CHAPT E R

14
Planner
Join to Add

The Skills Trace

BIG Idea Vertical Alignment
At this point in the curriculum, Kindergarteners have worked extensively with
numbers through 30. Comfort with these numbers will help students immensely
Previous Grade
as they begin their first steps toward addition. In this chapter, students begin to
add by combining concrete objects to model simple joining stories and In the previous grade, students learned to:
problems. Students are also given ample opportunity to discover all the ways to • Add by joining sets of manipulatives up to 10.
combine numbers to sums up to nine. • Use story mats to show joining stories.

Targeted Standards
GLE 0006.2.4 Understand addition as “putting together” and subtraction as
“breaking apart.”
This Grade
During this chapter, students learn to:
GLE 0006.1.1 Use Mathematical language, symbols, and definitions while
developing mathematical reasoning. • Model joining as combining sets and adding to sets.
• Use concrete objects to solve joining problems.

After this chapter, students learn to:

• Use concrete objects to determine the answers to
separating problems (for two numbers that are each less
than 10).

Next Grade
In the next grade, students will learn to:
• Model and solve addition problems.
• Write addition sentences.
• Use strategies and skills to solve problems.

Print and Online Professional Development

articles can be found in the Teacher Resource
Handbook. These articles on current issues will allow
you to implement new mathematical strategies and
enhance your classroom performance.
Digital Videos The McGraw-Hill
Professional Development Video
Library provides short videos that support
McGraw-Hill’s Math Connects. For
support for this chapter, the following
video is available.
Vertical Alignment and Backmapping
McGraw-Hill’s Math Connects program was conceived
and developed with the final results in mind: student success in
Algebra 1 and beyond. The authors developed this brand-new
series by backmapping from Algebra 1 concepts, and vertically
aligning the topics so that they build upon prior skills and
concepts and serve as a foundation for future topics.

CGI-Join Results Unknown-Counting

Other videos, program walkthroughs, online courses, and video
workshops are available at mhpdonline.com.

473A Join to Add

Chapter at a Glance
Lesson Pacing Resources

Materials and Manipulatives

Multi-Part
Lesson 1 Joining Concepts
A Joining Stories
B Joining Stories
2 Days
drawing paper, crayons, number cards, connecting cubes, magazines or
newspapers, scissors, glue, markers (optional), craft sticks, yarn or hula hoop,
stuffed animals, baskets, Activity Flipchart, counters, interactive whiteboard,
GLE 0006.2.4 cup, digital camera, library books, plastic baggies, overhead manipulatives,
GLE 0006.2.4 overhead projector, WorkMat 1, construction paper

C Use Objects to Join Sets GLE 0006.2.4 Get ConnectED

Leveled Worksheets Virtual Manipulatives

Explore Worksheet(s)
Visual Vocabulary Cards
Lesson Animations
Daily Transparencies
Problem of the Day
Graphic Novel Animation
Math Songs Animations
Hands-On Activity Tools and
Resources

8 Days Materials and Manipulatives

Multi-Part
Lesson 2 Join Sets blanket, stuffed animals, picnic basket (optional), stickers, connecting cubes,
classroom objects, chart paper, markers, drawing paper, interactive
whiteboard, counters, cups, pencils, paper, attribute buttons, number cards,
A Joining Sets GLE 0006.2.4 number cubes 0-5, string, pattern blocks, dominoes, Activity Flipchart, color
tiles, WorkMat 5, crayons, spinner, bean bags or crumpled paper, empty trash
B Join to Make 4 and 5 GLE 0006.2.4
cans, pennies
C Join to Make 6 GLE 0006.2.4
Get ConnectED
D Join to Make 7 GLE 0006.2.4
Leveled Worksheets eGames
E Join to Make 8 GLE 0006.2.4 Explore Worksheet Graphic Novel Animation
Visual Vocabulary Cards Real-World Problem
F Join to Make 9 GLE 0006.2.4
Lesson Animations Solving Readers
G Join to Make 10 GLE 0006.2.4 Daily Transparencies Hands-On Activity Tools and
Problem of the Day Resources
H Problem-Solving Strategy: Act It Out GLE 0006.1.2 Virtual Manipulatives

3 Days Materials and Manipulatives

Multi-Part
Lesson 3 Addition connecting cubes, interactive whiteboard, classroom objects, napkins, pretzel
sticks, fruit snacks, number cards, index cards, color tiles, dot cards, symbol
cards, write-on/write-off boards, tape, paper, crayons, scrap paper, WorkMat 7,
A Symbol + GLE 0006.1.1
number cubes, counters, attribute buttons
B Symbol = GLE 0006.1.1
Get ConnectED
C How Many in All? GLE 0006.1.1
Leveled Worksheets Virtual Manipulatives
Lesson Animations Math Songs Animations
Daily Transparencies Hands-On Activity Tools and
Problem of the Day Resources

Join to Add 473B

 CHAPT E R

14
Planner
Vocabulary and Language Connections

Math Vocabulary
Glossary
The following math vocabulary words are listed in the glossary of the Student Edition. Some of the
words are also found in the Alphabet Cards.
Get ConnectED Find interactive definitions in 13 languages in the eGlossary and review
vocabulary eGames at connectED.mcgraw-hill.com.

add to join together sets to find the total (at in all to join together sets to find the total
this level, also referred to as “join,” “in
all,” or “put together”)
join adding sets together

equal sign =
4+1=5 plus sign +
5+2=7
equal sign
plus sign

Activity
Have one student join another student to begin a marching band. (Use rhythm
instruments if they are available.) Point out that the second student has joined
the first student.
• As more students are invited to join the band one-by-one, focus on
the concepts of “add” and “in all” for the number of students in the
marching band.
• You may wish to change the setting to a school parade if musical
instruments are not available.
• Use pattern blocks to model joining stories. For example: There are three
squares. Two triangles join them. How many shapes in all?
• Give pattern blocks to students, and have them create their own
joining stories.

Visual Vocabulary Cards

Use Visual Vocabulary Cards to reinforce the vocabulary in
this chapter in English and Spanish. (The Define/Example/Ask
routine is printed on the back of each card.) ISBN: 978-0-02-101638-9
MHID: 0-02-101638-0
Copyright © by The McGraw-Hill
All rights reserved.
Companies, Inc.

MM12_V

473C Join to Add

 ELL Support
Multi-Part
Lesson 1 Joining Concepts

Level Activity Modality

AL Beginning Word Meaning Intrapersonal, Kinesthetic, Auditory
OL Intermediate Recognize and Act It Out Linguistic, Kinesthetic, Auditory
BL Advanced Number Sense Kinesthetic, Social, Logical
Extend Peer Tutoring On and Beyond Level

Multi-Part
Lesson 2 Join Sets
Level Activity Modality
AL Beginning Activate Prior Knowledge Intrapersonal, Visual, Auditory
OL Intermediate Recognize and Act It Out Visual, Spatial, Social
BL Advanced Multiple Meanings Spatial, Interpersonal, Linguistic
Extend Cooperative Learning On and Beyond Level

Multi-Part
Lesson 3 Addition
Level Activity Modality
AL Beginning Word Meaning Logical, Visual, Auditory
OL Intermediate Speak and Pass Linguistic, Interpersonal, Visual
BL Advanced Clarification Questions Logical, Social, Linguistic
Extend Cooperative Learning Beyond Level

Get ConnectED Find other English Language Learner strategies.

ELL Resources
The Professional Development articles listed below can be found in print
and online in the Teacher Resource Handbook.
• English Learners and Mathematics: Best • Multilingual eGlossary
Practices for Effective Instruction” by • Visual Vocabulary Cards
Kathryn Heinze (pp.TR32–TR33) • Language Alerts (pp. 479, 498, 507)
• “Engaging English Language Learners in • ELL Guide (pp. 86–91, 98–99)
Your Classroom” by Gladis Kersaint
(pp. TR34–TR35)

Join to Add 473D

 CHAPT E R

14
Planner
Learning Stations

SPATIAL
individual

Story Paintings
Materials:
• Paint a joining story.
• painting paper
• Hang your painting. Tell your number story.
• tempera paint
Teacher Note: Tell students to wait to hang their pictures until the paint is dry.
• paint brushes
After all students’ paintings are hung, have each student find their own
painting. Encourage students to look at other students’ work and tell the story. • water
Ask students to identify any paintings that represent the same number story.

66

VISUAL
small group

Choo Choo
Materials:
• Pretend you are on a train.
• paper
• Take turns as riders or workers.
• pencils
• Draw a picture to show the train ride.
• chairs
• Write the numbers to show the joining story.
Read the numbers to a classmate.
Teacher Note: Have suggestions for the students, of
numbers to use to tell about people on the train; for
example, five and four or two and six. Students can act out five people and four more people getting
67 on the train.

VISUAL
individual

Joining Sets
Materials:
• Select the Part-Part Whole WorkMat.
• interactive whiteboard
• Tell a joining story.
• Part-Part Whole WorkMat 7
• Use counters to show the sets.
• virtual counters
• Join the sets and tell how many are in all.
Teacher Note: Have students choose an amount from 0 to 5. Tell the students to show that amount of the same color
virtual two-color counters by placing them on the Part-Part Whole WorkMat. Direct students to use the first box on the top
left of the mat labeled Part. Allow students to choose another number from 0 to 5 and place these counters in the other
box labeled Part. Have students tell a joining story as they move the counters from Part-Part boxes to the box labeled
68 Whole. Discuss how many in all.

473E Join to Add

 LOGICAL
pairs

Musical Mystery
Materials:
• Draw a joining story using two sets of musical objects.
• paper
• Write how many there are in all on the back of your paper.
• crayons
• Share your story with a partner.
• Have your partner find the answer.
Teacher Note: When students are finished with their first musical mystery story, have
them share the stories with a partner. You may want to create musical notes on
cardstock for students to use. If possible, allow students to take turns playing the
instruments used in their stories.
69

SPATIAL
individual

Number Rainbow
Materials:
• Draw a rainbow using 11 squares.
• two 0–5 number cubes
• Write 0 to 10 in order on the squares.
4 • connecting cubes
• Roll one or two number cubes. Say how many there are in all.
• crayons
• Color that number square on the rainbow.
• paper
• Continue the activity until all squares are colored.
Teacher Note: Help students form an arch/rainbow shape with the 11 squares. Tell them that each number cube is 0 to 5 so
the total will never be more than 10. Have students continue to roll the number cube and color the totals until all squares
are colored, as time permits.
70

IWB You may wish to use the virtual calendar

for this Calendar Time activity.

How Many Students Are There in All?

Ask students the following questions and have them write a number
sentence for each one. Add or adapt questions to fit your class.
• Point to today on the calendar. How many boys rode the bus today?
3 boys How many girls walked to school today? 6 girls
• Yesterday there were five girls and five boys at school. How many
students were there in all? 10 students
Teacher Note: Allow students to ask their own questions to the class.

For additional calendar activities, see Math Routines on the Go cards.

Join to Add 473F

CHAPTER
14 CHAPTE R

Introduce the Chapter 14 Join to Add

E Essential Question
The
• Model joining two sets together by making a train of 2 yellow Key Vocabulary
BIG Idea
connecting cubes and a train of 3 green cubes. Say: I am English Español
How do I add by joining join juntar
joining these trains together. How many cubes are in my two sets? in all en total
train? 5 cubes
• Give other examples of joining. See students’ joining
stories. Nikki, Kate, and Seth in
N
Hold on Tight
H
Key Vocabulary
Introduce the key vocabulary in the chapter using the
I have
routine below. 7 balloons!
Define: When asked how many you have in all, you combine, or
join, sets of objects.
And I How
Example: I have two dogs and three cats; when I join them I have 3. many are

Copyright © Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

have five pets in all. there in all?
Ask: When would you need to join sets of objects?
Seth, hold these.
• Student Glossary Help !
Now let’s count them.
• Graphic Organizer 1, 2,
3, 4...
Hold on Tight
Read and discuss the story together. You may wish to use the
blank Graphic Novels provided in Hands-On Activity Tools and
Resources to help develop writing and speech skills.
• What is happening? Sample answer: Nikki and Kate want to
count how many balloons there are in all. four hundred seventy-three 473
• How many balloons are there in all? ten balloons

For additional reading and language arts activities, including Animated Graphic Novel
support for reading a graphic novel, see Reading and Language Visit connectED.mcgraw-hill.com to view
Arts Support in the Grade K Math Connects Program “Hold on Tight.”
Overview.
✔0006.1.9 Use age-appropriate books, stories, and videos to
convey ideas of mathematics.

473 Join to Add

Chapter Connections
Real World: Making 5
Share with students that they are going to learn about joining. Explain
that when you join something, you combine sets of objects together.
Ask students to answer the following questions. Use your fingers or
student volunteers to model each one.
• If I show four fingers on my left hand and one finger on my right
hand, how many fingers am I showing in all? five fingers
• If I have three brothers and two sisters, how many brothers and
sisters do I have in all? five brothers and sisters
E WRITE MATH Ask students to choose a traceable object, trace it
four times in their Math Journal, and then write the number four. Ask
them to trace the object again one, two, three, four, five, or six times
and have them write that number. Ask students to circle the tracings.
Help them write the word join on the page. At the end of the chapter,
allow students to go back and count the tracings to see how many there
are in all.
Chapter Project
Collections Poster
Have students make a collections poster showing different ways to
make 10.
• Students will show five collections of objects on a poster.
• Each collection will be divided into two sets that, when combined,
make 10.
• Under each collection, students will write the appropriate numbers,
for example, four and six is 10.
• Students explain one of their collections to the class.
Reading and Language Arts Support
For activities to connect reading and language arts to this chapter’s math
concepts, see Reading and Language Arts Support in the Grade K Math
Connects Program Overview.

Dinah Zike’s
When to Use It Lessons 1B, 1C, and 2B–2G
Foldables®
(Additional Instructions for using the Foldable
with these lessons are found in the Mid-
Guide students to create a Bound Book Foldable graphic organizer to make a giant joining journal. Chapter Check and Chapter Review/Test.)

Fold two sheets of
paper like a
hamburger. Place the
papers on top of
each other, leaving _
1
16
inch between the
“mountain tops.”
Mark both folds 1 inch
from the outer edges.
On one of the folded
sheets, cut from the top
and bottom edge to the
marked spot on both
sides.
On the second folded
sheet, start at one of
the marked spots and
cut the fold between
the two marks.
Take the cut sheet from
step 3 and fold it like a
burrito. Place the
burrito through the slit
in the other sheet, then
open the burrito.
Fold the bound pages
in half to form an
eight-page book. On
page 1 use pictures to
model joining and
combining sets.

+
Journa
al

Join to Add 473G

Diagnostic Assessment
1 ASSESS
You have two options for checking Prerequisite Skills for this chapter.

Text Option
“Are You Ready for the Chapter?” Name
SE Student Edition

Online
Online Option
Option
4
Take the Online Readiness Quiz.

Copyright © Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

6
Directions:
1–3. Count the objects. Write the number.

Online Option Take the Online Readiness Quiz.

474 four hundred seventy-four This page checks skills needed for the chapter.

474 Join to Add

2 DIAGNOSE AND PRESCRIBE 3 REASSESS
RtI (Response to Intervention) Administer the Diagnostic Test
Based on the results of the Diagnostic Assessment, use the charts below to Diagnostic Test
address individual needs before beginning the chapter.
Name __________________
______ ________________________
_____________
Diagnostic Test
TIER Are You Ready for the

1
Chapter?
On Level OL GK_NA%0/Application_Files/C14
4_101824
_101824

Name ________________
________________ ________________________
_____

If students miss one in Exercises 1–3, Practice

Then choose a resource:

TE Learning Stations (pp. 473E–473F)

Copyright © Macmillan/M
Companies, Inc.
Are You Ready? Practice

-Hill, a division of The McGraw-Hill

cGraw-Hill, a division
Copyright © Macmillan/McGraw

of The McGraw-Hill Companies,

Inc.
Count the group. Write
the number.
Grade K • Join to Add

1 Count the group. Write

the number.
4
Grade K J i

TIER Strategic Intervention

2 approaching grade level
AL
Name ________________
________________ ________________________
_____

If students miss two in Exercises 1–3, Review

Then choose a resource:

Are You Ready? Review 7

Copyright © Macmillan/McGra
4

Get ConnectED Lesson Animations

w-Hill, a division of The

6

McGraw-Hill Companies,
Look at the cartons of orange
juice. Now look at the groups
which group of oranges of oranges. How can you
has the same number figure out
one-to-one or count.) Draw as the group of cartons?
a line from the cartons (Have students match
to the same number of
Look at the boxes of strawberrie oranges. How many?
s. Now look at the groups
Inc.

which group of jelly jars of jelly jars. How can you

has the same number figure out
one-to-one or count.) Draw as the group of boxes?
a line from the boxes to (Have students match
the same number of jelly
Draw a line to match the jars. How many?
sets that have the same
2 number of objects.

Grade K • Join to Add

TIER Intensive Intervention

3 2 or more years below grade level

If students miss three in Exercises 1–3,

use Math Triumphs, an intensive math

Then
intervention program from McGraw-Hill
Chapter 3: Introduction to Addition

Beyond Level BL GK_NA%0/Application_Files/C14

4_101824
_101824

Name ________________
________________ ________________________
_____

If students miss none in Exercises 1–3, Apply

Then choose a resource:

TE Chapter Project (p. 473G)
Companies, Inc.

Are You Ready? Apply

-Hill, a division of The McGraw-Hill

Get ConnectED eGames: Critter Junction-

Copyright © Macmillan/McGraw

Ways to Make 10
Count each group. Write
the numbers. Circle the
Grade K • Join to Add group with more.

Join to Add 474A

 Dear Family,
Today my class started the chapter, Join to Add. In this chapter,
I will use objects to help me add. Here are my vocabulary words,
Before you begin the Chapter: an activity we can do, and a list of books we can look for in our
• Read the Math at Home letter with the class and have each local library.
student sign it.
• Practice the activity so that students are familiar with it before Love,
trying it with their parents or guardians. Key Vocabulary
• Send home copies of the Math at Home letter with Activity join
s
t out piece
each student. child coun r her age.
Have your nt his o
to represe pieces
of cereal r count out
• Use the Spanish letter for Spanish-speaking parents or en ha ve him or he g er sibling, 3 birds 2 more join
Th
th e ag e of a youn to 5 birds in all
guardians who do not read English fluently. to sho w your child
friend. Ask
cousin, or unt to find ho w add
ts and co e are in a
ll. =5
join the se re a l ther +
For more information about parent involvement, read the article, ces of ce
many pie
“The Role of Parents and Guardians in Young Children Learning 3 ducks 2 more join 5 ducks in all

Mathematics” by Paul Giganti, Jr. See the Teacher Resource

Handbook pp. TR44–TR45. Online Option See the multilingual eGlossary link at
connectED.mcgraw-hill.com to find out more about these words.
There are 13 languages.

Copyright © Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Domino Addition
Books to Read by Lynette Long, Ph.D
Charlesbridge
Quack and Count
Publishing, Inc.
by Keith Baker
Harcourt
rt Brace & Co.

The Napping
House
by Audrey Wood
Harcourt Children’s
Books

four hundred seventy-five 475

475 Join to Add

 Estimada familia:
Hoy mi clase comenzó el capítulo, Junta para sumar. En este Check with your school library or your local
capítulo, aprenderé a usar objetos para facilitar la suma. A public library for these titles.
continuación están mis palabras del vocabulario, una actividad
Multi-Part Lesson 1
que podemos hacer y una lista de libros que se encuentran en
Crayon Counting Book
nuestra biblioteca local.
Pam Muñoz Ryan and Jerry Pallotta
Cariños,
Ten Puppies
Vocabulario clave Lynn Reiser
d
Activida juntar
zas
cuente pie
niño que
Pida a su pre se n ta r su
l para re e cuente Multi-Part Lesson 2
de cerea
eg o , pídale qu 3 pájaros 2 más se unen
edad. Lu
d ic a r la edad
s para in Animals on Board
5 pájaros en total
las pieza migo
rim o a
o
manito, p ue una lo
s
de un her n iñ o q sumar Stuart J. Murphy
da a su r + =5
menor. Pi p a ra h a lla
los cuente Quack and Count
grupos y al hay en
s p ie za s de cere
cuánta 3 patos 2 más se unen 5 patos en total Keith Baker
total.
Domino Addition
Lynette Long
Opción en línea Visiten el eGlosario políglota en
connectED.mcgraw-hill.com para aprender más acerca de estas Little Quack
palabras. Hay 13 idiomas.

Copyright © Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Lauren Thompson

Multi-Part Lesson 3
Libros recomendados Quack and Count
Sumando animales Una colleccion Keith Baker
del Ártico para Kate
de David Bauer de Barbara Derubertis
Red Brick Kane Press Additional Books
The Napping House
Audrey Wood

✔0006.1.9 Use age-appropriate books,

stories, and videos to convey ideas of
mathematics.
476 four hundred seventy-six

Real-World Problem Solving Library

Math and Social Studies: Animals on the Farm 5

Use these leveled books to reinforce and extend

problem-solving skills and strategies. Res
uelv
e pro
Ma
te m ble
á ti c lem
a
Leveled for:
a
1C? s y e s tu s con
J6 d io cre
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2 M A MJT TGLE
MPJB G? J

AL Approaching Level ,
1C?? RFR F
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PM@ B GC

2 RS
JCK Q


2M
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2
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,? PM@ 2 RS RSB
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OL On Level
RF
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L B
2
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M A G? JTGL
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2 RS E

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BL Beyond Level Núm

ero
sy
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-SK rac
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SP Spanish
@CP es
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LB
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-SK NCP
@CP ?RGM
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For additional support, see the Real-World @CP
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P?RG
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?RGM
8/16/0
7 12

LQ
Problem Solving Readers Teacher Guide.
✔0006.1.9 Use age-appropriate books,
stories, and videos to convey ideas of
mathematics.
Leveled Reader Database
Get ConnectED connectED.mcgraw-hill.com
Search by
• Content Area • Lexile Score
• Guided Reading Level • Benchmark Level

Join to Add 476

Multi-Part
Lesson 1 Joining Concepts
Planner
PART A PART B
PART
Title / Objective Joining Stories
Joining Stories
A Joining Stories (pp. 477–478)
(pp. 479–482)

B Joining Stories Model joining stories by combining sets Model joining as combining sets or
using manipulatives. adding to sets.
C Use Objects to Join Sets GLE 0006.2.4 GLE 0006.2.4
Standards

Vocabulary in all
E Essential Question
join
jo
Name a time when you had to join a group of Visual Vocabulary Card 32
people. How many total people were in your
Materials/ drawing paper, crayons, number cards, yarn or hula hoop, stuffed animals,
group? Sample answer: I joined my friends at Manipulatives magazines or newspapers, scissors, glue, baskets, Activity Flipchart, interactive
the playground. There were five in our group.
markers (optional), craft sticks whiteboard, cup, digital camera,
connecting cubes crayons, drawing paper
counters, connecting cubes
Focus on Math Background
Kindergarteners demonstrate an informal
understanding of addition when they represent
joining situations presented within the context
of a word problem. As they solve these Resources Get ConnecttED Get ConnecttED
✔ 0006.1.9
problems, Kindergarteners typically apply a Explore Worksheet Leveled Worksheets
direct modeling strategy whereby they
Lesson Animations VVisual Vocabulary Cards
represent each part—the start of the problem
(the beginning amount), the change (a joining VVirtual Manipulatives Lesson Animations
action), and the result (the sum of the two Hands-On Activity Tools and Resources Daily Transparencies
sets)—using sets of concrete objects. However, Problem of the Day
instead of applying a known number fact—e.g. VVirtual Manipulatives
2 + 2 = 4—to solve the problem, Graphic Novel Animation
Kindergarteners typically count all of the
objects they represented for both sets in order
to calculate the total.

Blended Approach IMPACT Mathematics: Unit D-1 IMPACT Mathematics: Unit D-1
Refer to the Blending Math Their Way, pp. 188–189
Math Connects and
IMPACT Mathematics
guide for detailed
lesson plans.

Suggested Pacing (15 Days)

IWB All digital assets are Interactive
Multi-Part Lessons 1 2 3 Assess
Whiteboard ready.
PART A B C A B C D E F G H A B C
Days 1 1 1 1 1 1 1 1 1 1 1 1 1 2

477a Join to Add

 Joining Concepts

PART C Notes
Use Objects to Join Sets Title / Objective
(pp. 483–484)

Use concrete objects to solve joining

problems.
GLE 0006.2.4
Standards

add Vocabulary

Visual Vocabulary Card 2

number cards, six library books, plastic Materials/
baggies, Activity Flipchart, interactive Manipulatives
whiteboard, overhead projector,
WorkMat 1, construction paper
connecting cubes, overhead
manipulatives

Get ConnecttED Resources

✔ 0006.1.9
Leveled Worksheets
VVisual Vocabulary Cards
Lesson Animations
Daily Transparencies
Problem of the Day
VVirtual Manipulatives
Hands-On Activity Tools and Resources

IMPACT Mathematics: Unit D-1 Blended Approach

Math Their Way, p. 180

Mid-Chapter
Mid Chapter Check (p
(p. 485)
Game Time (p. 486)

Join to Add 477b

Differentiated Instruction
Approaching Level AL On Level OL

Option 1 Use with 1C Option 1 Use with 1B

Hands-On Activity
Materials: masking tape, red and blue crayons, poster board
• Use masking tape to make a ten-frame on a poster board.
Place 2 red crayons and 1 blue crayon near the ten-frame.
• How many red crayons? blue crayons? two; one Have a
student place the crayons in the ten-frame.
• How many crayons are in the ten-frame in all? three
• Continue with other combinations.
Hands-On Activity
Materials: connecting cubes
• Have students use connecting cubes to model joining stories.
• Have students create their own joining story and then model
it with their cubes.
• Challenge them to tell their story to a partner and have the
partner model the story with cubes.

Option 1 Use with 1B

Option 2 Use with 1B
Hands-On Activity
Materials: bears on a boat manipulatives
• Show students an empty bear boat. Discuss the term nothing.
• Show students one orange bear and tell students that this one
bear decided to take a boat ride. Have students hold up one
finger and count one.
• Hold up one more bear. Tell students
that this purple bear will ride also.
Have students hold up one finger
and count one.
• Place the purple bear in the boat beside the orange bear.
Count with the students, one and one more is two.
• Allow students to model the story using their fingers.
• Repeat using more bears.
Hands-On Activity
Materials: interactive whiteboard, virtual two part workmat,
virtual pattern blocks
• Select the Two-Part Mat and pattern block virtual
manipulatives to be used on an interactive whiteboard.
• Tell students to pretend that the Two-Part Mat is a fish tank
and that the pattern blocks are fish.
• Create joining stories about fish by dragging a given amount
of pattern blocks (fish) into the window (tank). Drag another
amount of fish into the tank.
• Have students count how many fish in all.
• Allow students to create their own fish tank stories.
Other Options
TE Learning Station Card 66
Get ConnectED Lesson Animations, Virtual Manipulatives

Other Options
TE Learning Station Card 68
Get ConnectED Lesson Animations

477c Join to Add


Beyond Level BL
Option 1 Use with 1B
Hands-On Activity
• Have students create a book showing joining stories.
• On page 1, students draw how many cats there are.
• On page 2, students draw how many dogs there are.
• On page 3, students draw how many cats and dogs there are
in all.
Option 2 Use with 1C
Hands-On Activity
Materials: index cards or squares cut from cardstock, crayons,
paper, color tiles, poster board, glue sticks
• Have students use index cards to make two sets of number
cards from 0 to 5.
• Direct students to put both sets of shuffled cards face down in
a pile.
• Allow students to pick one card from one pile, say the number,
and write the number. Have students use color tiles to model
the amount and place them below
the written number.
• Repeat with the other pile of cards.
• Instruct students to tell a number story based on the amounts
in each set of color tiles and then write the number that tells
how many in all.
• Have students repeat until all cards have been picked.
• When finished, have students compare the totals from their
number stories with the totals from other student’s number
stories. Did any of the stories use different numbers but
show the same amount in all? See students’ work.
• Guide students to create a poster showing the joining stories
that obtained the same total to see what combination of
numbers create a given number. (Students can glue the cards
from bullet three in rows to create the poster.)
Differentiated Instruction
English Language Learners ELL
This strategy helps English Learners recognize and apply the
language used in joining concepts.
Find Core Vocabulary and Common Use Verbs in the online
EL strategies to help students grasp the math skills; use
Language Alerts at point of use in the Teacher Edition.
AL Beginning
Word Meaning Introduce joining terms kinesthetically.
• Have students stand in a circle. Say, “Hands together.” Clap
and hold your hands together. Repeat as a chant.
• Have students get in a circle. Say, “Join hands.” Have each
student hold hands with the students next to them. Say,
“Hands joined.” Repeat, switching between phrases. Assess
student understanding by their actions to prompts.
OL Intermediate
Recognize and Act It Out Extend comprehension of vocabulary
through social and kinesthetic activity.
• Stand next to a student. Join hands and walk around the
classroom. Say, “Two people join hands and walk together.”
• Prompt students to stand and repeat. Chorally say the phrase as
pairs walk in a circle. Use the action to create a joining story.
• Have student act out a joining story and use available
language to describe the action as you write the equation and
restate language in complete sentences.
BL Advanced
Number Sense Introduce questions that call for students to
understand terms set and in all.
• Pass a basket of bear
manipulatives, and tell each
student to choose one. Have
each student find other students
who chose the same color bear.
Say, “This is a (color) bear set.
How many (color) bears are
there in all?”
• Have students count how many
are in each set.
Extend
In bilingual groups, have students listen and watch you act out a
joining story. Have groups describe the action with available
languages and write the equation they see.
Join to Add 477d
Multi-Part
Lesson 1 Joining Concepts
PART A B C

PART Preparation for the

A Joining Stories
Have students draw a boat on paper.
Joining Stories Provide students with ten connecting
cubes to act out each joining story.
Objective Tell students that we are going to act
Model joining stories by combining sets using manipulatives. out joining stories. Explain that they
will be counting sets to find how
Listening Vocabulary many there are in all.
join
in all

Resources
Materials: drawing paper, crayons, number cards from
Hands-On Activity Tools and Resources pp. 93–94, magazines
or newspapers, scissors, glue, markers (optional), craft sticks
Manipulatives: connecting cubes
Leveled Worksheets
Get ConnectED
GLE 0006.2.4 Understand addition as “putting together”
and subtraction as “breaking apart.”
Checks for Understanding ✔ 0006.2.12, ✔ 0006.2.16
Concept Development
Students will be using connecting cubes to act out
joining stories.
Joining Sets
Model using a paper boat and
connecting cubes. Tell this story to the
class: Three bears were on a boat.
Hold up the number card 3 and place
it directly in front of the three cubes.
Four more bears got in the boat.
Hold up the number card 4 and place
it directly in front of the four cubes.
How many bears are in the
boat? seven bears Repeat the activity
several times using different numbers.

How Many Bears In All?

Have students get in pairs. Have a student tell a joining
story to their partner. Ask the partner to show the joining
story using connecting cubes and say how many there are
in all. Which numbers do you join to find how many
there are in all? Sample answer: six and two Have
students switch roles and repeat the activity.

477 Join to Add

Reflect and Clarify
• When do you tell a joining story? Sample answer: When I want to know how many
pencils my friend and I have in all.
• How can you find the total in a joining story? Sample answer: I can combine, or join,
the two sets.

E WRITE MATH Have students cut and glue objects from newspapers or magazines into
two sets in their Math Journals. Tell students to glue seven items in one set and two items in the
other set and write the number. Have students write how many objects there are in all. 9 objects

1–4. See students’ work.

Multi-Part Lesson 1
PART A B C
E
Name

Joining Stories
5 in all

2 3

9 in all

5 4

4 in all
See students’ work.

Copyright © Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Copyright © Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

1 3

7 in all

4 3
Directions:
Directions: First use this page as a workmat. Then make up your own joining story. 1–2. Listen to the story. Use craft sticks to model joining sets. Trace the number that
Use craft sticks to model the joining story. Tell your story to a classmate. Trace the tells how many there are in all.
sticks to model your story. 3–4. Listen to the story. Use craft sticks to model joining sets. Write the number that
GLE 0006.2.4 Understand addition as “putting together” and tells how many there are in all.
subtraction as “breaking apart.”
Join to Add four hundred seventy-seven 477 478 four hundred seventy-eight Join to Add

Use the Student Page

• Use the Explore workmat. Discuss hot air balloons with the class. • Use the next page. Have students listen to the story. Tell students to use
Provide students with 10 craft sticks. Option: have students use markers craft sticks to model joining sets. Have students write the number that
to draw faces, hair, and clothes on their craft sticks. Have students use tells how many in all. Tell this story:
the craft sticks to represent people getting inside the basket of the hot 1. Two people are going in a hot air balloon. Three more people
air balloon. Tell this story: join them. How many people are there in all? five people
• Two people got inside the basket of the hot air balloon. One 2. Five people are going in a hot air balloon. Four more people
more person joined them. How many people are there in all? 3 join them. How many people are there altogether? nine people
• Seven people got inside the basket of the hot air balloon. Three 3. One girl is going to ride in the hot air balloon. Three more
more people joined them. How many people are there in all? 10 people join her. How many people are there in all? four people
• Have students make their own joining stories and model them using 4. Four people are going to ride in the hot air balloon. Three
craft sticks. Have students tell their stories to a classmate and trace more people join them. How many people are there altogether?
their sticks to model their stories. seven people

Join to Add 478

Multi-Part
Lesson 1 Joining Concepts Activity Choice 2: Activity Flipchart
PART A B C Materials: Activity Flipchart
• Turn to page 42 in the Activity Flipchart.
PART
• Use this page as a story mat.
B Joining Stories • Have a volunteer tell a joining story.
Objective • Have another student draw objects or use manipulatives to model or create
the joining story.
Model joining as combining sets or adding to sets.
• How many are there in all? Sample answer: five
Vocabulary • Have students repeat the activity several times.
in all
join
2 TEACH
Resources
Direct students to the top of the page.
Materials: yarn or hula hoop, stuffed animals, 2 baskets,
Activity Flipchart, interactive whiteboard, cup, digital camera, • Identify the picture and discuss the ant hill.
crayons, drawing paper, • Distribute counters to students.
Manipulatives: counters, connecting cubes
• Tell this joining story: Two red ants are climbing up the hill. Three
yellow ants follow them.
Leveled Worksheets
• How many ants are there in all? five ants
Get ConnectED • Have students use their counters to model the story.

GLE 0006.2.4 Understand addition as “putting together”

and subtraction as “breaking apart.” ELL
Checks for Understanding ✔ 0006.2.12, ✔ 0006.2.16
Extend Vocabulary: Meals Students may need
direct instruction on the English names for dinner
1 INTRODUCE and supper. List and use pictures to show they have
the same meaning.
ircle Time
Activity Choice 1: Hands-On
Materials: yarn or a hula hoop,
! COMMON ERROR!
Students may have difficulty relating the math concepts. Help them
stuffed animals, 2 baskets
associate everyday words with math words. For example, in all means
• Place a large circle of yarn or a hula hoop to join objects together in one set.
on the floor and ask a volunteer to stand inside
the circle. Tell this story: John (use student’s
name) is in the kitchen getting ready for supper.
His mother, grandmother, and brother come into
the kitchen.
Visual Vocabulary Cards
• Have three students join the student in the circle.
Use Vocabulary Cards to reinforce the
• How many people are in the kitchen in all? four people vocabulary introduced in this lesson in
• Continue the concept with stuffed animals and two English and Spanish. (The Define/
baskets. Make up joining stories using three or fewer Example/ Ask routine is printed on the ISBN: 978-0-02-101638-9

animals from each basket. For example, tell a story about

Copyright © by The McGraw-Hill

back of each card.)

MHID: 0-02-101638-0 Companies, Inc.
All rights reserved.

MM12_VVC

an animal rescue. Take two animals from one basket and

three animals from another basket and join them together.
• Have students create their own stories for others to act out
or model.

479 Join to Add

 Multi-Part Lesson 1
PART A B C See students’ use of counters to model
Name joining situations.

Joining Stories
Vocabulary
join
in all

See students’ use of counters

to model joining situations.

Copyright © Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Copyright © Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

See students’ use of counters to model

joining situations.

Directions: Directions:
1. Listen to the story. Use counters to model the stories. Tell how many there are in all. 2. Listen to the story. Use counters to model the joining story. Tell how many there
GLE 0006.2.4 Understand addition as “putting together” and are in all.
subtraction as “breaking apart.”

Join to Add four hundred seventy-nine 479 480 four hundred eighty Join to Add

AL Alternate Teaching Strategy

If students have trouble modeling joining stories . . .
Then use one of these reteach options:

1 AL Reteach Worksheet
2 IWB Virtual Manipulatives Use the virtual attribute buttons to reteach
the concept of joining stories.
3 Use Manipulatives Use two-color counters to model joining stories.
• Place five two-color counters in a cup. Shake and spill combinations of
red and yellow counters.
• Each time, ask a student to say the number story as you record it.
• Increase the number of counters to 10 as students are ready.

Use a digital camera to take pictures of sets of classroom objects.

Print off several pictures of up to and not more than five classroom
objects in each set. Pass out two photos to each student. Have
students count how many objects are in each set. Ask students to
join the sets of objects and say how many there are in all. Tell
students to trade photos with another classmate and repeat activity.

Join to Add 480

 3 PRACTICE Name
Guided Practice See students’ use of cubes to model
• Direct students to Exercise 1. Have students identify the picture joining situations.
and discuss picnics at the park.
• Have students use counters to model these stories.
• Three red plates were set on the table for lunch. Three
yellow plates were also set on the table. How many plates
are there in all? six plates
• Six yellow cups were set on the table. Two red cups were
also set on the table. How many cups in all? eight cups
• Five red napkins were set on the table for lunch. Five
yellow napkins were also set on the table. How many
napkins are there in all? 10 napkins

Independent Practice
Have students turn to the remaining pages. Read this or stories
like it. Have students model with counters and connecting cubes.
• Three children were swinging on the swings. Two more

Copyright © Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

children were also swinging. How many children were
swinging in all? five children
• Tell students other joining stories about the park. Use zero if
students are ready.
Homework Practice Worksheet

Ask students to get in line in sets of

A
five. Have three students get in line and then add two Directions:
3. Create a joining story. Model it using cubes. Trace the cubes used. Tell how many
more; then have four students get in line and add one there are in all.

more. Repeat the activity, using sets of four.

Join to Add four hundred eighty-one 481

Animated Graphic Novel

Rewatch “Hold on Tight.”

• Discuss how many balloons Nikki and Kate are holding.

• Discuss how many balloons there are altogether.
• Ask students to draw a picture with two sets of balloons that
are up to and not over five in each set.
• Allow students to color and decorate each of the balloons.
• Have students join the sets of balloons and write how many
there are in all.

481 Join to Add

 See students’ use of cubes to model joining situations. 4 ASSESS
Formative Assessment
Give students counters to model the following stories
about joining:
• One dog is on the path. Three more dogs come on the
path. How many dogs in all? four dogs
• There are four children playing ball. One more child begins
playing ball. How many children in all? five children

Are students still struggling with

modeling joining stories?

During Small Group Instruction

If Yes AL Daily Transparencies

AL Differentiated Instruction: Option 2 (p. 477c)

If No OL Differentiated Instruction: Option 1 (p. 477c)

Copyright © Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

BL Differentiated Instruction: Option 1 (p. 477d)
OL Skills Practice Worksheet
BL Enrich Worksheet

Directions: Math at Home Activity: Tell your child a story

4. Create a joining story. Model it using cubes. Trace
the cubes used. Tell how many there are in all.
482 four hundred eighty-two
about two fish that went swimming and met two more
fish. Using buttons or any other small objects, ask
your child to model the story and tell how many fish
there are in all.
Join to Add

Join to Add 482

Multi-Part
Lesson 1 Joining Concepts
PART A B C • Turn to page 8 in the Activity Flipchart.
PART Use Objects to Join
C Sets
Objective
Use concrete objects to solve joining problems.
Vocabulary
add
Resources
Materials: number cards from Hands-On Activity Tools and
Resources pp. 93–94, six library books, plastic baggies,
Activity Flipchart, interactive whiteboard, overhead projector,
WorkMat 1, construction paper
Manipulatives: connecting cubes, overhead manipulatives
Leveled Worksheets
Get ConnectED
AL
GLE 0006.2.4 Understand addition as “putting together”
and subtraction as “breaking apart.”
Checks for Understanding ✔ 0006.2.12, ✔ 0006.2.16
1 INTRODUCE
ircle Time
Activity Choice 1: Hands-On
Materials: number cards; six library
books; bags of three, four, and five cubes
• Explain to students that numbers are used
to show how many there are in all.
• Tell this story. Use books to model joining. Our
library has three new books. If we put four more
new books in the library how many new books
will we have in all? seven books
• Present the joining story again using books and number
cards three and four. Ask students to hold the number card
that corresponds to the number of books they are holding.
• Ask students to count how many there are in all. Hold up
the number seven card to show how many there are in all.
• Give students one bag of cubes and number cards. Have
pairs model a story about joining.
• Present other joining stories. You may use zero or larger
numbers to 10. For example: I have two pennies. I found
seven more. How many pennies do I have in all?
nine pennies
483 Join to Add
Activity Choice 2: Activity Flipchart
• Use this page as a workmat.
• Have a volunteer tell a joining story.
• Have students use connecting cubes to join sets.
• Have a volunteer trace the connecting cubes to show the problem.
• Ask a student to write the number that tells how many there are in all.
• Repeat several times with different joining stories.
2 TEACH
Direct students to the top of the page.
• Distribute connecting cubes to each student.
• Tell a joining story, such as: Three red parrots landed on a branch. Two
red parrots joined them. How many parrots in all? five parrots
• Have students model the story using connecting cubes.
• Guide them in counting and writing the number five.
• If needed, present other stories about joining.
Alternate Teaching Strategy
If students have trouble modeling joining sets . . .
Then use one of these reteach options:
1 AL Reteach Worksheet
2 IWB Virtual Manipulatives Use the virtual two-color counters to
reteach the concept of using objects to join sets.
3 Model Joining Model a joining story using overhead manipulatives.
• Tell simple joining stories. Model the stories using overhead
manipulatives.
• Have students follow along, using their own manipulatives on
WorkMat 1.
! COMMON ERROR!
When using manipulatives, students sometimes forget to clear their
mats before starting a new problem. Remind students before they start
a new problem to clear their mat.
Ask students to pretend they are animals in
A
a pond. Touch five students on their heads and ask the “frogs”
to hop into the line, then ask two more “frogs” to jump into the
line. Count how many frogs in all. Repeat with other animals.
 Multi-Part Lesson 1
PART A B C 3–5. See students’ work.
Name

Use Objects to Join Sets

Vocabulary
4 2 6 in all
add

3 2 5 in all
See students’ work. 3 5 8 in all

1–2. See students’ work.

2 1 3 in all

Copyright © Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Copyright © Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

4 3 7 in all

1 3 4 in all

Directions: Math at Home Activity: Tell your child a short story

Directions: 3–5. Listen to the story. Use cubes to model joining about three birds in a nest and three more birds joining
1–2. Listen to the story. Use cubes to model joining sets. sets. Write the number that tells how many there them. Using buttons or pennies, ask your child to model
Write the number that tells how many there are in all. are in all. the story and tell how many birds there are in all. Practice
GLE 0006.2.4 Understand addition as “putting together” and joining sets by using objects to tell other short stories.
subtraction as “breaking apart.”

Join to Add four hundred eighty-three 483 484 four hundred eighty-four Join to Add

3 PRACTICE 4 ASSESS
Guided Practice Formative Assessment
• Have students use cubes to model stories for Exercises 1. • Use blue construction paper to represent a pond and connecting
1. Two bird nests are in a tree. One more nest is built in the tree. cubes to represent the frogs.
How many nests are there in all? three nests • Tell joining stories. Have students write how many frogs there are in all.
2. A mother bird lays one egg in a nest. Then she lays three more.
How many eggs are there in all? four eggs
Are students still struggling to to solve
Independent Practice joining situations using objects?
Have students turn the page over and model these joining stories.
During Small Group Instruction
3. Four green grasshoppers are on a branch. Two green grasshoppers
joined them. How many grasshoppers are on the branch? If Yes AL Daily Transparencies
six grasshoppers AL Differentiated Instruction: Option 1 (p. 477c)

4. Three ladybugs are looking for some friends. Five more ladybugs If No BL Differentiated Instruction: Option 2 (p. 477d)
join them. How many ladybugs are there in all? eight ladybugs OL Skills Practice Worksheet
5. Four crickets are taking a nap. Three crickets join them. How BL Enrich Worksheet
many crickets are napping in all? seven crickets
Homework Practice Worksheet

Multi-Part Lesson 1 In a joining story how do you find how

many objects in all? Sample answer: You join or add the groups.

Join to Add 484

Mid-Chapter Check Mid-Chapter
Check
Name

Formative Assessment
Use the Mid-Chapter Check to assess students’ progress in the first
half of the chapter. Read the following stories about joining:
1. There are two fish swimming in the lake. Three more came
to join them. How many fish are there in all? five fish
2. There are four sailboats on the lake. Two more sailboats
join them. How many sailboats are there in all? six
sailboats
3. There is one seagull flying in the air. Along come six more
seagulls flying in the air. How many seagulls in all? seven
seagulls

Customize and create multiple versions

of your Mid-Chapter Check and the test answer keys. 4 2 6 in all

Copyright © Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Dinah Zike’s Foldables®
Use these lesson suggestions for incorporating the Foldables 1–3. See students’ work.
during the chapter.
Lesson 1B On the first page of the Bound Book Foldable, use
pictures to model joining sets. Guide students to use proper
terminology as they describe simple joining problems.
Lesson 1C Use large paper clips to form and solve joining 1 6 7 in all
problems and then tape them onto the second page of the Bound
Directions:
Book Foldable. 1. Listen to the story. Use cubes to model the joining story.
2–3. Listen to the story. Use cubes to model joining sets. Write the number that
tells how many there are in all.

Join to Add four hundred eighty-five 485

Data-Driven Decision Making

Based on the results of the Mid-Chapter Check, use the following resources to review concepts
that continue to give students problems.

Tennessee
Exercises What’s the Math? Error Analysis Resources for Review
Standards
1 GLE 0006.2.4 Understand simple joining problems. Does not listen carefully. Does not choose
Chapter Resource Masters
correct number of cubes as story proceeds.
Get ConnectED

Lesson Animations
2–3 GLE 0006.2.4 Use concrete objects to determine the Does not listen carefully. Does not join
answers to joining problems. Write correctly. Does not write the correct number.
how many in all on the line.

485 Join to Add

 How Many in All?
Joining
Play with
Pl ith a partner.
t T
Take
k tturns.
Roll the 51 . How Many in All?

2
Move your that number of
You Will Need spaces. Joining
Use to model the joining story
shown. Tell how many there are in all.
The first person to finish wins. Manipulatives: number cube, connecting cubes,
5
2

1 10 two-color counters
10 Introduce the game to students to play as a class, in small groups,
or at a learning station to review concepts introduced in this
chapter. You may wish to use the available Game Board to play
the game.

Instructions
• Have students get in pairs and choose a different color
connecting cube to use as a game piece. Tell students to put a
pile of two-color counters on the table.

Copyright
C yriight
Cop ht © Mac
• Have students take turns rolling the number cube and moving

Ma
Macmillan/McGraw-Hill,
acm
millan/McGraw-Hill, a divisionn of
their game pieces along the path.
• For each space they land on, tell students to use counters from
the pile to model the joining story shown. Ask students to tell
of Th
TThe

how many there are in all.

he M
McGraw-Hill
cGr
G aw-
aw Hil

• The first person to reach the finish wins.

Hilll Compani
C
Companies,
aniies
es, Inc.

Extend the Game BL

486 four hundred eighty-six Join to Add • After modeling the joining story shown on each space they
land on, have students create another story with the
same sum.
Differentiated Practice • Have students write the numbers joined together on
Use these leveled suggestions to differentiate the game for all learners. each square.
• For another game focusing on the same mathematical concept,
Level Assignment see Game Time.
AL Approaching Level Have students work with an older student or
parent volunteer to guide modeling joining
stories.
OL On Level Have students play the game with the rules
as written.

Join to Add 486

Multi-Part
Lesson 2 Join Sets
Planner
PART A PART B
PART
A Joining Sets Title / Objective Join to Make 4 and 5 (pp. 489–492)
Joining Sets
(pp. 487–488)
B Join to Make 4 and 5
Act out joining stories using concrete Use concrete objects and pictures to
C Join to Make 6 objects. show different ways to make 4 and 5.
GLE 0006.2.4 GLE 0006.2.4
D Join to Make 7 Standards

E Join to Make 8 Vocabulary

F Join to Make 9
Materials/ blanket, 10 stuffed animals, picnic classroom objects, chart paper,
G Join to Make 10 Manipulatives basket (optional), stickers markers, drawing paper, interactive
connecting cubes whiteboard, cups, pencil, paper
H Problem-Solving Strategy: connecting cubes, counters
Act It Out

E Essential Question
Resources Get ConnecttED Get ConnecttED
Is 1 + 4 the same as 3 + 2? How do you ✔ 0006.1.9
know? Sample answer: Yes, because both Explore Worksheet Leveled Worksheets
sets join to make five. Lesson Animations Lesson Animations
VVirtual Manipulatives Daily Transparencies
Problem of the Day
Focus on Math Background
VVirtual Manipulatives
This lesson allows students to apply their
eGames: Critter Junction-Join
informal understanding of addition outside of
Groups to 5
the context of story problems. Students are
Hands-On Activity Tools and Resources
presented with sets of objects that they must
join together to make different combinations
of numbers up to 10. As they compose
quantities by combining two sets of objects,
Kindergartners are working towards the
Blended Approach Math Their Way, pp. 181–182,
eventual mastery of number facts, which they
184–187
will apply to solve single-digit addition in
first grade.

Suggested Pacing (15 Days)

IWB All digital assets are Interactive
Multi-Part Lessons 1 2 3 Assess
Whiteboard ready.
PART A B C A B C D E F G H A B C
Days 1 1 1 1 1 1 1 1 1 1 1 1 1 2

487a Join to Add

 Join Sets

PART C PART D PART E

Join to Make 6 (pp. 493–494) Join to Make 7 (pp. 495–496) Join to Make 8 (pp. 497–498) Title / Objective

Use concrete objects and pictures to Use concrete objects and pictures to Use concrete objects and pictures to
show different ways to make 6. show different ways to make 7. show different ways to make 8.
GLE 0006.2.4 GLE 0006.2.4 GLE 0006.2.4
Standards

Vocabulary

paper, pencils, number cards, chart pencils, interactive whiteboard, ct ty Flipchart,

ppaper,
p , interactive whiteboard,,
0–5 number cubes, string
attribute buttons, counters
Activity pc a t, interactive
te act e whiteboard,
te oa d, Materials/
dominoes,, number cube,, paper
p p WorkMat 5, crayons, paper Manipulatives
pattern blocks, counters, connecting connecting cubes, color tiles, counters
cubes

Get ConnecttED Get ConnecttED Get ConnecttED Resources

✔ 0006.1.9
Leveled Worksheets Leveled Worksheets Leveled Worksheets
Lesson Animations Lesson Animations Lesson Animations
Daily Transparencies Daily Transparencies Daily Transparencies
Problem of the Day Problem of the Day Problem of the Day
VVirtual Manipulatives VVirtual Manipulatives VVirtual Manipulatives
Hands-On Activity Tools and Resources eGames: Critter Junction-Ways to
Make 6 and 7

Math Their Way, pp. 183–184 Blended Approach

Join to Add 487b

 PART F PART G PART H
Title / Objective Join to Make 9 (pp. 499–500) Join to Make 10 (pp. 501–504)
Problem-Solving Strategy:
Act It Out (pp. 505–506)

Use concrete objects and pictures to Use concrete objects and pictures to Use concrete objects to act out joining
show different ways to make 9. show different ways to make 10. problems.
GLE 0006.2.4 GLE 0006.2.4 GLE 0006.1.2
Standards

Vocabulary

Materials/ paper, chart paper, markers, poem,
Manipulatives interactive whiteboard, spinner,
crayons, paper
connecting cubes, counters
10 bean bags or crumpled paper interactive whiteboard, string
formed as balls; two empty trash connecting cubes, attribute buttons
cans, number cards to 10, Activity
Flipchart, interactive whiteboard,
WorkMat 5, pennies
connecting cubes, color tiles, counters

Resources Get ConnecttED Get ConnecttED Get ConnecttED

✔ 0006.1.9
Leveled Worksheets
Lesson Animations
Daily Transparencies
Problem of the Day
VVirtual Manipulatives
eGames: Critter Junction-Ways to
Make 8 and 9
Hands-On Activity Tools and Resources
Leveled Worksheets Leveled Worksheets
Lesson Animations Lesson Animations
Daily Transparencies Daily Transparencies
Problem of the Day Problem of the Day
VVirtual Manipulatives VVirtual Manipulatives
eGames: Critter Junction-Ways to RWPS: Animals on the Farm
Make 10
Hands-On Activity Tools and Resources

Blended Approach

487c Join to Add

Differentiated Instruction
Approaching Level AL On Level OL

Option 1 Use with 2E Option 1 Use with 2B

Hands-On Activity
Materials: large paper clips
• Have students form pairs. Give each pair a pile of paper clips.
Have the first partner hook one to seven large paper clips
together to form a chain. Ask that student to name how many
paper clips are on their chain.
• Have the second partner finish the chain by hooking the
number of paper clips needed to make eight in the chain.
• Ask that student to say how many paper clips they added to
the chain.
• Have students count each paper clip aloud to check that there
are eight paper clips in all.
• Have students take turns going first.
Option 2 Use with 2F
Hands-On Activity
Materials: nine two-color counters, cup, paper, pencil
Hands-On Activity
Materials: paper, crayons
• Have each student trace a
hand on a piece of paper.
• Have them draw finger puppets
on some of the paper fingers.
• Have students join the number of paper fingers with puppets
and the number of paper fingers without puppets.
• Tell students to write how many there are in all.
• Ask them how the combination of numbers would have
changed if they had drawn a different number of puppets.
Option 2 Use with 2C
Hands-On Activity
Materials: pattern blocks, paper, crayons
• Have students choose six pattern blocks.
• Ask them to create a picture using their blocks.
• Have students trace their blocks on a piece of paper.

• Have pairs of students count out nine counters. • Have them color in the shapes using one or two different
colors to create their picture.
• Have students take turns putting nine counters in a cup,
shaking them, then tossing them out on the table. • How did you make 6? Sample answer: 6 green triangles and
0 blue triangles is 6 green triangles
• Have students sort the counters into sets by color.
• Have students say a joining story with the two sets
of counters.
• Tell students to say how many counters there are in all.
• Have students take turns creating their own joining story.

Other Options
TE Learning Station Card 67
Get ConnectED Lesson Animations, Virtual Manipulatives,
eGames: Critter Junction-Ways to Make
8 and 9
Other Options
Get ConnectED Lesson Animations, Virtual Manipulatives,
eGames: Critter Junction-Ways to Make
4 and 5
eGames: Critter Junction-Join Groups to 5

Join to Add 487d

 Differentiated Instruction

Beyond Level BL English Language Learners ELL

Option 1 Use with 2D This strategy helps English Learners learn and use the language
required to join sets.
Hands-On Activity
Materials: paper, pencils, number cube 0–5 Find Core Vocabulary and Common Use Verbs in the online
• Each pair of students will need a piece of EL strategies to help students grasp the math skills; use
paper, a pencil, and a number cube. Language Alerts at point of use in the Teacher Edition.
• Tell pairs to take turns rolling the cube. AL Beginning
• Once the cube stops on a number, the Activate Prior Knowledge Explore adding sets.
students decide how many they need to add • Model bouncing a ball and capturing 2 jacks.
with that number to make seven. Allow them to
32
5 Write and say “2 jacks.” Repeat for 4 jacks.
draw objects to show the way they made 7.
• Show the two sets of jacks.
• Have students write the numbers they used to make 7 below Say, “I have 2 jacks. Then I
the objects. have 4 more jacks.” Ask, “How
• Each partner should take three turns solving to make 7. many do I have in all?” Count
the jacks. Say and write, “6.”
Option 2 Use with 2H Students repeat chorally.
Repeat with new amounts.
Hands-On Activity
• Have students in small groups create and model joining OL Intermediate
stories with their fingers. Recognize and Act It Out Extend comprehension of vocabulary
• Each student in the group thinks of a joining story that can be through social and kinesthetic activity.
shown with 10 fingers. Without talking, the student shows the • Show a domino. Say, “Count
other students in the group the joining story, using both the dots.” Model counting one
hands. Another student in the group writes the numbers on a side, writing the number, and
piece of paper, and a third student writes the answer. then repeating with the other
side of the domino. Say, “How
• Have students check each other’s work and then switch roles
many dots are there in all?”
and repeat the activity.
• Have students get into pairs and repeat the activity. Restate
language as needed.

BL Advanced
Multiple Meanings Expand the concept of a whole being the
sum of its parts.
• Show a picture of a pie. Say, “This is a whole pie.” Take a
second picture and cut it into pieces. Hold a piece and say,
Other Options “This is one piece of the pie.”
TE Learning Station Cards 69 and 70
• Have pairs or small groups create their own models.
Get ConnectED Lesson Animations
eGames: Critter Junction-Ways to Make Extend
6 and 7 Have bilingual pairs use manipulatives to join sets. Pairs explain
their problem in their native languages to the class.

487e Join to Add

 Quic
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Notes

Virtual Manipulatives

As you work through the Explores in this

chapter use virtual manipulatives and an
interactive whiteboard. This will allow you
to teach visually as well as kinesthetically.

Visit connectED.mcgraw-hill.
Get ConnectED

com to access Virtual Manipulatives

Multi-Part
Lesson 2 Join Sets
PART A B C D E F G H

PART A Set of Three at a Picnic

A Joining Sets Spread out a blanket. Have students
sit around the perimeter of the
Objective blanket. (Optional: Place a picnic
Act out joining stories using concrete objects. basket on the blanket.) Tell students
there is going to be a picnic and that
Resources two sets of animals are invited. Show
Materials: blanket, 10 stuffed animals, picnic basket a set of three animals. Have the
(optional), stickers students count how many are in the
Manipulatives: connecting cubes set. Allow students to place the
animals on the blanket in a set.
Explore Worksheet
Get ConnectED

GLE 0006.2.4 Understand addition as “putting together”

and subtraction as “breaking apart.”
Checks for Understanding ✔ 0006.2.12, ✔ 0006.2.16
Concept Development
Students will act out joining stories using stuffed animals.
Five Join
Tell students that another set of
animals are going to join the picnic.
Have students count the five stuffed
animals in this set. Allow students to
place the animals in a set on the
blanket, separate from the group
of three.

Eight in All
Discuss joining sets with students.
Explain that joining sets is also called
adding when sets or groups of objects
are put together. Have them tell the
story of the set of three joining the set
of five. Allow them to count how
many stuffed animals are on the
blanket. Have students move the set
of five animals closer to the set of
three animals as they tell the story of
three and five is eight in all. Then
have the students put the objects
together to add. Create other joining stories using a
different number of animals in each set. Create sets that
when joined are not larger than 10. Have students tell how
many there are in all.

487 Join to Add

Reflect and Clarify
• How did we show joining? Sample answer: Put two sets of stuffed animals together.
• What happened to the number of animals at the picnic when sets were joined
together? Sample answer: there were more; the number got larger
• Can you think of a time when you have joined sets together at play, doing activities
in school, or at home? Sample answer: On the playground a set of boys joined a set of
girls to make a ball team.

E WRITE MATH Have students use stickers to show a set. Have students put the stickers
in a set in their Math Journal. Allow students to create another set of stickers to show on the
same page. Have students tell a joining story with the stickers. Have them say how many
there are in all. Make sure students create sets that total 10 or fewer.

Multi-Part Lesson 2
PART A B C D E F G H
Name

Joining Sets
See students’ work.

Copyright © Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Copyright © Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

See students’ work.

Directions: Create your own story. Trace connecting cubes to
Directions: Listen to the stories. Use connecting cubes to model model the story. Tell your joining story to the class.
the joining stories.
GLE 0006.2.4 Understand addition as “putting together” and
subtraction as “breaking apart.”

Join to Add four hundred eighty-seven 487 488 four hundred eighty-eight Join to Add

Using the Student Page

• Use the Explore workmat. Have students use connecting cubes to act • Use the next page. Explain how to use the window as a Part-Part-Whole
out stories. Discuss how to fill up the ten-frame. Tell this story: Mat. Have students use purple connecting cubes to act out stories of
• Two children got on the bus. Then five more children joined raindrops on the window. Tell students to create their own stories.
them on the bus. How many students are there in all? 7 Have students trace the connecting cubes to show the story. Have
students tell their joining stories to the class.
• Eight children got on the bus. Then one child joined them on the
bus. How many students are there in all? 9 For example: Three raindrops fell on the window. Four more
raindrops fell. How many raindrops fell in all? 7
• Three children got on the bus. Then three more children joined
them on the bus. How many students are there in all? 6

Join to Add 488

Multi-Part
Lesson 2 Join Sets Activity Choice 2: Learning Stations:
PART A B C D E F G H Art, Card 66
Materials: drawing paper, markers
PART
• Use the idea presented in Card 66, however change to the above materials.
B Join to Make 4 and 5 Gather the necessary materials. Read the directions aloud.
• Have students draw one to four objects in each set. Make sure students do
Objective not draw more than five objects altogether.
Use concrete objects and pictures to show different ways to
• Have students tell their number stories.
make 4 and 5.
• Have a volunteer say how many objects there are altogether.
Resources
Materials: classroom objects, chart paper, markers, drawing
paper, interactive whiteboard, cups, pencil, paper
Manipulatives: connecting cubes, counters
2 TEACH
Direct students to the top of the page.
Leveled Worksheets • Have them identify the number of cubes in each set, model the set using
connecting cubes, and tell a joining number story.
Get ConnectED
• Have students trace the number in each set below it.
• How did you make 4? Sample answer: I joined two and two.
GLE 0006.2.4 Understand addition as “putting together” • Repeat the activity with the second example.
and subtraction as “breaking apart.” Also addresses GLE 0006.2.5.
Checks for Understanding ✔ 0006.2.12, ✔ 0006.2.14, ✔ 0006.2.17

1 INTRODUCE

ircle Time ! COMMON ERROR!

Students may see only one way to make four or five. Have them
explore different situations so that they understand there are several
Activity Choice 1: Hands-On ways to make each number.
Materials: classroom objects, chart
paper, markers
• Send students on a classroom scavenger
hunt to find four of the same items, such as
crayons, lunch boxes, paper clips, and so on.
• Show students four items that you found and create
a joining story about them. Then ask students to
create their own joining stories about their items.
• As a class, discuss all the ways to join numbers to make
four (zero and four, four and zero, one and three, three
and one, two and two).
• Repeat the activity, using five items.
• When finished, make a “Join Sets to Make“ chart of all the
ways to make four and five.

489 Join to Add

 Multi-Part Lesson 2
PART A B C D E F G H 4–7. See students’ work.
Name

Join to Make 4 and 5

3 and
1
4 5
2
2 and
2 3
3 and
2 and

1–3. See students’ work.

0 and
4
and

Copyright © Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Copyright © Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

4 and
0
and

1 and
3 Directions:
4. Use cubes to model. Write the numbers.
7 D
5–7.
5 Draw objects
bj t tto show
h one way off jjoining
i i sets
t
Directions:
to make 4. Write the numbers.
1–3. Use cubes to model. Write the numbers.
GLE 0006.2.4 Understand addition as “putting together” and
subtraction as “breaking apart.” Also addresses GLE 0006.2.5.

Join to Add four hundred eighty-nine 489 490 four hundred ninety Join to Add

AL Alternate Teaching Strategy

If students have trouble making 4 and 5 . . .
Then use one of these reteach options:

1 AL Reteach Worksheet
2 IWB Virtual Manipulatives Use the virtual attribute blocks to
reteach the concept of ways to make 4 and 5.
3 Use Counters to Join Use counters to model joining to make four
and five.
• Give each student a cup, four two-color counters, pencil,
and paper.
• Have students put their counters in the cup, shake, and spill
them onto a desk or table.
• Have students tell a joining story that shows how many red plus
how many yellow makes a total of four.
• Repeat the activity several times. Discuss the number
combinations for four.
• Repeat the activity, using five counters.

Join to Add 490

 3 PRACTICE Name
Guided Practice 8–11. See students’ work.
• Direct students to Exercise 1.
• Have students identify how many cubes there are in each set,
use cubes to model each set, and tell a joining story.
• Have them write the numbers below the set of cubes. 2 and
3
• Ask students to identify how many cubes there are in all.
• Repeat the activity with Exercises 2 and 3.

Independent Practice
Have students turn to the remaining pages and work in pairs on the
Exercises 4–13. Have students tell joining stories for each exercise. 5 and
0
• Have students identify the objects on Exercise 14. Have
students count each set of oranges and trace the number
below each set.
Homework Practice Worksheet

0 and
5
Copyright © Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
Have students put themselves in sets
of five to get in line. For each set, discuss how many boys
and how many girls, for a total of five.

1 and
4
Directions:
8–11. Use cubes to model. Write the numbers.

Join to Add four hundred ninety-one 491

491 Join to Add

 12–13. See students’ work. 4 ASSESS
Formative Assessment
• Have students choose classroom objects to make two sets of
and
numbers that total four and five. Have students tell joining
stories and write numbers to show the way they made four
and five.
• Have students explain their work.

and
Are students still struggling with joining
sets to make 4 and 5?

During Small Group Instruction

If Yes AL Daily Transparencies

Oranges grow on trees.
Find how many oranges If No OL Differentiated Instruction: Option 1 (p. 487d)
OL Skills Practice Worksheet
make a glass of juice.

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Enrich Worksheet

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McGraw-Hill

and
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Companies, Inc.
Inc

Directions: Math at Home Activity: Have your child show

12–13. Draw objects to show one way of joining sets to ways to join sets to make 4 and 5 using different
make 5. Write the numbers. colored crayons.
14. Count the oranges in each set. Write the number.

492 four hundred ninety-two Join to Add

Fun Facts
F
• Navel oranges are named after the belly-button of a human
because of the unique formation inside this type of orange.
• It is thought that Christopher Columbus brought the first
orange seeds to the new world on his second voyage.

Join to Add 492

Multi-Part
Lesson 2 Join Sets Activity Choice 2: Learning Stations:
PART A B C D E F G H Technology, Card 68
• Have students use the interactive whiteboard.
PART
• Tell students to choose the Part-Part Whole WorkMat. Then have students
C Join to Make 6 choose the counters.
• Direct students to place six virtual counters in the box labeled Whole.
Objective • Tell students to create sets of counters in boxes labeled Part. Have students
Use concrete objects and pictures to show different ways to put 0 to 6 counters in either box.
make 6.
• Allow students to explain their sets used that join to make six.
Resources • Tell students to repeat the activity making as many combinations
Materials: paper, pencils, number cards from Hands-On as possible.
Activity Tools and Resources p. 93, chart paper, interactive
whiteboard, 0–5 number cubes, string
Manipulatives: attribute buttons, counters
2 TEACH
Leveled Worksheets Direct students to the top of the page.
Get ConnectED • Have them identify the number of counters in each set, use counters to
model each set, and tell a joining story.
• Have students trace the number in each set below it.
GLE 0006.2.4 Understand addition as “putting together” • How did you make 6? Sample answer: I joined five and one.
and subtraction as “breaking apart.” Also addresses GLE 0006.2.5.
Checks for Understanding ✔ 0006.2.12, ✔ 0006.2.14, ✔ 0006.2.17
• Repeat the activity with the second example.

1 INTRODUCE AL Alternate Teaching Strategy

If students have trouble with making 6 . . .

ircle Time Then use one of these reteach options:

1 AL Reteach Worksheet
Activity Choice 1: Hands-On 2 IWB Virtual Manipulatives Use the virtual counting bears to reteach
Materials: attribute buttons, number the concept of ways to make 6.
cards 0-6 3 Play a Game Have student pairs take turns rolling two 0–5 number cubes.
• Have students use attribute buttons to show • Players who roll two numbers that make six receive one point.
how to make 6. • Have pairs roll ten times. The winner is the group with the most points.
• Tell students to start by placing the number card 1
on the left side. Have students show one by placing
an attribute button next to the corresponding
number card.
• What number could you join with one to make six? five
• Have a student put the number card 5 in the same row to
the right of the other set. Allow space between each set.
• Have students show five by placing five attribute buttons ! COMMON ERROR!
next to the number card 5. Students may not understand that a group of 0 is a set. Reinforce that
• Tell students to join the sets of attribute buttons to show 0 is an important number. It tells us a set has no objects.
six. Have them place all of the buttons next to the number
card 6.
• Have students repeat the activity using different number
combinations to make 6.
• Include ways to make 6 on the “Join Sets to Make” chart
begun in Lesson 2B.

493 Join to Add

 Multi-Part Lesson 2
PART A B C D E F G H
Name

Join to Make 6
4 and
2
6 4–7. See students’ work.

5 and
1 1 and
5
1–3. See students’ work.
3 and
3
0 and
6
and

Copyright © Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Copyright © Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

6 and
0
and

2 and
4 Directions:
4–5. Use counters to model. Write the numbers.
6–7. Draw objects to show one way of joining sets to
Math at Home Activity: Have your child show
ways to make 6 using two different colored or shaped
Directions: pieces of cereal.
make 6. Write the numbers.
1–3. Use counters to model. Write the numbers.
GLE 0006.2.4 Understand addition as “putting together” and
subtraction as “breaking apart.” Also addresses GLE 0006.2.5.
Join to Add four hundred ninety-three 493 494 four-hundred ninety-four Join to Add

3 PRACTICE 4 ASSESS
Guided Practice Formative Assessment
• Direct students to Exercise 1. • Have students string together four attribute buttons. How many
• Have students identify how many counters are in each set and use more buttons do you need to have six in all? two buttons
counters to model each set. • Repeat the activity with other number combinations to make six.
• Have students tell a joining story.
• Have them write the numbers on the lines.
• Ask students to identify how many counters there are in all.
• Repeat the activity with Exercises 2 and 3.

Independent Practice
Have students turn to the next page and work in pairs on Exercises 4–7.
Have them tell joining stories.
Homework Practice Worksheet
Are students still struggling with joining
sets to make 6?

Have students group together to form sets During Small Group Instruction
of six. Have each set of six students separate into two smaller
If Yes AL Daily Transparencies
sets. Direct each smaller set of students to line up with another
set of students to show ways to make six. If No OL Differentiated Instruction: Option 2 (p. 487d)
OL Skills Practice Worksheet
BL Enrich Worksheet

Join to Add 494

Multi-Part
Lesson 2 Join Sets
2 TEACH
PART A B C D E F G H
Direct students to the top of the page.
PART • Discuss the game of jacks. Pass jacks around for students to see.
D Join to Make 7 • Tell students to show the number in each set using connecting cubes.
• Have students identify the number of jacks in each set. Have students tell a
Objective joining story.
Use concrete objects and pictures to show different ways to • Have them trace the number in each set below it.
make 7.
• How did you make seven? 3 and 4
Resources • Repeat the activity for the second example.
Materials: interactive whiteboard, dominoes, number cube,
paper, pencils AL Alternate Teaching Strategy
Manipulatives: pattern blocks, connecting cubes, counters
If students have trouble making 7 . . .
Leveled Worksheets Then use one of these reteach options:
Get ConnectED
1 AL Reteach Worksheet
2 IWB Virtual Manipulatives Use the virtual coins to reteach the concept

GLE 0006.2.4 Understand addition as “putting together” of ways to make 7.

and subtraction as “breaking apart.” Also addresses GLE 0006.2.5.
3 Play a Game Have students get into groups of four.
Checks for Understanding ✔ 0006.2.12, ✔ 0006.2.14, ✔ 0006.2.17
• Give each group several dominoes. Give only dominoes that have sets
of dots that add up to numbers 2 through 7.
1 INTRODUCE
• Have students turn all of the dominoes face down.
• Have students take turns flipping over 1 domino at a time. Tell
ircle Time students to keep the domino that has sets of dots that add up
to seven.
• Tell them they receive a point for each domino that adds up to 7.
Activity Choice 1: Hands-On
• Tell them they also receive a point if they explain how to make seven
Materials: pattern blocks with the sets shown on their dominoes.
• Have each student create a picture using • Explain that the first player with seven points wins.
seven pattern blocks of two different shapes.
• Have students describe their picture and how
many of each set of pattern blocks it took
to create it.
• How did you make seven? Sample answer: I used
two triangles and five squares.
• Have students trade sets of pattern blocks with a classmate
! COMMON ERROR!
Students may have difficulty understanding that there are several
and repeat the activity. different number combinations that can make seven. Discuss and
• Include ways to make 7 on the “Join Sets to Make” chart model each number combination that makes 7 using two-color
begun in Lesson 2B. counters.

Activity Choice 2: RWPS Reader

• Read the Animals on the Farm story to the class.
• Have students turn to page 3. Have students count out loud
the number of sheep. How many sheep would need to
join to make 7? one sheep
• Use pages 5 and 7 and repeat the activity having students
determine how many animals would need to join to
make seven.

495 Join to Add

 Multi-Part Lesson 2
PART A B C D E F G H 4–7. See students’ work.
Name

Join to Make 7
6 and
1
7
See students’ work.

3 and
4 4 and
3 2 and
5
1–3. See students’ work.

7 and
0 5 and
2

Copyright © Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Copyright © Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

0 and
7
and

1 and
6 Directions:
4 –6. Use cubes to model. Write the numbers.
Math at Home Activity: Have your child show
ways to make 7 using two different colored blocks or
Directions: 7. Draw objects to show one way of joining sets to other toys.
1–3. Use cubes to model. Write the numbers. make 7. Write the numbers.
GLE 0006.2.4 Understand addition as “putting together” and
subtraction as “breaking apart.” Also addresses GLE 0006.2.5.

Join to Add four hundred ninety-five 495 496 four hundred ninety-six Join to Add

3 PRACTICE 4 ASSESS
Guided Practice Formative Assessment
• Direct students to the top of the page. • Have students use a set of seven two-color counters to show a way to
• Tell students to show the number of jacks in each set using make seven. How did you make seven? Sample answer: 1 and 6.
connecting cubes. • What is another way you can make seven? 5 and 2.
• Have students identify how many jacks are in each set in • Have them write both ways on paper.
Exercise 1 and tell a joining story.
• Have them write the numbers on the lines.
• Ask them to identify how many there are in all.
• Repeat the activity with Exercises 2 and 3.

Independent Practice
Have students to turn the page over and work in pairs on Exercises 4–7.
Have them tell joining stories.
Homework Practice Worksheet Are students still struggling with joining
sets to make 7?

During Small Group Instruction

Have students roll a number cube. Roll
another number cube and call out the number. Have students If Yes AL Daily Transparencies
line up if both numbers make 7. Repeat until all students are in If No BL Differentiated Instruction: Option 1 (p. 487e)
line. OL Skills Practice Worksheet
BL Enrich Worksheet

Join to Add 496

Multi-Part
Lesson 2 Join Sets Activity Choice 2: Activity Flipchart
PART A B C D E F G H • Turn to page 40 in the Activity Flipchart.
PART • Have students sing the song to the tune of “Little Ducky Duddle.”
E Join to Make 8 • Model singing the song, then have the students sing the song together as
a class.
Objective • Have students create joining stories about ducks and umbrellas making 8.
Use concrete objects and pictures to show different ways to
make 8.
2 TEACH
Resources
Direct students to the top of the page.
Materials: Activity Flipchart, interactive whiteboard,
WorkMat 5, crayons, paper • Have students identify the number of color tiles in each set, use color tiles to
Manipulatives: connecting cubes, color tiles, counters model each set, and tell a joining story.
• Have them trace the number in each set below it.
Leveled Worksheets • How did you make eight? Sample answer: I joined two and six.
Get ConnectED • Repeat the activity for the second example.
AL

Alternate Teaching Strategy

GLE 0006.2.4 Understand addition as “putting together”
and subtraction as “breaking apart.” Also addresses GLE 0006.2.5. If students have trouble making eight . . .
Checks for Understanding ✔ 0006.2.12, ✔ 0006.2.14, ✔ 0006.2.17
Then use one of these reteach options:
1 INTRODUCE 1 AL Reteach Worksheet
2 IWB Virtual Manipulatives Use the virtual attribute blocks to reteach

ircle Time the concept of ways to make 8.

3 Show Eight Give each student eight 2-color counters.
• Have students count out and place seven yellow counters on
Activity Choice 1: Hands-On
WorkMat 5.
Materials: connecting cubes
• Tell students to add one red counter to make eight.
• Have students make cube trains of one
• Have students count the counters.
color using one to seven connecting cubes.
• Tell students to place six yellow counters on WorkMat 5.
• Have them choose another color and add cubes
so that the train is eight cubes in all. • Tell students to add two red counters to make eight.
• Ask students to explain how they made eight using • Have students count the counters.
connecting cubes. • Repeat process showing all of the ways to make eight.
• Have students form pairs. Have one partner make a train
using one to seven connecting cubes.
• Have the other partner add enough cubes so that the train
is eight cubes in all.
• Have one partner tell the joining story. ! COMMON ERROR!
• Have students switch roles and repeat the activity. When combining two sets, students may start counting the second set
with the total from the first set. Remind them to start with the next
• Demonstrate using zero and eight with connecting cubes
to make eight. number.

• Allow students to practice joining with zero and eight and

eight and zero.
• Include ways to make 8 on the “Join Sets to Make” chart
begun in Lesson 2B.

497 Join to Add

 Multi-Part Lesson 2
PART A B C D E F G H
Name
4–7. See students’ work.
Join to Make 8

3 and
5
8
2 and
6 6 and
2 5 and
3
1–3. See
students’ work.
4 and
4
1 and
7

Copyright © Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Copyright © Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

8 and
0
and

Directions:
0 and
8 Directions:
4–6. Use color tiles to model. Write the numbers. Math at Home Activity: Have your child show
7. Draw objects to show one way of joining sets to ways to make 8 using two different types of pasta.
1–3. Use color tiles to model. Write the numbers. make 8. Write the numbers.
GLE 0006.2.4 Understand addition as “putting together” and
subtraction as “breaking apart.” Also addresses GLE 0006.2.5.
Join to Add four hundred ninety-seven 497 498 four hundred ninety-eight Join to Add

3 PRACTICE 4 ASSESS
Guided Practice Formative Assessment
• Direct students to Exercise 1. • Ask students to draw a picture showing eight people. They can draw
• Have students identify how many color tiles are in each set, use color Xs for boys and Os for girls.
tiles to model each set, and tell a joining story. • Have them say how many boys and how many girls they drew to
• Have them write the numbers on the lines. make eight in all.
• Ask students to identify how many there are in all.
ELL
• Repeat the activity with Exercises 2 and 3.
Vocabulary: Irregular Past Tense Students may
Independent Practice need clarification on the irregular form of past tense
of draw/drew.
draw/drew
/ p
Pantomine and allow peers to
Have students turn the page over and work in pairs on Exercises 4–7.
translate or scaffold meaning.
Have students tell joining stories for the exercises.
Homework Practice Worksheet

Are students still struggling with joining

sets to make 8?
Give half the students eight counters each.
Have them share with students who did not get counters. Have During Small Group Instruction
each pair line up, saying how many counters each has. Then have
the partners explain how they joined together to make eight. If Yes AL Daily Transparencies
AL Differentiated Instruction: Option 1 (p. 487d)

If No OL Skills Practice Worksheet

BL Enrich Worksheet

Join to Add 498

Multi-Part
Lesson 2 Join Sets Activity Choice 2: Poem
PART A B C D E F G H • Read the poem, “Super Sam,” to the class.
• Ask students how Sam found nine. (Possible answer: four plus five)
PART
• Have volunteers summarize why they think Super Sam decided the numbers
F Join to Make 9 were not tricky after all. Sample answer: He tried to add and found out it
was not as difficult as he thought.
Objective
Use concrete objects and pictures to show different ways to
make 9.
2 TEACH
Resources Direct students to the top of the student page.
Materials: paper, chart paper, markers, poem from
• Ask students to show how many marbles there are in each set using
Hands-On Activity Tools and Resources p. 47, interactive
connecting cubes.
whiteboard, spinner, crayons, paper
Manipulatives: connecting cubes, counters • Have students identify the number of marbles in each set and tell a
joining story.
Leveled Worksheets • Have students trace the number in each set on the lines.
Get ConnectED
• How did you make nine? 3 and 6.
• Repeat the activity for the second example.

GLE 0006.2.4 Understand addition as “putting together” AL Alternate Teaching Strategy

and subtraction as “breaking apart.” Also addresses GLE 0006.2.5.
Checks for Understanding ✔ 0006.2.12, ✔ 0006.2.14, ✔ 0006.2.17 If students have trouble with making 9 . . .
Then use one of these reteach options:
1 INTRODUCE
1 AL Reteach Worksheet

ircle Time 2 IWB Virtual Manipulatives Use the virtual color tiles to reteach the
concept of ways to make 9.
3 Use Counters and Spinners Give each student 9 counters.
Activity Choice 1: Hands-On
• Have each student spin a 0–5 spinner to get a number 0–5.
Materials: paper, connecting cubes,
• Have students make a set with that many counters. Tell them to place
chart paper, markers
the remaining counters in the set.
• Fold a piece of paper in half.
• How did you make nine? Sample answer: 4 and 5
• Have students form pairs. Give each pair a
• Repeat the activity several times.
piece of folded paper, nine connecting cubes, a
sheet of chart paper, and a marker.
• Have pairs make two towers from their cubes and lay
each tower on half of the paper.
• Ask students to tell a joining story and show it using two
sets of connecting cubes.
• How did you make nine? Sample answer: I used seven ! COMMON ERROR!
and two. Students may struggle with different ways to make nine. Point out that
3 and 6 and 6 and 3 are both ways to make 9.
• Have them record their joining story on chart paper.
• Have pairs repeat the activity, finding a new way to
make nine.
• Include ways to make 9 on the “Join Sets to Make” chart
begun in Lesson 2B.

499 Join to Add

 Multi-Part Lesson 2
PART A B C D E F G H 4–8. See students’ work.
Name

Join to Make 9
8 and
1
9
7 and
2
3 and
6 6 and
3
1–3. See students’ work.
2 and
7
9 and
0

Copyright © Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Copyright © Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

0 and
9 4 and
5

1 and
8 and

Directions: Math at Home Activity: Have your child show

Directions: 4–7. Use cubes to model. Write the numbers. ways to make 9 using two different colored grapes
1–3. Use cubes to model. Write the numbers. 8. Draw objects to show one way of joining sets to or berries.
GLE 0006.2.4 Understand addition as “putting together” and make 9. Write the numbers.
subtraction as “breaking apart.” Also addresses GLE 0006.2.5.

Join to Add four hundred ninety-nine 499 500 five hundred Join to Add

3 PRACTICE 4 ASSESS
Guided Practice Formative Assessment
• Direct students to Exercise 1. • Have students draw six mice in a set. Tell students to draw cats to
• Ask students to use connecting cubes to show how many marbles make nine animals in all. How many cats did you draw? three cats
there are in each set. • Tell students they may choose to write the letter “m” to show each
• Have them identify how many marbles are in each set in Exercise 1 mouse and the letter “c” for each cat.
and tell a joining story.
• Have them write the number in each set on the lines.
• Ask them to identify how many there are in all.
• Repeat the activity with Exercises 2 and 3.

Independent Practice
Have students turn the page over and work in pairs on Exercises 4–8.
Have students tell joining stories.
Homework Practice Worksheet Are students still struggling with joining
sets to make 9?

During Small Group Instruction

If Yes AL Daily Transparencies

AL Differentiated Instruction: Option 2 (p. 487d)

If No OL Skills Practice Worksheet

BL Enrich Worksheet

Join to Add 500

Multi-Part
Lesson 2 Join Sets
PART A B C D E F G H
PART
G Join to Make 10
Objective
Use concrete objects and pictures to show different ways to
make 10.
Resources
Materials: 10 bean bags or crumpled paper formed as
balls; two empty trash cans, number cards from Hands-On
Activity Tools and Resources pp. 93–94, Activity Flipchart,
interactive whiteboard, WorkMat 5, pennies
Manipulatives: connecting cubes, color tiles, counters
Leveled Worksheets
Get ConnectED
GLE 0006.2.4 Understand addition as “putting together”
and subtraction as “breaking apart.” Also addresses GLE 0006.2.5.
Checks for Understanding ✔ 0006.2.12, ✔ 0006.2.14, ✔ 0006.2.17
1 INTRODUCE
ircle Time
AL
Activity Choice 1: Hands-On
Materials: 10 bean bags or
crumpled paper formed into balls; two
empty trash cans, number cards to 10
• Tell students they will be playing a pretend
basketball game as they learn ways to join sets
to make 10.
• Tell students there are two sets of players in the
basketball game and there are 10 players in all. What is
a way to join sets to make 10 players? Sample answer:
A set of five and another set of five.
• Guide students to make two sets of five players. Help
students see that 10 was made by joining five and five.
• Have one student try to “shoot” 10 bean bags, one at a
time, into the empty trash can. How many are in the
can? Sample answer: four bean bags How many are
outside of the can? Sample answer: six bean bags
• Have a student place the number card 4 next to the four
bean bags and the number card 6 next to the 6 bean bags.
How did you make 10? 4 and 6
• Repeat. Use the results to show other ways to make 10.
• Include ways to make 10 on the chart begun in Lesson 2B.
Discuss the chart.
501 Join to Add
Activity Choice 2: Activity Flipchart
Materials: 50 red, 50 green, 50 orange, and 50 purple connecting cubes,
number 0 to 10
• Turn to page 43 in the Activity Flipchart.
• Allow students to get in groups of four. Assign each team a color. Give each
team a set of 0–10 number cards.
• Have teams take turns choosing two number cards from their set. Have
students create a joining story based on the numbers chosen only if the
numbers join to make 10. Have students model the problem by placing
connecting cubes in each circle on the page to show the numbers joined.
• Direct teams to join the connecting cubes and place that many cubes below
that number on their train.
• Direct student to return the number cards used to their set of cards and
shuffle them for their next turn.
• The winning team is the first to have 10 cube trains.
2 TEACH
Direct students to the top of the page.
• Ask students to show the number of beads in each set using color tiles.
• Have students identify the number of beads in each set and tell a
joining story.
• Have students trace the number of beads in each set below it.
• How did you make 10? Sample answer: I joined 2 and 8.
• Repeat the activity for the second example.
Alternate Teaching Strategy
If students have trouble making 10 . . .
Then use one of the following reteach options:
1 AL Reteach Worksheet
2 IWB Virtual Manipulatives Use the virtual ten-frame mat and virtual
counting bears to reteach the concept of ways to make 10.
3 Making 10
• Have students use WorkMat 5 and two-color counters.
• Have students place one red counter on the ten-frame.
• Allow students to count aloud the number of squares on the ten-frame
that are not filled.
• How many squares are empty? nine squares
• Have students fill the remaining squares with yellow counters.
• How many counters are there in all? ten counters
• Have students repeat this activity showing different ways to make 10.
! COMMON ERROR!
Students may have trouble working with larger numbers of counters.
Help students keep counters separate as they make sets so they do
not mix sets before they are joined.
 Multi-Part Lesson 2
PART A B C D E F G H
Name 4–7. See students’ work.

Join to Make 10
10 and
0
See students’ work.
10
2 and
8 8 and
2 3 and
7
1–3. See students’ work.

4 and
6 7 and
3

Copyright © Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Copyright © Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

5 and
5
and

9 and
1 Directions:
Directions: 4–6. Use color tiles to model. Write the numbers.
1–3. Use color tiles to model. Write the numbers. 7. Draw objects to show one way of joining sets to
GLE 0006.2.4 Understand addition as “putting together” and subtraction make 10. Write the numbers.
as “breaking apart.” Also addresses GLE 0006.2.5, GLE 0006.1.8.

Join to Add five hundred one 501 502 five hundred two Join to Add

3 PRACTICE 4 ASSESS
Guided Practice Formative Assessment
• Direct students to Exercise 1. • Give students 10 pennies. Point out which side is heads and which
• Tell students to use color tiles to model the number of beads in each side is tails.
of the sets. • Ask students to show a set of pennies heads side up and a set of
• Have them identify how many beads are in each set and tell a pennies with tail side up.
joining story. • Have them tell how many heads and how many tails they used to
• Have students write the number below each set of beads. make 10.
• Ask them to identify how many there are in all.
• Repeat the activity with Exercises 2 and 3.

Independent Practice
Have students turn to the next page. Explain the directions. Have
students work in pairs on Exercises 4–7. Have students tell
joining stories.
Are students still struggling with joining
Homework Practice Worksheet sets to make 10?

During Small Group Instruction

If Yes AL Daily Transparencies

If No OL Skills Practice Worksheet
BL Enrich Worksheet

Join to Add 502

 Practice Name

Getting Started Practice

• The activities and exercises on the third and fourth page of the
lesson uses the Counter Tool in Math Tool Chest. It should be
completed individually.
• As a class, read and then work through the information and
instructions on the top of the page.
• Guide students as they work through the exercise. Click Click Click Click

Using Math Tool Chest

Counter Students can use the counter tool to model separating
sentences quickly and neatly.
• Students should first click the counter button and level 1.
• Direct students to click on the open mat.
• Have students click on the paint icon.
• Have students look at the right hand side of the screen. Point

Copyright © Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

out the different stamping buttons. Have students click a stamp
and practice stamping. Point out the eraser button and have
students click on the button, and drag their mouse across an
object to erase it. Inform students that when we begin this next
activity each student needs to try and not overlap any of the
stamps so each stamp will be easily counted.
• Tell students that they will be creating their own joining stories
See students’ work. 10
on the computer.
• Tell students to stamp out a set of three. Have students count
the stamps to verify that they stamped out exactly three. Directions: Choose a stamp. Create a set of 3. Stamp 7 objects beside the set of 3.
Count how many there are in all. Draw the sets you created. Write how many there
are in all on the line.
• Have students join sets by stamping out seven objects. Tell
students to make sure there is room between the two sets Join to Add five hundred three 503
of objects.
• Ask students to count out how many there are in all.
• Tell students to draw the sets that have been created on the
page. Write how many there are in all on the line.

503 Join to Add

 Stamping Counter Buttons
The Counter open mat offers particular buttons to perform
specific functions for the Counter tool.
Paint When students click on the , they go to a student
WorkMat where they can draw circles, squares, lines, paint
illustrations, use multiple stamps and much more to develop and
Click Click Click Click
create many different types of student work.
Text Students use the to create a text box that allows
students to type words and information to be placed anywhere on
the page.
Eraser Students use the to remove small sections by
dragging the mouse over the area of the screen they would like
to remove.
Print Students use the to send a screen shot of their work
directly to the printer.

Independent Practice
Have students turn to the last page of the lesson. Explain the

Copyright © Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

directions and have students work independently on the exercise.

See students’ work. Extending the Link BL

Have students create two sets made up of a variety of stamps.

Have students count how many there are in all.

Directions: Choose a stamp. Create a set of 6. Stamp Math at Home Activity: Using 10 spoons, have
4 objects beside the set of 6. Count how many there are your child show ways of joining sets to make 10.
in all. Draw the sets you created. Write how many there
are in all on the line.

504 five hundred four Join to Add

Join to Add 504

Multi-Part
Lesson 2 Join Sets
PART A B C D E F G H
PART
H
Problem-Solving Strategy:
Act It Out
Objective
Use concrete objects to act out joining problems.
Resources
Materials: interactive whiteboard, string
Manipulatives: connecting cubes, attribute buttons
Leveled Worksheets
Get ConnectED
GLE 0006.1.2 Apply and adapt a variety of appropriate
strategies to problem solving, including estimation, and
reasonableness of the solution. Also addresses GLE 0006.2.4.
Checks for Understanding ✔ 0006.2.12, ✔ 0006.2.13, ✔ 0006.2.14
1 INTRODUCE
ircle Time
Activity Choice 1: Hands-On
Materials: connecting cubes
• Have each student pick up five connecting
cubes of one color and four of another color.
• How many cubes do you have in all? nine
cubes
• After each problem, write on the board ”___ and
___ is ___ in all,” filling in the blanks.
• Have each student pick up three cubes.
• If you want to have eight cubes in all, how many more
do you need? five more cubes
• Have students continue with similar problems for totals up
to ten by using cubes to act out the total.
Activity Choice 2: RWPS Reader
• Read Animals on the Farm to the class.
• Turn to page 3. Have students count the sheep.
• How many sheep are there in all? six sheep
• Have six volunteers act out being sheep.
• Six sheep and two more sheep is how many sheep?
• Have two more volunteers act out being sheep as the class
counts how many sheep there are in all.
• Repeat the activity using pages 5 and 7.
505 Join to Add
2 TEACH
Acting it out can help students solve problems by using physical demonstration.
The use of manipulatives helps the students see the problems concretely. It also
helps students work through to the answer in a concrete manner. Direct
students to the top of the page.
U nderstand Review what students know and what they need to find
for each problem. Discuss the picture and identify the problem: How many
knights are there?
P lan Have students discuss their strategy for solving the problems. Have
students determine what they could use to act out the problem.
S olve Guide students to act it out to solve the problems. Have students
physically act out the joining problems in order to find the answers.
Read the following story aloud. Have students act out the story using
connecting cubes.
One knight was guarding the castle. One more knight joined him or her.
How many knights were guarding the castle? two knights
Check Have students look back at the problem to be sure that the answers
fit what they already know about the problem.
AL Alternate Teaching Strategy
If students have trouble solving joining problems . . .
Then use one of these reteach options:
1 AL Reteach Worksheets
2 IWB Virtual Manipulatives Use the virtual pattern blocks and pen tool
to reteach the concept of acting it out to problem solve.
3 Add with Attribute Buttons Give the students a joining story about
buttons.
• Have students string the first number of attribute buttons together.
• Next have them join the next set of buttons.
• Have them count the buttons to find the answer to the joining story.
Have six students get in line. Ask how many
more you would need to make ten. Have four students join
them. Repeat for other combinations of ten until all students are
in line.
! COMMON ERROR!
When using manipulatives to represent people or objects, students
may forget what each manipulative represents. Students can choose
manipulatives that correlates to what they represent or make a key to
help them remember.
 Multi-Part Lesson 2
PART A B C D E F G H

Name How many are there in all?

Act It Out

How many are there in all?

5 and
3 is
8 in all.

5–6. See students’ drawings.

3 and
5 is
8 in all.

Copyright © Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Copyright © Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

5 and
4 is
9 in all.

2 and
3 is
5 in all.

5 and
4 is
9 in all.
Directions:
6 and
2 is
8 in all.

Math at Home Activity: Take advantage of

4. Act out the joining story. Write the numbers. problem-solving opportunities during daily routines
5. Act out the joining story to find out how many joined such as riding in the car, bedtime, doing laundry,
Directions: to make 9 in all. Draw that many. putting away groceries, planning schedules, and so on.
1–3. Act out each joining story to find how many there are in all. Write the numbers 6. Act out the joining story to find out how many joined
on the lines. to make 8 in all. Draw that many.
GLE 0006.1.2 Apply and adapt a variety of appropriate strategies to problem solving,
Join to Add including estimation, and reasonableness of the solution. Also addresses GLE 0006.2.4. five hundred five 505 506 five hundred six Join to Add

3 PRACTICE 4 ASSESS
Guided Practice Formative Assessment
Direct students to Exercise 1. Have students use connecting cubes to Read the following story to students. Have students act out the story
model the joining stories. Have students write the answers on the line. below and write numbers to show how many there are in all.
1. Three soldiers guard the castle. Five more soldiers join them. Two students went to a party. Seven more students also went. How
How many soldiers are guarding the castle in all? eight soldiers many students went to the party? 9 students
2. Two alligators are in the water. Three more alligators get in the
water. How many alligators are in the water? five alligators
Are students still struggling with acting
3. The king owns five hats. He buys four more. How many hats out joining problems?
does he have in all? nine hats
During Small Group Instruction
Independent Practice
If Yes AL Daily Transparencies
Have students turn the page over and work independently on the
exercises. You will need to read the stories to them. If No BL Differentiated Instruction: Option 2 (p. 487e)
OL Skills Practice Worksheet
4. Five astronauts walked on the moon. Three more walked with BL Enrich Worksheet
them. How many walked in all? 8 astronauts
5. Five space shuttles zoomed through the air. More zoomed by.
Now there are nine space shuttles. How many more zoomed
by? 4 space shuttles
6. Six rockets land on a planet. More rockets land. Now there are
eight rockets. How many more landed? 2 rockets Multi-Part Lesson 2 Use cubes to show how you can make
10. Tell a classmate how you made 10. Sample answer: Six
Homework Practice Worksheet
cubes and four cubes is ten cubes.

Join to Add 506

Multi-Part
Lesson 3 Addition
Planner
PART A PART B
PART
Title / Objective Symbol + (pp. 507–508) Symbol = (pp. 509–510)
A Symbol +
Use the plus sign (+) to show addition. Use the equal sign (=) in addition
sentences.
B Symbol =
GLE 0006.1.1 GLE 0006.1.1
C How Many in All? Standards

Vocabulary ⴙ plus
p sign
g ⴝ equal
q sign
g

E Essential Question
How can you show addition using numbers Materials/ interactive whiteboard, classroom objects napkin, pretzel sticks, fruit snacks,
and signs? 5 + 3 = 8 Manipulatives number cards, interactive whiteboard,
connecting cubes
index cards
connecting cubes, color tiles
Focus on Math Background
In this lesson, students will learn that the +
sign represents the joining of two numbers,
which are known as addends. Some
Kindergarteners have difficulty remembering
that the addition symbol should always be Resources Get ConnecttED Get ConnecttED
situated between the two numbers that are ✔ 0006.1.9
being joined. Equally important, students must Leveled Worksheets Leveled Worksheets
understand the algebraic meaning of the = L
Lesson A i ti
Animations L
Lesson Animations
A i ti
sign, which represents the equivalent Daily Transparencies Daily Transparencies
relationship that exists between the sum of the Problem of the Day Problem of the Day
equation and the two addends. VVirtual Manipulatives VVirtual Manipulatives
Math Songs Animation: Jumping to Hands-On Activity Tools and Resources
Add and Subtract

Blended Approach Math Their Way, p. 237–238

Refer to the Blending
Math Connects and
IMPACT Mathematics
guide for detailed
lesson plans.

Suggested Pacing (15 Days)

IWB All digital assets are Interactive
Multi-Part Lessons 1 2 3 Assess
Whiteboard ready.
PART A B C A B C D E F G H A B C
Days 1 1 1 1 1 1 1 1 1 1 1 1 1 2

507a Join to Add

 Addition

PART C Notes
How Many in All? (pp. 511–512) Title / Objective

Use concrete objects to show how many

in all.
GLE 0006.1.1
Standards

Vocabulary

dot cards and symbol cards, write-on/ Materials/

wipe-off boards, tape, paper, crayons, Manipulatives
square scraps of paper, WorkMat 7
number cubes 0–5, counters,
attribute buttons

Get ConnecttED Resources

✔ 0006.1.9
Leveled Worksheets
L
Lesson A
Animations
i ti
Daily Transparencies
Problem of the Day
VVirtual Manipulatives

IMPACT Mathematics: Unit D-3 Blended Approach

Problem-Solving in Science
(pp. 513–514)
Chapter Review/Test (p. 515)
Spiral Review (p. 516)

Join to Add 507b

Differentiated Instruction
Approaching Level AL On Level OL

Option 1 Use with 3A Option 1 Use with 3A

Hands-On Activity Hands-On Activity
Materials: 0–5 spinners, connecting cubes, index card showing Materials: addition facts written on index cards, two-color
a plus sign (+) counters
• Ask students to spin the spinner for the first number in a • Have students take turns choosing a fact card and saying the
joining problem. problem aloud.
• Have students create a cube train with the • Ask students to work together to show the fact using two-
corresponding amount. color counters.
• Ask students to spin again and create another cube train. • Have students find and say the answer to the problem by
counting all the counters.
• Have students place the plus sign index card between the two
cube trains.
• Have students join the trains and say how many cubes there
are in all.
2
+5

Option 2 Use with 3B



Hands-On Activity
Materials: two number spinners, two colors of connecting cubes
Option 2 Use with 3B • Have students take turns spinning each spinner.
Hands-On Activity • Ask students to work together and use two different colors
Materials: connecting cubes, crayons, clay of connecting cubes to model the numbers the spinner
• Have students use clay to make a plus sign and an equal sign. landed on.
Dictate a joining story. • Have students say the number model they made including
• Have students model the story using cubes and the plus and “equals” and the answer. For example: three plus four
equal signs. equals seven.

• For example, on one side of the plus sign, have them place three
connecting cubes. On the other side two connecting cubes.
• How many connecting cubes are there in all? five cubes
• Tell other joining stories for students to model.

Other Options
Get ConnectED Lesson Animations, Virtual Manipulatives
Math Songs Animation: Jumping to Add
Other Options
and Subtract
Get ConnectED Lesson Animations, Virtual Manipulatives

507c Join to Add


Beyond Level BL
Option 1 Use with 3C
Hands-On Activity
Materials: number and symbol cards 0–10 from Hands-On
Activity Tools and Resources pages 93–94/104 respectfully
• Tell students to work with a partner.
• Have students cut out the plus sign, equal sign, and numbers
0 to 10.
• Tell one of the students to tell a joining story.
• Have their partner arrange those number cards and symbol
cards that tell the joining story.
• Have students switch roles and repeat the activity
several times.
Option 2 Use with 3C
Hands-On Activity
Materials: number and domino cards from Hands-On Activity
Tools and Resources pages 93–94, 119
• Provide students with domino cards and number cards up
to 10.
• Have students cut out each domino card.
• Have students join the two sets of dots on the domino and
place the number card that shows how many dots there are
in all.
• Tell students to repeat the activity several times with
different dominoes.
Other Options
Get ConnectED Lesson Animations, Virtual Manipulatives
Differentiated Instruction
English Language Learners ELL
This strategy helps English Learners identify and use the
language required to relate addition.
Find Core Vocabulary and Common Use Verbs in the online
EL strategies to help students grasp the math skills; use
Language Alerts at point of use in the Teacher Edition.
AL Beginning
Word Meaning Clarify the meaning of the symbols used to
show equal and plus.
• Say, “3 plus 2 is the same as 5.” Write 3 + 2 = 5. Repeat,
reversing addends. Write this under the first equation. Have
students repeat equations chorally.
• Model another addition fact equation. Have student read the
problem chorally. Stress addition vocabulary.
OL Intermediate
Speak and Pass Internalize the names of each of the symbols.
• Have students write two addition problems, one without a +
sign and the other without an = sign on index cards.
• Tell students to vocally identify the missing sign, and pass the
card to the right. Have students work on answering quickly to
improve word automaticity.
BL Advanced
Clarification Questions Build
the connection between
addition facts.
• Have students draw
their family.
• Have students work in pairs
to join their sets of families
from their pictures together.
• Tell pairs to switch roles and repeat. Each pair presents their
pictures and responds to questions about their equations.
Extend
Have two teams create an addition rule (+3, +2 etc.). Each side
takes turns writing a problem that fits the rule. The other team
tries to guess the rule until they name the rule. The team who
correctly names the rule gets a cheer. Repeat.
Join to Add 507d
Multi-Part
Lesson 3 Addition Activity Choice 2: Music
PART A B C • Model singing and jumping to all of the addition facts in “Jumping to Add
and Subtract” from the Math Songs Animations.
PART
• Replay the song and have students copy your motions.
A Symbol + • Ask students to get in pairs. Have students create their own joining stories. Tell
students to say the number of jumps in the first set, say plus, then say the
Objective number of jumps in the last set. Have their partner say how many there are in all.
Use the plus sign (+) to show addition. • Tell students to switch roles and repeat the activity.

Vocabulary
plus sign (+)
2 TEACH
Resources Direct students to the top of the page.
Materials: interactive whiteboard, classroom objects • Have them identify the bear on the swing set and the bears on the jungle gym.
Manipulatives: connecting cubes • Ask students to use connecting cubes to show the sets of bears.
• Guide students to join the sets to find out how many bears there are in all.
Leveled Worksheets
• Have students circle both sets to make sure they understand that the sets
Get ConnectED are joined together.
• What does the plus sign show? Sample answer: It shows that sets are
GLE 0006.1.1 Use Mathematical language, symbols, and being joined.
definitions while developing mathematical reasoning. Also
addresses GLE 0006.2.4, GLE 0006.2.5. • Have students write the numbers of bears being combined, trace the plus
Checks for Understanding ✔ 0006.2.12, ✔ 0006.2.13, ✔ 0006.2.14, ✔ 0006.2.17 sign and write the total number of bears beneath the picture.

1 INTRODUCE
ELL

Vocabulary: Playground Equipment Students may

ircle Time need clarification on the English names for playground
equipment.
equipment
q p Name an apparatus
pp and have native
speakers pantomine using it. Repeat as time permits.
Activity Choice 1: Hands-On
• Invite five students to stand in
front of the class—three to your left
and two to your right. AL Alternate Teaching Strategy
• Ask the seated students to tell how many If students have trouble understanding how to use the plus sign . . .
students are on each side of you. How can we
find how many students in all? Sample answers: Then use one of these reteach options:
join the two sets; count them; add the two parts
1 AL Reteach Worksheet
• Record the number sentence on the chalkboard.
2 IWB Virtual Manipulatives Use the virtual attribute buttons and pen
• Write “3 and 2” on the chalkboard as you say it. Tell
tool to reteach the concept of the plus symbol.
students the word and tells us to join groups together.
• Have the two sets of students stand together. How many 3 Use the Plus Sign Provide each student with a handful of connecting
students are there in all? five students cubes. Ask students to make one train of two cubes and another train of
• Erase the word “and” and write a plus sign (+). Identify two cubes.
the “+” by calling it a plus sign. • What could we do if we wanted to find out how many cubes
• Tell students that the plus sign (+) is the same as and and there are in all? Sample answer: Join the trains together or count all
it tells us to join the sets together. the cubes.
• Repeat the joining story of three students plus two • Have students join the trains together and tell them this is what the
students is five students. plus sign tells us to do. How many cubes in all? four cubes
• Have students say “three, plus two is five.” • Write 2 + 2 is 4 on the chalkboard to illustrate what the students just did.
• Another way to know how many students in all is to • Continue to join other cube trains together as time allows.
count on. Identify the first set of students in the joining • If cubes do not convey the concept, have students act out the joining
story as three. Then count on: four, five while having the story using themselves as actors in the story.
other set of students join the first set.
507 Join to Add
 Multi-Part Lesson 3
PART A B C
Name

Symbol +
Vocabulary
plus sign (+)
+) 3 + 3 is 6 .

See students’
1 + 2 3
3 +
+ 1 4
work. is .

is .
1–2. See students’
work.

2 +
+ 2 4 3 + 4 7

Copyright © Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Copyright © Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

is . is .

See students’
work.

1 +
+
Directions:
2 + 3 is 5 . Directions:
3–5. Count each set of bears. Model using cubes.
Write the numbers and trace the plus sign.
is
Math at Home Activity: Have your child print
in all.

the name Teddy Bear. Count the letters in each name.

Write that number below each name. Have your child
Write how many bears there are in all. trace a plus sign between the numbers. Circle the
1–2. Count the bears in each set. Use cubes to model each set. Write the numbers
6. Count the bear(s). Write the number and trace a plus letters in the first and second name to join them. Tell
on the line below each picture. Trace the plus sign. Circle the sets to join them.
sign. Draw more bears. Write the number. Write how your child to write how many letters there are in all.
Write how many bears there are in all.
GLE 0006.1.1 Use mathematical language, symbols, and definitions while developing
many there are in all.
mathematical reasoning. Also addresses GLE 0006.2.4.
Join to Add five hundred seven 507 508 five hundred eight Join to Add

3 PRACTICE 4 ASSESS
Guided Practice Formative Assessment
• Direct students to Exercise 1. • Show students two sets of items and ask them to write a number to
• Ask students to use connecting cubes to show the number of bears in represent each set and use a sign to join the two sets. Sample
each set. answer: 3 + 4
• Have students count the number of bears in each set and write the • Have students tell how many there are in all and write the number.
numbers below each picture.
• Have students trace the plus sign and circle all the bears.
• Have students write the total number of bears. As you prepare for recess, lunch, or
A
dismissal, ask students to tell a joining story using “plus” and
Independent Practice then line up.
Have students turn the page over. Explain the directions. Have students
work independently on the exercises.
Homework Practice Worksheet Are students still struggling to use the
plus sign?

During Small Group Instruction

! COMMON ERROR!
If Yes AL Daily Transparencies
Some students may have difficulty associating the plus sign with
joining sets. Help them understand the plus sign by saying a joining
AL Differentiated Instruction: Option 1 (p. 507c)

story and modeling it using classroom objects. When combining the If No OL Differentiated Instruction: Option 1 (p. 507c)
sets of objects have each student hold up a paper plus sign to show OL Skills Practice Worksheet
that the objects are being joined together to find the total. BL Enrich Worksheet

Join to Add 508

Multi-Part
Lesson 3 Addition Activity Choice 2: Snack Time
PART A B C Materials: napkins, pretzel sticks, fruit snacks, number cards
• Provide each student with ten fruit snacks and four pretzels.
PART
• Tell students to make a plus sign and an equal sign with their pretzels.
B Symbol = • Ask students to add two sets of fruit snacks. Have them show the addition
problem by placing a set of fruit snacks on a napkin. Beside the set, place the
Objective
pretzel plus sign. Next show another set of fruit snacks. Beside the set show
Use the equal sign (=) in addition sentences. the equal sign. Place the corresponding number card beside the equal sign.
Caution: Check for student allergies before serving this snack. Have students
Vocabulary
wash their hands before handling food items.
equal sign (=)

Resources 2 TEACH
Materials: napkin, pretzel sticks, fruit snacks, number cards Distribute connecting cubes to each student. Call students’ attention to the top
from Hands-On Activity Tools and Resources pp. 93–94, of the page. Ask students to identify the type of fruit.
interactive whiteboard, index cards
Manipulatives: connecting cubes, color tiles • Have students model the illustration by placing cubes on top of each set of
orange slices.
Leveled Worksheets • How can you find the number of fruit slices there are in all? Sample
answer: Count them or add four plus two.
Get ConnectED
• Have students count the cubes to find the total, six.
• What is the total number of fruit slices when the two sets are added
GLE 0006.1.1 Use Mathematical language, symbols, and together? six fruit slices
definitions while developing mathematical reasoning. Also
• Have students say the addition story in unison: “Four plus two equals six.”
addresses GLE 0006.2.4, GLE 0006.2.5.
Then have them fill in the numbers 4, 2, and 6. Have them trace the equal
Checks for Understanding ✔ 0006.2.12, ✔ 0006.2.13, ✔ 0006.2.14, ✔ 0006.2.17
sign as they say “equals.”
1 INTRODUCE
AL Alternate Teaching Strategy
ircle Time If students have trouble understanding how to use the equal sign . . .
Then use one of these reteach options:
Activity Choice 1: Hands-On 1 AL Reteach Worksheet
Materials: connecting cubes
2 IWB Virtual Manipulatives Use the virtual counting bears and pen tool
• Have students work in pairs. Give each
to reteach the concept of the equal symbol.
pair ten connecting cubes. Have one
partner make a five-cube train. Have the 3 Use the Equal Sign Provide each student with an index card that has an
other partner make a two-cube train. equal sign on it. Give students a handful of connecting cubes.
• Write “5 + 2 is 7” on the chalkboard. • Have students make a train of three cubes, a train of five cubes, and a
• Have one partner create the seven-cube train to show train of eight cubes. Instruct students to put the two shortest trains on
the answer. the table, then put the card to the right of the cubes.

• Erase the word is from the number story and write the • How can you show addition using numbers and signs? 3 + 5 = 8
equal sign (=). • Have students put their eight-cube train on the other side of the
• Tell the students that the equal sign tells us that the equals card. What do both sides of the card equal? eight
amount on one side of the sign is the same as the amount
on the other side.
• Model joining the sets again using six cubes plus four
cubes equals ten cubes. Have students repeat “six plus Visual Vocabulary Cards
four equals ten.” Use Vocabulary Cards to reinforce the
vocabulary introduced in this lesson
• Remind students that another way to solve the problem is
to count on from six until they have counted four more in English and Spanish. (The Define/
numbers. For example, 7, 8, 9, and 10. Example/Ask routine is printed on the
ISBN: 978-0-02-101638-9

back of each card.)

Copyright © by The McGraw-Hill
MHID: 0-02-101638-0 Companies, Inc.
All rights reserved.

• Repeat the activity with 2 + 2, 1 + 4, and 2 + 1.

509 Join to Add

 Multi-Part Lesson 3
PART A B C
Name
4–7. See students’ work.
Symbol =
Vocabulary
2 +
1 = 3
equal sign =
See students’
work.

4 +
2 = 6
1–3. See students’
work.
4 +
3 = 7
5 +
3 = 8
2 +
2 = 4

Copyright © Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Copyright © Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

6 +
1 = 7

2 +
3 = 5 5 +
5 = 10
Directions: Directions: Math at Home Activity: Make up addition
1–3. Count the fruit slices in each set. Use cubes to model each set. Write the numbers 4–7. Count each set of toys. Model using cubes. Write sentences such as 2 + 4 = 6. Have your child underline
on the line below each picture. Trace the equal sign. Circle the sets to join them. the numbers. Trace the equal sign. Write how the plus sign and circle the equal sign. Use objects to
Write how many fruit slices there are in all. many toys there are in all. model the addition sentences.
GLE 0006.1.1 Use mathematical language, symbols, and definitions while developing
mathematical reasoning. Also addresses GLE 0006.2.4.
Join to Add five hundred nine 509 510 five hundred ten Join to Add

3 PRACTICE 4 ASSESS
Guided Practice Formative Assessment
• Direct students to Exercise 1. • Show students an addition equation using numbers and the plus sign.
• Have students identify the type of fruit in Exercise 1. Show pictures to represent the numbers.
• Tell students to count the fruit slices in each set and use cubes to • Have students use color tiles to model the addition story and to write
model the number of objects in each set. the plus sign, the equal sign, and the number answer.
• Ask students to write numbers on the line below each picture. Have
students trace the equal sign. ! COMMON ERROR!
• Tell students to circle the sets to join them and write how many Some students may have difficulty understanding the concept of
objects there are in all. equals. Show them equal sets of items and point out that the
number of items on one side of the equal sign is the same as the
• Repeat the activity with Exercises 2 and 3.
number of items on the other side.

Independent Practice
Have students turn the page over. Explain the directions. Have students Are students still struggling to use the
work independently on the exercises. equal sign?
Homework Practice Worksheet
During Small Group Instruction

If Yes AL Daily Transparencies

Show students a number card, such as four. AL Differentiated Instruction: Option 2 (p. 507c)
Have students say a number problem using equals such as If No OL Differentiated Instruction: Option 2 (p. 507c)
“three plus one equals four.” OL Skills Practice Worksheet
BL Enrich Worksheet

Join to Add 510

Multi-Part
Lesson 3 Addition Activity Choice 2: Learning Stations:
PART A B C Science, Card 70
Materials: two number cubes 0-5, paper, crayons, square scraps of paper
PART
• Gather the necessary materials. Read the directions aloud.
C How Many in All? • Have students draw a rainbow using the 11 squares.
• Tell students to write 0 to 10 on each square.
Objective
Use concrete objects to show how many in all. • Allow students to roll one or two number cubes and say how many there
are in all.
Resources
• Direct students to color the number square that shows how many there are
Materials: dot cards and symbol cards from Hands-On
in all on the rainbow.
Activity Tools and Resources pp. 116–117, 104, write-on/
wipe-off boards, tape, paper, crayons, square scraps of paper, • Have students repeat the activity until each number on the rainbow is
interactive whiteboard, WorkMat 7 colored in.
Manipulatives: number cubes 0–5, counters,
attribute buttons

Leveled Worksheets
2 TEACH
Get ConnectED
Direct students to the top of the page.
• Have students look at the peacocks.
• Guide students to use counters to model the addition sentence.
GLE 0006.1.1 Use Mathematical language, symbols, and
definitions while developing mathematical reasoning. Also
• Have students write the numbers and trace the symbols.
addresses GLE 0006.2.4, GLE 0006.2.5. • Tell students to write how many there are in all.
Checks for Understanding ✔ 0006.2.12, ✔ 0006.2.13, ✔ 0006.2.14, ✔ 0006.2.17

1 INTRODUCE AL Alternate Teaching Strategy

If students have trouble joining sets . . .

ircle Time Then use one of the following reteach options:

1 AL Reteach Worksheet
Activity Choice 1: Hands-On 2 IWB Virtual Manipulatives Use the virtual pen tool to draw objects
Materials: dot cards and symbol and trace symbols to reteach the concept of how many in all.
cards, write-on/wipe-off boards, tape 3 How Much?
• Hold up a plus sign. What is this sign? • Have students work in pairs using WorkMat 7.
What is it used for? Sample answer: plus • Explain how to use a Part-Part Whole Mat.
sign; It is used to join two sets of objects
• Provide each student with 10 attribute buttons.
or people.
• Tell one student to place sets of attribute buttons in each part of
• Hold up an equal sign. What is this sign? What
the mat.
is it used for? Sample answer: equal sign; It is
used to show that the amounts on each side of it are • Have their partner join the sets and say how many attribute buttons
the same. there are in all.
• Tape a dot card showing four dots. Write a plus sign beside • Have pairs switch roles and repeat the activity.
the card. Tape a dot card showing one dot. Write on equal
sign to the right of the dot card.
• Have students write the answer on write-on/wipe-off boards.
• Ask a volunteer to write the corresponding numbers directly
below each set. Tell the volunteer to write how many dots
! COMMON ERROR!
there are in all. Students may have difficulty understanding that a set of objects can be
different sizes and in different positions. Explain to students that it is
• Repeat using other combinations.
important to count all objects in a set no matter the size or position.
• Remind students to count on as one way to also solve
addition problems.

511 Join to Add

 Multi-Part Lesson 3
PART A B C 4 –7. See students’ work.
Name

How Many in All?

See students’ work.
3 + 1 = 4
4 + 2 = 6
1–3. See students’ work.
3 +
+ 3 = 6
2 + 3 = 5
1 + 6 = 7

Copyright © Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Copyright © Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

6 +
+ 3 = 9

1 + 2 = 3 5 +
+ 5 = 10
Directions: Math at Home Activity: Have your child put 3
Directions:
1–3. Use counters to model the addition sentence. Write the numbers and trace
4–7. Use counters to model the addition number pieces of pasta in a set and 4 pieces of pasta in another
the symbols. Write how many there are in all. sentence. Write the numbers and trace the set. Tell your child to join the groups. Ask him or her
GLE 0006.1.1 Use mathematical language, symbols, and definitions while developing
symbols. Write how many there are in all. to tell how many pieces of pasta there are in all.
mathematical reasoning. Also addresses GLE 0006.2.4.

Join to Add five hundred eleven 511 512 five hundred twelve Join to Add

3 PRACTICE 4 ASSESS
Guided Practice Formative Assessment
• Direct students to Exercise 1. • As described in Activity Choice 1 bullet 3, tape a dot card showing six
• Tell students to use counters to model the addition sentence. dots, write a plus sign, tape a dot card showing four dots, and write
an equal sign on the board.
• Have students identify how many birds are in each set.
• Have students write how many there are in all.
• Have them write the numbers and trace the symbols.
• Ask students to identify and write how many there are in all.
• Repeat the activity with Exercises 2 and 3.

Independent Practice
Have students turn the page over. Explain the directions. Have students
work independently on the exercises.
Homework Practice Worksheet
Are students still having trouble joining
sets?

During Small Group Instruction

If Yes AL Daily Transparencies

If No BL Differentiated Instruction: Option 1 and 2
Multi-Part Lesson 3 Two friends are playing and one more (p. 507d)
comes to join them. How would we write the addition sentence OL Skills Practice Worksheet
to show what happened? 2 + 1 = 3 BL Enrich Worksheet

Join to Add 512

 How many kittens
are there in all?
5 kittens

Join in
Join in the
the Fun
Fun
Pets are fun!
We take good care of them.
This book belongs to

Copyright © Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc. A B Copyright © Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Objective
Activate Prior Knowledge
Before you turn students’ attention to the pages, discuss animals.
Use pictures to join sets of animals.
• Name some animals. Sample answers: horses, cows, frogs, rabbits
• What pets do you have at home? Sample answers: cats,
GLE 0006.2.4 Understand addition as “putting together”
and subtraction as “breaking apart.
dogs, hamsters
✔0006.1.9 Use age-appropriate books, stories, and videos to convey
• What are some things you do with your pets? Sample answers:
ideas of mathematics. play, cuddle, walk our pets

513 Join to Add


How many fish are there in all?
10 fish
C D
Fun Facts
F Use the Student Pages
• Max is one of the most popular names for dogs in the
United States.
• Guinea pigs’ teeth do not stop growing! They have to gnaw
on things to keep their teeth from getting too long.
• When kittens are born, their eyes are closed. They usually
open them within about 10 days.
How many
dogs are there
altogether?
3 dogs
FOLD DOWN
Page B Use the pictures to help students create a joining story. For
example, Joey is holding one kitten. Three kittens are in the basket.
There are four kittens in the picture because three and one is four.
Page C Have students create a joining story by adding the number of
fish in the bowl with the number of fish in the tank.
Page D Have students answer how many there are in all. Ask students
to tell how many dogs there would be in all if three more dogs
joined them.
E WRITE MATH Choose an animal. Draw it two times. Choose
another animal. Draw it four times. How many animals did you draw in
all? Write the number. 6
Join to Add 514
Chapter Review/Test

The
BIG Idea Chapter Project
As a class, revisit this chapter’s Big Idea.
Collections Poster
How can I show adding when joining two sets?
Lead a discussion on the results of the completed chapter project with
Sample answer: You can use a plus sign to show adding of the class.
two sets.
Summative Assessment
Use these alternate leveled chapter tests to differentiate assessment for the
Dinah Zike’s Foldables® specific needs of your students.
Use these lesson suggestions for incorporating the Foldable during
Chapter Tests
the chapter.
Level Type Form
Lesson 2B On the third page of the joining journal, use pictures to show
AL Multiple choice 1A
different ways to add numbers to make four and five.
Lessons 2C–2G On the remaining pages of the joining journal, use AL Multiple choice 1B
pictures of objects that can be taped or glued into the journal to show Multiple choice/free
OL 2A
different ways to join numbers to make ten. response
Multiple choice/free
OL 2B
response
BL Free response 3A
BL Free response 3B
Additional Chapter Resource Masters
OL Oral Assessment
OL Listening Assessment

AL = approaching grade level

OL = on grade level
BL = beyond grade level

Data-Driven Decision Making

Based on the results of the Chapter Review/Test, use the following to
review concepts that continue to present students with problems.

Tennessee
Exercises What’s the Math? Error Analysis Resources for Review
Standards

1 GLE 0006.2.4 Uses pictures to determine the Writes numbers in the wrong place. Writes
Chapter Resource Masters
answers to joining problems to wrong numbers.
make 4. Get ConnectED

2 GLE 0006.2.4
3 GLE 0006.2.4
4 GLE 0006.2.4
Uses pictures to determine the
answers to joining problems to
make 7.
Draws objects to determine the
answers to joining problems to
make 8.
Draws objects to determine and
create joining sentences to make 10.
Lesson Animations
Writes numbers in the wrong place. Writes
wrong numbers.
Does not draw the correct number of circles.
Writes wrong numbers.
Does not draw the correct number of
triangles. Writes wrong numbers.

515 Join to Add

 Chapter
Review/Test
Name

1 and
3

3 and
4
See students’ work.

Copyright © Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Copyright © Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

and

See students’ work.

and

Directions:
1–2. Write the numbers. Directions:
3. Draw circles to show one way of joining sets to make 8. Write the numbers. 1. Circle the third ant in line. Put an X on the first ant.
4. Draw triangles to show one way of joining sets to make 10. Write the numbers. 2. Circle the activity that takes a longer time. Put an X on the activity that takes a
shorter time.
3. Draw a line from each real-world object to the three-dimensional shape that it matches.

Join to Add five hundred fifteen 515 516 five hundred sixteen Join to Add

Vocabulary Review
Review chapter vocabulary using one of the following options.
• Visual Vocabulary Cards (2 and 32)
Use the Spiral Review to review and assess mastery of skills
• eGlossary and concepts.

Chapter Test
Get ConnectED Find alternative summative assessment options.

Customize and create multiple versions of your

Chapter Test and their answer keys.

Join to Add 516

Photo Credits:
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Graphics Group/PunchStock; 487 The McGraw-Hill Companies, Inc.; 507D (bl)Mark Steinmetz, (br)Jenny
Acheson/Getty Images

Copyright © 2012 by the McGraw-Hill Companies, Inc. All rights reserved. Permission is granted
to reproduce the Chapter Resource Masters material on pages 1–80 on the condition that such
material be reproduced only for classroom use; be provided to students, teachers, and families
without charge; and be used solely in conjunction with Tennessee Math Connects. Any other
reproduction, for use or sale, is prohibited without prior written permission of the publisher. No
additional parts of this publication may be reproduced or distributed in any form or by any means,
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distance learning.

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ISBN: 978-0-02-103046-0 (Teacher Edition)

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MHID: 0-02-103797-3 (Student Edition) Tennessee Math Connects, Grade K

Printed in the United States of America.

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