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Stepping Stones Common Score Mathematics

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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

Honestly addresses both the content and the intent of the CCSS.

*or the Texas Essential Knowledge and Skills (TEKS) or the Common

Core State Standards for Mathematics with California Additions.

STUDENT JOURNAL

PL

E

M

SA

SENIOR AUTHORS

PROGRAM CONSULTANTS

James Burnett

Diana Lambdin

Calvin Irons

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

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

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

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

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

MODULE 10

MODULE 8

8.3

(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

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

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

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

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

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

1.5

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

Honestly addresses both the content and the intent of the CCSS.

PRACTICE BOOK

STUDENT JouRNAL

Engaging student pages accompany each lesson within ORIGO Stepping Stones. In the

Student Journals for Grades 15, 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.

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

The total is

Grade

Module

20

30

40

50

60

70

80

90

60

hundreds

tens

ones

Lesson

10

13

14

15

16

17

18

19

20

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

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

12

21

51

91

100

11

ORIGO MathEd

STEP 3

Step 3 puts a little twist on each lesson

to develop higher-order thinking skills.

10

These are some of the innovative teaching channels integrated into the teachers

online program.

ORIGO Education.

12 books in total. Tien has

read 6 books. How many books

has Luis read?

ORIGO Education.

together. Keisha has 5 berries.

How many berries does

Donna have?

There are 7 red stickers and the

rest are blue. How many stickers

are blue?

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

The plate can hold 14 cookies.

How many more cookies can

Tyler fit on the plate?

Step Ahead

b.

17 dots in total

1. Write the two parts and the total for each picture.

One part is

or I could think 7 plus "something" is 15.

One part is

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.

Step Up

INTRODUCTION

PRACTICE BOOK

INTRODUCTION

digital technology to give educators what they have been

requesting for years.

each picture.

90

written and developed for elementary schools implementing

the Common Core State Standards.*

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

92

93

94

95

96

97

98

99

100

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

fact, its turnaround fact and the two related

subtraction facts. For example:

4 + 2 = 6

2 + 4 = 6

6 4 = 2

6 2 = 4

three or more straight sides. For example:

METER

its turnaround fact

POLYGON

subtraction facts

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.

CAPACITY

Capacity is the amount something can hold.

CENTIMETER

A centimeter is a metric unit of length that

is shorter than one inch.

COMPARING

is greater than. The symbol < means is less than.

For example:

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

15

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

sentences that are related to the addition facts.

For example:

Subtraction

Think addition

See 17 9 think 9 + 8 = 17 so 17 9 = 8

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

that has four or more flat faces.

out a problem in your head.

2+3=5

1 row

equal groups

For example:

array

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:

KILOGRAM

ADDITION

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.

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:

52=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

1.1

2.

Write the number of tens and ones on the expander.

Then write the number name.

a.

a.

a.

What number does it show?

to show the same number?

PL

E

a.

b.

How do you know?

How would you write the number name?

a.

twenty-six

seventy-three

1.

Write the number of tens and ones on the expander.

Then complete the number name.

d.

SA

Step Up

fifty-one

c.

a.

these numbers?

fifty three

b.

Step Ahead

their hands like this.

ORIGO Education.

t wenty nine

ORIGO Education.

thirty-eight

twenty-one

fifty-three

thirty

1.2

a.

How do you read and say the number?

b.

a.

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.

b.

d.

45

SA

forty

a.

c.

87

Step Up

1.

Write the number of tens and ones on the expander.

Then write the numeral and number name.

PL

E

a.

twenty

Step Ahead

c.

a. Write the numeral.

10

ORIGO Education.

ORIGO Education.

ORIGO Stepping Stones 2 1.2

11

1.3

a.

fifty-two

fifteen

seventy-one

b.

seventeen

c.

seventy-four

d.

forty-one

e.

forty

f.

fourteen

h.

sixty

i.

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.

d.

sixty-three

fifty-six

b.

e.

eighty-four

c.

ninety-two

twenty-eight

f.

Step Ahead

The digit in my tens place is less than

the digit in my ones place.

thirty-two

ORIGO Education.

ORIGO Education.

a.

b.

12

sixteen

1.

Read the number name.

Write the numeral with and without the expander.

SA

Step Up

g.

What are some other numbers where you say the number of tens first?

PL

E

The digit in my ones place is less than

the digit in my tens place.

13

on a Number Track

1.4

a.

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.

Draw a line to show where each numeral and number name

is located on the track.

10

20

90

c.

fourteen

twenty-one

23

30

SA

18

29

80

12

31

29

b.

PL

E

How can you figure out where each of these is located on the number track?

60

40

thirty-two

30

Step Ahead

thirty-nine

40

40 50

38

forty-seven

14

forty-four

ORIGO Education.

46

ORIGO Education.

Loop the numerals that you could show on this piece of number track.

40

44

42

55

49

52

15

1.5

on a Number Line

2. Draw a line from each numeral to its position on the number line.

a.

42

58

50

60

53

55

69

74

51

47

79

85

93

70

80

90

100

71

How do you know?

82

89

96

20

PL

E

40

20

Look at this number line above.

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?

that is shaded on the number track? How do you know?

Step Up

10

20

11

15

22

28

Step Ahead

30

27

Draw arrows from each numeral to its position on the number line.

Think carefully before you draw.

30

ORIGO Education.

19

ORIGO Education.

12

SA

1. Draw a line from each numeral to its position on the number line.

70

b.

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 1.5

25

35

40

17

1.6

2.

Write the numerals that should be in the boxes above each number line. Then

draw a line from each box below the number lines to show that numerals position.

a.

10

20

30

10

What other numerals are you able to find on this number line?

15

PL

E

30

35

50

45

b.

How could you find 19? What numeral would it be near?

20

What numerals are closer to 10 than 20? How do you know?

1.

Write the numeral that should be in each box.

Think carefully before you write.

a.

b.

0

20

40

35

60

55

c.

40

10

SA

Step Up

25

40

50

25

60

90

75

80

Step Ahead

Divide the number line into smaller parts that are the same length.

Then find and mark 16 and 47.

c.

100

18

ORIGO Education.

50

ORIGO Education.

10

30

50

19

1.7

10

15

20

80

90

100

Which numeral is greater?

PL

E

What numeral should be marked at the position of each arrow? How do you know?

3. Write < or > to complete these. Use the number line from Question 2 to help.

What numerals are greater than 13 but less than 17? How do you know?

a.

Which symbols do we write for greater than and less than? How do you know?

1.

Draw a line to join each numeral to its position on the number line.

Then write < or > in each circle to describe each pair of numerals.

a.

36

38

40

b.

50

20

49

54

62

60

69

89

Step Ahead

50

58

80

81

90

96

e.

h.

82

90

93

84

99

83

c.

f.

i.

92

95

87

95

88

98

47

a.

66

c.

70

ORIGO Education.

30

51

42

g.

SA

33

ORIGO Education.

Step Up

d.

88

b.

comparison sentences.

26

91

e.

b.

d.

70

54

f.

21

1.8

Use the table to answer Questions 3 and 4.

One

Two

Week

Three

$63

$58

$39

$45

$53

$59

$65

$40

$57

$38

Grade

$51

How do you know?

$26

place or the ones place first? Why?

Four

Five

Which of these amounts are greater than $26 but less than $51?

PL

E

$44

$14

$41

$34

How would you figure out the order from least to greatest amount?

1.

This table shows amounts raised by Grades 1 and 2 for a school

fundraiser. For each week, color the box that shows the greater

amount raised.

Grade

One

Two

$64

$48

$57

$62

Week

Three

Four

$55

$58

$35

Step Ahead

and Week

or

Grade 1 Week 5

b.

Grade 2 Week 1

or

c.

Grade 1 Week 3

or

Grade 2 Week 5

Grade 2

Grade 3

Grade 2 Week 4

Grade 1

ORIGO Education.

Grade 1 Week 1

ORIGO Education.

a.

a. Use a calculator to figure out how much money each grade raised in total.

2.

Loop the week in which less money was raised.

22

$61

$50

Five

$39

a. Grade

SA

Step Up

Grade 4

ORIGO Stepping Stones 2 1.8

23

1.9

10

12

13

14

15

16

17

18

19

20

21

22

23

24

25

26

27

28

29

30

PL

E

11

What are some other numbers you could show in each group? How do you know?

arrangement where every part has a partner.

For odd numbers, there is always one left over.

10

a.

b.

18

b.

25

c.

44

c.

33

SA

a.

1. a.

Look at the chart below. Color the even numbers red.

Look at the number mats above to help.

Step Up

d.

50

d.

49

1

10

11

12

13

14

15

16

17

18

21

22

23

24

25

26

27

28

29

30

ORIGO Education.

20

Step Ahead

ORIGO Education.

19

24

Write the numbers that you say when you start at 5 and count in

steps of 5. Then color the numbers that are even.

5 10 15

ORIGO Stepping Stones 2 1.9

25

1.10

on a Hundred Chart

c.

d.

I am an even number.

I am between 60 and 80.

I am less than 64.

The difference between my

digits is 9. I am an even number.

hear two-digit numbers?

1

11

What does the 2 tell you?

e.

10

12 13 14 15 16 17 18 19 20

difference between my digits is 0.

I am an even number.

PL

E

31 32 33 34 35 36 37 38 39 40

about this two-digit number?

41 42 43 44 45 46 47 48 49 50

g.

51 52 53 54 55 56 57 58 59 60

Read this number puzzle.

61 62 63 64 65 66 67 68 69 70

91 92 93 94 95 96 97 98 99 100

SA

63

b.

45

62

20

8

digit and the ones

digit is always

c.

53

97

The difference between

the tens digit and the

ones digit is always

ORIGO Education.

digit and the ones

digit is always

ORIGO Education.

26

81

27

The difference between my digits

is 2. I am greater than 65.

31

44

53

a.

b.

For each flower, write what you notice about the digits

in each petal.

Step Ahead

I am greater than 35, but less

than 39. I am an odd number.

than 90. The difference between

my digits is 3. I am an even number.

81 82 83 84 85 86 87 88 89 90

Color the hundred chart to show all the possible answers. What do you notice?

a.

h.

When you add my digits, the

total is 11. I am an odd number.

71 72 73 74 75 76 77 78 79 80

I am a two-digit number.

When you add my tens and

ones digits, the total is 7.

What numbers could I be?

Step Up

I am an odd number.

When you add my 2 digits,

the total is 6. I am less than 20.

21 22 23 24 25 26 27 28 29 30

f.

27

1.11

2. a. Sort the same hats another way. Then complete this graph to show your sort.

PL

E

Type of hat

4

5

6

Number of hats

10

Step Up

SA

Sort the hats then complete this graph to show your sort.

Type of hat

Complete these sentences to describe the data.

4

5

6

Number of hats

10

ORIGO Education.

ORIGO Education.

a. There are

0

28

Step Ahead

more

b. There are

less

hats than

hats than

hats.

hats.

29

1.12

2. a. Draw

Type of movie

Comedy

means 1 vote

Comedy

Cartoon

Action

Scary

Number of votes

Cartoon

b. What is the most popular type of movie?

PL

E

Action

c.

What is the least popular type of movie?

Scary

Number of votes

d.

How do you know?

How many more students voted for Action than Cartoon?

Step Up

Step Ahead

Comedy

1.

Ask each student in your class to vote for their favorite type

of movie. Record the results in this tally chart.

Type of movie

Comedy

Tally

a. Complete this bar graph to show the data from your tally chart.

Favorite Movies

SA

How do you know?

e.

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.

She showed the results with this picture graph.

Favorite Movies

Total

Cartoon

Action

Scary

0

Cartoon

5

6

7

8

Number of votes

10

11

12

13

Scary

30

ORIGO Education.

ORIGO Education.

Action

31

2.1

a.

What equation could you write to match your story?

1. Write numbers to match each picture. Then write the addition fact.

a.

eggs in the basket.

There are

There are

eggs in total.

red apples.

2 more to eat. How many olives

did he have in total?

There are

apples in total.

Make each total less than 10.

ORIGO Education.

There are

Step Ahead

green apples.

b.

2 strawberries. How many

berries does she have in total?

There are

32

a.

SA

+

b.

There are

ORIGO Education.

Step Up

d.

PL

E

b.

c.

33

2.2

with Count-On Facts

2.

Draw lines to join matching turnaround facts.

Cross out the facts that do not have a match.

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

2+3=5

8+1=9

have the same parts and the same total.

1+8=9

8+0=8

a.

b.

+

+

2

4

=

=

c.

+

+

b.

d.

4+1=5

is the turnaround for

3 + 9 = 12

is the turnaround for

c.

12 + 9 = 3

e.

2 + 8 = 10

is the turnaround for

6+2=8

is the turnaround for

4+4=8

f.

0+3=3

is the turnaround for

1+4=5

4 + 6 = 10

3+3=0

d.

a.

Step Ahead

ORIGO Education.

34

5+0=5

is the turnaround for

0+5=5

ORIGO Education.

4

2

SA

Step Up

a.

14 + 2 = 16

b.

3 + 12 = 15

c.

17 + 0 = 17

=

35

2.3

2.

Look at each sheet of stickers. Complete the sentences to match.

a.

She put 3 stickers on a card she was making.

b.

=6

4+

=4

6

What subtraction story could you say

about what happened?

+ 9 = 12

Which numbers are parts of the total?

PL

E

c.

Which number is the total in your story?

Which numbers are parts of the total?

d.

10

a.

SA

b.

The total is

36

.

.

One part is

The other part is

The total is

=8

11 dots in total

b.

7 dots in total

c.

9 dots in total

Step Ahead

.

.

ORIGO Education.

+8=9

ORIGO Education.

One part is

=8

3.

Figure out how many dots are covered.

Then write the matching number sentences.

a.

= 10

8+

What do you notice about the parts and total in the addition and subtraction stories?

Step Up

=9

12

a.

b.

c.

+

37

2.4

2. For each number fact, color the total red. Then color the two parts blue.

a.

What addition story could you say?

b.

d.

e.

c.

10

10

f.

PL

E

3.

Use the same color to show the number facts that belong in the same

fact family. The first one has been done for you.

2+1=3

a.

b.

38

9

9

=

ORIGO Stepping Stones 2 2.4

11 2 = 9

6+1=7

1+2=3

93=6

43=1

71=6

9 + 2 = 11

6+3=9

3+6=9

1+6=7

11 9 = 2

a.

76=1

32=1

1 1 + 2 = 13

b.

3 + 15 = 18

c.

1 4 + 1 = 15

ORIGO Education.

9

9

31=2

Step Ahead

ORIGO Education.

c.

SA

Step Up

2 + 9 = 11

3 + 8 = 11

1.

Write two addition facts to match each picture.

Then write two subtraction facts to match.

96=3

3+1=4

11 3 = 8

41=3

subtraction facts make a fact family.

1+3=4

11 8 = 3

8 + 3 = 11

39

2.5

3. Count on 10 or 20 and write the total. You can use the chart to help.

2

c. 53 + 20 =

e. 68 + 20 =

f. 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

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 1, 2, or 3 and write the total.

You can use the chart above to help.

Step Up

b. 57 + 20 =

d. 10 + 67 =

a. 43 + 10 =

73

d. 23 + 1 =

c. 18 + 2 =

e. 2 + 27 =

75

49

79

50

b.

c.

20 + 59 =

82 + 10 =

f. 25 + 3 =

h. 34 + 3 =

i.

1 + 33 =

SA

g. 3 + 32 =

74

46 + 30 =

b. 3 + 16 =

45

a.

a. 11 + 2 =

44

a. 30 + 45 =

b. 2 + 86 =

d. 20 + 33 =

e.

c.

3 + 17 =

b.

c.

14 + 3 =

d.

+

e.

Step Ahead

f.

3 + 24 =

40

29 + 1 =

f. 30 + 68 =

Anna has 4 dimes and 6 pennies. Noah has 23 pennies and 2 dimes.

Amos has 1 dime and 38 pennies.

3 + 33 =

ORIGO Education.

1 + 97 =

38 + 1 =

2 + 26 =

ORIGO Education.

a.

ORIGO Stepping Stones 2 2.5

41

Two-Digit Numbers

2.6

How did you figure it out?

2.

Start with the greater number. Write addition sentences to show how

you add the tens, then the ones. Then write the total.

a.

$21

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.

16 + 83 =

=

=

46 + 32 =

3.

Start with the greater number. Write addition sentences to show how

you add the ones, then the tens. Then write the total.

SA

c.

f. 41 + 21 =

g. 13 + 11 =

h. 37 + 31 =

i. 21 + 13 =

57

+

+

=

d.

=

=

35 + 54 =

Step Ahead

ORIGO Education.

e. 35 + 21 =

c. 49 + 11 =

d. 28 + 12 =

1

20

66 + 13 =

ORIGO Education.

b. 43 + 23 =

16 + 72 =

1.

Draw arrows on the chart above to show how you add each

of these. Then write the totals.

a. 15 + 12 =

b.

56 + 21 =

56

57

ones first. 48 plus 1 is 49. 49 plus 20 is 69.

42

first. 48 plus 20 is 68. Then 1 more is 69.

Step Up

62

92

c.

a.

62 + 34 =

PL

E

11

$ 48

b.

15

+13

+21

+11

+22

43

Two-Digit Numbers

2.7

2.

Draw jumps to show how you could count on to figure out each of these.

Then write the totals.

a.

of the guitar and book?

$73

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.

80

35 + 21 =

90

PL

E

70

c.

I can draw jumps like this to show how I added.

62 + 27 =

Step Up

50

73

80

83

d.

87

90

55 + 24 =

1. a.

Draw jumps on this number line to show how you would

add 56 and 13.

SA

70

+4

+10

60

e.

33 + 16 =

70

b. Draw jumps on this number line to show another way you could add 56 and 13.

44

70

ORIGO Stepping Stones 2 2.7

ORIGO Education.

60

ORIGO Education.

50

Step Ahead

13

+21

+40

+14

+11

45

2.8

and Half Past the Hour

a.

b.

c.

d.

e.

f.

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

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.

4:30

How do you know?

4:00

i.

12:00

SA

1.

Loop in red the clocks that show a time on the hour.

Loop in blue the clocks that show a time half past the hour.

Step Ahead

Loop the clocks that show a time after 11 oclock in the morning

and before half past 4 in the afternoon.

1:30

8:03

7:30

1 1:30

ORIGO Education.

3:00

ORIGO Education.

5:30

46

6:30

h.

Step Up

12:30

12:00

1:00

47

2.9

a.

How do you know?

start

How do you know?

What time is one hour later than 8 oclock?

c.

PL

E

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 oclock

d.

half past 9

12:30

c.

3:00

:

ORIGO Stepping Stones 2 2.9

ORIGO Education.

b.

Step Ahead

ORIGO Education.

d.

hours

b.

1 1 oclock

c.

:

e.

1 oclock

half past 5

:

f.

half past 12

start

finish

oclock

9:00

c.

hours

finish

SA

oclock

a.

a.

1. Write the time that is 2 hours later than the time on each clock.

half past

finish

4. Read each time. Then write the time that was 2 hours before.

the clock and at the same time the hour hand

will move forward 2 numbers to show 2 hours.

b.

start

4:00

time for a movie and the clock on the right

shows the finish time.

a.

start

hours

Step Up

b.

finish

hands to show a start and

finish time for an activity

that lasts 5 hours.

49

2.10

a.

b.

Write the numbers you say.

What happens when you reach 12 on the clock?

minutes past

is a half-past time? How do you know?

d.

PL

E

c.

Which hour is it?

What time is the clock showing?

minutes past

e.

b.

minutes past 8

50

a.

c.

minutes past 9

minutes past 4

ORIGO Stepping Stones 2 2.10

start

ORIGO Education.

a.

Step Ahead

ORIGO Education.

minutes past

f.

minutes past

SA

How do you know?

Step Up

minutes past

Count in steps of five to figure out how many minutes have passed.

finish

minutes

minutes past

b.

start

finish

minutes

51

2.11

2.

Draw lines to connect clocks to times.

Cross out the two clocks that do not have a match.

9:35

How do you know?

2: 45

Why is there a zero just before the five?

9:05

the time shown on this clock?

9:20

52

5: 15

two forty-five

three thirty

12: 25

1: 00

7:20

10: 15

7: 10

ORIGO Stepping Stones 2 2.11

Complete the missing times.

a.

ORIGO Education.

3:45

Step Ahead

ORIGO Education.

2:35

6: 20

SA

Nine twenty.

Step Up

PL

E

How do you know?

one forty

3: 30

b.

3: 05

3: 10

:

53

2.12

a.

start

finish

b.

start

finish

How do you know?

minutes

Where will the clock hands be pointing ten minutes later?

c.

3: 15

of five 3:15, 3:20, 3:25, 3:30.

b.

minutes past

c.

minutes past

Step Ahead

54

c.

minutes

come out of the baking pan?

:

ORIGO Stepping Stones 2 2.12

He read for half an hour.

When did he finish reading?

1:40

ORIGO Education.

1 1:20

4:55

minutes past

ORIGO Education.

8: 10

b.

4:20

a.

finish

minutes

go into the oven?

SA

a.

1:40

start

It took 5 minutes to find all the things they needed.

It took another 10 minutes to prepare and mix all the ingredients.

Then the mixture was placed in the oven and cooked for an hour.

When the cake was cooked, they let it cool for 5 minutes before

taking the cake out of the baking pan.

1: 10

d.

What time is five minutes later than 2:55? How do you know?

Step Up

finish

PL

E

How could you figure out the time that is 15 minutes later?

start

minutes

2:50. She arrived home at 3:15.

How long did it take to get home?

minutes

55

3.1

L

Then write the number of hundreds, tens, and ones.

a.

There are 100 cents in one dollar.

hundreds

tens

ones

hundreds

tens

ones

tens

ones

c.

125 ones.

12 tens and

5 ones, or

d.

hundred

SA

1.

Loop groups of 10 tens blocks to make one hundred.

Write the number of hundreds. Then write the number of tens

and ones left over.

a.

tens

Step Ahead

ones

a.

b.

tens

ones

ORIGO Education.

hundred

ORIGO Education.

b.

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.

What are some different ways you could show one hundred?

1 hundreds block,

2 tens, and 5 ones, or

tens

c.

is the same as

tens

ones

is the same as

tens

ones

is the same as

tens

ones

57

3.2

a.

How do you know?

on these expanders?

How do you know where to write

the digits?

Look at the picture of blocks above.

Look at these expanders.

What blocks must be added to those

above to create this number?

b.

c.

1.

Look at the blocks. Write the matching number on the expander.

a.

Step Ahead

SA

Step Up

PL

E

b.

than ones blocks. Then write the number on the expanders.

58

ORIGO Education.

ORIGO Education.

c.

59

3.3

a.

b.

d.

a.

e.

SA

Step Up

c.

PL

E

What parts of the number do you say together?

b.

on this expander?

Step Ahead

c.

60

ORIGO Education.

ORIGO Education.

61

3.4

How do you know?

2.

Look at the blocks. Write the number on the expander.

Then complete the number name.

a.

What do you notice?

hundred

b.

ten

forty

twenty

fifty

thirty

one

two

three

sixty

four

five

six

hundred

b.

1.

Look at the blocks. Write the matching number on the expander.

hundred

d.

a.

hundred

c.

hundred

SA

Step Up

PL

E

Which of these number words would you use to complete the number name to match?

Step Ahead

of the two numbers they show. Then write the total in words.

62

ORIGO Education.

ORIGO Education.

c.

hundred

ORIGO Stepping Stones 2 3.4

63

3.5

2. Write the matching number on the expander, then write the numeral.

a.

shown in this picture of blocks?

my head like this:

400 + 20 + 5 = 425

How could you show the same number

on these expanders?

c.

64

d.

Figure out and write the total of the two numbers they show.

ORIGO Education.

Step Ahead

ORIGO Education.

b.

SA

a.

How many of each type of block must be added

to create this number? How do you know?

Step Up

PL

E

b.

65

3.6

Write the numeral for each arrow. Think carefully before you write.

3.

What numeral would you write in the position shown by the arrow? How do you know?

100 into 10 smaller parts that are the

same length. The first part would be 10.

b.

c.

2.

200

400

b.

c.

500

a.

b.

c.

d.

900

800

f.

g.

h.

b.

c.

d.

200

f.

d.

600

d.

Step Ahead

700

e.

a.

800

e.

ORIGO Education.

a.

300

ORIGO Education.

100

66

h.

a.

500

g.

h.

Write the numeral that should be in the position shown by each arrow.

1.

a.

g.

100

e.

SA

Step Up

4.

5.

Could you draw more marks to find the number 1? Explain your thinking.

d.

f.

700

e.

c.

400

PL

E

What numerals would you label at these marks?

b.

300

e.

400

a.

600

e.

620

Find each mistake and write the correct numeral.

b.

c.

660

720

d.

790

700

630

f.

670

800

g.

730

h.

760

67

3.7

She used cubes to measure its length.

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.

M

that are close to the length of your train.

5 and 7 cubes in length.

ORIGO Education.

Step Ahead

ORIGO Education.

cubes

cubes

SA

68

cubes

cubes

Step Up

PL

E

cubes

69

3.8

2. Use your inch ruler to measure the length of each tool picture.

My dad said his shoe is about 10 inches long.

inches

PL

E

What are some things that you think measure one inch?

about one inch thick.

that measure one inch in the classroom.

inches

SA

Step Up

This pattern block is one inch long and one inch wide.

inches

Step Ahead

Draw a nail that is between 3 and 4 inches long.

inches

70

ORIGO Education.

inches

ORIGO Education.

inches

71

3.9

2.

This table shows the measurement of other

televisions. Complete each sentence.

the same as the word for thumb.

b.

inch

Kaitlyn

c. Kaitlyns television is

40

60

Morgan

46

Stevie

a.

Television Size

(inches)

Elijah

to describe the width of a mans thumb at the base

of the nail.

Student

52

are taken from opposite corners like this.

d. Morgans television is

86 inches

c. Cole or Sumi

d. Carson

or Sean

M

Sumi

32

Carson

50

Write the size below.

42

Sean

37

Cole

Television Size

(inches)

inches

ORIGO Education.

b. Carson

or Cole

72

Step Ahead

ORIGO Education.

a. Sumi or Sean

inches.

3.

Look at the table of television sizes from Question 1 and Question 2.

Write the measurements in order from least to greatest.

Student

s .

g.

SA

would you use to

measure a whiteboard?

has the larger television.

e.

T

f. he difference between the size of Morgans

television and the size of Kaitlyns television is

Step Up

PL

E

The inch is also used to describe the lengths seen in different objects such

as the width of a frying pan, the length of a nail, or the height of a door.

73

3.10

Introducing Feet

Less than 2 feet

About 2 feet

The foot was once used to describe the length

of a mans foot.

Imagine you measured the length

of the classroom using your feet.

PL

E

Would you get the same answer as your teacher? Explain your thinking.

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.

3.

Your teacher will give you some grid paper and explain how to make

a tape measure. Use the tape to measure the width of each object.

Step Up

be 1 foot wide.

Desk

about

about 1 foot thick.

SA

A wooden spoon is

about 1 foot long.

a.

What are some things at home that measure about one foot long,

one foot wide, or one foot thick?

Step Ahead

1.

Look around the classroom.

Then write some objects that you would measure in feet.

feet

b.

c.

Whiteboard

about

feet

Door

about

feet

the missing numbers.

Feet

Inches

12

24

36

74

ORIGO Education.

ORIGO Education.

4

5

75

2. Color the bar graph to show the height of each plant in Question 1.

How do you know?

a. The marigold

and the violet

How could you say the height a different way?

How much taller than one foot is the plant?

15 inches

one foot and two feet long?

inches

PL

E

b. he daffodil and

T

the marigold

inches

c.

The violet and

the daisy

Daffodil

17 inches

Violet

8 inches

Daisy

15 inches

Marigold

19 inches

a. The daffodil is

b. The daisy is

c. The marigold is

d. The violet is

76

foot and

foot and

foot and

d.

The marigold and

the daisy

inches

Step Ahead

inches high.

Daffodil

Violet

inches high.

.

foot and

inches.

1

ORIGO Stepping Stones 2 3.11

Marigold

16

inches more.

Daisy

Type of flower

12

ORIGO Education.

Height

SA

Plant

inches

ORIGO Education.

Step Up

W

3. rite the differences

in height between

these plants.

Plant Heights

20

19

18

17

16

15

14

13

12

11

10

9

8

7

6

5

4

3

2

1

0

Height in inches

3.11

inches.

1

inches.

77

Introducing Yards

2. Write one object that you think could match each length.

or a building?

How can you figure out the number of inches

that equal one yard?

What are some things that are about one yard long,

one yard wide, or one yard thick?

a. 2 yards

b. 5 yards

c. 10 yards

PL

E

10 20 30 4 0 50 4 0 30 20 10

What do you notice?

TOUCHDOWN

10 20 30 4 0 50 4 0 30 20 10

3.12

d. 50 yards

3.

Use your tape measure to measure each length.

a.

TOUCHDOWN

be 1 yard thick.

yards long.

Step Ahead

SA

Step Up

A door is about

1 yard wide.

each of these.

a. television

yards wide.

Feet

3

e. building

f. adults height

g. library book

h. handspan

ORIGO Stepping Stones 2 3.12

ORIGO Education.

d. cell phone

ORIGO Education.

c. whiteboard

78

d.

Then write how you found the missing numbers.

Yards

1

b. sports track

yards wide.

yards long.

c.

A baseball bat is

nearly 1 yard long.

b.

10

79

4.1

2. raw jumps to figure out the difference for each pair of shaded numbers.

D

Then complete the sentences.

How many green cubes are there?

How many orange cubes are there?

a.

b.

1

are there than green cubes?

How could you figure it out?

so

The difference is

The difference is

so

PL

E

c.

b.

The difference is

so 7 5 =

c.

10

so

11

12 13 14 15

so

The difference is

10

11

12 13 14

e.

1

The difference is

The difference is

so 9 6 =

10

so

11

12 13 14 15 16 17 18

Miguel found a worm that was 11 inches long,

and Alexa found a worm that was 4 inches long.

Step Ahead

Loop the two students who found worms that had the greatest difference in length.

so 16 9 =

ORIGO Education.

ORIGO Education.

The difference is

80

d.

F

Then complete the sentence.

a.

The difference is

SA

Step Up

back. The difference

between the numbers

is always three jumps.

Alisha

Miguel

Alexa

81

4.2

If she buys this ball, how much money will she have left?

a.

10

11

12

13

14

c.

86

76

66

56

f.

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.

63 10 =

What will be the next three numbers in this number pattern? How do you know?

55

91

90 20 =

15

PL

E

54

81

b.

53

61

80 1 =

52

71

$2

51

e.

79 20 =

75 3 =

g.

h.

96 20 =

62 10 =

58

56

54

What will be the next three numbers in this number pattern? How do you know?

52

a.

What do you think these patterns would look like on a hundred chart?

f. 15 3 =

g. 10 1 =

h. 8 3 =

i. 7 2 =

25 10 =

Step Ahead

ORIGO Education.

e. 10 0 =

f.

42 01 =

c. 11 2 =

d. 14 2 =

47 2 =

e.

36 1 =

ORIGO Education.

b. 9 3 =

c.

68 30 =

d.

W

above to help you.

a. 5 2 =

82

53 10 =

SA

Step Up

b.

89

2

30

20

83

4.3

Two-Digit Numbers

2. rite subtraction sentences to show how you count back the tens,

W

then the ones. Then write the difference.

How much money will be left in the wallet after buying the ball?

a.

$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.

d.

=

=

96 13 =

3. rite subtraction sentences to show how you count back the ones,

W

then the tens. Then write the difference.

a.

SA

67 take away 1 is 66. Then 66 take away 20 is 46.

c.

76 21 =

f. 45 32 =

g. 65 11 =

h. 60 21 =

i. 69 12 =

=

87 22 =

Step Ahead

ORIGO Education.

e. 27 11 =

d.

c. 29 11 =

d. 48 13 =

ORIGO Education.

b. 53 12 =

92 31 =

78 3 = 75

75 20 =

1. raw arrows on the chart above to show how you figure out each

D

of these. Then write the differences.

a. 32 21 =

b.

78 23 =

I would start with 67 and subtract the tens and the ones

of the price. 67 take away 20 is 47. Then 1 less is 46.

84

89 32 =

PL

E

13

12

82 21 =

75 20 = 55

55 2 =

$67

11

Step Up

75 22 =

how to subtract the price?

b.

98

12

21

23

11

85

Two-Digit Numbers

4.4

2. rite the difference. Then draw jumps on the number line to show your thinking.

W

a.

How much will be left in the wallet after buying the cap?

66 13 =

$57

how you figured it out?

$13

40

50

60

70

40

50

60

b.

57 15 =

50

60

PL

E

40

30

c.

85 21 =

the price. I can draw jumps like this to show how I subtracted.

40

44

10

47

50

57

86

90

40

50

60

70

60

30

70

80

90

e.

SA

88 26 =

50

ORIGO Education.

70

70

Step Ahead

ORIGO Education.

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.

b. Draw jumps to show another way you could figure out 68 12.

50

50

70

67 23 =

Draw jumps on this number line on show how you would figure out 68 12.

1. a. raw jumps to this number line to show how you would

D

figure out 68 12.

Step Up

60

d.

50

52 +

Draw a number line to help you figure out the missing number.

= 79

87

4.5

2. Write the doubles fact that helps. Then complete each double-plus-2 fact.

a.

What number sentence can you write

to show this double?

5+7=

3+5=

7+9=

the total number of dots on this domino?

c.

Step Up

6+7=

8+6=

d.

+

f.

8 + 10 =

6+5=

=

10 + 9 =

3+4=

Step Ahead

7+8=

W

has a sum greater than 20.

T

c.

8+9=

ORIGO Education.

ORIGO Education.

+

I can use double

88

e.

c.

4+6=

8+7=

SA

b.

4+5=

1. rite the doubles fact you would use to figure out each

W

double-plus-1 fact. Then complete the fact.

a.

b.

a.

to figure out each of these?

PL

E

b.

=

89

4.6

2. igure out how many dots are covered. Then write the matching equations.

F

a.

There are 15 cows on this farm. Some of the cows are in the barn.

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.

The total is

e.

14 dots in total

f.

16 dots in total

+

=

b. Donna and Keisha have 12 berries

together. Keisha has 5 berries.

How many berries does

Donna have?

There are 7 red stickers and the

rest are blue. How many stickers

are blue?

The total is

The plate can hold 14 cookies.

How many more cookies can

Tyler fit on the plate?

12 books in total. Tien has

read 6 books. How many books

has Luis read?

ORIGO Education.

One part is

90

ORIGO Education.

One part is

Step Ahead

SA

b.

17 dots in total

1. Write the two parts and the total for each picture.

a.

or I could think 7 plus "something" is 15.

Step Up

PL

E

91

4.7

T

Write the missing numbers, then complete the fact family.

4 + 6 = 10

a.

10 4 = 6

6 + 4 = 10

b.

17

10 6 = 4

9

Use red to loop each total.

Use blue to loop the parts in each fact.

c.

15

PL

E

What do you notice about the parts and total in the facts?

3. se the same color to show the facts that belong in the same fact family.

U

Step Up

b.

c.

95=4

6 + 8 = 14

5+4=9

73=4

11 6 = 5

94=5

14 = 8 + 6

7=4+3

14 8 = 6

Step Ahead

=

=

a.

+

ORIGO Education.

11 5 = 6

11 = 6 + 5

ORIGO Education.

74=3

4+5=9

92

5 + 6 = 11

14 6 = 8

SA

a.

3+4=7

d.

19

b.

11

c.

e.

f.

14

+

93

4.8

Beyond the Facts

2. Double the tens, then double the ones. Write the total.

a.

12 + 12

10

2

20 + 4

Double

$20

c.

is

20

4

31 + 31

Double

30

is

Double

is

=

d.

24 + 24

PL

E

2 tens is 4 tens. The total is 40.

is

Double

What will be the total cost of two shirts?

b.

45 + 45

is

Double

is

Double

of two pairs of shorts?

Double

is

Double

is

$23

Then I would double the ones. Double 3 is 6.

So 40 plus 6 is 46.

a.

b. 21 + 21 =

c. 44 + 44 =

d. 35 + 35 =

SA

Step Up

a. 14 + 14 =

e. 43 + 43 =

f. 13 + 13 =

b.

80 + 80

is the same as

tens +

c.

70 + 70

is the same as

tens

tens +

Step Ahead

90 + 90

Write a doubles story to match.

is the same as

tens

tens +

tens

94

b. 30 + 30 =

c. 50 + 50 =

ORIGO Education.

a. 40 + 40 =

ORIGO Education.

95

4.9

a.

b.

2: 15

is 11 oclock? How do you know?

c.

9: 15

d.

8: 15

7:30

Where will the hands be pointing when the time is half past 11?

How do you know?

PL

E

moved past the hour on this clock?

or say the time shown on the clock?

a.

b.

quarter past

nine fifteen, or

How could you show the same time on this digital clock?

Step Up

c.

d.

:

ORIGO Stepping Stones 2 4.9

minutes past

a.

ORIGO Education.

:

96

Step Ahead

half past

minutes past

ORIGO Education.

b.

d.

quarter past

a.

minutes past

c.

SA

minutes past

Fifteen minutes

past nine,

half past

b.

10:30

1 1:30

12:30

:

97

4.10

a.

How do you know?

What time is exactly in the middle of the day?

in the morning

c.

in the morning and 6 oclock in the afternoon?

e.

p.m. is short for post meridiem which means after midday.

:

c.

prepare for

dinner

98

a.m.

h.

p.m.

p.m.

a.m.

p.m.

four fifty

in the afternoon

p.m.

a.m.

at night

f.

ten thirty

at night

walk home

from school

a.m.

p.m.

eight fifteen

at night

a.m.

p.m.

d.

Step Ahead

Their families are driving to the same campsite for a vacation.

Changs family will leave at 9 p.m. on Friday. Their journey will take 10 hours.

Emmas family will leave at 3 a.m. on Saturday. Their journey will take 5 hours.

pack lunch

ORIGO Education.

b.

ORIGO Education.

eat breakfast

a.

g.

a.m.

d.

p.m.

in the morning

SA

Step Up

W

Then write a.m. or p.m. to match the event.

a.m.

seven forty-five

at night

p.m.

in the afternoon

PL

E

a.m.

b.

99

4.11

a. Which event can you watch at 11:30 a.m.?

Our school day

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.m.

a.m.

a.m.

p.m.

p.m.

p.m.

p.m.

p.m.

p.m.

p.m.

d. How many events take exactly one hour?

e. How many events take exactly half an hour?

f. f you arrive at 2:30 p.m., how long

I

will you wait to see the Demolition Derby?

g. f you arrive at 3:00 p.m., how many events

I

can you see before the fair closes?

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?

Step Ahead

SA

Step Up

reading

recess

math

lunch

writing

science

social studies

recess

music

school ends

PL

E

what I do on Wednesday

at my school.

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

Time

Activity

ORIGO Education.

a.m.

a.m.

p.m.

p.m.

p.m.

p.m.

p.m.

p.m.

p.m.

p.m.

p.m.

p.m.

p.m.

ORIGO Education.

Gates open

at 7:30 a.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

101

4.12

Step Up

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

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.

Memorial Day May 31

b.

Independence Day July 4

NOVEMBER

S M T W T F S

6

13

20

27

5

12

19

26

2. oop these special dates on the calendar. Then write the day for each celebration.

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.

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

W

a. artin Luther King Day

M

3rd Monday in January

b. ashingtons Birthday

W

3rd Monday in February

SA

Write the names of the months that are missing.

Which day of the week has been circled?

DECEMBER

3

10

17

24

31

AUGUST

SEPTEMBER

5

12

19

26

7

14

21

28

d.

Which months start on a weekend day?

JUNE

2

9

16

23

30

6

13

20

27

How

PL

E

3

10

17

24

31

c. hanksgiving Day

T

4th Thursday in November

A date tells you the number of the month and the day. What date has been circled?

Some celebrations happen on the same date each year.

Imagine today was Hooray for Math Day.

Step Ahead

Think about two other celebrations that are special in your school,

home, or community. Write when they happen in the year.

102

ORIGO Education.

Some celebrations happen on a certain day of the week during the month. Mothers

Day is celebrated on the second Sunday in May. What will that date be in 2021?

ORIGO Education.

Which day of the week is it this year? Which day of the week will it be in 2021?

103

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