Early Numeracy

Intervention Program
Level 1
ENI 1

Teachers Manual
Diane Pedrotty Bryant
Kathleen Hughes Pfannenstiel
Brian R. Bryant

psycho-educational services
5114 Balcones Woods Drive #307-163
Austin, TX 78759
i
psycho-educational services

copyright 2015 by

Psycho-Educational Services
5114 Balcones Woods Drive #307-163
Austin, TX 78759

All rights reserved. No part of this material

Protected by this copyright notice may be

reproduced or utilized in any form or by any

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Printed in the United States of America

1 2 3 4 5 6 7 8 9 10 2017 2016 2015

ii
Acknowledgements
The research reported here was supported by the Institute of Education Sciences, U.S.
Department of Education, through Grant # R324B070164 to The University of Texas at Austin.
The opinions expressed are those of the authors and do not represent views of the Institute or
the U.S. Department of Education.

We would also like to thank the central Texas school district principals, teachers, and students
who were an integral part in the development of this program.

Illustrations and layout designs were provided by Karen S. Chan.

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iv
 Contents
Introduction ............................................................................ vii

Background ............................................................................. vii

Features of Effective Interventions ............................................... vii

Components .............................................................................ix

Intervention Lessons .............................................................ix

Lesson Components ...............................................................x

Student Masters .................................................................. xii

Teacher Masters .................................................................. xii

Materials ........................................................................... xii

Progress Monitoring Tools .......................................................... xiii

Glossary ................................................................................ xiii

Common Core Standards ........................................................... xiii

Getting Started ....................................................................... xiii

References ............................................................................. xv

Appendix.............................................................................. xvii

v
vi
Introduction
The Early Numeracy Interventions (ENI) program was developed to provide teachers with
evidence-based instructional materials for teaching students who struggle with primary level
numeracy concepts and procedures, while applying these skills to mathematics problem
solving. The ENI program provides instructional materials designed to remediate and strengthen
numerical competence for students who need supplemental, intensive, ongoing mathematics

investigations with students in the primary grades, and discussions with teachers, curriculum
specialists, and content experts.. The intervention was developed and validated as part of a

operations (Bryant et al., 2011; Bryant& Bryant, 2012; Bryant, Pfannenstiel, Bryant, Hunt, &
Shin, 2014).

Background
early numeracy concepts and procedures continue to exhibit problems beyond the primary
grades as they encounter more demanding mathematics curriculum (Jordan, Kaplan, Locuniak,
& Ramineni, 2007; Morgan, Farkas, & Wu, 2009). Research has shown that students with early

ten system (Bryant et al., 2011, 2012; Jordan et al., 2007). For instance, students might have
problems reading numerals, counting, understanding the comparative magnitude of numbers,
ordering numbers, and understanding the ideas of “place” and “value” in numbers. Students

strategies to solve number combinations (Bryant, Bryant, Williams, Kim, & Shin, 2013; Geary,

involve adding to, taking from, and comparing addition and subtraction problem situations.
Thus, in the primary grades, it is important to provide interventions to those students who need
extra help learning foundational early numeracy concepts, procedures, and problem solving
for future mathematical competence (Aunola, Leskinen, Lerkkanen, & Nurmi, 2004; National
Mathematics Advisory Panel, NMAP, 2008).

Features of Effective Interventions

The ENI program has several features stemming from recommended best practices that foster

Gersten et al., 2009). The following is a brief description of those features.

Content. First, the instructional content of the intervention lessons are aligned with
national standards (Common Core State Standards in Mathematics, CCSS, 2010; National Council
of Teachers of Mathematics, NCTM, 2000) and policy recommendations (NMAP, 2008; National
Research Council, 2009). The content in the ENI Level 1 program focuses on teaching conceptual
understanding and procedural knowledge related to operations and algebraic thinking, number
and operations in base ten, and to some degree measurement and data (CCSS, 2010). Each
unit includes carefully sequenced content to enhance mathematical understanding on key
mathematical ideas. This program is not a complete curriculum for a grade; rather, the program
vii
numeracy number and operation concepts and procedures, and problem solving strategies,

of Intervention by Skill Area chart are provided for instructional planning.

Sample Lessons Schedule

Week 1 Week 2
Day 1 Day 5
Warm-up Warm-up
Lesson 1: ASF Lesson 8: ASF

Day 2 Day 6
Warm-up Warm-up
Lesson 3: ASF Lesson 10: ASF

Day 3 Day 7
Warm-up Warm-up

Day 4 Day 8
Warm-up Warm-up
Lesson 7: WPS Lesson 14: WPS

Day 9
Progress Monitoring

Instructional practices.
ways to deliver instruction to struggling students and mathematics practices that contribute to
the development of conceptual and procedural knowledge (Star, 2005; Swanson, Hoskyn, & Lee,
1999). The ENI program includes the following practices that are well supported in the research
community:

Activation of background knowledge with connections to related mathematical concepts.

Explicit, systematic instruction including modeling and “thinking aloud” to help students
understand the math, pacing that accommodates the instructional levels of the students,
practice opportunities with teacher guidance, and correction of misconceptions and errors.

Carefully selected and sequenced examples to facilitate understanding.

 “Mathematics talk” that helps students to reason and make connections by explaining the

Multiple representations including physical representations, pictorial and graphic

representations, and symbolic representations.

procedures.

Progress monitoring.
whether students are making progress toward their individual goals. Monitoring progress should
be done on a frequent basis, and the data should be used for instructional decision-making. This

daily Independent Practice activities, and weekly and/or bi-weekly Unit Checks.

Components

instruction, which is intended for all students. Teachers who are working with students in

students. The program includes the following components:

Intervention Lessons
There are 10 units with 14 lessons each that focus on: ordering and comparing numbers,
understanding place value with single- and multi-digit numerals, using strategies and properties
of operations to solve addition and subtraction problems, algebraic readiness, and solving
addition and subtraction word problems. Also, a warm-up activity is provided for the beginning
of each intervention session to prepare students for learning. The intervention lessons can
be conducted within a 25- to 30-minute time period and should be conducted in small groups

on how many days a week the lessons are taught. Student performance was measured using a
4-day-a-week plan where every other week, one of the 4 days was a progress- monitoring day,
using Unit Checks

from consistent intervention work over a period of time (Bryant et al., 2008). Teachers many
also need to spend more time on particular skills to allow for a slower instructional pace for
students to master the concepts. Building a strong foundation in conceptual understanding
and procedural knowledge requires skillful, relentless intervention that is tailored to the
instructional needs of students.

ix
Lesson Components
Warm Up is designed as a quick, 3-minutes,
Warm-Up Quick Facts
engagement and review of previously learned skills.
Skill Objective(s) The warm-up allows the students to practice writing
Solving addition and
subtraction facts
Students will identify parts of a whole number.
numbers, saying numbers, and solving basic facts to

Materials
minutes

Directions Preview/Engage Prior Knowledge

Today, we will learn about the equal sign. We will count groups
Language to of objects, write the number for the amount in each group, and
decide whether the amounts in the groups are equal to each
introduce lesson other.

Preview/Engage Prior Knowledge provides students and a review

(Write an addition symbol and a minus sign on a wipe board.) These
are math symbols. When do we see these symbols? (In addition

with information about what they will learn in the

and subtraction problems) What do these symbols mean? (Add and
subtract).

upcoming lesson and includes a brief discussion or

activity to activate background knowledge to help make connections to the new content.

Interactive Modeling involves a mathematical script and multiple examples to help teachers
demonstrate, explain, and “think aloud” explicitly
Interactive Modeling Explicit script
with correct
1. Prompt both choral and individual responses. Correct errors and
strategies, as appropriate. Students are typically
mathematical involved in this process by, for example, responding
language to questions and, as appropriate, manipulating
How many objects are in this group? (Point to the first group.)
concrete materials to foster student engagement
and conceptual understanding. As students progress
Let’s count to find out. Ready? Count. (1, 2 … 6)

Pictures as How many objects are in this group? (Point to the second group.)

a guide to Let’s count to find out. Ready? Count. (1, 2 … 6) through the units and lessons, interactive modeling
instruction (Scatter 1 group.) Are there still 6 in this group? (Yes) How do you
know? (No new objects were added or subtracted) time is replaced with more opportunities to practice
for teacher Each group has the same amount or quantity. We can say that that promote mastery of instructional content.
the 2 groups are equal. Equal means the same as. What does
equal mean? (The same as)

Guided Practice provides ample opportunities for

This is an equal sign. An equal sign is a symbol to show the same
as or equal. An equal sign shows “the same amount or quantity
=
students to
on both sides of the sign,” so the numbers on both sides of the
sign are the same. What does “equal” mean? (The same amount)
Unit 4, Lesson 4

practice the Guided Practice

instructional
1. Have students make various numbers, 1–50, with their
tens and ones. Then, have students count the numbers,
Additional emphasizing the “switch” as they transition from tens to
content through interactions with the teacher and questions with less
ones.
Level 1
Unit 4: Lesson 4

2. Support students as you complete the Guided Practice sheet

GP Guided Practice

peer interactions. Practice time provides teachers

Tens and Ones: Count

1 2

with them. Have students count how many in all and circle
teacher-talk to the number. 8 62 20 31

with opportunities to provide immediate feedback

26 80 4 13

increase student How many tens? 3 4

and additional instruction to students who need more verbalizations How many ones? 17 45 60 6
80 8 24 42

5 6

Count.

assistance. How many in all?

70
17
35
7
© 2015 Psycho-Educational Services
25
7
52
70
7

Error Correction Scaffolds are provided as examples

Error Correction
Scaffolds of how teachers can correct errors by providing more
If a student does not understand the equal sign:
scaffolded instruction. Scaffolds may be needed as
- Write the same number twice. “If and what to teachers monitor student progress to increase student
- Put the correct number of counters underneath each number.
do” statements
-
equal.
to increase
understanding of the skill through questioning. Additional
-
-
understanding manipulatives or multiple representations are another
of the skills type of scaffold that teachers can use to encourage

mathematical concepts.
Independent Practice activity sheets are provided as 2
Independent Practice Time and
a means for teachers to monitor student progress for
minutes

each lesson. Students should work without assistance

1. Have students complete as many items on the Independent
thumbnail
Level 1
Unit 2: Lesson 1

Independent Practice

Practice sheet as possible in 1 minute.

IP
Are They Equal?

Write an equal sign if the groups have the same amountof or activity 0

quantity on both sides, or write an “X” if the 2 groups have 2

different amounts. sheet 8

understanding of the material. Teachers can use 3

Directions toHave students write how many

5 5

they grade their own sheets.

these activity sheets to analyze errors for additional
4

correct at the top of the page.

students
1

instruction and to determine whether students have

© 2015 Psycho-Educational Services 2

10 Level 1
minutes
Instructional
information: Time,
level, unit and day

Instruction
Lesson 2: Find the Neighbors

Ordering and Comparing

Numbers
next to another number on a number path and hundreds
chart.
Students will write single- and double-digit numbers.

Vocabulary
Next to: Vocabulary Development:
Word and student friendly
Before:
After:
Number path:

Materials

& Level 1 Level 1

Unit 2: Lesson 2 Unit 2: Lesson 2

&
GP Guided Practice Independent Practice
IP
Circle the Neighbor Circle the Neighbor

1 Next to 1 Next to
24
& 20 21 22 23 24
22
25 26 27 28 29 30 20 21 22 23 24 25 26 27 28 29 30

2 Before 2 Before
& 39 41
30 31 32 33 34 35 36 37 38 39 40 40 41 42 43 44 45 46 47 48 49 50

3 After 3 After
26 20
Materials used in 20

4
21 22 23 24

Next to
25 26 27 28 29 30 20

4
21 22 23 24

Next to
25 26 27 28 29 30

the lesson and 44 38

thumbnails of the
40 41 42 43 44 45 46 47 48 49 50 30 31 32 33 34 35 36 37 38 39 40

5 Before 5 Before
50 29
sheets used by 40 41 42 43 44 45 46 47 48 49 50 20 21 22 23 24 25 26 27 28 29 30

both teacher and © 2015 Psycho-Educational Services 3 © 2015 Psycho-Educational Services 5

students.
Printing Information
Files for the Student Masters, Teacher Masters, and Materials are set up for double sided
printing.

Student Masters
The Student Masters are downloaded for each lesson that is being taught. The masters provide
space for students to do their work during instruction.

Teacher Masters
The Teacher Masters include all of the visuals teachers will need for the all parts of each lesson.
The masters duplicate the material found in the Student Masters, with answers.

Materials
in classrooms, such as base ten materials, connecting cubes, place value charts, wipe boards,
and plastic sleeves in which student activity sheets can be inserted. The second type of material

frames, hundreds charts, number mats, and number cards. A list of materials for each lesson is
provided as a quick resource for teachers.

Materials Level 2
Fact Cards Addition: +0, +1, +2, +3
Doubles
Doubles +1
Make 10 +More
Subtraction: -0, -1, -2, -3; N-N
Doubles Related
Doubles +1 Related
Make 10+More related

Charts 0–100s chart; Number Line 0–20

Mats Fact Family

Make 10 +More
MSI Strategy
Part-Part-Whole
See, Draw, & Think
Place Value

Number Cards 0–99

Progress Monitoring Tools
There are several types of progress monitoring tools. First, there are Daily Checks, which are
given at the end of each lesson as Independent Practice items. The purpose of the Daily Checks

mastery score. Second, there are Unit Checks, which are administered at the end of each unit.
The purpose of the Unit Checks is to determine whether students have mastered the content of
the lessons taught across several days. As with the Daily Checks

Glossary
Teachers should be certain that they are modeling the correct use of mathematical terms
in the lessons as part of “math talk.” Teachers should also expect students to use correct
mathematical language. Math word walls are a great way to remind students about the math
language they are learning and using in their discussions.

Common Core State Standards in Mathematics

The instructional content of the ENI program focuses on number, operations, algebraic

Common Core Standards is provided in the Appendix.

Getting Started
We recommend the following practices for getting started with this program.

1. Review the materials in the programs.

2. Conduct an assessment to determine where in the program to start which unit with
students.

3. Determine which students will receive the intervention in a small group based on
assessment results.

4. Determine activities that the rest of the class can complete independently or at learning
stations.

5. Read over each lesson before teaching it and assemble all needed materials beforehand
including a timing device.

6. Teach students how to manage the materials and how to work appropriately in a small
group.

7. Begin teaching.

8. Collect data on a regular basis and use the data to determine whether students are

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 References
Aunola, K., Leskinen, E., Lerkkanen, M-K., & Nurmi, J-E. (2004). Developmental dynamics of
math performance from preschool to grade 2. Journal of Educational Psychology, 96(4),
699–713. doi: 10.1037/0022-0663.96.4.699

Bryant, D. P., & Bryant, B. R. (2012). Using RtI in the mathematics classroom. In J. Bakken (Ed.),
Response to intervention in the core content areas: A practical approach for educators
(pp. 187-212). Austin, TX: Prufrock Press.

Exceptional Children, 78(1), 7-23.

Bryant, D. P., Bryant, B. R., Williams, J., Kim, S., & Shin, M. (2013). Instructional practices for
improving student outcomes in solving arithmetic combinations. In D. Chard, B. Cook, &
M. Tankersley (Eds.), Research-based strategies for improving outcomes in academics
(pp. 58 - 69). Boston: Pearson, Inc.

Bryant, D. P., Bryant, B. R., Gersten, R., Scammacca, N., Funk, C., & Winter, A. (2008).
Learning
Disability Quarterly, 31(2), 47-63.

Bryant, D. P., Pfannenstiel, K. H., Bryant, B. R., Hunt, J., & Shin, M. (2014). Tailoring

& V. C. Alfonso (Eds), Essentials of tailoring interventions for students with learning
(pp. 178-203). Hoboken NJ: Wiley.

Gersten, R., Beckmann, S., Clarke, B., Foegen, A., Marsh, L., Star, J. R., & Witzel, B. (2009).
Assisting students struggling with mathematics: Response to Intervention (RtI) for
elementary and middle schools (NCEE 2009-4060). Washington, DC:

Learning Disabilities
Research & Practice, 22(1), 36-46.

Journal of Learning Disabilities, 42, 306–321.

National Council of Teachers of Mathematics. (2000). Principles and standards for school
mathematics. Reston, VA: Author.

National Governors Association Center for Best Practices and the Council of Chief State School

DC: Authors.

xv
National Mathematics Advisory Panel. (2008).
National Mathematics Advisory Panel. Washington, DC: U.S. Department of Education.
Retrieved from
http://www2.ed.gov/about/bdscomm/list/mathpanel/index.html

National Research Council. (2009). Mathematic learning in early childhood: Paths toward
excellence and equity. Washington, DC: Author.

Star, J. R. (2005). Reconceptualizing procedural knowledge. Journal for Research in

Mathematics Education, 36(5), 404-411.

Swanson, H. L., Hoskyn, M., & Lee, C. (1999). Interventions for students with learning
disabilities. A meta-analysis of treatment outcomes. NY: Guilford Press.

xvi
 Appendix
Level 1 and CCSS in Mathematics
Common Early Mathematics
Core Common Core Standard Booster
Domain Intervention Area

Use addition and subtraction within 20 to solve Word Problem Solving

& Algebraic word problems involving situations of adding to,
Thinking taking from, putting together, taking apart, and Addition and
comparing, with unknowns in all positions, e.g., Subtraction
Combinations
symbol for the unknown number to represent the
Relationships of 10

Solve word problems that call for addition of three

whole numbers whose sum is less than or equal to

with a symbol for the unknown number to represent

Apply properties of operations as strategies to add

Understand subtraction as an unknown-addend

Relate counting to addition and subtraction

(e.g., by counting on 2 to add 2). (CCSS.Math.

Add and subtract within 20, demonstrating

Use strategies such as counting on; making ten;

decomposing a number leading to a ten; using the
relationship between addition and subtraction;
and creating equivalent but easier or known sums.

Understand the meaning of the equal sign,

and determine if equations involving addition
and subtraction are true or false. (CCSS.Math.

xvii
 Common Early Mathematics
Core Common Core Standard Booster
Domain Intervention Area

Number & Count to 120, starting at any number less than Addition and
120. In this range, read and write numerals and Subtraction
Base Ten Combinations
numeral. (CCSS.Math.Content.1.NBT.A.1)

Understand that the two digits of a two-digit Comparing Numbers

number represent amounts of tens and ones. (CCSS. (to 99)
Math.Content.1.NBT.B.2)
Relationships of 10
Add within 100, including adding a two-digit (to 99)
number and a one-digit number, and adding a
two-digit number and a multiple of 10, using Word Problem Solving
concrete models or drawings and strategies based
on place value, properties of operations, and/or
the relationship between addition and subtraction;
relate the strategy to a written method and explain
the reasoning used. Understand that in adding two-
digit numbers, one adds tens and tens, ones and
ones; and sometimes it is necessary to compose a
ten. (CCSS.Math.Content.1.NBT.C.4)

Subtract multiples of 10 in the range 10-90 from

multiples of 10 in the range 10-90 (positive or zero
differences), using concrete models or drawings
and strategies based on place value, properties
of operations, and/or the relationship between
addition and subtraction; relate the strategy to a
written method and explain the reasoning used.
(CCSS.Math.Content.1.NBT.C.6)

Measurement
& Data to three categories; ask and answer questions Comparing Numbers
about the total number of data points, how many
in each category, and how many more or less
are in one category than in another. (CCSS.Math.
Content.1.MD.C.4)

xviii
Units and Lessons

xix
xx
 10 Level 1
minutes

Instruction
Lesson 2: Find the Neighbors

Ordering and Comparing

Numbers
next to another number on a number path and hundreds
chart.
Students will write single- and double-digit numbers.

Vocabulary
Next to:
Before:
After:
Number path:

Materials

& Level 1 Level 1

Unit 2: Lesson 2 Unit 2: Lesson 2

&
GP Guided Practice Independent Practice
IP
Circle the Neighbor Circle the Neighbor

1 Next to 1 Next to
24
& 20 21 22 23 24
22
25 26 27 28 29 30 20 21 22 23 24 25 26 27 28 29 30

2 Before 2 Before
& 39 41
30 31 32 33 34 35 36 37 38 39 40 40 41 42 43 44 45 46 47 48 49 50

3 After 3 After
26 20
20 21 22 23 24 25 26 27 28 29 30 20 21 22 23 24 25 26 27 28 29 30

4 Next to 4 Next to
44 38
40 41 42 43 44 45 46 47 48 49 50 30 31 32 33 34 35 36 37 38 39 40

5 Before 5 Before
50 29
40 41 42 43 44 45 46 47 48 49 50 20 21 22 23 24 25 26 27 28 29 30

© 2015 Psycho-Educational Services 3 © 2015 Psycho-Educational Services 5

 8
minutes

Preview/Engage Prior Knowledge

Today, we will use a hundreds chart to find neighbors.

What is a neighbor? (Someone who lives next to you, the numbers

on either side of another number)

We have learned the vocabulary for this lesson: “before,”

“after,” and “next to.” Think about your day. What happened
before you came to school?

What will happen after you go home from school?

Who do you sit next to in class?.

Interactive Modeling
1-100 Chart 1. Prompt both choral and individual responses. Correct errors and
1 2 3 4 5 6 7 8 9 10

11 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
Last week we used a number path. Today we will use a
61 62 63 64 65 66 67 68 69 70
hundreds chart. A hundreds chart shows the numbers 0 to 100.
We can use a hundreds chart to find numbers that come before,
71 72 73 74 75 76 77 78 79 80

81 82 83 84 85 86 87 88 89 90

91 92 93 94 95 96 97 98 99 100
after, and next to other numbers.
© 2015 Psycho-Educational Services

Make your wipe board match mine. What number? (6)

6 Is this missing number before, after or next to 6? (Before)
36
Find the number 6 on the hundreds chart and circle it. What
number comes before 6? (5)

Write it.

Erase your hundreds chart.

6
36
Make your wipe board match mine. What number? (36)
 Do we need to find the number before 36 or after 36?
(Before) How do you know? (Missing space is not after 36) 1-100 Chart

Find the number 36 on the hundreds chart and circle it.

1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20

What number comes before 36? (35) 21 22 23 24 25 26 27 28 29 30

31 32 33 34 35 36 37 38 39 40

Write it. 41 42 43 44 45 46 47 48 49 50

Write a blank after 36. What number comes after 36? (37)
51 52 53 54 55 56 57 58 59 60

61 62 63 64 65 66 67 68 69 70

Write it.
71 72 73 74 75 76 77 78 79 80

81 82 83 84 85 86 87 88 89 90

Erase your wipe board and the hundreds chart.

91 92 93 94 95 96 97 98 99 100

© 2015 Psycho-Educational Services

___.
Make your wipe board match mine. What number? (9)

We need to find 2 numbers: the numbers next to 9.

Find the number 9 on the hundreds chart and circle it.

What numbers are next to 9? (8 and 10) Another way to
describe 9 is to say it is in the middle of 8 and 10 or between
8 and 10. What is another way to describe 9? (Between or in
the middle of 8 and 10)

Write the numbers 8 and 10.

Erase your hundreds chart.

49

Make your wipe board match mine. What number? (49)

We need to find the numbers next to 49.

Find 49 on the hundreds chart and circle it. What number

1-100 Chart
comes before 49? (48)
1 2 3 4 5 6 7 8 9 10

Write it. 11 12 13 14 15 16 17 18 19 20

21 22 23 24 25 26 27 28 29 30

What number comes after 49? (50) 31 32 33 34 35 36 37 38 39 40

41 42 43 44 45 46 47 48 49 50

Write it. 51 52 53 54 55 56 57 58 59 60

61 62 63 64 65 66 67 68 69 70

What numbers are next to 49? (48 and 50) What is another 71 72 73 74 75 76 77 78 79 80

way to describe 49? (Between 48 and 50, in the middle of 48 81 82 83 84 85 86 87 88 89 90

and 50)
91 92 93 94 95 96 97 98 99 100

© 2015 Psycho-Educational Services

Erase your board and hundreds chart.

 Make your wipe board match mine. What number? (32)
32
Is the missing number before or after? (After)

Can I write 31 in the space? (No) Why? (It is not the number
that comes after) Find the number 32 on the hundreds chart and
circle it.
1-100 Chart

1 2 3 4 5 6 7 8 9 10 What number comes after 32? (33)

11 12 13 14 15 16 17 18 19 20

21 22 23 24 25 26 27 28 29 30 Write it.
31 32 33 34 35 36 37 38 39 40

41 42 43 44 45 46 47 48 49 50 What number comes before 32? (31)

51 52 53 54 55 56 57 58 59 60

61 62 63 64 65 66 67 68 69 70 Write it.
71 72 73 74 75 76 77 78 79 80

81 82 83 84 85 86 87 88 89 90 What numbers are next to 32? (31 and 33)

91 92 93 94 95 96 97 98 99 100

© 2015 Psycho-Educational Services

Erase your wipe board and hundreds chart.

Guided Practice

Number Cards
0-99
the activity at the same time. Allow students time to share the
28 numbers circled in relation to the number card drawn. Use the
following language:
What number? Find it on the hundreds chart.
1-100 Chart
Circle the number before [number]. What number?
1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20
Circle the number after [number]. What number?
21 22 23 24 25 26 27 28 29 30

31 32 33 34 35 36 37 38 39 40
Circle the numbers next to [number]. What numbers?
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

71 72 73 74 75 76 77 78 79 80

81 82 83 84 85 86 87 88 89 90

91 92 93 94 95 96 97 98 99 100
Read the wipe board. What number is missing? (The number
© 2015 Psycho-Educational Services
after 24) Look at my hundreds chart. What number is circled?
(26)

Is 26 the number after 24? (No) Why? (25 is after 24)

 Level 1
Unit 2: Lesson 2

GP Guided Practice
Circle the Neighbor

1 Next to

4. Support students as you complete the Guided Practice sheet 20 21 22 23 24

22
25 26 27 28 29 30

together. Have students read the vocabulary word and circle 2 Before
39
the appropriate numbers. 30 31 32 33 34 35 36 37 38 39 40

3 After
26
20 21 22 23 24 25 26 27 28 29 30

4 Next to
44
40 41 42 43 44 45 46 47 48 49 50

5 Before
50
40 41 42 43 44 45 46 47 48 49 50

© 2015 Psycho-Educational Services 3

Error Correction
Scaffolds

copy a teacher sample.

Independent Practice minutes

2
1. Have students complete as many problems from the Level 1
Unit 2: Lesson 2

Independent Practice

Independent Practice sheet as possible in 1 minute.

IP
Circle the Neighbor

1 Next to
24
Look at the arrows. Circle the numbers before, after, or the 20 21 22 23 24 25 26 27 28 29 30

Before
next to the number.
2

41
40 41 42 43 44 45 46 47 48 49 50

3 After
20
20 21 22 23 24 25 26 27 28 29 30

they grade their own sheets. Have students write how many 4 Next to
38
correct at the top of the page. 30 31 32 33 34 35 36 37 38 39 40

5 Before
29
20 21 22 23 24 25 26 27 28 29 30

© 2015 Psycho-Educational Services 5

Day
Daily Check-Up
each student correctly completed.
14 © 2015 Psycho-Educational Services
Level 1
Unit 2: Lesson 2

GP Guided Practice
Circle the Neighbor

1 Next to
22
20 21 22 23 24 25 26 27 28 29 30

2 Before
39
30 31 32 33 34 35 36 37 38 39 40

3 After
26
20 21 22 23 24 25 26 27 28 29 30

4 Next to
44
40 41 42 43 44 45 46 47 48 49 50

5 Before
50
40 41 42 43 44 45 46 47 48 49 50
Level 1
Unit 2: Lesson 2

GP Guided Practice
Circle the Neighbor

6 After
31
30 31 32 33 34 35 36 37 38 39 40

7 Next to
35
30 31 32 33 34 35 36 37 38 39 40

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

9 After
25
20 21 22 23 24 25 26 27 28 29 30

10 Before
30
20 21 22 23 24 25 26 27 28 29 30
Level 1
Unit 2: Lesson 2

Independent Practice
IP
Circle the Neighbor

1 Next to
24
20 21 22 23 24 25 26 27 28 29 30

2 Before
41
40 41 42 43 44 45 46 47 48 49 50

3 After
20
20 21 22 23 24 25 26 27 28 29 30

4 Next to
38
30 31 32 33 34 35 36 37 38 39 40

5 Before
29
20 21 22 23 24 25 26 27 28 29 30
Level 1
Unit 2: Lesson 2

GP Guided Practice
Circle the Neighbor Key

1 Next to
22
20 21 22 23 24 25 26 27 28 29 30

2 Before
39
30 31 32 33 34 35 36 37 38 39 40

3 After
26
20 21 22 23 24 25 26 27 28 29 30

4 Next to
44
40 41 42 43 44 45 46 47 48 49 50

5 Before
50
40 41 42 43 44 45 46 47 48 49 50
Level 1
Unit 2: Lesson 2

GP Guided Practice
Circle the Neighbor Key

6 After
31
30 31 32 33 34 35 36 37 38 39 40

7 Next to
35
30 31 32 33 34 35 36 37 38 39 40

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

9 After
25
20 21 22 23 24 25 26 27 28 29 30

10 Before
30
20 21 22 23 24 25 26 27 28 29 30
Level 1
Unit 2: Lesson 2

Independent Practice
IP
Circle the Neighbor Key

1 Next to
24
20 21 22 23 24 25 26 27 28 29 30

2 Before
41
40 41 42 43 44 45 46 47 48 49 50

3 After
20
20 21 22 23 24 25 26 27 28 29 30

4 Next to
38
30 31 32 33 34 35 36 37 38 39 40

5 Before
29
20 21 22 23 24 25 26 27 28 29 30
 Level 1

Name
UC
Inspect & Find Clues
Plan & Solve Unit Check
Retrace

WPS
Write the answers to questions about the story.
6
1
Jane has 5 cats.
Tom has 3 dogs.
Lisa also has dogs.

a. Lisa has one more dog than Tom.

How many dogs does Lisa have?

Jane Tom Lisa

c. Put the number of pets in order

from least to greatest. , ,

2
The class was put into 3 groups.
Each group has ten kids.
Group 1 Group 2 Group 3
a. Draw the groups using ten
frames.

b. How many kids are in the class in

all?

c. Draw 32 using tens ones units.

 Level 1

Inspect & Find Clues

Plan & Solve
Retrace UC

WPS
Match.
7
Steps:
1 Retrace
2

Actions:
Read
# # #

Underline Question ?

Equation
 ASF

5
1 2

7 + 1 6 + 2 4 3 + 1
3 4

1 + 1 + 1 5 + 2 9 +
5

2 + 3 5
ROT

5
1 2 3

4 16 7 9 45
13 61 54
4 5

3 15 8 5
 NS
Write the number that goes in the blank.
5
1 2
12 14 26 27
3 4
48 49 31 32
5
19 21

MC

5
1 2 3

17 14 24 24 33 41
4 5

47 37 36 29