Origo Math Practice Book 1 t443p

ORIGO Stepping Stones is a world class core math program written and developed for elementary schools implementing the Common Core State Standards.* This revolutionary online program integrates print and digital technology to give educators what they have been requesting for years.

STUDENT JOURNAL

ORIGO Stepping Stones is an innovative online program that •

Honestly addresses both the content and the intent of the CCSS.

•

Fosters students’ thinking and reasoning skills.

•

Delivers multiple ways to differentiate classroom instruction.

•

Provides a valuable source of professional learning for the teacher.

•

Offers methods to assess deep understanding and skills.

•

Is rich in online and print resources that engage all students.

It’s simply a smarter approach!

THIS BOOK BELONGS TO

*or the Texas Essential Knowledge and Skills (TEKS) or the Common Core State Standards for Mathematics with California Additions.

2

Product Code: SSJ 226 2

2

STUDENT JOURNAL

PL E M

SA SENIOR AUTHORS

PROGRAM CONSULTANTS

James Burnett

Diana Lambdin

Calvin Irons

Frank Lester, Jr. Kit Norris

contributing authors

PROGRAM EDITORS

Peter Stowasser

James Burnett

Allan Turton

Beth Lewis Donna Richards Kevin Young

STUDENT JOURNAL

1.9 1.10 1.11 1.12

20 22

2.3 2.4 2.5 2.6 2.7 2.8 2.9 2.10 2.11 2.12

Working with Addition Using the Commutative Property of Addition with Count-On Facts Relating Addition and Subtraction Facts (Count-On Facts) Working with Count-On Fact Families Extending the Count-On Addition Strategy to Two-Digit Numbers Using Place Value (Hundred Chart) to Add Two-Digit Numbers Using Place Value (Number Line) to Add Two-Digit Numbers Reading and Writing Time on the Hour and Half Past the Hour Working with Duration (Hours) Identifying Five-Minute Intervals Working with Five-Minute Intervals Working with Duration (Hours and Minutes)

MODULE 3 3.1 3.2 3.3 3.4 3.5 3.6 3.7 3.8 3.9 3.10 3.11 3.12

Working with Hundreds Writing Three-Digit Numbers Reading and Representing Three-Digit Numbers Writing Three-Digit Number Names Writing Three-Digit Numerals Identifying Three-Digit Numbers on a Number Line Measuring Length with Uniform Non-Standard Units Introducing the Inch Working with Inches Introducing Feet Working with Feet and Inches Introducing Yards

4.4 4.5 4.6 4.7 4.8

24 26 28 30

4.9 4.10 4.11 4.12

MODULE 5

MODULE 2 2.1 2.2

4.3

5.1 32 34 36 38 40 42 44 46 48 50 52 54

5.2 5.3 5.4 5.5 5.6 5.7 5.8 5.9 5.10 5.11 5.12

56 58 60 62 64 66 68 70 72 74 76 78

6.1 6.2 6.3

6.4 6.5 6.6 6.7

6.8 6.9 6.10 6.11 6.12

7.1 7.2 7.3 7.4 7.5 7.6 7.7 7.8

82 84 86 88 90

7.9 7.10 7.11 7.12

92 94 96 98

Skip Counting by 2 or 5 Adding Jumps of 2 or 5 Describing Equal Groups Adding Equal Groups Describing Arrays Adding Equal Rows Using the Turnaround Idea with Arrays Identifying and Comparing Amounts of Money Relating Amounts of Money Working with Cents Working with Dollars Working with Dollars and Cents

Using the Make-Ten Addition Strategy Working with Make-Ten Fact Families Extending the Make-Ten Addition Strategy Beyond the Facts Analyzing Addition Patterns (with Bridging) Extending the Doubles Addition Strategy Using Place Value to Add Two-Digit Numbers Using Place Value to Add Two-Digit Numbers (with Bridging) Introducing Centimeters Working with Centimeters Introducing Meters Working with Meters Using Line Plots to Record Length

8.1

100 102

8.2

104

8.4

106

8.5

108

8.6

110

8.7

112 114 116 118 120 122 124 126

8.8 8.9 8.10 8.11 8.12

152 154 156 158 160 162 164 166 168 170 172 174

Composing and Decomposing Two-Digit Numbers Subtracting One-Digit Numbers from Two-Digit Numbers Calculating Difference Between Two-Digit Numbers Consolidating Subtraction with Two-Digit Numbers Relating Addition and Subtraction Beyond the Facts Using the Unknown Addend Strategy to Subtract Two-Digit Numbers Using Place Value (Number Line) to Solve Subtraction Problems Introducing the Pound Working with Pounds Introducing the Kilogram Working with Kilograms Comparing Customary and Metric Units

176 178 180 182 184 186 188 190 192 194 196 198

MODULE 9 9.1

128 130

9.2 9.3

132

9.4

134 136 138

9.5 9.6 9.7

140 142 144 146 148 150

ORIGO Stepping Stones 2

MODULE 10

MODULE 8

8.3

Representing Three-Digit Numbers (with Zeros) Representing Three-Digit Numbers (with Teens and Zeros) Writing Three-Digit Numbers in Numerals and Words Working with Three-Digit Numbers to One Thousand Comparing Three-Digit Numbers Ordering Three-Digit Numbers Marking the Direction of Turn Describing Amounts of Turn Identifying Polygons Identifying Quadrilaterals Working with Polygons Drawing 2D Shapes

MODULE 6

80

9.8 9.9 9.10 9.11 9.12

Exploring the Relative Position of Three-Digit Numbers Estimating Answers (Adding within 100) Estimating Answers (Subtracting within 100) Using the Associative Property of Addition with Three One- and Two-Digit Numbers Using the Associative Property of Addition with Four One- and Two-Digit Numbers Solving Word Problems Identifying One-Half, One-Fourth, and One-Third of a Collection Identifying One-Half, One-Fourth, and One-Third of a Region Exploring Fractions Analyzing Fractions Working with Parts of a Whole (Equal Size) Exploring Area

200 202 204 206 208

10.1 10.2 10.3 10.4 10.5 10.6 10.7 10.8 10.9 10.10 10.11 10.12

224 226 228 230 232 234 236 238 240 242 244 246

MODULE 11 11.1 11.2 11.3 11.4 11.5 11.6 11.7 11.8 11.9 11.10 11.11 11.12

Extending the Count-Back Strategy to Three-Digit Numbers Using Place Value to Subtract Two-Digit Numbers from Three-Digit Numbers Using Place Value to Subtract Three-Digit Numbers Consolidating Subtraction of Two- and Three-Digit Numbers Using a Place-Value Strategy to Subtract Three-Digit Numbers Using a Place-Value Strategy to Solve Subtraction Problems Introducing the Multiplication Symbol (×) Using Multiplication (Equal Groups) Using Division Language (Sharing) Relating Multiplication and Division (Sharing) Using Division Language (Grouping) Relating Multiplication and Division (Grouping)

248 250 252 254 256 258 260 262 264 266 268 270

MODULE 12 12.1 12.2 12.3

210 212

12.4

214

12.5

216 218 220 222

12.6 12.7 12.8 12.9 12.10 12.11 12.12


Extending the Count-On Strategy to Three-Digit Numbers Using Place Value to Add Two- and Three-Digit Numbers Using Place Value to Add Three-Digit Numbers Composing Three-Digit Numbers Using the Make-Ten Strategy to Add Oneand Three-Digit Numbers (with Bridging) Using Place Value to Add Two- and Three-Digit Numbers (with Bridging) Using Place Value to Add Three-Digit Numbers (with Bridging) Consolidating Addition with Three-Digit Numbers Identifying Polyhedrons Identifying Pyramids Investigating 3D Objects Drawing 3D Objects

Decomposing Three-Digit Numbers Subtracting One-Digit Numbers from Three-Digit Numbers (with Bridging) Consolidating Subtraction of One-Digit Numbers (with Bridging) Using Place Value to Subtract Two-Digit Numbers from Three-Digit Numbers (with Bridging) Consolidating Subtraction of Two-Digit Numbers (with Bridging) Using Place Value to Subtract Three-Digit Numbers (with Bridging) Consolidating Subtraction of Three-Digit Numbers (with Bridging) Consolidating Subtraction of Two- and Three-Digit Numbers (with Bridging) Introducing Cups, Pints, and Quarts Working with Cups, Pints, and Quarts Introducing Liters Working with a Liter

272 274 276 278

280 282 284 286 288 290 292 294

CONTENTS

1.8

18

4.2

MODULE 7

Exploring the Comparison Model of Subtraction Extending the Count-Back Strategy to Two-Digit Numbers Using Place Value (Hundred Chart) to Subtract Two-Digit Numbers Using Place Value (Number Line) to Subtract Two-Digit Numbers Working with the Doubles Addition Strategy Relating Addition and Subtraction (Doubles Facts) Working with Doubles Fact Families Extending the Doubles Addition Strategy Beyond the Facts Working with Time Quarter Past the Hour Identifying and Recording Time Using a.m. and p.m. Working with Timetables and Duration Working with the Calendar

PL E

1.7

16

4.1

© ORIGO Education.

1.6

8 10 12 14

M

1.5

Writing Tens and Ones, and Number Names Writing Two-Digit Numbers Reading and Writing Two-Digit Numbers Exploring the Relative Position of Two-Digit Numbers on a Number Track Exploring the Relative Position of Two-Digit Numbers on a Number Line Working with Two-Digit Numbers on a Number Line Comparing Two-Digit Numbers on a Number Line Comparing and Ordering Two-Digit Numbers Exploring the Properties of Odd and Even Numbers Solving Number Puzzles on a Hundred Chart Sorting Data in Different Ways Interpreting and Constructing One-to-One Picture Graphs

© ORIGO Education.

1.1 1.2 1.3 1.4

MODULE 4

SA

CONTENTS

MODULE 1

•

Honestly addresses both the content and the intent of the CCSS.

•

Fosters students’ thinking and reasoning skills.

•

Delivers multiple ways to differentiate classroom instruction.

•

Provides a valuable source of professional learning for the teacher.

•

Offers methods to assess deep understanding and skills.

•

Is rich in online and print resources that engage all students.

It’s simply a smarter approach!

2

Product Code: SSP 332 2

2

PRACTICE BOOK

STUDENT JouRNAL Engaging student pages accompany each lesson within ORIGO Stepping Stones. In the Student Journals for Grades 1–5, there are two pages for each lesson. Following are the features of the Grade 2 Student Journal as a part of the whole program.

Each book is one component of a comprehensive teaching program. Together they are a collection of consolidation and practice pages from lessons in the ORIGO Stepping Stones program.

PL E

STEP 2 Step 2 provides individual work based on the discussion above.

Additional Resources — Print

a.

9 dots in total

b.

13 dots in total

c.

11 dots in total

How could you figure out the number of cows in the barn?

.

The total is

.

ORIGO Stepping Stones 2 • 4.6

Module

−

14 dots in total

+ =

=

f.

=

−

16 dots in total

+

=

=

The Number Case provides teachers with ready-made resources that are designed to develop students’ understanding of number.

=

−

=

Write a number fact to match each story.

a. Tyler put 6 cookies on a plate. The plate can hold 14 cookies. How many more cookies can Tyler fit on the plate?

b. Donna and Keisha have 12 berries together. Keisha has 5 berries. How many berries does Donna have?

c. Maria bought 16 stickers. There are 7 red stickers and the rest are blue. How many stickers are blue?

d. Luis and Tien have read 12 books in total. Tien has read 6 books. How many books has Luis read?

0

10

20

30

40

50

60

70

80

90

60

hundreds

tens

ones

These are some of the innovative teaching channels integrated into the teacher’s online program.

Lesson


ORIGO MathEd

Flare

Fundamentals Game Boards

Professional learning sessions

Interactive whiteboard tools

Interactive games


9

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

26

27

28

29

30

31

2

32

3

33

4

34

5

35

6

36

7

37

8

38

39

40

41

42

43

44

45

46

47

48

49

50

51

52

53

54

55

56

57

58

59

60

61

91


100

1

Additional Resources (ONLINE CHANNELS)

STEP 3 Step 3 puts a little twist on each lesson to develop higher-order thinking skills.

ORIGO Stepping Stones 2 • 4.6 Grade

=

=

© ORIGO Education.

.

−

e.

+

© ORIGO Education.

The other part is

=

SA

.

.

17 dots in total

+

© ORIGO Education.

.

© ORIGO Education.

The total is

The total is

One part is

© ORIGO Education.

.

The other part is

=

Step Ahead

b.

.

−

−

1. Write the two parts and the total for each picture.

.

=

+

I could start with 15 and take away 7, or I could think 7 plus "something" is 15.

One part is

+

M

d.

The other part is

ORIGO Big Books build on young students’ natural love for stories to help introduce key mathematical concepts. There are 12 Big Books at this grade.

2. Figure out how many dots are covered. Then write the matching equations.

There are 15 cows on this farm. Some of the cows are in the barn.

One part is

*or the Texas Essential Knowledge and Skills (TEKS) or the Common Core State Standards for Mathematics with California Additions.

Class teachers will decide which pages suit individual needs. So students might not complete every page in these books. For more information about the program, visit www.origoeducation.com/steppingstones.

STEP 1 Step 1 provides guided discussion of enquiry. This often sets the scene for the lesson. Teachers can project this piece of the lesson and step through each question or point one at a time.

a.

INTRODUCTION

ORIGO Stepping Stones is an innovative online program that

NOTES FOR HOME

Relating Addition and Subtraction (Doubles Facts)

Step Up

PRACTICE BOOK

INTRODUCTION

This revolutionary online program integrates print and digital technology to give educators what they have been requesting for years.

THIS BOOK BELONGS TO

each picture.

90

ORIGO Stepping Stones is a world class core math program written and developed for elementary schools implementing the Common Core State Standards.*

Regular and meaningful practice is a hallmark of ORIGO Stepping Stones. Each module in this book has perforated pages that practice content previously learned to maintain concepts and skills, and pages that practice computation to promote fluency.

The ORIGO Stepping Stones program has been created to provide a smarter way to teach and learn mathematics. It has been developed by a team of experts to provide a world-class math program that honestly addresses the content and intent of the Common Core State Standards.

e away 7, hing" is 15.

4.6

PRACTICE BOOK

STEPPING STONES RESOURCES — PRINT

62

63

64

65

66

67

68

69

70

71

72

73

74

75

76

77

78

79

80

81

82

83

84

85

86

87

88

89

90

91

92

93

94

95

96

97

98

99

100

A three-dimensional (3D) object shows length, width, and height. A 3D object can be solid like a brick, hollow like a football, or skeletal like a house frame. For example:

LITER

An addition fact family includes an addition fact, its turnaround fact and the two related subtraction facts. For example:

4 + 2 = 6 2 + 4 = 6

addition fact with its turnaround fact

6 – 4 = 2 6 – 2 = 4

the two related subtraction facts

POLYGON

A liter is a metric unit of capacity.

A polygon is any closed 2D shape that has three or more straight sides. For example:

METER A meter is a metric unit of length that is longer than one yard. One hundred centimeters is the same length as one meter.

A triangle is a polygon that has three sides.

A quadrilateral is any polygon with four sides.

A pentagon is a polygon that has five sides.

A hexagon is a polygon that has six sides.

MULTIPLICATION Fractions describe parts of one whole, when those parts are of equal size. For example, when one whole is split into two groups or two parts of equal size, the fraction one-half describes one of those groups or parts. When one whole is split into four groups or four parts of equal size, the fraction one-fourth (one-quarter) describes one of those groups or parts.

Mental computation strategies

CAPACITY Capacity is the amount something can hold. CENTIMETER A centimeter is a metric unit of length that is shorter than one inch. COMPARING

When read from left to right, the symbol > means is greater than. The symbol < means is less than. For example:

3

2 < 6 means 2 is less than 6

•

EVEN NUMBER An even number is any whole number that has a 0, 2, 4, 6, or 8 in the ones place.

For example:

se a known sum (use doubles) U See 7 + 7 think double 7 See 25 + 26 think double 25 plus 1 more See 35 + 37 think double 35 plus 2 more


15

×

2

=

6

Addition facts are all the addition sentences that show two one-digit numbers being added. Addition facts can be written with the total or sum at the start or at the end.

Make ten See 9 + 4 think 9 + 1 + 3 See 38 + 14 think 38 + 2 + 12

Count back See 9 – 2 think 9 – 1 – 1 See 26 – 20 think 26 – 10 – 10

=

NUMBER FACTS

2 + 3 = 5 or 9 = 4 + 5

Subtraction facts are all the subtraction sentences that are related to the addition facts. For example:

Subtraction • Think addition See 17 – 9 think 9 + 8 = 17 so 17 – 9 = 8 •

5

A pyramid is a polyhedron that has any polygon for a base. All the other faces ed to the base are triangles that meet at a point.

QUART

Addition • Count on See 3 + 8 think 8 + 1 + 1 + 1 See 58 + 24 think 58 + 10 + 10 + 4

•

×

A polyhedron is any closed 3D object that has four or more flat faces.

three groups of two is six

These are strategies you can use to figure out a problem in your head.

2+3=5

1 row

equal groups

M

For example:

array

3

A kilogram is a metric unit of weight.

Addition is used to find the total or sum of two or more numbers of objects. This is recorded in an addition sentence that uses words or symbols. Addition is shown by the + symbol.

POLYHEDRON

For example:

three rows of five is fifteen

KILOGRAM ADDITION

Multiplication is used to find the total number of objects in an array or in a number of equal groups. This is recorded in a multiplication sentence that uses words or symbols. Multiplication is shown by the × symbol.

PL E

A sphere is a ball-shaped 3D object made with one curved surface.

FRACTION

5 – 2 = 3 or 9 – 4 = 5

ODD NUMBER An odd number is any whole number that has a 1, 3, 5, 7, or 9 in the ones place. © ORIGO Education.

A cube is a box-shaped 3D object made with six flat surfaces that are the same size.

A cylinder is a 3D object made with two flat surfaces and one curved surface.

© ORIGO Education.

A cone is a 3D object made with one flat surface and one curved surface.

PINT A pint is a unit of capacity.


A quart is a unit of capacity. One quart is the same as two pints. SUBTRACTION Subtraction involves taking one number away from another. Subtraction may be used to find an unknown addend or to find the difference between two numbers. This is recorded in a subtraction sentence that uses words or symbols. Subtraction is shown by the – symbol. For example:

5–2=3

TURNAROUND FACT Each addition fact has a related turnaround fact. For example:

4 + 2 = 6 2+4=6

GLOSSARY

FACT FAMILY

SA

GLOSSARY

3D OBJECT

Writing Tens and Ones, and Number Names

1.1

2. Write the number of tens and ones on the expander. Then write the number name. a. a. a.

Look at this picture. What number does it show?

How could you use tens and ones blocks to show the same number?

PL E

a. b.

How would you show the number on this expander? How do you know? How would you write the number name?

a.

twenty-six

seventy-three

1. Write the number of tens and ones on the expander. Then complete the number name.

d.

SA

Step Up

fifty-one

c. a.

M

What do you know about these numbers?

fifty three

b.

Step Ahead

Two people show 17 with their hands like this.

8


© ORIGO Education.

t wenty nine

© ORIGO Education.

Loop the numbers that three people could show. thirty-eight


twenty-one

fifty-three

thirty

9

1.2

Writing Two-Digit Numbers

2. Complete these mix-and-match puzzles. a.

Look at the number on this expander. How do you read and say the number?

5

b. a.

2

How could you show the number using tens and ones blocks? How many people would be needed to show the number with their fingers? How do you know? How would you write the numeral without using an expander? How would you write the number name?

a.

b.

d.

45

SA

forty

a. c.

87

M

Step Up

1. Write the number of tens and ones on the expander. Then write the numeral and number name.

PL E

a.

twenty

Step Ahead

Count the number of tens and ones blocks.

c. a. Write the numeral.

10


© ORIGO Education.

© ORIGO Education.

b. Write the number name. ORIGO Stepping Stones 2 • 1.2

11

1.3

Reading and Writing Two-Digit Numbers

2. Write the numeral with and without the expander.

Look at these number names. fifty-two

fifteen

a.

seventy-one

b.

seventeen

c.

seventy-four

d.

forty-one

e.

forty

f.

fourteen

h.

sixty

i.

sixty-seven

fifty

What do you notice when you read and say these numbers? Do you always say the number of tens first? What are some other numbers where you say the number of ones first?

a.

d.

sixty-three

fifty-six

b.

e.

eighty-four

c.

ninety-two

twenty-eight

f.

Step Ahead

I am greater than sixty and less than seventy. The digit in my tens place is less than the digit in my ones place.

thirty-two

© ORIGO Education.

© ORIGO Education.


Read the clues. Write the numeral on the expander to match.

a.

b.

12

sixteen

1. Read the number name. Write the numeral with and without the expander.

SA

Step Up

g.

M

What are some other numbers where you say the number of tens first?

PL E

How would you show the numbers on these expanders?

I am less than forty and greater than thirty. The digit in my ones place is less than the digit in my tens place.


13

Exploring the Relative Position of Two-Digit Numbers on a Number Track

1.4

2. Write the numerals that should be shown in these positions. a.

Look at this piece of number track.

30

40 50

What numeral would you write in the position shown by the red arrow? How do you know?

42 Step Up

37

1. Draw a line to show where each numeral and number name is located on the track. 10

20

90

c.

fourteen

twenty-one

23

30

SA

18

29

80

M

12

31

29

b.

PL E

How can you figure out where each of these is located on the number track?

60

40

thirty-two

30

Step Ahead

Look at this piece of number track.

thirty-nine

40

40 50

38

forty-seven

14

forty-four


© ORIGO Education.

46

© ORIGO Education.

Loop the numerals that you could show on this piece of number track. 40


44

42

55

49

52

15

1.5

Exploring the Relative Position of Two-Digit Numbers on a Number Line

2. Draw a line from each numeral to its position on the number line. a.

Look at the number track.

42

What numeral would you write in the position that is yellow? How do you know? 1

51

58

50

60

47

53

55

69

74

79

85

93

70

80

90

100

71

82

89

96

20

PL E

40

20 Look at this number line above. How is it the same as the number track? How is it different? What numeral should we write at the start of the number line?

M

Which mark on the number line shows the same number that is shaded on the number track? How do you know?

What is a quick way to find 17 on the number line?

Step Up

0

10

20

11

15

22

28

Step Ahead

30

27


Draw arrows from each numeral to its position on the number line. Think carefully before you draw. 30

© ORIGO Education.

19

© ORIGO Education.

12

SA

1. Draw a line from each numeral to its position on the number line.

9

70

b.

What do you notice about the marks along the number line? What do the marks of different length show? How do you know?

16

64

20 ORIGO Stepping Stones 2 • 1.5

25

35

40 17

Working with Two-Digit Numbers on a Number Line

1.6

2. Write the numerals that should be in the boxes above each number line. Then draw a line from each box below the number lines to show that numeral’s position.

Look at this number line.

0

a.

10

20

30

10

What other numerals are you able to find on this number line?

15

15 is halfway between 10 and 20.

PL E

How do you know?

30 35

50 45

b.

Mark 15 and 25 on the number line. How could you find 19? What numeral would it be near?

20

How could you find 12? What numerals are closer to 10 than 20? How do you know? 1. Write the numeral that should be in each box. Think carefully before you write.

a.

b. 0

20

40

35

60 55

c.

40

10

SA

0

M

Step Up

25

40

50 25

60

90 75

80

Step Ahead

Divide the number line into smaller parts that are the same length. Then find and mark 16 and 47.

c. 100

18


© ORIGO Education.

50

© ORIGO Education.

0

10


30

50

19

Comparing Two-Digit Numbers on a Number Line

1.7

2. Write the numeral that you think should be in each position.

Look at the this number line.

0

5

10

15

20 80

90

100

Which numeral is the greater distance from zero? Which numeral is greater?

PL E

What numeral should be marked at the position of each arrow? How do you know?

3. Write < or > to complete these. Use the number line from Question 2 to help.

What numerals are greater than 13 but less than 17? How do you know?

a.

Which symbols do we write for greater than and less than? How do you know?

1. Draw a line to each numeral to its position on the number line. Then write < or > in each circle to describe each pair of numerals.

a. 36

38

40

b.

50 20

49

54

62

58

60

69

80

89

81

90

96

e.

h.

82

90

93

84

99

83

c.

f.

i.

92

95

87

95

88

98

47

Step Ahead

50

a.

66

c.

70


© ORIGO Education.

30

51

42

g.

SA

33

© ORIGO Education.

Step Up

M

d.

88

b.

Write two-digit numerals and < or > to complete true comparison sentences.

26 91

e.


b.

d.

70 54

f.

21

Comparing and Ordering Two-Digit Numbers

1.8

This table shows amounts raised by Grades 3 and 4. Use the table to answer Questions 3 and 4. One

Two

Week Three

3

$63

$58

$39

$45

$53

4

$59

$65

$40

$57

$38

Grade

Look at the amounts in these purses.

$51

Which purse has more money? How do you know?

$26

Did you compare the digits in the tens place or the ones place first? Why?

Four

Five

3. a. Write the amounts that are less than $50.

Which of these amounts are greater than $26 but less than $51?

PL E

b. Write the amounts raised by Grade 3 in order from greatest to least.

$44

$14

$41

$34

Look at all the purses above.

4. Complete these sentences.

M

How would you figure out the order from least to greatest amount?

1. This table shows amounts raised by Grades 1 and 2 for a school fundraiser. For each week, color the box that shows the greater amount raised.

Grade

One

Two

1

$64

$48

2

$57

$62

Week Three

Four

Five

$39

$55

$61

$50

$58

$35

a. Grade

SA

Step Up

22

Grade 1 Week 5

b.

Grade 2 Week 1

or

Grade 2 Week 4

c.

Grade 1 Week 3

or

Grade 2 Week 5


.

Look at the tables on page 22 and at the top of this page.

Grade 1

© ORIGO Education.

or

and Week

a. Use a calculator to figure out how much money each grade raised in total.

© ORIGO Education.

Grade 1 Week 1

.

raised more in Week 3 than Grade

b. Grade 4 raised less than Grade 3 in Week

Step Ahead

2. Loop the week in which less money was raised. a.

c. Write the amounts raised by Grade 4 in order from least to greatest.

Total Money Raised Grade 2 Grade 3

Grade 4

b. Which grade raised the greatest amount of money? ORIGO Stepping Stones 2 • 1.8

23

Exploring Properties of Odd and Even Numbers

1.9

2. Look at this chart.

These number mats have been sorted into two groups.

a. Color the odd numbers blue.

b. Write about a pattern you see.

PL E

How would you describe the sorting?

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

26

27

28

29

30

3. Write all the even numbers between 21 and 40.

What types of numbers are in each group?

What are some other numbers you could show in each group? How do you know?

4. Write all the odd numbers between 28 and 45.

M

Even numbers can be shown with a groups of two arrangement where every part has a partner. For odd numbers, there is always one left over.

5. Write the next two even numbers.

SA

1. a. Look at the chart below. Color the even numbers red. Look at the number mats above to help.

Step Up

a.

10

,

,

a.

7

,

,

b.

18

,

,

b.

25

,

,

c.

44

,

,

c.

33

,

,

d.

50

,

,

d.

49

,

,

b. Write about a pattern you see.

24

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

26

27

28

29

30

Step Ahead


© ORIGO Education.

2

© ORIGO Education.

1

6. Write the next two odd numbers.

Write the numbers that you say when you start at 5 and count in steps of 5. Then color the numbers that are even.

5 10 15 ORIGO Stepping Stones 2 • 1.9

25

1.10

Solving Number Puzzles on a Hundred Chart

c.

d.

I am an even number. I am between 60 and 80. I am less than 64.

I am between 80 and 100. The difference between my digits is 9. I am an even number.

Where do you see or hear two-digit numbers?

Find 28 on this hundred chart. What does the 2 tell you?

1

2

3

4

5

6

7

8

9

11

12 13 14 15 16 17 18 19 20

e.

10

I am between 30 and 60. The difference between my digits is 0. I am an even number.

PL E

31 32 33 34 35 36 37 38 39 40

What are some things you know about this two-digit number?

41 42 43 44 45 46 47 48 49 50

g.

51 52 53 54 55 56 57 58 59 60 Read this number puzzle.

61 62 63 64 65 66 67 68 69 70

M

91 92 93 94 95 96 97 98 99 100

SA

63


b. 45

62

20 8

The total of the tens digit and the ones digit is always

c.

53

97 The difference between the tens digit and the ones digit is always

© ORIGO Education.

The total of the tens digit and the ones digit is always © ORIGO Education.

26

81

27

I am between 60 and 70. The difference between my digits is 2. I am greater than 65.

31

44

53

a.

Figure out these number puzzles. b.

For each flower, write what you notice about the digits in each petal.

Step Ahead

What is the greatest possible number? How do you know?

I am between 30 and 40. I am greater than 35, but less than 39. I am an odd number.

I am greater than 60 and less than 90. The difference between my digits is 3. I am an even number.

81 82 83 84 85 86 87 88 89 90

Color the hundred chart to show all the possible answers. What do you notice?

a.

h.

I am between 40 and 60. When you add my digits, the total is 11. I am an odd number.

71 72 73 74 75 76 77 78 79 80

I am a two-digit number. When you add my tens and ones digits, the total is 7. What numbers could I be?

Step Up

I am an odd number. When you add my 2 digits, the total is 6. I am less than 20.

21 22 23 24 25 26 27 28 29 30

What does the 8 tell you?

What is the least possible number?

f.


27

1.11

Sorting Data in Different Ways

b. Write about your sorting on page 28.

How could you sort these bow ties and neckties?

2. a. Sort the same hats another way. Then complete this graph to show your sort.

PL E

Type of hat

Clown Hat Graph

0

1

2

3

4 5 6 Number of hats

7

8

9

10

M

b. Write about your sorting above.

How could you show your sorting?

Step Up

3. Describe another way you could sort the hats.

SA

What type of graph would you use? Why?

1. a. Y our teacher will give you a sheet of pictures. Sort the hats then complete this graph to show your sort.

28

1

2

3

4 5 6 Number of hats

7

8

9

10


© ORIGO Education.

0

Step Ahead

© ORIGO Education.

Type of hat

Clown Hat Graph

Look at your graph in Question 2. Complete these sentences to describe the data.

a. There are

more

b. There are

less


hats than hats than

hats. hats. 29

1.12

Interpreting and Constructing One-to-One Picture Graphs

2. a. Draw

Type of movie

Comedy means 1 vote

Comedy

Cartoon Action Scary Number of votes

Cartoon b. What is the most popular type of movie?

PL E

Action

c. What is the least popular type of movie?

Scary Number of votes

d.

How many students voted for each type of movie? How do you know? How many more students voted for Action than Cartoon?

Step Up

Step Ahead

Comedy

1. Ask each student in your class to vote for their favorite type of movie. Record the results in this tally chart. Type of movie Comedy

Tally

a. Complete this bar graph to show the data from your tally chart. Favorite Movies

SA

How many students voted in total? How do you know?

M

What types of movies are more popular than Scary?

students in total voted for Comedy and Scary.

e. What is the difference in the number of votes for Action and Cartoon?

Type of movie

Type of movie

means 1 vote

Favorite Movies

Lily asked some students to vote for their favorite type of movie. She showed the results with this picture graph. Favorite Movies

to create a picture graph that shows your results.

Total

Cartoon Action Scary 0

Cartoon

1

2

3

4

5 6 7 8 Number of votes

9

10

11

12

13

b. Which type of graph do you like best? Explain your thinking.

Scary

30


© ORIGO Education.

© ORIGO Education.

Action


31

2.1

Working with Addition

2. Add the groups. Then write an addition fact to match.

What addition story could you say about this picture?

Which numbers are parts of the total? How do you know? What equation could you write to match your story?

a. eggs in the basket.

There are

eggs out of the basket.

There are

eggs in total.

SA

a.

b.

Kimie has 6 raspberries and 2 strawberries. How many berries does she have in total?

Mano has eaten 7 olives and has 2 more to eat. How many olives did he have in total?

=

green apples.

There are

red apples.

There are

apples in total.

Step Ahead

© ORIGO Education.

There are

+ 32

d.

3. Read the story. Then write an addition fact to match.

M

There are

+

b.

c.

1. Write numbers to match each picture. Then write the addition fact.

=


© ORIGO Education.

Step Up

b.

PL E

Which number is the total in your story? How do you know?

a.

Write numerals to complete different number facts. Make each total less than 10.

+

3

=

=

3

+

+

3

=

=

3

+

+

3

=

=

3

+


33

2.2

Using the Commutative Property of Addition with Count-On Facts

2. Draw lines to matching turnaround facts. Cross out the facts that do not have a match.

Look at these pictures. What do you notice?

3+2=5

1+6=7

7+2=9

2+7=9

4+1=5

0+8=8

3 + 8 = 11

PL E

What addition facts could you write to match the pictures?

8 + 3 = 11

What do you call a pair of facts like this? These are called turnaround facts. Turnaround facts have the same parts and the same total.

2+3=5

1+8=9

8+1=9

8+0=8

3. Write true or false.

a.

b.

+ +

2 4

= =

34

=

+

=

5+0=5 is the turnaround for

b.

0+5=5

d.

4+1=5 is the turnaround for

3 + 9 = 12 is the turnaround for

c.

12 + 9 = 3

e.

1+4=5

2 + 8 = 10 is the turnaround for

6+2=8 is the turnaround for 4+4=8

f.

4 + 6 = 10

0+3=3 is the turnaround for 3+3=0

d.

+

=

+

=

+

=

+

=


Step Ahead a. © ORIGO Education.

c.

+

© ORIGO Education.

4 2

M

1. Write two addition facts to match each picture.

SA

Step Up

a.

Write the turnaround sentences to match.

14 + 2 = 16

+


=

b.

3 + 12 = 15

+

=

c.

17 + 0 = 17

+

= 35

2.3

Relating Addition and Subtraction (Count-On Facts)

2. Look at each sheet of stickers. Complete the sentences to match. a.

Kristina bought a sheet of 12 stickers. She put 3 stickers on a card she was making.

b. =6

4+

=4

6− What subtraction story could you say about what happened? + 9 = 12

Which number is the total in your story? Which numbers are parts of the total?

PL E

c.

What addition story could you say about the 12 stickers? Which number is the total in your story? Which numbers are parts of the total?

d. 10 −

M

a.

SA

b.

The total is 36

. .

One part is The other part is The total is

+8=9 =8

9−

11 dots in total

b.

7 dots in total

c.

9 dots in total

+

=

+

=

+

=

−

=

−

=

−

=

.

Step Ahead

. .


© ORIGO Education.

The other part is

.

© ORIGO Education.

One part is

=8

3. Figure out how many dots are covered. Then write the matching number sentences.

1. Write the number of stickers on each card and the total.

a.

= 10

8+

What do you notice about the parts and total in the addition and subtraction stories?

Step Up

=9

12 −

a.

5

+


Write numerals to make each sentence true.

=

b.

−

5

=

c.

5

=

+ 37

Working with Count-On Fact Families

2.4

2. For each number fact, color the total red. Then color the two parts blue. a.

Look at this picture. What addition story could you say?

2

What are the parts and total for your story?

1. Write two addition facts to match each picture. Then write two subtraction facts to match.

38

− −

−

3

8

=

7

+

1

=

4

10

−

1

=

9

7

+

3

=

10

f.

6

=

0

+

6

=

+

=

+

=

+

=

=

−

=

−

=

=

−

=

−

= ORIGO Stepping Stones 2 • 2.4

2+1=3

8 + 3 = 11

1+3=4

11 − 3 = 8

11 − 8 = 3

9−6=3

2 + 9 = 11

3−1=2

4−1=3

7−6=1

11 − 2 = 9

6+1=7

3+1=4

1+2=3

9−3=6

4−3=1

3 + 8 = 11

7−1=6

9 + 2 = 11

6+3=9

3–2=1

3+6=9

1+6=7

11 – 9 = 2

Step Ahead a.

© ORIGO Education.

=

+

SA

+

9 9

c.

© ORIGO Education.

9 9

=

5

PL E

What other fact families do you know?

M

These two addition facts and two subtraction facts make a fact family.

+

=

3. Use the same color to show the number facts that belong in the same fact family. The first one has been done for you.

What are these four facts called?

b.

3

c.

e.

7

What two subtraction facts could you write to match?

a.

+

d.

What two addition facts could you write to match?

Step Up

b.

Write the other number sentences that complete these families.

1 1 + 2 = 13

b.

3 + 15 = 18

c.

1 4 + 1 = 15

+

=

+

=

+

=

−

=

−

=

−

=

−

=

−

=

−

=


39

2.5

Extending the Count-On Strategy to Two-Digit Numbers

3. Count on 10 or 20 and write the total. You can use the chart to help.

Look at this chart. Loop a number between 13 and 18. 1

2

3

4

5

6

7

8

9

b. 57 + 20 =

c. 53 + 20 =

d. 10 + 67 =

e. 68 + 20 =

f. 10 + 74 =

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

26

27

28

29

30

41

42

43

46

47

48

51

52 53 54 55 56

57

58 59 60

61

62 63 64 65 66

67

68 69

70

71

72

76

77

78

80

81

82 83 84 85 86

87

88 89 90

PL E

Think about the number of tens and ones in your number. What happens to the tens when you move right on the chart? What happens to the ones? What happens to the tens and ones when you move down on the chart? 1. Count on 1, 2, or 3 and write the total. You can use the chart above to help.

Step Up

a. 43 + 10 =

73

d. 23 + 1 =

c. 18 + 2 =

e. 2 + 27 =

+

75

49

79

50

b.

c. 20 + 59 =

=

+

82 + 10 =

=

+

=

f. 25 + 3 =

h. 34 + 3 =

i.

5. Count on to figure out these totals. Use turnarounds to help you.

1 + 33 =

SA

g. 3 + 32 =

74

46 + 30 =

M

b. 3 + 16 =

45

4. Count on to figure out the total. Then write the turnaround. a.

a. 11 + 2 =

44

a. 30 + 45 =

b. 2 + 86 =

d. 20 + 33 =

e.

c.

3 + 17 =

2. Write the total. Then write the turnaround. b.

c.

14 + 3 =

=

d.

+ e.

+

=

+

=

Step Ahead

f.

3 + 24 =

40

=

29 + 1 =

+

=

f. 30 + 68 =

+

=


Use the chart above to help you.

Anna has 4 dimes and 6 pennies. Noah has 23 pennies and 2 dimes. Amos has 1 dime and 38 pennies.

3 + 33 = © ORIGO Education.

+

1 + 97 =

38 + 1 =

2 + 26 =

© ORIGO Education.

a.

Who has the most money? ORIGO Stepping Stones 2 • 2.5

41

Using Place Value (Hundred Chart) to Add Two-Digit Numbers

What is the total cost of these clothes? How did you figure it out?

2. Start with the greater number. Write addition sentences to show how you add the tens, then the ones. Then write the total. a.

$21

How could you use a hundred chart to show how you add the two numbers? 11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

26

27

28

29

30

31

32

33

34

35

36

37

38

39

40

41

42

43

44

45

46

47

48

49

50

51

52

53

54

55

56

57

58

59

60

61

62

63

64

65

66

67

68

69

70

$ 48

+

30 4

=

74 + 15 =

92

= d.

16 + 83 =

+

=

+

=

46 + 32 =

+

=

+

=

+

=

+

=

3. Start with the greater number. Write addition sentences to show how you add the ones, then the tens. Then write the total.

M

SA

c.

d. 28 + 12 =

e. 35 + 21 =

f. 41 + 21 =

g. 13 + 11 =

h. 37 + 31 =

i. 21 + 13 =


+

1 20

=

15

66 + 13 =

57

= d.

+

=

+

=

35 + 54 =

+

=

+

=

+

=

+

=

Step Ahead © ORIGO Education.

c. 49 + 11 =

© ORIGO Education.

b. 43 + 23 =

+

16 + 72 =

1. Draw arrows on the chart above to show how you add each of these. Then write the totals.

a. 15 + 12 =

b.

56 + 21 =

56 57

I would start with 48 and work with the ones first. 48 plus 1 is 49. 49 plus 20 is 69.

42

+

I would start with 48 and add the tens first. 48 plus 20 is 68. Then 1 more is 69.

Step Up

62 92

c.

a.

Which method do you like best? Why?

b.

62 + 34 =

PL E

2.6

Write the missing numbers along this trail. +13


+21

+11

+22

43

Using Place Value (Number Line) to Add Two-Digit Numbers

2.7

2. Draw jumps to show how you could count on to figure out each of these. Then write the totals. a.

How can you figure out the total cost of the guitar and book?

$73

How could you use this number line to show how you added?

46 + 12 =

$14

40

50

60

70

30

40

50

60

60

70

80

90

50

60

70

80

30

40

50

60

b. 80

35 + 21 =

90

PL E

70

c.

I started at 73 and added the tens then the ones of 14. I can draw jumps like this to show how I added.

62 + 27 =

Step Up

50

73

80

83

d.

87

90

55 + 24 =

1. a. Draw jumps on this number line to show how you would add 56 and 13.

SA

70

+4

M

+10

60

e. 33 + 16 =

70

b. Draw jumps on this number line to show another way you could add 56 and 13.

44

70 ORIGO Stepping Stones 2 • 2.7

© ORIGO Education.

60

© ORIGO Education.

50

Step Ahead

13

Write the missing numbers on this trail.

+21


+40

+14

+11

45

2.8

Reading and Writing Time on the Hour and Half Past the Hour

2. Write each time in words. a.

b.

c.

d.

e.

f.

Look at this analog clock. What does the long hand tell you? What does the short hand tell you? What time is shown on the clock?

2:00

PL E

Look at this digital clock. What do the numbers on the left side of the colon tell you? What do the numbers on the right side of the colon tell you? What time is shown on the clock? How many minutes are in one hour? How many minutes are in half an hour? How do you know?

g.

4:30

What times are they showing? How do you know?

4:00

i.

12:00

SA

1. Loop in red the clocks that show a time on the hour. Loop in blue the clocks that show a time half past the hour.

Step Ahead

Loop the clocks that show a time after 11 o’clock in the morning and before half past 4 in the afternoon.

1:30

8:03

7:30


1 1:30

© ORIGO Education.

3:00

© ORIGO Education.

5:30

46

6:30

h.

M

Look at these two clocks.

Step Up

12:30


12:00

1:00

47

2.9

Working with Duration (Hours)

3. Write the hours that have ed. a.

What time is shown on this clock? How do you know?

start

Where will the clock hands be pointing one hour later? How do you know? What time is one hour later than 8 o’clock? c.

PL E

How long is the movie? How do you know? How will the clock hands move during that time? How do you know?

48

5:00

start

finish

9:30

1 1:30

hour

8 o’clock

M

d.

half past 9

:

12:30

:

c.

3:00

: ORIGO Stepping Stones 2 • 2.9

© ORIGO Education.

b.

Step Ahead

© ORIGO Education.

:

d.

hours

b.

1 1 o’clock

c.

: e.

1 o’clock

half past 5

: f.

half past 12

:

:

start

finish

o’clock

2. Write the times that are 3 hours later.

9:00

c.

hours

finish

:

SA

o’clock

a.

a.

1. Write the time that is 2 hours later than the time on each clock. half past

finish

4. Read each time. Then write the time that was 2 hours before.

The minute hand will make 2 full turns around the clock and at the same time the hour hand will move forward 2 numbers to show 2 hours.

b.

start

4:00

Imagine the clock on the left shows the start time for a movie and the clock on the right shows the finish time.

a.

start

hours

Look at these two clocks.

Step Up

b.

finish

Draw the missing clock hands to show a start and finish time for an activity that lasts 5 hours.


49

2.10

Identifying Five-Minute Intervals

2. Write numbers to show each time.

5

a.

b.

Count in steps of five around this clock. Write the numbers you say. What happens when you reach 12 on the clock?

minutes past

How many minutes past the hour is a half-past time? How do you know?

d.

PL E

c.

How many minutes past the hour is this clock showing? Which hour is it? What time is the clock showing?

minutes past

e.

M

What is another way you could read this time?

b.

minutes past 8 50

a.

c.

minutes past 9

minutes past 4 ORIGO Stepping Stones 2 • 2.10

start

© ORIGO Education.

a.

Step Ahead

© ORIGO Education.

1. Write each time.

minutes past f.

minutes past

SA

What time is showing on this clock? How do you know?

Step Up

minutes past

Count in steps of five to figure out how many minutes have ed. finish

minutes


minutes past

b.

start

finish

minutes

51

2.11

Working with Five-Minute Intervals

2. Draw lines to connect clocks to times. Cross out the two clocks that do not have a match.

What time is showing on this digital clock?

9:35

How would you show the same time on an analog clock? How do you know?

2: 45

ten past six

fifteen past five

Look at this clock. Why is there a zero just before the five?

9:05

What different ways could you say the time shown on this clock?

9:20

M

Twenty past nine.

52

5: 15

twenty-five past twelve

two forty-five

three thirty

twenty past eight

12: 25

1: 00

1. Draw lines to connect the matching times.

7:20

10: 15

7: 10 ORIGO Stepping Stones 2 • 2.11

In each pattern, the next clock shows five minutes more. Complete the missing times.

a.

© ORIGO Education.

3:45

Step Ahead

© ORIGO Education.

2:35

five past eleven

6: 20

SA

Nine twenty.

Step Up

PL E

How would you show the same time on an analog clock? How do you know?

one forty

3: 30

b.

:


:

3: 05

3: 10

: 53

2.12

Working with Duration (Hours and Minutes)

3. Write how many minutes have ed. a.

What time is shown on this clock? How do you know?

start

finish

b.

start

finish

Where will the clock hands be pointing one hour later? How do you know? minutes

Where will the clock hands be pointing five minutes later? Where will the clock hands be pointing ten minutes later?

c.

3: 15

I would count on 15 minutes in steps of five Ð 3:15, 3:20, 3:25, 3:30.

b.

minutes past

c.

minutes past

Step Ahead

54

:

c.

minutes

b. At what time did the cake come out of the baking pan?

:


Read the story. Then answer the questions.

a. Daniel started reading at 4:40. He read for half an hour. When did he finish reading?

1:40

:

© ORIGO Education.

:

1 1:20

4:55

minutes past

© ORIGO Education.

8: 10

b.

4:20

:

2. Write the times that are 15 minutes later. a.

finish

minutes

a. At what time did the mixture go into the oven?

SA

a.

1:40

start

Juan and Sam started making a cake at 9:10. It took 5 minutes to find all the things they needed. It took another 10 minutes to prepare and mix all the ingredients. Then the mixture was placed in the oven and cooked for an hour. When the cake was cooked, they let it cool for 5 minutes before taking the cake out of the baking pan.

M

1. Write the times that are 5 minutes later.

1: 10

d.

4. Read the story. Then write the times.

What time is five minutes later than 2:55? How do you know?

Step Up

finish

PL E

What time is showing on this clock? How could you figure out the time that is 15 minutes later?

start

minutes


b. Donna left her friend’s house at 2:50. She arrived home at 3:15. How long did it take to get home? minutes

55

3.1

Working with Hundreds

2. Loop groups of 10 tens blocks to make one hundred. Then write the number of hundreds, tens, and ones.

Where have you seen or heard one hundred?

a.

My great-grandmother is 100 years old. There are 100 cents in one dollar.

PL E

How could you show one hundred using blocks like these? How many tens blocks would you need? How many ones blocks would you need? What other block could you use?

hundreds

tens

ones

125 ones.

M

12 tens and 5 ones, or

hundreds

tens

ones

hundreds

tens

ones

d.

1

hundred

SA

1. Loop groups of 10 tens blocks to make one hundred. Write the number of hundreds. Then write the number of tens and ones left over.

a.

3

tens

5

Step Ahead

ones

a.

b.

tens

ones


© ORIGO Education.

hundred

© ORIGO Education.

b.

56

ones

c.

What different ways could you show 125 using blocks?

Step Up

tens

b.

What are some different ways you could show one hundred?

1 hundreds block, 2 tens, and 5 ones, or

hundreds

c.

Write the missing numbers.

1 hundred 4 tens 7 ones

is the same as

tens

ones

3 hundreds 4 tens 5 ones

is the same as

tens

ones

3 hundreds 4 tens 0 ones

is the same as

tens

ones


57

3.2

Writing Three-Digit Numbers

2. Write the matching number on the expanders. a.

What number is shown by these blocks? How do you know?

How could you show the same number on these expanders? How do you know where to write the digits? Look at the picture of blocks above. Look at these expanders. What blocks must be added to those above to create this number?

b.

7

c.

2

5

7

1. Look at the blocks. Write the matching number on the expander.

M

a.

5

Step Ahead

SA

Step Up

2

PL E

b.

Color blocks to show a number that uses more tens blocks than ones blocks. Then write the number on the expanders.

58


© ORIGO Education.

© ORIGO Education.

c.


59

3.3

Reading and Representing Three-Digit Numbers

2. Color blocks to show the number on the expander. a.

What number is shown by these blocks? How do you know?

b.

8

4

3

6

5

4

9

2

5

4

7

8

1

d.

M

a.

5


e.

SA

Step Up

6 c.

How would you read and say these numbers?

7

5

PL E

How do you read the number? What parts of the number do you say together?

7

2

b.

How could you show the same number on this expander?

4

4

Step Ahead

Color more blocks to match the number on the expander.

c.

60


5

2

© ORIGO Education.

© ORIGO Education.

6


61

3.4

Writing Three-Digit Number Names

What number is shown on this expander? How do you know?

2. Look at the blocks. Write the number on the expander. Then complete the number name.

1

6

a.

3

How do you read the number? What do you notice?

hundred b.

ten forty

twenty fifty

thirty

one

two

three

sixty

four

five

six

seventy eighty ninety

hundred

b.


hundred

d.

M

a.

hundred

c.

hundred

SA

Step Up

seven eight nine

PL E

Which of these number words would you use to complete the number name to match?

Step Ahead

Look at these two pictures of blocks. Figure out the total of the two numbers they show. Then write the total in words.

62


© ORIGO Education.

© ORIGO Education.

c.

hundred ORIGO Stepping Stones 2 • 3.4

63

3.5

Writing Three-Digit Numerals

2. Write the matching number on the expander, then write the numeral. a.

How could you figure out the number shown in this picture of blocks?

I add the places in my head like this: 400 + 20 + 5 = 425 How could you show the same number on these expanders?

c.

How would you write the numeral without an expander?

6

64

d.

1. Look at the blocks. Write the matching number on the expanders.


Look at these pictures of blocks. Figure out and write the total of the two numbers they show.

© ORIGO Education.

Step Ahead

© ORIGO Education.

b.

4

SA

a.

7

M

Look at the picture of blocks above. How many of each type of block must be added to create this number? How do you know?

Step Up

PL E

b.


65

Identifying Three-Digit Numbers on a Number Line

3.6

Write the numeral for each arrow. Think carefully before you write. 3.

Look at this number line. What do you notice?

0

400

What numeral would you write in the position shown by the arrow? How do you know? How could you draw marks to show steps of 50 from 0? What numerals would you label at these marks?

You could split the part between 0 and 100 into 10 smaller parts that are the same length. The first part would be 10.

5.

M

Could you draw more marks to find the number 1? Explain your thinking.

400 f.

g.

h.

a.

b.

c.

d.

a.

100 e.

500

900

800 f.

g.

h.

b.

c.

d.

200 f.

c.

2. 200

400 b.

c.

d.

600 d.

Step Ahead

700

e.

a.

800 e.


© ORIGO Education.

b.

500

© ORIGO Education.

a.

300

SA

100

66

d.

g.

h.

Write the numeral that should be in the position shown by each arrow.

1.

a.

c.

300 e.

700 e.

Where would you draw more marks to find 10?

Step Up

4.

b.

PL E

What other numerals could you label on the number line?

a.

600 e.

620

Natalie has made some mistakes on her number line. Find each mistake and write the correct numeral. b.

c.

660

720

d.

790

700 630


f.

670

800 g.

730

h.

760

67

3.7

Measuring Length with Uniform Non-Standard Units

2. Measure the length of each worm using cubes.

Jess found this worm in her garden. She used cubes to measure its length.

Is her measurement accurate? How do you know? How would you use the cubes to measure the worm? I would the cubes together so that there were no gaps and no overlaps.

M

1. M ake a cube train with five cubes. Color the worms that are close to the length of your train.

Use cubes to help you draw a worm that is between 5 and 7 cubes in length.

© ORIGO Education.

Step Ahead

© ORIGO Education.


cubes

cubes

SA 68

cubes

cubes

Is the worm longer or shorter than 5 cubes? How do you know?

Step Up

PL E

cubes


69

3.8

Introducing the Inch

2. Use your inch ruler to measure the length of each tool picture.

What do you know about one inch? My dad said his shoe is about 10 inches long.

The store sells 6-inch subs. inches

PL E

What are some things that you think measure one inch?

Some books are about one inch thick.

Use a pattern block to find some things that measure one inch in the classroom.

inches

1. Use your inch ruler to measure the length of each picture.

SA

Step Up

M

This pattern block is one inch long and one inch wide.

inches

Step Ahead

Nails come in many shapes and sizes. Draw a nail that is between 3 and 4 inches long.

inches

70


© ORIGO Education.

inches

© ORIGO Education.

inches


71

3.9

Working with Inches

2. This table shows the measurement of other televisions. Complete each sentence.

The inch is a length measurement that was once used to describe the width of a man’s thumb at the base of the nail. In some countries, the word for inch is the same as the word for thumb.

a.

has the largest television.

b.

inch

Look at your thumb.

has the smallest television.

c. Kaitlyn’s television is

Student

Television Size (inches)

Elijah

46

Kaitlyn

40

Stevie

60

Morgan

52

inches smaller than Elijah’s.

How does your inch compare to that of other students?

Measurements for televisions and whiteboards are taken from opposite corners like this.

d. Morgan’s television is

86 inches

c. Cole or Sumi d. Carson or Sean

M Sumi

37

Cole

42

Sean

32

Carson

50


,

,

,

,

,

,

Work with a teacher to measure the size of a school whiteboard. Write the size below.

inches

© ORIGO Education.

b. Carson or Cole

72

,

Step Ahead

© ORIGO Education.

a. Sumi or Sean

Television Size (inches)

inches.

3. Look at the table of television sizes from Question 1 and Question 2. Write the measurements in order from least to greatest.

1. This table shows the measurement of some students’ televisions.

Student

’s .

’s television is 6 inches larger than Elijah’s television.

g.

SA

What measuring tool would you use to measure a whiteboard?

In each pair, loop the student who has the larger television.

’s television is 20 inches larger than

e.

he difference between the size of Morgan’s f. T television and the size of Kaitlyn’s television is

This is a picture of a 86-inch whiteboard.

Step Up

inches smaller than Stevie’s.

PL E

Today, the inch is standard and is still used as a length measurement. The inch is also used to describe the lengths seen in different objects such as the width of a frying pan, the length of a nail, or the height of a door.


73

3.10

Introducing Feet

2. Find and write objects in the classroom to match each length. Less than 2 feet

What do you know about the measure called a foot?

About 2 feet

More than 2 feet

How long do you think it is? The foot was once used to describe the length of a man’s foot. Imagine you measured the length of the classroom using your feet.

PL E

Would you get the same answer as your teacher? Explain your thinking. Use orange pattern blocks to measure the length of your ruler. What do you notice? What could you write to describe one foot? One foot is the same as 12 inches.

3. Your teacher will give you some grid paper and explain how to make a tape measure. Use the tape to measure the width of each object.

Step Up

A big book could be 1 foot wide.

Desk

about

Some mattresses are about 1 foot thick.

SA

A wooden spoon is about 1 foot long.

a.

M

What are some things at home that measure about one foot long, one foot wide, or one foot thick?

Step Ahead

1. Look around the classroom. Then write some objects that you would measure in feet.

feet

b.

c.

Whiteboard about

feet

Door about

feet

Complete the table. Then write how you found the missing numbers.

Feet

Inches

1

12

2

24

3

36

74


© ORIGO Education.

© ORIGO Education.

4 5


75

Working with Feet and Inches

2. Color the bar graph to show the height of each plant in Question 1.

How many inches equal two feet? How do you know?

a. The marigold and the violet

What is the height of this plant? How could you say the height a different way? How much taller than one foot is the plant?

15 inches

What are some other lengths that are between one foot and two feet long?

inches

PL E

b. T he daffodil and the marigold

inches

c. The violet and the daisy

Plant

Height

Daffodil

17 inches

Violet

8 inches

Daisy

15 inches

Marigold

19 inches

b. The daisy is c. The marigold is d. The violet is 76

foot and foot and foot and

inches

inches high.

Daffodil

inches high. inches more.


Marigold

Type of flower

. foot and

inches.

c. 1 foot and 4 inches is the same as

inches.

d. 1 foot and 7 inches is the same as

inches.


Daisy

Write these lengths another way.

b. 16 inches is the same as

inches less than one foot.

Violet

a. 12 inches is the same as

© ORIGO Education.

a. The daffodil is

d. The marigold and the daisy

Step Ahead

© ORIGO Education.

Complete these sentences.

inches

M

1. This table show the height of four plants.

SA

Step Up

more than 1 foot

rite the differences 3. W in height between these plants.

Plant Heights

20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 0

less than 1 foot

How many inches equal one foot?

Height in inches

3.11

77

Introducing Yards

2. Write one object that you think could match each length.

How could you measure things like a sports track or a building?

How many feet equal one yard? How can you figure out the number of inches that equal one yard? What are some things that are about one yard long, one yard wide, or one yard thick?

a. 2 yards b. 5 yards c. 10 yards

PL E

How long is one yard?

10 20 30 4 0 50 4 0 30 20 10

Look at the classroom yardstick. What do you notice?

TOUCHDOWN 10 20 30 4 0 50 4 0 30 20 10

3.12

d. 50 yards

3. Use your tape measure to measure each length. a.

The classroom is about

TOUCHDOWN

M

yards long.

Step Ahead

1. Write inches, feet, or yards to show how you would measure each of these.

a. television

78

A big tree could be 1 yard thick.

SA

Step Up

A door is about 1 yard wide.

The library is about

b. sport’s track

Feet 3

2

6

3

9

e. building

f. adult’s height

5

g. library book

h. handspan ORIGO Stepping Stones 2 • 3.12

© ORIGO Education.

4

© ORIGO Education.

d. cell phone

d.

The library is about yards wide.

Complete the table. Then write how you found the missing numbers.

Yards 1

c. whiteboard

The classroom is about yards wide.

yards long.

c.

A baseball bat is nearly 1 yard long.

b.

10


79

4.1

Exploring the Comparison Model of Subtraction

2. D raw jumps to figure out the difference for each pair of shaded numbers. Then complete the sentences.

Look at these cubes. How many green cubes are there? How many orange cubes are there?

a.

b. 1

How many more orange cubes are there than green cubes? How could you figure it out?

so

2

3

4

5

6

7

1

The difference is

−

3

4

5

6

7

8

The difference is

so

=

PL E

How could you show your thinking on a number track?

2

−

=

c.

2

3

4

5

6

7

1

8

1

2

3

4

5

6

7

8

b.

The difference is so 7 − 5 = c.

1

4

5

6

7

8

9

10

so

2

3

4

5

6

7

11

12 13 14 15

−

8

9

so

The difference is

=

10

−

11

12 13 14

=

e. 1

2

3

4

5

6

7

The difference is

The difference is

so 9 − 6 =

8

9

10 so

11

12 13 14 15 16 17 18

−

=

Alisha found a worm that was 16 inches long. Miguel found a worm that was 11 inches long, and Alexa found a worm that was 4 inches long.

Step Ahead

Loop the two students who found worms that had the greatest difference in length.

so 16 − 9 =


© ORIGO Education.

© ORIGO Education.

The difference is

80

3

d.

1. F igure out the difference between each pair of cube trains. Then complete the sentence.

a.

2

The difference is

SA

Step Up

1

M

I can count on or count back. The difference between the numbers is always three jumps.

Alisha


Miguel

Alexa

81

4.2

Extending the Count-Back Strategy to Two-Digit Numbers

Dana has saved $9. If she buys this ball, how much money will she have left?

2. Write the differences. You can use the chart to help. a.

$2

Draw jumps on the number track to show your thinking.

80 − 1 = b.

2

3

4

5

6

7

8

9

10

11

12

13

14

90 − 20 =

15

PL E

1

c.

What is another way you could figure out the difference?

86

76

66

56

f.

60 − 2 =

52

53

54

55

56

57

58

59

60

61

62

63

64

65

66

67

68

69

70

71

72

73

74

75

76

77

78

79

80

81

82

83

84

85

86

87

88

89

90

91

92

93

94

95

96

97

98

99

100

d.

63 − 10 =

What will be the next three numbers in this number pattern? How do you know?

51

e. 79 − 20 =

75 − 3 = g.

h.

96 − 20 =

62 − 10 =

58

56

54

M

What will be the next three numbers in this number pattern? How do you know?

3. Figure out and write the differences.

52

a.

What do you think these patterns would look like on a hundred chart?

82

53 − 10 =

SA

b. 9 − 3 =

c. 11 − 2 =

d. 14 − 2 =

e. 10 − 0 =

f. 15 − 3 =

g. 10 − 1 =

h. 8 − 3 =

i. 7 − 2 =


47 − 2 =

e.

Step Ahead

89

f.

25 − 10 =

36 − 1 =

© ORIGO Education.

a. 5 − 2 =

c.

68 − 30 =

d.

1. W rite the differences. You can use the number track above to help you.

© ORIGO Education.

Step Up

b.

42 −01 =

Write the missing numbers along this trail. −2


−30

−3

−20 83

4.3

Using Place Value (Hundred Chart) to Subtract Two-Digit Numbers

2. W rite subtraction sentences to show how you count back the tens, then the ones. Then write the difference.

How much money will be left in the wallet after buying the ball?

a.

How did you figure it out?

$21

13

14

15

16

17

18

19

20

21

22

23

24

25

26

27

28

29

30

31

32

33

34

35

36

37

38

39

40

41

42

43

44

45

46

47

48

49

50

51

52

53

54

55

56

57

58

59

60

61

62

63

64

65

66

67

68

69

70

c.

d.

−

=

−

= 96 − 13 =

−

=

−

=

−

=

−

=

3. W rite subtraction sentences to show how you count back the ones, then the tens. Then write the difference. a.

SA

c.

76 − 21 =

d. 48 − 13 =

e. 27 − 11 =

f. 45 − 32 =

g. 65 − 11 =

h. 60 − 21 =

i. 69 − 12 =


98

d.

−

=

−

= 87 − 22 =

−

=

−

=

−

=

−

=

Step Ahead © ORIGO Education.

c. 29 − 11 =

© ORIGO Education.

b. 53 − 12 =

92 − 31 =

78 − 3 = 75 75 − 20 =

1. D raw arrows on the chart above to show how you figure out each of these. Then write the differences.

a. 32 − 21 =

b.

78 − 23 =

I would subtract the ones then the tens of the price. 67 take away 1 is 66. Then 66 take away 20 is 46.

84

89 − 32 =

PL E

12

M

11

82 − 21 =

75 − 20 = 55 55 − 2 =

$67

I would start with 67 and subtract the tens and the ones of the price. 67 take away 20 is 47. Then 1 less is 46.

Step Up

75 − 22 =

How could you use this chart to show how to subtract the price?

b.

–12


Write the missing numbers along this trail. –21

–23

–11

85

Using Place Value (Number Line) to Subtract Two-Digit Numbers

4.4

2. Write the difference. Then draw jumps on the number line to show your thinking. a.

How much will be left in the wallet after buying the cap?

66 − 13 =

How do you know? $57

How could you use this number line to show how you figured it out?

$13 40

50

60

70

40

50

60

b. 57 − 15 = 50

60

PL E

40

30

c.

85 − 21 =

I started at 57 and counted back the tens then the ones of the price. I can draw jumps like this to show how I subtracted.

40

44

−10 47

50

57

86

30

90

40

50

60

70

60

70

80

90

e.

SA

88 − 26 =

50


© ORIGO Education.

70 70

Step Ahead

© ORIGO Education.

60 60

80

60

50 60 70 50 60 70 Draw jumps on this number line to show another way you could figure out 68 − 12. b. Draw jumps to show another way you could figure out 68 − 12.

50 50

70

67 − 23 =

Draw jumps on this number line on to show how you figure – 12. 1. a. Draw jumps this number linewould to show howout you68would figure out 68 − 12.

Step Up

60

d.

M

−3

50

52 +

Draw a number line to help you figure out the missing number.

= 79


87

4.5

Working with the Doubles Addition Strategy

2. Write the doubles fact that helps. Then complete each double-plus-2 fact. a.

What doubles fact does this domino show? What number sentence can you write to show this double?

I can use double

.

5+7=

I can use double

.

3+5=

I can use double

.

7+9=

How can you use that doubles fact to figure out the total number of dots on this domino?

c.

What number sentence can you write to match?

Step Up

3. Write the total. Then write the turnaround.

6+7=

8+6=

d.

I can use double

.

.

=

88

Step Ahead

7+8=

+ f.

= 10 + 9 =

=

+

=


© ORIGO Education.

8+9=

a. W rite a doubles equation that has a sum greater than 20.

+

=

b. Then use this known sum to write four near-doubles equations.

© ORIGO Education.

.

= 8 + 10 =

+

6+5=

3+4=

c.

I can use double

e.

=

c.

4+6=

+

8+7=

+

SA

I can use double

b.

4+5=

+

1. W rite the doubles fact you would use to figure out each double-plus-1 fact. Then complete the fact.

a.

b.

a.

M

What doubles fact would you use to figure out each of these?

PL E

b.


+

=

+

=

+

=

+

= 89

4.6

Relating Addition and Subtraction (Doubles Facts)

2. Figure out how many dots are covered. Then write the matching equations. a.

There are 15 cows on this farm. Some of the cows are in the barn.

9 dots in total

b.

13 dots in total

c.

11 dots in total

How could you figure out the number of cows in the barn?

90

=

17 dots in total

M

Step Ahead

One part is

.

The other part is

.

The other part is

.

The total is

.

The total is

.


= −

e.

+ =

14 dots in total

+

=

= −

= −

f.

16 dots in total

+ =

=

= −

=

Write a number fact to match each story.

a. Tyler put 6 cookies on a plate. The plate can hold 14 cookies. How many more cookies can Tyler fit on the plate?

b. Donna and Keisha have 12 berries together. Keisha has 5 berries. How many berries does Donna have?

c. Maria bought 16 stickers. There are 7 red stickers and the rest are blue. How many stickers are blue?

d. Luis and Tien have read 12 books in total. Tien has read 6 books. How many books has Luis read?

© ORIGO Education.

.

© ORIGO Education.

SA One part is

+

=

−

1. Write the two parts and the total for each picture. b.

−

+

I could start with 15 and take away 7, or I could think 7 plus "something" is 15.

a.

=

PL E d.

Step Up

+


91

4.7

Working with Doubles Fact Families

2. T he circle shows the total. The squares show the parts. Write the missing numbers, then complete the fact family.

Look at these facts.

4 + 6 = 10

a.

10 − 4 = 6

6 + 4 = 10

b.

17

10 − 6 = 4

9 Use red to loop each total. Use blue to loop the parts in each fact.

6

What do you call these four related facts? What is the fact family for each of these dominos?

15

7

8

+

=

+

=

+

=

+

=

+

=

+

=

PL E

What do you notice about the parts and total in the facts?

c.

−

=

−

=

−

=

−

=

−

=

−

=

What do you notice? 1. Write the fact family for each domino.

92

b.

c.

SA

+

=

+

=

+

=

+

=

+

=

+

=

−

=

−

=

−

=

−

=

−

=

−

=

3+4=7

5 + 6 = 11

7−4=3

11 − 5 = 6

14 − 6 = 8

9−5=4

6 + 8 = 14

5+4=9

4+5=9

7−3=4

11 − 6 = 5

9−4=5

11 = 6 + 5

14 = 8 + 6

7=4+3

14 – 8 = 6

Step Ahead

Write numbers to complete these doubles and near-doubles facts.

a.


+ © ORIGO Education.

a.

© ORIGO Education.

Step Up

M

3. Use the same color to show the facts that belong in the same fact family.

d.

19

=

8

b.

11

c.

=

+

e.

=


+

−

=

7

f.

14

−

=

=

+

8

93

4.8

Extending the Doubles Addition Strategy Beyond the Facts

2. Double the tens, then double the ones. Write the total. a.

Look at this shirt. What will be the total cost of two shirts? How could you figure it out?

$20

c.

10 2 20 + 4

Double

is

Double

is

How could you figure out the total cost of two pairs of shorts?

20 4

b.

31 + 31 Double

d.

30

is

Double

is

+

=

=

24 + 24

PL E

20 is the same as 2 tens. Double 2 is 4 so double 2 tens is 4 tens. The total is 40.

12 + 12

45 + 45

Double

is

Double

is

Double

is

Double

is

+

=

+

=

$23

M

3. Write the totals.

Step Up a.

SA

I could double the tens first. Double 20 is 40. Then I would double the ones. Double 3 is 6. So 40 plus 6 is 46.

a. 14 + 14 =

b. 21 + 21 =

c. 44 + 44 =

d. 35 + 35 =

e. 43 + 43 =

f. 13 + 13 =

1. Write the missing numbers. b.

80 + 80 is the same as tens +

c.

70 + 70

is the same as tens

tens +

Step Ahead

90 + 90

Choose one of the equations from Question 3. Write a doubles story to match.

is the same as

tens

tens +

tens

94

b. 30 + 30 =

c. 50 + 50 =


© ORIGO Education.

a. 40 + 40 =

© ORIGO Education.

2. Write the totals.


95

4.9

Working with Time Quarter Past the Hour

2. Draw hands on the analog clock to show the matching time. a.

Look at this analog clock.

b.

2: 15

Where will the hands be pointing when the time is 11 o’clock? How do you know?

c.

9: 15

d.

8: 15

7:30

Where will the hands be pointing when the time is half past 11? How do you know?

PL E

How many minutes has the minute hand moved past the hour on this clock?

3. Write each time two different ways.

What are the different ways you could read or say the time shown on the clock?

nine fifteen, or

How could you show the same time on this digital clock?

Step Up

Step Ahead

:

d.

:


quarter past

half past

minutes past

minutes past d.

quarter past

half past

minutes past

minutes past

Complete the clocks to keep each pattern going.

a.

© ORIGO Education.

c.

© ORIGO Education.

b.

: 96

:

1. Write the matching time on the digital clock.

a.

b.

c.

SA

How do you know?

a quarter past nine.

M

Fifteen minutes past nine,

a.

b.

10:30


1 1:30

12:30

:

: 97

4.10

Identifying and Recording Time Using a.m. and p.m.

2. Write each of these as digital times. Loop a.m. or p.m. a.

At what time does a day begin? What time does it end? How do you know? What time is exactly in the middle of the day?

twenty-five minutes past ten in the morning

:

What do you know about this time of the day? c.

How could you show the difference between 6 o’clock in the morning and 6 o’clock in the afternoon?

:

We write p.m. to describe times between noon and midnight.

e.

a.m. is short for ante meridiem which means before midday. p.m. is short for post meridiem which means after midday.

: c.

prepare for dinner

98

a.m.

:

h.

p.m.

p.m.

a.m.

p.m.

four fifty in the afternoon

:

p.m.

a.m.

ten minutes past eleven at night

f.

ten thirty at night

:

walk home from school

a.m.

p.m.

eight fifteen at night

:

a.m.

p.m.

:

d.

Step Ahead

Chang and Emma live in different towns. Their families are driving to the same campsite for a vacation.

Chang’s family will leave at 9 p.m. on Friday. Their journey will take 10 hours. Emma’s family will leave at 3 a.m. on Saturday. Their journey will take 5 hours.

pack lunch

:

a. Whose family will reach the campsite first? © ORIGO Education.

:

b.


© ORIGO Education.

eat breakfast

M

a.

g.

a.m.

d.

p.m.

quarter past eleven in the morning

:

SA

Step Up

1. W rite the digital time for each event. Then write a.m. or p.m. to match the event.

a.m.

seven forty-five at night

:

p.m.

fifteen minutes past three in the afternoon

PL E

We write a.m. to describe times between midnight and noon.

a.m.

b.

b. At what time of day will they arrive?


99

4.11

Working with Timetables and Duration a. Which event can you watch at 11:30 a.m.? Our school day

What do you think happens at 9 o’clock? Which activity is before the morning recess? How long is the morning recess? What time does lunch start? What time does it finish?

9: 1 0 10 : 4 5 1 1 : 00 12 : 1 5 12 : 4 5 1:15 1 :45 2: 1 5 2:25 3 : 00

a.m. a.m. a.m. p.m. p.m. p.m. p.m. p.m. p.m. p.m.

c. Which event takes exactly 2 hours? d. How many events take exactly one hour? e. How many events take exactly half an hour? f. If you arrive at 2:30 p.m., how long will you wait to see the Demolition Derby? g. If you arrive at 3:00 p.m., how many events can you see before the fair closes?

What time does math start?

h. Which event takes the most time?

M

How long is it from the start of school to the end of the first recess? Which activities last for more than one hour? Which activities are exactly half an hour long? How do you know? Which activity lasts the longest time?

i. Which event is repeated?

Use this show program to answer questions on page 101.

Step Ahead

SA

Step Up

b. How long do the fireworks last?

reading recess math lunch writing science social studies recess music school ends

PL E

This timetable shows what I do on Wednesday at my school.

100

Motocross Marching Band Dog Show Skydiving Marvels Fashion Parade Hot Dog Eating Contest Folk Dancing Community Band Demolitian Derby Skydiving Marvels Golden Guitar Band Fireworks Close


Time

Activity

© ORIGO Education.

a.m. a.m. p.m. p.m. p.m. p.m. p.m. p.m. p.m. p.m. p.m. p.m. p.m.

© ORIGO Education.

Gates open at 7:30 a.m.

8: 00 11 :30 12 : 3 0 1 : 00 1 :30 2:30 3 : 00 3:30 5:30 7 : 00 7:30 8: 00 8:30

Make a timetable to show five events that happen today.


101

Working with the Calendar

4.12

Step Up

Look at this calendar. What year is it for?

1. a. How many months have exactly 30 days?

2021 JANUARY

FEBRUARY

MARCH

APRIL

S M T W T F S

S M T W T F S

S M T W T F S

S M T W T F S

1 2 7 8 9 14 15 16 21 22 23 28

7 14 21 28

4 11 18 25

5 12 19 26

6 13 20 27

7 14 21 28

1 8 15 22 29

2 9 16 23 30

3 10 17 24

4 11 18 25

5 12 19 26

6 13 20 27

1 8 15 22 29

2 9 16 23 30

3 10 17 24 31

4 11 18 25

5 12 19 26

6 13 20 27

4 11 18 25

5 12 19 26

S M T W T F S

1 8 15 22 29

2 9 16 23 30

3 10 17 24

c. How many months start on a Wednesday?

4 11 18 25

5 12 19 26

6 13 20 27

7 14 21 28

1 8 15 22 29

S M T W T F S 6 13 20 27

7 14 21 28

1 8 15 22 29

2 9 16 23 30

3 10 17 24

4 11 18 25

5 12 19 26

S M T W T F S 4 11 18 25

6 13 20 27

7 14 21 28

1 8 15 22 29

2 9 16 23 30

3 10 17 24 31

1 8 15 22 29

2 9 16 23 30

3 10 17 24 31

4 11 18 25

5 12 19 26

6 13 20 27

7 14 21 28

a. Memorial Day – May 31 b. Independence Day – July 4

NOVEMBER

S M T W T F S 6 13 20 27

5 12 19 26

2. Loop these special dates on the calendar. Then write the day for each celebration.

S M T W T F S

7 14 21 28

1 8 15 22 29

2 9 16 23 30

3 10 17 24

4 11 18 25

S M T W T F S 3 10 17 24 31

4 11 18 25

5 12 19 26

6 13 20 27

7 14 21 28

1 8 15 22 29

2 9 16 23 30

S M T W T F S 7 14 21 28

1 8 15 22 29

2 9 16 23 30

3 10 17 24

4 11 18 25

5 12 19 26

6 13 20 27

c. Veterans Day – November 11

S M T W T F S 1 8 15 22 29

2 9 16 23 30

3 10 17 24 31

4 11 18 25

5 12 19 26

6 13 20 27

7 14 21 28

3. Write the dates for these celebrations. a. Martin Luther King Day 3rd Monday in January b. Washington’s Birthday 3rd Monday in February

SA

What do the red letters mean? Write the names of the months that are missing. Which day of the week has been circled?

DECEMBER

M

3 10 17 24 31

AUGUST

SEPTEMBER

5 12 19 26

7 14 21 28

d. Which months start on a weekend day?

JUNE

2 9 16 23 30

6 13 20 27

b. How many months have exactly 31 days?

PL E

3 10 17 24 31

Use the calendar on page 102 to complete these questions.

c. Thanksgiving Day 4th Thursday in November

A date tells you the number of the month and the day. What date has been circled? Some celebrations happen on the same date each year. Imagine today was “Hooray for Math Day”.

Step Ahead

Think about two other celebrations that are special in your school, home, or community. Write when they happen in the year.

Write today’s date.

102


© ORIGO Education.

Some celebrations happen on a certain day of the week during the month. Mother’s Day is celebrated on the second Sunday in May. What will that date be in 2021?

© ORIGO Education.

Which day of the week is it this year? Which day of the week will it be in 2021?


103

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