TouchMath Instructional Strategies

© 2012 SGHSUBM1B

Name

2Represent 300–400

h t o

tens oneshundreds

3 3 6

h t o

tens oneshundreds

4 5 1

Directions: Trace or write the numbers for the value of the base 10 blocks.

Directions: Find and write the mystery number.

I’m thinking of a number with a 7 in the ones place,a 4 in the tens place, and a 3 in the hundreds place.What is the number?

h t o

3 3 6

3 3 6

4 5 1

4 5 1

3 4 7347

Name

19© 2012 SGHSUBM2B Review Counting and Reading to 400

A. It is not less than 50.

B. It is not more than 400.

C. It is not between 60 & 70.

D. It is not more than 380.

E. It is not 3 less than 100.

F. It is not 14 more than 100.

G. It is not between 200 & 220.

H. It is not between 300 & 350.

I. It is not 38 more than 100.

J. It does not end in 0.

376 138

97 211230

345 114

13 40166

381

The mystery number is .376

© 2012 Second Grade Homeschool Unit B Module Guide Sample 1

TouchMath Instructional Strategies

Independent Practice: Activity Sheet 2• You may want to work together to find the value of the first set of base 10 blocks.

Let your student use her own base 10 blocks to represent 3 hundreds, 3 tens, and 6 ones. Instruct her to trace the numbers below each model and then write the number of hundreds, tens, and ones in the modified place value chart. Finally, say together the number, 336.

Guided Practice: Activity Sheet 19• Tell your student that on this page he will review counting and reading numbers

to 400 by finding a mystery number. Each clue will help him to eliminate a number balloon until only one balloon is left—the mystery number. Read together each clue in the list in order, starting with clue A. Since the number is not less than 50, ask your student which number is less than 50. Elicit that since 13 is less than 50, it cannot be the mystery number. Tell your child to mark an X on (or to color) the number 13 balloon. Read together the next clue in the list, clue B. Ask, “Since the mystery number is not more than 400, which number is more than 400?” Elicit that 401 is more than 400, so instruct your child to mark an X on (or to color) that balloon.

• Continue in the same manner for the rest of the clues. Read together the clues in order, and then decide which balloon to eliminate until only one balloon is left. This is the mystery number.

Module 1B Activity Sheet 2 Representing Numbers with Base 10 Blocks

2

19

Module 2B Activity Sheet 19 Counting and Reading Numbers to 1,000

Name

35© 2012 SGHSUBM3B

1 0 1tens oneshundreds

one hundred one


one hundred two


one hundred three


one hundred

tens oneshundreds

one hundred seven

tens oneshundreds

eight


one hundred

tens oneshundreds

one six

tens oneshundreds

one hundred

tens oneshundreds

Read and Write 101–110

1 0 1 1 0 2

1 0 3 1 0 4

1 0 7 1 0 8

1 0 5 1 0 6

1 0 9 1 1 0

five hundred

hundred

hundrednine

four

one

one ten


TouchMath Instructional Strategies CONTINUED

Guided Practice: Activity Sheet 35• Tell your student that on this page he will read and write numbers 101 to 110.

Direct his attention to the first place value chart. Say together how many hundreds, tens, and ones there are. Have your child trace the digits and then read and say together the number, 101 (one hundred one). Remind your student not to say and after saying the hundreds.

• Have your child look at the next place value chart. Lead him to see that there are the same number of hundreds and tens and one more one than in 101. Tell your student to trace the digits and then read and say together the number, 102 (one hundred two). Ask your child what 0 means in 102. Continue in the same manner for the next number, 103.

• For the next two place value charts, 104 and 105, guide your child as he completes the number name for the numbers. Say together how many hundreds, tens, and ones there are, and then have your student write the name for the numbers of ones for 105 and the number of tens for 106.

• In the seventh place value chart, the entire number name is given, so guide your student to write the number of hundreds, tens, and ones in the chart.

• For the rest of the page, lead your student to fill in the unknowns in the place value charts or the number names. For the last one, remind your student that he has been writing the numbers 101 to 110, so this place value chart needs to show 110.

Module 3B Activity Sheet 35 Reading and Writing Numbers to 1,000

35

Name

55© 2012 SGHSUBM4B

#+#=3 6

#+#+#=3 6 9

#+#+#+#=3 6 9 12

#+#+#+#+#=3 6 9 12 15

Repeated Addition with TouchPoints 3s

If you have two #s, what is the total number you have?

If you have four #s, what is the total number you have?

If you have five #s, what is the total number you have?

#+#=6#+#+#=9#+#+#+#=12#+#+#+#+#=15

6

12

15



Guided Practice: Activity Sheet 55 [ Skip counting is introduced here, although your child may still use TouchPoints to count on to find the totals.]

• Before starting the page, draw a number line from 0 to 15 on the board to help your child skip count by threes. Draw larger tic marks for the numbers 3, 6, 9, 12, and 15. Point to 0, and say, “Let’s skip count by threes to find 3 + 3.” Draw arrows from 0 to 3 and from 3 to 6. Then say together, “3 plus 3 equals 6.” Say, “2 groups of 3 equals 6.” Now show how to find 3 + 3 + 3. Again, start at 0, draw arrows from 0 to 3, from 3 to 6, and from 6 to 9. Ask, “How many jumps did we make?” Elicit that 3 jumps were made—this shows 3 groups of 3. Write 3 x 3 and 3 + 3 + 3 on the board, and say, “3 groups of 3 is the same as 3 x 3 or 3 + 3 + 3.”

• Continue using the number line in the same manner to skip count to find 3 + 3 + 3 + 3 = 12 (4 groups of 3) and 3 + 3 + 3 + 3 + 3 = 15 (5 groups of 3).

• Now direct your child’s attention to the first problem on the page, 3 + 3, and guide her to count the TouchPoints. Help her relate the problem to skip counting (without the number line) as she points to each number, saying, “3, 6.” Then have her write the total, 6.

• In the second row, lead your student to put a finger on the first 3 and skip count by threes to find that 3 groups of 3 equals 9. Continue in the same manner for the rest of the repeated additions. You may also ask your student to say the related multiplication fact for each repeated addition.

• Read together the word problems on the bottom half of the page. On the board, write each repeated addition, its related multiplication sentence, and the total as your student volunteers answers.

Module 4B Activity Sheet 55 Using Repeated Addition with TouchPoints

55

Name

88© 2012 SGHSUBM6B Solve Word Problems

There are 23 marbles in a jar.15 marbles are red. 5 marbles are blue.How many marbles are other colors?

There are 46 nails in a board.19 of the nails are black. The rest are silver.How many nails are silver?

There are 31 gumballs on a dish.The puppy takes 15 of them.The soccer team takes 8 of them.How many gumballs are left on the dish?

Kitt drew 27 circles on a piece of paper.He made an X through 19 of the circles.How man circles did not have an X on them?

marbles

nails

gumballs

circles

3

27

8

8

Picturesmay vary.

Picturesmay vary.

Picturesmay vary.

Picturesmay vary.

Guided Practice: Activity Sheet 66• Tell your student that on this page he will add two-digit numbers with and

without regrouping. Lead him to notice that the boxes are no longer there for him to record when he regroups ones to tens. Show him how to add the box at the top of the tens column to those problems he needs to regroup.

• Work the first problem, 43 + 37, together. Add the ones, and ask your student if he will need to regroup. Elicit that since 7 + 3 is greater than 9, he will regroup the 10 ones into 1 ten. Show your student how to draw the small box at the top of the tens column, just above the 4, to record the 1 ten. Guide your student as he records the 1 in the box and writes 0 in the sum in the ones column. Then together add the tens, 1 + 4 + 3, and record 8 in the tens place in the sum. Say together, “43 plus 37 equals 80.”

• Continue in the same manner for the rest of the problems in the first two rows. Guide your student to draw boxes for those problems that require regrouping (in row 1, problems 2 and 5, and in row 2, problems 2, 3, and 4).

• For each of the problems on the second half of the page, ask your student how he can decide whether he will regroup without having to complete the entire addition. He should respond that if he adds the ones and the sum is greater than 9, then he will regroup.

Guided Practice: Activity Sheets 88• Tell your student that on this page she will solve subtraction word problems. She

can draw a picture of the problem or write a number sentence and solve it.

• Read together the first problem. Ask what information is given that she will use to solve the problem—23 marbles in the jar, 15 red marbles, 5 blue marbles, and an unknown number of the other colors. Elicit suggestions of how to solve the problem. Your student might suggest drawing 23 circles, coloring 15 of them red and 5 blue, and then counting how many are not colored, 3. Or she might suggest subtracting twice, 23 – 15 = 8 and 8 – 5 = 3. She may suggest adding first and then subtracting, 15 + 5 = 20 and 23 – 20 = 3.

• Read together the rest of the problems, and encourage your student to share her problem-solving strategies.



Module 6B Activity Sheet 88 Solving Subtraction Word Problems within 100

88

Name

66© 2012 SGHSUBM5B Add 2-Digit Numbers

3743

t o

2666

t o

2058

t o

3334

t o

3757

t o

3061

t o

1973

t o

1484

t o

2959

t o

7021

t o

If I add 64+28, then I B don’t need to regroup.A need to regroup.


If I add 34+44, I need to regroup. B falseA true




1 1 1

1 1

80 92 78 67 94

91 92 98 88 91

A

A

B

A

A

B

66

Module 5B Activity Sheet 66 Adding within 100

© 2012 SGHSUBM1B

Name

2Represent 300–400

h t o

tens oneshundreds

3 3 6

h t o

tens oneshundreds

4 5 1

Directions: Trace or write the numbers for the value of the base 10 blocks.

Directions: Find and write the mystery number.

I’m thinking of a number with a 7 in the ones place,a 4 in the tens place, and a 3 in the hundreds place.What is the number?

h t o

Name

19© 2012 SGHSUBM2B Review Counting and Reading to 400

A. It is not less than 50.

B. It is not more than 400.

C. It is not between 60 & 70.

D. It is not more than 380.

E. It is not 3 less than 100.

F. It is not 14 more than 100.

G. It is not between 200 & 220.

H. It is not between 300 & 350.

I. It is not 38 more than 100.

J. It does not end in 0.

376 138

97 211230

345 114

13 40166

381

The mystery number is .

Name

35© 2012 SGHSUBM3B


one hundred one


one hundred two


one hundred three


one hundred

tens oneshundreds

one hundred seven

tens oneshundreds

eight


one hundred

tens oneshundreds

one six

tens oneshundreds

one hundred

tens oneshundreds

Read and Write 101–110

Name

55© 2012 SGHSUBM4B

#+#=3 6

#+#+#=3 6 9

#+#+#+#=3 6 9 12

#+#+#+#+#=3 6 9 12 15

Repeated Addition with TouchPoints 3s

If you have two #s, what is the total number you have?

If you have four #s, what is the total number you have?

If you have five #s, what is the total number you have?

Name

66© 2012 SGHSUBM5B Add 2-Digit Numbers

3743

t o

2666

t o

2058

t o

3334

t o

3757

t o

3061

t o

1973

t o

1484

t o

2959

t o

7021

t o







Name

88© 2012 SGHSUBM6B Solve Word Problems

There are 23 marbles in a jar.15 marbles are red. 5 marbles are blue.How many marbles are other colors?

There are 46 nails in a board.19 of the nails are black. The rest are silver.How many nails are silver?

There are 31 gumballs on a dish.The puppy takes 15 of them.The soccer team takes 8 of them.How many gumballs are left on the dish?

Kitt drew 27 circles on a piece of paper.He made an X through 19 of the circles.How man circles did not have an X on them?

marbles

nails

gumballs

circles

Documents

TouchMath Instructional Strategies