Name

4© 2012 FGHSUAM1A Numbers 10–20

14 1611 1318 2012 1415 17

15 17

13

11

18

14

12191316

13111814

15 17 1814121915

Name

19© 2012 FGHSUAM2A Number 4

0 ! @ # $ %

4$$

11 1 1 1

2 2

2

3

3

34 45

1

2

2

f o u r

3

4

1

2

3

4

1

2

3

4

© 2012 First Grade Homeschool Unit A Module Guide Sample 1

TouchMath Instructional Strategies

Guided Practice: Activity Sheet 4 [ On this page, your student counts and writes numbers 10–20, starting at any number.]

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

• Direct your child’s attention to the second row. Tell him he is going to write the missing number on the line. Point to the 11 and 13. Have your student say and start counting with the number 11. Then ask, “What number comes after 11 and before 13?” Have your child write that number (12) on the line. Then say and count together, “11, 12, 13.”

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

• Now have your student look at the box on the right. In the first row, lead your student to see that he 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 your student what number comes before the first number and after the second number. For example, in the first row, he can say and count, “16, 17, 18, 19.”

STOP: If your student has not demonstrated understanding, provide additional practice or remediate.

Guided Practice: Activity Sheet 19 [ On this page, your student learns to represent the number 4.]

• Repeat the process used on page 17. After your child has traced the word name four at the top of the page, have her ring the group of four fish.

• Introduce the counting pattern for 4 using the fish TouchPoints. The number 4 has four TouchPoints. They are counted from top to bottom on the down strokes while counting one, two, three, four. Continue in the same manner with the four circle TouchPoints, leading your child to see that four objects mean four TouchPoints on the number 4.

DRAW, WRITE, SHARE: Invite your child to turn over her paper and draw a picture about the number 4. Have her write the number under the picture. Ask her to show her picture to you and share a story about it (e.g., I saw four children at the park.).

Module 1A Activity Sheet 4 Counting, Reading, and Writing 1–120

4

19

Module 2A Activity Sheet 19 Representing Quantities with TouchPoints

Name

31© 2012 FGHSUAM3A Add 1 to 1

1 1 2

! ! 2

! !

s222

gray gray black

© 2012 First Grade Homeschool Unit A Module Guide Sample 2

TouchMath Instructional Strategies CONTINUED

[ Before beginning, you may want to check that your child understands what the plus (+) and equal (=) signs represent. The plus sign can be read as plus or and. The equal sign is a symbol that expresses the relationship is the same as. Also, remind your student that the gray circles show that what is inside is part of a whole and that the black circle shows the whole or how many altogether.]

Guided Practice: Activity Sheet 31• Tell a story, such as “One seal sits on the rock. One seal joins him. How many

seals are now sitting on the rock?” Say, “Let’s find how many seals there are altogether.” Ask your student to tell how many seals are in the first gray circle (1). Then have your child place a finger on the seal in the second circle and trace with his finger along the arrow to show adding one more seal to the first seal. Ask, “How many seals are there altogether?” Model saying, “One seal plus one seal equals two seals,” while pointing at the single seals, the equal sign, and then the two seals in the black circle.

• [ In the second row, pictures are used with the addition (plus) sign.] Have your student place a finger on each part of the addition sentence as you say aloud, “One seal plus one seal equals two seals.” Have him use a gray crayon to ring each of the single seals, color the plus sign any color, and circle in black the whole.

• In the third row, guide your student as he touches, counts, and colors the seal TouchPoints to find that one seal plus one seal equals two seals. Tell him to trace the number 2.

• For the fourth row, model touching and counting the TouchPoints and coloring the plus sign as you say, “1 plus 1 equals 2.” Then trace the number 2. Have your student repeat the action and say together, “1 plus 1 equals 2.”

• In the last row, tell your student to color and count each circle TouchPoint. Then have him say the addition sentence and write how many there are altogether.

• Have your student make up and share number stories for adding 1 to 1.

Module 3A Activity Sheet 31 Adding within 5

31

Name

65© 2012 FGHSUAM5A Count Backward within 7

1 2 3 4 50 6 7

2 5

2 5

3 5 7

2 5

3 4 6 7

0 1 3 4

2 4 6

1 3 4 6

2 5

2 5

3 5 7

2 5

Name

46© 2012 FGHSUAM4A Add 1 to 5 and 6

6 s on a . 1 on a .

How many s in all? s

6 !6 7

% ! 6

5 1 6 s

7

71

66

© 2012 First Grade Homeschool Unit A Module Guide Sample 3

TouchMath Instructional Strategies CONTINUED

Guided Practice: Activity Sheet 46• Remind your student that adding two quantities together means joining the

two groups. Refer your child to the first row. Have her place a finger on the plus sign. Ask what the plus sign means in the number sentence. Elicit that it is joining together the two parts of the problem, the quantities 5 and 1. Have her ring the plus sign.

• Tell your child to count the rabbit TouchPoints to find the sum of 5 + 1. Ask, “How many rabbits are five rabbits plus one rabbit?” Lead her as she counts the pictorial TouchPoints—one, two, three, four, five, plus one more, six. Say together, “There are six rabbits.” Direct your student to trace the number 6.

• In the next row, guide your student as she uses TouchPoint numbers to find how many are in all. Tell her to count the TouchPoints—one, two, three, four, five, and then six. Say together, “5 plus 1 equals 6.” Have her trace the number 6 on the line.

• In the third row, have your student say the number 6 and then count one TouchPoint to find that 6 + 1 = 7. Have her write the number 7 on the line and say together, “6 plus 1 equals 7.”

• In the last row, talk about finding the missing number. Ask, “6 plus what number equals 7?” Elicit that 6 + 1 = 7, and have your student share how she knows. Tell her to write the number 1 in the box and say aloud together, “6 plus 1 equals 7.”

• Read together the rebus at the bottom of the page. Have your child say in her own words what the problem is asking her to find—how many frogs are in all. Determine that this is an addition problem. Ask, “What numbers should we add together?” Elicit that she will add the two parts, 6 and 1, to find the whole, 7. This will tell how many frogs are in all.

Guided Practice: Activity Sheet 65 [ On this page, your student counts backward within 7, but note that some number sequences start after 7 and stop before 0.]

• Repeat the process used on page 63, counting backward within 7. [ Some children may question why they are learning to count backward. Explain to him that counting backward is an efficient way to subtract smaller numbers. He will see this on upcoming pages.]

STOP: If your student has not demonstrated understanding, provide additional practice or remediate.

Module 4A Activity Sheet 46 Adding within 9

46

65

Module 5A Activity Sheet 65 Counting Backward

Name

82© 2012 FGHSUAM6A Subtract Mixed Problems

7 $

5 #

4 @

6 #

s

1 2 3 4 5

1 is purple. How many s are not purple?

32 2

8

4

Answers will vary.

3

© 2012 First Grade Homeschool Unit A Module Guide Sample 4

TouchMath Instructional Strategies continUed

Module 6A Activity Sheet 82 Subtracting in Word Problems

82

Guided Practice: Activity Sheet 82•Remind your student that subtraction means taking away one quantity from another

to find how many are left. Refer your child to the comparison number sentence in the box at the top of the page. Have him place a finger on the minus sign and ring it. Ask what the minus sign means. Elicit that it shows taking away the quantity 3 from the quantity 6. Together, find 6 minus 3 by modeling touching the first number, 6, saying its name, and countingbackward while touching the TouchPoints on the other number. Have your child write the answer, 3, below the problem.

•Lead your student to identify the less than (<) symbol and to ring it. Ask, “3 is less than what number? What number can you write to make this number sentence true?” Elicit a number within 9 that 3 is less than, such as 4, 5, 6, and so on. Direct your student to write the number on the line. Ask your child to read their comparison number sentence, such as “6 minus 3 is less than 5.”

•Refer your child to the vertical problems in the next row. Model the first subtraction problem. Start with the top number, 5. Say, “Five,” and then touch and countbackward the TouchPoints on the number 3, “four, three, two.” Say, “5 minus 3 equals 2.” Have your student repeat the process and write the number 2 in the box.

•Guide your student to subtract 2 from 4 by starting with the top number, 4. Say its name, “Four,” and count backward while touching the TouchPoints on the number 2, “three, two.” Have your student write the answer, 2, in the box. Recite together, “4 minus 2 equals 2.”

•To subtract 4 from 7, have your student start with the top number, 7, say its name, and countbackward four TouchPoints to find that 7 minus 4 equals 3. Say together, “7 minus 4 equals 3.”

•Solve together the rebus at the bottom of the page. Ask, “What information is given (five shirts, one is not purple)? What do we need to find out (how many shirts are not purple)? How can you find the answer?” Elicit reasonable responses (e.g., countbackward 4 from 5 or subtract 4 from 5).

Name

4© 2012 FGHSUAM1A Numbers 10–20

14 1611 1318 2012 1415 17

15 17

13

11

18

14

Name

19© 2012 FGHSUAM2A Number 4

0 ! @ # $ %

4$$

11 1 1 1

2 2

2

3

3

34 45

1

2

2

f o u r

3

4

1

2

3

4

1

2

3

4

Name

31© 2012 FGHSUAM3A Add 1 to 1

1 1 2

! ! 2

! !

s

Name

46© 2012 FGHSUAM4A Add 1 to 5 and 6

6 s on a . 1 on a .

How many s in all? s

6 !6 7

% ! 6

5 1 6 s

Name

65© 2012 FGHSUAM5A Count Backward within 7

1 2 3 4 50 6 7

2 5

2 5

3 5 7

2 5

Name

82© 2012 FGHSUAM6A Subtract Mixed Problems

7 $

5 #

4 @

6 #

s

1 2 3 4 5

1 is purple. How many s are not purple?