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TouchMath Table of ContentsModule 1 Activity Sheets 1–25 Counting, Reading, and Writing 1–120

Have you read the Implementation Guide?Th e Implementation Guide provides a complete program overview, helpful tips, and all the resources you need to unleash the full potential of the TouchMath First Grade Program and change your students’ understanding of math forever.

Page Activity

Sheet

Module OverviewOverview of Content . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Common Core State Standards. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Objectives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Prerequisites . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Instructional Strategies for Student Activity SheetsCounting, Reading, and Writing 1–120 (Activity Sheets 1–25)

• Pretest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 1• Anticipatory Set . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2• Teacher Input/Teacher Modeling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2• Check for Understanding. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2• Practice

• Numbers to 10. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 2–3• Numbers to 20. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3–4 4–5• Numbers 10–20. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 6• Numbers to 30. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 7• Numbers 10–30. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 8• Numbers 20–30. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 9• Numbers 21–40. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 10–11• Numbers 31–50. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 12• Numbers 40–50. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7 13• Numbers 50–70. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7 14• Numbers 51–70. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7 15• Numbers 71–80. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8 16• Numbers 60–80. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8 17• Numbers 71–90. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8 18 • Numbers 70–90. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8 19• Numbers 70–100. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9 20–21• Numbers 100–110 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 22 • Numbers 110–120 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 23• Numbers 100–120 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 24

Module Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

• Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11 25

Module Closure. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Parent/Guardian Communication Letters. . . . . . . . . . . . . . . . . . . . . . . . . 13–14

Progress Monitoring Record . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Teacher Notes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18–19

1 © 2011 First Grade Unit 1 Module Guide 1

TouchMath Module Overview

Overview of Content

Th is module focuses on Counting, Reading, and Writing 1–120. Th e activities scaff old from tracing to writing numbers, identifying and writing missing addends, and counting from any number. It off ers a variety of experiences with sequential counting by ones as children fi nish dot-to-dot pictures and fi nd their way through mazes. Students will also practice counting forward from a given number in a number sequence and identifying missing numbers, progressing to counting to 120. Module 1 provides a good foundation for the activities in the following modules. When this module has been successfully completed, children will be able to count, read, and write numbers to 120 by ones sequentially and count forward from a given number in a sequence.

First Grade Common Core State Standards

• 1.NBT.1. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.

Objectives

• To count, read, and write numbers to 120

Prerequisites

• Count orally 1–100

• Complete dot-to-dot pictures with numbers

• Trace numbers

Vocabulary

after • before • 1–120 • order • missing number • number sequence

Materials

Included TouchMath:

• TouchMath PLUS• TouchMath FlipCards

Classroom:

A variety of classroom counters, crayons or markers, a whiteboard, old magazines or newspapers, scissors, glue, and paper

Module 1 Activity Sheets 1–25 Counting, Reading, and Writing 1–120

1© 2011 FGASW9

Name

Pretest: Counting, Reading, and Writing 1–120

20 21 23

33 36

101 104

114 117

49

89

22 24

34 35

102103

115116 118

50

90

20 21 23

33 36

101 104

114 117

49

89

1

© 2011 First Grade Unit 1 Module Guide 1 2

TouchMath Instructional Strategies: Activity Sheets 1–24

Activity Sheets 2–24

Module 1 Objective

Anticipatory Set

Teacher Input/Teacher Modeling

Counting, Reading, and Writing 1–120

Ask, “What are some things you saw on the way to school today that you can count? Now, look around the classroom. What are some things you can count?” Students may suggest children walking to school or riding the bus, cars on the street, trees or buildings, boys and girls in the classroom, desks and chairs, and so on. Tell the class that they are going to learn how to orally count larger quantities of objects, all the way to 120.

Display an array of 20 classroom objects on a table, such as glue sticks, pencils, crayons, erasers, and so on. Ask a volunteer to choose a number of objects. Have the rest of the class count aloud as the student holds up the chosen objects one at a time. Write the numbers on the whiteboard as students count. Th en erase a few of the numbers (e.g., If students counted from 1 to 10, erase the second, fi fth, and last numbers.). Now have volunteers tell what missing numbers should be written in the empty spaces (e.g., 2, 5, 10).

CHECK FOR UNDERSTANDING: Write a sequence of numbers on the whiteboard with lines for missing numbers (e.g., 10, ___, 12, 13, ___, ___, 16). Tell students you will write numbers on the lines, and they are to decide if the numbers you write are correct or incorrect. If the number you write is correct, tell them to raise one hand. If the number is not correct, have them point their thumb down. [ Show them how to do this.] If they do not know, tell them to touch their head with their hand. [ If some students do not demonstrate understanding, repeat the modeling using another sequence of numbers 1–20.]

Module 1 Pretest

Pretest: Activity Sheet 1Verbal directions to students:

• Count. Say and trace or write the missing numbers.

To count, read, and write numbers to 120

Name

2© 2011 FGASW9 Numbers to 10

1 2 3 4 5

6 7 8 9 10

1 2 3 4 5

6 7 8 9 10

1 2 3 4 5

6 7 8 9 10

Name


6 84

106

2 3

31

75

8 97

4

2

6 84

106

2 3

31

Name


1 4

6 10

11 12 13 14 15

16 17 18 19 20

2 3 5

7 8 9

1 4

6 10

11 12 13 14 15

16 17 18 19 20


TouchMath Instructional Strategies CONTINUED

Guided Practice: Activity Sheet 2• Direct students’ attention to the top two rows of snails. Have children point to

each number and count aloud 1 through 10. Ask students to say, count, and trace each number 1 to 10.

• Lead children to notice that the counting numbers are missing in the bottom two rows of snails. Ask the class to point to and count the snails in the two rows and tell how many there are. Elicit that there are 10 altogether, just like in the top two rows. Model writing the number 1 on the line in the fi rst snail. Guide children as they write the missing numbers 1 to 10 on the lines in the snails.

• Allow students to color the snails when they are done.

Guided Practice: Activity Sheet 3 [ On this page, each line of clouds represents a number sequence from 1 to 10.]

• Have students look at the fi rst row of clouds. Say, “Let’s count the clouds. Let’s trace and write the numbers as we count them.” Tell children to trace and count the fi rst dotted number, 1. Ask them to say and write the missing number, 2. Finally, have students trace the dotted number 3. Have them say the three-number sequence, “One, two, three.” Ask, “How many clouds are in the fi rst row?”

• In the second row, tell students to say, count, and trace the dotted numbers 2 and 3. Have them write the missing number that comes after 3 (i.e., 4).

• Continue in the same manner for the next two rows of clouds. Starting with the fi rst number in the row, say, count, and write the missing numbers on the lines or trace the dotted numbers.

• To conclude, have students start at the top with the fi rst cloud. Ask them to point to each number as they count aloud in order from 1 to 10.

Guided Practice: Activity Sheet 4 [ On this page, the class will count and write numbers from 1 to 20.]

• Talk about the locks and keys shown on the page. Ask students to tell about a time that they used a lock and key.

• Say, “Let’s count the locks.” Point to the dotted number 1 in the fi rst row, and count, “One.” Th en ask children to tell what the next two missing numbers are. Point out that the numbers come after the number 1 and before the number 4. Have them say the numbers aloud and write them on the lines. Continue in this manner, saying and tracing the dotted numbers and writing the missing numbers where they belong, 1 to 10.

• In the next two rows, have children say, count, and trace each number 11–20.

• To conclude, lead the class to start with the fi rst lock. Have them count the locks aloud in order from 1 to 20. Ask, “How many locks are there altogether?”


2

3

4

Name


1

16 20

10

11 1512

1 53 42

16 2018 1917

6 108 97

11 1513 1412

Name

6© 2011 FGASW9 Numbers 10–20

14 1611 1318 2012 1415 17

15 17

13

11

18

14

12191316

13111814

15 17 1814121915



Guided Practice: Activity Sheet 5• Repeat the process used on page 4, having students say, count, and write/trace

each number in the sequence 1 to 20.

• After counting, let children color the apples and tell how many there are in all.

Guided Practice: Activity Sheet 6 [ On this page, students count and write numbers 10–20, starting at any number.]

• Say, “We are going to fi nd the missing numbers on this page.” Direct students to look at the fi rst row of numbers in the box on the left. Say, “Let’s count, starting with the number 14. What number comes after 14?” Have the class trace the number 15. Say, “Let’s continue counting. What number comes after 15? Yes, 16. So, let’s count—14, 15, 16.” Tell students they can also say that 15 comes before 16.

• Direct children’s attention to the second row. Tell them they are going to write the missing number on the line. Point to the 11 and 13. Have students say and start counting with the number 11. Th en ask, “What number comes after 11 and before 13?” Have children write that number (12) on the line. Th en say and count together, “11, 12, 13.”

• Continue in the same manner for the next three rows, leading students to write the missing numbers in each number sequence. Discuss how the missing number comes after and before other numbers.

• Now have students look at the box on the right. In the fi rst row, lead students to see that they will start with the 17, trace it, count it, and write the missing number that comes after 17. Continue in the same manner for the rest of the number sequences.

• As an extension, ask the class what number comes before the fi rst number and after the second number. For example, in the fi rst row, they can say and count, “16, 17, 18, 19.”

STOP: If students have not demonstrated understanding, provide additional practice or remediate.

Additional activities are available in TouchMath PLUS.


5

6

Name


1 2 3 4 5 6 7 8 9 10

11

16 20

21 22 23 24 25

26 27 28 29 30

12 13 14 15

17 18 19

11

16 20

21 22 23 24 25

26 27 28 29 30

Name


14

2524

26

1630

30

2829

19

1718

Answers will vary.

Name

9© 2011 FGASW9

21 2323 2520 2228 3024 26

22 29

Numbers 20–30

26

20

27

23

24212925

26202723

22 29 3027212824




7

Guided Practice: Activity Sheet 7• Refer students to the number line at the top of the page. Have children point to

each number as they count aloud together from 1 to 10.

• Have students identify the shapes on the page—hearts. Tell them that they will start at 11 and continue counting to 20. Ask the class to point to and name the fi rst number in the fi rst row, 11. Have them say it and trace it. Th en point to each of the hearts that follow while counting aloud, “12, 13, 14, 15.” Have students say and write the missing numbers. Direct their attention to the row of hearts below the fi rst one. Starting with the number 16, ask children to count, say, and trace/write the numbers 17, 18, 19, and 20.

• Ask the class to look at the last two rows of hearts. Count together from 21 to 30. Direct children to trace the dotted numbers and say each one as they trace it.

• To conclude, have the class count aloud together from 11 to 30, pointing to each number in turn.


Guided Practice: Activity Sheet 8• Direct students’ attention to the ducks in the fi rst box. Ask them to point to each

duck and count them aloud together. Ask “How many ducks are there in all?” Elicit that there are 24 ducks in all. [ Some students may count the two groups of ten ducks (20) and then add on 4.]

• Th en have children look at the three numbers to the right. Ask them to ring the 24. Discuss what the other numbers represent. Ask students to point to the 14. Have them color 14 ducks.

• Tell children to point to the 25. Ask, “How many more ducks are needed to make a group of 25 ducks?”

• Continue in the same manner for the owls, frogs, and rabbits. Count, discuss each choice, and ring the correct number.

Guided Practice: Activity Sheet 9 [ On this page, students count and write numbers from 20 to 30.]

• Repeat the process used on page 6. Use the terms before and after in discussing the missing numbers.

8

9

© 2011 FGASW9

Name

10Numbers 21–40

21

40

3938

37

36

35

34

33

32

31

29

28

27

26

25

24

23

22

30

25

27

21

23

3537

39

32

35

37

38

39

21

40

3938

37

36

35

34

33

32

31

29

28

27

26

25

24

23

22

30

Name


27 2925

32

24

35 40

29

27

26 28 30

3433 35

2526

36373839

30

28

27 2925

32

24

35 40

29

27

Name


Directions: Connect the dots from 31 to 50. Color the sailboat.

31

32

33

3435

36

37

38

39

40

4142

43

44

4546

47 48 4950

35

36 46

4734

48

42




Independent Practice: Activity Sheet 10• Before students start to draw a path from the polar bear to the igloo, count aloud

together from 21 to 40. Give each student the opportunity to say a number in the sequence. If necessary, some children may say more than one number. Th en have them draw a path from 21 to 40 in the correct number sequence.

DID YOU KNOW? The polar bear is the largest meat-eating land mammal and the biggest member of the bear family. The polar bear uses its front paws as paddles when swimming and its rear feet to steer. The only parts of a polar bear that you can see that are not white are the black pads on the bottom of its feet and its black nose. Male polar bears may grow up to 10 feet tall and weigh 1,400 pounds.

An igloo is a shelter built of snow blocks originally built by the Inuit, people living in the Arctic regions of Canada, Greenland, Siberia, and the United States (Alaska). In Alaska, the term Eskimo is commonly used.

Guided Practice: Activity Sheet 11

[ On this page, students practice counting and writing numbers 21–40, starting at any number.]

• Direct students’ attention to the train at the top of the page. Have them say and trace the 25 on the engine. Th en tell them to say and write the missing number that comes after 25. Continue counting and tracing/writing numbers, ending at 30. Lead children to notice that the counting sequence remains the same no matter what direction the train is moving.

• Continue discussing the number sequences for the rest of the trains on the page. Talk about the numbers that come before and after. For example, on the vertical train, ask what numbers come before and after 29.



Take Home: Activity Sheet 12• Have students take this dot-to-dot page home to work on independently,

reinforcing what they have already learned (counting from 31 to 50). Or, if any children are having diffi culty, have them complete the page in class with the guidance of a parent volunteer or paraprofessional.

10

11

12

Name


40 42

46 49

47 49

48

45 48

41 434445

4748 50

48 50

4950

4647 4950

40 42

46 49

47 49

48

45 48

Name


51 52 55

56 59 60

61 62

66 70

53 54

57 58

63 64 65

67 68 69

51 52 55

56 59 60

61 62

66 70

Name

14© 2011 FGASW9 Number 50–70

50

Directions: Draw a path as you count from 50 to 70.

52

53

54

55

56

57

58

59

60 61

51

62

63 64

65

66

67

68

6955

53

60

56

69 65

69

59

70

50 52

53

54

55

56

57

58

59

60 61

51

62

63 64

65

66

67

68

69

70




13

15

14

Guided Practice: Activity Sheet 13 [ On this page, students trace some numbers and write missing numbers 40 to 50, starting with any number.]

• Repeat the process used on page 11. Talk with the class about when they might see

an elephant riding on a train (circus train).

DID YOU KNOW? African elephants can weigh up to 26,000 pounds. Elephants are plant eaters. They can eat from 300 to 600 pounds of food every single day. They love to swim.



Guided Practice: Activity Sheet 15• Repeat the process used on page 7. Have students identify the shapes on the

page—pears. Tell them they will start at 51 and continue counting to 60. Ask the class to point to and name the fi rst number in the fi rst row, 51. Have them say and trace it. Th en ask them to point to, say, and trace the number that comes after 51. Ask children to point to each of the pears that follow while counting aloud, “53, 54, 55, 56.” Have students say and write the missing numbers. Direct their attention to the row of pears below the fi rst one. Starting with 56, have them count, say, and trace/write 56, 57, 58, 59, and 60.

• Continue in the same manner for the last two rows of pears.

• To conclude, have the class count aloud together from 51 to 70, pointing to each number as they say it.



© 2011 FGASW9

Name

16Numbers 71–80

71 72 74 7578 73 76 7277 74 77 7976 75777379

70 807876807677

79 76

71 727374

76 7577797880

Name


65 67 69

71

76 78

75 80

72

66 68 70

72737475

77 7980

76777879

7374

65 67 69

71

76 78

75 80

72

Name


8481708879

85 7079

72

85

89

82718980

79728589

85 70 7180738690

Name


Directions: Connect the dots from 71 to 90. Color the car.

7172737475

76

7778 79 80

8182

83

84

858687

8889

90




16

17

1918

Independent Practice: Activity Sheet 16• Before students start to draw a path from the pterosaur (pterodactyl) to its nest of

eggs, count with aloud together from 71 to 80. Give each student the opportunity to say a number in the sequence. If necessary, some children may say more than one number. Th en have them draw a path from 71 to 80 in the correct number sequence.

DID YOU KNOW? A pterosaur (pterodactyl) is classifi ed by scientists as a fl ying reptile, not a dinosaur. They lived about 251 to 65 million years ago. They had a wingspan of up to 40 feet.


• Repeat the process used on pages 11 and 13. Talk about numbers that come before and after. For example, on the vertical truck, ask what numbers come before and after 73.




• Repeat the process used on pages 6 and 9. Use the terms before and after in discussing the missing numbers.

Name


76 77 78 79 80

81 83

88 90

91 93

96 98 100

82 84 85

86 87 89

92 94 95

97 99

77 79

100

Name


8179

7370

85

9189

10096

838280

747271

89888786

939290

999897

8179

7370

85

9189

10096




20

21

Guided Practice: Activity Sheet 20 [ On this page, students count, say, and write numbers 76–100.]

• Repeat the process used on page 15. Conclude by having the class count aloud together from 76 to 100, pointing to each number in turn.


• Repeat the process used on pages 11 and 13. Talk about numbers that come before and after. For example, in the fi rst row, talk about what numbers come before and after 73. Have volunteers tell what numbers come immediately before the fi rst number in each row and after the last number in each row. Ask if any student knows what comes after 100.



Name

22© 2011 FGASW9 Numbers 100–110

100 101 103

104 106

107 110

102

105

108 109

100 101 103

104 106

107 110

Name

23© 2011 FGASW9 Numbers 110–120

112119115110117

113 115

119

110

113

117

120116111118

119110113117

113 115 116120111114118

Name

24© 2011 FGASW9 Numbers 100–120

103115100118109

104 119

113

111

105

100

116101119110

113111105100

104 119 120114112106101




22

23

24

Guided Practice: Activity Sheet 22• Tell the class they will be counting from 100 to 110. Lead students to see that they

can say one to ten and put one hundred in front of each number: One hundred, one hundred one, one hundred two, and so on.

• Have the class count, say, and write 100–110.

• Conclude by having the class count aloud together from 100 to 110, pointing to each number as they say it.


• Repeat the process used on page 19. Remind students that to fi nd the number that comes just after another number, start with the number then count forward one more than that number. To fi nd the number that comes before another number, start with the number then say one less than that number.

Guided Practice: Activity Sheet 24• Repeat the process used on page 23. Use the terms before and after in discussing

the missing numbers from 100 to 120.

FLIPCARDS: Use the TouchMath FlipCards Counting Cards for additional reinforcement activities.

25© 2011 FGASW9

Name

Posttest: Counting, Reading, and Writing 1–120

71 75

117 120

99

12 15

32

35

72 73 74

118119

97 98 100

11 13 14

3334

36

71 75

117 120

99

12 15

32

35


TouchMath Review: Activity Sheets 1–25

Module 1 Review Counting, Reading, and Writing 1–120

Module 1 Test

Posttest: Activity Sheet 25Verbal directions to students:

• Count. Trace the numbers, and write the missing numbers on each truck.

25

Say, “You can count, say, and write numbers from 1 to 120.”

• Have students tell the number that comes next in this number sequence: 54, ____, 56.

• Have students tell the numbers that come just before and just after 101.


TouchMath Module ClosureDifferentiated Instruction Counting, Reading, and Writing 1–120

• Send Parent/Guardian Communication Letters. (Use school letterhead. Spanish version available on TouchMath PLUS.)

• Document results on Progress Monitoring Record. (Make multiple copies as needed.)

Final Tasks

Literature Connections

• Anno’s Counting Big Book by Anno Mitsumasa

• Icky Bug Numbers by Jerry Pallotta

• Centipede’s 100 Shoes by Tony Ross

• Curious George Learns to Count from 1 to 100 by H.A. Rey

Real World Connections

• Count the number of grocery items you help take out of the grocery bag at home. Write the number on a piece of paper. Tell what number you would have written if you had bought one more item.

• Count how many steps you take when setting or clearing the table. Write the number sequence on a piece of paper, and point to each number as you say it. Th en say the number that comes just after the last number.

Remediate

• Draw a number line showing one decade between 10 and 120 (e.g., 20 to 30). Ask students to put a fi nger on one of the numbers (e.g., 24). Tell them to fi nd the number that comes just before (23) and just after (25).

Locate additional activities for counting and writing numbers from 10 to 120 in TouchMath PLUS.

Reinforce

• Give students newspapers or magazines and a set of numbers to look for (e.g., 25 to 30). Have them cut out the numbers and glue them in numerical order onto a large piece of paper. Tell them to write in any missing numbers. Call their attention to any ways in which the numbers diff er (e.g., some will be larger in size than others, some will be in bold or italic type). Have students practice counting up to and down from that number.

• Have students copy a sequence of numbers on a piece of paper (e.g., 27, 28, 29, 30, 31). Th en give simple directions for students to follow, such as, “Ring in yellow the number that comes just after 30.” Or, “What number comes just before 27? Write it in blue.”

Challenge

• Play What’s My Number? Have one partner describe a number from 1 to 120 (e.g., I come after 11 but before 13.). Ask the other partner to guess the number. Switch roles. To challenge students, have them use a sequence of numbers (e.g., Th ese three numbers come after 81 and before 85.).

• Have the class walk outside in the schoolyard. Ask them to look for numbers, such as the steps on the slide, the doors and windows on the school building, and so on. Have them tell a partner how many of each object they counted. Th en have the partner tell the numbers that come before and after.

Dear Parent/Guardian,

We will be using the TouchMath program throughout the year. Th e TouchMath program is designed to provide step-by-step development of concepts in a real world approach. Your support and involvement with math learning will contribute to your child’s success. I will send you letters updating you on the work we will be doing in class, your child’s progress, and ways you can help at home. With your support, your child will build a foundation for success in math.

In Unit 1, Module 1, the focus is on counting, reading, and writing numbers 1 to 120. Activities we will use in the classroom include counting while fi nishing dot-to-dot pictures and while fi nding a way through mazes. Your child will also practice counting forward from a number other than 1 and identifying numbers that are missing from a sequence. Key terms your child will be learning include number sequence, missing number, order, before, after, and number names 1–120. Please use this vocabulary at home and encourage your child to use it.

Th e most important concept now is learning to count to 120. Integrate this into your daily activities. While outside, look for numbers on houses or on signs. Ask your child to identify the number and continue counting from that point. When setting or clearing the table, have your child count how many steps are taken, write the number sequence on a piece of paper, and point to each number as it is said. Th en have your child say the number that comes just after the last number. Have fun. See it! Say it! Hear it! Touch it! Count it!

Once we have completed this module, I will send you a letter describing the next module and suggesting ways that you can help your child at home.

Sincerely,

Have your child practice counting while helping you with routine activities. For example, ask your student to count the number of grocery items taken out of the grocery bags after a shopping trip. Together, write the number on a piece of paper, and have your child tell what number would have been written had you bought one more or one less item.

w w w . t o u c h m a t h . c o m

Parent/Guardian Tip:

Dear Parent/Guardian,

Your child has completed Unit 1, Module 1 of the TouchMath program, mastered the test, and demonstrated understanding in counting, reading, and writing numbers 1 to 120. In class activities, your student has shown the ability to count forward from a given number in a sequence and identify which numbers come before and after a given number.

In Module 2, the focus is on associating and representing a number of objects with a written number and a word name. Th e activities introduce students to multiple representations of a number, progressing from a group of objects to TouchPoints, pictures placed on the written numbers that students can count to associate a quantity with each number. Terms your child will learn include TouchPoints, number names 1−9, true, false, compare, equal to (=), greater than (>), and less than (<). Please use this vocabulary at home and encourage your child to use it.

Th e most important concept now is to identify a particular group of objects with the corresponding number. Integrate talking about this into your daily activities. Have a neighborhood number hunt. Ask your child to fi nd 5 of some object (e.g., bicycles, dogs, sidewalk squares) or a written number 5 (e.g., house or street numbers) and say the number aloud each time it is found. Repeat the number hunt with other numbers 1–9. Have fun. See it! Say it! Hear it! Touch it! Count it! Connect it!

Once we have completed this module, I will send you a letter describing the next module and suggesting ways that you can help your child at home.

If you have questions, please contact me.

Sincerely,

Assist your child in remembering what each number 1–9 looks like when written. When clearing the table after dinner, have your child count a group of 1–9 objects (e.g., forks, spoons, dishes, or napkins), say the number aloud, and trace it in the air.

w w w . t o u c h m a t h . c o m

Parent/Guardian Tip:

Pretest: Counting, Reading, and Writing 1–120

Skill

s

Posttest: Counting, Reading, and Writing 1–120

Cou

ntin

g, R

eadi

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an

d W

ritin

g 1–

120

Numbers to 10

Numbers to 10

Numbers to 20

Numbers to 20

Numbers 10–20

Numbers to 30

Numbers 10–30

Numbers 20–40

Numbers 21–40

Numbers 21–40

Numbers 31–50

Numbers 40–50

Numbers 50–70

Numbers 51–70

Numbers 71–80

Numbers 60–80

Numbers 71–90

Numbers 70–90

Numbers 71–100

Numbers 71–100

Numbers 100–110

Numbers 110–120

Numbers 100–120

Act

ivity

She

ets

12

34

56

78

910

1112

1314

1516

1718

1920

2122

2324

25

Stud

ent N

ame

Com

men

ts

Touc

hMat

h Pro

gres

s M

onitor

ing

Rec

ord

Firs

t G

rade

Uni

t 1, M

odul

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Cou

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120


TouchMath Teacher Notes

(1,1) -1- Module Guide Covers (FG-Unit 1).indd 7/17/2012 2:39:30 PM(1,1) -1- Module Guide Covers (FG-Unit 1).indd 7/17/2012 2:39:30 PM

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