Origo Math Practice Book 1

March 25, 2018 | Author: avanidave | Category: Common Core State Standards Initiative, Time, Subtraction, Cakes, Physics & Mathematics
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ORIGO Stepping Stones is a world class core math programwritten and developed for elementary schools implementing the Common Core State Standards.* This revolutionary online program integrates print and digital technology to give educators what they have been requesting for years. STUDENT JOURNAL ORIGO Stepping Stones is an innovative online program that • Honestly addresses both the content and the intent of the CCSS. • Fosters students’ thinking and reasoning skills. • Delivers multiple ways to differentiate classroom instruction. • Provides a valuable source of professional learning for the teacher. • Offers methods to assess deep understanding and skills. • Is rich in online and print resources that engage all students. It’s simply a smarter approach! THIS BOOK BELONGS TO *or the Texas Essential Knowledge and Skills (TEKS) or the Common Core State Standards for Mathematics with California Additions. 2 Product Code: SSJ 226 2 2 STUDENT JOURNAL PL E M SA SENIOR AUTHORS PROGRAM CONSULTANTS James Burnett Diana Lambdin Calvin Irons Frank Lester, Jr. Kit Norris contributing authors PROGRAM EDITORS Peter Stowasser James Burnett Allan Turton Beth Lewis Donna Richards Kevin Young STUDENT JOURNAL 1.9 1.10 1.11 1.12 20 22 2.3 2.4 2.5 2.6 2.7 2.8 2.9 2.10 2.11 2.12 Working with Addition Using the Commutative Property of Addition with Count-On Facts Relating Addition and Subtraction Facts (Count-On Facts) Working with Count-On Fact Families Extending the Count-On Addition Strategy to Two-Digit Numbers Using Place Value (Hundred Chart) to Add Two-Digit Numbers Using Place Value (Number Line) to Add Two-Digit Numbers Reading and Writing Time on the Hour and Half Past the Hour Working with Duration (Hours) Identifying Five-Minute Intervals Working with Five-Minute Intervals Working with Duration (Hours and Minutes) MODULE 3 3.1 3.2 3.3 3.4 3.5 3.6 3.7 3.8 3.9 3.10 3.11 3.12 Working with Hundreds Writing Three-Digit Numbers Reading and Representing Three-Digit Numbers Writing Three-Digit Number Names Writing Three-Digit Numerals Identifying Three-Digit Numbers on a Number Line Measuring Length with Uniform Non-Standard Units Introducing the Inch Working with Inches Introducing Feet Working with Feet and Inches Introducing Yards 4.4 4.5 4.6 4.7 4.8 24 26 28 30 4.9 4.10 4.11 4.12 MODULE 5 MODULE 2 2.1 2.2 4.3 5.1 32 34 36 38 40 42 44 46 48 50 52 54 5.2 5.3 5.4 5.5 5.6 5.7 5.8 5.9 5.10 5.11 5.12 56 58 60 62 64 66 68 70 72 74 76 78 6.1 6.2 6.3 6.4 6.5 6.6 6.7 6.8 6.9 6.10 6.11 6.12 7.1 7.2 7.3 7.4 7.5 7.6 7.7 7.8 82 84 86 88 90 7.9 7.10 7.11 7.12 92 94 96 98 Skip Counting by 2 or 5 Adding Jumps of 2 or 5 Describing Equal Groups Adding Equal Groups Describing Arrays Adding Equal Rows Using the Turnaround Idea with Arrays Identifying and Comparing Amounts of Money Relating Amounts of Money Working with Cents Working with Dollars Working with Dollars and Cents Using the Make-Ten Addition Strategy Working with Make-Ten Fact Families Extending the Make-Ten Addition Strategy Beyond the Facts Analyzing Addition Patterns (with Bridging) Extending the Doubles Addition Strategy Using Place Value to Add Two-Digit Numbers Using Place Value to Add Two-Digit Numbers (with Bridging) Introducing Centimeters Working with Centimeters Introducing Meters Working with Meters Using Line Plots to Record Length 8.1 100 102 8.2 104 8.4 106 8.5 108 8.6 110 8.7 112 114 116 118 120 122 124 126 8.8 8.9 8.10 8.11 8.12 152 154 156 158 160 162 164 166 168 170 172 174 Composing and Decomposing Two-Digit Numbers Subtracting One-Digit Numbers from Two-Digit Numbers Calculating Difference Between Two-Digit Numbers Consolidating Subtraction with Two-Digit Numbers Relating Addition and Subtraction Beyond the Facts Using the Unknown Addend Strategy to Subtract Two-Digit Numbers Using Place Value (Number Line) to Solve Subtraction Problems Introducing the Pound Working with Pounds Introducing the Kilogram Working with Kilograms Comparing Customary and Metric Units 176 178 180 182 184 186 188 190 192 194 196 198 MODULE 9 9.1 128 130 9.2 9.3 132 9.4 134 136 138 9.5 9.6 9.7 140 142 144 146 148 150 ORIGO Stepping Stones  2 MODULE 10 MODULE 8 8.3 Representing Three-Digit Numbers (with Zeros) Representing Three-Digit Numbers (with Teens and Zeros) Writing Three-Digit Numbers in Numerals and Words Working with Three-Digit Numbers to One Thousand Comparing Three-Digit Numbers Ordering Three-Digit Numbers Marking the Direction of Turn Describing Amounts of Turn Identifying Polygons Identifying Quadrilaterals Working with Polygons Drawing 2D Shapes MODULE 6 80 9.8 9.9 9.10 9.11 9.12 Exploring the Relative Position of Three-Digit Numbers Estimating Answers (Adding within 100) Estimating Answers (Subtracting within 100) Using the Associative Property of Addition with Three One- and Two-Digit Numbers Using the Associative Property of Addition with Four One- and Two-Digit Numbers Solving Word Problems Identifying One-Half, One-Fourth, and One-Third of a Collection Identifying One-Half, One-Fourth, and One-Third of a Region Exploring Fractions Analyzing Fractions Working with Parts of a Whole (Equal Size) Exploring Area 200 202 204 206 208 10.1 10.2 10.3 10.4 10.5 10.6 10.7 10.8 10.9 10.10 10.11 10.12 224 226 228 230 232 234 236 238 240 242 244 246 MODULE 11 11.1 11.2 11.3 11.4 11.5 11.6 11.7 11.8 11.9 11.10 11.11 11.12 Extending the Count-Back Strategy to Three-Digit Numbers Using Place Value to Subtract Two-Digit Numbers from Three-Digit Numbers Using Place Value to Subtract Three-Digit Numbers Consolidating Subtraction of Two- and Three-Digit Numbers Using a Place-Value Strategy to Subtract Three-Digit Numbers Using a Place-Value Strategy to Solve Subtraction Problems Introducing the Multiplication Symbol (×) Using Multiplication (Equal Groups) Using Division Language (Sharing) Relating Multiplication and Division (Sharing) Using Division Language (Grouping) Relating Multiplication and Division (Grouping) 248 250 252 254 256 258 260 262 264 266 268 270 MODULE 12 12.1 12.2 12.3 210 212 12.4 214 12.5 216 218 220 222 12.6 12.7 12.8 12.9 12.10 12.11 12.12 ORIGO Stepping Stones  2 Extending the Count-On Strategy to Three-Digit Numbers Using Place Value to Add Two- and Three-Digit Numbers Using Place Value to Add Three-Digit Numbers Composing Three-Digit Numbers Using the Make-Ten Strategy to Add Oneand Three-Digit Numbers (with Bridging) Using Place Value to Add Two- and Three-Digit Numbers (with Bridging) Using Place Value to Add Three-Digit Numbers (with Bridging) Consolidating Addition with Three-Digit Numbers Identifying Polyhedrons Identifying Pyramids Investigating 3D Objects Drawing 3D Objects Decomposing Three-Digit Numbers Subtracting One-Digit Numbers from Three-Digit Numbers (with Bridging) Consolidating Subtraction of One-Digit Numbers (with Bridging) Using Place Value to Subtract Two-Digit Numbers from Three-Digit Numbers (with Bridging) Consolidating Subtraction of Two-Digit Numbers (with Bridging) Using Place Value to Subtract Three-Digit Numbers (with Bridging) Consolidating Subtraction of Three-Digit Numbers (with Bridging) Consolidating Subtraction of Two- and Three-Digit Numbers (with Bridging) Introducing Cups, Pints, and Quarts Working with Cups, Pints, and Quarts Introducing Liters Working with a Liter 272 274 276 278 280 282 284 286 288 290 292 294 CONTENTS 1.8 18 4.2 MODULE 7 Exploring the Comparison Model of Subtraction Extending the Count-Back Strategy to Two-Digit Numbers Using Place Value (Hundred Chart) to Subtract Two-Digit Numbers Using Place Value (Number Line) to Subtract Two-Digit Numbers Working with the Doubles Addition Strategy Relating Addition and Subtraction (Doubles Facts) Working with Doubles Fact Families Extending the Doubles Addition Strategy Beyond the Facts Working with Time Quarter Past the Hour Identifying and Recording Time Using a.m. and p.m. Working with Timetables and Duration Working with the Calendar PL E 1.7 16 4.1 © ORIGO Education. 1.6 8 10 12 14 M 1.5 Writing Tens and Ones, and Number Names Writing Two-Digit Numbers Reading and Writing Two-Digit Numbers Exploring the Relative Position of Two-Digit Numbers on a Number Track Exploring the Relative Position of Two-Digit Numbers on a Number Line Working with Two-Digit Numbers on a Number Line Comparing Two-Digit Numbers on a Number Line Comparing and Ordering Two-Digit Numbers Exploring the Properties of Odd and Even Numbers Solving Number Puzzles on a Hundred Chart Sorting Data in Different Ways Interpreting and Constructing One-to-One Picture Graphs © ORIGO Education. 1.1 1.2 1.3 1.4 MODULE 4 SA CONTENTS MODULE 1 ORIGO Stepping Stones is an innovative online program that • Honestly addresses both the content and the intent of the CCSS. • Fosters students’ thinking and reasoning skills. • Delivers multiple ways to differentiate classroom instruction. • Provides a valuable source of professional learning for the teacher. • Offers methods to assess deep understanding and skills. • Is rich in online and print resources that engage all students. It’s simply a smarter approach! 2 Product Code: SSP 332 2 2 PRACTICE BOOK STUDENT JouRNAL NOTES FOR HOME Engaging student pages accompany each lesson within ORIGO Stepping Stones. In the Student Journals for Grades 1–5, there are two pages for each lesson. Following are the features of the Grade 2 Student Journal as a part of the whole program. Each book is one component of a comprehensive teaching program. Together they are a collection of consolidation and practice pages from lessons in the ORIGO Stepping Stones program. PL E STEP 1 Step 1 provides guided discussion of enquiry. This often sets the scene for the lesson. Teachers can project this piece of the lesson and step through each question or point one at a time. STEP 2 Step 2 provides individual work based on the discussion above. Additional Resources — Print a. 9 dots in total b. 13 dots in total c. 11 dots in total How could you figure out the number of cows in the barn? − d. − e. = = − 14 dots in total + f. = − 16 dots in total + = = = − = Write a number fact to match each story. . The total is . . ORIGO Stepping Stones 2 • 4.6 Grade Module 20 30 40 50 60 70 80 90 1 60 hundreds tens ones Lesson ORIGO Stepping Stones  2 10 13 14 15 16 17 18 19 20 22 23 24 25 26 27 28 29 30 31 2 32 3 33 4 34 5 35 6 36 7 37 8 38 39 40 41 42 43 44 45 46 47 48 49 50 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 Professional learning sessions Interactive whiteboard tools Interactive games 73 74 75 76 77 78 79 80 82 83 84 85 86 87 88 89 90 91 Fundamentals Game Boards 72 81 Flare ORIGO Stepping Stones  2 9 12 21 51 91 ORIGO Stepping Stones 2 • 4.6 100 11 ORIGO MathEd STEP 3 Step 3 puts a little twist on each lesson to develop higher-order thinking skills. ORIGO Stepping Stones 2 • 4.6 10 These are some of the innovative teaching channels integrated into the teacher’s online program. © ORIGO Education. . d. Luis and Tien have read 12 books in total. Tien has read 6 books. How many books has Luis read? 0 Additional Resources (ONLINE CHANNELS) © ORIGO Education. The other part is b. Donna and Keisha have 12 berries together. Keisha has 5 berries. How many berries does Donna have? c. Maria bought 16 stickers. There are 7 red stickers and the rest are blue. How many stickers are blue? . . The Number Case provides teachers with ready-made resources that are designed to develop students’ understanding of number. SA = + © ORIGO Education. One part is © ORIGO Education. The total is . © ORIGO Education. The total is = a. Tyler put 6 cookies on a plate. The plate can hold 14 cookies. How many more cookies can Tyler fit on the plate? . The other part is + = Step Ahead b. . 17 dots in total − 1. Write the two parts and the total for each picture. One part is = + I could start with 15 and take away 7, or I could think 7 plus "something" is 15. The other part is = M + One part is ORIGO Big Books build on young students’ natural love for stories to help introduce key mathematical concepts. There are 12 Big Books at this grade. 2. Figure out how many dots are covered. Then write the matching equations. There are 15 cows on this farm. Some of the cows are in the barn. a. *or the Texas Essential Knowledge and Skills (TEKS) or the Common Core State Standards for Mathematics with California Additions. Class teachers will decide which pages suit individual needs. So students might not complete every page in these books. For more information about the program, visit www.origoeducation.com/steppingstones. Relating Addition and Subtraction (Doubles Facts) Step Up INTRODUCTION PRACTICE BOOK INTRODUCTION This revolutionary online program integrates print and digital technology to give educators what they have been requesting for years. THIS BOOK BELONGS TO each picture. 90 ORIGO Stepping Stones is a world class core math program written and developed for elementary schools implementing the Common Core State Standards.* Regular and meaningful practice is a hallmark of ORIGO Stepping Stones. Each module in this book has perforated pages that practice content previously learned to maintain concepts and skills, and pages that practice computation to promote fluency. The ORIGO Stepping Stones program has been created to provide a smarter way to teach and learn mathematics. It has been developed by a team of experts to provide a world-class math program that honestly addresses the content and intent of the Common Core State Standards. e away 7, hing" is 15. 4.6 PRACTICE BOOK STEPPING STONES RESOURCES — PRINT 92 93 94 95 96 97 98 99 100 A three-dimensional (3D) object shows length, width, and height. A 3D object can be solid like a brick, hollow like a football, or skeletal like a house frame. For example: LITER An addition fact family includes an addition fact, its turnaround fact and the two related subtraction facts. For example: 4 + 2 = 6 2 + 4 = 6 6 – 4 = 2 6 – 2 = 4 A liter is a metric unit of capacity. A polygon is any closed 2D shape that has three or more straight sides. For example: METER addition fact with its turnaround fact POLYGON the two related subtraction facts A meter is a metric unit of length that is longer than one yard. One hundred centimeters is the same length as one meter. A triangle is a polygon that has three sides. A quadrilateral is any polygon with four sides. A pentagon is a polygon that has five sides. A hexagon is a polygon that has six sides. MULTIPLICATION Fractions describe parts of one whole, when those parts are of equal size. For example, when one whole is split into two groups or two parts of equal size, the fraction one-half describes one of those groups or parts. When one whole is split into four groups or four parts of equal size, the fraction one-fourth (one-quarter) describes one of those groups or parts. Mental computation strategies CAPACITY Capacity is the amount something can hold. CENTIMETER A centimeter is a metric unit of length that is shorter than one inch. COMPARING When read from left to right, the symbol > means is greater than. The symbol < means is less than. For example: 3 2 < 6 means 2 is less than 6 • EVEN NUMBER An even number is any whole number that has a 0, 2, 4, 6, or 8 in the ones place. For example: U  se a known sum (use doubles) See 7 + 7 think double 7 See 25 + 26 think double 25 plus 1 more See 35 + 37 think double 35 plus 2 more ORIGO Stepping Stones  2 15 × 2 = 6 Addition facts are all the addition sentences that show two one-digit numbers being added. Addition facts can be written with the total or sum at the start or at the end. Make ten See 9 + 4 think 9 + 1 + 3 See 38 + 14 think 38 + 2 + 12 Count back See 9 – 2 think 9 – 1 – 1 See 26 – 20 think 26 – 10 – 10 = NUMBER FACTS 2 + 3 = 5 or 9 = 4 + 5 Subtraction facts are all the subtraction sentences that are related to the addition facts. For example: Subtraction • Think addition See 17 – 9 think 9 + 8 = 17 so 17 – 9 = 8 • 5 A pyramid is a polyhedron that has any polygon for a base. All the other faces joined to the base are triangles that meet at a point. QUART Addition • Count on See 3 + 8 think 8 + 1 + 1 + 1 See 58 + 24 think 58 + 10 + 10 + 4 • × A polyhedron is any closed 3D object that has four or more flat faces. three groups of two is six These are strategies you can use to figure out a problem in your head. 2+3=5 1 row equal groups M For example: array 3 A kilogram is a metric unit of weight. Addition is used to find the total or sum of two or more numbers of objects. This is recorded in an addition sentence that uses words or symbols. Addition is shown by the + symbol. POLYHEDRON For example: three rows of five is fifteen KILOGRAM ADDITION Multiplication is used to find the total number of objects in an array or in a number of equal groups. This is recorded in a multiplication sentence that uses words or symbols. Multiplication is shown by the × symbol. PL E A sphere is a ball-shaped 3D object made with one curved surface. FRACTION 5 – 2 = 3 or 9 – 4 = 5 ODD NUMBER An odd number is any whole number that has a 1, 3, 5, 7, or 9 in the ones place. © ORIGO Education. A cube is a box-shaped 3D object made with six flat surfaces that are the same size. A cylinder is a 3D object made with two flat surfaces and one curved surface. © ORIGO Education. A cone is a 3D object made with one flat surface and one curved surface. PINT A pint is a unit of capacity. ORIGO Stepping Stones  2 A quart is a unit of capacity. One quart is the same as two pints. SUBTRACTION Subtraction involves taking one number away from another. Subtraction may be used to find an unknown addend or to find the difference between two numbers. This is recorded in a subtraction sentence that uses words or symbols. Subtraction is shown by the – symbol. For example: 5–2=3 TURNAROUND FACT Each addition fact has a related turnaround fact. For example: +2=6 4 2+4=6 GLOSSARY FACT FAMILY SA GLOSSARY 3D OBJECT How would you show the number on this expander? How do you know? How would you write the number name? a. Then complete the number name.1 2. and Number Names 1. a. b. Loop the numbers that three people could show. Then write the number name.  Write the number of tens and ones on the expander. What number does it show? How could you use tens and ones blocks to show the same number? PL E a.1 © ORIGO Education. a. a. a. 8 ORIGO Stepping Stones  2 • 1.1 twenty-one fifty-three thirty 9 . d. t wenty nine © ORIGO Education. SA Step Up fifty-one c.Writing Tens and Ones. Look at this picture. M What do you know about these numbers? fifty three b. thirty-eight ORIGO Stepping Stones  2 • 1. twenty-six seventy-three 1. Step Ahead Two people show 17 with their hands like this.  Write the number of tens and ones on the expander. d. 2 How could you show the number using tens and ones blocks? How many people would be needed to show the number with their fingers? How do you know? How would you write the numeral without using an expander? How would you write the number name? a. 87 M Step Up 1.1. a.2 11 . b. ORIGO Stepping Stones  2 • 1. 10 ORIGO Stepping Stones  2 • 1.2 Writing Two-Digit Numbers 2. Look at the number on this expander. © ORIGO Education. c. b. How do you read and say the number? 5 b. Complete these mix-and-match puzzles. Then write the numeral and number name.2 © ORIGO Education. Write the number name. a. c. a. 45 SA forty a.  Write the number of tens and ones on the expander. PL E a. twenty Step Ahead Count the number of tens and ones blocks. Write the numeral. SA Step Up g. seventy-four d. Look at these number names. © ORIGO Education. ninety-two twenty-eight f. M What are some other numbers where you say the number of tens first? PL E How would you show the numbers on these expanders? I am less than forty and greater than thirty. forty f. e. Step Ahead I am greater than sixty and less than seventy. Write the numeral with and without the expander. The digit in my tens place is less than the digit in my ones place. sixty-three fifty-six b. a. eighty-four c. seventeen c.1.3 Reading and Writing Two-Digit Numbers 2. fourteen h. forty-one e. 12 sixteen 1. sixty i.  Read the number name. d. sixty-seven fifty What do you notice when you read and say these numbers? Do you always say the number of tens first? What are some other numbers where you say the number of ones first? a. a. thirty-two © ORIGO Education. ORIGO Stepping Stones  2 • 1. Write the numeral with and without the expander. ORIGO Stepping Stones  2 • 1. b. fifty-two fifteen seventy-one b. The digit in my ones place is less than the digit in my tens place. Write the numeral on the expander to match.3 13 .3 Read the clues. fourteen twenty-one 23 30 SA 18 29 80 M 12 31 29 b. 10 20 90 c.Exploring the Relative Position of Two-Digit Numbers on a Number Track 1. Look at this piece of number track.4 2. thirty-nine 40 40 50 38 forty-seven 14 forty-four ORIGO Stepping Stones  2 • 1.  Draw a line to show where each numeral and number name is located on the track.4 44 42 55 49 52 15 . Loop the numerals that you could show on this piece of number track.4 © ORIGO Education. Write the numerals that should be shown in these positions. PL E How can you figure out where each of these is located on the number track? 60 40 thirty-two 30 Step Ahead Look at this piece of number track. 40 ORIGO Stepping Stones  2 • 1. 30 40 50 What numeral would you write in the position shown by the red arrow? How do you know? 42 Step Up 37 1. 46 © ORIGO Education. a. What do you notice about the marks along the number line? What do the marks of different length show? How do you know? 16 64 20 ORIGO Stepping Stones  2 • 1. 9 70 b. Look at the number track.5 25 35 40 17 . 12 SA 1.5 Exploring the Relative Position of Two-Digit Numbers on a Number Line 2. a. 30 © ORIGO Education. How is it the same as the number track? How is it different? What numeral should we write at the start of the number line? M Which mark on the number line shows the same number that is shaded on the number track? How do you know? What is a quick way to find 17 on the number line? Step Up 0 10 20 11 15 22 28 Step Ahead 30 27 ORIGO Stepping Stones  2 • 1. 42 58 50 60 53 55 69 74 1 51 47 79 85 93 70 80 90 100 71 What numeral would you write in the position that is yellow? How do you know? 82 89 96 20 PL E 40 20 Look at this number line above. 19 © ORIGO Education. Think carefully before you draw.5 Draw arrows from each numeral to its position on the number line. Draw a line from each numeral to its position on the number line. Draw a line from each numeral to its position on the number line.1. 40 10 SA 0 M Step Up 25 40 50 25 60 90 75 80 Step Ahead Divide the number line into smaller parts that are the same length.  Write the numeral that should be in each box. Mark 15 and 25 on the number line.Working with Two-Digit Numbers on a Number Line 1. Think carefully before you write. 0 10 ORIGO Stepping Stones  2 • 1. 10 20 30 10 What other numerals are you able to find on this number line? 15 15 is halfway between 10 and 20. 100 18 ORIGO Stepping Stones  2 • 1.6 © ORIGO Education.  Write the numerals that should be in the boxes above each number line. 0 20 40 35 60 55 c. Then find and mark 16 and 47. 0 a. How could you find 19? What numeral would it be near? 20 How could you find 12? What numerals are closer to 10 than 20? How do you know? 1.6 2. a. 50 © ORIGO Education. Look at this number line.6 30 50 19 . PL E How do you know? 30 35 50 45 b. Then draw a line from each box below the number lines to show that numeral’s position. c. b. 70 ORIGO Stepping Stones  2 • 1.7 b. d. Write < or > to complete these. h. What numerals are greater than 13 but less than 17? How do you know? a. 30 51 42 g. Look at the this number line. SA 33 © ORIGO Education. 21 . 26 91 e. 82 90 93 84 99 83 c.7 © ORIGO Education. a. 66 c. 36 38 40 b.  Draw a line to join each numeral to its position on the number line. Write the numeral that you think should be in each position. 92 95 87 95 88 98 47 a. 50 20 49 54 62 60 69 89 Step Ahead 50 58 80 81 90 96 e. Which symbols do we write for greater than and less than? How do you know? 1. Use the number line from Question 2 to help. Step Up M d. Then write < or > in each circle to describe each pair of numerals. ORIGO Stepping Stones  2 • 1.Comparing Two-Digit Numbers on a Number Line 1. 70 54 f. 0 5 10 15 20 80 90 100 Which numeral is the greater distance from zero? Which numeral is greater? PL E What numeral should be marked at the position of each arrow? How do you know? 3. Write two-digit numerals and < or > to complete true comparison sentences.7 2. i. 88 b. f. 22 b.8 This table shows amounts raised by Grades 3 and 4. For each week. Look at the tables on page 22 and at the top of this page. $51 Which purse has more money? How do you know? $26 Did you compare the digits in the tens place or the ones place first? Why? Four Five 3. a. One Two Week Three 3 $63 $58 $39 $45 $53 4 $59 $65 $40 $57 $38 Grade Look at the amounts in these purses. color the box that shows the greater amount raised. Write the amounts raised by Grade 3 in order from greatest to least. Which grade raised the greatest amount of money? ORIGO Stepping Stones  2 • 1. M How would you figure out the order from least to greatest amount? 1. a. Use a calculator to figure out how much money each grade raised in total. Grade 4 raised less than Grade 3 in Week $61 $50 . Which of these amounts are greater than $26 but less than $51? PL E b. Grade SA Step Up c. Use the table to answer Questions 3 and 4.8 © ORIGO Education.  This table shows amounts raised by Grades 1 and 2 for a school fundraiser. 4. raised more in Week 3 than Grade Five $39 a. Grade One Two 1 $64 $48 2 $57 $62 Week Three Four $55 $58 $35 Step Ahead and Week . 2. Complete these sentences.Comparing and Ordering Two-Digit Numbers 1. Grade 4 b. Grade 1 Week 1 © ORIGO Education.  Loop the week in which less money was raised. or Grade 1 Week 5 b. Grade 2 Week 1 or c. Grade 1 Week 3 or Grade 2 Week 5 Total Money Raised Grade 2 Grade 3 Grade 2 Week 4 Grade 1 ORIGO Stepping Stones  2 • 1. Write the amounts that are less than $50. Write the amounts raised by Grade 4 in order from least to greatest. a.8 23 . $44 $14 $41 $34 Look at all the purses above. . SA a. 5 10 15 ORIGO Stepping Stones  2 • 1. 2 11 3. Write about a pattern you see. Color the odd numbers blue.Exploring Properties of Odd and Even Numbers 1. Write the numbers that you say when you start at 5 and count in steps of 5. 20 Step Ahead © ORIGO Education. . 1. Write all the even numbers between 21 and 40. b. . 10 . M Even numbers can be shown with a groups of two arrangement where every part has a partner. 18 . Look at the number mats above to help. 49 .9 25 . Write the next two even numbers. What types of numbers are in each group? What are some other numbers you could show in each group? How do you know? 4. For odd numbers. 44 . a. 25 . there is always one left over. . b. . Color the even numbers red. 1 4 5 6 7 8 9 10 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 b. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 21 22 23 24 25 26 27 28 29 30 ORIGO Stepping Stones  2 • 1. PL E How would you describe the sorting? 3 a. 50 . a.9 2. Step Up d.  Look at the chart below. These number mats have been sorted into two groups. 33 . b. . Write the next two odd numbers. Write about a pattern you see. d.9 © ORIGO Education. Look at this chart. Write all the odd numbers between 28 and 45. . c. Then color the numbers that are even. 5. . 19 24 6. 7 . c. 31 44 53 a. I am an odd number. Where do you see or hear two-digit numbers? 1 11 Find 28 on this hundred chart. For each flower. write what you notice about the digits in each petal.10 b. I am between 60 and 80. but less than 39. I am greater than 60 and less than 90. I am greater than 65.10 27 . When you add my 2 digits. The difference between my digits is 3. I am an even number. I am an even number. ORIGO Stepping Stones  2 • 1.10 Solving Number Puzzles on a Hundred Chart c. b. 21 22 23 24 25 26 27 28 29 30 What does the 8 tell you? What is the least possible number? f. I am an even number. What numbers could I be? Step Up I am an odd number. The difference between my digits is 9. 10 12 13 14 15 16 17 18 19 20 I am between 30 and 60. 51 52 53 54 55 56 57 58 59 60 Read this number puzzle. I am between 80 and 100. PL E 31 32 33 34 35 36 37 38 39 40 What are some things you know about this two-digit number? 41 42 43 44 45 46 47 48 49 50 g. The total of the tens digit and the ones digit is always © ORIGO Education. 61 62 63 64 65 66 67 68 69 70 M 91 92 93 94 95 96 97 98 99 100 SA 63 ORIGO Stepping Stones  2 • 1. the total is 6. The difference between my digits is 2. When you add my tens and ones digits. I am between 40 and 60. Step Ahead What is the greatest possible number? How do you know? I am between 30 and 40. I am less than 20. Figure out these number puzzles. I am greater than 35. I am an odd number. When you add my digits.1. the total is 7. 26 81 27 I am between 60 and 70. 53 97 The difference between the tens digit and the ones digit is always © ORIGO Education. What does the 2 tell you? 2 3 4 5 6 7 8 9 e. What do you notice? a. 45 62 20 8 The total of the tens digit and the ones digit is always c. d. I am less than 64. 71 72 73 74 75 76 77 78 79 80 I am a two-digit number. 81 82 83 84 85 86 87 88 89 90 Color the hundred chart to show all the possible answers. h. the total is 11. I am an even number. The difference between my digits is 0. How could you sort these bow ties and neckties? 2. Sort the same hats another way.  Sort the hats then complete this graph to show your sort.11 hats than hats than hats. Write about your sorting on page 28.11 © ORIGO Education. 2 3 4 5 6 Number of hats 7 8 9 10 ORIGO Stepping Stones  2 • 1. Write about your sorting above. Your teacher will give you a sheet of pictures. hats.1. Describe another way you could sort the hats. a. PL E Type of hat Clown Hat Graph 0 1 2 3 4 5 6 Number of hats 7 8 9 10 M b. Type of hat Clown Hat Graph Look at your graph in Question 2. There are less ORIGO Stepping Stones  2 • 1. How could you show your sorting? Step Up 3. 29 . 1 © ORIGO Education. a.11 Sorting Data in Different Ways b. Complete these sentences to describe the data. Then complete this graph to show your sort. There are 0 28 Step Ahead more b. a. SA What type of graph would you use? Why? 1. Favorite Movies SA How many students voted in total? How do you know? M What types of movies are more popular than Scary? students in total voted for Comedy and Scary. © ORIGO Education. Type of movie Comedy Tally a. Total Cartoon Action Scary 0 Cartoon 1 2 3 4 5 6 7 8 Number of votes 9 10 11 12 13 b. How many students voted for each type of movie? How do you know? How many more students voted for Action than Cartoon? Step Up Step Ahead Comedy 1. Which type of graph do you like best? Explain your thinking. What is the difference in the number of votes for Action and Cartoon? Type of movie Type of movie means 1 vote Favorite Movies Lily asked some students to vote for their favorite type of movie. What is the most popular type of movie? PL E Action c. Complete this bar graph to show the data from your tally chart. She showed the results with this picture graph.1. a.  Ask each student in your class to vote for their favorite type of movie. Draw Type of movie Comedy means 1 vote Comedy Cartoon Action Scary Number of votes Cartoon b. Scary 30 ORIGO Stepping Stones  2 • 1.12 Interpreting and Constructing One-to-One Picture Graphs 2. e. What is the least popular type of movie? Scary Number of votes d. Favorite Movies to create a picture graph that shows your results.12 31 .12 © ORIGO Education. Action ORIGO Stepping Stones  2 • 1. Record the results in this tally chart. How many berries does she have in total? = There are 32 a. Read the story. red apples. There are eggs in total. Add the groups. How many olives did he have in total? There are apples in total. c. a.1 33 . M There are © ORIGO Education.1 Write numerals to complete different number facts. Then write the addition fact. + b.2. Then write an addition fact to match. Step Up d. Which numbers are parts of the total? How do you know? What equation could you write to match your story? 1. Write numbers to match each picture. PL E Which number is the total in your story? How do you know? b.1 Working with Addition 2. Make each total less than 10. = ORIGO Stepping Stones  2 • 2. Then write an addition fact to match. There are eggs out of the basket. Mano has eaten 7 olives and has 2 more to eat. + © ORIGO Education. 3. Kimie has 6 raspberries and 2 strawberries. What addition story could you say about this picture? 3 = = 3 + + 3 = = 3 + + 3 = = 3 + ORIGO Stepping Stones  2 • 2. a. There are Step Ahead green apples. SA + b. eggs in the basket. 12 + 9 = 3 e. b. What do you notice? 8 + 3 = 11 1+6=7 4+1=5 0+8=8 3 + 8 = 11 PL E 7+2=9 2+7=9 What addition facts could you write to match the pictures? 3+2=5 What do you call a pair of facts like this? 2+3=5 8+1=9 These are called turnaround facts.2 © ORIGO Education.2 Using the Commutative Property of Addition with Count-On Facts 2. 2 + 8 = 10 is the turnaround for 6+2=8 is the turnaround for 4+4=8 f. Look at these pictures.2 = b. 14 + 2 = 16 + ORIGO Stepping Stones  2 • 2. SA Step Up a. 4 2 M 1. + + b. Cross out the facts that do not have a match. = + Step Ahead ORIGO Stepping Stones  2 • 2. d. 1+8=9 8+0=8 3. 17 + 0 = 17 + = 35 . = + = + = a. Write the turnaround sentences to match.2.  Draw lines to join matching turnaround facts. Turnaround facts have the same parts and the same total. Write true or false. Write two addition facts to match each picture. + 34 5+0=5 is the turnaround for 0+5=5 = © ORIGO Education. 0+3=3 is the turnaround for = 1+4=5 4 + 6 = 10 3+3=0 d. 4+1=5 is the turnaround for 3 + 9 = 12 is the turnaround for c. + + 2 4 = = c. 3 + 12 = 15 + = c. a. a. Complete the sentences to match. SA b. Write the number of stickers on each card and the total.2. What addition story could you say about the 12 stickers? Which number is the total in your story? Which numbers are parts of the total? d. Kristina bought a sheet of 12 stickers. The total is 36 . One part is The other part is The total is =8 9− 11 dots in total b. = 10 8+ What do you notice about the parts and total in the addition and subtraction stories? Step Up =9 12 − a. 10 − M a.3 Relating Addition and Subtraction (Count-On Facts) 2. . Step Ahead .  Look at each sheet of stickers. The other part is .3 Write numerals to make each sentence true.  Figure out how many dots are covered. a. She put 3 stickers on a card she was making. Then write the matching number sentences. 5 + ORIGO Stepping Stones  2 • 2. ORIGO Stepping Stones  2 • 2. − 5 = c. =6 4+ =4 6− What subtraction story could you say about what happened? + 9 = 12 Which number is the total in your story? Which numbers are parts of the total? PL E c. b. 5 = + 37 .3 © ORIGO Education. . One part is =8 3. 1. 7 dots in total c. = b. 9 dots in total = + = + = − = − = − = . +8=9 + © ORIGO Education. 2 What are the parts and total for your story? + 3 = 5 d. What addition story could you say? b.Working with Count-On Fact Families 2. = + 7−6=1 3–2=1 Write the other number sentences that complete these families. 9 9 = 3−1=2 Step Ahead © ORIGO Education. + c. What two addition facts could you write to match? 8 = 7 + 1 e. Look at this picture.4 2. 38 + = − − 9 9 + = + = + = = − = − = = − = − = ORIGO Stepping Stones  2 • 2. 9−6=3 3+1=4 M What other fact families do you know? 11 − 3 = 8 4−1=3 These two addition facts and two subtraction facts make a fact family. color the total red. 1 1 + 2 = 13 b.4 39 . a.  Use the same color to show the number facts that belong in the same fact family. − 3 = 4 10 − 1 = 9 7 + 3 = 10 f. 7 What two subtraction facts could you write to match? c. For each number fact. Then color the two parts blue. The first one has been done for you. 3 + 15 = 18 c.4 11 − 2 = 9 6+1=7 1+2=3 9−3=6 4−3=1 7−1=6 9 + 2 = 11 6+3=9 3+6=9 1+6=7 11 – 9 = 2 a. 1+3=4 11 − 8 = 3 What are these four facts called? 8 + 3 = 11 = − = − = − = − = − = ORIGO Stepping Stones  2 • 2. SA Step Up 2 + 9 = 11 3 + 8 = 11 1. Then write two subtraction facts to match.  Write two addition facts to match each picture. 2+1=3 a. 6 = 0 + 6 PL E 3. 1 4 + 1 = 15 + = + = + = − © ORIGO Education. b.  Count on 1. 5. 11 + 2 = 44 a. 34 + 3 = i. Use turnarounds to help you. or 3 and write the total. 3 + 24 = 40 = 29 + 1 = + = f. 3 + 32 = 74 46 + 30 = M b. Count on to figure out the total. a. b. Who has the most money? ORIGO Stepping Stones  2 • 2. Anna has 4 dimes and 6 pennies. 10 + 74 = 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 41 43 46 47 48 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 76 77 78 80 81 82 83 84 85 86 87 88 89 90 PL E 42 51 Think about the number of tens and ones in your number. a. 3 + 16 = 45 4. a. Then write the turnaround. 30 + 45 = b. 1 + 33 = SA g. 18 + 2 = e. Then write the turnaround. + e. 10 + 67 = 1 a. c. Write the total.2. You can use the chart to help. + 1 + 97 = 38 + 1 = 2 + 26 = © ORIGO Education. 43 + 10 = 73 d.5 Extending the Count-On Strategy to Two-Digit Numbers 3. You can use the chart above to help. 2 + 27 = + 75 49 79 50 b. 57 + 20 = d. c. Look at this chart. What happens to the tens when you move right on the chart? What happens to the ones? What happens to the tens and ones when you move down on the chart? 1. Count on to figure out these totals. Noah has 23 pennies and 2 dimes. Amos has 1 dime and 38 pennies. 2. 68 + 20 = f. Count on 10 or 20 and write the total. 2 + 86 = d. 3 + 33 = © ORIGO Education. + = + = Step Ahead f. 14 + 3 = = d. 25 + 3 = h. 2 3 4 5 6 7 8 9 c.5 Use the chart above to help you.5 41 . Step Up b. 3 + 17 = 2. 20 + 59 = = + 82 + 10 = = + = f. c. 53 + 20 = e. 23 + 1 = c. 30 + 68 = + = ORIGO Stepping Stones  2 • 2. 20 + 33 = e. Loop a number between 13 and 18. 15 Write the missing numbers along this trail.6 What is the total cost of these clothes? How did you figure it out? 2.6 +21 +11 +22 43 . Then write the total. = = 35 + 54 = = + = + = + = ORIGO Stepping Stones  2 • 2. Which method do you like best? Why? 62 + 34 = PL E 11 $ 48 b. 49 plus 20 is 69.Using Place Value (Hundred Chart) to Add Two-Digit Numbers 2. Then write the totals. 56 + 21 = 56 57 I would start with 48 and work with the ones first. 48 plus 1 is 49. 48 plus 20 is 68. 28 + 12 = + 1 20 66 + 13 = + © ORIGO Education.  Draw arrows on the chart above to show how you add each of these. 49 + 11 = d. f. Step Up 62 92 c. b. Then 1 more is 69. Write addition sentences to show how you add the tens. 43 + 23 = + 16 + 72 = 1. a.  Start with the greater number. Then write the total. 16 + 83 = = = 46 + 32 = + = + = + = + = 3. M SA c. 13 + 11 = h. then the ones. e. a. 42 + I would start with 48 and add the tens first. 41 + 21 = g. $21 How could you use a hundred chart to show how you add the two numbers? 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 + 30 4 = 74 + 15 = 92 + + = d. Write addition sentences to show how you add the ones. 15 + 12 = b. +13 ORIGO Stepping Stones  2 • 2. 35 + 21 = = c. 37 + 31 = i.  Start with the greater number. 21 + 13 = 57 + + = d. then the tens.6 Step Ahead © ORIGO Education. a. 7 © ORIGO Education. I started at 73 and added the tens then the ones of 14.  Draw jumps on this number line to show how you would add 56 and 13. SA 70 +4 M +10 60 e. a. How can you figure out the total cost of the guitar and book? $73 How could you use this number line to show how you added? 46 + 12 = $14 40 50 60 70 30 40 50 60 60 70 80 90 50 60 70 80 30 40 50 60 b. 44 70 ORIGO Stepping Stones  2 • 2. 87 90 55 + 24 = 1. 80 35 + 21 = 90 PL E 70 c.Using Place Value (Number Line) to Add Two-Digit Numbers 2. 60 © ORIGO Education. I can draw jumps like this to show how I added. a.7 2.  Draw jumps to show how you could count on to figure out each of these. Draw jumps on this number line to show another way you could add 56 and 13. 62 + 27 = Step Up 50 73 80 83 d. +21 ORIGO Stepping Stones  2 • 2. Then write the totals. 50 Step Ahead 13 Write the missing numbers on this trail.7 +40 +14 +11 45 . 33 + 16 = 70 b. 1:30 8:03 7:30 ORIGO Stepping Stones  2 • 2. e. b.  Loop in red the clocks that show a time on the hour. 4:30 What times are they showing? How do you know? 4:00 i.8 Reading and Writing Time on the Hour and Half Past the Hour 2. c.8 12:00 1:00 47 . a. What do the numbers on the left side of the colon tell you? What do the numbers on the right side of the colon tell you? What time is shown on the clock? How many minutes are in one hour? How many minutes are in half an hour? How do you know? g. Step Ahead Loop the clocks that show a time after 11 o’clock in the morning and before half past 4 in the afternoon. d. M Look at these two clocks. f. 5:30 46 6:30 h. Loop in blue the clocks that show a time half past the hour. Write each time in words. 12:00 SA 1. Look at this analog clock. What does the long hand tell you? What does the short hand tell you? What time is shown on the clock? 2:00 PL E Look at this digital clock.2.8 1 1:30 © ORIGO Education. Step Up 12:30 ORIGO Stepping Stones  2 • 2. 3:00 © ORIGO Education. : e. 1 o’clock half past 5 : f. Write the hours that have passed. What time is shown on this clock? How do you know? start Where will the clock hands be pointing one hour later? How do you know? What time is one hour later than 8 o’clock? c. 1 1 o’clock c. 9:00 c. half past finish 4. Then write the time that was 2 hours before. a. b. half past 12 : : start finish o’clock 2. finish Draw the missing clock hands to show a start and finish time for an activity that lasts 5 hours. b. hours finish : SA o’clock a. ORIGO Stepping Stones  2 • 2. PL E How long is the movie? How do you know? How will the clock hands move during that time? How do you know? 48 start finish 9:30 5:00 1 1:30 hour 8 o’clock M d. Step Ahead © ORIGO Education. start 4:00 Imagine the clock on the left shows the start time for a movie and the clock on the right shows the finish time.9 49 .2. start hours Look at these two clocks. Write the times that are 3 hours later. The minute hand will make 2 full turns around the clock and at the same time the hour hand will move forward 2 numbers to show 2 hours. Step Up b. a. Write the time that is 2 hours later than the time on each clock. hours b. 3:00 : ORIGO Stepping Stones  2 • 2. Read each time.9 Working with Duration (Hours) 3. half past 9 : 12:30 : c. a.9 © ORIGO Education. 1. : d. finish minutes ORIGO Stepping Stones  2 • 2.10 Identifying Five-Minute Intervals 2. 5 a. minutes past SA What time is showing on this clock? How do you know? Step Up minutes past Count in steps of five to figure out how many minutes have passed.10 minutes past b.2. minutes past 8 50 a. a.10 start © ORIGO Education. b. start finish minutes 51 . M What is another way you could read this time? b. What happens when you reach 12 on the clock? minutes past How many minutes past the hour is a half-past time? How do you know? d. 1. Count in steps of five around this clock. minutes past 9 minutes past 4 ORIGO Stepping Stones  2 • 2. Step Ahead © ORIGO Education. PL E c. c. Write each time. Write numbers to show each time. Write the numbers you say. minutes past f. How many minutes past the hour is this clock showing? Which hour is it? What time is the clock showing? minutes past e. 2. What time is showing on this digital clock? 9:35 How would you show the same time on an analog clock? How do you know? 2: 45 ten past six fifteen past five Look at this clock. Cross out the two clocks that do not have a match. the next clock shows five minutes more. © ORIGO Education. a. 7:20 10: 15 7: 10 ORIGO Stepping Stones  2 • 2.11 Working with Five-Minute Intervals 2.  Draw lines to connect clocks to times. 52 5: 15 twenty-five past twelve two forty-five three thirty twenty past eight 12: 25 1: 00 1.11 : 3: 05 3: 10 : 53 . Complete the missing times. Draw lines to connect the matching times. Why is there a zero just before the five? 9:05 What different ways could you say the time shown on this clock? 9:20 M Twenty past nine. : ORIGO Stepping Stones  2 • 2. 3:45 Step Ahead © ORIGO Education.11 In each pattern. Step Up PL E How would you show the same time on an analog clock? How do you know? one forty 3: 30 b. 2:35 five past eleven 6: 20 SA Nine twenty. What time is shown on this clock? How do you know? start finish b. start finish Where will the clock hands be pointing one hour later? How do you know? minutes Where will the clock hands be pointing five minutes later? Where will the clock hands be pointing ten minutes later? c. How long did it take to get home? minutes 55 . 4. 3: 15 I would count on 15 minutes in steps of five Ð 3:15. It took 5 minutes to find all the things they needed. Then write the times. finish minutes a. Write how many minutes have passed. b.12 Read the story. they let it cool for 5 minutes before taking the cake out of the baking pan. Read the story. At what time did the mixture go into the oven? SA a. minutes past Step Ahead 54 : c. Write the times that are 15 minutes later. Then answer the questions. Donna left her friend’s house at 2:50. a. : 1 1:20 4:55 minutes past © ORIGO Education. a. Write the times that are 5 minutes later. 3:30. minutes b. At what time did the cake come out of the baking pan? : : ORIGO Stepping Stones  2 • 2. 1:40 start Juan and Sam started making a cake at 9:10. minutes past c. When the cake was cooked. 3:25. 4:20 : 2. M 1. Then the mixture was placed in the oven and cooked for an hour. a. When did he finish reading? 1:40 : © ORIGO Education. What time is five minutes later than 2:55? How do you know? Step Up finish PL E What time is showing on this clock? How could you figure out the time that is 15 minutes later? start minutes ORIGO Stepping Stones  2 • 2. 3:20. Daniel started reading at 4:40.12 b. She arrived home at 3:15.12 Working with Duration (Hours and Minutes) 3. 8: 10 b. It took another 10 minutes to prepare and mix all the ingredients. He read for half an hour. 1: 10 d.2. 1 Working with Hundreds 2. Write the number of hundreds. Where have you seen or heard one hundred? a.1 © ORIGO Education. or d. Then write the number of tens and ones left over.1 57 . 3 tens 5 Step Ahead ones a. oop groups of 10 tens blocks to make one hundred. b. tens. There are 100 cents in one dollar. tens ones ORIGO Stepping Stones  2 • 3. and 5 ones. hundreds tens ones hundreds tens ones tens ones c. 56 hundreds hundreds PL E How could you show one hundred using blocks like these? How many tens blocks would you need? How many ones blocks would you need? What other block could you use? Step Up ones b. Write the missing numbers. hundred © ORIGO Education. or tens c. 1 hundred 4 tens 7 ones is the same as tens ones 3 hundreds 4 tens 5 ones is the same as tens ones 3 hundreds 4 tens 0 ones is the same as tens ones ORIGO Stepping Stones  2 • 3. What are some different ways you could show one hundred? 1 hundreds block. 2 tens. What different ways could you show 125 using blocks? 125 ones.3. My great-grandmother is 100 years old. 1 hundred SA 1. M 12 tens and 5 ones. L Then write the number of hundreds.  Loop groups of 10 tens blocks to make one hundred. a. and ones. b. 2 59 . M a. 7 c.2 © ORIGO Education. 2 5 7 1. a. ORIGO Stepping Stones  2 • 3. c. What number is shown by these blocks? How do you know? How could you show the same number on these expanders? How do you know where to write the digits? Look at the picture of blocks above. Then write the number on the expanders. Color blocks to show a number that uses more tens blocks than ones blocks. Write the matching number on the expanders. 5 Step Ahead SA Step Up 2 PL E b.2 Writing Three-Digit Numbers 2. © ORIGO Education. 58 ORIGO Stepping Stones  2 • 3.  Look at the blocks. What blocks must be added to those above to create this number? b. Look at these expanders.3. Write the matching number on the expander. Color blocks to show the number on the expander. c.3. 5 8 4 4 9 2 5 4 7 8 1 d. e. 6 ORIGO Stepping Stones  2 • 3. What number is shown by these blocks? 4 b. How would you read and say these numbers? 7 3 PL E How do you read the number? What parts of the number do you say together? 7 5 b. Look at the blocks. SA Step Up 6 c. How could you show the same number on this expander? 4 2 6 How do you know? Step Ahead Color more blocks to match the number on the expander. M a.3 5 2 © ORIGO Education.3 Reading and Representing Three-Digit Numbers 2. a. © ORIGO Education.3 61 . Write the matching number on the expander. 60 ORIGO Stepping Stones  2 • 3. 5 1. 62 ORIGO Stepping Stones  2 • 3. Then complete the number name. © ORIGO Education. hundred c. Write the number on the expander. Figure out the total of the two numbers they show. 1. Then write the total in words.3. Write the matching number on the expander. hundred SA Step Up seven eight nine PL E Which of these number words would you use to complete the number name to match? Step Ahead Look at these two pictures of blocks. 3 How do you read the number? What do you notice? hundred b. hundred ORIGO Stepping Stones  2 • 3. hundred d. ten forty twenty fifty thirty one two three sixty four five six seventy eighty ninety hundred b.  Look at the blocks.  Look at the blocks. 1 6 a.4 © ORIGO Education.4 Writing Three-Digit Number Names What number is shown on this expander? How do you know? 2.4 63 . c. M a. ORIGO Stepping Stones  2 • 3. ORIGO Stepping Stones  2 • 3.3. then write the numeral. Write the matching number on the expander. How would you write the numeral without an expander? 6 64 d.5 Look at these pictures of blocks.5 Writing Three-Digit Numerals 2.5 65 . © ORIGO Education. 1. 7 M Look at the picture of blocks above. Step Ahead © ORIGO Education. Look at the blocks. Write the matching number on the expanders. How many of each type of block must be added to create this number? How do you know? Step Up PL E b. Figure out and write the total of the two numbers they show. 4 SA a. How could you figure out the number shown in this picture of blocks? I add the places in my head like this: 400 + 20 + 5 = 425 How could you show the same number on these expanders? c. b. a. 800 e. c. b. The first part would be 10. Could you draw more marks to find the number 1? Explain your thinking. 730 h. d. c. 620 Natalie has made some mistakes on her number line. Find each mistake and write the correct numeral. 600 d. 900 800 f. 5. 300 e. 660 720 d. Step Ahead 700 e. What do you notice? 0 What numeral would you write in the position shown by the arrow? How do you know? You could split the part between 0 and 100 into 10 smaller parts that are the same length. 300 © ORIGO Education. ORIGO Stepping Stones  2 • 3.Identifying Three-Digit Numbers on a Number Line 3. 2.6 f. 760 67 . SA Step Up 4. Where would you draw more marks to find 10? c. a.6 © ORIGO Education.6 Write the numeral for each arrow. 1. 500 g. Look at this number line. 790 700 630 ORIGO Stepping Stones  2 • 3. 700 e. b. 400 What other numerals could you label on the number line? a. 500 a. h. a. f. 670 800 g. g. 200 f. d. d. c. h. 100 66 h. Think carefully before you write. a. d. 400 PL E How could you draw marks to show steps of 50 from 0? What numerals would you label at these marks? b. a. Write the numeral that should be in the position shown by each arrow. 100 e. c. 3. 600 e. M b. 200 400 b. b. g. c.  ake a cube train with five cubes. Measure the length of each worm using cubes. M 1. Is her measurement accurate? How do you know? How would you use the cubes to measure the worm? I would join the cubes together so that there were no gaps and no overlaps.3.7 69 . Use cubes to help you draw a worm that is between 5 and 7 cubes in length. Color the worms M that are close to the length of your train. © ORIGO Education.7 cubes cubes SA 68 cubes cubes Is the worm longer or shorter than 5 cubes? How do you know? Step Up PL E cubes ORIGO Stepping Stones  2 • 3. She used cubes to measure its length. ORIGO Stepping Stones  2 • 3. Step Ahead © ORIGO Education. Jess found this worm in her garden.7 Measuring Length with Uniform Non-Standard Units 2. Use a pattern block to find some things that measure one inch in the classroom. Use your inch ruler to measure the length of each tool picture. The store sells 6-inch subs. inches © ORIGO Education.8 © ORIGO Education. inches PL E What are some things that you think measure one inch? Some books are about one inch thick.8 Introducing the Inch 2. Draw a nail that is between 3 and 4 inches long. SA Step Up M This pattern block is one inch long and one inch wide.3. Use your inch ruler to measure the length of each picture. inches 70 ORIGO Stepping Stones  2 • 3. inches Step Ahead Nails come in many shapes and sizes.8 71 . inches ORIGO Stepping Stones  2 • 3. inches 1. What do you know about one inch? My dad said his shoe is about 10 inches long. . Complete each sentence. SA What measuring tool would you use to measure a whiteboard? In each pair. b. The inch is also used to describe the lengths seen in different objects such as the width of a frying pan. Student ’s . 42 Sean . Television Size (inches) ORIGO Stepping Stones  2 • 3. Step Up inches smaller than Stevie’s. Kaitlyn has the smallest television. 1.  he difference between the size of Morgan’s television and the size of Kaitlyn’s television is This is a picture of a 86-inch whiteboard. c. inch Look at your thumb. ’s television is 20 inches larger than e. Television Size (inches) Elijah The inch is a length measurement that was once used to describe the width of a man’s thumb at the base of the nail. d. the inch is standard and is still used as a length measurement. a. ORIGO Stepping Stones  2 • 3. Cole or Sumi d. PL E Today. 37 Cole . T f. This table shows the measurement of some students’ televisions. b.9 73 . the word for inch is the same as the word for thumb. 3. Student 52 inches smaller than Elijah’s. 46 Stevie a. loop the student who has the larger television. Write the size below. Kaitlyn’s television is 40 60 Morgan has the largest television. . In some countries. How does your inch compare to that of other students? Measurements for televisions and whiteboards are taken from opposite corners like this.3.  Look at the table of television sizes from Question 1 and Question 2. Sumi or Sean inches.9 inches © ORIGO Education. ’s television is 6 inches larger than Elijah’s television. Morgan’s television is 86 inches c. g. or the height of a door.  This table shows the measurement of other televisions.9 Working with Inches 2. Carson or Sean M Sumi 32 Carson 50 . Carson or Cole 72 . the length of a nail. Work with a teacher to measure the size of a school whiteboard. Write the measurements in order from least to greatest. Step Ahead © ORIGO Education. . Whiteboard about feet Door about feet Complete the table. Find and write objects in the classroom to match each length. Desk about Some mattresses are about 1 foot thick. 3. M What are some things at home that measure about one foot long. Then write how you found the missing numbers.  Your teacher will give you some grid paper and explain how to make a tape measure.  Look around the classroom. Then write some objects that you would measure in feet. feet b. © ORIGO Education. 4 5 ORIGO Stepping Stones  2 • 3. Use orange pattern blocks to measure the length of your ruler. What do you notice? What could you write to describe one foot? One foot is the same as 12 inches. Imagine you measured the length of the classroom using your feet.3. a. Use the tape to measure the width of each object.10 75 .10 Introducing Feet 2. PL E Would you get the same answer as your teacher? Explain your thinking.10 © ORIGO Education. SA A wooden spoon is about 1 foot long. c. or one foot thick? Step Ahead 1. Step Up A big book could be 1 foot wide. one foot wide. Less than 2 feet What do you know about the measure called a foot? About 2 feet More than 2 feet How long do you think it is? The foot was once used to describe the length of a man’s foot. Feet Inches 1 12 2 24 3 36 74 ORIGO Stepping Stones  2 • 3. ORIGO Stepping Stones  2 • 3.Working with Feet and Inches 2. Color the bar graph to show the height of each plant in Question 1.11 inches. Step Up more than 1 foot W 3. The violet is 76 foot and foot and foot and d. b. M Height SA Plant inches © ORIGO Education.  rite the differences in height between these plants.  foot and 4 inches is the same as 1 inches less than one foot. The marigold is d. .  foot and 7 inches is the same as 1 inches. This table show the height of four plants.  inches is the same as 16 inches more. The daffodil is b. foot and inches.  The violet and the daisy 1. Complete these sentences. How many inches equal two feet? How do you know? a. Daisy Type of flower a. The marigold and the violet What is the height of this plant? How could you say the height a different way? How much taller than one foot is the plant? 15 inches What are some other lengths that are between one foot and two feet long? inches PL E b. ORIGO Stepping Stones  2 • 3. d.  inches is the same as 12 © ORIGO Education. c.  he daffodil and T the marigold inches c. Plant Heights 20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 0 less than 1 foot How many inches equal one foot? Height in inches 3. Daffodil Violet inches high. The daisy is c.  The marigold and the daisy inches Step Ahead inches high.11 77 . Daffodil 17 inches Violet 8 inches Daisy 15 inches Marigold 19 inches a.11 Marigold Write these lengths another way. 2 yards b. 5 yards c. adult’s height 5 g. whiteboard 78 d. 10 yards PL E How long is one yard? 10 20 30 4 0 50 4 0 30 20 10 Look at the classroom yardstick.Introducing Yards 2. The classroom is about TOUCHDOWN M A big tree could be 1 yard thick. Yards 1 b.  Use your tape measure to measure each length. 10 ORIGO Stepping Stones  2 • 3. Write one object that you think could match each length. A baseball bat is nearly 1 yard long. a. yards long. building f. television The library is about The library is about yards wide. What do you notice? TOUCHDOWN 10 20 30 4 0 50 4 0 30 20 10 3. c. or one yard thick? a. feet. Complete the table. library book h. cell phone © ORIGO Education.12 d.12 © ORIGO Education. Then write how you found the missing numbers. Feet 3 2 6 3 9 4 e. handspan ORIGO Stepping Stones  2 • 3. b. c. sport’s track The classroom is about yards wide. or yards to show how you would measure each of these. How could you measure things like a sports track or a building? How many feet equal one yard? How can you figure out the number of inches that equal one yard? What are some things that are about one yard long. Step Ahead SA Step Up A door is about 1 yard wide. yards long.12 79 . 1. a. d. one yard wide. 50 yards 3. Write inches. D Then complete the sentences. b. 1.1 Miguel Alexa 81 .  raw jumps to figure out the difference for each pair of shaded numbers. How many green cubes are there? How many orange cubes are there? a. Alisha ORIGO Stepping Stones  2 • 4.  igure out the difference between each pair of cube trains. and Alexa found a worm that was 4 inches long. F Then complete the sentence. 1 2 3 4 5 6 7 The difference is The difference is so 9 − 6 = 8 9 10 so 11 12 13 14 15 16 17 18 − = Alisha found a worm that was 16 inches long. Miguel found a worm that was 11 inches long. so 16 − 9 = ORIGO Stepping Stones  2 • 4. The difference between the numbers is always three jumps. 1 How many more orange cubes are there than green cubes? How could you figure it out? so 2 3 4 5 6 7 1 The difference is − 3 4 5 6 7 8 The difference is so = PL E How could you show your thinking on a number track? 2 − = c. 1 4 5 6 7 8 9 10 so 2 3 4 5 6 7 11 12 13 14 15 − 8 9 so The difference is = 10 − 11 12 13 14 = e. 2 3 4 5 6 7 1 8 1 2 3 4 5 6 7 8 b.1 Exploring the Comparison Model of Subtraction 2. The difference is so 7 − 5 = c. 2 The difference is SA Step Up 1 M I can count on or count back.4. Look at these cubes.1 © ORIGO Education. a. Step Ahead Loop the two students who found worms that had the greatest difference in length. The difference is 80 3 d. © ORIGO Education. 2 −30 −3 −20 83 . 60 − 2 = 56 57 58 59 60 62 63 64 65 66 67 68 69 70 72 73 74 75 76 77 78 79 80 82 83 84 85 86 87 88 89 90 92 93 94 95 96 97 98 99 100 d. What do you think these patterns would look like on a hundred chart? f. 53 61 80 − 1 = 52 71 $2 Draw jumps on the number track to show your thinking. 1. h. a. 42 −01 = c. how much money will she have left? 2. What is another way you could figure out the difference? 86 76 66 56 f. −2 ORIGO Stepping Stones  2 • 4.  rite the differences. Figure out and write the differences. 96 − 20 = 62 − 10 = 58 56 54 M What will be the next three numbers in this number pattern? How do you know? 3. 36 − 1 = © ORIGO Education. b.2 Step Ahead © ORIGO Education. 7 − 2 = 25 − 10 = ORIGO Stepping Stones  2 • 4. 5 − 2 = 82 53 − 10 = SA Step Up b. If she buys this ball. a. 10 − 1 = h. 15 − 3 = g.2 Extending the Count-Back Strategy to Two-Digit Numbers Dana has saved $9. 9 − 3 = c. 14 − 2 = 47 − 2 = e. 51 e. 2 3 4 5 6 7 8 9 10 11 12 13 14 c. 11 − 2 = d. 10 − 0 = f. You can use the number track W above to help you. 68 − 30 = d.4. Write the differences. 52 a. You can use the chart to help. 89 Write the missing numbers along this trail. 8 − 3 = i. 63 − 10 = What will be the next three numbers in this number pattern? How do you know? 55 91 90 − 20 = 15 PL E 1 54 81 b. 79 − 20 = 75 − 3 = g. e. 32 − 21 = b.3 Write the missing numbers along this trail. 67 take away 20 is 47. How much money will be left in the wallet after buying the ball? a. Then write the differences. –21 –23 –11 85 . 67 take away 1 is 66. Then 66 take away 20 is 46. b. a. 29 − 11 = d. 48 − 13 = − − © ORIGO Education. 98 –12 ORIGO Stepping Stones  2 • 4. 84 89 − 32 = PL E 13 M 12 82 − 21 = 75 − 20 = 55 55 − 2 = $67 11 Step Up 75 − 22 = How could you use this chart to show how to subtract the price? b.3 Using Place Value (Hundred Chart) to Subtract Two-Digit Numbers 2. e. = = 96 − 13 = − = − = − = − = 3. How did you figure it out? $21 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 c. 53 − 12 = 92 − 31 = 78 − 3 = 75 75 − 20 = 1. 27 − 11 = − d. 76 − 21 = f. 78 − 23 = I would start with 67 and subtract the tens and the ones of the price.  rite subtraction sentences to show how you count back the ones. 69 − 12 = = 87 − 22 = = − = − = − = ORIGO Stepping Stones  2 • 4.3 Step Ahead © ORIGO Education. 65 − 11 = h. Then write the difference.  raw arrows on the chart above to show how you figure out each D of these. W then the tens. 45 − 32 = g. = c. − − d.  rite subtraction sentences to show how you count back the tens. SA I would subtract the ones then the tens of the price.4. c. 60 − 21 = i. Then 1 less is 46. W then the ones. Then write the difference. a. SA 88 − 26 = 50 ORIGO Stepping Stones  2 • 4. a.  raw jumps to this number line to show how you would D figure out 68 − 12. How much will be left in the wallet after buying the cap? 66 − 13 = How do you know? $57 How could you use this number line to show how you figured it out? $13 40 50 60 70 40 50 60 b. Then draw jumps on the number line to show your thinking.4 © ORIGO Education.Using Place Value (Number Line) to Subtract Two-Digit Numbers 4. 50 50 70 67 − 23 = Draw jumps on this number line on show how you would figure out 68 – 12. M −3 50 52 + Draw a number line to help you figure out the missing number.4 87 . 70 70 Step Ahead © ORIGO Education. Step Up 60 d. 85 − 21 = I started at 57 and counted back the tens then the ones of the price. I can draw jumps like this to show how I subtracted. 1. 40 44 −10 47 50 57 86 90 40 50 60 70 60 30 70 80 90 e. = 79 ORIGO Stepping Stones  2 • 4. Draw jumps to show another way you could figure out 68 − 12.  rite the difference. 60 60 80 60 50 60 70 50 60 70 Draw jumps on this number line to show another way you could figure out 68 − 12. W a. b.4 2. 57 − 15 = 50 60 PL E 40 30 c. 3+5= I can use double . 5+7= I can use double . a. = = + f. Then complete the fact. © ORIGO Education. M What doubles fact would you use to figure out each of these? PL E b. 7+9= How can you use that doubles fact to figure out the total number of dots on this domino? c.5 Working with the Doubles Addition Strategy 2. 4+6= + 8+7= + SA I can use double b. Then write the turnaround.5 = + = + © ORIGO Education. I can use double . T c. 6+7= 8+6= d. 8+9= ORIGO Stepping Stones  2 • 4. . + = b. + I can use double 88 e.5 ORIGO Stepping Stones  2 • 4. 8 + 10 = + 6+5= = 10 + 9 = = + = 3+4= Step Ahead 7+8= a.  hen use this known sum to write four near-doubles equations.  rite the doubles fact you would use to figure out each W double-plus-1 fact. What doubles fact does this domino show? What number sentence can you write to show this double? I can use double . What number sentence can you write to match? Step Up 3. a. = c. Then complete each double-plus-2 fact. = + = 89 . Write the doubles fact that helps.  rite a doubles equation that W has a sum greater than 20. 4+5= + 1. a. .4. Write the total. b. a. Maria bought 16 stickers. = d. How many more cookies can Tyler fit on the plate? . There are 7 red stickers and the rest are blue. There are 15 cows on this farm. The total is . 16 dots in total + = = = − = Write a number fact to match each story. or I could think 7 plus "something" is 15. One part is + = Step Ahead SA b. Tyler put 6 cookies on a plate. b. F a. = 14 dots in total + = = − = − f. 17 dots in total − 1. The total is − + a. Write the two parts and the total for each picture. One part is The other part is 90 . Tien has read 6 books. Donna and Keisha have 12 berries together. M The other part is .6 91 .  igure out how many dots are covered.6 e. Luis and Tien have read 12 books in total. ORIGO Stepping Stones  2 • 4.4. Step Up = PL E + ORIGO Stepping Stones  2 • 4. Some of the cows are in the barn. Then write the matching equations.6 Relating Addition and Subtraction (Doubles Facts) 2. © ORIGO Education. The plate can hold 14 cookies. 13 dots in total c. = + I could start with 15 and take away 7. . 11 dots in total How could you figure out the number of cows in the barn? − d. Keisha has 5 berries. 9 dots in total b. How many stickers are blue? . How many berries does Donna have? c. How many books has Luis read? © ORIGO Education. 6 15 7 8 + = + = = + = + = PL E + + What do you notice about the parts and total in the facts? = What do you call these four related facts? − = − = − = − What is the fact family for each of these dominos? = − = − = 3. T Write the missing numbers. The squares show the parts.7 + © ORIGO Education. Use blue to loop the parts in each fact. + 11 − 5 = 6 11 = 6 + 5 © ORIGO Education.  se the same color to show the facts that belong in the same fact family. + + + = + − = − = − = + = − = − = 9−5=4 6 + 8 = 14 5+4=9 7−3=4 11 − 6 = 5 9−4=5 14 = 8 + 6 7=4+3 14 – 8 = 6 Step Ahead = = Write numbers to complete these doubles and near-doubles facts. 19 = 8 b. 4 + 6 = 10 a.4. Look at these facts. 17 10 − 6 = 4 9 Use red to loop each total. 10 − 4 = 6 6 + 4 = 10 b. b. 3+4=7 M What do you notice? d. 11 c.7 + − = − 7 f. = ORIGO Stepping Stones  2 • 4. 14 = = 8 + 93 . ORIGO Stepping Stones  2 • 4. Write the fact family for each domino. = 7−4=3 4+5=9 = − 92 = 5 + 6 = 11 14 − 6 = 8 SA a. c. c. U Step Up 1.7 Working with Doubles Fact Families 2. a. = + e.  he circle shows the total. then complete the fact family. Then I would double the ones. 12 + 12 10 2 20 + 4 Double How could you figure it out? $20 c. 35 + 35 = SA Step Up a. Write a doubles story to match. a. Write the total. is 20 4 31 + 31 Double 30 is Double is + = = d. a. b. Double 3 is 6. Double 2 is 4 so double 2 tens is 4 tens. Double the tens. 2. ORIGO Stepping Stones  2 • 4. 44 + 44 = d. 21 + 21 = c. 80 + 80 is the same as tens + c. 43 + 43 = f. b. Write the totals. 70 + 70 is the same as tens tens + Step Ahead 90 + 90 Choose one of the equations from Question 3. I could double the tens first. is Double Look at this shirt. What will be the total cost of two shirts? b. So 40 plus 6 is 46. a. 40 + 40 = © ORIGO Education. Double 20 is 40. Write the totals. 30 + 30 = c. 13 + 13 = 1. 50 + 50 = ORIGO Stepping Stones  2 • 4.8 © ORIGO Education.8 95 . 45 + 45 is Double is Double How could you figure out the total cost of two pairs of shorts? Double is Double is + = + = $23 M 3. then double the ones. is the same as tens tens + tens 94 b.4. 14 + 14 = e. 24 + 24 PL E 20 is the same as 2 tens.8 Extending the Doubles Addition Strategy Beyond the Facts 2. Write the missing numbers. The total is 40. quarter past 1.9 minutes past Complete the clocks to keep each pattern going. half past b. Write the matching time on the digital clock. quarter past nine fifteen.9 Working with Time Quarter Past the Hour 2.9 1 1:30 12:30 : : 97 . Write each time two different ways. or How could you show the same time on this digital clock? Step Up c. a. M Fifteen minutes past nine.4. a. Look at this analog clock. : d. 2: 15 Where will the hands be pointing when the time is 11 o’clock? How do you know? c. : 96 Step Ahead half past minutes past : © ORIGO Education. : : ORIGO Stepping Stones  2 • 4. b. 10:30 ORIGO Stepping Stones  2 • 4. b. 9: 15 d. d. © ORIGO Education. 8: 15 7:30 Where will the hands be pointing when the time is half past 11? How do you know? PL E How many minutes has the minute hand moved past the hour on this clock? 3. SA How do you know? minutes past a quarter past nine. a. What are the different ways you could read or say the time shown on the clock? a. b. minutes past c. Draw hands on the analog clock to show the matching time. W Then write a.m. How could you show the difference between 6 o’clock in the morning and 6 o’clock in the afternoon? : We write p.m. to describe times between noon and midnight.m. four fifty in the afternoon : p. Emma’s family will leave at 3 a.m.m. Write each of these as digital times. ten minutes past eleven at night f.m. : d.m.10 © ORIGO Education. Loop a.m.m. to match the event. and p. e. is short for post meridiem which means after midday.4. a. d. a.m. a. Their journey will take 5 hours. ten thirty at night : walk home from school a. a.m.m.m.m. Their journey will take 10 hours. on Friday. g.m.m. prepare for dinner 98 a. on Saturday.m.m. Whose family will reach the campsite first? © ORIGO Education. p. a. or p. Step Ahead Chang and Emma live in different towns.m. : h. At what time of day will they arrive? ORIGO Stepping Stones  2 • 4.m. At what time does a day begin? What time does it end? How do you know? What time is exactly in the middle of the day? twenty-five minutes past ten in the morning : What do you know about this time of the day? c.m. b. fifteen minutes past three in the afternoon PL E We write a. Chang’s family will leave at 9 p.m.m. b. p. a.10 Identifying and Recording Time Using a.m.m.m. Their families are driving to the same campsite for a vacation.10 99 . is short for ante meridiem which means before midday. seven forty-five at night : p. : b. pack lunch : a.m. or p.m. eight fifteen at night : a. p. p. a. ORIGO Stepping Stones  2 • 4. quarter past eleven in the morning : SA Step Up 1.  rite the digital time for each event. 2. p. to describe times between midnight and noon. p. eat breakfast M a. p. : c. m. ORIGO Stepping Stones  2 • 4. a.m. Step Ahead SA Step Up b.m. p. a. p.m. p. p. p. Gates open at 7:30 a. Which event takes exactly 2 hours? d. p.m. 8: 00 11 :30 12 : 3 0 1 : 00 1 :30 2:30 3 : 00 3:30 5:30 7 : 00 7:30 8: 00 8:30 Make a timetable to show five events that happen today. f you arrive at 3:00 p.m. p.m. a. p.m. © ORIGO Education.m..m. p.m.m.m.m.m.m.m. p. p.m.11 Working with Timetables and Duration a.m.m.m. p. p.m. a.? Our school day What do you think happens at 9 o’clock? Which activity is before the morning recess? How long is the morning recess? What time does lunch start? What time does it finish? 9: 1 0 10 : 4 5 1 1 : 00 12 : 1 5 12 : 4 5 1:15 1 :45 2: 1 5 2:25 3 : 00 a. p.m. Which event can you watch at 11:30 a.m.m. f you arrive at 2:30 p. p.4.m. p. c. p. How many events take exactly half an hour? f. how long I will you wait to see the Demolition Derby? g. 100 Motocross Marching Band Dog Show Skydiving Marvels Fashion Parade Hot Dog Eating Contest Folk Dancing Community Band Demolitian Derby Skydiving Marvels Golden Guitar Band Fireworks Close ORIGO Stepping Stones  2 • 4. How long do the fireworks last? reading recess math lunch writing science social studies recess music school ends PL E This timetable shows what I do on Wednesday at my school.11 Time Activity © ORIGO Education. How many events take exactly one hour? e. p. Which event takes the most time? M How long is it from the start of school to the end of the first recess? Which activities last for more than one hour? Which activities are exactly half an hour long? How do you know? Which activity lasts the longest time? i.m. Which event is repeated? Use this show program to answer questions on page 101..11 101 . how many events I can you see before the fair closes? What time does math start? h. a. Mother’s Day is celebrated on the second Sunday in May. Which day of the week has been circled? DECEMBER M 3 10 17 24 31 AUGUST SEPTEMBER 5 12 19 26 7 14 21 28 d. Step Ahead Think about two other celebrations that are special in your school. W a.12 Step Up Look at this calendar. home.  rite the dates for these celebrations. What will that date be in 2021? © ORIGO Education. What date has been circled? Some celebrations happen on the same date each year. c. L S M T W T F S 7 14 21 28 1 8 15 22 29 2 9 16 23 30 3 10 17 24 4 11 18 25 S M T W T F S 3 10 17 24 31 4 11 18 25 5 12 19 26 6 13 20 27 7 14 21 28 1 8 15 22 29 2 9 16 23 30 S M T W T F S 7 14 21 28 1 8 15 22 29 2 9 16 23 30 3 10 17 24 4 11 18 25 5 12 19 26 6 13 20 27 c. Independence Day – July 4 NOVEMBER S M T W T F S 6 13 20 27 5 12 19 26 2.Working with the Calendar 4. many months start on a Wednesday? How 4 11 18 25 5 12 19 26 6 13 20 27 7 14 21 28 1 8 15 22 29 S M T W T F S 6 13 20 27 7 14 21 28 1 8 15 22 29 2 9 16 23 30 3 10 17 24 4 11 18 25 5 12 19 26 S M T W T F S 4 11 18 25 6 13 20 27 7 14 21 28 1 8 15 22 29 2 9 16 23 30 3 10 17 24 31 1 8 15 22 29 2 9 16 23 30 3 10 17 24 31 4 11 18 25 5 12 19 26 6 13 20 27 7 14 21 28 a. Which months start on a weekend day? JUNE 2 9 16 23 30 6 13 20 27 b. or community. Then write the day for each celebration. Memorial Day – May 31 b. Write when they happen in the year. Imagine today was “Hooray for Math Day”. What year is it for? 1. many months have exactly 31 days? How PL E 3 10 17 24 31 Use the calendar on page 102 to complete these questions.12 103 . Veterans Day – November 11 S M T W T F S 1 8 15 22 29 2 9 16 23 30 3 10 17 24 31 4 11 18 25 5 12 19 26 6 13 20 27 7 14 21 28 3.12 © ORIGO Education. How many months have exactly 30 days? 2021 JANUARY FEBRUARY MARCH APRIL S M T W T F S S M T W T F S S M T W T F S S M T W T F S 1 2 7 8 9 14 15 16 21 22 23 28 7 14 21 28 4 11 18 25 5 12 19 26 6 13 20 27 7 14 21 28 1 8 15 22 29 2 9 16 23 30 3 10 17 24 4 11 18 25 5 12 19 26 6 13 20 27 1 8 15 22 29 2 9 16 23 30 3 10 17 24 31 4 11 18 25 5 12 19 26 6 13 20 27 4 11 18 25 5 12 19 26 S M T W T F S 1 8 15 22 29 2 9 16 23 30 3 10 17 24 c. hanksgiving Day T 4th Thursday in November A date tells you the number of the month and the day. oop these special dates on the calendar. Which day of the week is it this year? Which day of the week will it be in 2021? ORIGO Stepping Stones  2 • 4. 102 ORIGO Stepping Stones  2 • 4.  ashington’s Birthday W 3rd Monday in February SA What do the red letters mean? Write the names of the months that are missing.  artin Luther King Day M 3rd Monday in January b. Some celebrations happen on a certain day of the week during the month. Write today’s date.
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