Name

5© 2012 SGHSUAM1A

10 juice boxes are in the bag. 5 of the boxes are grape juice. The rest are orange juice. How many boxes are orange juice? orange juice

boxes

37

7#

#7

10

7

10

6

$6

46

6$

Add and Subtract within 10

10

10 103

410

10

10

10

55

© 2012 SGHSUAM2A

Name

30Review Problem Solving

Directions: Write >, <, or = in the circle.

8

17

115

Directions: Fill in the unknown.

Music class is 20 minutes. We learn how to read music for 5 minutes.We sing for 10 minutes. The rest of the time we use instruments.How much time do we use instruments?

2 1

3whole

part partwhole

part part

Directions: Fill in the parts and whole from the word problem. Solve.

2 1

3whole

part partwhole

part part

minutes

8 ^9 $

13 & 12 ^

minutes

9

16

10 515

5 1520

20 155

13 14

6 6

15 510

© 2012 Second Grade Homeschool Unit A Module Guide Sample 1

TouchMath Instructional Strategies

Guided Practice: Activity Sheet 5• Tell your student that on this page there are both addition and subtraction

problems. Suggest that he ring the operation signs before beginning his calculations to remind him which operation to use. He can use any of the strategies he has used so far—counting on or backward using TouchPoints, using the Ten Frame, or thinking about the part/part/whole relationship.

• Read and solve together the word problem at the bottom of the page. Ask such questions as, “Why will you use subtraction to solve the problem? What information do you know to help solve the problem? What numbers will you write in the boxes?” And finally, “How many of the 10 juice boxes are orange juice?”

Independent Practice: Activity Sheet 30• Tell your student that on this page he will solve two-step addition and

subtraction word problems.

• Go over directions with your student. For the comparison problems, tell your student to write the sum or difference in the box below each problem and then write >, <, or = in the circle to compare.

• For the word problem at the bottom of the page, discuss the vocabulary, such as music and instruments, to be sure your student understands their meanings.

Module 1A Activity Sheet 5 Adding and Subtracting within 10

5

30

Module 2A Activity Sheet 30 Solving Addition and Subtraction Word Problems

Name

34© 2012 SGHSUAM3A

111213141

212223242

313233343

414243444

515253545

616263646

717273747

818283848

919293949

1020304050

3610

tens ones

423

tens ones

3116

tens ones

1633

tens ones

1732

tens ones

1524

tens ones

3513

tens ones

3710

tens ones

Add 2-Digit Numbers

46

45

47

49

49

39

48

47

© 2012 Second Grade Homeschool Unit A Module Guide Sample 2

TouchMath Instructional Strategies CONTINUED

Guided Practice: Activity Sheet 34• Introduce your student to the fifty chart. Explain that he can use this chart to

help him add and subtract two-digit numbers. Model the first problem using the fifty chart. Say the first addend (36), and point to 36 on the chart. Since there are 0 ones in the ones column for the second addend, there will be no movement to the right. Say, “Count on zero ones.” Write a 6 in the ones column below the problem. Then say, “One ten,” and move your finger one space down on the chart to stop at 46. Write a 4 in the tens column under the problem. Say together, “36 plus 10 equals 46.”

• Refer your student to the next problem. Say the first addend (31). Elicit that there are 6 ones in the other addend, so move your finger to the right 6 places on the fifty chart to stop at 37. Write a 7 in the ones column below the problem. Then say, “One ten,” and move down one space to stop at 47. Write a 4 in the tens column under the problem. Say together, “31 plus 16 equals 47.”

• Continue in the same manner for the rest of the addition problems. Direct your student to start at the greater number, move to the right to add the ones in the second addend and move down to add the tens.

Module 3A Activity Sheet 34 Adding and Subtracting 2-Digit Numbers

34

Name

52© 2012 SGHSUAM4A Add a 1-Digit Number to a 2-Digit Number

A new movie was showing at the movie theater.35 children and 9 adults went to the early show.44 children and 6 adults went to the late show.Did more people go to the early show or the late show?

A

B

early show

late show

14 8 37 7

1%

tens ones

71&

tens ones

82@

tens ones

92%

tens ones

627

tens ones

%

29

tens ones

$3#

tens ones

736

tens ones

^38

tens ones

*39

tens ones

(

22

1

25

1

31

1

31

1

32

1

33

1

40

1

42

1

46

1

48

1

22 44

B

35+9=44 44+6=50

© 2012 Second Grade Homeschool Unit A Module Guide Sample 3

TouchMath Instructional Strategies CONTINUED

Guided Practice: Activity Sheet 52• Tell your student that he can use TouchPoints to help him add with regrouping.

Assure him that he can always use place value models to find the sum or to check his answers.

• Refer your child to the first problem, 15 + 7. Tell him that he must regroup if the answer is greater than 9. Remind your student to start on the side with the arrow, the ones column. Tell him to say the greater number, 7, and count on the five TouchPoints. Tell your student that because the sum is greater than 9, he will regroup. Show him how to use the box to record the number of tens regrouped to the tens column. Say, “Record the number of tens, 1, in the box first. Then record the number of ones, 2, in the ones column under the problem.” Now lead your student to add the tens column, starting at the top with the 1 in the box and counting on 1. Write the answer, 2, under the line in the tens column. Say together, “15 plus 7 equals 22.”

• Refer your student to the next problem in the same row. Ask, “Where should you start to add?” Elicit that your student should begin in the one column below the arrow, say the greater number, and count on the other addend. Ask your student to demonstrate. He may say, “8 is the greater number, and then I count on the other addend, 9, 10, 11, 12, 13, 14, 15.” Elicit that since the sum is greater than 9, he should regroup 10 ones as 1 ten and record the 1 ten in the box first. Then he should record the number of ones, 5. Then say, “Now let’s add the tens, starting at the top, 1, 2, and record the answer 2 in the tens column under the problem.” Say together, “17 plus 8 equals 25.”

• Continue in the same manner for the rest of the problems in the first two rows. Point out some instances where your student can use addition strategies to help him add the ones. For example, he can use doubles for 36 + 6 and 39 + 9 and doubles-plus-1 for 25 + 6 (5 + 5 = 10, plus one more is 11).

• In the third row, encourage your student to use logic to solve the comparison. Lead him to see that the addend 37 is much greater than the addend 14 and 8 is only one more than 7, so 14 + 8 is less than 37 + 7.

• Read together the word problem. This two-step problem can be solved by using logic (35 is 9 less than 44 and 9 is only 3 more than 6, so more people went to the late show). Or, your student can add the expressions 35 + 9 and 44 + 6 and compare the sums.

DID YOU KNOW? Discuss what happens when adding two even numbers together and two odd numbers together. Both result in an even number for a sum. Point out the first problem, where 15 and 7 are both odd numbers, yet their sum, 22, is an even number. In the second row, 36 and 6 are both even numbers and their sum, 42, is also even. Have children point out other examples on the page.

Module 4A Activity Sheet 52 Adding with Regrouping Using TouchPoints

52

© 2012 SGHSUAM6A

Name

79

Directions: Count backward in the first problem. Fill in the unknowns in the number family in the next three problems.

Number Families

48 2919 29

19 4829 48

37 1819 18

1918 37

41 2417 24

2417 41

33 18

Lucy buys one scoop of ice cream for each of friends for her party. friends ate vanilla. The rest ate chocolate.

How many friends ate chocolate ice cream?friends

1948

2919

1937 18

18 3719 37

1741 24

17 4124 41

1533 15 18

18 15 3315 18 33

17

© 2012 Second Grade Homeschool Unit A Module Guide Sample 4

TouchMath Instructional Strategies CONTINUED

Module 6A Activity Sheet 79 Adding and Subtracting with Strategies

79

Guided Practice: Activity Sheet 65• Give your student base 10 blocks and a place value mat to model the problem

34 – 25. Have her model 34 by placing 3 tens rods in the tens column of her mat and 4 ones units in the ones column. Ask your student if she has enough ones to take away 5 ones that the problem asks for. Elicit that there are not enough ones and that your student will have to regroup 1 ten to make 10 ones to add to the existing 4 ones. Guide your student as she performs this action with her base 10 blocks, and say together, “I now have 2 tens and 14 ones.” Refer your child to the second model on the page, which represents what she has just done. Tell your student to trace the diagonal line through the 3 to show taking away 1 ten and making it 10 ones, and have her trace the small 10 that is written in gray in the ring above the 4 ones. Have your child say the process as she traces.

• Direct your child’s attention to the third model, which shows the problem with the 2 tens and 14 ones—with 2 tens and 5 ones crossed out to show the subtraction. The numerals show the 2 tens and the 14 ones minus 2 tens and 5 ones.

• The fourth model shows the difference—0 tens and 9 ones, or 9.

• The fifth model shows the same subtraction in place value format. Have your child first trace the problem 34 – 25. Lead her to see that there are not enough ones to subtract 5 ones from 4 ones, so she will need to take 1 ten from 3 tens and make 14 ones. To show this process, direct your child to draw a diagonal line across the 3 and trace the small 2 above it. Then have her trace the 1 in the ones column to make 14 ones. Say aloud with your student, “14 ones minus 5 ones is 9 ones,” and tell them to write the 9 in the ones place in the difference. Then say together, “2 tens minus 2 tens is 0 tens.” Say together, “34 minus 25 is 9.”

• Point out that the Ten Frame model is another representation of the same problem, 34 – 25. [ You may also have your student use her own Ten Frames to model the problem.]

Independent Practice: Activity Sheet 79• Work the first set of problems with your student to help her complete the

number family for 48 – 29. Review subtracting using TouchPoints, and have your student count backward and regroup to find that 48 – 29 = 19. Then lead your student to use numbers from that problem to fill in the unknowns in the next three problems.

• Point out to your student that tally marks are used to represent numbers in the word problem at the bottom of the page. Be sure your student understands how to count the tally marks.

DRAW, WRITE, SHARE: Ask your student to write an addition word problem that belongs in the same number family as the number sentence used to solve the original problem, 34 – 17 = 17. Allow her to share her addition problems with you.

Name

65© 2012 SGHSUAM5A Subtract 2-Digit Numbers

9

tens onestens ones

34

25

tens onestens ones

tens onestens ones

342

2tens onestens ones

2514

34-25

+10

tens ones

25

2

314

9

925

2314

65

Module 5A Activity Sheet 65 Subtracting with Regrouping Using Models

Name

5© 2012 SGHSUAM1A

10 juice boxes are in the bag. 5 of the boxes are grape juice. The rest are orange juice. How many boxes are orange juice? orange juice

boxes

37

7#

#7

10

7

10

6

$6

46

6$

Add and Subtract within 10

© 2012 SGHSUAM2A

Name

30Review Problem Solving

Directions: Write >, <, or = in the circle.

8

17

115

Directions: Fill in the unknown.

Music class is 20 minutes. We learn how to read music for 5 minutes.We sing for 10 minutes. The rest of the time we use instruments.How much time do we use instruments?

2 1

3whole

part partwhole

part part

Directions: Fill in the parts and whole from the word problem. Solve.

2 1

3whole

part partwhole

part part

minutes

8 ^9 $

13 & 12 ^

minutes

Name

34© 2012 SGHSUAM3A

111213141

212223242

313233343

414243444

515253545

616263646

717273747

818283848

919293949

1020304050

3610

tens ones

423

tens ones

3116

tens ones

1633

tens ones

1732

tens ones

1524

tens ones

3513

tens ones

3710

tens ones

Add 2-Digit Numbers

Name

52© 2012 SGHSUAM4A Add a 1-Digit Number to a 2-Digit Number

A new movie was showing at the movie theater.35 children and 9 adults went to the early show.44 children and 6 adults went to the late show.Did more people go to the early show or the late show?

A

B

early show

late show

14 8 37 7

1%

tens ones

71&

tens ones

82@

tens ones

92%

tens ones

627

tens ones

%

29

tens ones

$3#

tens ones

736

tens ones

^38

tens ones

*39

tens ones

(

Name

65© 2012 SGHSUAM5A Subtract 2-Digit Numbers

9

tens onestens ones

34

25

tens onestens ones

tens onestens ones

342

2tens onestens ones

2514

34-25

+10

tens ones

25

2

314

© 2012 SGHSUAM6A

Name

79

Directions: Count backward in the first problem. Fill in the unknowns in the number family in the next three problems.

Number Families

48 2919 29

19 4829 48

37 1819 18

1918 37

41 2417 24

2417 41

33 18

Lucy buys one scoop of ice cream for each of friends for her party. friends ate vanilla. The rest ate chocolate.

How many friends ate chocolate ice cream?friends