SADLIER MATH 1 Pages

Grade 1
ble of Co ntents
Grade 1 Ta
Table of Contents
Student Edition section . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Teacher’s Edition section . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44

Student Edition
The Student Edition provides a
cohesive grouping of lessons that
foster conceptual understanding
of mathematical skills and concepts
through explicit instruction,
cognitively demanding practice,
and real-world applications.
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1
CHAPTER
Addition Facts and
Strategies Within 10
There are many
ways to write
numbers. We use the
system of Arabic
numbers.
A long time ago,

Romans used
symbols for counting
called Roman
numerals. Some
symbols they used
were I, V, and X.
Roman numerals
look like letters.
By the Numbers
♦ Roman numerals are on some
clocks and watches.
♦ Some pages of books are numbered
using Roman numerals.
♦ Sometimes, Roman numerals are
carved into buildings and statues to
show the date they were built.
What You Can Do
♦ You can use addition to determine
the value of some Roman numerals.
VI means V I, or 5 1.
CHAPTER 1 one ■ 1
Dear Family,
In this chapter, we will be learning about strategies for adding
numbers through 10.
Here are the Key Math Words for this chapter:

ter:
add part
plus sign () whole
equal sign () addition fact
addition equation related
addition fact
addend
count on
sum
You can use the glossary to check out the

definition of each word and help your child make flash cards to
study each day we work on the lessons for this chapter.
Copyright © by William H. Sadlier, Inc. All rights reserved.

During the Chapter Opener and Performance Assessment, we
will be making STEAM connections about Roman numerals.
Read the opening to the chapter together and discuss the By
the Numbers and What You Can Do statements.
Keep Your Skills Sharp

Here is a Keep Your Skills Sharp activity to do at home to
prepare for this chapter.
Use small objects such as counters to review basic addition

facts. Have your child think of an addition story.
2 ■ two CHAPTER 1 Family Letter

Name
LESSON 1-1
Objective
Sums Through 5 ■Use addition to solve
problems with adding to.
2 are sitting on a log. 1 more hops Math Words

on. How many are on the log now? add
plus sign
equal sign
addition equation
Add to find how many are on the log. Add to find

how many
in all.
2 1 3
plus equals
2 1 3 is an addition equation.
3 are on the log now.
PRACTICE
Complete the addition equation.
1. 2.
1 2 1 5
3.

LESSON 1-1 three ■ 3
PRACTICE
4.

Problem Solving
5. 2 are sleeping. 2 more fall asleep.
How many are sleeping now? Write an
addition equation and find the answer.

are sleeping now.
Write About It

6. Draw a picture that shows an addition story.
Write the addition equation. Explain your story
to a friend.
4 ■ four LESSON 1-1

Name
LESSON 1-1
Sums Through 5
You use an addition equation when you add.
Add to find how many in all.
2 1 3
plus equals
There are 3 in all.
MORE PRACTICE
1. 2.
2 4
Problem Solving
3. There are 2 on the lawn. There is 1 more
under a bush. How many are there in all?

There are in all.
LESSON 1-1 five ■ 5

HOMEWORK
1.

2.

Problem Solving
3. There are 2 in a garden. Then 2 more
join the others. How many are in the garden
now? Write an addition equation and find

the answer.

are in the garden.
Write About It
4. Sara says that 1 and 3 more are 5 .
Explain if she is correct or not.

6 ■ six LESSON 1-1

Name
LESSON 1 -2
Objective
Sums Through 6 ■Use addition through
sums of 6 to solve problems
with putting together.
Asa buys 2 and 4 .
How many apples does Asa buy in all? Math Words
add
addition equation
Add to find how many apples Asa buys in all. addend
sum
Write an addition equation.
2 4 6
addend addend sum
the numbers added the number in all
Asa buys 6 apples in all.
PRACTICE
Fill in the missing addends. Find the sum.
1. 2.
2 2 3 2
3.
3
4.

LESSON 1-2 seven ■ 7

PRACTICE
Match the picture to the addition equation.
5. 6. 7.
415 325 516
Problem Solving
8. A pet store sells 1 , 2 , and 3 .
How many of these pets live in water?
Explain.

of these pets live in water.

Write About It
9. Show how to add 3 more to the addend 3.
Explain using a picture.

8 ■ eight LESSON 1-2

Name
LESSON 1 -2
Sums Through 6
An addend is a number that is added.
A sum is the number in all.
2 4 6
addend addend sum
MORE PRACTICE
Fill in the missing addends. Find the sum.
1.
5
2.

Circle the addition equation that shows the sum.

3. 312
325
336
LESSON 1-2 nine ■ 9
HOMEWORK
Match the picture to the addition equation.
1.
41=5
2.
156
Problem Solving
3. Max sees 3 in the barn. He sees the same
number of on the porch. How many does
Max see in all? Write an equation and add.


Max sees .
Write About It
4. Make an addition story with the addends
1 and 4. Use pictures or words.
10 ■ ten LESSON 1-2

Name
LESSON 1 -3
Objective
Sums of 7 and 8 ■ Use addition for sums of
7 and 8 to solve problems.
Jacob sees 3 walking. He sees 4 eating. Math Words

How many does Jacob see in all? addition fact
part
Use an addition fact to find the number of whole
Jacob sees in all.
An addition fact shows parts that are added
to find the whole.
3 part
4 part
7 whole
3 4 7
part part whole
Jacob sees 7 in all.
PRACTICE
Find the whole. Match the addition fact to the
correct number of dots in the model.
1. 6 2 8 2. 1 6 3. 25
LESSON 1-3 eleven ■ 11

PRACTICE
Draw dots to show the parts. Count to find
the whole.
4. 7 5. 4 6. 0
1 4 7
8
7. 53 8. 1 7 9. 2 5
Problem Solving
10. There are 8 on a shelf. There are 3 math .

The rest are science . How many science
are on the shelf? Write an addition fact to find
the answer.

There are science on the shelf.
Write About It
11. Is an addend a part or a whole?
Is a sum a part or a whole?
12 ■ twelve LESSON 1-3

Name
LESSON 1 -3
Sums of 7 and 8
An addition fact shows parts that are added to
find the whole.
3 part
4 part
7 whole
3 4 7
part part whole
MORE PRACTICE
Find the whole. Match the addition fact to the
correct number of dots in the model.
1. 3 4 7 2. 5 2 3. 2 6
Draw dots to show the parts. Count to find

the whole.
4. 0 5. 4 6. 3
8 3 5
8
LESSON 1-3 thirteen ■ 13

HOMEWORK
Draw dots to show the parts. Find the whole.
1. 6 2. 1 3. 3
1 7 4
4. 44 5. 6 2 6. 5 2
Problem Solving
7. David has 2 . He has 5 . He has 3 .
What parts do you add to find the number
of and David has in all?

To find the number of and David has in all,
you add the parts and .
Write About It
8. Ava feeds 1 . She also feeds 6 . Explain
how to find how many animals Ava feeds in all.
Add .
The parts are and . The whole is .
Ava feeds animals.
14 ■ fourteen LESSON 1-3

Name
LESSON 1- 4
Objective
Sums of 9 and 10 ■Use addition for sums of
9 and 10 to solve problems.
Jack eats 5 , 4 , and 5 .

10
Math Words
How many and does Jack eat?
10
addend
sum
How many and does Jack eat? ten-frame
Add to find each sum.
To solve each problem, you can use a ten-frame.
ten-frame ten-frame
549 5 5 10
Jack eats 9 and 10
. Jack eats 10 and .
PRACTICE
Draw for the second addend. Find the sum.
1. 2.
19 10 91 10
3. 4.
63 36
LESSON 1-4 fifteen ■ 15

PRACTICE
Find the sum. Use a ten-frame.
5. 6 6. 6 7. 0 8. 1 9. 2 10. 7
3 4 9 8 8 3
9
11. 4 5 12. 8 1 13. 4 6
Problem Solving
14. Lily makes some . She makes 3 small
and 6 large . How many does Lily
make? Explain how to use a ten-frame to find
how many.

Lily makes .
Write About It
15. How does a ten-frame help you see sums
of 9 and 10?
16 ■ sixteen LESSON 1-4

Name
LESSON 1- 4
Sums of 9 and 10
Ten-frames are helpful when finding sums of 9 and 10.
5 5
4 5
9 10
MORE PRACTICE
Draw for the second addend. Find the sum.
1. 2.
72 9 46
3. 4.
28 18
Find the sum. Use a ten-frame.
5. 5 6. 2 7. 4 8. 5 9. 3 10. 8
4 7 5 5 6 1
9
11. 9 0 12. 8 2 13. 3 7
LESSON 1-4 seventeen ■ 17

HOMEWORK
Find the sum. Use the ten-frame.
1. 6 2. 7 3. 6 4. 9 5. 2
4 3 3 1 7
10
6. 3 6 7. 8 2 8. 5 5
Problem Solving
9. Erin draws circles in a ten-frame. The addends
are 4 and 6. Did she fill the ten-frame? Explain.

Write About It
10. Kelly waters 2 . Gavin waters 7 .
Draw a ten-frame to show how many are
watered. Explain what you did.
18 ■ eighteen LESSON 1-4

CHAPTER 1
Name Check Your
Progress
Select the correct answer.
1. Three are sitting on a 2. Choose the addition

tree branch. Then one equation that matches
more joins them. How the picture.
many are there now?
Which addition equation
should you use?
• 224
• 112
• 426
• 325 • 336
• 303
• 314
• 213
3. Ben has 6 . He finds 3 4. How many are there
more . How many in all?
does Ben have in all?
9 6 3 2 2 4 6 8
• • • • • • • •
CHAPTER 1 Check Your Progress nineteen ■ 19

Select the correct answer.
5. Choose the ten-frame 6. Find the sum.

that shows 9.
2+6=?
• 5 7 8 10
• • • • •
7. What are the addends in 8. There are 3 . There are

the addition equation? 7 . How many balloons
are there in all?
123
1 and 2 2 and 3 1 and 3 3 4 7 10
• • • • • • •
9. There is 1 on a leaf. 10. Choose the addition

Then 6 more fall on the equation that matches
leaf. Which dot model can the picture.
you use to find the number
of in all?
•
• • 325
• 516
• 514
20 ■ twenty CHAPTER 1 Check Your Progress

Name
LESSON 1 -5
Objective
Related Addition Facts ■Use the order property as
a strategy to write related
addition facts.
Eva collects 3 .
Then she collects 1 more . Math Words
addend
Kate collects 1 . addition facts
Then she collects 3 more . related addition
facts
Do Eva and Kate each collect
the same number of ?
Write and model the addition facts.
314
Eva: 3 1 4
134
Kate: 1 3 4
3 1
These two facts are called 1 3
related addition facts. 4 4
You can change the order of the addends
and the sum is the same.
Eva and Kate both collect 4 .
PRACTICE
Write the sum. Then change the order of the
addends. Write the new addition fact.
0
1. 2.
2
1
2 1 1
0 1
3 3 1 1
LESSON 1-5 twenty-one ■ 21
PRACTICE
Find the sum. Write the related addition fact.
3. 4. 5.
4 1 3
2 7 6
6. 25 7. 05

Problem Solving
8. Henry collects 3 on Monday
and 2 on Tuesday.
Elton collects 2 on Monday
and 3 on Tuesday.

How many does Henry collect?
How many does Elton collect?
Henry collects:
Elton collects:
Write About It
9. Do you think 4 4 8 has a related
addition fact? Explain your answer.
22 ■ twenty-two LESSON 1-5

Name
LESSON 1 -5
Related Addition Facts
The addition facts 3 1 4 314
and 1 3 4 are related
134
addition facts.
You can change the order of 3 1
the addends and the sum is 1 3
the same. 4 4
MORE PRACTICE
1.
0
2.
3
0 3 5
1
3
3. 4.
14 3 2 5

LESSON 1-5 twenty-three ■ 23

HOMEWORK
1. 2. 3.
6 4 2
2 5 3
4. 1 3 5. 2 8
10
Problem Solving
6. Shannon sees 3 . Then she sees 4 more .
How many did Shannon see? Write the
related addition facts to show your answer.

Shannon sees .
Write About It
7. How would you explain what related addition
facts are to a friend?
24 ■ twenty-four LESSON 1-5

Name
LESSON 1- 6
Objective
Count On to Add ■ Use counting on to add.
Math Words
Josh is playing a game. He has 7 .
add
Then he gets 3 more . How many addition fact
does Josh have now? count on
Write the addition fact. Count on to add.

73?
Start here! Go to 7. Count on 3.
Think
8, 9, 10
0 1 2 3 4 5 6 7 8 9 10
7 3 10
Josh has 10 .
PRACTICE
Show how you count on to add. Write the sum.
1. 2 1 3
0 1 2 3 4 5 6 7 8 9 10
2. 3 2
0 1 2 3 4 5 6 7 8 9 10
LESSON 1-6 twenty-five ■ 25

PRACTICE
3.
0 1 2 3 4 5 6 7 8 9 10

4.
0 1 2 3 4 5 6 7 8 9 10

Problem Solving
5. Michael has 4 . He buys 2 more .
How many does Michael have now?
Explain how you can count on to find the answer.

Michael has .
Write About It
6. When you count on to add, what is the number
where you stop counting?
26 ■ twenty-six LESSON 1-6

Name
LESSON 1- 6
Count On to Add
You can count on to add.
73=?
Start here! Go to 7. Count on 3.
Think
8, 9, 10.
0 1 2 3 4 5 6 7 8 9 10
7 3 10
MORE PRACTICE
1. 3 1
0 1 2 3 4 5 6 7 8 9 10
2. 8 2
0 1 2 3 4 5 6 7 8 9 10
3. 6 3
0 1 2 3 4 5 6 7 8 9 10
LESSON 1-6 twenty-seven ■ 27

HOMEWORK
1. 4 3
0 1 2 3 4 5 6 7 8 9 10
Write the addition equation.

2.
0 1 2 3 4 5 6 7 8 9 10

Problem Solving
3. Sofia ate 3 in the morning and ate 2 more
for a snack. How many did Sofia eat in all?
Count on to find the answer.

Sofia ate in all.
Write About It
4. What happens if your first addend is 6 and you
end up on 9 when counting on? Explain what
you did.
28 ■ twenty-eight LESSON 1-6

Name
LESSON 1 -7
Objective
Problem Solving ■Act it out to solve
problems.
Act It Out Math Words
Stefan has 6 . add
addend
Owen has 2 more than Stefan. addition equation
How many does Owen have? sum
You can act out the problem through a model.

Stefan has 6. Owen has 2 more.
Show 6. Show 2 more.
Count Owen’s cubes. There are 8 cubes.

You can act out the problem by drawing a picture.
Stefan has 6 . Owen has 2 more .
Draw 6 . Draw 2 more .
Write an addition equation to find the sum.

628
Both answers equal 8. So the sum is 8.
Owen has 8 .
LESSON 1-7 twenty-nine ■ 29

PRACTICE
1. Connor plants 7 .
Lee plants 3 more than Connor.
How many does Lee plant?
Make a drawing to act it out using pictures.
Then add.
Lee plants .
2. Sara catches 3 .
Mary catches 1 more than Sara.
How many do Sara and Mary catch in all?
Draw a picture to model the answer.

Sara and Mary catch in all.
Write About It
3. Explain how you can act it out to find the
number of Sara and Mary catch in all for
Exercise 2.
30 ■ thirty LESSON 1-7

Name
LESSON 1 -7
Problem Solving
Act It Out
Stefan has 6 .Owen has 2 more .
How many does Owen have?
Act it out using a model or a drawing.
Stefan: 6 Owen: 6 2
Owen has 8 .
MORE PRACTICE
1. Cooper finds 3 .
Tucker finds 5 more than Cooper.
How many does Tucker find?
Act it out by drawing a model in the space below.
Explain what you did.
Tucker finds .
LESSON 1-7 thirty-one ■ 31

MORE PRACTICE
2. Olivia finds 3 in the grass.
She finds 5 more on a tree.
How many does Olivia find in all?
Explain how to act it out using words or pictures.
Olivia finds in all.
3. Brock has 2 . He has 1 . He has 3 .

How many and does Brock have?

Brock has and .
Write About It
4. Explain how to act it out to show 5 3 8.
Use the Math Words addend and sum in
your answer.
32 ■ thirty-two LESSON 1-7

Problem Solving
Name Act It Out
HOMEWORK
Act it out.
1. Ruby drinks 1 at lunch. She drinks more at
dinner. She drinks 3 in all. How many does
Ruby drink at dinner? Explain how to act it out.
Ruby drinks at dinner.
2. Steve counts 3 . Then he counts 2 more.

Ronnie counts 2 . Then he counts 1 more.
How many do Steve and Ronnie count in all?
Draw a picture to show how to act it out.
Then write three addition equations to show
how you found the sum.
Steve and Ronnie count in all.
LESSON 1-7 thirty-three ■ 33

HOMEWORK
3. Delia draws 2 . Then she draws 1 more .
Emily draws 3 . Then she draws 3 more .
Do Delia and Emily draw the same number of ?
Explain how to act it out to find the answer.
Write About It

4. How can you use act it out to show the related
addition facts? Use the Math Words addend and
sum in your answer.
628 268
34 ■ thirty-four LESSON 1-7

CHAPTER 1
Name
Review
Find the correct answer.
1. Match the related 2. Circle the parts.

addition facts. Box the whole.
527 437 54 9
734 257
189 819
3. Circle the related 4. Which addition equation is

addition fact. shown in the ten-frame?
1
2
3
8 2 10
1
3
3
4
2
1 • 819
4 7 3 • 7 3 10
• 628
5. Jack has 1 . 6. Which addition equation

Kelly has 3 . matches the picture?
How many do Jack and
Kelly have in all?
Jack and Kelly have
in all.
• 224
• 112
• 426
336
CHAPTER 1 Review thirty-five ■ 35

7. Show how you count on to add. Write the sum.
43
0 1 2 3 4 5 6 7 8 9 10
8. Which sum is shown?
0 1 2 3 4 5 6 7 8 9 10
5 6 7 8
• • •
9. Jake draws 3 . Andrew draws 5 more than
Jake. Which model can you use to find how many
Andrew draws?

10. Diana has 2 . Lulu has 1 more than Diana.
How many do they have in all? Write two
addition equations to find the number of in all.
36 ■ thirty-six CHAPTER 1 Review

CHAPTER 1
Name Performance
Assessment
Gina went to the zoo. There are Roman
numeral symbols on the animal areas. Some
of the Roman numerals they use are below.
Roman Numeral Symbols
I 1
V 5
X 10
1. The picture shows the number for the

lion area. What number is this? Add
the two symbols together to find out.
2. Write an addition equation using

counting numbers to show how you know.
3. The Roman numeral for 6 is on the monkey

area. The Roman numeral is VI. Use addition
to explain why this makes sense.
4. The Roman numeral for 4 is IV. Can you add

I and V to get the counting number? Explain.
CHAPTER 1 Performance Assessment thrity-seven ■ 37

CHAPTER 1
Fluency Name
Practice
Write the addition equation.
1. 2.

Add.
3. 2 3 4. 6 1 5. 3 5
6. 3 7. 6 8. 2 9. 0
7 3 2 1

Write the related addition fact.
10. 2 5 7
11. 10 6 4
Count on to add. Write the sum.

12. 2 1
0 1 2 3 4 5 6 7 8 9 10
38 ■ thirty-eight CHAPTER 1 Fluency Practice

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PREVIEW AND REQUEST A FREE SAMPLE* AT
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CHAPTER
Addition Facts and
Strategies Within 10 1
About the Chapter
I n this chapter children work with different ways to add numbers through 10 as they
explore the Essential Question: What does it mean to add? Children use addition
equations, addition facts, related addition facts, and counting on. Multiple representations
show children the relationship between the parts and the whole in addition.
The table shows the coherence and progression of growth in work with addition concepts
and strategies across the Kindergarten through Grade 2 span.
Learning Progression
Grade K Grade 1 Grade 2
Act out addition situations using Perform addition as part part Use addition to solve one- and
objects and drawings, including whole by adding to. two-step word problems including
situations of “add to” with total situations of adding to and putting
Perform addition as addend
unknown, and “put together” with together.
addend sum by putting together.
total unknown.
Solve addition equations for Find sums in both horizontal and Develop fluency in single-digit
numbers through 5. vertical form for sums through 10. addition.
Decompose numbers into tens,
ones, and some further ones.
Develop understanding of related Write and compare related addition Use mental strategies to perform
addition facts by recognizing facts. addition.
patterns.
Perform addition on number lines
by counting on.
Teaching Tips and Practices ♦ Encourage children to explain why their addition
strategies work. Emphasize that addition is
♦ It is important to find time to help struggling
commutative, meaning the order of the addends
learners by using different approaches so that they
does not matter. This concept is outlined in the
can build understanding of addition, either visually
related addition facts for Lesson 1-5.
or kinesthetically.
♦ Use various models, such as connecting cubes, STEAM Connections
counters, ten-frames, and number lines so that ♦ As children learn how to work with numbers in this
children explore multiple ways to perform addition of chapter, they are also introduced to other forms of
two numbers within 10. Stress exercises that numbers, such as Roman numerals. Using concepts
encourage students to subitize or recognize groups encouraged in STEAM activities, children look for
of numbers within addition facts. patterns within numbers. In Roman numerals the
♦ As children begin addition emphasize that it is number II is the same as 1 1. Children are exposed
important to determine the parts and whole in part to various forms of symbols and how they are used
part whole as well as the addends and sum in in mathematics.
addend addend sum. The plus sign and equal
sign = are introduced in the first lesson.
CHAPTER 1 ■ 1A
CHAPTER
1 Addition Facts and Strategies Within 10

About the Chapter TE pp. 1A, 1D–1F
10 Before Leaving the Chapter TE pp. 38A–38B
days
1-1 Sums Through 5

p. 3 1-2 Sums Through 6
p. 7 1-3 Sums of 7 and 8
p. 11
Objective U addition to solve problems

Use U addition through sums of
Use U addition for sums of 7 and 8
Use
with adding to.
w 6 to solve problems with putting tto solve problems.
together.
Math Words add,
a plus sign , equal sign , part, whole, addition fact
p
a
addition equation a
add, addition equation,
a
addend, sum c
counters, domino cards for sums of 7
Materials c
connecting cubes, counters, index aand 8, blank domino cards
ccards c
connecting cubes, counters, egg
ccartons P
Practice pp. 11–12
Practice P
Practice pp. 3–4 EExit Ticket Exercises 8, 11
EExit Ticket Exercises 4, 5 P
Practice pp. 7–8 More Practice p. 13
More Practice p. 5 EExit Ticket Exercise 5
More Practice p. 9 Homework p. 14
H
Homework Homework p. 6 A
Assignment Guide
Assignment Guide
A Homework p. 10
H Basic: 1–6
Basic: 1–2 A
Assignment Guide On-Level: 1–7
On-Level: 1–3 Basic: 1–2 Advanced: 1–8
Advanced: 1–4 On-Level: 1–3
Advanced: 1–4 Vocabulary Games, Number Sense
V
Pre-Chapter Diagnostic Test,
P Games, Blackline Masters, Interac-
G
RESOURCES V
Vocabulary Games, Number Sense Vocabulary Games, Number Sense
V tive Edition, Struggling Learners
Games, Blackline Masters, Interac- G
Games, Blackline Masters, Interac- Activity, Early Finishers Activity,
tive Edition, Struggling Learners tive Edition, Struggling Learners ELL Activity,
Activity, Early Finishers Activity, Activity, Early Finishers Activity,
ELL Activity, ELL Activity,
1-7 Problem Solving: Notes

Act It Out p. 29
Act it out to solve problems.

A
a
add, addend, addition
e
equation, sum
Performance
P f
cconnecting cubes, index cards

Fluency Practice p. 38
Chapter Review
Ch
P
Practice p. 30
EExit Ticket Exercises 3
R i
Assessment
A
More Practice pp. 31-32
H
Homework pp. 33–34
Assignment Guide
A
p. 35
Basic: 1–2
On-Level: 1–3
p. 337
Advanced: 1–4
Chapter Test, Vocabulary Games,

C
Number Sense Games, Blackline
Masters, Interactive Edition,
Struggling Learners Activity, Early
Finishers Activity, ELL Activity,
1B ■ CHAPTER 1
Lesson Planner
1-4 Sums of 9 and 10

p. 15 1-5 Related Addition Facts
p. 21 1-6 Count On To Add
p. 25
U addition for sums of 9 and

Use U the order property as a
Use Use counting on to add.
U
10 to solve problems. strategy to write and add related
s
addition facts. add, addition fact, count on
a
addend, sum, ten-frame
a
Check Your Progress pp. 19–20
a
addend, addition facts, related n
number lines, counters, dominoes,
ttwo-color counters, ten-frames a
addition facts cconnecting cubes, index cards,
c
connecting cubes, number cube, spinner
P
EExit Ticket Exercises 4, 12 ccounters, spinner, index cards
P
More Practice p. 17 EExit Ticket Exercises 3, 5
P
p. 18 More Practice p. 27
H
Homework EExit Ticket Exercises 5, 8
A
Assignment Guide More Practice pp. 23 Homework p. 28
H
Basic: 1–8
Assignment
A Guide
On-Level: 1–9 Homework p. 24
H Basic: 1–2
Advanced: 6–10 Assignment
A Guide On-Level: 1–3
Basic: 1–5 Advanced: 2–4
Vocabulary Games, Number Sense
V On-Level: 1–6
G
Games, Blackline Masters, Interac- Advanced: 4–7
tive Edition, Struggling Learners Vocabulary Games, Number Sense
V
Activity, Early Finishers Activity, G
Games, Blackline Masters, Interac-
Vocabulary Games, Number Sense
V tive Edition, Struggling Learners
ELL Activity, G
Games, Blackline Masters, Interac- Activity, Early Finishers Activity,
tive Edition, Struggling Learners ELL Activity,
Activity, Early Finishers Activity,
ELL Activity,
Virtual Manipulatives CHAPTER 1 ■ 1C

CHAPTER
1 Addition Facts and Strategies Within 10
Focus on the ♦ Children build upon their addition skills using a

ten-frame to find sums of 9 and 10. Using a ten-
Conceptual Understanding frame as a model helps children build number sense
Children will build on their experience with addition by reinforcing subitizing skills previously introduced.
concepts learned in Kindergarten. They should be Below is the sum of 5 + 4 = 9 using a ten-frame.
able to represent addition situations using objects,
drawings, and equations. Children will identify
addition as joining or putting together and be able to
identify the parts and the whole in an addition
equation. As children begin to work with vertical
equations, provide transitional support by Focus on the
emphasizing that the horizontal and vertical formats
are two different ways of showing the same addition
Skill Development
of two numbers. Consistently reinforce the meaning ♦ Children write and compare related addition facts
of the plus sign and the equal sign as children add in by recognizing patterns. They use the Commutative
both formats using the variety of strategies taught. Property to show that the order of the addends does
not matter; the same sum will be found. The use of
Begin by reviewing the plus sign and the equal different colored connecting cubes throughout the
sign . Then perform simple addition by adding 1 to chapter helps to show related addition facts and
a number for sums through 5. Use the addition helps children learn how to create related addition
equation in terms of part part whole or whole facts for sums through 10. The following shows the
part part related addition facts: 3 1 4 and 1 3 4. The
♦ Children recognize that adding on to a number will use of two colors emphasizes the positions of the
tell you how many in all. Children complete addition addends and helps children relate to the abstract
equations based on pictures or objects representing representation of this concept.
the parts and the whole for sums through 5. Horizontal
♦ A different addition strategy is introduced that 314
labels the addition equation as addend addend
sum or sum addend addend. Children complete 134
addition equations based on pictures representing
Vertical
the addends and the sum for sums through 6.
♦ Addition facts are explored using part part 3 1
whole or whole part part for sums of 7 and 8. 1 3
Children use dominos to represent addition problems 4 4
written in vertical or horizontal formats. This helps
them transition from using only horizontal format to
Lastly, children perform addition using a number line
using both horizontal and vertical formats. The
model and counting on. Be sure to provide number
addition equation 3 4 7, is shown in the example
lines as needed, and practice using them as a class
problem from Lesson 13.
in order to prepare children for this strategy. Using a
number line, as shown in the model 7 + 3 = 10, leads
3 part children to the development of fluency in addition.
4 part
3 4 7 7 whole
part part whole
0 1 2 3 4 5 6 7 8 9 10
1D ■ CHAPTER 1
Professional Development
Focus on Vocabulary Activity 2 Vocabulary Development:

Related Addition Facts
Math Words add, addend, addition
equation, addition fact(s), count on, equals , Make cards with addition facts and related addition
part, plus , related addition facts, sum, ten- facts for children to use to play a matching game.
frame, whole Arrange the cards face down in an array and have
children pick one card.
Activity 1 Word Analysis: Addition Equation Children must find the related addition fact and
identify the addends and sums on both cards.
Lead a discussion about the meaning of equals.
Repeat this process for several addition facts for
Model the addition equation 3 2 5 using red and
sums through 10. For example:
blue circles. Write the addition equation below the
model.
617 167
3 2 5
Ask children to tell what each side of the model

represents while pointing to the side. What does the
left side of the model show us? [3 red circles and 2 358 538
blue circles] How many circles is that? [5] What does
the right side of the equation show us? [3 red circles
and 2 blue circles] Is that the same as the left side of
the model? [Yes] Activity 3 Build Vocabulary
Now look at the numbers and symbols below the Have children make vocabulary cards for a
model. We know what the 3, 2, and 5 mean. What classroom display. As each vocabulary word is
about the symbols? Why are they there? Lead introduced, children write the word and its definition
children to the understanding that addition equations on the front of a card. Then on the back of the card,
have equal signs because both sides represent the they write or draw to describe the vocabulary word.
same value. Display the vocabulary cards with some cards
showing the word-and-definition side of the card and
some showing the descriptive side of the card.
Remind children to
practice addition
using their virtual
tools.
CHAPTER 1 ■ 1E
Professional Development (continued)
Assessment
Throughout the chapter there are many opportunities to assess
children’s progress using features and exercises provided in the
Student Edition and Teacher’s Edition. Additional assessment
materials are available online.
Assessment Resources for Chapter 1

Formative Assessment Resources
Resource Where You’ll Find It
Pre-Chapter Diagnostic Test Online
Teacher’s Edition,
Mental Math for every lesson
pages 3, 7, 11, 15, 21, 25, 29
Student’s Edition,
Exit Ticket Exercises for every lesson
pages 4, 8, 12, 15–16, 22, 26, 30
Check Your Progress after lesson 4 Student Edition, pages 19–20
Chapter Review Student Edition, pages 35–36
Fluency Practice Student Edition, page 38
Summative Assessment Resources

Resource Where You’ll Find It
Chapter Test Online and Student Test Booklet, pages 11–14
Performance Assessment Student Edition, page 37
1F ■ CHAPTER 1
1
CHAPTER
Addition Facts and
Strategies Within 10
There are many
ways to write
numbers. We use the
system of Arabic
numbers.
A long time ago,

Romans used
symbols for counting
called Roman
numerals. Some
symbols they used
were I, V, and X.
Roman numerals
look like letters.
By the Numbers
♦ Roman numerals are on some
clocks and watches.
♦ Some pages of books are numbered
using Roman numerals.
♦ Sometimes, Roman numerals are
carved into buildings and statues to
show the date they were built.
What You Can Do
♦ You can use addition to determine
the value of some Roman numerals.
VI means V I, or 5 1.
CHAPTER 1 one ■ 1
CHAPTER 1 ■ 1
Dear Family,
In this chapter, we will be learning about strategies for adding
numbers through 10.
Here are the Key Math Words for this chapter:

ter:
add part
plus sign () whole
equal sign () addition fact
addition equation related
addition fact
addend
order property
sum
You can use the glossary to check out the

definition of each word and help your child make flash cards to
study each day we work on the lessons for this chapter.

During the Chapter Opener and Performance Assessment, we
will be making STEAM connections about Roman numerals.
Read the opening to the chapter together and discuss the By
the Numbers and What You Can Do statements.
Keep Your Skills Sharp

Here is a Keep Your Skills Sharp activity to do at home to
prepare for this chapter.
Use small objects such as counters to review basic addition

facts. Have your child think of an addition story.
2 ■ two CHAPTER 1 Family Letter
2 ■ CHAPTER 1 Family Letter

LESSON
Sums Through 5
1-1
Name
LESSON 1-1 MENTAL MATH
Hold up 1 finger. Think about how many
Objective fingers you are holding up. 1 Without holding
Sums Through 5 ■ Use addition
Use ddi io to solve
so ve
problems
p rob
blems w
with
th a
adding
d
dd
d ng to.
o up more fingers, how many fingers would you
2 hops Math Words have if there was 1 more finger? 2 Repeat by
on. How many are on the log now? add asking children for the total with 2 more
plus sign fingers, 3 more fingers, and 4 more fingers.
equal sign
addition equation
Use the Student Pages

Add to find how many are on the log. Add to find
how many
in all.
n Read aloud the problem about frogs on
2 1 3 a log at the top of page 3. How many
equals frogs are on the log? (2) What happens
next? (1 more frog hops on the log.)
2 1 3 is an addition equation. Count the number of frogs on the log.
3 are on the log now. How many are there now? (3)
n Have children explain how they counted
the frogs. Use the children’s reasoning to
PRACTICE come up with a class definition for addi-
tion. Then introduce the word addition.
n Direct the children’s attention to the
1. 2. equation 2 1 3. What do these
numbers mean? Have children create
theories and then confirm correlation
1 2 3 1 4 5 between the written numbers and the
numbers of frogs.
n Then what do these signs mean? Have
3. you ever seen these signs before? Explore
the concept of “equal” with the children.
Have the children give examples of
4 1 5 “equal.”
LESSON 1-1 three ■ 3
Develop Concepts
Activity Counter Piles n Look at the plate. What do you notice about the
sections? (Add the two smaller piles of counters to
n Give each child 10 counters and a paper plate get the one large pile of counters.)
with 3 sections. Have children place 2 counters in n Clear the plate. Have children place 1 counter in
one section. How many counters would you place in one section and 2 counters in another section. Then
another section of the plate to have the same have children try to find how many counters should
number or an equal number of counters? (2) Have go in the empty section if they add 1 and 2. Encour-
children count each pile of counters to verify their age children to explain their reasoning. Continue the
answer. activity and allow children to work with each other
n Look at the empty section on the plate. How and explain what they find.
many counters would you put in this section if you
wanted to have the same number as the other two
sections added together? (4) Why? (Because if you
put 2 and 2 together you get 4.)
LESSON 1-1 ■ 3
LESSON
Sums Through 5
1-1
guided practice PRACTICE
Exercises 1–2 These exercises reinforce Complete the addition equation.
adding to an existing amount. The children
complete the addition equations using the 4.
art and counting.
Before children begin the Independent
Practice exercises, check that they count to 3 2 5
find the whole amount correctly. They must
also understand the meaning of the plus sign
Problem Solving
and the equal sign .
5. 2 are sleeping. 2 more fall asleep.
independent practice How many are sleeping now? Write an
addition equation and find the answer.
Exercises 3–4 Explain to children that they
need to count the number of items in each 2 2 4
box and write the numbers on either side of
4 are sleeping now.
the plus sign . Emphasize that the number
on the other side of the equal sign is the
number of items they have in all. Write About It

6.
Problem Solving Write the addition equation. Explain your story
Exercise 5 Remind children about the to a friend.
models that they made with counters and a
plate in the Develop Concepts activity. They
can use their models or draw pictures to
help them solve their number stories.
ERROR ALERT! Watch for children

who do not “count on” when adding.
These children will often start Answers will vary. Sample answer: 3 1 4.
counting over from 1 when having to There are 3 birds in a tree. Then 1 more bird joins them.
combine two amounts. Now there are 4 birds.
4 ■ four LESSON 1-1
Write About It
Exercise 6 Encourage children to think about
situations when addition is needed and then draw
pictures to help show their ideas. Remind children
English Language Learners (ELL)
to show their math stories using math symbols
Learners will benefit from reviewing a key vocabulary term: sum.
and numbers.
A sum is the result you get when adding two or more numbers
together.
Summarize Think about the title of the lesson Sums Through 5. Ask children:
n How does counting help you to add? What does this lesson title tell you? Listen for children’s
(I count up to a number and then I count some responses to include:
more. The number I end on is how much there
& the problems are going to be addition problems
is altogether.)
& the answers to the problems in the lesson are going to be 1,
n What does it mean to add to? (You have a
2, 3, 4, or 5
number of something and you add more to it.)
What do you get? (A number that is equal to Children may not identify that through 5 means that 5 is
everything together.) included.
4 ■ LESSON 1-1
Name
LESSON 1-1 practice summary (p. 3–4)
Item MP DOK
Sums Through 5
1 1 1
You use an addition equation when you add.
2 1 1
Add to find how many in all.
3 1 1
4✓ 1 1
5✓ 1 1
6 4 2
2 1 3 ✓Indicates an Exit Ticket exercise for
plus equals basic proficiency.
There are 3 in all.

more practice
These additional exercises are provided to
MORE PRACTICE support the lesson. They may be assigned to
help students maintain or improve their
Complete the addition equation. conceptual understanding of the lesson’s
objective.
1. 2.
more practice summary (p. 5)

Item MP DOK
1 1 2 3 1 4
1 1 1
2 1 1
Problem Solving
3 4 2
3. There are 2 on the lawn. There is 1 more
under a bush. How many are there in all?
2 1 3
There are 3 in all.
LESSON 1-1 five ■ 5
Struggling Learners Early Finishers

Provide children with up to 5 connecting cubes in two Children who are comfortable with writing addition equations
different colors. can play an addition equation game.
Ask children to make various addition equations using the Have children create dot cards, using index cards and
cubes and explain their reasoning. Ask them to record their stickers, for numbers 1 through 5.
sums. Place the cards in a pile and have children randomly pick 2
Guide children through the process if necessary for the first cards.
sum. If the sum is 5 then they earn 3 points. If the sum is 2, 3, or 4
Have children repeat the activity several times. Use different then they earn 2 points. If the sum is greater than 5 then they
cube combinations that equal up to 5. Children may then earn 1 point.
share their equations with another student or the class. The first child to earn 10 points wins the game.
LESSON 1-1 ■ 5
LESSON
Sums Through 5
1-1
homework HOMEWORK
These exercises are intended for students Complete the addition equation.
to apply their knowledge and skills as they
solve problems outside of their math class. 1.
homework summary (p. 6)

Item MP DOK
2 2 4
1 1 1
2 1 1 2.
3 4 2
4 3 3
2 3 5
Problem Solving
3. There are 2 in a garden. Then 2 more
join the others. How many are in the garden
now? Write an addition equation and find

the answer.
2 2 4
4 are in the garden.
Write About It
4. Sara says that 1 and 3 more are 5 .
Explain if she is correct or not.
1 3 4
No, Sara is not correct. 3 more than 1 is 4, not 5
6 ■ six LESSON 1-1
6 ■ LESSON 1-1
LESSON
Problem Solving: Act It Out
1-7
Name
LESSON 1 -7 MENTAL MATH
Ask children to count as follows and identify
Objective the ending number.
Problem Solving ■ Actt it out
A
problems.
p rob
blems
ou to
o solve
olve
Act It Out Start at 3. Count on 1 more. 4

Math Words
Stefan has 6 . add Start at 7. Count on 2 more. 9
addend
Owen has 2 more than Stefan. addition equation Start at 5. Count on 3 more. 8
How many does Owen have? sum
Repeat several times using various numbers
You can act out the problem through a model. as the starting value.
Stefan has 6. Owen has 2 more.
Show 6. Show 2 more.
Use the Student Pages
Count Owen’s cubes. There are 8 cubes. n Read aloud the problem on the top of
page 29. Think about the different ways
You can act out the problem by drawing a picture. that you acted out words and math
Stefan has 6 . Owen has 2 more . questions in our activity. What were some
of the things that you used? Which things
Draw 6 . Draw 2 more . worked the best? Allow for a brief class
discussion.
n Did anyone use connecting cubes to
act out the addition question? Tell us what
you did. After children share, explain that
using connecting cubes is one way to act
out addition. Then have children act out
Write an addition equation to find the sum. the lesson question using cubes.
628 n How do you think drawing a picture
might help you to act out the addition?
Both answers equal 8. So the sum is 8.
Let’s try. Draw a picture to show the
Owen has 8 . addition problem. When the children
finish, share their pictures with the class.
Have the children explain what they did.
LESSON 1-7 twenty-nine ■ 29
Develop Concepts
Activity Counting On n For vocabulary cards children can give the defini-
tion and act out an example.
This activity reviews addition vocabulary and meth-
ods of addition by “acting it out.” n Provide children with an example of acting out a
vocabulary word and an addition equation.
n Ahead of time create cards with the vocabulary
words from the lesson. Also create cards with n Two groups can compete against each other
addition equations for sums through 10. using an acting out game.
n Children will work in small groups. Distribute n Ask the following questions at the end of the
several cards to each group. Place the cards face activity: What did you do to act out what was on
down in a pile. your card? What did you use? Why? Were some
things easier to act out than others? Explain.
n Children choose one card and try to act out the
description on the card by using other children,
number cards, equal signs, plus signs, counters, etc.
LESSON 1-7 ■ 29
LESSON
1-7
guided practice PRACTICE
Exercise 1 This exercise asks students to 1. Connor plants 7 .
use a drawing of addition as a way to “act it Lee plants 3 more than Connor.
out.” How does the drawing help you to How many does Lee plant?
understand the question? What else could
Make a drawing to act it out using pictures.
you do?
Then add.
Answers will vary. Sample answer:
ERROR ALERT! Watch for children
who include too much information Lee plants 10 .
when acting out a problem and then
become confused by the outcome.
2. Sara catches 3 .
Mary catches 1 more than Sara.
Before children begin the Independent
How many do Sara and Mary catch in all?
Practice exercises, assess their understand-
ing of the written words needed to solve the Draw a picture to model the answer.
problems.
independent practice

Exercise 2 Encourage children to use
drawings or models to solve problems.
Sara and Mary catch 7 in all.
Write About It Write About It
Exercise 3 Remind children to think about
the different ways they acted out problems 3. Explain how you can act it out to find the
in their Develop Concepts activity. What do number of Sara and Mary catch in all for
you think is the easiest way to act out this Exercise 2.
question?
Answers will vary. Sample answer: First, I show 3 cubes for Sara.
Then I show 3 cubes plus 1 cube for Mary. I count all the cubes for
Summarize
Sara and Mary.
n How can you solve a problem using act
it out? Describe some things that you 30 ■ thirty LESSON 1-7
would do. (I can use connecting cubes or
drawings.)
n When do you think that using “act it out”
is a good way to solve an addition question?
English Language Learners (ELL)
(I act it out when the words and numbers are
hard to understand. It helps me know what the Learners will benefit from reviewing the problem solving strategy
question is about.) Act It Out.
A strategy is a careful plan or method for solving a problem or
achieving a goal. Many strategies require more than one step.
Some problems can be solved using different strategies.
Have children work in pairs. One partner should be Stefan and
the other should be Owen from the problem on page 29 of the
Student Edition. Give each pair a stack of index cards, more than
they need to solve the problem. As a team, they should draw one
balloon per index card until the number of index cards matches
the quantities from the problem. Choose 1–2 different pairs to act
out the situation using their index cards.
30 ■ LESSON 1-7
Name
LESSON 1 -7 practice summary (pp. 29–30)
Item MP DOK
Problem Solving
Act It Out 1 1, 4 3
2 1, 4 3
Stefan has 6 .Owen has 2 more .
How many does Owen have? 3 ✓ 1 3
✓Indicates an Exit Ticket exercise for
Act it out using a model or a drawing. basic proficiency.
Stefan: 6 Owen: 6 2 more practice

Owen has 8 . These additional exercises are provided to
support the lesson. They may be assigned to
help students maintain or improve their
MORE PRACTICE conceptual understanding of the lesson’s
objective.
1. Cooper finds 3 .
Tucker finds 5 more than Cooper. more practice summary (p. 31)
How many does Tucker find? Item MP DOK
Act it out by drawing a model in the space below. 1 1, 4 3
Explain what you did.
Tucker finds 8 .
Explanations will vary. Sample explanation: I used 3 cubes to show
Cooper’s rocks. Then I added 5 more cubes to show Tucker’s rocks.
I counted the number of cubes in all.
LESSON 1-7 thirty-one ■ 31
Struggling Learners Early Finishers

Have children make an addition story using objects found in Have children create number stories to act out. They can
the classroom. choose any sum through 10 and use any addition strategy
For example, use pencils. The child could tell a story about covered in the chapter.
one friend who has 2 pencils and another friend who has 4 Encourage creativity by allowing children to make their
pencils. Together the friends have the same number of stories into a play that they can perform for the class. The
pencils as the teacher, 6. rest of the class is then asked to solve the number story.
Then have the children model the story using the real objects Share the children’s original plays with other first grade
and share their story with the class. classrooms.
Encourage children to ask the class to guess the addition
sentence that the story tells. (2 4 6)
Repeat the activity as time allows.
LESSON 1-7 ■ 31
LESSON
1-7
more practice MORE PRACTICE
These additional exercises are provided to 2. Olivia finds 3 in the grass.
support the lesson. They may be assigned to She finds 2 more on a tree than in the grass.
help students maintain or improve their How many does Olivia find?
conceptual understanding of the lesson’s Explain how to act it out using words or pictures.
objective.
Answers will vary. Sample answer: art of 3 dots in a group and
more practice summary (p. 32) 5 dots in a group .
Item MP DOK
Olivia finds 8 .
2–4 1, 4 3
3. Brock has 2 . He has 1 . He has 3 .

How many and does Brock have?
Answers will vary. Sample answer: art of 2 squares in a group and
3 squares in a group .

Brock has 5 and .
Write About It
4. Explain how to act it out to show 5 3 8.
Use the Math Words addend and sum in
your answer.
Answers will vary. Sample answer: I use 5 blue counters to show
the first addend. I use 3 red counters to show the second addend.
Then I count them to get a sum of 8.
32 ■ thirty-two LESSON 1-7
32 ■ LESSON 1-7
Problem Solving
Name Act It Out homework
These exercises are intended for students
HOMEWORK to apply their knowledge and skills as they
Act it out. solve problems outside of their math class.
1. Ruby drinks 1 at lunch. She drinks more at homework summary (p. 33)
dinner. She drinks 3
Ruby drink at dinner? Explain how to act it out. Item MP DOK
1 1, 4 3
Ruby drinks 2 at dinner.
2 1, 4 3
Answers will vary. Sample answer: I put 3 cubes in a group to show
the sum. Then I show 1 cube in another group to show one addend.
Since 1 2 3, I add 2 cubes to the addend I know to show the
missing addend.
2. Steve counts 3 . Then he counts 2 more.

Ronnie counts 2 . Then he counts 1 more.
How many do Steve and Ronnie count in all?
Draw a picture to show how to act it out.
Then write three addition equations to show
how you found the sum.
Steve and Ronnie count 8 in all. Sample picture:
Answers will vary. Sample answer: art of 3 squares in a group,
2 squares in a group, 2 squares in a group, 1 square on its own.
3 2 5, 2 1 3, 5 3 8. Steve
and Ronnie count 8 squares in all.
LESSON 1-7 thirty-three ■ 33
LESSON 1-7 ■ 33
LESSON
1-7
homework HOMEWORK
These exercises are intended for students 3. Delia draws 2 . Then she draws 1 more .
to apply their knowledge and skills as they Emily draws 3 . Then she draws 3 more .
solve problems outside of their math class.
Do Delia and Emily draw the same number of ?
homework summary (p. 34) Explain how to act it out to find the answer.
Item MP DOK No. Answers will vary. Sample answer: First draw 2 stars and then
3 1, 4 3 1 more star to show the addends for Delia. Then draw 3 stars and
4 1, 4 3
3 more stars to show the addends for Emily. Count the number of
stars for each to find the sums. Delia drew 3 stars. Emily drew
6 stars.
Write About It

4. How can you use act it out to show the related
addition facts? Use the Math Words addend and
sum in your answer.
628 268
Answers will vary. Sample answer: I can use blue cubes to show
the addend 6 for each addition fact. I can use red cubes to show the
addend 2 for each addition fact. I can link the cubes together in any
order and find the sum 8.
34 ■ thirty-four LESSON 1-7
34 ■ LESSON 1-7
CHAPTER 1
CHAPTER 1 Review
Name
Review
Find the correct answer. chapter 1 review (SE p. 35)
1. Match the related 2. Circle the parts. Item Objective MP SE
DOK Lesson
addition facts. Box the whole.
Use the order prop-
527 347 erty as a strategy
54 9
1 to write and add 7 2 1-5
734 257 related addition
189 819 facts.
Use addition for
2 sums of 9 and 10 7 2 1-4
3. Circle the related 4. Which addition equation is to solve problems.
addition fact. shown in the ten-frame? Use the order prop-
1 erty as a strategy
2 3 to write and add 7 2 1-5
3 related addition
8 2 10 facts.
1
3
3
4
2
1 • 819
4
Use addition for
sums of 9 and 10 4 2 1-4
4 7 3 • 7 3 10 to solve problems.
• 628 Use addition to
5 solve problems 2 2 1-1
with adding to.
5. Jack has 1 . 6. Which addition equation
Use addition
Kelly has 3 . matches the picture? through sums of 6
How many do Jack and 6 to solve prob- 2 2 1-2
Kelly have in all? lems with putting
together.
Jack and Kelly have
4 in all.
• 24
• 112
• 426
336
CHAPTER 1 Review thirty-five ■ 35
CHAPTER 1 Review ■ 35
Before Leaving the Chapter
T hroughout Chapter 1, children explore different strategies for performing

addition for sums through 10. Children work with addition equations,
addition facts, related addition facts, and counting on. Through multiple
representations children develop an understanding of the relationship between
the parts and the whole in addition.
Essential Question: What does it mean to add?

Possible definitions:
6 Count amounts to find the total.
Respond to the Essential Question 6 Put values together to get a sum.
Display the Chapter 1 Essential Question, 6 Join two numbers.
and give children a minute or two to think
about the answer. Ask volunteers to share 6 Put parts together to get a whole.
their responses.
Critical Understandings Use these Tell what you know about a ten-frame.
questions to guide a discussion about the key n A ten-frame has ten squares. You can use
ideas of the chapter. Bulleted items suggest some counters to do addition. One color counter in
of the important points to emphasize during the the ten-frame represents the first addend. The
discussion. second color in the ten-frame represents the
second addend. For example, 5 4 9 is
What does each term in an addition equation shown below.
mean?
n For part part whole, the first part is the first
number you are adding and the second part is
the second number you are adding. The whole
represents how many in all.
n For addend addend sum, the first addend How are 2 3 and 3 2 the same or different?
is the first number you are adding and the Explain.
second addend is the second number you are
adding. The sum is how many in all. n The order of the parts or addends is different.
n The sum is the same, 5.
Does it matter how you write numbers in addi-
tion equations? What does it mean to count on? How can you
n No, you can write them with the numbers going show it?
across (horizontal), or with the numbers up and n Count on means to start at a number and count
down (vertical). You can also write addends forward to another number, one at a time.
in any order.
n Use a count-on model. Start at the first addend.
Then count on the amount of the second
addend. The ending number is the sum. For
example, 7 3 10 is shown below.
0 1 2 3 4 5 6 7 8 9 10
38A ■ CHAPTER 1
CHAPTER
Student Reflection 1
Talk to children about their learning experiences with this chapter.
Ask the following questions.
1. Which strategy do you like to use to add? Explain why you
like this strategy. Vocabulary Recap
2. What is one thing you really like about addition? Why? Review these key vocabulary
terms from Chapter 1 with
3. What could you tell a friend about addition? children:
Hearing the children’s reflections may give you a better sense of add
their comfort level with the concepts in this chapter and indicate
addend
whether you may need to spend more time on a particular topic.
addition equation
addition fact(s)
Teacher Reflection count on
You might find it useful to reflect on your teaching of this chap- equals
ter. This may give you insight into the methods and approaches part
that work best with your children. It might also suggest ideas for
plus
changes and adjustments you can make next time you teach this
chapter. related addition facts
Here are some questions to consider: sum
1. Which addition strategies were you most successful ten-frame
teaching? Which strategies did you find challenging to teach? whole
2. Which addition strategies and skills did your children find Invite volunteers to define the
challenging? Why do you think they found those strategies terms in their own words and to
challenging? give examples.
3. Which addition strategies did your children find simple to

understand? Why do you think so?
4. Is there a lesson or an addition strategy you wish you had
spent more time on? Is there a lesson or strategy you feel you
spent too much time on?
Look Ahead
In Chapter 2, children will add three In Chapter 8, children will add
numbers, solve addition word to 20.
Explain to children that they will problems, and find equivalent sums.
In Chapter 11, children will add
continue to work with addition in In Chapter 4, children will relate two-digit numbers.
the next few chapters. addition and subtraction within
In Grade 2, children will expand on
10 and find missing addends.
You might share the following their addition skills by regrouping.
information about what is ahead:
CHAPTER 1 ■ 38B
ta l Co m p o n e nt s
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Grade 1

Student Edition section . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Teacher’s Edition section . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44

PREVIEW AND REQUEST A FREE SAMPLE* AT

A long time ago,

Here are the Key Math Words for this chapter:

You can use the glossary to check out the

Copyright © by William H. Sadlier, Inc. All rights reserved.

Keep Your Skills Sharp

Use small objects such as counters to review basic addition

2 ■ two CHAPTER 1 Family Letter

2 are sitting on a log. 1 more hops Math Words

Add to find how many are on the log. Add to find

are sleeping now.

Copyright © by William H. Sadlier, Inc. All rights reserved.

4 ■ four LESSON 1-1

There are 3 in all.

There are in all.

LESSON 1-1 five ■ 5

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6 ■ six LESSON 1-1

the numbers added the number in all

Asa buys 6 apples in all.

LESSON 1-2 seven ■ 7

415 325 516

Copyright © by William H. Sadlier, Inc. All rights reserved.

8 ■ eight LESSON 1-2

Circle the addition equation that shows the sum.

Copyright © by William H. Sadlier, Inc. All rights reserved.

10 ■ ten LESSON 1-2

Jacob sees 3 walking. He sees 4 eating. Math Words

LESSON 1-3 eleven ■ 11

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12 ■ twelve LESSON 1-3

Draw dots to show the parts. Count to find

LESSON 1-3 thirteen ■ 13

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The parts are and . The whole is .

Ava feeds animals.

14 ■ fourteen LESSON 1-3

Jack eats 5 , 4 , and 5 .

. Jack eats 10 and .

LESSON 1-4 fifteen ■ 15

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16 ■ sixteen LESSON 1-4

Find the sum. Use a ten-frame.

LESSON 1-4 seventeen ■ 17

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18 ■ eighteen LESSON 1-4

1. Three are sitting on a 2. Choose the addition

CHAPTER 1 Check Your Progress nineteen ■ 19

5. Choose the ten-frame 6. Find the sum.

7. What are the addends in 8. There are 3 . There are

Copyright © by William H. Sadlier, Inc. All rights reserved.

20 ■ twenty CHAPTER 1 Check Your Progress

Copyright © by William H. Sadlier, Inc. All rights reserved.

22 ■ twenty-two LESSON 1-5

LESSON 1-5 twenty-three ■ 23

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24 ■ twenty-four LESSON 1-5

Write the addition fact. Count on to add.

LESSON 1-6 twenty-five ■ 25

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415 325 516