Level 2 MathTransition Lessons

The following eight Transition Lessons are designed to assimilate those new to The Good and the Beautiful Math curriculum starting with Level 2, or for those who would like a general review before beginning Level 2. The eight Transition Lessons vary in length and do not include all the parts of a complete lesson as found in the Level 2 course. Covered in these Transition Lessons are terms, images, and mathematical reasoning skills that were introduced in Levels K and 1. Have your child complete these lessons before beginning the first lesson of Level 2.

Before beginning each Transition Lesson, read through the objective listed at the beginning of the lesson to determine whether the child is already familiar with the material. The child should be familiar with both the concepts taught and the specific vocabulary used (e.g., ten frames, fact families, etc.) within the lesson. For those lessons in which the child has not already met the objective, teach the material to the child. Practice the concepts until the child has met the lesson objective before moving on to the next Transition Lesson. The Level 2 course lessons may be started once the child has a thorough understanding of the concepts taught in the Transition Lessons.

The materials needed to administer the Transition Lessons are a pencil, scissors, a dry-erase board, a dry-erase marker, a dry-erase eraser, a black permanent marker, a 12-inch ruler, 10 pennies, 20 nickels, 10 dimes, 4 quarters, and a one-dollar bill. You will also need the following items from the Level 1-2 Math Activity Box: clock, mini measuring tape, Seashell Stand Twenty Frame and seashell manipula-tives, Brick Laying in Progress Mat, My Place Value Chart, and the place value pieces.

Tangram Cards: Included in the Level 1–2 Math Activity Box is a full set of Tangram Cards #1–60, Junior Explorer Cards, and Mini Tangram Cards. The Level 1 course books provided instruction for completing Tangram Cards #1–36, the Junior Explorer Cards, and the Mini Tangram Cards.

For those who begin The Good and the Beautiful Math program with Level 2, we encourage you to complete the Tangram Cards #1–36, the Junior Explorer Cards, and the Mini Tangram Cards before starting the Transition Lessons. The cards increase in difficulty and will prepare the child for the Tangram Cards in Level 2. To complete Tangram Cards #1–12, the child simply places the correct tangram pieces on the corresponding shapes on the mat. The tangram shapes shown on the Junior Explorer Tangram Cards and the Mini Tangram Cards are to be duplicated by the child. Tangram Cards #13–36 require the child to use problem-solving skills to determine the arrangement of the tangrams in the provided area.

©2019 Jenny Phillips (All Rights Reserved)

Level 2 MathTransition Lessons

Table of Contents

Transition Lesson A—Subitizing 1–20 . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Transition Lesson B—The Twenty Frame: Addition and Subtraction . . 7

Transition Lesson C—Fact Families . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Transition Lesson D—Time to the Five-Minute Mark . . . . . . . . . . . . . . . . . . . 13

Transition Lesson E—Inches and Feet . . . . . . . . . . . . . . . . . . . . . . . . 15

Transition Lesson F—Place Value . . . . . . . . . . . . . . . . . . . . . . . . . 17

Transition Lesson G—Money . . . . . . . . . . . . . . . . . . . . . . . . 19

Transition Lesson H—2D/3D Shapes and Parallel Lines . . . . . . . . . . 21

©2019 Jenny Phillips (All Rights Reserved)

Level 2 Math Transition Lesson A

Transition Lesson A - Page 1Level 2 Math

Objective: The child should be able to subitize groups of 1–20 dots on a ten frame. (Subitizing is being able to instantly recognize, without counting, the number of objects present in a small group.)

The Ten Frame

Read to the child: The white lines drawn on this chalkboard form a ten frame. A ten frame is used for counting, adding, subtracting, and more.

Count the number of blue dots in this ten frame (above). How many are there?a

Now count just the top row of dots. How many are on the top row?b What about the bottom row?c

When a ten frame has every box filled in, it has 10 items in it. Five are on the top row, and five are on the bottom row. However, sometimes not all the boxes on a ten frame are filled.

Look at the ten frames on this page, and then write the number of dots shown. See if you are able to identify the number without counting each individual dot.

Subitizing 1–20

Level 2 Math Transition Lesson A - Page 2

Look again at the ten frame above with six dots. The ten frame shows us that 6 is 5 plus what?d

The number seven shown here is grouped as five dots on the top row and how many dots on the second row?e 5 plus 2 equals 7.

Look at the ten frame of eight dots and fill in the blank:

5 + ____ = 8

Using the ten frame of nine dots, fill in the blank.

5 + ____ = 9

Using the ten frame of ten dots, fill in the blank.

5 + ____ = 10 Practice Memory Game (2-4 players)To play the game of Memory, cut out the Ten Frame Cards and Number Cards included at the end of this lesson. Shuffle the cards. Lay them facedown on the table and arrange them in four rows of five.

Player one chooses one Number Card and one Ten Frame Card. He or she should then turn the cards over to see if they are a match. (A match would be a numeral that is the same as the number represented on the ten frame.) If the cards are a match, the player keeps the match. If the cards do not match, the player returns them back to their spot on the table.

The next player takes a turn in the same way.

The game continues with players taking turns until all the cards have been matched. The player with the greatest number of matches is the winner.

Ten Frame Number PracticeShuffle the Ten Frame Cards used in the previous activity. Place the cards facedown in a pile in front of the child. Have the child practice identifying the number of dots shown on each Ten Frame Card by drawing one card at a time and naming the number shown.

Transition Lesson A - Page 3Level 2 Math

Numbers 11–20Using the Ten Frame Cards from the previous activity, lay the number 10 Ten Frame Card on the table. Ask the child how many dots are shown on the card.f Then lay the number 1 Ten Frame Card next to the number 10 Ten Frame Card. Ask the child how many dots there are now.g

Trade the number 1 Ten Frame Card for the number 2 Ten Frame Card. Then ask the child how many dots are shown now.h

Continue this exercise through the number 20 using the Ten Frame Cards.

PracticeLay the number 10 Ten Frame Card faceup on the table. Shuffle the remaining Ten Frame Cards and lay them facedown on the table.

Have the child turn over one of the cards from the facedown pile and lay it next to the Ten Frame Card that shows the number 10. Have the child identify how many dots are shown all together. Have the child write the number on the dry-erase board.

11–20 Subitizing Number PracticeHave the child continue to practice identifying the amounts shown up to 20.

Begin the next Transition Lesson when the child is able to easily and quickly identify the number of dots shown on each 11–20 Ten Frame Card.

18Lesson Answers: (a) 10 (b) 5 (c) 5 (d) 1 (e) 2 (f) 10 (g) 11 (h) 12

10

Ten Frame Cards and Number Cards (cut along dotted lines)

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Transition Lesson A - Page 5Level 2 Math

Ten Frame Cards and Number Cards (continued)

10

9

8

7

6

5

4

3

2

1

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Level 2 MathTransition Lesson B

Transition Lesson B - Page 7Level 2 Math

Objective: The child should be able to add and subtract using a twenty frame.

Twenty FrameRead to the child: When we use two ten frames together, we call it a twenty frame. It helps us recognize numbers up to 20 as well as do addition and subtraction problems within 20. When you use a twenty frame to calculate math problems, it helps you picture the amounts in your head. With practice, you will easily be able to complete addition and subtraction in your head.

AdditionLook at the twenty frame below. The different colored dots represent the two numbers you will add together. How many red dots are there?a How many yellow dots are there?b When we add those two numbers, we get the total number of dots.

What is 8 plus 7?c Fill in the blanks below to show

this addition problem.

When you add two numbers together, each number is part of a whole. The problem at the top right-hand side of the page has the whole amount or the total number of dots. Figure out the two

parts of the whole by looking at the two colors of dots. Fill in the blanks with those two numbers.

Using a twenty frame can also help us find

patterns when solving problems. Complete the following problems that are adding onto the number nine. See if you can find a pattern.

What did you notice about these problems? Pause for response. 9 is 1 less than 10 so we took

The Twenty Frame: Addition and Subtraction

+ =

+ = 15

+ =9

+ =9

+ =9

Level 2 Math Transition Lesson B - Page 8

one of the yellow dots to complete the group of ten. There is 1 less yellow dot on the second ten frame than the total number of yellow dots. This is the number we add to 10.

SubtractionAnother way to say “subtract” is “take away.” You are going to take away dots on the twenty frame by crossing them out. Look at the twenty frame below. What is the total number of dots?d

How many dots are crossed off?e How many dots are left?f Good work! This twenty frame represents the subtraction problem “20 take away 6 equals 14.” Fill in the blanks below for this problem.

In the next problems, you will need to cross off the number of dots that are being subtracted. Then write the answer in the space provided.

You are going to look for a pattern again, but this time it will be with subtraction problems. Each problem is going to be subtracting 10. Look at the twenty frame to know what the whole amount is, and write that number in the first blank space. Then cross off ten dots and write the answer to

solve the equation. Which ten dots will be best to cross off to help you solve the problem? Pause for response. If needed, point out that it is easier to just cross off the first group of ten rather than count out dots starting on the other ten frame.

What did you notice about these problems? Pause for response. When you subtract 10 from a twenty frame number, you just take away the first ten frame. The number of dots that are on the second ten frame is your answer!

Extra PracticeIf needed, use the Seashell Stand Twenty Frame and seashell manipulatives from the Level 1–2 Math Activity Box to practice solving various addition and subtraction problems. Write the problems on a dry-erase board and have the

child solve the problems using the strategies explained in this lesson.

Begin the next Transition Lesson when the child is able to comfortably add and subtract using the twenty frame.

− =

− =18 9

− =15 6

− =10

− =10

− =10

Lesson Answers: (a) 8 (b) 7 (c) 15 (d) 20 (e) 6 (f) 14

Level 2 MathTransition Lesson C

Transition Lesson C - Page 9Level 2 Math

Objective: The child should know what a fact family is. The child should be able to identify two addition and two subtraction equations that make the fact family for three given numbers.

Fact FamiliesTake out the Part-Part-Whole Mat and the five Tanaka Family Manipulatives included at the end of this lesson. Cut out the Tanaka Family Manipulatives.

This is the Tanaka family. The Tanaka family consists of Riki, the father; Hana, the mother; Chika, the oldest; Kobe, the middle child; and Ren, the youngest. How many people are in the Tanaka family?a

To the right is the Tanaka family's home. I'll write the number five in the top window so that we can remember five people live there. Write the number five in the top window of the roof.

How many grown-ups are in the Tanaka family?b Write the number two in the lower left window of the roof. Place the two adults on the Part-Part-Whole Mat.

How many children are in the Tanaka family?c Move the three children down to the "Part" section on the right side of the Part-Part-Whole Mat. Write the number three in the lower right window of the roof.

What addition problem does the Tanaka family show on the Part-Part-Whole Mat right now? Pause for response. Yes, 2 parents plus

3 children equals 5 people total. Slide all five family members up to the "Whole" section. Then fill in the top row of white boxes of the home with the addition problem 2 + 3 = 5.

Could we switch the sides of the mat that the children and the parents are placed on and still get the same answer? Slide the three children down to the "Part" section on the left and the parents to the "Part" section on the right. When we do this, we find that 3 children plus 2 parents equals 5 people. Slide the five people up to the "Whole" section. Then fill in the next row of boxes with the addition problem 3 + 2 = 5.

Fact Families

+

+

−−

=

=

=

=

Level 2 Math Transition Lesson C - Page 10

One day, the Tanaka parents decided to go out on a date. Slide the two adults down to the "Part" section on the left. How many children did that leave at home?d Slide the three children down to the "Part" section on the right. What subtraction problem did we just make? Pause for response. The problem we make is 5 people take away 2 people leaves 3 people remaining. Fill in the next row of boxes of the home so that the subtraction problem reads 5 − 2 = 3.

Slide all five people back up to the "Whole" section of the mat, then continue reading. The next day, the three children went to the zoo with their grandparents. If there were 5 people at home and 3 of them left, how many people does that leave at home? Slide the three children down to the "Part" section on the left and the two adults down to the "Part" section on the right. That leaves two people still at home. Fill in the last row of boxes of the home

so that the subtraction problem reads 5 − 3 = 2.

Let's look at the addition and subtraction problems that are on the Tanaka family's house. Which three numbers are in every single math problem on their house?e This is called a fact family.

PracticeThere are lots of fact families. We can always make two addition problems and two subtraction problems with each family. Let’s practice by completing the following fact families.

Help the children complete the following fact family houses by using the same method shown above.

9

5 4

=

=

=

=

+

+

−

−

85 3

=

=

=

=

+

+

−

−

Lesson Answers: (a) 5 (b) 2 (c) 3 (d) 3 (e) 2, 3, 5

Transition Lesson C - Page 11Level 2 Math

Part-Part-Whole Mat/Tanaka Family Manipulatives

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Level 2 MathTransition Lesson D

Transition Lesson D - Page 13Level 2 Math

From the Level 1–2 Math Activity Box, take out the clock. Also, have a dry-erase board and a dry-erase marker on hand.

Objective: The child will be able to figure out time to the five-minute mark.

Time to the HourLet’s listen to a song about time. Pay close attention to the words, because I’m going to ask you a few questions when it is done. Listen to the song “Time” with your child, which is a free MP3 download found at www.goodandbeauti-ful.com/mathhelps.

How many hours are in a day?a How many minutes are in an hour?b How many seconds are in a minute?c

Time to the HourAn analog clock is a round clock with arms that point to the time of the day. This analog clock shows ten o’clock.

Point to the hour hand. This is the hour hand. The hour hand is the shorter of the two hands. The hour hand points to the hour. Point to the minute hand. This is the minute hand. The minute hand is the longer of the two hands. When the minute hand reaches the top of the clock and points to the number twelve, it means a new hour has begun.

Some clocks look like this. They are called digital clocks. This clock says four o’clock. The first number before the colon (the two dots) tells us the hour. The numbers after the colon tell us the minutes. If there are zero minutes then we say “o’clock.”

Time to the Half HourUsing the clock from the Math Activity Box, demonstrate the following times.

This clock says 8:00. When the hour hand points to the eight and the minute hand points to the 12, we know it says 8:00. Write “8:00” on the dry-erase board. One minute after 8:00 is 8:01; the next minute is 8:02, then 8:03.

Time to the Five-Minute Mark

TimeBy Jenny Phillips

24 hours in a day

So much I can do and say

60 seconds in a minute

I could pick some flowers in it

60 seconds in a minute

How many minutes in an hour?

Enough for me to climb a tower

60 minutes in an hour

Level 2 Math Transition Lesson D - Page 14

After 30 minutes, the minute hand has reached the six and is halfway around the clock. Do you remember from the song we sang today how many minutes are in an hour?d One hour has 60 minutes. So, half of an hour is 30 minutes. Using the clock from the Math Activity Box, move the minute hand to the six. This is why we say 8:30. The hour is eight but it is 30 minutes after 8:00. Write “8:30” on the dry-erase board. This is how we write 8:30.

Time to the Five MinutesIt takes the minute hand five minutes to move from one number to the next. You’ll notice on the clock that there are four little marks between each number. Each of those represent one minute. Point to and count the marks between two numbers.

Because the clock is divided into five-minute sections, it makes it easy to tell the time if you know how to count by fives. There are twelve numbers on the clock. If the hour hand points to a number, we know that is the hour of the day. If the minute hand points to a number, we can count by fives to see what the minutes are. Let’s count by fives as we point to each number on the clock shown here. Starting at one, point to each number on the clock as the child counts by fives.

What number did we say when we ended on the twelve?e It takes sixty minutes for the minute hand to go all the way around the clock one time, and every time the minute hand goes all around the clock, it means an hour has passed. However, when the minute hand

reaches the 12, a new hour has begun, so instead of saying “60,” we say “o’clock.”

Practice• One at a time, write various times on the

dry-erase board. Have the child show you the time on the clock from the Math Activity Box and say the time aloud. Then show various times on the clock and have the child write the correct time on the dry-erase board.

• Have the child read the time on analog and digital clocks around the house throughout the day.

• Set a timer for 1 minute, 5 minutes, 30 minutes, and 1 hour so that the child understands how long those lengths of time are.

o’clock

30

45 15

5

10

20

2535

40

50

55

Lesson Answers: (a) 24 (b) 60 (c) 60 (d) 60 (e) 60

Level 2 MathTransition Lesson E

Transition Lesson E - Page 15Level 2 Math

Inches and Feet

______ inches

______ inch

______ inches

From the Level 1–2 Math Activity Box, take out the mini measuring tape. Also, have on hand a black permanent marker and a 12-inch ruler.

Objective: The child should be able to use a ruler and tape measure to measure inches and feet.

The InchPlace the ruler in front of the child. This is a ruler. A ruler helps us measure length. Point to the one-inch mark on the ruler. This is one inch. Do you see the black dot on the ruler below? Point to the long line just above it. This is our starting point when we use a ruler. We use a ruler by placing it next to the item that we wish to measure and lining up the starting point with one end of the object. How long is the dragonfly?a

Measure the snail and the other insects on this page with the ruler. Write the length of the snail or insect on the line below each one.

A FootThe ruler is divided into twelve inches. Count them with me. Starting with one, point to each inch marker as you count to twelve with the child. Do you know what twelve inches is

Level 2 Math Transition Lesson E - Page 16

called? Pause for response. Twelve inches is called a foot! Let’s see if you can find something in this room that is about one foot long. Allow the child a minute or two to search.

Give the mini measuring tape to the child. This is a measuring tape. We can use it to measure things that are longer than a ruler. Pull out the mini measuring tape. Do you see the inch markings on the measuring tape? Pause for response. They are just like a ruler, except that the measurements can extend longer than one foot.

Where on the measuring tape would one foot be?b We are going to mark one foot on the measuring tape with this black marker. Trace the line indicating twelve inches with a black permanent marker.

Do you think there is a way we can figure out where two feet is on the measuring tape? Pause for response. Yes, let’s start at the one-foot mark and count up 12 more inches. Count with the child and mark with the black permanent marker the two-foot mark at 24 inches. Two feet is the same as 24 inches. Continue on with the activity, counting up and marking the three- and four-foot marks at 36 and 48 inches. Three feet is the same as 36 inches, and four feet is the same as 48 inches.

PracticeHave the child practice measuring small and large objects around the house or in the yard, to the nearest inch, using the tape measure. Have the child record the measurements on this page.

Item Measured:

____________ feet ____________ inches

Item Measured:

____________ feet ____________ inches

Item Measured:

____________ feet ____________ inches

Item Measured:

____________ feet ____________ inches

Item Measured:

____________ feet ____________ inches

Lesson Answers: (a) 2 inches (b) at the 12– inch mark

Level 2 MathTransition Lesson F

Transition Lesson F - Page 17Level 2 Math

From the Level 1–2 Math Activity Box, take out the Brick Laying in Progress Work Mat, the ten-brick sticks, the single bricks, the My Place Value Chart, and the Place Value Pieces page. Also, have on hand a dry-erase board and a dry-erase marker.

Objective: The child should understand place value through the tens place.

Building NumbersShow the child the ten-brick sticks and single bricks. We are going to use these bricks to represent numbers.

Lay a ten-brick stick in front of the child. How many bricks are in this group of bricks?a We will pretend to cement our bricks together every time we have ten bricks.

Set aside the ten-brick stick. Then count out 14 single bricks and place them in front of the child. Count how many bricks we have here. Pause while the child counts. There are fourteen bricks here. Now, I want you to count them a second time. When you get to ten, I want you to trade me the ten single bricks for one stick of ten cemented together bricks. Have the child do as instructed.

Do we still have 14 bricks?b Write the number “14” on the dry-erase board. The number 14 is made up of two different numbers.

The four is in the ones place. It shows us how many single bricks we have. Draw a line under the four and write “ones” under it.

The one is in the tens place. It shows us how many bricks of ten that we have cemented together or how many groups of ten we have. Draw a line under the one and write “tens” under it.

Take out the Brick Laying In Progress Work Mat. Lay the ten-brick stick in the Tens section and the four single bricks in the Ones section. Fourteen has one group of ten and four ones.

Write “28” on the dry-erase board. Now, make the number 28 with the brick pieces and place them on the Brick Laying In Progress Work Mat. Have the child lay out 28 brick pieces. If he or she counts out 28 single bricks, remind the child that he or she can exchange ten single bricks for ten cemented together. How many groups of ten are in the number 28?c How many ones are in 28?d

One by one, write the following numbers on the dry-erase board. Have the child lay the correct number of bricks on the mat.

42, 77, 59, 85

Place Value

1 4tens ones

Writing NumbersPlace the Brick Laying In Progress Work Mat in front of the child. Place three of the ten-brick sticks in the Tens section on the work mat. Place seven of the single bricks in the Ones section of the mat. How many bricks are here?e Write the number on the dry-erase board. How many tens does this number have?f How many ones does it have?g

Repeat this exercise with the brick pieces for the following numbers.

68, 42, 55, 91, 17, 79

Daily PracticePlace value is a very important concept for children to understand going into Level 2. It was covered daily in Levels K and 1. For those children who are unfamiliar with place value prior to this lesson, we suggest additional time spent on place value to help the child develop a solid understanding.

In the Level 1–2 Math Activity Box, you will find the My Place Value Chart and the Place Value Pieces page. This chart was used daily in Level 1. It is not used in Level 2; however, we encourage its use in Level 2 if the child did not complete Level 1. For these children we suggest doing the following each day as part of the Daily Dose:

My Place Value Chart Daily Routine

Day #1:

• Explain to the child that each day, he or she will use the My Place Value Chart to keep track of how many math lessons have been completed so far in the course.

• Open the chart and point out the words at the top of the chart and explain that the words show the hundreds, the tens, and the ones places.

• Have the child color in the bottom box of one of the ten-sticks, and then place the ten-stick in the Ones pocket.

• With a dry-erase marker, write the number one under the Ones title and tell the child that by the end of the lesson, he or she will have done one math lesson.

Day #2 through the end of Level 2:

• Each day, repeat the activity, having the child color in the next box in the ten-stick and changing the number showing the number of boxes colored in.

• On day #10, the child will have filled in the ten-stick completely. The child will then glue the filled ten-stick on the blank one hundred frame and will put it in the Tens place pocket.

• This activity will continue each day. Once the entire one hundred frame is filled with ten ten-sticks, it should be placed in the Hundreds pocket. Counting will continue from there.

• Each day, ask the child how many groups of one hundred, how many groups of ten, and how many ones make the number written.

Transition Lesson F - Page 18Level 2 Math

Lesson Answers: (a) 10 (b) yes (c) 2 (d) 8 (e) 37 (f) 3 (g) 7

Level 2 MathTransition Lesson G

Transition Lesson G - Page 19Level 2 Math

For this lesson you will need: 10 pennies, 20 nickels, 10 dimes, 4 quarters, a one–dollar bill, a dry-erase board, and a dry-erase marker.

Objective: The child should be able to identify the name and value of a penny, a nickel, a dime, a quarter, and one dollar. The child should be able to add pennies and dimes together and also pennies and nickels together, determining the total amount. The child should know how many pennies and dimes equal one dollar.

CoinsMix up 10 pennies, 4 nickels, 10 dimes, and 4 quarters and set them in front of the child. Here we have four different types of coins. Each is worth a different amount of money. Sort the coins into four different groups according to type.

Point to the group of pennies. What is the name of this coin?a Describe what this coin looks like. Pause for response. Pennies are the only coin that are copper in color. A penny is worth one cent. Write “1¢” on the dry-erase board and point to the cents symbol. This symbol means cents. How much are all the pennies here worth?b

Point to the group of nickels. What is the name of this coin?c Describe what this coin looks like. Pause for response. Did you notice that nickels have a smooth edge, unlike the other silver- colored coins? A nickel is worth five cents. Write “5¢” on the dry-erase board. Count by fives to see how much these nickels are worth.d

Point to the group of dimes. What is the name of this coin?e Describe what this coin looks like. Pause for response. Did you notice that dimes are the smallest coins? A dime is worth ten cents. Write “10¢” on the dry-erase board. Count by tens to see how much this group of dimes is worth.f

Point to the group of quarters. What is the name of this coin?g Describe what this coin looks like. Pause for response. Did you notice that quarters are the largest coins? One quarter is worth twenty-five cents. Write “25¢” on the dry-erase board.

One DollarPlace the paper dollar in front of the child. This is a dollar bill. One dollar is worth 100 cents. To represent one dollar, we use a dollar sign. Draw “$” on the dry-erase board. When we use a dollar sign, we place it in front of the number of dollars that we have. Write “$1” on the dry-erase board. This is read “one dollar.” Write “$5” on the dry-erase board. This is read “five dollars.”

We are going to make one dollar a few different ways. We know that a dollar equals 100 cents, so how many pennies equal one dollar?h Write your answer on this line.

100¢ = _______________ pennies

How much is a nickel worth?i When we count nickels, we count by fives. Let’s count by fives to find out how many nickels equal one dollar.

Money

Level 2 Math Transition Lesson G - Page 20

Give the child all twenty nickels and count by fives with the child until you get to 100. How many nickels did we count? It takes twenty nickels to equal one dollar. Write that answer on this line.

100¢ = _______________ nickels

How much is a dime worth?j When we count dimes, we count by tens. Let’s count by tens to find out how many dimes equal one dollar. Give the child the ten dimes and count by tens with the child until you get to 100. How many dimes did we count? It takes ten dimes to equal one dollar. Write that answer on this line.

100¢ = _______________ dimes

How much is a quarter worth?k A quarter is a word that means one-fourth. A quarter is one-fourth of a dollar, which means four quarters equal one dollar! Write that answer on this line.

100¢ = _______________ quarters

Practice ProblemsWrite the correct amount of money in the spaces below. Remember to include the cent sign.

Extra Practice• Play store with the child and have them

pretend to buy various items by counting out the correct amount of money for that item.

• Practice trading coins of the same value. For example, ask the child how many pennies equal a nickel, and then trade the child that amount. Then ask how many nickels equal a dime. Continue with all the coins.

• At random, say the name of one of the coins and have the child point to it. Continue for each coin. Repeat this activity. However, for the second time, say the amount of each coin and have the child point to the corresponding coin.

Lesson Answers: (a) penny (b) 10¢ (c) nickel (d) 20¢ (e) dime (f) 100¢ (g) quarter (h) 100 (i) 5¢ (j) 10¢ (k) 25¢

Level 2 MathTransition Lesson H

Transition Lesson H - Page 21Level 2 Math

Objective: The child should be able to identify by name the following shapes: octagon, trapezoid, rhombus, pentagon, hexagon, ellipse, cone, circle, sphere, cube, cylinder, pyramid, and rectangular prism. The child should also know the difference between 2D and 3D shapes and should be able to identify parallel lines.

2D and 3D ShapesCut out the 2D and 3D Shape Cards found at the end of this lesson. Set aside the cards that say "2D" and "3D." Shuffle the remaining shape cards and lay them faceup on the table.

There are many different shapes here. What do you notice about all of the shapes? Pause for response. Do you notice how some of the shapes look flat like a drawing on a paper, but some of the other shapes look as if they were real objects that would take up space? Let's sort the shapes into two groups. One group will be for the flat shapes. The other group will be for the shapes that take up space. Help the child sort the shapes so that the 2D shapes are grouped together and the 3D shapes are in another group.

The shapes that are flat are called two-dimen-sional shapes or 2D shapes. Show the card that says "2D" and place it with the 2D shapes. The shapes that take up space are called three-di-mensional shapes or 3D shapes. Show the card that says "3D" and place it with the 3D shapes.

Shape NamesPut away the cards that say "2D" and "3D." Point to each shape that you know the name of and tell me its name. Set aside any shapes that the child already knows. Continue to practice with the child, naming the remaining shapes.

Over the next few days, practice with the child the names of the shapes that he or she does not know. Continue until he or she is able to name each of them.

Note: Some 3D shapes are referred to by different names, depending on the source. In this curriculum, the 3D shapes shown in this lesson will be referred to by the names listed in the lesson objective.

Practice• Hide the 2D and 3D Shape Cards in different

spots around a room. Have the child find each card. As he or she finds one, have the child name the shape shown on the card.

• Lay the 2D and 3D Shape Cards on the floor. Name a shape and have the child jump over that specific shape.

• Lay the 2D and 3D Shape Cards facedown on the table. Have the child turn over one card and name it. Then go on a hunt throughout the house to find specific things with the same shape. Have the child name the shape each time he or she finds an example of it.

2D/3D Shapes and Parallel Lines

• Place the 2D and 3D Shape Cards facedown in a pile on the table. Have the child turn over the top card. Then have the child name the shape on the card. If he or she is able to name it without help, the child gets to keep it. If the child doesn't remember the name, you get to keep it. After all the cards are drawn, the winner is the player who collected the most cards.

• The next time you take a ride in the car, have the child look for shapes along the way.

Parallel Lines

Do these two black lines cross over each other?a If they kept going on and on, do you think they would ever cross over each other? Pause for response. Even if they kept going, they would never cross each other. Lines that run along each other, an equal amount of space apart, and never cross each other are called parallel lines.

Look at the red lines. Do they cross each other?b Do you think they would cross if the lines kept going on and on? Pause for response.

Take a ruler or any straight edge and line it up to the red lines. Have the child extend the lines shown above until they cross. Do you see that if the red lines continued, they would cross? They are not parallel lines. There is more space between them on one side, and they get closer on the other side. Parallel lines are always an equal distance from each other.

Parallel lines are two or more straight lines that never intersect. That means they never cross each other and never will cross each other if they continued on forever.

Look at the following groups of lines. Circle the pairs of parallel lines. Cross out the pairs that are not parallel.

Practice• Take a walk around the rooms in your house

and see how many parallel lines you can spot. You may choose to keep score with tally marks. (Ideas include windows, doors, furniture, banisters, stairs, and appliances.)

• Continue your walk outside and see how many parallel lines the child can find.

• Write the child's name in uppercase letters and have the child see if there are any parallel lines among the letters.

• Look at the 2D and 3D Shapes Cards. Have the child find shapes with parallel lines and shapes without parallel lines. Some shapes have both.

Transition Lesson H - Page 22Level 2 Math

Lesson Answers: (a) no (b) no

Level 2 Math

2D and 3D Shapes

Transition Lesson H Manipulatives - Page 23

2D3D

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