STUDENT JOURNAL SAMPLE - Teacher Superstore · 8.6 Sorting 2D Shapes and 3D Objects 62 MODULE 9 9.1...

STUDENT JOURNAL SAMPLE

Engaging student pages accompany each lesson within ORIGO Stepping Stones. In the Student Journal for this year level, there are two pages for each lesson.

ORIGO Stepping Stones K iii

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MODULE 7

7.1 Introducing the Idea of Balance 49

7.2 Reinforcing the Language of Equality 50

7.3 Introducing the Equality Symbol (=) 51

7.4 Balancing Addition Sentences 52

7.5 Sorting 3D Objects 53

7.6 Identifying 3D Objects 55

MODULE 8

8.1 Introducing the Addition Symbol (+) 57

8.2 Using the Commutative Property of Addition 58

8.3 Introducing the “Think Big, Count Small” Idea 59

8.4 Identifying Two Parts that Total 10 60

8.5 Identifying and Using 3D Objects 61

8.6 Sorting 2D Shapes and 3D Objects 62

MODULE 9

9.1 Introducing the Subtraction Concept – Active Stories 64

9.2 Representing Subtraction Situations 65

9.3 Acting Out Take-Away Situations 66

9.4 Writing Subtraction Sentences 67

9.5 Analyzing 2D Shapes 68

9.6 Identifying 2D Shapes 69

MODULE 10

10.1 Introducing the Subtraction Symbol (–) 71

10.2 Using the Subtraction Symbol 72

10.3 Matching Representations for 14, 16, and 17 73


10.5 Drawing 2D Shapes 75

10.6 Joining 2D Shapes 76

MODULE 11


11.2 Analyzing Teen Numbers 79

11.3 Working with Teen Numbers 80

11.4 Representing 11 to 20 81

11.5 Representing Teen Numbers with Pennies 83

11.6 Representing Teen Numbers with Dimes and Pennies 84

MODULE 12

12.1 Working with Addition 85

12.2 Working with Subtraction 86

12.3 Determining One More or One Less 87

12.4 Identifying One More and One Less 88

12.5 Discussing Short and Long Time Durations 89

12.6 Ordering the Days of the Week 90

ORIGO Stepping Stones K iii

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MODULE 7

7.1 Introducing the Idea of Balance

7.2 Reinforcing the Language of Equality

7.3 Introducing the Equality Symbol (=)

7.4 Balancing Addition Sentences

7.5 Sorting 3D Objects

7.6 Identifying 3D Objects 55

MODULE 8

8.1 Introducing the Addition Symbol (+) 57

8.2 Using the Commutative Property of Addition 58

8.3 Introducing the “Think Big, Count Small” Idea 59

8.4 Identifying Two Parts that Total 10 60

8.5 Identifying and Using 3D Objects 61

8.6 Sorting 2D Shapes and 3D Objects 62

MODULE 9

9.1 Introducing the Subtraction Concept – Active Stories 64

9.2 Representing Subtraction Situations 65

9.3 Acting Out Take-Away Situations 66

9.4 Writing Subtraction Sentences 67

9.5 Analyzing 2D Shapes 68

9.6 Identifying 2D Shapes 69

MODULE 10

10.1 Introducing the Subtraction Symbol (–) 71

10.2 Using the Subtraction Symbol 72



10.5 Drawing 2D Shapes 75

10.6 Joining 2D Shapes 76

MODULE 11


11.2 Analyzing Teen Numbers 79

11.3 Working with Teen Numbers 80

11.4 Representing 11 to 20 81

11.5 Representing Teen Numbers with Pennies 83

11.6 Representing Teen Numbers with Dimes and Pennies 84

MODULE 12

12.1 Working with Addition 85

12.2 Working with Subtraction 86

12.3 Determining One More or One Less 87

12.4 Identifying One More and One Less 88

12.5 Discussing Short and Long Time Durations 89

12.6 Ordering the Days of the Week 90

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Year

1

For more information on program content for ORIGO Stepping Stones Year 1 visit origoeducation.com/stepping-stones.

Debi DePaul

Peter Stowasser

Allan Turton

contributing authors

Rosemary Irons

James Burnett

SENIOR AUTHORS

Beth Lewis

Donna Richards

Stacey Lawson

PROGRAM EDITORS

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ORIGO Stepping Stones 1 • 4.1

2. Write the missing numerals on these number track pieces.

a.

14

b.

8

c.

10

d.

2

e.

8

f.

11

g.

8

h.

12

Step Ahead Three friends collect basketball cards. Daniel has one more card than Jamal. Kayla has one less card than Jamal. How many cards could each person have?

Kayla has cards. Jamal has cards.

Daniel has cards.

DRAFT80

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What numbers are missing on this cube number track? How do you know?

Identifying One More and One Less4.1

Step Up 1. Write the numerals that are one less and one more.

a. one less one more

6

b. one less one more

3

c. one less one more

5

d. one less one more

9

e. one less one more

4

f. one less one more

2

1 2 3 4 5 6 7 8 9 10 11 13 15

Colour red the cube that shows one more than 5.

Colour blue the cube that shows one less than 5.

Colour green the cubes that show one more and one less than 10.

Complete these sentences.

7 is one less than . 13 is one less than . is one more than 3.

DRAFT 81

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2. Write the missing numerals on these number track pieces.

a.

14

b.

8

c.

10

d.

2

e.

8

f.

11

g.

8

h.

12

Step Ahead Three friends collect basketball cards. Daniel has one more card than Jamal. Kayla has one less card than Jamal. How many cards could each person have?

Kayla has cards. Jamal has cards.

Daniel has cards.

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What numbers are missing on this cube number track? How do you know?

Identifying One More and One Less4.1

Step Up 1. Write the numerals that are one less and one more.

a. one less one more

6

b. one less one more

3

c. one less one more

5

d. one less one more

9

e. one less one more

4

f. one less one more

2

1 2 3 4 5 6 7 8 9 10 11 13 15

Colour red the cube that shows one more than 5.

Colour blue the cube that shows one less than 5.

Colour green the cubes that show one more and one less than 10.

Complete these sentences.

7 is one less than . 13 is one less than . is one more than 3.

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2. Draw jumps of 2. Colour the numbers you land on.

Step Ahead These number patterns were made with jumps of 2. Write the missing numerals.

a.

141312

1110

9

8

7

6 54

32 1

b.

1 2 3 4 5 6 78

91011

121314

15

a. b.

c. d.

10 6 10

9373

42

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DRAFT ORIGO Stepping Stones 1 • 4.2

How many pairs of shoes do you see?

How could you work out the total number of shoes?

Counting in Steps of 24.2

Step Up 1. Draw jumps of 2. Colour the numbers you land on.

a.

b.

1 23

4

6

7101112

5

89

12 3 4 5

6 7

8

9101112

1314

15

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DRAFTORIGO Stepping Stones 1 • 4.2

2. Draw jumps of 2. Colour the numbers you land on.

Step Ahead These number patterns were made with jumps of 2. Write the missing numerals.

a.

141312

1110

9

8

7

6 54

32 1

b.

1 2 3 4 5 6 78

91011

121314

15

a. b.

c. d.

10 6 10

9373

42

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How many pairs of shoes do you see?

How could you work out the total number of shoes?

Counting in Steps of 24.2

Step Up 1. Draw jumps of 2. Colour the numbers you land on.

a.

b.

1 23

4

6

7101112

5

89

12 3 4 5

6 7

8

9101112

1314

15

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1

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2. Start at 5 and count on. Write the total.

Step Ahead Write an addition sentence to match each picture.

a. b.

a.

5

b.

c. d.

5

f.e.

5

5

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What is a quick way to work outthe total number of fi ngers raised?

Counting Forwards from 54.3

I counted from 5.

Use your quick way to work out the total number of cubes.

Step Up 1. Start at 5 and count on. Write the numbers you say.

b.

c.

a.

5

5 6 7 8

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2. Start at 5 and count on. Write the total.

Step Ahead Write an addition sentence to match each picture.

a. b.

a.

5

b.

c. d.

5

f.e.

5

5

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What is a quick way to work outthe total number of fi ngers raised?

Counting Forwards from 54.3

I counted from 5.

Use your quick way to work out the total number of cubes.

Step Up 1. Start at 5 and count on. Write the numbers you say.

b.

c.

a.

5

5 6 7 8

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2. Count on 2. Then write the addition sentence.


Step Ahead Draw jumps to match each addition sentence.

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

3 + 1 = 4 12 + 2 = 14

a.

+ =

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

b.

+ =

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

c.

+ =

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

d.

+ =

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

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86 DRAFT

Step Up 1. Count on 1. Then write the addition sentence.

What is happening in this picture?

On what number did the frog start?

On what number did the frog fi nish? How many jumps did it make?

What addition sentence would match the picture?

Using a Number Track to Count On (to 15)4.4


1 2 3 4 5 6 7 8 9 10

a.

+ =

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

b.

+ =

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

c.

+ =

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

+ =

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DRAFT

2. Count on 2. Then write the addition sentence.


Step Ahead Draw jumps to match each addition sentence.

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

3 + 1 = 4 12 + 2 = 14

a.

+ =

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

b.

+ =

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

c.

+ =

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

d.

+ =

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

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86

Step Up 1. Count on 1. Then write the addition sentence.


On what number did the frog start?

On what number did the frog fi nish? How many jumps did it make?

What addition sentence would match the picture?



1 2 3 4 5 6 7 8 9 10

a.

+ =

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

b.

+ =

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

c.

+ =

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

+ =

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2. Work out the total. Write the addition sentence.


Step Ahead

There are 13 dollar coins in total.How many are in the purse?

dollars

c.

+ =

d.

+ =

a. b.

e.

+ =

f.

+ =

+ =

+ =

DRAFT88

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Step Up 1. Count on 1 or 2 dollars. Then write the addition sentence.

There are 6 dollar coins in this purse and some outside the purse.

How could you work out the totalnumber of dollar coins?

What addition sentence could you write?

Using the Count-On Strategy with Coins4.5


+ =

a.

4 + =

b.

+ =

c.

+ =

d.

+ =

DRAFT 89

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2. Work out the total. Write the addition sentence.


Step Ahead

There are 13 dollar coins in total.How many are in the purse?

dollars

c.

+ =

d.

+ =

a. b.

e.

+ =

f.

+ =

+ =

+ =

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Step Up 1. Count on 1 or 2 dollars. Then write the addition sentence.

There are 6 dollar coins in this purse and some outside the purse.

How could you work out the totalnumber of dollar coins?


Using the Count-On Strategy with Coins4.5


+ =

a.

4 + =

b.

+ =

c.

+ =

d.

+ =

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2. Write the addition sentence to match each card.

a.

+ =

b.

+ =

c.

+ =

5 10 9

d.

+ =

e.

+ =

f.

+ =

11 138

3. Count on 1 or 2. Then write the addition sentence.

a.

+ =

b.

+ =

c.

+ =

14 12 15

Step Ahead Look at the total. Draw more dots on the card. Then complete the addition sentence.

a.

+ =

b.

+ = 8 9

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Step Up 1. Count on 1 or 2. Then write the addition sentence.

What is the easiest way to work outthe total number of dots on this card?


Using the Count-On Strategy4.6

What are some other facts you could work out this way?

a.

+ =

b.

+ =

c.

+ =

d.

+ =

e.

+ =

f.

+ =

+ =

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2. Write the addition sentence to match each card.

a.

+ =

b.

+ =

c.

+ =

5 10 9

d.

+ =

e.

+ =

f.

+ =

11 138

3. Count on 1 or 2. Then write the addition sentence.

a.

+ =

b.

+ =

c.

+ =

14 12 15

Step Ahead Look at the total. Draw more dots on the card. Then complete the addition sentence.

a.

+ =

b.

+ = 8 9

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What is the easiest way to work outthe total number of dots on this card?


Using the Count-On Strategy4.6

What are some other facts you could work out this way?

a.

+ =

b.

+ =

c.

+ =

d.

+ =

e.

+ =

f.

+ =

+ =

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2. Write the addition sentence. Then write the turnaround.


Step Ahead Look at the total. Draw the dots on the card. Then write two addition facts to match.

b.

+ =

+ =

9

a.

+ =

+ =

7c.

+ =

+ =

13

d.

17

+ =

+ =

e.

+ =

+ =

11f.

+ =

+ =

15

a.

+ =

+ =

b.

+ =

+ =

10 11

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DRAFT

What do you notice about these pictures?

What addition fact would match each picture?

What number will you say fi rst?

What number will you count on?


Using the Commutative Property of Addition with Count-On Facts4.7

Step Up 1. Complete the addition fact and its turnaround fact.

a.

+ =

+ =

b.

+ =

+ =

c.

+ =

+ =

f.

+ =

+ =

d.

+ =

+ =

e.

+ =

+ =

These facts are called turnaround facts.

4 1 6

2

2 3 2

2

2

6 2

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DRAFT

2. Write the addition sentence. Then write the turnaround.


Step Ahead Look at the total. Draw the dots on the card. Then write two addition facts to match.

b.

+ =

+ =

9

a.

+ =

+ =

7c.

+ =

+ =

13

d.

17

+ =

+ =

e.

+ =

+ =

11f.

+ =

+ =

15

a.

+ =

+ =

b.

+ =

+ =

10 11

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What do you notice about these pictures?

What addition fact would match each picture?

What number will you say fi rst?

What number will you count on?


Using the Commutative Property of Addition with Count-On Facts4.7

Step Up 1. Complete the addition fact and its turnaround fact.

a.

+ =

+ =

b.

+ =

+ =

c.

+ =

+ =

f.

+ =

+ =

d.

+ =

+ =

e.

+ =

+ =

These facts are called turnaround facts.

4 1 6

2

2 3 2

2

2

6 2

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2. Draw jumps to help you count on. Then write the addition sentence.


Step Ahead Add the number in the star to each number in the circles.Write the answers in the squares.

+1

a.

+2

b.

a. Count on 2.

+ =

11 12 13 14 15 16 17 18 19 20

b. Count on 1.

+ =

11 12 13 14 15 16 17 18 19 20

c. Count on 2.

+ =

11 12 13 14 15 16 17 18 19 20

d. Count on 1.

+ =

11 12 13 14 15 16 17 18 19 20

1316

11

15

9

1610

149

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94 DRAFT


On what number did the kangaroo start?

On what number did the kangaroo fi nish? How many jumps did it make?

What addition sentence matches the picture? How do you know?

What is the turnaround fact?




13 14 15 16 17 18 19 20

a.

+ =

11 12 13 14 15 16 17 18 19 20

b.

+ =

11 12 13 14 15 16 17 18 19 20

c.

+ =

11 12 13 14 15 16 17 18 19 20

d.

+ =

11 12 13 14 15 16 17 18 19 20

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DRAFT

2. Draw jumps to help you count on. Then write the addition sentence.


Step Ahead Add the number in the star to each number in the circles.Write the answers in the squares.

+1

a.

+2

b.

a. Count on 2.

+ =

11 12 13 14 15 16 17 18 19 20

b. Count on 1.

+ =

11 12 13 14 15 16 17 18 19 20

c. Count on 2.

+ =

11 12 13 14 15 16 17 18 19 20

d. Count on 1.

+ =

11 12 13 14 15 16 17 18 19 20

1316

11

15

9

1610

149

17

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94


On what number did the kangaroo start?

On what number did the kangaroo fi nish? How many jumps did it make?

What addition sentence matches the picture? How do you know?

What is the turnaround fact?




13 14 15 16 17 18 19 20

a.

+ =

11 12 13 14 15 16 17 18 19 20

b.

+ =

11 12 13 14 15 16 17 18 19 20

c.

+ =

11 12 13 14 15 16 17 18 19 20

d.

+ =

11 12 13 14 15 16 17 18 19 20

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Step Up Your teacher will give you a sheet of pictures. Cut out the pictures and paste them in the spaces below to make true statements.


Step Ahead

is longer than

is taller than

is shorter than

is longer than

is wider than

is narrower than

Draw a ribbon that is longer and wider than this red ribbon.

DRAFT96

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Look at the white car.Which car is shorter? Which car is longer?

Which crane has the longest arm? Which is tallest? Which is shortest?

Look at all the purple windows.Which window is the widest? Which is the narrowest?

What other lengths could you compare in the picture?


Revising Language to Describe Lengths4.9

DRAFT 97

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Step Up Your teacher will give you a sheet of pictures. Cut out the pictures and paste them in the spaces below to make true statements.


Step Ahead

is longer than

is taller than

is shorter than

is longer than

is wider than

is narrower than

Draw a ribbon that is longer and wider than this red ribbon.

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Look at the white car.Which car is shorter? Which car is longer?

Which crane has the longest arm? Which is tallest? Which is shortest?

Look at all the purple windows.Which window is the widest? Which is the narrowest?

What other lengths could you compare in the picture?


Revising Language to Describe Lengths4.9Year

1

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Step Ahead List some more classroom objects that are about 5 cubes long.

2. Colour the objects that are about the same length as this cube train.

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DRAFT

How could you use the blocks to measure the length of the pencil?

Does it matter which way the blocks are placed? Why?

Does it matter if gaps are left between the blocks? Why?


Counting Informal Units to Measure Length4.10

Step Up 1. Colour the objects that are about the same length as this cube train.

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Step Ahead List some more classroom objects that are about 5 cubes long.

2. Colour the objects that are about the same length as this cube train.

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How could you use the blocks to measure the length of the pencil?

Does it matter which way the blocks are placed? Why?

Does it matter if gaps are left between the blocks? Why?


Counting Informal Units to Measure Length4.10

Step Up 1. Colour the objects that are about the same length as this cube train.

Year

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Step Ahead Your teacher will give you a leaf. Trace around the leaf in the space below. Then measure your leaf with your paper ant trail.


2. Draw a leaf to match each length exactly.

6 ants long

3 ants long

ants long

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DRAFT

Paper ants were used to measure this leaf.

Is the measurement accurate?How do you know?

How would you use the paper antsto measure the leaf?

Measuring Length Using the Same Informal Units4.11


Step Up 1. Use your paper ant trail to measure each leaf. Write the number of ants.

ants long ants long

I would use tape to join my paper ants so they were in one line with no gaps and no overlaps.

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DRAFT

Step Ahead Your teacher will give you a leaf. Trace around the leaf in the space below. Then measure your leaf with your paper ant trail.


2. Draw a leaf to match each length exactly.

6 ants long

3 ants long

ants long

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Paper ants were used to measure this leaf.

Is the measurement accurate?How do you know?

How would you use the paper antsto measure the leaf?

Measuring Length Using the Same Informal Units4.11


Step Up 1. Use your paper ant trail to measure each leaf. Write the number of ants.

ants long ants long

I would use tape to join my paper ants so they were in one line with no gaps and no overlaps.

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2. Guess then measure the length of this whiteboard marker.

Length of the whiteboard marker

Measuring object My guess Measurement

cubes cubes long cubes long

links links long links long

pattern blocks blocks long blocks long

paper clips clips long clips long

a.

b.

c.

d.

Step Ahead Blake measured the length of a toy truck. It was 2 paper clips long. Sara used a diff erent object to measure the same toy truck. She found that it was 4 objects long.

What do you know about the length of the object that Sara used to measure?

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102 DRAFT

How many paper clips long is this toy truck?

How many cubes long is the truck?What do you notice?

Has the length of the truck changed?

What other objects could be used to measure the toy truck?

Measuring Length Using Diff erent Informal Units4.12


Step Up 1. Guess fi rst, then measure the length of this pencil using the objects below.

Length of the pencil






a.

b.

c.

d.

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2. Guess then measure the length of this whiteboard marker.

Length of the whiteboard marker






a.

b.

c.

d.

Step Ahead Blake measured the length of a toy truck. It was 2 paper clips long. Sara used a diff erent object to measure the same toy truck. She found that it was 4 objects long.

What do you know about the length of the object that Sara used to measure?

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102

How many paper clips long is this toy truck?

How many cubes long is the truck?What do you notice?

Has the length of the truck changed?

What other objects could be used to measure the toy truck?

Measuring Length Using Diff erent Informal Units4.12


Step Up 1. Guess fi rst, then measure the length of this pencil using the objects below.

Length of the pencil






a.

b.

c.

d.

Year

1

STUDENT JOURNAL SAMPLE - Teacher Superstore · 8.6 Sorting 2D Shapes and 3D Objects 62 MODULE 9 9.1...

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