LESSON 71 · Lesson 71 Lesson Preparation LESSON 71 SAXON MATH 1 Mathematical Language endpoint...

© H

ou

gh

ton

Mif

flin

Har

cou

rt P

ub

lish

ing

Co

mp

any

an

d N

ancy

Lar

son

Lesson

71

Lesson Preparation

LESSON 71SAXON MATH 1

Mathematical Languageendpoint pentagon

line segment ruler

Higher-Order Thinking SkillsEvaluating p. 4

Analyzing p. 4

Applying p. 5

Extensions and EnrichmentSee Section Overview 8

Math Center Activities 57–62

• Using a Ruler to Draw a Line Segment

MATERIALS

• Meeting Board Tally Marks section

• Teacher Fact Cards (Lessons 61 and 69 cards only)

• Class Fact Practice 71A/Fact Homework 71B

• Lesson Worksheet 71

• rulers (1 per child)

• crayons (yellow and blue)

• Guided Class Practice 71A chart

• Guided Class Practice 71A/Homework 71B

• Math News No. 7 (see THE NIGHT BEFORE)

THE NIGHT BEFORE• Put the Tally Marks section on the Meeting Board near the Coin

Cup.

• Make copies of Math News No. 7, 1 per child.

IN THE MORNING• Write the following in the area labeled “Today’s Pattern” on

the Meeting Board:

16, 18, 20, ____, ____, ____

Answer: 16, 18, 20, 22, 24, 26

• Put 11 pennies in the coin cup.

• Allow time for the Student of the Day to write the full date in the area labeled “Today’s Date” on the Meeting Board.

• Put 2 yellow and 4 blue linking cubes in the Mystery Bag.

• Assist the Student of the Day as he/she stacks the pennies in groups of 5 and writes the money amount on the Meeting Board coin cup.

• Collect homework from the previous day. Correct and review errors with each child.

1Saxon Math 1

© H

ou

gh

ton

Mif

flin

Har

cou

rt P

ub

lish

ing

Co

mp

any

an

d N

ancy

Lar

son

The Meeting Real-World and Problem-Solving Activities

• Ask the children to identify the following: shapes on the calendar shape pattern for the month

• Ask the Student of the Day to do the following: write the date on the date tag identify today’s day of the week

• Ask the children to identify the date on the (first) (day of the week) of (this month). Adjust this question to fit the date tags on your calendar.

• Ask the children to identify the day of the week for a date on the Meeting Board calendar.

“Let’s use our counting strip to help us count by 5’s to 50.”

• Point to each number on the counting strip as the children count forward and backward together.

• Count by 10’s to 100 and then backward by 10’s from 100.

• Say the even numbers from 0 to 20.

• Say the odd numbers from 1 to 21.

• Today’s count is from 12 to 26. Ask the children to identify the numbers that are one less than the beginning number and one more than the ending number. Put self-stick tags over these numbers.

• Have the Student of the Day point to each number on the number line as the children count from 12 to 26 together.“Who would like to tell us a number that is between the tags?”

• Ask three children to name a number between the covered numbers. Point to the number each child names.“Now let’s find the odd numbers between the tags.”“How do we know which are the odd numbers?” they end in 1, 3, 5, 7, or 9

• Ask the children to name the odd numbers between the covered numbers.

• Add another number to the number line for the days spent in school.

• Ask the Student of the Day to show the number of days in school using linking cubes.

• Ask the children to identify the missing numbers in the pattern.“The Student of the Day will fill in the missing numbers in our pattern.”

• Read the pattern with the children.“How are we counting?” forward by 2’s

• Ask the Student of the Day to report and graph the weather.

calendar

counting

counting pattern

weather graph

Tags

Linking Cube Towers

2 Saxon Math 1

© H

ou

gh

ton

Mif

flin

Har

cou

rt P

ub

lish

ing

Co

mp

any

an

d N

ancy

Lar

son

Lesson

71

continued >

• Ask all children questions about the graph.

• Ask the Student of the Day to report the information from the lunch/attendance graph.

• Ask the Student of the Day to set the morning/afternoon/evening/night clock.

• Throughout the day, have the Student of the Day announce the time on the hour, show the time on the demonstration clock, and write the digital time on the Meeting Board.

“This morning the Student of the Day put the coin cup pennies in groups of 5 and wrote the money amount on the Meeting Board.”“Let’s count the pennies by 5’s to see how many pennies there are.”

• Point to each group of 5 pennies as the children count by 5’s and then count on the extra ones.“Now we will count by 1’s to check this.”“The Student of the Day will make tally marks on the Meeting Board as I drop the pennies into the coin cup.”“We will all count with the Student of the Day as (he/she) makes the tally marks.”

• When the Student of the Day finishes tallying, say the following:“Let’s count the groups of tally marks by 5’s to see how many tally marks the Student of the Day made.”

• Point to each group of tally marks as the children count by 5’s and count on the extra ones.

• Note: Pause after you read each clue.“Today I put two yellow linking cubes and four blue linking cubes in the Mystery Bag.”“Now I will take two blue linking cubes out of the bag.”

• Remove two blue linking cubes from the bag. Hold the blue linking cubes in your hand without letting the children see them.“I will want to know how many blue linking cubes are in the bag now.”

• Repeat the clues.“Who would like to tell us how many blue linking cubes are in the bag now?”

• Ask the children to use their thumbs to signal their agreement or disagreement.“What problem-solving strategy could we use to solve this problem?”

• Use the strategy a child selects to solve the problem.

• Remove the linking cubes and check the answer with the children.

lunch/ attendance

graph

clock

coin cup

problem solving

and mental computation

(Mystery Bag)

Demo Clock

Cup of Coins

3Saxon Math 1

+

© H

ou

gh

ton

Mif

flin

Har

cou

rt P

ub

lish

ing

Co

mp

any

an

d N

ancy

Lar

son

Fact Practice

New Concept

• Subtracting 2; Adding 2

• Using a Ruler to Draw a Line Segment

“Today we will practice all of the adding and subtracting 2 facts using the large fact cards.”“I will hold up one of my fact cards.”“Everyone will say the problem and answer together.”

“Each day we begin our practice paper by writing our name.”“We write our name on a line segment.”“Today you will learn how to draw line segments.”

Building a Strong Foundation

Gaining Knowledge: A Mathematical Conversation

• Hold up the Teacher Fact Cards one at a time in random order. Repeat several times.“Now you will practice these facts by writing the answers on a fact sheet.”

� Distribute Class Fact Practice 71A/Fact Homework 71B.“What types of facts do you see on this fact sheet?” adding 2 and subtracting 2

• Allow time for the children to write the answers on the fact sheets.

• If children finish early, suggest that they circle a problem on the paper and draw a picture or write a story problem for the circled problem at the bottom of the paper. (Another option is to have the children who finish early practice writing the numbers, beginning with 12, at the bottom of the paper.)

• Read the problems and the answers slowly as the children correct their own papers using a crayon.“Now turn over your paper. This is your fact homework.”

“A line segment is a straight line with two endpoints.”“We draw line segments when we connect the dots in a dot-to-dot puzzle.”“What kinds of things in our classroom do you think we could use to help us draw line segments?” rulers“Why do you think we will use a ruler instead of other things with straight edges?” “A ruler is easy to use because it is easy to hold, it is sturdy, and it has a smooth, straight edge.”“It is important to handle a ruler carefully so the edge stays smooth.”“How will we handle a ruler in a safe and careful way?”

Class Fact Practice 71A/Fact

Homework 71B

Saxon Math 1 (for use with Lesson 71)

Name

Date

Class Fact Practice 71A

Set 9: Subtracting 2; Adding 2

4

− 2

10

− 2

2

− 2

9

− 2

6

− 2

7

− 2

3

− 2

11

− 2

5

− 2

8

− 2

4

+ 2

8

+ 2

0

+ 2

3

+ 2

6

+ 2

7

+ 2

1

+ 2

5

+ 2

9

+ 2

2

+ 2

279

© H

oug

hton

Miff

lin H

arc

ourt

Pub

lishi

ng C

omp

any

and

Nan

cy L

ars

on.

Teacher Fact Cards

4 Saxon Math 1

© H

ou

gh

ton

Mif

flin

Har

cou

rt P

ub

lish

ing

Co

mp

any

an

d N

ancy

Lar

son

Lesson

71

continued >

• Allow time for the children to suggest appropriate ways to handle a ruler.“I am going to draw a line segment on the board (chart paper).”

• Show a ruler to the class and use it to demonstrate as you say the following:“I will hold the ruler with the hand that I don’t write with.”“Watch how I spread my fingers to keep the ruler from slipping.”“When I draw a line segment, I trace along the edge of the ruler as I hold the ruler steady with my other hand.”

• Draw the line segment.“Watch what will happen if I don’t hold my ruler still.”

• Demonstrate what happens when the ruler slips.

• Put two points on the board (chart paper) just less than a ruler’s length apart.“These are endpoints.”“I will draw a line segment between these endpoints.”

• Demonstrate with the ruler as you say the following:“I will put my ruler just below the endpoints.”“I will hold the ruler with the hand that I don’t write with.”“Watch how I spread my fingers to keep the ruler from slipping.”“When I draw a line segment, I trace along the edge of the ruler as I hold the ruler steady with my other hand.”

• Draw the line segment.“Now you will have a chance to practice drawing line segments using a ruler.”

� Distribute Lesson Worksheet 71 and a ruler to each child.“Draw a line segment at the top of the paper next to the word ‘Name.’ ““Write your name on the line segment.”

• Watch the children as they draw the line segment. Instead of having children erase line segments that are not straight, work with those children having difficulty as they draw other line segments during the lesson.“Draw another line segment just below the first line segment.”“Write the date on the second line segment.”“Now we will practice drawing line segments.”“Draw a line segment across the paper.”

• Allow time for the children to draw the line segment.“Now draw a line segment halfway across the paper.”

• Allow time for the children to draw the line segment.“There are some endpoints on the bottom half of your paper.”“We will connect the endpoints to make a picture.”“This is just like a dot-to-dot puzzle.”“One line segment is drawn for us.”“We will draw a line segment from endpoint A to endpoint B.”“How will we do that?”

Lesson Worksheet 71


B

D

A C

E

•

••

• •

Lesson Worksheet 71Name

Date

281

© H

oug

hton

Miff

lin H

arc

ourt

Pub

lishi

ng C

omp

any

and

Nan

cy L

ars

on.

Rulers

5Saxon Math 1

© H

ou

gh

ton

Mif

flin

Har

cou

rt P

ub

lish

ing

Co

mp

any

an

d N

ancy

Lar

son

New Concept

• Allow time for the children to draw the line segment.“The name of this line segment is ‘line segment AB.’ ““We will draw a line segment from endpoint B to endpoint C.”“How will we do that?”

• Allow time for the children to draw the line segment.“The name of this line segment is ‘line segment BC.’ ““Draw a line segment from endpoint C to endpoint D.”

• Allow time for the children to draw the line segment.“What will we call this line segment?” line segment CD

• Repeat with line segment DE.“What did we make?” star“How many small triangles do you see in this star?”

• Have the children take out yellow and blue crayons.“Color the triangles yellow.”

• Allow time for the children to color the shapes.“How many sides does the shape in the middle have?” 5“This shape is called a ‘pentagon.’ ““Color the pentagon blue.”

• Allow time for the children to finish coloring the shapes.“Who would like to share something you learned today in math?”

• Provide 2–3 minutes for sharing. Allow as many children as possible to respond. Provide appropriate feedback.

continued >

Written Practice Revisiting Previously Introduced Concepts

“The last number we practiced writing was the number 63.”“Does anyone know how to write the number 64?”

• Ask a child to write the number on the board.“What digits do you see in the number 64?”“How many dimes and pennies would we use to make 64¢?”

• Draw a box around the 64 and separate the digits with a line. Write tens above the 6 and ones above the 4.“The 6 tells us the number of tens or dimes, and the 4 tells us the number of ones or pennies.”

• Post the Guided Class Practice 71A chart on the board or chart stand.

� Distribute Guided Class Practice 71A/Homework 71B.

• Ask the Student of the Day to write his/her name, the date, and the day of the week at the top of the chart.

Chart and Guided Class Practice 71A/Homework

71B


Tallymarks

1. Write the number sixty-four 3 more times. How many digits are on the line?

2. Ian put 5 stars on the paper. Roseann put 2 more stars and 1 heart on the paper. Draw

a picture and write a number sentence to show how many stars are on the paper now.

Number sentence

How many stars are on the paper now? stars

3. Color the top half of the right circle yellow.

Color the bottom half of the left circle red.

Color the top half of the left circle blue.

Color the bottom half of the right circle green.

4. Count by 5’s. Fill in the missing numbers.

5, 10, 15, , , , , , ,

5. Write the answers.

1 + 5 =

6 − 0 =

8 − 8 =

7 + 2 =

9 + 1 =

2 + 5 =

Date

Day of the Week

Guided Class Practice 71AName

Date

(Draw a line segment for your name.)

283

© H

oug

hton

Miff

lin H

arc

ourt

Pub

lishi

ng C

omp

any

and

Nan

cy L

ars

on.

6 Saxon Math 1

© H

ou

gh

ton

Mif

flin

Har

cou

rt P

ub

lish

ing

Co

mp

any

an

d N

ancy

Lar

son

Lesson

71

continued >

“Every day we will practice drawing tally marks to show the date.”

• Read the directions for the problems on Side A one at a time. Allow time for the children to write each answer. Write each answer on the chart.

� Distribute a copy of Math News No. 7 to each child.Math News

7Saxon Math 1


Y

Y

YY

Y

Blue

B

D

A C

E

•

••

• •

Lesson Worksheet 71Name

Date

281

© H

oug

hton

Miff

lin H

arc

ourt

Pub

lishi

ng C

omp

any

and

Nan

cy L

ars

on.


7

5 + 2 = 7

20 25 30 35 40 45 50

6

9

6

10

0

7

8

Blue

Red

Yellow

Green

Tallymarks

1. Write the number sixty-four 3 more times. How many digits are on the line?

2. Ian put 5 stars on the paper. Roseann put 2 more stars and 1 heart on the paper. Draw

a picture and write a number sentence to show how many stars are on the paper now.

Number sentence

How many stars are on the paper now? stars

3. Color the top half of the right circle yellow.

Color the bottom half of the left circle red.

Color the top half of the left circle blue.

Color the bottom half of the right circle green.


5, 10, 15, , , , , , ,


1 + 5 =

6 − 0 =

8 − 8 =

7 + 2 =

9 + 1 =

2 + 5 =

Date

Day of the Week


Date


283

© H

oug

hton

Miff

lin H

arc

ourt

Pub

lishi

ng C

omp

any

and

Nan

cy L

ars

on.


Name

Date

Homework 71B

8

6 + 2 = 8

Yellow

Green

Blue

Red

5 15 25 35 45

0

8

5

4

14

8

41 56 70

1. Color the squares with L, M, and N on this chart.

L 42 43 44 45 46 47 48 49 50

51 52 53 54 55 M 57 58 59 60

61 62 63 64 65 66 67 68 69 N

What number belongs in the square with the L? M? N?

2. Mrs. HorseChief had 6 magnets on her refrigerator. Michael gave her 2 more magnets

for her refrigerator. Draw a picture and write a number sentence to show how many

magnets are on the refrigerator now.

Number sentence

How many magnets are on the refrigerator now? magnets

3. Color the bottom half of the right circle red.

Color the top half of the left circle yellow.

Color the top half of the right circle blue.

Color the bottom half of the left circle green.


, 10, , 20, , 30, , 40, , 50


4 − 4 = 2 + 3 =

7 + 7 =

7 + 1 = 4 − 0 =

6 + 2 =

284

© H

oug

hton

Miff

lin H

arc

ourt

Pub

lishi

ng C

omp

any

and

Nan

cy L

ars

on.

© H

ou

gh

ton

Mif

flin

Har

cou

rt P

ub

lish

ing

Co

mp

any

an

d N

ancy

Lar

son

8 Saxon Math 1

© H

ou

gh

ton

Mif

flin

Har

cou

rt P

ub

lish

ing

Co

mp

any

an

d N

ancy

Lar

son

Lesson

72

Lesson Preparation


Mathematical Languagesort

Higher-Order Thinking SkillsApplying p. 4

Evaluating p. 5

Creating p. 5



Journal Writing

• Sorting Common Objects

MATERIALS

• sets of Learning Wrap-Ups®; Subtracting 2 (1 set per child)

• Fact Homework 72

• empty food cans and boxes (2–4 per child)

• 12–16 pieces of large construction paper and markers




the Meeting Board:

5, 10, 15, ____, ____, ____

Answer: 5, 10, 15, 20, 25, 30


• Allow time for the Student of the Day to write the full date in the area labeled “Today’s Date” on the Meeting Board, to stack the pennies in groups of 5, and to write the money amount in the coin cup on the Meeting Board.

• Put 2 green and 7 blue pattern blocks in the Mystery Bag.


1Saxon Math 1

© H

ou

gh

ton

Mif

flin

Har

cou

rt P

ub

lish

ing

Co

mp

any

an

d N

ancy

Lar

son

Tags

Linking Cube Towers















• Add another number to the number line for the days we spent in school.




calendar

counting

counting pattern

2 Saxon Math 1

© H

ou

gh

ton

Mif

flin

Har

cou

rt P

ub

lish

ing

Co

mp

any

an

d N

ancy

Lar

son

Lesson

72

continued >










• Note: Pause after you read each clue.“Today I put two green pattern blocks and seven blue pattern blocks in the Mystery Bag.”“Now I will take two blue pattern blocks out of the bag.”

• Remove two blue pattern blocks from the bag. Hold the blue pattern blocks in your hand without letting the children see them.“I will want to know how many blue pattern blocks are in the bag now.”

• Repeat the clues.“Who would like to tell us how many blue pattern blocks are in the bag now?”


• Use the strategy a child selects to solve this problem.

• Remove the pattern blocks and check the answer with the children.

weather graph

lunch/ attendance

graph

clock

coin cup

problem solving


(Mystery Bag)

Demo Clock

Cup of Coins

3Saxon Math 1

© H

ou

gh

ton

Mif

flin

Har

cou

rt P

ub

lish

ing

Co

mp

any

an

d N

ancy

Lar

son

Fact Practice

New Concept


• Sorting Common Objects

“Today we will practice the subtracting 2 facts using a Wrap-Up.”“When I give you a Wrap-Up, unwrap the string and get ready to wrap.”

Seat children in a circle on the floor.

“A few days ago we used dimes and pennies to buy groceries.”“Today we will make a classroom store so that we can practice buying items using dimes and pennies.”“Today you will learn how to sort items for our store.”



� Distribute a set of Wrap-Ups to each child.“We will say each problem and answer together.”

• Say the problems and the answers slowly with the children. Circulate and assist children having difficulty.“Ask someone next to you to check your Wrap-Up to see if it is correct.”

• Repeat once or twice.“Now you will practice wrapping the board by yourself.”“Say each number fact and answer softly to yourself as you wrap the Wrap-Up.”

• Allow the children to practice the Wrap-Ups independently a few more times. Circulate and assist children having difficulty.

• Collect the sets of Wrap-Ups.

� Distribute Fact Homework 72. Review the directions with the children.

• Show the children the empty cans and boxes.“We will arrange our groceries like they do in the grocery (food) store.”“How do you think we will do that?”

• Ask the children for sorting strategies.“What are some of the different sections in the grocery (food) store?”

• Write each section name on a separate piece of construction paper. The section names might include: cereal, frozen food, pet food, soup, fruits and vegetables, dairy products, soft drinks, etc. Put each labeled piece of construction paper on the floor.

Fact Homework 72


Name

Date

Fact Homework 72

Ask someone at home to correct your paper.

Corrected by


8

− 2

5

− 2

11

− 2

2

− 2

6

− 2

9

− 2

3

− 2

10

− 2

7

− 2

4

− 2

2

+ 2

8

+ 2

4

+ 2

0

+ 2

6

+ 2

9

+ 2

1

+ 2

5

+ 2

7

+ 2

3

+ 2

285

© H

oug

hton

Miff

lin H

arc

ourt

Pub

lishi

ng C

omp

any

and

Nan

cy L

ars

on.

Wrap-Ups

Empty Food Cans/Boxes

Construction Paper

4 Saxon Math 1

© H

ou

gh

ton

Mif

flin

Har

cou

rt P

ub

lish

ing

Co

mp

any

an

d N

ancy

Lar

son

Lesson

72

continued >

“What types of items will we find in each section?”

• Allow time for the children to discuss the types of items found in each section of a grocery store.“Let’s work together to sort our boxes and cans.”

• Hold up a can or a box.“What is this?”“In what section of our store should we put this?”

• Place the item on the appropriate piece of construction paper.

• Repeat identifying and sorting with each item.“Which sections of our store need more items?”

• Encourage the children to bring in empty cans and boxes for these sections.“Our classroom store needs a name.”“What could we call our store?”

• Write the suggested names on the board. Suggest that children choose a name that is not the name of a local store.“Let’s vote to see which name we will use for our store.”

• Have the children vote on each suggested store name. Draw tally marks next to each name to show the votes.“How many votes did (name) get?”

• Count the tally marks. Repeat counting the tally marks for each suggested name.“Which store name got the most votes?”“All of the names were good suggestions, but you voted to use (name) for our store name.”

• Erase the other names.

• Make a sign with the name of the store. After the lesson post it above the store.“Now we will need sign names for each section in our store.”“We also will need to arrange our items neatly like they do in the grocery store.”“How could we do that?”

• Encourage the children to suggest working in groups to organize the store.“We will work in groups to organize our classroom store.”“Each group will be in charge of one section in our grocery store.”“Each group will make a sign for their section of the grocery store.”“They will keep the items in their section neatly arranged.”

• Put the children in groups of two, three, or four, depending on the number of sections and the number of items in each section of the classroom store.“Work together to make a sign for your section and to arrange your items neatly.”

5Saxon Math 1

© H

ou

gh

ton

Mif

flin

Har

cou

rt P

ub

lish

ing

Co

mp

any

an

d N

ancy

Lar

son

New Concept

� Give each group a piece of large construction paper and a marker for their sign. Then assign each group an area in which to arrange their items.“Tomorrow we will buy items from our store.”

• Save the sorted classroom store items for use in Lesson 73.

• When enough items have been collected for the classroom store, encourage the children to use empty cans and boxes to make their own stores at home.“Who would like to share something you learned today in math?”


continued >








• Ask the children to draw tally marks to show the date.



72B


Name

Date

Homework 72B

1. Finish these number patterns.

5, 10, 15, , , , , ,

24, 25, 26, , , , , ,

2. Mrs. Wescoatt has 4 apples. She cut the

apples in half. Draw a picture to show

what happened. How many children can

have a piece of apple?

children

3. Count the tally marks.

tally marks

4. Color the pennies brown. How much money is this?

LIB

ERTY

IN GOD WE TRUST

2000

I N

GOD WE TRUST

LIBERTY

2000

UN

ITED

STAT E S OF AMERIC

A

E PLURIBUSUNUM

CN E EN TO

IN

GOD WE TRUST

LIBERTY

2000

UN

ITED

STAT E S OF AMERIC

A

E PLURIBUSUNUM

CN E EN TOONE DIME

UN

ITED

STATES OFAM

ER

I CA

5. Circle the number in the box that is between 43 and 52.

43 52 42 48 53


8 + 2 =

6 − 2 =

9 + 2 =

8 − 2 =

2 + 6 =

9 − 2 =

288

© H

oug

hton

Miff

lin H

arc

ourt

Pub

lishi

ng C

omp

any

and

Nan

cy L

ars

on.

Construction Paper

6 Saxon Math 1


Name

Date


6

6

27

16¢

7

Brown Brown Brown Brown Brown Brown

3

5

9

6

2

1. Write the number sixty-five 2 more times. How many digits are on the line?

2. Mrs. Watts has 3 slices of bread. She cut

each slice in half. Draw a picture to show


have a piece of bread?

children


tally marks


LIB

ERTY

IN GOD WE TRUST

2000

I N

GOD WE TRUST

LIBERTY

2000

UN

ITED

STAT E S OF AMERIC

A

E PLURIBUSUNUM

CN E EN TO

IN

GOD WE TRUST

LIBERTY

2000

UN

ITED

STAT E S OF AMERIC

A

E PLURIBUSUNUM

CN E EN TO

IN

GOD WE TRUST

LIBERTY

2000

UN

ITED

STAT E S OF AMERIC

A

E PLURIBUSUNUM

CN E EN TO


27 35 36 24 31


5 + 2 =

7 − 2 =

4 + 2 =

5 − 2 =

2 + 7 =

4 − 2 =

Date

Day of the Week Tallymarks

Guided Class Practice 72A

287

© H

oug

hton

Miff

lin H

arc

ourt

Pub

lishi

ng C

omp

any

and

Nan

cy L

ars

on.


Name

Date

Homework 72B

8

24

24¢

10

Brown Brown Brown Brown

6

4

8

11

7

20 25 30 35 40 45

323130292827


5, 10, 15, , , , , ,

24, 25, 26, , , , , ,

2. Mrs. Wescoatt has 4 apples. She cut the

apples in half. Draw a picture to show


have a piece of apple?

children


tally marks


LIB

ERTY

IN GOD WE TRUST

2000

I N

GOD WE TRUST

LIBERTY

2000

UN

ITED

STAT E S OF AMERIC

A

E PLURIBUSUNUM

CN E EN TO

IN

GOD WE TRUST

LIBERTY

2000

UN

ITED

STAT E S OF AMERIC

A

E PLURIBUSUNUM

CN E EN TOONE DIME

UN

ITED

STATES OFAM

ER

I CA


43 52 42 48 53


8 + 2 =

6 − 2 =

9 + 2 =

8 − 2 =

2 + 6 =

9 − 2 =

288

© H

oug

hton

Miff

lin H

arc

ourt

Pub

lishi

ng C

omp

any

and

Nan

cy L

ars

on.

© H

ou

gh

ton

Mif

flin

Har

cou

rt P

ub

lish

ing

Co

mp

any

an

d N

ancy

Lar

son

8 Saxon Math 1

© H

ou

gh

ton

Mif

flin

Har

cou

rt P

ub

lish

ing

Co

mp

any

an

d N

ancy

Lar

son

Lesson

73

Lesson Preparation


Higher-Order Thinking SkillsAnalyzing p. 5

Evaluating p. 5

Applying p. 6



Journal Writing

• Adding Two-Digit Numbers Without Regrouping Using Dimes and Pennies

MATERIALS



• price tags (see THE NIGHT BEFORE)

• sorted classroom store items (from Lesson 72)

• Lesson Worksheet 73 chart

• sales receipt from grocery store


• cups of 10 dimes (1 per child)

• cups of 10 pennies (1 per child)

• Optional: overhead coins

• work mats (from Lesson 46; 1 per child)



THE NIGHT BEFORE• Attach price tags to the classroom store items using an amount

from each of the following ranges: 1¢–4¢, 10¢–14¢, 20¢–24¢, 30¢–34¢, and 40¢–44¢.


the Meeting Board:

30, 25, 20, ____, ____, ____

Answer: 30, 25, 20, 15, 10, 5


1Saxon Math 1

© H

ou

gh

ton

Mif

flin

Har

cou

rt P

ub

lish

ing

Co

mp

any

an

d N

ancy

Lar

son

The Meeting

continued >

Real-World and Problem-Solving Activities













calendar

counting

Lesson Preparation


• Put 5 paper clips and 2 crayons in the Mystery Bag.


Tags

2 Saxon Math 1

© H

ou

gh

ton

Mif

flin

Har

cou

rt P

ub

lish

ing

Co

mp

any

an

d N

ancy

Lar

son

Lesson

73

continued >





• Read the pattern with the children.“How are we counting?” backward by 5’s






“ This morning the Student of the Day put the coin cup pennies in groups of 5 and wrote the money amount on the Meeting Board.”

“Let’s count the pennies by 5’s to see how many pennies there are.”




counting pattern

weather graph

lunch/ attendance

graph

clock

coin cup

Linking Cube Towers

Demo Clock

Cup of Coins

3Saxon Math 1

© H

ou

gh

ton

Mif

flin

Har

cou

rt P

ub

lish

ing

Co

mp

any

an

d N

ancy

Lar

son

Fact Practice










The Meeting

• Note: Pause after you read each clue.“Today I put five paper clips and two crayons in the Mystery Bag.”“Now I will take two paper clips out of the bag.”

• Remove two paper clips from the bag. Hold the paper clips in your hand without letting the children see them.“Now I will want to know how many paper clips are in the bag now.”

• Repeat the clues.“Who would like to tell us how many paper clips are in the bag now?”



• Remove the paper clips and crayons and check the answer with the children.

problem solving


(Mystery Bag)

continued >

Fact Homework 73


Name

Date

Fact Homework 73

7

− 2

10

− 2

4

− 2

11

− 2

2

− 2

5

− 2

9

− 2

3

− 2

8

− 2

6

− 2

0

+ 2

4

+ 2

9

+ 2

2

+ 2

6

+ 2

3

+ 2

8

+ 2

1

+ 2

7

+ 2

5

+ 2


Corrected by


289

© H

oug

hton

Miff

lin H

arc

ourt

Pub

lishi

ng C

omp

any

and

Nan

cy L

ars

on.

Wrap-Ups

4 Saxon Math 1

© H

ou

gh

ton

Mif

flin

Har

cou

rt P

ub

lish

ing

Co

mp

any

an

d N

ancy

Lar

son

Lesson

73

New Concept


Post Lesson Worksheet 73 chart on the board or chart stand.

“Today you will learn how to add two-digit numbers using dimes and pennies.”“Yesterday we made a classroom store. How did we do that?”


• Allow time for the children to describe the classroom store.“Today we will pretend that we are buying items at our classroom store.”“When we buy things at a grocery (food) store, how does the cashier know how much money we need to pay?”

• Allow time for the children to discuss the check-out process.“The cashier uses a machine called a ‘cash register’ to find out how much money we owe.”“The cash register prints the name and the cost of each thing we are buying and adds the amounts.”

• Show the children a grocery (food) store sales receipt.“This piece of paper is called a ‘sales receipt.’ “

� Distribute Lesson Worksheet 73.“We will pretend that these are sales receipts like the ones the cashier gives us at a grocery store.”“We don’t have a cash register to print the name of the item and the cost, so we will have to do that ourselves.”

• Point to the first receipt on the chart.“A store writes its name at the top of its receipt.”“Let’s write our store name at the top of the first receipt.”

• Write the store name at the top of the first receipt on the chart.“Now we will pretend that we are going shopping.”“Who would like to choose two things for us to buy?”

• Ask a child to choose two items. Hold up the first item.“What is this?”“Write this name on the first line of your receipt.”“We can spell the name as it sounds or copy the name from the container.”

• Write the first item’s name on the chart.“Write this on your paper.”“How will we find the cost of this item?” look at the price tag“What is the cost of this item?”“How many dimes and how many pennies will we need to buy this?”

Chart and Lesson

Worksheet 73


Name

Date

Lesson Worksheet 73

Total

Total Total

Total

dimes pennies

dimes pennies dimes pennies

dimes pennies

+

¢ ¢

¢ ¢

¢ ¢

¢ ¢

¢ ¢

¢ ¢

+

+ +

291

© H

oug

hton

Miff

lin H

arc

ourt

Pub

lishi

ng C

omp

any

and

Nan

cy L

ars

on.

Bread $1.25

Milk $2.13

Soup $0.89

1

1

3

Tax $1.07

Total $6.34

Store

Sales Receipt


5Saxon Math 1

© H

ou

gh

ton

Mif

flin

Har

cou

rt P

ub

lish

ing

Co

mp

any

an

d N

ancy

Lar

son

New Concept

• Write the first item’s cost on the chart.“Write this on your receipt next to the name of the item.”

• Hold up the second item. Write the item’s name and its cost on the chart.“Now we will use dimes and pennies to find out how much these two items will cost altogether.”“How many dimes do you think we will need?”“How many pennies do you think we will need?”“Let’s check this.”

� Distribute a cup of dimes, a cup of pennies, and a work mat to each child.“How many dimes and pennies will we need for the first item?”“Put these coins on your mat.”

• Allow time for the children to do this.“Do not take these coins off your mat.”“How many dimes and pennies will we need for the second item?”“Put these coins on your mat.”“Now put all the dimes together and all the pennies together.”“How many dimes do we have?”“How many pennies do we have?”“Let’s count the money together.”“Which coins will we count first?” dimes“Which coins will we count next?” pennies

• Count the money with the children.

• Optional: Use overhead coins to demonstrate counting the money.“How much money is this altogether?”“What is the total cost of the (1st item) and the (2nd item)?” “Write this amount next to the word ‘Total.’ “

• Write the total cost of the items on the chart.“Put the coins back in the cups.”

• Repeat for the next three receipts.

• Collect the cups of coins and the work mats. Save the sorted and priced classroom store items and the work mats for use in Lesson 74.“Who would like to share something you learned today in math?”


continued >

Cup of Coins

Work Mats

6 Saxon Math 1

© H

ou

gh

ton

Mif

flin

Har

cou

rt P

ub

lish

ing

Co

mp

any

an

d N

ancy

Lar

son

Lesson

73




• Draw a box around the 66 and separate the digits with a line. Write tens above the first 6 and ones above the second 6.“The 6 on the left tells us the number of tens or dimes, and the 6 on the right tells us the number of ones or pennies.”







73B


1. Write the number sixty-six 3 more times. How many digits are on the line?

2. Mrs. Parker has 4 large pink flowers and 2 small yellow flowers in a vase on her desk.

Draw a picture and write a number sentence to show how many flowers are in the

vase.

Number sentence

How many flowers are in the vase? flowers

3. Number the clockface.

Show one o’clock on both clocks.

:

4. How many dimes and pennies

will you need to buy the juice?

dimes pennies


8− 0

4+ 0

6− 2

9+ 2

7+ 7

5− 5

JUICE29¢

Tallymarks

Date

Day of the Week


Date


293

© H

oug

hton

Miff

lin H

arc

ourt

Pub

lishi

ng C

omp

any

and

Nan

cy L

ars

on.

7Saxon Math 1


8

P P P P Y Y

4 + 2 = 6

6

8 4 4 11 14 0

1211 110 2

9 3

8 457 6

2 9

1 00

1. Write the number sixty-six 3 more times. How many digits are on the line?

2. Mrs. Parker has 4 large pink flowers and 2 small yellow flowers in a vase on her desk.

Draw a picture and write a number sentence to show how many flowers are in the

vase.

Number sentence

How many flowers are in the vase? flowers


Show one o’clock on both clocks.

:


will you need to buy the juice?

dimes pennies


8− 0

4+ 0

6− 2

9+ 2

7+ 7

5− 5

JUICE29¢

Tallymarks

Date

Day of the Week


Date


293

© H

oug

hton

Miff

lin H

arc

ourt

Pub

lishi

ng C

omp

any

and

Nan

cy L

ars

on.


Name

Date

Homework 73B

5 − 2 = 3

3

1211 110 2

9 3

8 457 6

3 5

5 19 36

9 00

9 5 5 10 12 0

1. Write the numbers that are one less than each number.

, 6 , 20 , 37

2. Mrs. Pinkerton had five rulers. She gave Mrs. Howell two rulers. Draw a picture and

write a number sentence to show how many rulers Mrs. Pinkerton has now.

Number sentence

How many rulers does Mrs. Pinkerton have now? rulers


Show nine o’clock on both clocks.

:


will you need to buy the milk?

dimes pennies


9− 0

5+ 0

7− 2

8+ 2

6+ 6

2− 2

MILK35¢

294

© H

oug

hton

Miff

lin H

arc

ourt

Pub

lishi

ng C

omp

any

and

Nan

cy L

ars

on.

© H

ou

gh

ton

Mif

flin

Har

cou

rt P

ub

lish

ing

Co

mp

any

an

d N

ancy

Lar

son

8 Saxon Math 1

© H

ou

gh

ton

Mif

flin

Har

cou

rt P

ub

lish

ing

Co

mp

any

an

d N

ancy

Lar

son

Lesson

74

Lesson Preparation



Understanding p. 5

Applying p. 5



Journal Writing


MATERIALS

• bags of Student Fact Cards


• Lesson Worksheet 74 chart

• work mats (from Lesson 46; 1 per child)

• priced and sorted classroom store items (from Lesson 73)

• cups of 10 dimes (1 per child)






the Meeting Board:

76, 77, 78, ____, ____, ____

Answer: 76, 77, 78, 79, 80, 81



• Put 3 books and 8 rulers in the Mystery Bag.


1Saxon Math 1

© H

ou

gh

ton

Mif

flin

Har

cou

rt P

ub

lish

ing

Co

mp

any

an

d N

ancy

Lar

son



















calendar

counting

counting pattern

Tags

Linking Cube Towers

2 Saxon Math 1

© H

ou

gh

ton

Mif

flin

Har

cou

rt P

ub

lish

ing

Co

mp

any

an

d N

ancy

Lar

son

Lesson

74

continued >










• Note: Pause after you read each clue.“Today I put three books and eight rulers in the Mystery Bag.”“Now I will take two rulers out of the bag.”

• Remove two rulers from the bag. Hold the rulers in your hand without letting the children see them.“I will want to know how many rulers are in the bag now.”

• Repeat the clues.“Who would like to tell us how many rulers are in the bag now?”



• Remove the books and rulers and check the answer with the children.

weather graph

lunch/ attendance

graph

clock

coin cup

problem solving


(Mystery Bag)

Demo Clock

Cup of Coins

3Saxon Math 1

© H

ou

gh

ton

Mif

flin

Har

cou

rt P

ub

lish

ing

Co

mp

any

an

d N

ancy

Lar

son

Fact Practice


“Today we will practice the adding 2 and subtracting 2 facts using our small fact cards.”“Take out only the green fact cards from your bag of fact cards.”“Spread out your fact cards on the desk (floor) in front of you so that the number facts are facing you.”


• Allow time for the children to do this.“Point to a fact card and say the number fact and the answer softly to yourself.”“Now turn over the card to see if you are correct.”“If your answer is correct, put the card in your bag.”“If your answer is not correct, put the card back on the desk (floor) and come back to that card later.”“Keep saying the answers until all your fact cards are in the bag or until I say that it is time to stop.”“If you finish before I say ‘stop,’ close your bag of cards and sit quietly until I say ‘stop.’ “

• When most children finish, say “Stop” and have them put their fact cards away.“Now you will practice these facts by writing the answers on a fact sheet.”

� Distribute Class Fact Practice 74A/Fact Homework 74B.“What types of facts do you see on this fact sheet?” adding 2 and subtracting 2




Bag of Student Fact Cards


Homework 74B


Name

Date



8

− 2

5

− 2

11

− 2

6

− 2

3

− 2

9

− 2

4

− 2

7

− 2

2

− 2

10

− 2

1

+ 2

6

+ 2

4

+ 2

8

+ 2

3

+ 2

9

+ 2

0

+ 2

7

+ 2

2

+ 2

5

+ 2

295

© H

oug

hton

Miff

lin H

arc

ourt

Pub

lishi

ng C

omp

any

and

Nan

cy L

ars

on.

4 Saxon Math 1

© H

ou

gh

ton

Mif

flin

Har

cou

rt P

ub

lish

ing

Co

mp

any

an

d N

ancy

Lar

son

Lesson

74

New Concept

• Adding two-digit numbers without regrouping using dimes and pennies

Post Lesson Worksheet 74 chart on the board or chart stand.

“What did we do yesterday?”“Today you will practice adding two-digit numbers using dimes and pennies.”


� Distribute Lesson Worksheet 74.“Write our store name on each receipt.”

• Write the store name on each receipt on the chart as the children write it on their papers.“Who would like to choose two things for us to buy today?”

• Ask a child to choose two items. Hold up the first item.“What is this?”“Write this name on the first line of your receipt.”

• Write the first item’s name on the chart.“What is the cost of this item?”“How many dimes and how many pennies will we need to buy this?” “Write this on your receipt next to the name of the item.”

• Write the first item’s cost on the chart.

• Identify and price the second item. Write the item’s name and its cost on the chart.“Now we will use dimes and pennies to find out how much these two items will cost altogether.”“How many dimes do you think we will need?”“How many pennies do you think we will need?”“Let’s check this.”

� Distribute a cup of dimes, a cup of pennies, and a work mat to each child.“How many dimes and pennies will we need for the first item?”“Put these coins on your mat.”“How many dimes and pennies will we need for the second item?”“Put these coins on your mat.”“Now put all the dimes together and all the pennies together.”“How many dimes do we have?”“How many pennies do we have?”“How much money is this altogether?” “What is the total cost of the (1st item) and the (2nd item)?”“Write this amount next to the word ‘Total.’ “

Work Mats

Cup of Coins

Chart and Lesson

Worksheet 74


Name

Date

Lesson Worksheet 74

Total

Total


+

¢

¢

¢

¢

¢

¢

Total

dimes pennies

¢

¢

¢

¢

¢

¢

Total

+

dimes pennies

+ +

297

© H

oug

hton

Miff

lin H

arc

ourt

Pub

lishi

ng C

omp

any

and

Nan

cy L

ars

on.

5Saxon Math 1

© H

ou

gh

ton

Mif

flin

Har

cou

rt P

ub

lish

ing

Co

mp

any

an

d N

ancy

Lar

son

New Concept

• Write the total cost of the items on the chart.“Put the coins back in the cups.”

• Repeat for the next two receipts.“Now everyone will have a chance to go shopping.”“You will each work with a partner.”“You will shop in your section of the classroom store.”“You and your partner will take two items from your section.”“Take those items to your seats.”“Then you will write the names of the items and the prices on your last receipt.”“Work together to find how much the two items will cost.”“You will use coins to help you find the answer.”“When you finish, find the cost of two different items.”“Remember to return your items to the correct section and put them back neatly.”

• Collect the cups of coins and the work mats when the children finish. Save the priced and sorted classroom store items and the work mats for use in Lesson 75-1.“Who would like to share something you learned today in math?”


continued >




• Draw a box around the 67 and separate the digits with a line. Write tens above the 6 and ones above the 7.“The 6 tells us the number of tens or dimes, and the 7 tells us the number of ones or pennies.







74B


1. Write the number sixty-seven 2 more times. How many digits are on the line?

2. There were nine envelopes in the writing center. Ann used one envelope to send a

letter to her mother. Draw a picture and write a number sentence to show the number

of envelopes in the writing center now.

Number sentence

How many envelopes are in the writing center now? envelopes

3. Virginia made a pattern using the green and orange pattern blocks. Show a

pattern Virginia could have made.

4. Write five different number facts with a sum of 7.

+

7

+

7

+

7

+

7

+

7

5. Use a crayon to circle all the even numbers in Problem 4.

Tallymarks

Date

Day of the Week


Date


299

© H

oug

hton

Miff

lin H

arc

ourt

Pub

lishi

ng C

omp

any

and

Nan

cy L

ars

on.

6 Saxon Math 1


6

answers may vary

answers may vary

9 – 1 = 8

answers may vary

8

1. Write the number sixty-seven 2 more times. How many digits are on the line?

2. There were nine envelopes in the writing center. Ann used one envelope to send a

letter to her mother. Draw a picture and write a number sentence to show the number

of envelopes in the writing center now.

Number sentence

How many envelopes are in the writing center now? envelopes

3. Virginia made a pattern using the green and orange pattern blocks. Show a

pattern Virginia could have made.


+

7

+

7

+

7

+

7

+

7


Tallymarks

Date

Day of the Week


Date


299

© H

oug

hton

Miff

lin H

arc

ourt

Pub

lishi

ng C

omp

any

and

Nan

cy L

ars

on.


Name

Date

Homework 74B

5

answers may vary

answers may vary

6 – 1 = 5

colored section may vary

answers may vary

1. Draw a line of symmetry in this shape.

Color one half of the shape.

2. Uncle Eddie had 6 tennis balls. He lost one tennis ball when he hit it over the fence.

Draw a picture and write a number sentence to show the number of tennis balls he

has now.

Number sentence

How many tennis balls does Uncle Eddie have now? tennis balls

3. Jackie made a pattern using the green and orange pattern blocks. Show a

pattern Jackie could have made.


+

8

+

8

+

8

+

8

+

8


300

© H

oug

hton

Miff

lin H

arc

ourt

Pub

lishi

ng C

omp

any

and

Nan

cy L

ars

on.

© H

ou

gh

ton

Mif

flin

Har

cou

rt P

ub

lish

ing

Co

mp

any

an

d N

ancy

Lar

son

8 Saxon Math 1

© H

ou

gh

ton

Mif

flin

Har

cou

rt P

ub

lish

ing

Co

mp

any

an

d N

ancy

Lar

son

Lesson

75-1

Lesson Preparation

LESSON 75-1SAXON MATH 1


Applying p. 5

Understanding p. 6


Math Center Activities 58–62,

63

Journal Writing


MATERIALS

• Math Offices (1 per child)

• Fact Assessment 9 (Subtracting 2; Adding 2)


• Lesson Worksheet 75-1 chart

• priced and sorted classroom store items (from Lesson 74)

• Optional: overhead coins

• Lesson Worksheet 75-1

• cups of 10 dimes (1 per pair of children)

• cups of 10 pennies (1 per pair of children)

• work mats (from Lesson 46; 1 per pair of children)




the Meeting Board:

25, 30, 35, ____, ____, ____

Answer: 25, 30, 35, 40, 45, 50



• Put 4 pencils and 5 crayons in the Mystery Bag.


1Saxon Math 1

© H

ou

gh

ton

Mif

flin

Har

cou

rt P

ub

lish

ing

Co

mp

any

an

d N

ancy

Lar

son




















calendar

counting

counting pattern

weather graph

Tags

Linking Cube Towers

2 Saxon Math 1

© H

ou

gh

ton

Mif

flin

Har

cou

rt P

ub

lish

ing

Co

mp

any

an

d N

ancy

Lar

son

Lesson

75-1

continued >









• Note: Pause after you read each clue.“Today I put four pencils and five crayons in the Mystery Bag.”“Now I will take two crayons out of the bag.”

• Remove two crayons from the bag. Hold the crayons in your hand without letting the children see them.

• Repeat the clues.“Who would like to tell us how many crayons are in the bag now?”



• Remove the pencils and crayons and check the answer with the children.

lunch/ attendance

graph

clock

coin cup

problem solving


(Mystery Bag)

Demo Clock

Cup of Coins

3Saxon Math 1

© H

ou

gh

ton

Mif

flin

Har

cou

rt P

ub

lish

ing

Co

mp

any

an

d N

ancy

Lar

son

New Concept


Post Lesson Worksheet 75-1 chart on the board or chart stand.

“Today you will continue to learn how to add two-digit numbers using dimes and pennies.”


Fact Assessment

• Fact Assessment 9: Subtracting 2; Adding 2

“Today you will write the answers for the adding 2 and subtracting 2 facts on an assessment fact sheet.”

Monitoring Individual Progress

� Distribute the Math Offices and Fact Assessment 9.“Write your name at the top of the paper.”“When you finish writing the answers, read the problems and answers to yourself to check your work.”“It is important that you do this quietly so that everyone can think.”

• When all children finish, collect the papers and the Math Offices.

• Correct the children’s papers and record each child’s score and missed facts on the Fact Assessment section of his or her Individual Recording Form.

� Distribute Fact Homework 75.

• Read the fact homework directions with the children.

“We will buy items at our classroom store.”“Everyone will have a partner.”“We will take turns being the cashier and the customer.”“The customer will choose two items in the store to buy and bring them to the cashier.”“The cashier will write the name of the store, the names of the items, and the prices on the receipt.”“The customer will use dimes and pennies to pay for the items.”“They will work together to count the money the customer spent altogether.”“The cashier will write the total amount of money on the receipt next to the word ‘Total.’ ““Let’s try that.”“Who would like to help me show the class how we will do this?”

Fact Assessment 9

Fact AssessmentName

M1(3e)-FS-075-1a © Harcourt Achieve Inc. and Nancy Larson. All rights reserved.

This

pag

e m

ay n

ot

be

rep

rod

uced

with

out

per

mis

sio

n o

f Har

cour

t A

chie

ve In

c.

Saxon Math 1 (for use with Lesson 75-1)


5

− 2

2

− 2

10

− 2

8

− 2

4

− 2

7

− 2

9

− 2

3

− 2

11

− 2

6

− 2

1

+ 2

4

+ 2

8

+ 2

2

+ 2

7

+ 2

5

+ 2

0

+ 2

9

+ 2

3

+ 2

6

+ 2

9

Fact Homework 75

Name

Date


Fact Homework 75


Pretend you are the teacher.

Correct this paper.

Write the correct answer next to any answer that is incorrect.

9

− 2

4

− 2

7

− 2

3

− 2

11

− 2

5

− 2

10

− 2

2

− 2

8

− 2

6

− 2

8

+ 2

3

+ 2

5

+ 2

1

+ 2

9

+ 2

2

+ 2

6

+ 2

0

+ 2

7

+ 2

4

+ 2

7 2 5 1 8

3 8 0 5 4

10 5 8 3 11

0 8 2 9 6

301

© H

oug

hton

Miff

lin H

arc

ourt

Pub

lishi

ng C

omp

any

and

Nan

cy L

ars

on.

Chart and Lesson

Worksheet 75-1


Name

Date

Lesson Worksheet 75-1

Total

Total


+

¢

¢

¢

¢

¢

¢

Total

dimes pennies

¢

¢

¢

¢

¢

¢

Total

+

dimes pennies

+ +

303

© H

oug

hton

Miff

lin H

arc

ourt

Pub

lishi

ng C

omp

any

and

Nan

cy L

ars

on.

Math Office

Dimes

Pennies

4 Saxon Math 1

© H

ou

gh

ton

Mif

flin

Har

cou

rt P

ub

lish

ing

Co

mp

any

an

d N

ancy

Lar

son

Lesson

75-1

continued >

• Ask a child to be the cashier.

• Choose two items from the classroom store.“I will buy these two items.”“What will the cashier write on the receipt?” name of the store, names of the items, and prices of the items

• Allow time for the child to write the name of the store and the names and prices of the items on the first receipt on the chart.“How many dimes do you think I will give the cashier altogether? How do you know?” “How many pennies do you think I will give the cashier altogether? How do you know?”“Let’s see if we are correct.”“I will use dimes and pennies to show the cost of each item.”

• Put the money for each item in front of the item.

• Optional: Use overhead coins to show the money amounts.“Now I will put all the dimes together and all the pennies together.”

• Put the dimes together and the pennies together.“Let’s count to see how many dimes I used altogether.”

• Allow time for the child to count the dimes.“Let’s count to see how many pennies I used altogether.”

• Allow time for the child to count the pennies.“We have dimes and pennies.”“How much money is this altogether?”

• Write the total amount of money on the first receipt.“Now we will trade jobs.”“I will be the cashier and (child’s name) will be the customer.”“I will return my two items as (child’s name) selects the two items (he/she) wants to buy.”

• Allow time for the child to choose two different items. Return the items that have been used to the classroom store.“Now I will be the cashier.”“I will fill in the receipt.”“How will I do that?”

• Ask the children to describe what to write on the receipt.

• Write the name of the store and the names and prices of the items on the second receipt.“How many dimes do you think (child’s name) will give me altogether? How do you know?”“How many pennies do you think (child’s name) will give me altogether? How do you know?”


5Saxon Math 1

© H

ou

gh

ton

Mif

flin

Har

cou

rt P

ub

lish

ing

Co

mp

any

an

d N

ancy

Lar

son

New Concept

“Let’s see if we are correct.”“(Child’s name) will show each of these amounts using dimes and pennies.”

• Ask the child to put the money for each item in front of the item.“Now (child’s name) will put all the dimes together and all the pennies together.”

• Ask the child to put the pennies together and the dimes together.“How many dimes did (child’s name) use?”“Let’s count them together.”

• Count the dimes with the children.“How many pennies did (child’s name) use?”

• Count the pennies with the children.“Let’s count them together.”“We have dimes and pennies.”“How much money is this altogether?”“How will I write this on the receipt?”

• Write the total amount of money on the second receipt.“Now we will put the items neatly back where they belong.”

• Have the child return the items to the classroom store.“Now you will have a chance to work with a partner to buy items from our store.”“Take turns being the cashier and the customer.”

� Pair the children. Distribute Lesson Worksheet 75-1, a cup of dimes, a cup of pennies, and a work mat to each pair of children.

• Allow the children to complete the receipts on Lesson Worksheet 75-1.

• When children finish, collect the cups of coins and the work mats. Save the priced and sorted classroom store items for use in Lesson 86. Save the work mats for use in Lesson 85-1.“Who would like to share something you learned today in math?”


continued >




Work Mats

Cup of Coins

6 Saxon Math 1

© H

ou

gh

ton

Mif

flin

Har

cou

rt P

ub

lish

ing

Co

mp

any

an

d N

ancy

Lar

son

Lesson

75-1

continued >







75B


Date

Day of the Week Tally

marks

1. Write the number sixty-eight 2 more times. How many digits are on the line?

2. Donald used 5 green pattern blocks and 3 blue pattern blocks to make a design. He

took off 1 green pattern block. Draw a picture and write a number sentence to show

how many green pattern blocks are in his design now.

Number sentence

How many green pattern blocks are in his design now? green pattern blocks

3. Draw tally marks to show the

number of children in your class.

4. Choose 4 even numbers.

Write them in the circles.

Add 1 to each number.

Write the answers.

Are the answers

even or odd numbers?

5. How many dimes and pennies will you need to buy the ruler?

27¢1 2 3 4 5 6 7 8 9 10 11 12

dimes pennies


6 − 0 = 4 − 1 = 7 − 2 =

+ 1 + 1 + 1 + 1


Date


305

© H

oug

hton

Miff

lin H

arc

ourt

Pub

lishi

ng C

omp

any

and

Nan

cy L

ars

on.

7Saxon Math 1


4

6

odd

G G G G G

2 7

6 3 5

5 − 1 = 4

answers may vary

Date


marks

1. Write the number sixty-eight 2 more times. How many digits are on the line?

2. Donald used 5 green pattern blocks and 3 blue pattern blocks to make a design. He

took off 1 green pattern block. Draw a picture and write a number sentence to show

how many green pattern blocks are in his design now.

Number sentence

How many green pattern blocks are in his design now? green pattern blocks


number of children in your class.




Write the answers.

Are the answers


5. How many dimes and pennies will you need to buy the ruler?

27¢1 2 3 4 5 6 7 8 9 10 11 12

dimes pennies


6 − 0 = 4 − 1 = 7 − 2 =

+ 1 + 1 + 1 + 1


Date


305

© H

oug

hton

Miff

lin H

arc

ourt

Pub

lishi

ng C

omp

any

and

Nan

cy L

ars

on.


Name

Date

Homework 75B

5

answers may vary

6 3

0 7 7

61 62 63 64 65 66 68 69 70

71 72 73 75 76 77 78 79 80

G G G G GG

even

6 − 1 = 5

1. Fill in the missing numbers.

2. Elise used 6 green pattern blocks and 2 orange pattern blocks to make a design. She

took off 1 green pattern block. Draw a picture to show how many green pattern blocks

are in her design now.

Number sentence

How many green pattern blocks are in her design now? green pattern blocks


number of people who live in

your house.

4. Choose 4 odd numbers.



Write the answers.

Are the answers


5. How many dimes and pennies will you need to buy the notebook?

63¢

dimes pennies


9 − 9 = 8 − 1 = 9 − 2 =

67

74

+ 1 + 1 + 1 + 1

306

© H

oug

hton

Miff

lin H

arc

ourt

Pub

lishi

ng C

omp

any

and

Nan

cy L

ars

on.

© H

ou

gh

ton

Mif

flin

Har

cou

rt P

ub

lish

ing

Co

mp

any

an

d N

ancy

Lar

son

8 Saxon Math 1

© H

ou

gh

ton

Mif

flin

Har

cou

rt P

ub

lish

ing

Co

mp

any

an

d N

ancy

Lar

son

Lesson

75-2

Lesson Preparation


Mathematical Languagearea estimate

size parallelogram


Analyzing p. 5

Understanding p. 6



Journal Writing

• Written Assessment 14

• Estimating and Measuring Area Using Nonstandard Units

• Combining Geometric Shapes to Make New Geometric Shapes

MATERIALS



• pattern blocks in baskets

• Lesson Worksheet 75-2A/B


the Meeting Board:

25, 30, 35, ____, ____, ____

Answer: 25, 30, 35, 40, 45, 50



• Put 6 fact cards and 4 yellow pattern blocks in the Mystery Bag.


1Saxon Math 1

© H

ou

gh

ton

Mif

flin

Har

cou

rt P

ub

lish

ing

Co

mp

any

an

d N

ancy

Lar

son

Tags

Linking Cubes Tower



















calendar

counting

counting pattern

2 Saxon Math 1

© H

ou

gh

ton

Mif

flin

Har

cou

rt P

ub

lish

ing

Co

mp

any

an

d N

ancy

Lar

son

Lesson

75-2

continued >










• Note: Pause after you read each clue.“Today I put six fact cards and four yellow pattern blocks in the Mystery Bag.”“Now I will take two fact cards out of the bag.”

• Remove two fact cards from the bag. Hold the fact cards in your hand without letting the children see them.“I will want to know how many fact cards are in the bag now.”

• Repeat the clues.“Who would like to tell us how many fact cards are in the bag now?”



• Remove the fact cards and yellow pattern blocks and check the answer with the children.

weather graph

lunch/ attendance

graph

clock

coin cup

problem solving


(Mystery Bag)

Demo Clock

Cup of Coins

3Saxon Math 1

© H

ou

gh

ton

Mif

flin

Har

cou

rt P

ub

lish

ing

Co

mp

any

an

d N

ancy

Lar

son

Assessment


All problems on the assessment are based on concepts and skills presented at least five lessons ago. It is expected that all children will master at least 80% of these concepts. If a child is not performing at an 80% mastery level, plan intervention and extra help for the child immediately. If all children are having difficulty with a specific concept, reteach the concept the following day.

“Today I would like to see what you remember from what we have been practicing.”“We will do our work in our private offices.”


� Distribute the Math Offices.“Put up your offices.”

� Distribute Written Assessment 14.“Write your name and the date at the top of the paper.”“You will need to answer these questions without anyone’s help.”“I will read the first problem.”“Wait until I finish reading the problem to write the answer.”

• Read the first problem. Allow time for all children to write the answer. Reread the problem for individual children, if necessary. Otherwise, do not provide hints or help children as they answer the question.

• Repeat for the other problems.

• Collect the children’s papers and the Math Offices.

• Use the Written Assessment Scoring Guide found in the Assessment Guide to correct the children’s papers. Record each child’s score and missed items on the Written Assessment section of his or her Individual Recording Form.

Math Office

Written Assessment 14

Written Assessment

© Harcourt Achieve Inc. and Nancy Larson. All rights reserved.

This

pag

e m

ay n

ot

be

rep

rod

uced

with

out

per

mis

sio

n o

f Har

cour

t A

chie

ve In

c.

1. Peggy counted six blue price tags and two yellow price tags. Draw the tags and write a

number sentence to show the number of price tags she counted.

Number sentence

How many price tags did Peggy count? price tags

2. What day of the week is it today?

3. Draw a line of symmetry in this shape.

Color one half of the shape.


5− 0

7− 7

9+ 1

5+ 2

8− 8

6− 0

8+ 2

5. Finish this number pattern.

45, 46, 47, , , , , , ,


Show two o’clock on both clocks.

:

Name

Date Saxon Math 1 (for use with Lesson 75-2)

M1(3e)-WA-075a

14

4 Saxon Math 1

© H

ou

gh

ton

Mif

flin

Har

cou

rt P

ub

lish

ing

Co

mp

any

an

d N

ancy

Lar

son

Lesson

75-2

New Concepts

• Estimating and Measuring Area Using Nonstandard Units

• Combining Geometric Shapes to Make New Geometric Shapes

Seat children in a circle on the floor so that everyone can easily see the demonstration.

“Today you will learn how to estimate and measure the area of a shape using different-size pattern blocks.”


• Hold up a red pattern block and a yellow pattern block.“How could we find how many red pattern blocks we will need to cover the yellow pattern block?”

• Ask a child to describe how to cover the yellow pattern block using red pattern blocks.

• Hold one red pattern block on top of the yellow pattern block.“How many red pattern blocks do you think we will need to cover the yellow pattern block?”

• Write the word Red and a child’s estimate on the board.“How can we check our estimates?”

• Ask a child to use the red pattern blocks to cover the yellow pattern block.“The area of the yellow pattern block is two red pattern blocks.”

• Hold one blue pattern block on top of the yellow pattern block.“Do you think we’ll need the same number of pattern blocks to cover the yellow pattern block if we use blue pattern blocks?” “Why?”“Will we need more or fewer pattern blocks?”“Why?”“How many blue pattern blocks do you think we will need?”

• Write the word Blue and a child’s estimate on the board.“How can we check our estimates?”

• Ask a child to use the blue pattern blocks to cover the yellow pattern block.“Did we need more or fewer pattern blocks to cover the yellow pattern block? more“The area of the yellow pattern block is three blue pattern blocks.”

• Repeat with the green pattern block.“Now you will work with a partner to find the area of some shapes.”

Pattern Blocks

5Saxon Math 1

© H

ou

gh

ton

Mif

flin

Har

cou

rt P

ub

lish

ing

Co

mp

any

an

d N

ancy

Lar

son

New Concepts

� Seat the children in pairs or groups of four. Distribute a basket of pattern blocks to each group.

� Distribute Lesson Worksheet 75-2A/B.“Look at the three large shapes on the front of your paper.”“There are three parallelograms.”“All of the parallelograms are the same size.”“How many red pattern blocks do you think we will need to cover the parallelogram?”“Use red pattern blocks to cover the parallelogram.”

• Allow time for the children to do this.“How many red pattern blocks did you use?” 2“The area of the parallelogram is two red pattern blocks.”“Write ‘2’ next to the picture of the red pattern block on your paper.”“How many blue pattern blocks do you think we will need to cover the parallelogram?”“Why?”“Use blue pattern blocks to cover the parallelogram.”

• Allow time for the children to do this.“How many blue pattern blocks did you use?” 3“The area of the parallelogram is three blue pattern blocks.”“Write ‘3’ next to the picture of the blue pattern block on your paper.”

• Repeat with green pattern blocks.“Turn over your paper.”“There are two large figures.”“Both of the figures are the same size.”“How many blue pattern blocks do you think we will need to cover the figure?”

• Write several children’s estimates on the board.“Use blue pattern blocks to cover the figure.”

• Allow time for the children to do this.“How many blue pattern blocks did you use?” 4“The area of the figure is four blue pattern blocks.”“Write ‘4’ next to the picture of the blue pattern block on your paper.”“How many green pattern blocks do you think we will need to cover the figure?” “Why?”“Use green pattern blocks to cover the figure.”

• Allow time for the children to do this. “How many green pattern blocks did you use?” 8“The area of the figure is eight green pattern blocks.”“Write ‘8’ next to the picture of the green pattern block on your paper.”

continued >

Lesson Worksheet

75-2A/B


Name

Date

Lesson Worksheet 75-2A

red

blue

green

How many red?

How many blue?

How many green?

307

© H

oug

hton

Miff

lin H

arc

ourt

Pub

lishi

ng C

omp

any

and

Nan

cy L

ars

on.

6 Saxon Math 1

© H

ou

gh

ton

Mif

flin

Har

cou

rt P

ub

lish

ing

Co

mp

any

an

d N

ancy

Lar

son

Lesson

75-2

continued >

• Collect the baskets of pattern blocks.“Who would like to share something you learned today in math?”


7Saxon Math 1


Name

Date

Lesson Worksheet 75-2A

2

3

6

red

blue

green

How many red?

How many blue?

How many green?

307

© H

oug

hton

Miff

lin H

arc

ourt

Pub

lishi

ng C

omp

any

and

Nan

cy L

ars

on.


Name

Date

Lesson Worksheet 75-2B

4

8

How many blue?

How many green?

blue

green

308

© H

oug

hton

Miff

lin H

arc

ourt

Pub

lishi

ng C

omp

any

and

Nan

cy L

ars

on.

© H

ou

gh

ton

Mif

flin

Har

cou

rt P

ub

lish

ing

Co

mp

any

an

d N

ancy

Lar

son

8 Saxon Math 1

© H

ou

gh

ton

Mif

flin

Har

cou

rt P

ub

lish

ing

Co

mp

any

an

d N

ancy

Lar

son

Lesson

76

Lesson Preparation


Higher-Order Thinking SkillsUnderstanding p. 5

Analyzing p. 5

Applying p. 5



64

Journal Writing

• Addition Facts: Showing Doubles Plus 1 Facts

MATERIALS



• towers of 10 linking cubes (2 towers per child; each tower a different color)




• cups of dimes and pennies (1 per child; for use with Guided Class Practice 76A)

THE NIGHT BEFORE• Put 10 towers of 10 linking cubes in a large zip-top bag or other

clear plastic storage container in preparation for the 100th day of school. (See Lesson 81 for the 100th day of school script.)


the Meeting Board:

17, 15, 13, ____, ____, ____

Answer: 17, 15, 13, 11, 9, 7



• Put 6 dimes and 3 pennies in the Mystery Bag.


1Saxon Math 1

© H

ou

gh

ton

Mif

flin

Har

cou

rt P

ub

lish

ing

Co

mp

any

an

d N

ancy

Lar

son













• Ask three children to name a number between covered numbers. Point to the number each child names.“Now let’s find the odd numbers between the tags.”“How do we know which are the odd numbers?” they end in 1, 3, 5, 7, or 9



• Ask the Student of the Day to show the number of days in school using linking cubes. On the 100th day of school and after, use the script in the counting section of Lesson 81.



calendar

counting

counting pattern

Tags

Linking Cube Towers

2 Saxon Math 1

© H

ou

gh

ton

Mif

flin

Har

cou

rt P

ub

lish

ing

Co

mp

any

an

d N

ancy

Lar

son

Lesson

76

continued >






“ This morning the Student of the Day put the coin cup pennies in groups of 5 and wrote the money amount on the Meeting Board.”




• Note: Pause after you read each clue.“Today I put some dimes and pennies in the Mystery Bag.”“First I put one dime and three pennies in the bag.”“Then I put five dimes in the bag.”“I will want to know how many dimes and pennies are in the bag.”

• Repeat the clues.“Who would like to tell us how many dimes and pennies are in the bag?”

• Ask the children to use their thumbs to signal their agreement or disagreement.“How much money is this?”“Let’s write the money amounts on the Meeting Board to check this.”“What did I put in first?”“How much money is this?”

weather graph

lunch/ attendance

graph

clock

coin cup

problem solving


(Mystery Bag)

Demo Clock

Cup of Coins

3Saxon Math 1

© H

ou

gh

ton

Mif

flin

Har

cou

rt P

ub

lish

ing

Co

mp

any

an

d N

ancy

Lar

son

Fact Practice

New Concept

• Subtracting 2; Adding 2; Review Facts

• Addition Facts: Showing Doubles Plus 1 Facts


� Distribute the towers of 10 linking cubes (two colors per child).

“Today you will learn how to show addition facts called the ‘doubles plus 1’ facts.”“What are the doubles facts?”





• Repeat once or twice.“Now you will practice wrapping the board by yourself.”




Wrap-Ups

Fact Homework 76


Name

Date

Fact Homework 76

8

+ 2

3

− 2

5

+ 2

10

− 2

6

− 2

7

− 2

3

+ 2

0

+ 2

4

− 2

9

+ 2

0

+ 2

5

− 1

1

+ 3

6

+ 6

1

− 1

4

+ 4

8

− 1

8

+ 8

2

+ 1

1

+ 7

Set 10: Subtracting 2; Adding 2; Review Facts


Corrected by

309

© H

oug

hton

Miff

lin H

arc

ourt

Pub

lishi

ng C

omp

any

and

Nan

cy L

ars

on.

Linking Cube Towers

The Meeting continued >

• Write 13¢ on the Meeting Board.“What did I put in next?”“How much money is this?”

• Write 50¢ below the 13¢.“How much money is this altogether?”

• Remove the coins and check the answer with the children.

4 Saxon Math 1

© H

ou

gh

ton

Mif

flin

Har

cou

rt P

ub

lish

ing

Co

mp

any

an

d N

ancy

Lar

son

Lesson

76

continued >

• Write the doubles facts on the board.“How do you know that these are the doubles?” the numbers being added are the same“Make a tower of three linking cubes using only one color.”“Make another tower of three linking cubes using the other color.”“Put the towers next to each other.”“What do you notice?” they are the same height“How many cubes is this altogether?” 6

• Write 3 + 3 = 6 on the board as you say the following:“We can write this as ‘three plus three equals six.’ ““What do we call this problem?” a doubles fact“Now add a cube to the tower on the right.”“Put the towers next to each other.”“What do you notice?” the one on the right has one more cube“How did we change our double?” added 1“We had six and now we have one more.”“How many cubes do we have altogether?” 7“What number sentence can we write for our towers?”

• Write 3 + 4 = 7 on the board below 3 + 3 = 6 as you say the following:“We can write this as ‘three plus four equals seven.’ ““Take off the extra cube.”“Now add the cube to the tower on the left.”“Put the towers next to each other.”“What do you notice?” the one on the left has one more cube“How did we change our double?” added 1“We had six and now we have one more.”“How many cubes do we have altogether?” 7“What number sentence can we write for our towers?”

• Write 4 + 3 = 7 on the board below 3 + 4 = 7 as you say the following:“We can write this as ‘four plus three equals seven.’ ““Make a tower of five linking cubes using only one color.”“Make another tower of five linking cubes using the other color.”“Put the towers next to each other.”“What do you notice?” they are the same height“How many cubes is this altogether?” 10

• Write 5 + 5 = 10 on the board as you say the following:“We can write this as ‘five plus five equals ten.’ ““What do we call this problem?” a doubles fact“Now add a cube to the tower on the right.”“Put the towers next to each other.”“What do you notice?” the one on the right has one more cube“How did we change our double?” added 1

5Saxon Math 1

© H

ou

gh

ton

Mif

flin

Har

cou

rt P

ub

lish

ing

Co

mp

any

an

d N

ancy

Lar

son

New Concept

“We had ten and now we have one more.”“How many cubes do we have altogether?” 11“What number sentence can we write for our towers?”

• Write 5 + 6 = 11 on the board below 5 + 5 = 10 as you say the following:“We can write this as ‘five plus six equals eleven.’ ““Take off the extra cube.”“Now add the cube to the tower on the left.”“Put the towers next to each other.”“What do you notice?” the one on the left has one more cube“How did we change our double?” added 1“We had ten and now we have one more.”“How many cubes do we have altogether?” 11“What number sentence can we write for our towers?”

• Write 6 + 5 = 11 on the board below 5 + 6 = 11 as you say the following:“We can write this as ‘six plus five equals eleven.’ “

• Repeat the steps for making towers of linking cubes and for adding and taking off cubes with 2 + 2, 4 + 4, 7 + 7, 6 + 6, and 8 + 8.

� Distribute Lesson Worksheet 76.

• Collect the linking cubes.“Write your name at the top of the paper.”“Fold your paper in half along the dotted line.”

• Demonstrate folding the paper.“Put your paper on your desk so that you can see your name.”“What kind of problems are these?” doubles“Write the answers on your paper as quickly as you can.”

• When all children finish, continue.“Let’s read the problems and the answers together.”

• Read the problems and the answers with the children.“Now turn to the other half of your paper.”“Look at the first row.”“Who would like to read the problems in the first row?”“How are they the same?”“How are they different?”

• Repeat with the second, third, and fourth rows.“The first problem in each row is a doubles fact.”“The second problem in each row is a doubles plus 1 fact.”“The answer for each doubles plus 1 fact is one more than the doubles fact before it.”“Let’s read the problems and write the answers together.”

continued >

Lesson Worksheet 76


Name

Date

Lesson Worksheet 76

4

+ 4

7

+ 7

5

+ 5

3

+ 3

6

+ 6

8

+ 8

2

+ 2

4

+ 4

7

+ 7

5

+ 5

3

+ 3

6

+ 6

8

+ 8

2

+ 2

4

+ 5

7

+ 8

5

+ 6

3

+ 4

6

+ 7

8

+ 9

2

+ 3

311

© H

oug

hton

Miff

lin H

arc

ourt

Pub

lishi

ng C

omp

any

and

Nan

cy L

ars

on.

6 Saxon Math 1

© H

ou

gh

ton

Mif

flin

Har

cou

rt P

ub

lish

ing

Co

mp

any

an

d N

ancy

Lar

son

Lesson

76






� Distribute Guided Class Practice 76A/Homework 76B and the cups of dimes and pennies for Problem 5.



• Collect the cups of coins.


76B


1. Write the number sixty-nine 3 more times. How many digits are on the line?

2. Louisa made a chain of paper clips. She used 6 large paper clips and 6 small paper clips.

Draw a picture and write a number sentence to show Louisa’s chain of paper clips.

Number sentence

How many paper clips did Louisa use in her chain? paper clips

3. How many dimes and pennies will you need to buy the toy car?

85¢

dimes pennies

4. Finish this shape pattern.

, , , , , , ,

5. Christopher’s receipt at the

classroom store looked like this:

Use dimes and pennies to

find how much money he spent.

Date


marks

milk

beans +

Total

4 2

3 1

¢

¢

¢

dimes pennies


Date


313

© H

oug

hton

Miff

lin H

arc

ourt

Pub

lishi

ng C

omp

any

and

Nan

cy L

ars

on.

continued >

• Read the problems and say the answers with the children. Have them write the answers on their papers.“Who would like to share something you learned today in math?”


Cup of Coins

7Saxon Math 1


Name

Date

Lesson Worksheet 76

8

14

10

6

12

16

4

8

14

10

6

12

16

4

9

15

11

7

13

17

5

4

+ 4

7

+ 7

5

+ 5

3

+ 3

6

+ 6

8

+ 8

2

+ 2

4

+ 4

7

+ 7

5

+ 5

3

+ 3

6

+ 6

8

+ 8

2

+ 2

4

+ 5

7

+ 8

5

+ 6

3

+ 4

6

+ 7

8

+ 9

2

+ 3

311

© H

oug

hton

Miff

lin H

arc

ourt

Pub

lishi

ng C

omp

any

and

Nan

cy L

ars

on.


12

6 + 6 = 12

8

8 5

73¢

7 3

1. Write the number sixty-nine 3 more times. How many digits are on the line?

2. Louisa made a chain of paper clips. She used 6 large paper clips and 6 small paper clips.

Draw a picture and write a number sentence to show Louisa’s chain of paper clips.

Number sentence

How many paper clips did Louisa use in her chain? paper clips

3. How many dimes and pennies will you need to buy the toy car?

85¢

dimes pennies


, , , , , , ,

5. Christopher’s receipt at the




Date


marks

milk

beans +

Total

4 2

3 1

¢

¢

¢

dimes pennies


Date


313

© H

oug

hton

Miff

lin H

arc

ourt

Pub

lishi

ng C

omp

any

and

Nan

cy L

ars

on.


Name

Date

Homework 76B

10

2 + 8 = 10

7 3

34¢

B R Y

3 4

1. Color the largest triangle blue.

Color the second-largest triangle red.

Color the smallest triangle yellow.

2. Paul made a chain of paper clips. He used 2 small paper clips and 8 large paper

clips. Draw a picture and write a number sentence to show Paul’s chain of paper

clips.

Number sentence

How many paper clips did Paul use in his chain? paper clips

3. How many dimes and pennies will you need to buy the toy boat?

73¢ dimes pennies


, , ,, , , ,

5. Brendan’s receipt at the




rolls

corn +

Total

1 4

2 0

¢

¢

¢

dimes pennies

314

© H

oug

hton

Miff

lin H

arc

ourt

Pub

lishi

ng C

omp

any

and

Nan

cy L

ars

on.

© H

ou

gh

ton

Mif

flin

Har

cou

rt P

ub

lish

ing

Co

mp

any

an

d N

ancy

Lar

son

8 Saxon Math 1

© H

ou

gh

ton

Mif

flin

Har

cou

rt P

ub

lish

ing

Co

mp

any

an

d N

ancy

Lar

son

Lesson

77

Lesson Preparation



Applying p. 5

Analyzing p. 5



Journal Writing

• Addition Facts: Identifying Doubles Plus 1 Facts

MATERIALS

• Teacher Fact Cards


• linking cubes




• cups of dimes and pennies (1 per child; for use with Guided Class Practice 77A)


the Meeting Board:

40, 35, 30, ____, ____, ____

Answer: 40, 35, 30, 25, 20, 15





1Saxon Math 1

© H

ou

gh

ton

Mif

flin

Har

cou

rt P

ub

lish

ing

Co

mp

any

an

d N

ancy

Lar

son



















calendar

counting

counting pattern

Tags

Linking Cube Towers

2 Saxon Math 1

© H

ou

gh

ton

Mif

flin

Har

cou

rt P

ub

lish

ing

Co

mp

any

an

d N

ancy

Lar

son

Lesson

77

continued >






• Point to each group of 5 pennies as the children count by 5’s and then count on the extra ones.“Now the Student of the Day will make tally marks on the Meeting Board as I drop the pennies into the coin cup.”“We will all count with the Student of the Day as (he/she) makes the tally marks.”



• Note: Pause after you read each clue.“Today I put some dimes and pennies in the Mystery Bag.”“First I put three dimes in the bag.”“Then I put one dime and two pennies in the bag.”“I will want to know how many dimes and pennies are in the bag.”






weather graph

lunch/ attendance

graphclock

coin cup

problem solving


(Mystery Bag)

Demo Clock

Cup of Coins

3Saxon Math 1

© H

ou

gh

ton

Mif

flin

Har

cou

rt P

ub

lish

ing

Co

mp

any

an

d N

ancy

Lar

son

Fact Practice

New Concept


• Addition Facts: Identifying Doubles Plus 1 Facts

“Today we will practice the addition and subtraction facts using the large fact cards.”

“Today you will learn how to identify addition facts called the ‘doubles plus 1’ facts.”“Who would like to tell us what we did with our linking cubes (yesterday)?” made towers“What kind of towers did we make?”



• Hold up the Teacher Fact Cards one at a time in random order. Make sure that all children are saying the problems and answers together. Repeat several times.

� Distribute Class Fact Practice 77A/Fact Homework 77B.“What types of facts do you see on this fact sheet?” doubles, adding 1, adding 0, subtracting 1, subtracting 0, number minus itself, adding 2 and subtracting 2




• Make two towers of 4 linking cubes each. Hold up one tower.“How many linking cubes are in this tower?” 4

• Hold up the other tower.“How many linking cubes are in this tower?” 4“What number sentence will we write for these towers?” 4 + 4 = 8

• Write 4 + 4 = 8 on the board.“What did we do with our towers next?” added one cube to one tower


Homework 77B


Name

Date



3

− 2

7

− 2

5

+ 2

4

− 2

9

+ 2

6

+ 2

1

+ 2

2

− 2

4

+ 2

8

− 2

9

− 0

3

− 1

8

+ 0

4

+ 1

7

+ 7

2

+ 3

1

+ 3

6

− 1

7

− 0

9

− 9

315

© H

oug

hton

Miff

lin H

arc

ourt

Pub

lishi

ng C

omp

any

and

Nan

cy L

ars

on.

+

Linking Cubes

Teacher Fact Cards

4 Saxon Math 1

© H

ou

gh

ton

Mif

flin

Har

cou

rt P

ub

lish

ing

Co

mp

any

an

d N

ancy

Lar

son

Lesson

77

continued >

• Add a cube to the tower on the right.“What number sentence will we write for these towers now?” 4 + 5 = 9

• Write 4 + 5 = 9 on the board.“We call this a ‘doubles plus 1’ fact because it started as a double and we added one more.”“Look at 4 and 5 on the number line.”“What do you notice?” they are next to each other on the number line“Look at the numbers less than 10 on the number line.”“What other numbers are next to each other?”

• List the combinations on the board, limiting the addends to numbers less than 10, as follows:

1 + 2 2 + 3 3 + 4 4 + 55 + 6 6 + 7 7 + 8 8 + 9

“These numbers are next to each other when we count by 1’s.”“When people add numbers that are next to each other when we count by 1’s, they have a strategy for adding them.”“They use the doubles to help them.”“They look for the smaller number and they double it.”“Then they add 1.”“Let’s try this together.”

• Point to the 6 + 7 combination.“We will double the smaller number.”“Which number will we double?” 6

• Circle the 6.“If 6 and 6 is 12, then 6 plus 7 is how many?” 13“Why?” because 7 is one more than 6

• Write the answer next to the problem.“Let’s try another pair of numbers.”

• Point to the 3 + 4 combination.“We will double the smaller number.”“Which number will we double?” 3

• Circle the 3.“If 3 and 3 is 6, then 3 plus 4 is how many?” 7“Why?” because 4 is one more than 3

• Write the answer next to the problem.

• Repeat with each remaining combination.“How will we know if a number fact is a doubles plus 1 fact?” the numbers are next to each other when we count by 1’s

5Saxon Math 1

© H

ou

gh

ton

Mif

flin

Har

cou

rt P

ub

lish

ing

Co

mp

any

an

d N

ancy

Lar

son

New Concept

• Write the following number facts on the board: 2 + 8 = 5 + 6 = 7 + 3 = 8 + 9 = 1 + 4 = 4 + 3 =

5+ 4

4+ 7

6+ 9

7+ 8

“Let’s circle a number fact that is a doubles plus 1 fact.”“What number fact can we circle?” one of the following: 5 + 6, 8 + 9, 4 + 3, 5 + 4, or 7 + 8“How do you know?” the numbers are next to each other when we count by 1’s

• Repeat until all the doubles plus 1 facts are circled.“Now you will have a chance to identify doubles plus 1 facts.”“We will work with a partner to find the doubles plus 1 facts, but each of us will write the answers on our own papers.”

� Distribute Lesson Worksheet 77 to each child. Pair the children. Show them how to hold their fingers like a magnifying glass as they look for the doubles plus 1 facts.“We will be doubles plus 1 detectives.”“Circle all the doubles plus 1 facts.”

• When children finish, continue.“What problems did you circle in the first row?” 5 + 6 and 3 + 4

• Repeat with each row.“Point to the first problem you circled. Which is the smaller number?” 5“Circle this number.”“We will double the smaller number.”“If 5 plus 5 equals 10, then 5 plus 6 is what?” 11“Write the answer on the line next to the problem.”

• Have the children write the answer on their papers.“Point to the next doubles plus 1 fact. Which is the smaller number?” 3“Circle this number.”“We will double the smaller number.”“If 3 plus 3 equals 6, then 3 plus 4 is what?” 7“Write the answer on the line next to the problem.”

• Repeat with all the doubles plus 1 problems on the paper.“Who would like to share something you learned today in math?”


continued >

Lesson Worksheet 77


Name

Date

Lesson Worksheet 77

Circle the doubles + 1 facts.

1 + 9 =

6 + 0 =

3

+ 4

7

+ 8

2

+ 6

1

+ 7

2

+ 5

9

+ 7

6

+ 5

4

+ 8

9

+ 8

7

+ 5

2 + 7 = 3 + 4 = 5 + 6 =

9 + 8 = 5 + 4 =

8 + 7 = 2 + 3 =

317

© H

oug

hton

Miff

lin H

arc

ourt

Pub

lishi

ng C

omp

any

and

Nan

cy L

ars

on.

6 Saxon Math 1

© H

ou

gh

ton

Mif

flin

Har

cou

rt P

ub

lish

ing

Co

mp

any

an

d N

ancy

Lar

son

Lesson

77






� Distribute Guided Class Practice 77A/Homework 77B and the cups of dimes and pennies for problem 6.



• Collect the cups of coins.


77B


1. Write the number seventy 3 more times. How many digits are on the line?

2. Write a number word that has 4 letters.

Write a number word that has 5 letters.

Write a number sentence to show

how many letters you wrote altogether.

How many letters are in the two number words altogether? letters

3. Color the bottom half of

the right-hand circle blue.

Color the top half of

the middle circle yellow.


the left-hand circle red.

4. Show four o’clock on both clocks.

5. Measure this line segment using pennies.

pennies

6. Warren’s receipt at the




1211 110 2

9 3

8 457 6

soap

tuna +

Total

4 0

2 4

¢

¢

¢

dimes pennies

Date


marks

:


Date


319

© H

oug

hton

Miff

lin H

arc

ourt

Pub

lishi

ng C

omp

any

and

Nan

cy L

ars

on.

Cup of Coins

7Saxon Math 1


Name

Date

Lesson Worksheet 77

11 7

15 5

917

7 15

11 17

Circle the doubles + 1 facts.

1 + 9 =

6 + 0 =

3

+ 4

7

+ 8

2

+ 6

1

+ 7

2

+ 5

9

+ 7

6

+ 5

4

+ 8

9

+ 8

7

+ 5

2 + 7 = 3 + 4 = 5 + 6 =

9 + 8 = 5 + 4 =

8 + 7 = 2 + 3 =

317

© H

oug

hton

Miff

lin H

arc

ourt

Pub

lishi

ng C

omp

any

and

Nan

cy L

ars

on.


4 + 5 = 9

9

64¢

answers may vary

answers may vary

Red Yellow

Blue

4 00

4

6 4

8 1. Write the number seventy 3 more times. How many digits are on the line?






3. Color the bottom half of

the right-hand circle blue.


the middle circle yellow.


the left-hand circle red.

4. Show four o’clock on both clocks.


pennies

6. Warren’s receipt at the




1211 110 2

9 3

8 457 6

soap

tuna +

Total

4 0

2 4

¢

¢

¢

dimes pennies

Date


marks

:


Date


319

© H

oug

hton

Miff

lin H

arc

ourt

Pub

lishi

ng C

omp

any

and

Nan

cy L

ars

on.


Name

Date

Homework 77B

3 + 4 = 7

7

52¢

answers may vary

answers may vary

RedGreen

Blue

2

2 00

5 2


24 32 16 34 23 27






3. Color the top half of

the middle circle green.

Color the bottom half of

the right-hand circle red.

Color the bottom half of

the left-hand circle blue.

4. Show two o’clock on both clocks. 1211 1

10 2

9 3

8 457 6


pennies

6. Simon’s receipt at the




juice

noodles +

Total

3 2

2 0

¢

¢

¢

dimes pennies

:

320

© H

oug

hton

Miff

lin H

arc

ourt

Pub

lishi

ng C

omp

any

and

Nan

cy L

ars

on.

© H

ou

gh

ton

Mif

flin

Har

cou

rt P

ub

lish

ing

Co

mp

any

an

d N

ancy

Lar

son

8 Saxon Math 1

© H

ou

gh

ton

Mif

flin

Har

cou

rt P

ub

lish

ing

Co

mp

any

an

d N

ancy

Lar

son

Lesson

78Lesson Preparation



Applying p. 5

Analyzing p. 5



Journal Writing

• Addition Facts: Doubles Plus 1 Facts

MATERIALS

• bags of Student Fact Cards


• Teacher Fact Cards (Lesson 78 cards only)

• Student Fact Card sheets (pink; for Lesson 78)

• towers of 10 linking cubes (2 per child)




the Meeting Board:

20, 22, 24, ____, ____, ____

Answer: 20, 22, 24, 26, 28, 30





1Saxon Math 1

© H

ou

gh

ton

Mif

flin

Har

cou

rt P

ub

lish

ing

Co

mp

any

an

d N

ancy

Lar

son

Tags

Linking Cube Towers

















• Ask the children to identify the missing numbers in the pattern.“ The Student of the Day will fill in the missing numbers in our pattern.”

• Read the pattern with the children.“How are we counting?” forward by 2’s“Are these even or odd numbers?” even

calendar

counting

counting pattern

2 Saxon Math 1

© H

ou

gh

ton

Mif

flin

Har

cou

rt P

ub

lish

ing

Co

mp

any

an

d N

ancy

Lar

son

Lesson

78

continued >









• Note: Pause after you read each clue.“Today I put some dimes and pennies in the Mystery Bag.”“First I put five pennies in the bag.”“Then I put four dimes and one penny in the bag.”“I will want to know how many dimes and pennies are in the bag.”






weather graph

lunch/ attendance

graph

clock

coin cup

problem solving


(Mystery Bag)

Demo Clock

Cup of Coins

3Saxon Math 1

© H

ou

gh

ton

Mif

flin

Har

cou

rt P

ub

lish

ing

Co

mp

any

an

d N

ancy

Lar

son

Fact Practice


“Today we will practice the addition and subtraction facts using our small fact cards.”“Take out your small fact cards.”“Spread out your fact cards on the desk (floor) in front of you so that the number facts are facing you.”


• Allow time for the children to do this.“Point to a fact card and say the number fact and the answer softly to yourself.”“Now turn over the card to see if you are correct.”“If your answer is correct, put the card in your bag.”“If your answer is not correct, put the card back on the desk (floor) and come back to that card later.”“Keep saying the answers until all your fact cards are in the bag or until I say that it is time to stop.”

• When most children finish, say “Stop” and have them put their fact cards away.“Now you will practice these facts by writing the answers on a fact sheet.”

� Distribute Class Fact Practice 78A/Fact Homework 78B.“What types of facts do you see on this fact sheet?” doubles, adding 1, adding 0, subtracting 1, subtracting 0, number minus itself, adding 2 and subtracting 2





Homework 78B


Name

Date



5

− 2

8

+ 2

9

− 2

7

− 2

4

+ 2

2

+ 2

10

− 2

6

− 2

3

+ 2

7

+ 2

1

+ 6

2

+ 0

3

− 3

7

+ 1

6

+ 6

2

+ 5

3

+ 1

8

− 1

4

− 0

1

+ 9

321

© H

oug

hton

Miff

lin H

arc

ourt

Pub

lishi

ng C

omp

any

and

Nan

cy L

ars

on.

Bag of Student Fact Cards.

4 Saxon Math 1

© H

ou

gh

ton

Mif

flin

Har

cou

rt P

ub

lish

ing

Co

mp

any

an

d N

ancy

Lar

son

Lesson

78

New Concept


“Today you will learn the answers for the doubles plus 1 facts.”


• Display the following Teacher Fact Cards so everyone can see them easily:

7+ 2

5+ 4

7+ 7

6+ 1

0+ 3

8+ 9

5+ 5

3+ 4

6+ 5

“What types of facts do you see?” doubles, adding 1, adding 0, adding 2, and doubles + 1 facts“Which of these facts is an adding 0 fact?” 0 + 3

• Remove this card.

• Repeat, asking the children to name the adding 1, adding 2, and doubles facts.“What do we call the problems we have left?” doubles plus 1 facts“How can we find the answers?” double the smaller number and add 1“Let’s try that with each of the cards.”

• Hold up one card.“What is the smaller number?”“Double that number.”“Now add 1.”“What is the answer?”

• Repeat with each of the doubles plus 1 fact cards.“Can anyone think of another doubles plus 1 fact?”

• Write the fact a child suggests on the board or chart paper.“How do we know that this is a doubles plus 1 fact?” “How will we find the answer?” double the smaller number and add 1“What number will we double?”“What is the answer?”

� Distribute the Student Fact Card sheets.“What do you notice about the numbers in these problems?” they are next to each other when we count by 1’s“What do we call these problems?” doubles plus 1 facts“How will we find the answer for each of these problems?” double the smaller number and add 1

• Write the following on the board: 6

+ 7“How will we find this answer?” double the 6 and add 1

• Circle the 6 in the problem.“We will double the smaller number and add 1.”“What is the answer?”

+

Teacher Fact Cards

Student Fact Card sheets

5Saxon Math 1

© H

ou

gh

ton

Mif

flin

Har

cou

rt P

ub

lish

ing

Co

mp

any

an

d N

ancy

Lar

son

New Concept

• Repeat with the following: 5+ 4

“Carefully fold and tear apart your cards.”“Write the answer on the back of each card.”“Write your initials (name) below the answer.”“When you finish, I will give you linking cubes to use to check each answer.”

• As children finish, give each child two towers of 10 linking cubes with which to check his/her answers.“When you finish checking your answers, snap your cubes in towers of 10 and put them on the top right-hand corner of your desk.”

• When all children finish, collect the linking cubes and continue.“Let’s try to match the fact cards that have the same answer.”“Put the cards that have the same answer together.”

• Allow time for the children to match their fact cards.“Who found two cards with the same answer?”“What cards are they?”“Let’s look at these cards.”“What is the same about them?” the same numbers are added“What is different about them?” the position of the numbers“Each of these facts uses the same numbers, but the numbers switched places.”“We will call these ‘switcharound’ facts.”“Mathematicians say that this is an example of the commutative property of addition.”“Did anyone else find two other cards with the same answer?”“What cards are they?”“Let’s look at these cards.”“What is the same about them?”“What is different about them?”“Each of these facts uses the same numbers, but the numbers switched places.”“We will call these ‘switcharound’ facts.”

• Repeat with all the cards.“Put your cards in a stack.”“Now read each problem to yourself.”“See if you can remember the answer.”“Turn over the card to check the answer.”“Practice saying the answers to yourself.”

• Allow the children to practice using the fact cards independently. Have the children put their pink fact cards with their Student Fact Card sets.“Who would like to share something you learned today in math?”


continued >

Linking Cube Towers

6 Saxon Math 1

© H

ou

gh

ton

Mif

flin

Har

cou

rt P

ub

lish

ing

Co

mp

any

an

d N

ancy

Lar

son

Lesson

78










78B


1. Write the number seventy-one 4 more times. How many digits are on the line?

2. Doreen had 6 dimes. She gave Harvey a dime. Draw a picture and write a number

sentence to show the dimes Doreen has now.

Number sentence

How many dimes does Doreen have now? dimes

How much money is this?

3. Write four number words that have four letters.

___ ___ ___ ___ ___ ___ ___ ______ ___ ___ ___ ___ ___ ___ ___




Write the answers.

Are the answers



6 − 6 = 4 − 1 = 7 − 1 =

5 − 0 = 8 − 2 = 3 − 3 =

Tallymarks

+ 2 + 2 + 2 + 2

Date

Day of the Week


Date


323

© H

oug

hton

Miff

lin H

arc

ourt

Pub

lishi

ng C

omp

any

and

Nan

cy L

ars

on.

7Saxon Math 1


5

6 − 1 = 5

odd

0

10

D D D D D D

50¢

answers may vary

5

3

6

z e r o f o u r f i v e n i n e

order of answers may vary

6

0

1. Write the number seventy-one 4 more times. How many digits are on the line?

2. Doreen had 6 dimes. She gave Harvey a dime. Draw a picture and write a number

sentence to show the dimes Doreen has now.

Number sentence

How many dimes does Doreen have now? dimes


3. Write four number words that have four letters.

___ ___ ___ ___ ___ ___ ___ ______ ___ ___ ___ ___ ___ ___ ___




Write the answers.

Are the answers



6 − 6 = 4 − 1 = 7 − 1 =

5 − 0 = 8 − 2 = 3 − 3 =

Tallymarks

+ 2 + 2 + 2 + 2

Date

Day of the Week


Date


323

© H

oug

hton

Miff

lin H

arc

ourt

Pub

lishi

ng C

omp

any

and

Nan

cy L

ars

on.


Name

Date

Homework 78B

6

8 − 2 = 6

even

0

60¢

answers may vary

5

6

8

D D D D D D D D

o n e t w o s i x t e n

answers may vary


3

0

1. Write any number that is between 19 and 25.

19 25

2. Melissa had 8 dimes. She gave Lena 2 dimes. Draw a picture and write a number

sentence to show the dimes Melissa has now.

Number sentence

How many dimes does Melissa have now? dimes


3. Write four number words that have three letters.

___ ___ ___ ___ ___ ______ ___ ______ ___ ___




Write the answers.

Are the answers



8 − 8 = 6 − 0 = 5 − 2 =

7 − 2 = 9 − 1 = 4 − 4 =

+ 2 + 2 + 2 + 2

324

© H

oug

hton

Miff

lin H

arc

ourt

Pub

lishi

ng C

omp

any

and

Nan

cy L

ars

on.

© H

ou

gh

ton

Mif

flin

Har

cou

rt P

ub

lish

ing

Co

mp

any

an

d N

ancy

Lar

son

8 Saxon Math 1

© H

ou

gh

ton

Mif

flin

Har

cou

rt P

ub

lish

ing

Co

mp

any

an

d N

ancy

Lar

son

Lesson

79

Lesson Preparation



Evaluating p. 4

Understanding p. 5



65

Journal Writing


MATERIALS

• Teacher Fact Cards (excluding Lesson 78 cards)


• Student Fact Card sheets (rose; for Lesson 79)

• clock or watch

• small zip-top bags (1 per child)




the Meeting Board:

44, 43, 42, ____, ____, ____,

Answer: 44, 43, 42, 41, 40, 39





1Saxon Math 1

© H

ou

gh

ton

Mif

flin

Har

cou

rt P

ub

lish

ing

Co

mp

any

an

d N

ancy

Lar

son

Tags

Linking Cube Towers



















calendar

counting

counting pattern

2 Saxon Math 1

© H

ou

gh

ton

Mif

flin

Har

cou

rt P

ub

lish

ing

Co

mp

any

an

d N

ancy

Lar

son

Lesson

79

continued >









• Note: Pause after you read each clue.“Today I put some dimes and pennies in the Mystery Bag.”“First I put six dimes in the bag.”“Then I put two dimes and nine pennies in the bag.”“I will want to know how many dimes and pennies are in the bag.”






weather graph

lunch/ attendance

graph

clock

coin cup

problem solving


(Mystery Bag)

Demo Clock

Cup of Coins

3Saxon Math 1

© H

ou

gh

ton

Mif

flin

Har

cou

rt P

ub

lish

ing

Co

mp

any

an

d N

ancy

Lar

son

“Today you will learn a new way to practice the doubles plus 1 facts.”

� Distribute the Student Fact Card sheets.“Let’s check to make sure that all of these problems are doubles plus 1 facts.”“How can we tell if a problem is a doubles plus 1 fact?” the numbers in each problem are next to one another on the number line“Point to the first problem.”“Are 3 and 4 next to each other on the number line?”

• Repeat for all the problems.“The answer for each doubles plus 1 fact is written on the card in the middle.”“Let’s make sure that each answer is correct.”“Point to the first problem. How will we find this answer?” double the smaller number

Fact Practice

New Concept



“Today we will practice the addition and subtraction facts using the large fact cards.”



• Hold up the Teacher Fact Cards one at a time in random order. Make sure that all children are saying the problems and answers together. Repeat several times.

� Distribute Class Fact Practice 79A/Fact Homework 79B.“What types of facts do you see on this fact sheet?” doubles, adding 1, adding 0, subtracting 1, subtracting 0, number minus itself, adding 2, and subtracting 2





Homework 79B


Name

Date



7

+ 2

3

− 2

8

− 2

9

+ 2

6

+ 2

4

− 2

5

+ 2

11

− 2

1

+ 2

5

− 2

0

+ 5

9

+ 9

1

− 1

2

+ 3

8

− 1

4

− 4

3

− 1

4

+ 1

3

− 0

1

+ 8

325

© H

oug

hton

Miff

lin H

arc

ourt

Pub

lishi

ng C

omp

any

and

Nan

cy L

ars

on.

+

Teacher Fact Cards

Student Fact Card sheets

4 Saxon Math 1

© H

ou

gh

ton

Mif

flin

Har

cou

rt P

ub

lish

ing

Co

mp

any

an

d N

ancy

Lar

son

Lesson

79

continued >

“Which number will we double?” 3“If 3 plus 3 is 6, then one more is how many?” 7“Now point to 4 plus 3. How will we find this answer?” double the smaller number“Which number will we double?” 3“If 3 plus 3 is 6, then one more is how many?” 7

• Repeat for the other rows of doubles plus 1 facts.“Now quickly write your initials (name) on the back of each card.”“When you finish, carefully tear apart your cards and put them in two groups on your desk.”“Put all the answers in one group and all the problems in another group.”

• Allow time for the children to do this.“Take the cards with the problems.”“Use a crayon to circle your initials (name) on these cards.”

• Circulate and assist the children as they do this.“Now I will show you how to play a game using your cards.”“The first game is called ‘Match-Up.’ ““We match the doubles plus 1 facts with the answers.”“If we don’t know an answer, we can ask someone for help.”“I will see how quickly everyone in the class can correctly match the cards and the answers.”“I will show you how we will do this.”

• Use a child’s set of cards to demonstrate matching the problems and answers.“Now you will try this.”

• Say “Go.” Time the number of minutes it takes for all the children to match the cards correctly. During the game, circulate and point to incorrect matches. When all children have correctly matched the cards, say “Stop.”“It took the class minutes to match the cards.”“Let’s check to see if we matched the cards correctly.”“What is 3 plus 4?”

• Repeat for the other problems.“Raise your hand if you matched the cards correctly.”“Let’s try this again. Mix your cards.”“When I say ‘go,’ you will match your doubles plus 1 facts with the answers.”“Let’s see if we finish faster this time.”

• Say “Go” to start the game. Time the children as you circulate and point to incorrect matches. When all children have correctly matched their cards, say “Stop.”“It took the class minutes to match the cards.”“Were you faster this time?”“Let’s check to see if you matched the cards correctly.”“What is 3 plus 4?”

5Saxon Math 1

© H

ou

gh

ton

Mif

flin

Har

cou

rt P

ub

lish

ing

Co

mp

any

an

d N

ancy

Lar

son

New Concept

• Repeat for the other problems.“Raise your hand if you matched the cards correctly.”

� Distribute the bags.“Put your cards in your plastic bag so that I can show you how to play another game.”

• Seat children so everyone can see the demonstration easily.“Now I will show you how to play the game ‘Concentration.’ ““Who would like to play with me?”

• Ask a child to sit next to you facing the class.“We will use only one bag of cards to play this game.”

• Use a child’s set of cards.“First we will turn the cards face down and then mix them up.”“Next we will put them into columns like this.”

• Arrange the cards, face down, as shown.“I will show you how we will play the game.”“I will go first. I will turn over a card with a crayon circle on it.”

• Turn over a card.“I will read the problem and say the answer.”“Now I will turn over a card without a crayon circle.”

• Turn over another card.“If this is the correct answer, then I will take the two cards off the table and put them in a stack in front of me.”“If I make a match, then I will have another turn.”“If my cards do not make a match, then I will turn the cards face down in the same place and my partner will have a turn.”

• Turn the cards face down in place. During the game the cards should not be moved around. Playing the game requires remembering the answers and the placement of the cards.

• Ask the child to turn over a card with a crayon circle and read the problem. Ask the child the answer. If the child does not remember the answer, prompt the child by saying “What is the smaller number? Double the number and add 1.” Have the child turn over a card without a crayon circle to try to find that answer. Continue playing until all the cards have been removed by making matches.“Now everyone will have a chance to play ‘Concentration.’ “

continued >

Zip-Top Bag

6 Saxon Math 1

© H

ou

gh

ton

Mif

flin

Har

cou

rt P

ub

lish

ing

Co

mp

any

an

d N

ancy

Lar

son

Lesson

79









continued >


79B


Date

Day of the Week

1. Write the number seventy-two 2 more times. How many digits are on the line?

2. Mrs. Carrano has 5 pairs of earrings. Draw the earrings.

How many earrings does she have? earrings

3. Divide the squares in half two different ways.

Color one half of the left square red.

Color one half of the right square blue.

4. Draw tally marks to show the number of sunny tags on the weather graph.

How many tally marks did you make? tally marks


2+ 3

7+ 6

5+ 6

3+ 4

8+ 7

9+ 8

4+ 5

Circle the sixth problem using a red crayon.

Circle the third problem using a blue crayon.

Tally

marks


Date


327

© H

oug

hton

Miff

lin H

arc

ourt

Pub

lishi

ng C

omp

any

and

Nan

cy L

ars

on.

• Pair the children. Pair a child who has mastered the doubles plus 1 facts with a child who is still learning the answers.“You will need only one set of cards.”“Mix your cards face down and arrange them on the floor like I did.”“Take turns turning over the cards and trying to make a match.”“Turn over a card with a crayon circle first and then one without a crayon circle.”

• Allow the children to play the game. Circulate and assist children having difficulty.

• Collect the bags of rose Student Fact Cards for use in Lesson 81. (Keep these bags separate from the other bags of fact cards.)“Who would like to share something you learned today in math?”


7Saxon Math 1


6

10

answers may vary

RedBlue

use your weather graph

Blue Red

5 13 11 7 15 17 9

Date

Day of the Week

1. Write the number seventy-two 2 more times. How many digits are on the line?

2. Mrs. Carrano has 5 pairs of earrings. Draw the earrings.

How many earrings does she have? earrings


Color one half of the left square red.

Color one half of the right square blue.

4. Draw tally marks to show the number of sunny tags on the weather graph.



2+ 3

7+ 6

5+ 6

3+ 4

8+ 7

9+ 8

4+ 5

Circle the sixth problem using a red crayon.

Circle the third problem using a blue crayon.

Tally

marks


Date


327

© H

oug

hton

Miff

lin H

arc

ourt

Pub

lishi

ng C

omp

any

and

Nan

cy L

ars

on.


Name

Date

Homework 79B

7 9 11 13 15 17

69 70 71 72 73 74

8

answers may vary

Yellow

Green

15 9 7 11 17 13 5

Red Blue


1, 3, 5, , , , , ,

66, 67, 68, , , , , ,

2. Curtis has 4 pairs of shoes. Draw the shoes.

How many shoes does he have? shoes


Color one half of the left square green.

Color one half of the right square yellow.

4. Draw tally marks to show the number of windows in your house.



8+ 7

5+ 4

4+ 3

5+ 6

8+ 9

6+ 7

3+ 2

Circle the fourth problem using a red crayon.

Circle the fifth problem using a blue crayon.

328

© H

oug

hton

Miff

lin H

arc

ourt

Pub

lishi

ng C

omp

any

and

Nan

cy L

ars

on.

© H

ou

gh

ton

Mif

flin

Har

cou

rt P

ub

lish

ing

Co

mp

any

an

d N

ancy

Lar

son

8 Saxon Math 1

© H

ou

gh

ton

Mif

flin

Har

cou

rt P

ub

lish

ing

Co

mp

any

an

d N

ancy

Lar

son

Lesson

80-1

Lesson Preparation


Higher-Order Thinking SkillsApplying p. 3

Analyzing p. 5

Understanding p. 5



66

Journal Writing


MATERIALS


• Fact Assessment 10 (Subtracting 2; Adding 2; Review Facts)


• Teacher Fact Cards (Lesson 78 cards only)

• Lesson Worksheet 80-1

• sets of Learning Wrap-Ups®; Doubles + 1 (1 set per child)


the Meeting Board:

19, 17, 15, ____, ____, ____

Answer: 19, 17, 15, 13, 11, 9





1Saxon Math 1

© H

ou

gh

ton

Mif

flin

Har

cou

rt P

ub

lish

ing

Co

mp

any

an

d N

ancy

Lar

son

Tags

Linking Cube Towers


















• Read the pattern with the children.“How are we counting?” backward by 2’s“Are these even or odd numbers?” odd

calendar

counting

counting pattern

2 Saxon Math 1

© H

ou

gh

ton

Mif

flin

Har

cou

rt P

ub

lish

ing

Co

mp

any

an

d N

ancy

Lar

son

Lesson

80-1

continued >









• Note: Pause after you read each clue.“Today I put some dimes and pennies in the Mystery Bag.”“First I put one dime and six pennies in the bag.”“Then I put seven dimes in the bag.”“I will want to know how many dimes and pennies are in the bag.”






weather graph

lunch/ attendance

graph

clock

coin cup

problem solving


(Mystery Bag)

Demo Clock

Cup of Coins

3Saxon Math 1

© H

ou

gh

ton

Mif

flin

Har

cou

rt P

ub

lish

ing

Co

mp

any

an

d N

ancy

Lar

son

New Concept

• Fact Assessment 10: Subtracting 2; Adding 2; Review Facts


“Today you will write the answers for the addition and subtraction facts on an assessment fact sheet.”

“(Yesterday) you wrote the answers for the doubles plus 1 facts on the back of small fact cards.”“Today we will practice finding the answers for the doubles plus 1 facts.”“I have a set of large doubles plus 1 fact cards.”


� Distribute the Math Offices and Fact Assessment 10.“Write your name at the top of the paper.”“When you finish writing the answers, read the problems and answers to yourself to check your work.”“It is important that you do this quietly so that everyone can think.”

• When all children finish, collect the papers and the Math Offices.

• Correct the children’s papers and record each child’s score and missed facts on the Fact Assessment section of his or her Individual Recording Form.

� Distribute Fact Homework 80.

• Read the fact homework directions with the children.

• Show the children the 5 + 6 Teacher Fact Card. “How do we know that this is a doubles plus 1 fact?” the numbers are next to each other on the number line“How will we find this answer?” double the smaller number and add 1Point to the number 5 on the number line or hundred number chart and say the following:“Double 5 and add 1.”“What is 5 plus 5 and 1 more?”

Fact Assessment Monitoring Individual Progress

Fact Assessment 10

Fact AssessmentName

M1(3e)-FS-080-1a © Harcourt Achieve Inc. and Nancy Larson. All rights reserved.

Saxon Math 1 (for use with Lesson 80 -1)

This

pag

e m

ay n

ot

be

rep

rod

uced

with

out

per

mis

sio

n o

f Har

cour

t A

chie

ve In

c.


4

+ 2

9

+ 2

10

− 2

8

+ 2

4

− 2

8

+ 2

7

− 2

5

− 2

6

+ 2

8

− 2

2

+ 0

1

+ 4

8

− 1

9

+ 9

7

+ 1

4

− 0

6

+ 6

1

+ 3

7

− 1

9

− 9

10

Fact Homework 80

Name

Date


Fact Homework 80


Pretend you are the teacher.

Correct this paper.

Write the correct answer next to any answer that is incorrect.

9

+ 2

7

− 2

4

+ 2

10

− 2

5

− 2

8

+ 2

4

− 2

9

+ 2

3

+ 2

8

− 2

7

+ 1

9

+ 9

8

− 1

1

+ 4

2

+ 0

9

− 9

7

− 1

1

+ 3

6

+ 6

4

− 0

11 5 2 8 4

10 2 7 5 6

8 16 9 5 2

0 8 4 12 4

329

© H

oug

hton

Miff

lin H

arc

ourt

Pub

lishi

ng C

omp

any

and

Nan

cy L

ars

on.

+

Math Office

Teacher Fact Card

4 Saxon Math 1

© H

ou

gh

ton

Mif

flin

Har

cou

rt P

ub

lish

ing

Co

mp

any

an

d N

ancy

Lar

son

Lesson

80-1

continued >

• Repeat with the other fact cards.“In a few minutes you will have a chance to practice the doubles plus 1 facts using a Wrap-Up.”“Before we do that, let’s practice the doubles plus 1 facts together.”

� Distribute Lesson Worksheet 80-1.“Look at the problems on the left side of the paper under the letter A.”“What do you notice about these problems?”

• Allow time for the children to share observations.“Look at the last two problems.”“Is 10 plus 11 a doubles plus 1 problem?” yes“How do you know?” the numbers are next to each other on the number line“What is 10 plus 10 plus 1?” 21“Is 100 plus 101 a doubles plus 1 problem?” yes“How do you know?” the numbers are next to each other on the number line“What is 100 plus 100 plus 1?” 201“Write the answers for these problems.”“Remember, double the smaller number and add 1.”

• Allow time for the children to write the answers.“Let’s read the problems together to check the answers.”

• Read each problem with the children.“Now look at the problems on the right side of the paper under the letter B.”“What does this look like?”“Who would like to read the first problem?”“What is the answer?”“Draw a line from the notch in front of the problem to the notch next to the answer.”

• Allow time for the children to draw the line on their papers.

• Repeat for the next four problems.“Now you will finish drawing a line to connect each problem to its answer.”“Remember, double the smaller number and add 1.”

• Allow time for the children to finish drawing the lines on their papers.“Let’s read the problems together to check the answers.”

• Read each problem with the children.“Now we will practice the doubles plus 1 facts using a Wrap-Up.”“We will wrap our Wrap-Ups together.”“When I give you a Wrap-Up, unwrap the string and get ready to wrap.”

� Distribute a set of Wrap-Ups to each child.“We will say each problem and answer together.”“It is important that we all stay together so that everyone can hear the answers.”

Lesson Worksheet

80-1


Name

Date


A. Write the answers.

0 + 1 =

1 + 2 =

2 + 3 =

3 + 4 =

4 + 5 =

5 + 6 =

6 + 7 =

7 + 8 =

8 + 9 =

9 + 10 =

10 + 11 =

100 + 101 =

B. Draw lines to connect the problems to the answers.

331

© H

oug

hton

Miff

lin H

arc

ourt

Pub

lishi

ng C

omp

any

and

Nan

cy L

ars

on.

Wrap-Ups

5Saxon Math 1

© H

ou

gh

ton

Mif

flin

Har

cou

rt P

ub

lish

ing

Co

mp

any

an

d N

ancy

Lar

son

New Concept



• Allow the children to practice the Wrap-Ups independently a few more times. Circulate and assist children having difficulty.“It is time to stop using the Wrap-Ups.”“Unwrap the string and close your set.”“Then quickly wrap the string around the middle of the board and put the end of the string in the notch at the bottom.”

• Collect the sets of Wrap-Ups. Remind the children that sets of Wrap-Ups are in the math center for use during free/choice time.“Who would like to share something you learned today in math?”


continued >

6 Saxon Math 1


Name

Date


1

3

5

7

9

11

13

15

17

19

21

201

A. Write the answers.

0 + 1 =

1 + 2 =

2 + 3 =

3 + 4 =

4 + 5 =

5 + 6 =

6 + 7 =

7 + 8 =

8 + 9 =

9 + 10 =

10 + 11 =

100 + 101 =

B. Draw lines to connect the problems to the answers.

331

© H

oug

hton

Miff

lin H

arc

ourt

Pub

lishi

ng C

omp

any

and

Nan

cy L

ars

on.

© H

ou

gh

ton

Mif

flin

Har

cou

rt P

ub

lish

ing

Co

mp

any

an

d N

ancy

Lar

son

8 Saxon Math 1

© H

ou

gh

ton

Mif

flin

Har

cou

rt P

ub

lish

ing

Co

mp

any

an

d N

ancy

Lar

son

Lesson

80-2

Lesson Preparation



Applying p. 5

Analyzing p. 6



Journal Writing


• Oral Assessment 8

• Guessing and Checking to Solve a Problem

• Acting It Out to Solve a Problem

MATERIALS



• Oral Assessment Individual Recording Form 8

• Problem-Solving Worksheet 80A/Performance Task Worksheet 80B chart (see THE NIGHT BEFORE)

• Problem-Solving Worksheet 80A/Performance Task Worksheet 80B


THE NIGHT BEFORE• Cut Problem-Solving Worksheet 80A/Performance Task

Worksheet 80B chart into two separate charts.


the Meeting Board:

35, 34, 33, ____, ____, ____

Answer: 35, 34, 33, 32, 31, 30





1Saxon Math 1

© H

ou

gh

ton

Mif

flin

Har

cou

rt P

ub

lish

ing

Co

mp

any

an

d N

ancy

Lar

son



















calendar

counting

counting pattern

Tags

Linking Cube Towers

2 Saxon Math 1

© H

ou

gh

ton

Mif

flin

Har

cou

rt P

ub

lish

ing

Co

mp

any

an

d N

ancy

Lar

son

Lesson

80-2

continued >









• Note: Pause after you read each clue.“Today I put some dimes and pennies in the Mystery Bag.”“First I put seven dimes and three pennies in the bag.”“Then I put two dimes in the bag.”“I will want to know how many dimes and pennies are in the bag.”






weather graph

lunch/ attendance

graph

clock

coin cup

problem solving


(Mystery Bag)

Demo Clock

Cup of Coins

3Saxon Math 1

© H

ou

gh

ton

Mif

flin

Har

cou

rt P

ub

lish

ing

Co

mp

any

an

d N

ancy

Lar

son

Assessments


• Oral Assessment 8

All problems on the assessment are based on concepts and skills presented at least five lessons ago. It is expected that all children will master at least 80% of these concepts. If a child is not performing at an 80% mastery level, plan intervention and extra help for the child immediately. If all children are having difficulty with a specific concept, reteach the concept the following day.



• Note: Cover the 5’s counting strip on the Meeting Board while the children complete the Written Assessment.“Today I would like to see what you remember from what we have been practicing.”“We will do our work in our private offices.”

� Distribute the Math Offices.“Put up your offices.”

� Distribute Written Assessment 15.“Write your name and the date at the top of the paper.”“You will need to answer these questions without anyone’s help.”“I will read the first problem.”“Wait until I finish reading the problem to write the answer.”

• Read the first problem. Allow time for all children to write the answer. Reread the problem for individual children, if necessary. Otherwise, do not provide hints or help children as they answer the question.

• Repeat for the other problems.

• Collect the children’s papers and the Math Offices.

• Use the Written Assessment Scoring Guide found in the Assessment Guide to correct the children’s papers. Record each child’s score and missed items on the Written Assessment section of his or her Individual Recording Form.

• The oral assessment may be completed over a two-week period. Materials needed are listed on the recording forms.

• Interview children individually. Record each child’s responses to the oral interview on an Oral Assessment Individual Recording Form. Oral assessments are not graded.

Oral Assessment 8

Math Office

© Harcourt Achieve Inc. and Nancy Larson. All rights reserved.

This

pag

e m

ay n

ot

be

rep

rod

uced

with

out

per

mis

sio

n o

f Har

cour

t A

chie

ve In

c.

1. Joan made 5 tally marks. Then she made 3 more tally marks. Draw the tally marks and

write a number sentence to show how many tally marks she made altogether.

Number sentence

How many tally marks did she make altogether? tally marks


34 43 33 38 44

3. Color the bottom half of the left circle red.

Color the top half of the right circle green.

Color the bottom half of the right circle blue.

Color the top half of the left circle yellow.

4. How many dimes and pennies will you need to buy the book?

85¢ dimes pennies

5. Count by 5’s. Finish the number pattern.

5, 10, 15, , , , , , ,




Write the answers.

Are the answers even or odd numbers?


Name

Date

+ 1 + 1 + 1

M1(3e)-WA-080-2a



Oral Assessment Individual Recording FormSaxon Math 1

Student

Teacher School Year

M1(3e)-IRF-4b © Harcourt Achieve Inc. and Nancy Larson. All rights reserved.

This pag

e may b

e pho

toco

pied

for ed

ucational use

within each p

urchasing institutio

n.

LESSON 70-2: Oral Assessment 7 Date

Materials:none

Making Up Addition and Subtraction Stories“ Make up a some, some more story about dogs.”

“ Make up a some, some went away story about cookies.”

Comments:

LESSON 80-2: Oral Assessment 8 Date

Materials:10 dimes 20 penniesstore items priced

at 32¢ and 14¢

Counting Dimes and Pennies;Showing Money Amounts Using Dimes and Pennies• Give the child 6 dimes

and 3 pennies.(Vary amounts for different children.)

“ How much money is this?”

• If the child does not successfully count the money, ask the following questions:

“ How many dimes do you have?”

“ How much money is that?”

“ How many pennies do you have?”

“ How much money is that?”

“ How much money is this altogether?”

• Show the child store items priced at 32¢ and 14¢.

“ Use dimes and pennies to show each amount.”

“ What is the total cost of these two items?”

shows each amountusing fewest coins

counts money to find total

Comments:

Oral Assessment Individual Recording

Form 8

4 Saxon Math 1

© H

ou

gh

ton

Mif

flin

Har

cou

rt P

ub

lish

ing

Co

mp

any

an

d N

ancy

Lar

son

Lesson

80-2

Problem-Solving Strategies

• Note: In this problem-solving activity you will be helping children develop the ability to verbalize their understanding of mathematics. Allow ample time for the children to explain how they solved the problems. This verbal sharing will help children develop communication skills.“Today you will learn how to solve a story problem using problem-solving strategies called ‘guess and check’ and ‘act it out.’ ”“Does anyone remember the four steps in the problem-solving process?” understand, plan, solve, and check“You will need to listen carefully as I read the problem to see what we know and what we need to find out.”

• Read the following problem:“Jasmine has six pennies. She wants to buy two stickers. Circle two stickers she could buy using all of her six pennies.”“What is Jasmine doing in this problem?” buying stickers“How many stickers will she buy?” 2“How many pennies will she use to buy the stickers?” 6“What are we trying to find in this problem?” two stickers she could buy with 6¢

• Put a check above the word “Understand.”“Now we will plan how we will solve the problem.”“To solve this problem we can guess and check and act it out.”“What could we use to help us act out this problem?” pennies

• Put a check above the word “Plan.”“Now you will have a chance to solve the problem.”

� Distribute Problem-Solving Worksheet 80A/Performance Task 80B and a cup of 10 pennies to each child.“Let’s use guess and check as we act out this problem.”“Listen as I read the problem again.”“Jasmine has six pennies. She wants to buy two stickers.”“What do we know?” Jasmine has 6 pennies to buy 2 stickers“How many pennies will we need to use for this problem?” 6“Take six pennies out of the cup.”

• Allow time for the children to do this.“How many pennies will the first sticker cost?” 5

• Repeat for the other stickers.“Show how Jasmine can use her six pennies to buy two stickers.”

Understand

Plan

Solve

• Guessing and Checking to Solve a Problem

• Acting It Out to Solve a Problem

Post Problem-Solving Worksheet 80A chart on the board or chart stand.

Using the Problem-Solving Process

Understand Plan Solve Check

Name

Date

Problem-Solving Worksheet


80A

Guess and Check to Solve a Problem

Act It Out to Solve a Problem

Jasmine has six pennies. She wants to buy two stickers. Circle two stickers

she could buy using all of her six pennies.

5¢ 2¢ 4¢ 1¢

Circle another way she could buy two stickers using all of her six pennies.

5¢ 2¢ 4¢ 1¢

333

© H

oug

hton

Miff

lin H

arc

ourt

Pub

lishi

ng C

omp

any

and

Nan

cy L

ars

on.

Chart and Problem-Solving

Worksheet 80A

Cup of Coins

5Saxon Math 1

© H

ou

gh

ton

Mif

flin

Har

cou

rt P

ub

lish

ing

Co

mp

any

an

d N

ancy

Lar

son

Problem-Solving Strategies continued >

• Allow time for the children to do this.“What stickers could Jasmine buy?” answers may vary“Circle the two stickers Jasmine could buy.”

• Allow time for the children to do this.“Now show another way in the second box that Jasmine could buy two stickers using all of her six pennies.”

• Allow time for the children to do this.“What stickers could Jasmine buy?” answers may vary“Circle the two stickers Jasmine could buy.”

• Allow time for the children to do this.

• Put a check above the word “Solve.”“I’ll read the problem again so we can check our answer.”

• Reread the problem.“Did we show that Jasmine has six pennies to spend on stickers?”“Did we show that Jasmine bought two stickers?”“Did we show two different ways Jasmine could buy two stickers?”

• Put a check above the word “Check.”“What did we do to solve this problem?”

• Allow time for the children to explain how they solved the problem. This verbal explanation will help the children communicate how they solved the problem and explain their thinking when solving the problem on Performance Task Worksheet 80B.

• If necessary, ask the children “What did we do first?” “What did we do next?”“We solved the problem by guessing and checking and acting it out.” “Now you will have a chance to solve a problem by yourself.”“Turn over your paper.”“Write your name at the top of the paper.”

• Post Performance Task Worksheet 80B chart on the board or chart stand.“Put your pencil down.”“Listen carefully while I read the whole problem.”

• Read the problem to the children.“Now you will solve the problem.”

• Reread the first three sentences.

• Allow time for the children to find one way Gianna could buy two stickers with seven pennies.

• Repeat for the sentence above the second box.

• Collect the children’s papers and the cups of pennies.

Check



Name

Date

Performance Task Worksheet 80B

Gianna has seven pennies. She wants to buy two stickers. Circle two

stickers she could buy using all of her 7 pennies.

3¢4¢ 2¢5¢

Circle another way she could buy two stickers using all of her 7 pennies.

3¢4¢ 2¢5¢

Child’s explanation of how he/she solved the problem:

334

© H

oug

hton

Miff

lin H

arc

ourt

Pub

lishi

ng C

omp

any

and

Nan

cy L

ars

on.

Chart and Performance

Task Worksheet

80B

6 Saxon Math 1

© H

ou

gh

ton

Mif

flin

Har

cou

rt P

ub

lish

ing

Co

mp

any

an

d N

ancy

Lar

son

Lesson

80-2

continued >

• As soon as possible after finishing this activity, ask each child individually the following:“Tell me what you did to solve the problem.”

• Record the child’s answer at the bottom of his/her Performance Task Worksheet 80B. These performance task activities are not intended to be graded. Use the Teacher Rubric for Scoring Performance Tasks provided in the Recording Forms section of the Assessment Guide.

7Saxon Math 1


Name

Date

Problem-Solving Worksheet


80A


Guess and Check to Solve a Problem

Act It Out to Solve a Problem

Jasmine has six pennies. She wants to buy two stickers. Circle two stickers

she could buy using all of her six pennies.

5¢ 2¢ 4¢ 1¢

Circle another way she could buy two stickers using all of her six pennies.

5¢ 2¢ 4¢ 1¢

333

© H

oug

hton

Miff

lin H

arc

ourt

Pub

lishi

ng C

omp

any

and

Nan

cy L

ars

on.



Name

Date

Performance Task Worksheet 80B


Gianna has seven pennies. She wants to buy two stickers. Circle two

stickers she could buy using all of her 7 pennies.

3¢4¢ 2¢5¢

Circle another way she could buy two stickers using all of her 7 pennies.

3¢4¢ 2¢5¢

Child’s explanation of how he/she solved the problem:

334

© H

oug

hton

Miff

lin H

arc

ourt

Pub

lishi

ng C

omp

any

and

Nan

cy L

ars

on.

© H

ou

gh

ton

Mif

flin

Har

cou

rt P

ub

lish

ing

Co

mp

any

an

d N

ancy

Lar

son

8 Saxon Math 1

LESSON 71 · Lesson 71 Lesson Preparation LESSON 71 SAXON MATH 1 Mathematical Language endpoint...

Documents

Transcript of LESSON 71 · Lesson 71 Lesson Preparation LESSON 71 SAXON MATH 1 Mathematical Language endpoint...