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Primary Level 1

™

Singapore Math

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We make the power, magic, and mystery of learning

accessible to our modern world.

O U R M I S S I O N S TAT E M E N T

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Welcome to primary math! The primary years are a time of exploration and continued growth for children. During this time, children are learning basic building blocks that they will take with them for the rest of their educational career. They are also beginning to see the world around them through a different lens; they are seeing beyond their own small world. How wonderful that you get to be alongside them for this development and growth! I am privileged to lead you and your child(ren) through Singapore Math during this exciting time.

Level 1 is thrilling because this is the age when the foundations from kindergarten math begin to solidify and you get to see sparks of understanding and wonder every day! Our Level 1 math collection, although a step up and a bit more challenging than kindergarten math, is still playful and fun. Learning through playful engagement is not only more enjoyable, it is also more successful. We’ll play games together, challenge each other with flashcards, and use manipulatives to keep math hands-on. Most importantly, we’ll continue to learn how to make connections between math and your student’s ever-widening world. I’ll say it again as I said it with our kindergarten collection—math doesn’t have to be scary, or boring, when it’s learned the right way and at the appropriate level of development.

Level 1 math is a natural extension of kindergarten math. With my years of teaching in the classroom, as well as teaching my own three children at home, I am well equipped to take you and your child(ren) through this engaging year of math—whether it’s at home, in the classroom, or any other setting. As we travel through this year together, watch and wonder as Singapore Math becomes accessible and fun for both you and your child(ren).

Warmly, Amy Houser

Amy HouserIf she’s not exploring the oceanfront and observing what the tide brings in, Amy is probably homeschooling her three children—or in her classroom, of course. A graduate from Hope International University and a teacher for seventeen years, Amy is dedicated to helping others embrace the developmental process of their children.

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Flow & Scheduling

Finding Success in the Journey 1. Watch the introduction video: “Why Singapore Math.”2. Read through this Collection Overview to get a feel for the flow of the series.3. Invest in, gather, and prepare the necessary materials.4. Watch the videos and guide your child(ren)’s learning. 5. Engage in the feast of activities and ideas.6. Enjoy these tiring, but fleeting, primary years.

EQUIPPING YOU: a message to the educator

The Wisdom Wonder Project Primary Level 1 Singapore Math Collection was created to give home and classroom educators a feast of captivating math lessons. It is intended to encourage a deep, engaging, and meaningful rhythm to your weeks and months as you journey through the year alongside your child(ren). This collection is about creating a love of learning math. It is meant to walk you through each week—not to overwhelm you or cause you to rush to check the boxes. It is intended to create time for you and your child(ren) to spend together, enjoying the process and learning.

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Sample ScheduleM T W Th F

Warm-up

Math Video and/or Lesson

Warm-up

Math Video and/or Lesson

Warm-up

Math Video and/or Lesson

Warm-up

Math Video and/or Lesson

Warm-up

Math Video and/or Lesson

Each child learns differently and will need additional practice at different times. Please slow down to repeat lessons and practice the concepts more with your child(ren) at times when they need it, especially during the more complex concepts.

Primary students still learn best through playful engagement. The Wisdom Wonder Project’s Primary Level 1 Singapore Math Collection reflects this value by maintaining an engaging nature while providing quality education of serious mathematical concepts that are developmentally appropriate.

In today’s culture, there is pressure to get ahead and to race to the finish. The Wisdom Wonder Project’s approach to math is different; we intentionally move carefully and systematically through the concepts. As a firm foundation develops through the primary years, and continues during the 3rd and 4th grade years, students are able to quickly assimilate more complex concepts as they go through the subsequent years of math. By teaching methodically at the start, and working within the developmental proclivities of 6 and 7 year olds, this first year of primary prepares children for success in math now and in the years to come.

As you prepare to start the video series with your child(ren), watch the introduction video “Why Singapore Math,” familiarize yourself with the books, and think about how the flow of the lessons will go. You will complete 5 lessons each week with your child(ren). The lessons might be videos, practice work, time to review the concepts, working through Mental Math, and/or playing math games—but not all in one day, of course! It is important for your child(ren) to practice math every day.

Getting Started

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Putting the time in, even when it seems easy, builds your child(ren)’s math sense and skills for when the concepts become more challenging.

During the video lessons, make sure to pause the video when needed to complete activities or to answer Mrs. Houser’s questions. After a video lesson, we recommend that you have your child(ren) complete all of the textbook and/or workbook pages that correspond with that lesson while you sit side-by-side and guide them as necessary. These pages are listed below with each lesson. You can also use the Home Instructor’s Guide (HIG) to help you re-teach and review the concepts with your child(ren). This book includes valuable information on how to use the manipulatives to fully teach the concepts, explanations of each concept and what to focus on, additional reinforcement problems, and fun games. Make sure that your child(ren) can tell you why they did a problem the way they did and that they can do the problems “another way.” (Those are the questions you want to ask them all the time!)

Singapore Math materials and manipulatives are what enable the concepts to be learned thoroughly by your child(ren), so they are well worth the investment. Children first learn concrete concepts through the use of manipulatives, then pictorial concepts through pictures and images, and finally abstract concepts through numbers and signs. These steps are vital for deep comprehension and are systematically laid out in this collection of videos and lessons. Make sure to have all of the necessary materials in advance so that you are not stuck waiting for something to arrive or driving all over town to find it in time. You can print the templates all at once at the beginning, or you can print and prepare the templates as you need them for the lessons. When you print the templates provided, it is helpful to laminate them, or cover the front and back with clear contact paper, so that your child(ren) can write on them with a dry erase marker and you can easily use them again and again. If you would like to be able to use the number cards, flashcards, subitizing dot cards, or ten frames with dots for memory and go fish games, it is worthwhile to back them with construction paper or print them on cardstock so the ink does not show through the back.

To lay a strong foundation in math for your child(ren), you want to build in time for review and practice. While the collection does have this, you will also want to review with a brief warm up each day. Continually practice each concept taught throughout the weeks and months to solidify the concepts. But, don’t double up on lessons or do more on certain days. While your intention may be valid and understandable, it is necessary to do the lessons one at a time over the course of the

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entire school year to enable the concepts to sink in and to help your child(ren) fall in love with learning math.

Your daily math time will look something like this, depending on your preferences:

Gather your materials. Warm-up for 2-5 minutes. See the warm-ups template for ideas.Watch the video with your child(ren).Re-teach any concepts they are uncertain about.Guide your child(ren) to complete the textbook and/or workbook pages using manipulatives.

When the lesson is “review on your own,” go back to some basic concepts and some concepts from the recent lessons that your child(ren) should practice more. Use those to provide some ways for your child(ren) to review, first with manipulatives and then with numbers and equations (if applicable). You can reuse problems from the book, use the reinforcement sections from the Home Instructor’s Guide (HIG), or make up your own scenarios. In Singapore Math, there is no wasted practice or review time; you even want to weave it into your everyday life.

When the lesson includes Mental Math, remember that it is meant to be a stress-free activity that is not timed or rushed. Allow your child(ren) to use counters or the appropriate manipulative until they don’t want to anymore. Some students may feel overwhelmed with Mental Math pages, so feel free to split them up over a few days or to choose an appropriate number of problems for your child(ren) to complete by having them do every other one or letting them choose 8-10 problems to complete. Mental Math is an important skill for your child(ren) to build. The ability to break down a complicated problem mentally, and to easily put it back together all in their head, is a skill that starts now. But at the developmental stage that Level 1 children are still in, they will need to use manipulatives as they work on this new way of thinking. The Mental Math exercises and answer keys are at the back of the Home Instructor’s Guide (HIG). Simply photocopy the exercises for your child(ren) and cut them apart. You may also chose to write problems on a whiteboard if you think that will help your child(ren).

Games are an integral part of learning. Play allows the brain to more quickly acquire knowledge and solidify concepts. There are games listed throughout the Home Instructor's Guide and on the template at the end of this document. When the lesson for the day includes

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games, take the time to play math games. Don’t gloss over them or underestimate their importance; you and your child(ren) will be better off for having had that playful learning time together.

Always remember that manipulatives are necessary tools for math; they aren't a crutch or a back up. Rather, they are the means necessary for your child(ren) to eventually be able to complete the problems with accuracy because they have seen it and moved it with their hands so many times.

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Materials/manipulatives are vital to teaching math and are at the core of developing math sense for primary students. While this may seem like many things to purchase, you will likely find that you have much of it already. All of the materials are meant to enhance your child’s learning experience. Many can be found around the house, while some will need to be purchased. Our goal is to find affordable options for high quality products. Links are included for your convenience, but you are welcome to substitute brands or make your own materials.

All of the materials for each lindividual esson are listed in the Lesson Materials section below and also in the materials section of the video lesson itself. Some of the materials on that list are pulled from the Collection materials below.

Collection Materials—Some materials will be used often throughout this particular collection and are required for the collection. Before you begin your first math lesson, plan on purchasing and preparing the required Collection Materials listed below.

Home Instructor's

Guide A

Textbook A

Materials

Templates, also located where you downloaded this PDF and in the Lesson Materials and NotesBase 10 BlocksCounters of Your ChoiceDeck of Cards

DominoesDry Erase Board, double sidedDry Erase Markers, coloredEraser, or old clothRed/Yellow Disc CountersUnifix Cubes, 2 sets

Workbook A

Books for Semester 1 Books for Semester 2

Required:

Recommended:

Why Before How: Singapore Math Computation Strategies

Home Instructor's

Guide B

Textbook B Workbook B

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This section lays out each lesson and lists all of the materials you need for each video lesson. Please look ahead and gather, purchase, or make the materials prior to beginning the unit. The Collection Materials are not linked because it is presumed you will have already purchased them. Most normal children’s art and play materials and household items are not linked; you can use what you already have or purchase them if needed. The materials that are more specific to the units, or less common, are linked each time they are listed. You will also find select notes to help you prepare for lessons as needed and/or practice the concepts with your child(ren).

Unit 1: Numbers 0 to 10

Review and refresh on your own—practice writing numbers 0-9HIG A p. viii-ix

Lesson 1: 1.1—Counting Numbers 0 to 10 Video 1: 1.1HIG A p. 1-3Textbook A p. 8-13Workbook A p. 7-10

Counters, number cards (printed from the template and cut out), and subitizing dot cards (printed from the template and cut out)

This unit refreshes number sense for your student.

Lesson 1: 1.2—Counting Numbers 0 to 10 Video 1: 1.2HIG A p. 4-5Textbook A p. 14-15Workbook A p. 11-12

Counters, a deck of cards, and number cards

Lesson Pacing, Materials, & Notes

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Subitizing activities or other math gamesHIG A p. 5

Subitizing dot cards, number cards, and other game materials

You can use subitizing dot cards and number cards to focus on 0-9.

Lesson 1: 1.3—Counting Numbers 0 to 10 Video 1: 1.3HIG A p. 6Textbook A p. 16-17Workbook A p. 13-14

Number cards and Unifix Cubes

Unit 2: Number Bonds

Lesson 2: 1.1a—Making Number StoriesVideo 2: 1.1aHIG A p. 7-11Textbook A p. 18-19

Number bond mat (printed from the template), stickers or counters, Unifix Cubes, and a whiteboard/marker/eraser

Notes: Remember to turn your number bond mat in different directions throughout this unit so that your student can become familiar using it in different configurations.

Lesson 2: 1.1b—Making Number StoriesVideo 2: 1.1bHIG A p. 7-11Textbook A p. 20Workbook A p. 15

Counters, 4 number bond templates drawn on a whiteboard, and a whiteboard/marker/eraser

Lesson 2: 1.2a—Making Number StoriesVideo 2: 1.2aHIG A p. 12-14Textbook A p. 21-22Workbook A p. 16-17

Unifix Cubes, red and yellow discs, and a whiteboard/markers/eraser

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Lesson 2: 1.2b—Making Number Stories Video 2: 1.2bHIG A p. 12-14Textbook A p. 23Workbook A p. 18-19

Red and yellow discs in 5 stacks of 9, 5 number bond templates drawn on the whiteboard, and a whiteboard/marker/eraser

Review on your own

Lesson 2: 1.3—Making Number StoriesVideo 2: 1.3HIG A p. 15-16Textbook A p. 24Workbook A p. 20-22

Whiteboard/markers/eraser, counters, a basket or bowl to cover a few counters, and a deck of cards

Now that we have learned the number bonds from 1 to 10, add a quick review of number bonds to your 2-5 minute warm-up. Always do this using manipulatives. To incorporate this into your warm-up, start with 1 as the target number and have your student fill in a number bond mat with a correct number bond. The next day use 2 as the target number and so on. As the numbers get bigger, your student can just give 2 or 3 of the different number bonds for the target number. Once you have made it to 10, choose a new number from 1-10 for your student to review each day in random order.

Lesson 2: 1.4—Making Number StoriesVideo 2: 1.4HIG A p. 17-18Textbook A p. 25Workbook A p. 23-24

Unifix Cubes, a deck of cards, ten frames with dots (printed from templates and cut out), dominoes, and a whiteboard/markers/eraser

Games and review on your ownDeck of cards, other game materials, and review materials

Using the ace to 10 cards from the deck, have your child make 10.

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Unit 3: Addition

Lesson 3: 1.1—Making Addition StoriesVideo 3: 1.1HIG A p. 19-21Textbook A p. 26Workbook A p. 25-27

Counters and a whiteboard/marker/eraser

As we move into addition, your student may grasp the number bond concept more easily. If they do not, feel free to pause and review number bonds/making 10 with new games or activities before moving on. Remember, creating addition (and later subtraction) stories with your student is valuable and will help solidify your student’s understanding of the concept. Begin to include number bonds/making 10 as a part of your warm-up.

Lesson 3: 1.2a—Making Addition StoriesVideo 3: 1.2HIG A p. 22-23Textbook A p. 27-31

Counters and a whiteboard/markers/eraser

Lesson 3: 1.2b—Making Addition StoriesVideo 3: 1.2 (rewatch)HIG A p. 22-23Workbook A p. 28-30

Counters and a whiteboard/markers/eraser

Rewatch the video with your student and then complete the workbook pages for practice.

Games and review on your ownGame and review materials

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Lesson 3: 2.1a—Addition With Number BondsVideo 3: 2.1HIG A p. 24-26Textbook A p. 32-33Workbook A p. 31-32

Counters, a number bond mat, and a whiteboard/markers/eraser

Make sure to have your addition flashcards (0+5, +0, +1) printed from the template and cut out by today. Keep blank ten frame templates handy for addition: they are a great visual tool and strengthen your child’s skill at ‘seeing 10’. Instead of printing the flashcards from the template provided, you can make your own with index cards and a marker if you desire.

Lesson 3: 2.1b—Addition With Number BondsVideo 3: 2.1 (rewatch)HIG A p. 24-26Workbook A p. 33-35

Counters, a number bond mat, and a whiteboard/markers/eraser

Rewatch the video with your student and then complete the workbook pages for practice.

Lesson 3: 2.2—Addition With Number BondsVideo 3: 2.2HIG A p.27 Textbook A p. 34Workbook A p. 36-37

Number bond mat, a variety of counters, a whiteboard/marker/eraser, number cards, and addition flashcards

Review on your ownMental Math 1

Lesson 3: 3.1—Other Methods of AdditionVideo 3: 3.1HIG A p. 28-31Textbook A p. 35-37Workbook A p. 38-39Mental Math 2

Number cards (laid out on a table, desk, or floor to make a large number line), a whiteboard/marker/eraser, counters, red and yellow discs, an erasable

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crayon or pencil, and a wood block with “+1,” “+2,” and “+3” written on the sides (use each number more than once to have an addition sign and a number of every side of the block just like in the video)

Remember to be reviewing number bonds/making 10 and addition flashcards as part of your warm-up. A number line is an invaluable tool. Always keep one nearby! A hundreds chart, a ruler, or a tape measure are great options!

Lesson 3: 3.2a—Other Methods of AdditionVideo 3: 3.2HIG A p. 32-33Textbook A p. 38-40

Counters, a whiteboard/markers/eraser, and ten frames with dots

Lesson 3: 3.2b—Other Methods of AdditionVideo 3: 3.2 (rewatch)HIG A p. 32-33Workbook A p. 40-41

Counters, a whiteboard/markers/eraser, and ten frames with dots

Rewatch the video with your student and then complete the workbook pages for practice.

Games and review on your ownMental Math 4

Ten frames with dots, counters, subitizing dot cards, number cards, and other game materials

This is a good time to play making 10 with ten frames, subitizing dot cards, and number cards.

Unit 4: Subtraction

Lesson 4: 1.1a—Making Subtraction StoriesVideo 4: 1.1HIG A p. 34-36Textbook A p. 41

Counters, red and yellow discs, and Unifix Cubes

Use manipulatives or picture cards to show take away/minus.

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Lesson 4: 1.1b—Making Subtraction StoriesVideo 4: 1.1 (rewatch)HIG A p. 34-36Workbook A p. 42-45

Counters, red and yellow discs, and Unifix Cubes

Rewatch the video with your student and then complete the workbook pages for practice. Use manipulatives or picture cards to show take away/minus.

Lesson 4: 1.2—Making Subtraction StoriesVideo 4: 1.2HIG A p. 37Textbook A p. 42-46Workbook A p. 46-48

Unifix Cubes, counters, and a whiteboard/markers/eraser

Remember that creating subtraction stories with your student is an important component for helping them understand the concept of subtraction.

Review on your ownMental Math 5

Lesson 4: 2.1a—Methods of SubtractionVideo 4: 2.1HIG A p. 38-42Textbook A p. 47-49

Counters, a number bond mat, and a whiteboard/markers/eraser

As we move forward if you are finding subtraction to be challenging for your student, incorporate more games using +/- dice and/or assign fewer problems in the math books.

Lesson 4: 2.1b—Methods of SubtractionVideo 4:2.1 (rewatch)HIG A p. 38-42Workbook: 49-52

Counters, a number bond mat, and a whiteboard/markers/eraser

Rewatch the video with your student and then complete the workbook pages for practice.

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Lesson 4: 2.2a—Methods of SubtractionVideo 4: 2.2HIG A p. 43-44Textbook A p. 50Workbook A p. 53-54Mental Math 6

Number bond mat, a variety of counters, a whiteboard/marker/eraser, and number cards

As Mental Math increases in difficulty, remember to keep counters, a number line, and/or other manipulatives available at all times until your student says they don’t need them anymore.

Lesson 4: 2.2b—Methods of SubtractionVideo 4:2.2 (rewatch)HIG A p. 43-44Workbook A p.55-56Mental Math 7

Number bond mat, a variety of counters, a whiteboard/marker/eraser, and number cards

Rewatch the video with your student and then complete the workbook pages for practice.

Lesson 4: 2.3—Methods of SubtractionVideo 4: 2.3HIG A p. 45-46Textbook A p. 51-52Workbook A p. 57-58Mental Math 8

Number cards (laid out on a table, desk, or floor to make a large number line), a whiteboard/marker/eraser, counters, red and yellow discs, and a wood block with “-1,” “-2,” and “-3” written on the sides (use each number more than once to have a subtraction sign and a number of every side of the block just like in the video)

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Games and review on your ownGame and review materials

Lesson 4: 2.4—Methods of SubtractionVideo 4: 2.4HIG A p. 47-48Textbook A p. 53Workbook A p. 59Mental Math 9

Number cards (laid out in a number line just like the previous lesson), a whiteboard/markers/eraser, and ten frames with dots

Lesson 4: 2.5—Methods of SubtractionVideo 4: 2.5HIG A p. 49Textbook A p. 54-55Workbook A p. 60, 67

Whiteboard/markers/eraser, a variety of coins (nickels and pennies), a number bond mat, a deck of cards, and number cards

An easy way to incorporate many skills into your warm-up is to use the calendar and let the date be your guide! If the date is the 8th, your student will show a number bond that makes 8, show 8 in tally marks (remember to circle groups of 10 when applicable), show 8 on a ten frame, show 8¢, make (or say) an addition or subtraction sentence, and show 8:00 on a clock. Your student might like to do all of the activities each day or you can pick and choose a few for each day. It may take some time to get started, but soon you both will be going through it fairly quickly. To extend the review, your student can show multiple ways to make 8 in a number bond or with coins. Once the date is past the 20th, I suggest sticking with 3-10 for number bonds and the +/- sentence, but your student can continue to show the date for tally marks & coins.

Lesson 4: 2.6—Methods of SubtractionVideo 4: 2.6HIG A p. 50-51Workbook A p. 61-66

Number cards, Unifix Cubes (or another type of counter), and a whiteboard/markers/eraser

If your student is still having trouble grasping the concept of number bonds, especially making 10, you can pause and reteach here before

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moving on to the next unit. Regular review from here on out is crucial to keeping the number bonds fresh in your student’s mind so they can recall them with ease. Showing the number bonds on a ten frame is ideal. Not only will you be practicing the target number, but you can also always ask, “How many more do you need to make 10?”

Lesson Mental MathVideo Mental MathHIG A p. 51Mental Math 11

Whiteboard/markers/eraser and counters

Review on your ownMental Math 12 or 13

Unit 5: Position

Lesson 5: 1.1—Position and DirectionVideo 5: 1.1HIG A p. 52-53Textbook A p. 56-59Workbook A p. 68-70

Whiteboard/markers/eraser and household items (such as stuffed animals or counters)

For additional practice, gather some more items and have your student use position words to describe where you should place each object. (Put the pencil below the paper.)

Lesson 5: 2.1—Naming PositionsVideo 5: 2.1HIG A p. 54-55Textbook A p. 60-61Workbook A p. 71-75

Counters and number place cards (printed from templates and cut out)

Review on your own

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Lesson Review 1HIG A p. 56Workbook A p. 76-79Mental Math 10

Reviews are not meant to be tests, but rather a tool to be used as a checkpoint to help gauge for understanding. Read the instructions to your student as needed. Keep a supply of manipulatives nearby for your child to access. If there were any tricky concepts for your child in the review, add them into your daily warm-up practice. If you need to pause and re-teach some concepts, take the time for that as well.

These reviews are built into the textbooks as comprehensive reviews. If you are not using the books, create a review for your child that goes over all of the concepts studied to this point. Make sure to include multiple examples for each step in the concepts so that your child can practice using different strategies and solution methods.

Lesson Review 2HIG A p. 56-57Workbook A p. 80-83

Lesson Review 3HIG A p. 57Workbook A p. 84-88

GamesGame specific materials

Unit 6: Numbers to 20

Lesson 6: 1.1—Counting and ComparingVideo 6: 1.1HIG A p. 58-61Textbook A p. 62-64Workbook A p. 89-93

Place value mat, number cards, ten frames with dots, 20 Unifix Cubes (or base ten blocks), and a whiteboard/markers/eraser

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Lesson 6: 1.2—Counting and ComparingVideo 6: 1.2HIG A p. 62Textbook A p. 65-66Workbook A p. 94-95

Number bond mat, variety of small counters, and a whiteboard/markers/eraser

Lesson 6: 1.3—Counting and ComparingVideo 6: 1.3HIG A p. 63Textbook A p. 66-67Workbook A p. 96-97

Number cards (1-20), blank ten frames, counters, and a whiteboard/markers/eraser

Lesson 6: 1.4—Counting and ComparingVideo 6:1.4HIG A p. 64-65Textbook A p. 68-69Workbook A p. 98-100

Blank ten frames, ten frames with dots, number cards, counters, and a whiteboard/markers/eraser

Games and review on your ownMental Math: choose 1 to do again

Lesson 6: 2.1a—Addition and SubtractionVideo 6: 2.1aHIG A p. 66-70Textbook A p. 70-71Workbook A p. 101-102

Blank ten frames, counters, and a whiteboard/markers/eraser

Using manipulatives and tens frames are imperative for this chapter. Allow your student to use the tens frames to help solve the math facts that will be added this chapter.

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Lesson 6: 2.1b—Addition and SubtractionVideo 6: 2.1bHIG A p. 66-70Textbook A p. 72Workbook A p. 103-104Mental Math 14

Blank ten frames, counters, a whiteboard/markers/eraser

Lesson 6: 2.2a—Addition and SubtractionVideo 6: 2.2HIG A p. 71Textbook A p. 73Workbook A p. 105Mental Math

Blank ten frames, counters, a whiteboard/markers/eraser

Lesson 6: 2.2b—Addition and SubtractionVideo 6: 2.2 (rewatch)HIG A p. 71Workbook A p. 106-107

Blank ten frames, counters, and a whiteboard/markers/eraser

Rewatch the video with your student and then ask them to complete the workbook pages for practice.

Review on your ownMental Math 15

Lesson 6: 2.3a—Addition and SubtractionVideo 6: 2.3HIG A p. 72-73Textbook A p. 73-74Workbook A p. 108Mental Math

Blank ten frames, counters, whiteboard/markers/eraser, and a number bond mat (optional)

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Lesson 6: 2.3b—Addition and SubtractionVideo 6: 2.3 (rewatch)HIG A p. 72-73Workbook A p. 109-110Mental Math 16

Blank ten frames, counters, whiteboard/markers/eraser, and a number bond mat (optional)

Rewatch the video with your student and then ask them to complete the workbook pages for practice.

Lesson 6: 2.4a—Addition and SubtractionVideo 6: 2.4HIG A p. 74-76Textbook A p. 74Workbook A p. 111

Blank ten frames, counters, and a whiteboard/markers/eraser

Lesson 6: 2.4b—Addition and SubtractionVideo 6: 2.4 (rewatch)HIG A p. 74-76Workbook A p. 112-113

Blank ten frames, counters, and a whiteboard/markers/eraser

Rewatch the video with your student and then ask them to complete the workbook pages for practice.

Lesson 6: 2.5—Addition and SubtractionVideo 6.2.5HIG A p. 77Textbook A p. 75Workbook A p. 114-115Mental Math 20

Number cards 1-20, a whiteboard/markers/eraser, and a number line (1-20) drawn on whiteboard

Use the + and - dice that were used in prior lessons (such as Unit 3, Chapter 3, Lesson 1) to make more addition and subtraction sentences.

Review on your ownMental Math 18

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Lesson 6: 2.6a—Addition and SubtractionVideo 6: 2.6 HIG A p. 78-79Textbook A p. 76-78Workbook A p. none

Number bond mat, red and yellow discs, and a whiteboard/markers/eraser

Lesson 6: 2.6b—Addition and SubtractionVideo 6: 2.6 (rewatch)HIG A p. 78-79Textbook A noneWorkbook A p. 119, 120, 123Mental Math 19

Number bond mat, red and yellow discs, and a whiteboard/markers/eraser

Rewatch the video with your student and then complete the workbook pages for practice.

Review on your ownMental Math 20

Unit 6 is substantial and lays incredibly important groundwork for foundational math concepts as your student moves forward. With this in mind, we built in an entire week of review and games to solidify these concepts for your child.

Lesson Review 4HIG A p. 80Workbook A p. 124-127

Lesson Review 5HIG A p. 80Workbook A p. 128-131

Review on your ownMental Math 21

GamesMental Math 22

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Unit 7: Shapes

Lesson 7: 1.1—Common ShapesVideo 7: 1.1HIG A p. 81-82Textbook A p. 79-83Workbook A p. 132-134, 137-141

Geometric solids, whiteboard and marker or paper and pencil for tracing, and as many objects as possible that resemble the shapes in this unit (sphere-ball; rectangle-block or box; cube-dice or rubix cube; cylinder-soup can or spool of thread; triangle-pyramid or triangular ruler).

Encourage your student to look for shapes in every room of your house! Keep track with tally marks, and review your results at the end of the unit. Then, look for shapes outdoors as well! Once you start, you’ll see shapes EVERYWHERE!

Lesson 7: 1.2—Common ShapesVideo 7: 1.2HIG A p. 83Textbook A p. 84-86Workbook A p. 142-146Mental Math 23

Attribute blocks (or cut out shapes in various sizes and colors: circles, hexagons, triangles, squares, and rectangles), a whiteboard/markers/eraser (or a flat desk/table space to work on)

Lesson 7: 1.3—Common ShapesVideo 7: 1.3HIG A p. 84-85Textbook A p. 87-88Workbook A p. 147-148

Ten frames with dots, pattern blocks, and a whiteboard/markers/eraser

Patterns are everywhere! Encourage your child to find patterns throughout your house and even outside! Let your child freely explore with pattern blocks. Can your child make a pattern that is not in a straight line?

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Lesson 7: 1.4—Common ShapesVideo 7: 1.4HIG A p. 86Textbook A p. 89-90Workbook A p. 149

Ten frames with dots, geometric solids, tangrams, and a whiteboard/markers/eraser

Tangrams will challenge the spatial side of your child's brain, which can lead to frustration. But, don’t give up! Spatial development is an under-appreciated math skill and should be developed. Puzzles are great for spatial development! Unifix Cube Sudoku is another option. You can also allow your child to pack a box with various items from your pantry. Can they make everything fit nicely and close the lid?

Review on your own

Unit 8: Length

Lesson 8: 1.1—Comparing LengthVideo 8: 1.1HIG A p. 87-88Textbook A p. 91-94Workbook A p. 150-153

Ten frames with dots, Unifix Cubes, white printer paper, scissors, tape, a marker, objects around the house to measure, and a whiteboard/markers/eraser

Lesson 8: 2.1—Measuring LengthVideo 8: 2.1HIG A p. 89-91Textbook A p. 95-96Workbook A p. 154-156

Number bond mat, counters or pattern blocks, paperclips for measuring (all the same size), and a whiteboard/markers/eraser

Measure! Measure! Measure! Allow your student to measure anything and everything. It is really quite fun! If paper clips become a challenge, invite your student to cut string or yarn the length of each item. They can also label each string with masking/painter’s tape and tape them to

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the wall to compare the results! Then if your student is interested, have them pick one string and estimate how many paper clips (or other units of measure) it would take to equal the length of that string.

Review on your ownMental Math 24

Unit 9: Weight

Lesson 9: 1.1—Comparing WeightVideo 9: 1.1HIG A p. 92-94Textbook A p. 97-99Workbook A p. 157-158

Balance, Unifix Cubes, and a variety of objects from around the house that are easy to use with your balance

Please take some time to make a balance if you don’t already have one. This unit will come alive if your child is able to compare objects for himself. Page 92 in the HIG gives directions for a simple balance; you can try to make one using larger cups or lids to allow for larger items.

Lesson 9: 2.1—Measuring WeightVideo 9: 2.1HIG A p. 95-96Textbook A p. 100-101Workbook A p. 159-162

Balance, Unifix Cubes, counters, and a whiteboard/markers/eraser

Unit 10: Capacity

Lesson 10: 1.1—Comparing CapacityVideo 10: 1.1HIG A p. 97-98Textbook A p. 102-105Workbook A p. 163-165

Towels, a bucket/pitcher of water, a funnel, measuring spoons, a variety of containers for playing with water (jars, cups, bowls, etc.), and a tray or baking sheet

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Just like our previous unit, capacity is best learned through exploration. Pull out all sorts of containers for pouring and comparing, along with a few towels if you are working inside! For added fun, bring out some liquid watercolors or food coloring to explore color mixing! Make sure that you practice the examples with your student, using different containers if that is all you have handy. Manipulating the containers and the water is the most important part of the learning in this unit.

Lesson 10: 2.1—Measuring CapacityVideo 10: 2.1HIG A p. 99-100Textbook A p. 106-107Workbook A p. 166-167

Towels, a bucket/pitcher of water, a funnel, measuring cups, measuring spoons, variety of jars and bottles, and a tray.

Use liquid watercolors or food coloring to explore color mixing.

Lesson Review 6HIG A p. 101Workbook A p. 168-172

Games and review on your own

Lesson Review 7HIG A p. 101Workbook A p. 173-176

Unit 11: Comparing Numbers

Lesson 11: 1.1—Comparing NumbersVideo 11: 1.1HIG B p. 1-3Textbook B p. 8-11Workbook B p. 7-10Mental Math 3

Small counters, a hundreds chart, and a deck of cards

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Lesson 11: 2.1—Comparison by SubtractionVideo 11: 2.1HIG B p. 4-6Textbook B p. 12-13Workbook B p. 11-12Mental Math 4

Counters and a whiteboard/markers/eraser

Lesson 11: 2.2—Comparison by SubtractionVideo 11: 2.2HIG B p. 7-8Textbook B p. 14-15Workbook B p. 13-16

Counters, a number bond mat, and a whiteboard/markers/eraser

Games and review on your ownMental Math 5

Lesson 11: 2.3—Comparison by SubtractionVideo 11: 2.3HIG B p. 9Workbook B p. 17-18Mental Math 6

Number cards, a number bond mat, counters, a deck of cards, and a whiteboard/markers/eraser

Review on your ownMental Math 7

Unit 12: Graphs

Lesson 12: 1.1—Picture GraphsVideo 12: 1.1HIG B p. 10-12Textbook B p. 16-18Workbook B p. 19-23

Dot markers (or crayons), graphing paper, and small counters

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Lesson 12: 1.2a—Picture GraphsVideo 12: 2.1HIG B p. 4-6Textbook B p. 12-13Workbook B p. 11-12Mental Math 4

Graphing paper, colored markers, and a whiteboard/markers/eraser

Lesson 12: 1.2b—Picture GraphsVideo 12: 1.2 (rewatch)HIG B p. 13-14Textbook B p. 19-21Workbook B p. 24-25

Graphing paper, colored markers, and a whiteboard/markers/eraser

Rewatch the video with your student and then ask them to complete the workbook pages for practice.

Lesson 12: 1.3—Picture GraphsVideo 12: 1.3HIG B p. 15Textbook B p. noneWorkbook B p. noneMental Math

Graphing paper, dice, a pencil, and crayon or marker

See the reinforcement section in the HIG for ways to collect data and graph with your student.

Review on your own

Unit 13: Numbers to 40

Lesson 13: 1.1—Counting Numbers to 40Video 13: 1.1HIG B p. 16-18Textbook B p. 22-26Workbook B p. 30-31

Unifix cubes, blank ten frames, number cards, and a whiteboard/markers/eraser

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Lesson 13: 1.2—Counting Numbers to 40Video 13: 1.2HIG B p. 19Workbook B p. 32-33

Number cards, ten frames with dots, and a whiteboard/markers/eraser

Lesson 13: 1.3—Counting Numbers to 40Video 13: 1.3HIG B p. 20Textbook B p. 26-27 Workbook B p. 34-36

Number bond mat, counters, and a whiteboard/markers/eraser

Lesson 13: 1.4—Counting Numbers to 40Video 13: 1.4HIG B p. 21Textbook B p. 28Workbook B p. 37-38

Hundreds chart, white printer paper, Unifix Cubes, and a whiteboard/markers/eraser

Lesson 13: 1.5—Counting Numbers to 40Video 13: 1.5HIG B p. 22-23Textbook B p. 29Workbook B p. 39

Hundreds chart, white printer paper, Unifix Cubes, and a whiteboard/markers/eraser

Lesson 13: 2.1—Tens and Ones to 40Video 13: 2.1HIG B p. 24-25Textbook B p. 30-33Workbook B p. 40-41

Unifix Cubes, counters, number cards, a place value mat (Mrs. Houser also calls it a tens and ones mat), base 10 blocks (or Unifix Cubes), and a whiteboard/markers/eraser

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Lesson 13: 2.2—Tens and Ones to 40Video 13: 2.2 HIG B p. 26 Textbook B p. 34-35Workbook B p. 42-44

Base 10 blocks (or Unifix Cubes) and a whiteboard/markers/eraser

Lesson 13: 3.1—Addition and Subtraction to 40Video 13: 3.1HIG B p. 27-30Textbook B p. 36-37Workbook B p. 45-46

Blank ten frames, base 10 blocks (or Unifix Cubes), and a whiteboard/markers eraser

Lesson 13: 3.2—Addition and Subtraction to 40Video 13: 3.2HIG B p. 31Textbook B p. 38Workbook B p. 47-48

Base 10 blocks (or Unifix Cubes) and a whiteboard/markers/eraser

Review on your own

Lesson 13: 3.3—Addition and Subtraction to 40Video 13: 3.3HIG B p. 32-33Textbook B p. 39Workbook B p. 49-50

Counters, a hundreds chart, and a whiteboard/markers/eraser

Lesson 13: 3.4—Addition and Subtraction to 40Video 13: 3.4HIG B p. 34

Blank ten frames, base 10 blocks (or Unifix Cubes), and a whiteboard/markers/eraser

Review addition within 20 by making a ten.

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Lesson 13: 3.5a—Addition and Subtraction to 40Video 13: 3.5HIG B p. 35-36Textbook B p. 39-41Workbook B p. none

Place value mat, base 10 blocks (or Unifix Cubes), and a whiteboard/markers/eraser

For an extra visual, use a ten frame mat in the ones column on the place value mat. When the ten frame fills up, it is clear to see that it is time to rename the 10 ones as 1 group of 10.

Lesson 13: 3.5b—Addition and Subtraction to 40Video 13: 3.5 (rewatch)HIG B p. 35-36Workbook B p. 51-54

Place value mat, base 10 blocks (or Unifix cubes), and a whiteboard/markers/eraser

Rewatch the video with your student and then ask them to complete the workbook pages for practice. For an extra visual, use a ten frame mat in the ones column on the place value mat. When the ten frame fills up, it is clear to see that it is time to rename the 10 ones as 1 group of 10.

Review on your ownMental Math 8

Lesson 13: 3.6—Addition and Subtraction to 40Video 13: 3.6HIG B p. 37-38Workbook B p. 55-57

Base 10 blocks (or Unifix cubes), a place value mat, and a whiteboard/markers/eraser

For an extra visual, use a ten frame mat in the ones column on the place value mat. When the ten frame fills up, it is clear to see that it is time to rename the 10 ones as 1 group of 10.

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Lesson 13: 3.7—Addition and Subtraction to 40Video 13: 3.7HIG B p. 39Workbook B p. 58

Unifix Cubes and a whiteboard/markers/eraser

Review subtracting within 20 by subtracting from a ten. The HIG offers another way to subtract that wasn’t in the video, but is still worth introducing to your child. Once your student has a strong grasp of number bonds, this method could help with mental math.

Lesson 13: 3.8—Addition and Subtraction to 40Video 13: 3.8HIG B p. 40Textbook B p. 42-43Workbook B p. 59-60

Unifix Cubes (or base 10 blocks) and a whiteboard/markers/eraser

Lesson 13: 3.9—Addition and Subtraction to 40Video 13: 3.9HIG B p. 41-42Textbook B p. 42-43Workbook B p. 61-62

Unifix Cubes and a whiteboard/markers/eraser

Review on your own

Please use this day to make sure your student can show you the addition and subtraction process learned so far concretely (with the base ten blocks) and pictorially (by looking at a drawing). Because these are foundational skills, it is important that your student fully grasps the concepts before moving on to abstract numbers and equations (traditional math problems). You can always ask, “Can you show me another way to do it?” You can also take this time to look back to see if there are any pages you should focus this review time on.

Lesson 13: 4.1a—Adding Three NumbersVideo 13: 4.1HIG B p. 43-45Textbook B p. 44-45

Counters, Unifix Cubes, and a whiteboard/markers/eraser

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Lesson 13: 4.1b—Adding Three NumbersVideo 13: 4.1 (rewatch)HIG B p. 43-45Workbook B p. 63-65

Counters, Unifix Cubes, and a whiteboard/markers/eraser

Rewatch the video with your student and then ask them to complete the workbook pages for practice.

Lesson 13: 5.1—Counting by 2'sVideo 13: 5.1HIG B p. 46-48Textbook B p. 46-47Workbook B p. 66-67

Unifix Cubes, a number line 0-20 drawn on the whiteboard, and a whiteboard/markers/eraser

Review on your own

It is important to ensure that your student is comfortable manipulating the types of equations learned in this unit before you move on to further lessons. Please take additional time to review if needed.

Lesson Review 8aHIG B p. 49Workbook B p. 68-70

Lesson Review 8bHIG B p. 49Workbook B p. 71-73

Games 8Game specific materials

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Unit 14: Multiplication

Lesson 14: 1.1—Adding Equal GroupsVideo 14: 1.1HIG B p. 50-51Textbook B p. 48, 50Workbook B p. 76-77

Counters, four small bowls or plates to divide counters, and a whiteboard/markers/eraser

Lesson 14: 1.2—Adding Equal GroupsVideo 14: 1.2HIG B p. 52Textbook B p. 49, 51Workbook B p. 74-75, 78-79

Counters and a whiteboard/markers/eraser

For extra practice, collect counters in 3 separate amounts (12, 18, 20) without telling your child how many are in each group. Use these to make groups of three.

Lesson 14: 2.1—Making Multiplication StoriesVideo 14: 2.1HIG B p. 53-54Textbook B p. 52-55Workbook B p. 80-81

Counters and a whiteboard/markers/eraser

As you teach this chapter introducing multiplication, please keep in mind this is primarily conceptual. Multiplication will be covered more thoroughly in Level 2 math where memorizing facts will become important. At this level, we want to lay a strong foundation of the concept of equal groups.

Lesson 14: 2.2—Making Multiplication StoriesVideo 14: 2.2HIG B p. 55Workbook B p. 82

Unifix Cubes, counters, and a whiteboard/markers/eraser

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Lesson 14: 3.1—Multiplication Within 40Video 14: 3.1HIG B p. 56-57Textbook B p. 56-58Workbook B p. 83-85

Red and yellow discs, counters, and a whiteboard/markers/eraser

Lesson 14: 3.2—Multiplication Within 40Video 14: 3.2HIG B p. 58Textbook B p. 59Workbook B p. 86-88

Red and yellow discs, counters, a hundreds chart, a whiteboard/markers/eraser, and an empty egg carton or muffin tray to provide a hands-on example of an "array" (optional)

For extra practice, collect counters in 3 separate amounts (12, 18, and 20) without telling your child how many are in each group. Take turns setting them out in an array and discussing how you created the array.

Review on your own

Lesson Review 9HIG B p. 59Workbook B p. 93-96

Lesson Review 10HIG B p. 59Workbook B p. 93-96

Lesson Review 11HIG B p. 59Workbook B p. 97-100

Games

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Unit 15: Division

Lesson 15: 1.1—Sharing and GroupingVideo 15: 1.1HIG B p. 60-61Textbook B p. 60-61, 63-64Workbook B p. 101-104

Variety of counters and eight small bowls, plates, or trays to divide the counters

As you teach this chapter introducing division, please keep in mind this is primarily conceptual. Division will be covered more thoroughly in Level 2 math where memorizing facts will become important. For now, we want to lay a strong foundation of the concept of “dividing like groups.”

Lesson 15: 1.2—Sharing and GroupingVideo 15: 1.2HIG B p. 62Textbook B p. 60, 62, 64-65Workbook B p. 105-108

Counters, bowls or baskets to divide counters, and a whiteboard/markers/eraser

Games and review on your own

Unit 16: Making Halves and Fourths

Lesson 16: 1.1—Making Halves and FourthsVideo 16: 1.1HIG B p. 63-65Textbook B p. 66-67Workbook B p. 109-112

Scissors, a pencil, a marker, construction paper, two large perfect circles, and two large perfect squares

Prepare the circles and squares in advance by cutting them out of construction paper. Make them about 6-8 inches in size. You may want to use a plate or other large circle as a guide for the circles and a ruler to draw the squares. Cut these out so that they are ready for the lesson.

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Lesson 16: 1.2—Making Halves and FourthsVideo 16: 1.2HIG B p. 66Workbook B p. 113-114

Unifix Cubes, pattern blocks (optional), and colored dice (optional)

Unit 17: Time

Lesson 17: 1.1—Telling TimeVideo 17: 1.1HIG B p. 67-69Textbook B p. 68-69Workbook B p. 115-117

Learning Clock and a whiteboard/markers/eraser

Lesson 17: 1.2—Telling TimeVideo 17: 1.2HIG B p. 70Textbook B p. 70-71Workbook B p. 118-120

Learning Clock and a whiteboard/markers/eraser

Review on your own

Lesson 17: 1.3—Telling TimeVideo 17: 1.3HIG B p. 71Textbook B p. 72Workbook B p. 121-122

Learning Clock

Lesson 17: 2.1—Estimating TimeVideo 17: 2.1HIG B p. 72-73Textbook B p. 73-75Workbook B p. 123-124

Learning Clock

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Games and review on your own

Lesson Review 12HIG B p. 74Workbook B p. 125-129

Unit 18: Numbers to 100

Lesson 18: 1.1—Tens and Ones to 100Video 18: 1.1HIG B p. 75-76Textbook B p. 76-79Workbook B p. 130-132

Base 10 blocks (or Unifix Cubes in 10 stacks of 10), ten frames with dots, counters in groups of 10, and a whiteboard/markers/eraser

Base 10 blocks assume your student understands that each stick represents 10 ones stacked together to make 1 group of 10. If your child is still very concrete, please use Unifix Cubes, bundled craft/popsicle sticks, or bundled straws to make and break apart groups of 10.

Lesson 18: 1.2—Tens and Ones to 100Video 18: 1.2HIG B p. 77Textbook B p. 80-81Workbook B p. 133-134

58 Unifix Cubes, 64 red and yellow counters, a place value mat, number cards, 7 blank ten frames, and a whiteboard/markers/eraser

Lesson 18: 1.3—Tens and Ones to 100Video 18: 1.3HIG B p. 78Workbook B p. 135-138

Number cards and a whiteboard/markers/eraser

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Lesson 18: 1.4—Tens and Ones to 100Video 18: 1.4HIG B p. 79Textbook B p. 82Workbook B p. 139-140

56 Unifix Cubes, 44 red and yellow counters, 93 craft/popsicle sticks, a number bond mat, rubber bands, small bowls, and a whiteboard/markers/eraser

Group the Unifix Cubes, counters, and craft/popsicle sticks in even groups of ten with the ones for each set to the side of the groups.

Lesson 18: 2.1—Estimation to 100Video 18: 2.1HIG B p. 80-81Textbook B p. 83-84Workbook B p. 141

Counters, containers to hold groups of counters, and a whiteboard/markers/eraser

After completing this lesson, look for dot to dot exercises (or create your own) to help your child practice number order.

Review on your ownMental Math 17

Lesson 18: 3.1—Order of Numbers to 100Video 18: 3.1HIG B p. 82-83Workbook B p. 142-143

Hundreds chart, small counters, and a whiteboard/markers/eraser

Lesson 18: 3.2—Order of Numbers to 100Video 18: 3.2HIG B p. 84Workbook B p. 144-146

Hundreds chart, base 10 blocks (or Unifix Cubes), and a whiteboard/markers/eraser

Show the relationship of +1/-1 and +10,/10 on a hundreds chart to help your child see the patterns.

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Lesson 18: 3.3—Order of Numbers to 100Video 18: 3.3HIG B p. 85-86Textbook B p. 85-88Workbook B p. 147-149

Hundreds chart, small counters, a whiteboard/markers/eraser, the wood addition block you made for Unit 3, Chapter 3, Lesson 1, and a wood block with 1, 2, 3, 10, 20, and 30 written on the sides

Lesson 18: 4.1—Comparing Numbers to 100Video 18: 4.1HIG B p. 87-89Textbook B p. 89-90Workbook B p. 150-152

Whiteboard/markers/eraser

You can make your own "less than" and "more than" chomping crocodiles by gathering colored construction paper (green, yellow, white, and black), scissors, and a glue stick. Use Mrs. Houser's chomping crocodiles as your guide to make your own.

Review on your own

Lesson 18: 5.1—Addition Within 100Video 18: 5.1HIG B p. 90-92Textbook B p. 91-92Workbook B p. 153-154

Place value mat, base 10 blocks, and a whiteboard/markers/eraser

For an extra visual, use a ten frame mat in the ones column on the place value mat. When the ten frame fills up, it is clear to see that it is time to rename the 10 ones as 1 group of 10.

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Lesson 18: 5.2a—Addition Within 100Video 18: 5.2HIG B p. 93-94Textbook B p. 92Workbook B p. 155-156

Place value mat, base 10 blocks, and a whiteboard/markers/eraser

Lesson 18: 5.2b—Addition Within 100Video 18: 5.2 (rewatch)HIG B p. 93-94Workbook B p. 156Mental Math 18

Place value mat, base 10 blocks, and a whiteboard/markers/eraser

Rewatch the video with your student and then complete the workbook pages for practice.

Lesson 18: 5.3—Addition Within 100Video 18: 5.3HIG B p. 95Textbook B p. 93-94Workbook B p. 157-160

Hundreds chart, base 10 blocks, and a whiteboard/markers/eraser

Games and review on your own

Lesson 18: 5.4a —Addition Within 100Video 18: 5.4aHIG B p. 96Textbook B p. 95Workbook B p. 161

Base 10 blocks and a whiteboard/markers/eraser

If the number of problems is too much for your child, focus on the problems in the Workbook that do not require renaming.

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Lesson 18: 5.4b —Addition Within 100Video 18: 5.4bHIG B p. 96Workbook B p. 162Mental Math 20

Base 10 blocks and a whiteboard/markers/eraser

Focus on the problems that involve renaming.

Lesson 18: 5.5 —Addition Within 100Video 18: 5.5HIG B p. 97Textbook B p. 96-99Workbook B p. 163-166

Place value mat and a whiteboard/markers/eraser

At this point, we like to see students feeling comfortable with adding and renaming when using the 10’s and 1’s blocks. Some may mentally use “making 10” or adding the ones then tens methods. If they're able to do that in their head, continue to check in by asking them to do a few problems with base ten blocks first. For those who are wanting to use their fingers or hundreds chart, focus on helping them build confidence using the base ten blocks. This will lead to stronger fluency in the long run.

Lesson 18: 6.1—Subtraction Within 100Video 18: 6.1HIG B p. 98-100Textbook B p. 100-101Workbook B p. 176-186Mental Math 23

Base 10 blocks and a whiteboard/markers/eraser

Review on your ownMental Math 22

C O L L E C T I O N O V E R V I E W

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Lesson 18: 6.2a—Subtraction Within 100Video 18: 6.2HIG B p. 101-102Textbook B p. 101-102Workbook B p. 169

Unifix Cubes and a whiteboard/markers/eraser

Lesson 18: 6.2b—Subtraction Within 100Video 18: 6.2 (rewatch)HIG B p. 101-102Workbook B p. 170Mental Math 24

Unifix Cubes and a whiteboard/markers/eraser

Lesson 18: 6.3—Subtraction Within 100Video 18: 6.3HIG B p. 103Textbook B p. 103-104Workbook B p. 171-174

Base 10 blocks and a whiteboard/markers/eraser

Review subtraction with and without renaming before moving on if your student struggled through the first two lessons in this chapter.

Games and review on your ownMental Math 17

Lesson 18: 6.4a—Subtraction Within 100Video 18: 6.4aHIG B p. 104Textbook B p. 105

Base 10 blocks and a whiteboard/markers/eraser

Review subtraction with and without renaming before moving on if your student struggled through the first 2 lessons in this chapter. If the number of problems is too much for your child, focus on the problems in the Workbook that do not require renaming.

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Lesson 18: 6.4b—Subtraction Within 100Video 18: 6.4bHIG B p. 104Workbook B p. 175-176

Unifix Cubes and a whiteboard/markers/eraser

Lesson 18: 6.5—Subtraction Within 100Video 18: 6.5HIG B p. 105Textbook B p. 106-109Workbook B p. 177-180

Place value mat, base 10 blocks, and a whiteboard/markers/eraser

Lesson Review 13HIG B p. 106Workbook B p. 181-185

Games and review on your own

Unit 19: Money

Lesson 19: 1.1—Bills and CoinsVideo 19: 1.1HIG B p. 107-108Textbook B p. 110-114Workbook B p. 186

Hundreds chart and a variety of coins and bills for your country's currency

The video and the book focus on American coins and bills. Please use the currency of the country that you are in while teaching your student how to think about and manipulate money just like in the videos. The hundreds chart can be a useful tool when learning to count coins.

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Lesson 19: 1.2—Bills and CoinsVideo 19: 1.2HIG B p. 109Textbook B p. 115-116Workbook B p. 187-188

50 cent coin (if you have one), 2 quarters, 4 nickels, 5 dimes, 3 pennies, and a whiteboard/markers/eraser

The video and the book focus on American coins and bills. Please use the currency of the country that you are in while teaching your student how to think about and manipulate money just like in the videos.

Lesson 19: 1.3—Bills and CoinsVideo 19: 1.3HIG B p. 110Textbook B p. 117Workbook B p. 189-190

A whiteboard/markers/eraser and a variety of bills and coins to practice counting and writing money like Mrs. Houser does in the video (Mrs. Houser uses 1 $20 bill, 2 $10 bills, 3 $5 bills, 3 $1 bills, 3 dimes, 4 nickels, and 3 pennies)

The video and the book focus on American coins and bills. Please use the currency of the country that you are in while teaching your student how to think about and manipulate money just like in the videos.

Lesson 19: 1.4—Bills and CoinsVideo 19: 1.4HIG B p. 111Textbook B p. 118Workbook B p. 191-192

A whiteboard/markers/eraser and a variety of bills and coins to practice counting and writing money like Mrs. Houser does in the video (Mrs. Houser uses 3 quarters, 5 nickels, 2 dimes, 2 nickels, 10 pennies, 1 $20 bill, 1 $10 bill, 6 $5 bills, 8 $1 bills), whiteboard/markers/eraser

If you are able to, use the book Where the Sidewalk Ends to look up Shel Silverstein’s poem titled “Smart.” It fits in with the lesson and is a fun way to count and talk about money with your child.

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Lesson 19: 2.1—ShoppingVideo 19: 2.1HIG B p. 112-113Textbook B p. 119-121Workbook B p. 193-195

A variety of items to purchase in a play store, paper and yarn, a pencil or marker, a variety of bills and coins to add and subtract with, a number bond template (optional), and a whiteboard/markers/eraser

Setting up a store is a fun and engaging way to practice adding and subtracting with money. Following Mrs. Houser’s example in the video, make sure to have your child practice “buying” multiple items at once so that they have to add up the total cost and then subtract the total from bigger bills to get change.

Games and review on your own

Lesson Review 14HIG B p. 114Workbook B p. 196-202

Feel free to take more than one day for your child to work through this review. Make note of what you will want to practice more with them over the summer.

Lesson Review 15HIG B p. 114Workbook B p. 203-208

Feel free to take more than one day for your child to work through this review. Make note of what you will want to practice more with them over the summer.

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Wisdom Wonder Project would like to thank Cana Creative for their willingness to take on the huge little project of

filming our Singapore Math video series. Their videography skills, production, and custom music were the perfect fit for

the whimsical flair that we wanted for our math videos. It was important to us to keep production local, and we are honored to work with this wonderful group of locals making beautiful videos for our community on the Central Coast of California.

WWP would also like to thank Lisa Ann Dillon for her oversight and mentorship on the math curriculum and for

her vision for how to capture it on film. We're so proud that this project has finally come to fruition and that through this

incredible team we get to share our love for learning math with children all around the world.

Lastly, we need to thank our shining star, the adorable face and incredibly smart brain behind our Primary Level 1 Singapore Math video series, Mrs. Amy Houser. You are the Math Queen and our resident (albeit reluctant) video star,

and we could not have made this series without you.

Expressions of Gratitude

© The Wisdom Wonder Project, All Rights Reserved. Please refrain from sharing your subscription and/or lessons with others. The Wisdom Wonder Project’s curriculum represents thousands of hours of hard work from teachers, staff, and parents. As a non-profit, thank you for helping us protect our content so we can keep providing these materials to you at a reasonable cost.