence. Ask: Did will need to subtract. We will use math any of you use a math puzzle to help you solve this story? [If some students used puzzles and write number sentences one, ask:] How did the puzzle help you? [If none of them used a puzzle, ask:] How to help us solve them. could using a math puzzle have helped solve this story problem? tHINKING tRIGGER: Place a math puzzle on the board and fill it in together to solve the story problem. Place a math puzzle on the board. Write a number sentence. Again, point out that you subtracted, and explain why. Ask: How do math puzzles help you solve story problems? II. Using math puzzles to solve story problems Distribute the wipe-off math puzzle boards or 3 copies of handout # 3 to each196 pair. Say: I will tell some more story problems. This time let’s use these math puzzles to help you solve the story problems. Sammy has a card collection. He gives away 3 of his cards to Zach. Now he has 10 cards. How many cards did he have before he gave some to Zach? [Have the partners fill in the math puzzle and the number sentence. Discuss the results. Point out that both numbers are parts, and that you add to find the whole amount. Ariel is playing with his train set. He used 15 pieces of track. He still has 4 pieces of track left in the box. How many pieces of track were in the box at first? [In the same way, have the partners use a math puzzle to solve this and write the number sentence. Explain that when both numbers are parts, we add to find the whole number.] STUDENT TEACHER: Have each pair fill in the whole with 15, and have them fill in any number (less than 10) for one of the parts. Have them write (or draw) a story to match the