Grade 1: Step Up to Grade 2

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Chandler, Arizona • Shoreview, Minnesota 

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Grade 1: Step Up to Grade 2 

Teacher’s Guide 

• Teacher Notes and Answers 

for Step-Up Lessons 

• Practice 

• Answers for Practice 

• Test 

• Answers for Test

A29 Number Words to Twenty 

A32 Numbers to 100 on the 

A41 

Number Line 

U nderstanding 

One 

as 

a Fraction 

A61 Comparing Sets of Coins 

A86 Ordering Numbers to 999 

B23 Using Doubles to Subtract 

B32 Stories about Separating 

B33 Stories about Comparing 

B44 Arrays and Multiplication 

B47 Multiplying by 2 and 5 

C8 Adding Two-Digit and 

One-Digit Numbers 

C12 S ubtracting 

Tens 

C13 F inding 

Parts 

of 

100 

C22 Two-Digit Subtraction 

C31 Estimating Dierences 

D25 Inches 

D26 Centimeters and Meters 

D50 Flat Surfaces of Solid Figures 

D51 Properties of Plane Shapes 

D89 

M aking 

Bar 

Graphs 

to 

Show 

Outcomes

© Pearson Education, Inc. 1 

Number Words to Twenty 

© Pearson Education, Inc. 

Name 

Name 


One 1 Eleven 11 

Two 2 Twelve 12 

Three 3 Thirteen 13 

Four 4 Fourteen 14 

Five 5 Fifteen 15 

Six 6 Sixteen 16 

Seven 7 Seventeen 17 

Eight 8 Eighteen 18 

Nine 9 Nineteen 19 

Ten 10 Twenty 20 

Materials: Two-color counters, 20 per child 

1. Have children show one counter. Say the word in the blank beside the word “one” as a class while 

children point to the word. Then have the children write the number in the blank beside the word. 

2. Have children add one more counter. Say the word “two” as a class while children point to the word. 

Then have children write the number in the blank beside the word. 

3. Repeat for each number to twenty. 

Number Words to Twenty (continued) 

Match each word to the correct number. 

1. twelve 9 

2. eighteen 4 

3. nine 12 

4. fifteen 18 

5. four 11 

6. eight 15 

7. nineteen 19 

8. eleven 14 

9. twenty 8 

10. fourteen 20 

152 Intervention Lesson A29 

Math Diagnosis and 

Intervention System 

Intervention Lesson A29 

Intervention Lesson A29 151 





Teacher Notes 




Ongoing Assessment 

Make sure children can rote count to 20. Encourage 

them to count and point to each number word and 

symbol as they say the number. 

Error Intervention 

If children keep looking at the first page in order to 

do the matching, 

then help them read the number words using 

phonics. 

If You Have More Time 

Have pairs of students write the words and the 

symbols on index cards and then shuffle the deck. 

Each child takes 7 cards from the deck and makes 

as many pairs as possible with those cards. Then 

the children take turns drawing a card from the 

deck, trying to make a pair, and throwing one card 

away. The other child may pick up the discarded 

card or may draw a card from the deck. The game 

is over when one child pairs up all his or her cards. 

Intervention Lesson A29

Numbers to 100 on the 

Number Line 


Name 

Name 





Numbers to 100 on the Number Line 

1. 

2. 

3. 

4. 

 

 

 

 

 

 

 

Sample answers are shown. 

 

1. Say: Every number has its own place on the number line. The numbers go in order from least to 

greatest. What number comes after 20? Have children write 21 in the box. 

2. What number comes between 23 and 25? Have children write 24 in the second box. 

3. Have children complete the number lines for Problems 1 and 2. Ask questions like those above for 

children who have difficulty. 

4. For Problem 3, have children find 64 on the number line and circle it and its point. Ask: What number 

is before 64? After? Have children circle 67 and its point. Ask: Is 67 greater than or less than 64? 

5. Have children circle a number that is greater than 53 on the last number line. Then have them circle one 

that is less than 46. 

Numbers to 100 on the Number Line (continued) 

Write the missing numbers. 

5. 

6. 

7. 

 

 

 


 

 

 

 

 

 

Circle the numbers on the number line. 

8. 28, 33 

 

9. 91, 97 

 





 

 


Teacher Notes 





Ask: Which number is greater, a number left of 

50 or a number right of 50, on the number line? 

The number right of 50 is greater. Numbers increase 

from left to right on the number line. 


If children have trouble associating numbers with 

points on a number line, 

then use A13: Ordering Numbers to 12 with a 

Number Line. 


Have 11 children each write a different number 

from 70 to 80 on a sheet of paper and line up in 

any order, facing the class. Have other children 

take turns telling one child where to move to show 

where that child’s number would go on the number 

line. Continue until the numbers are in order. 

© Pearson Education, Inc. 1


Understanding One 

as a Fraction 


Name 

Name 

Understanding One as a Fraction 

1. 

2. 

3. 

4. 

5. Reasoning 9 ___ 

9 

1 

4 

4 

3 

3 

6 

6 

8 

8 

parts red 

parts in all 

parts blue 

parts in all 

parts orange 

parts in all 

parts orange 

parts in all 




Materials: Crayons or markers 

1. Have children color all 4 parts of the circle red. Ask: How many parts are red? Have children write 4. 

How many parts in all? Have children write 4 again. What fraction of the circle is red? Say: Four 

fourths are red. 

2. Ask: Is the whole circle red? Say: So, four fourths equal one whole. Have children write 4__ 

4 . 

3. Have children color all 3 parts of the square blue. Ask questions like those above. 

4. Have children finish the other problems, coloring all 6 parts of the square orange and all 8 parts of the 

octagon yellow. 

Understanding One as a Fraction (continued) 

Color each shape. Write a fraction equal to 1. 

6. 

2 

2 1 

7. 

8. 9. 

5__ 

5 1 

10. 11. 

4__ 

4 1 

12. Reasoning Color the whole group. 

3__ 

3 1 


4__ 

4 1 

3__ 

3 1 

6__ 

6 1 

8__ 

8 1 





7__ 

7 1 

__ 10 

10 1 

__ 12 

12 1 


Teacher Notes 





Ask: If a pizza is divided into 8 equal slices, how 

many slices would it take to equal the whole 

pizza? 8 What fraction of the pizza equals a 

whole? 8 __ 

8 


If children have difficulty writing fractions, 

then use A38: Writing Fractions for Part of a 

Region. 


Have children name things that come divided into 

equal parts. State how many equal parts it has and 

then say a fraction for the whole. 


Comparing Sets of Coins 


Name 

Name 


1. 

2. 


70¢ < 75¢ 

62¢ > 58¢ 




Materials: 3 quarters, 5 dimes, 3 nickels, and 3 pennies per child or pair. 

1. Have children use the coins to match the ones in the first group. Have them arrange the coins, count 

on, and write the total value. 

2. Have children line up the two groups of coins as shown. Have them cross out the first quarter in each 

group because they have the same value. Have them continue to cross out coins with the same value, 

2 quarters, 2 dimes, and then 2 nickels and the dime. Since the second group of coins has a nickel left, 

it is greater than the first set. That means and the first set is less than the second. Have children write . 

3. Point out that 70 cents is less than 75 cents, since 70 is less than 75. 

4. Repeat for the second group of coins. Tell children to not use coins from their first group. 

5. Have children find the value of each set of coins in item 2 and compare. 

Comparing Sets of Coins (continued) 

Write the total amounts and compare them. 

Write , , or . 

3. 

4. 

5. 


48¢ > 43¢ 

82¢ > 75¢ 

95¢ > 85¢ 






Teacher Notes 





Make sure children understand which coins have 

the same value. For example, make sure they know 

that two nickels equal a dime and that two dimes 

and a nickel equal a quarter. 


If children have trouble counting the value of 

groups of coins, 

then use A58: Quarters and A60: Counting Sets 

of Coins. 

If children have trouble with the and signs, 

then use A27: Using , , and to Compare 

Numbers. 


Have children work in pairs. Put about 15 assorted 

coins in a paper bag. Have each child pull 5 coins 

from the bag without looking. Each child counts the 

set of coins drawn. Then they compare to decide 

which set is worth more. Have them return the 

coins to the bag and repeat. 



Ordering Numbers to 999 


Name 

Name 


1. 




132 223 124 

124 132 223 

least greatest 

2. 213 141 236 141 213 236 


3. 436 487 243 243 436 487 


4. 431 283 281 281 283 431 


Materials: Place value blocks, 10 hundreds, 8 tens, 10 ones per pair or group 

1. Have children show 132, 223, and 124 with blocks. 

2. Ask: Which number has the greatest number of hundreds? 223 Say: If one number has more 

hundreds than all the others, it is the greatest. Have children write 223 on the line with greatest. 

3. Ask: Does one number have the fewest number of hundreds? No, 132 and 124 have the same 

number of hundreds. Say: When two or more numbers have the same number of hundreds, 

compare the tens. Which number has fewer tens, 132 or 124? 124 Say: So, 124 is the least. Have 

children write 124 on the line with least. 

4. Ask: Which number is between 124 and 223? Have children write 132. 

5. Say: So the numbers in order from least to greatest are: 124, 132, 223. 

6. Have children order the other sets of numbers, using place value blocks, if they wish. 

Ordering Numbers to 999 (continued) 

Write the numbers in order from least to greatest. 


5. 188 128 243 128 188 243 


6. 465 323 512 

7. 342 215 251 

8. 767 876 676 

9. 809 783 784 

10. 645 154 646 

11. Reasoning The Lions have 117 points, 

the Cougars have 112 points, and the 

Tigers have 121 points. Which team has 

the least number of points? 





323 465 512 


215 251 342 


676 767 876 


783 784 809 


154 645 646 


Cougars 


Teacher Notes 





Make sure children start by looking at the hundreds. 


If children have difficulty with the concept of 

ordering, 

then use A28: Ordering Three Numbers, A85: 

Before After, and Between, A84: Comparing 

Numbers to 999, and A83: Patterns with Numbers 

on Hundreds Charts. 


Put children in groups of 4. Have 3 children each 

write a different three-digit number on a half sheet 

of paper and then physically line up in any order. 

Have the fourth child reorganize the children to 

show the numbers in order from least to greatest. 

Continue until each person in the group gets to 

be the reorganizer. If two of the students write the 

same number have the reorganizer put them one in 

front of the other. 


Using Doubles to Subtract 


Name 

Name 


1. 

2. 

3. 

Intervention Lesson B23 




3 3 6 So 6 3 3 . 

4 4 8 So 8 4 4 . 

6 6 12 So 12 6 6 . 

4. 2 2 4 

4 2 2 

Materials: Snap cubes, 12 for each child 

1. Have children make 2 trains of 3 snap cubes each. Ask: How much is 3 plus 3? Have children write 6. 

Have children break the train apart into two trains with 3 each. Ask: Since 3 plus 3 is 6, what is 

6 minus 3? Have children write 3. 

2. Say: If you know the doubles addition facts, you can use them to subtract. Have children use 

cubes to find 8 – 4 and 12 – 6. 

3. Ask: What doubles addition fact can you use to find 4 minus 2? Have children complete 2 + 2 = 4. 

Ask: What is 4 minus 2? Have children write 2. 

Using Doubles to Subtract (continued) 

Find the double. Then subtract. 

Use cubes if you like. 

5. 6. 

2 2 4 5 5 10 

Intervention Lesson B23 109 

So 4 2 2 . So 10 5 5 . 

Write an addition fact. Then subtract. 

7. 1 1 2 So 2 1 1 . 

8. 3 3 6 So 6 3 3 . 

9. 4 4 8 So 8 4 4 . 

10. 6 6 12 So 12 6 6 . 

11. Carolyn has 6 apples and 3 oranges. 

How many pieces of fruit does she have in all? 

9 pieces of fruit 

110 Intervention Lesson B23 





Teacher Notes 





Ask: What double addition fact can help you find 

4 2? 2 2 4 


If children do not know the double addition facts, 

then use B12: Adding Doubles 

If students have trouble relating addition and 

subtraction, 

then use B19: Relating Addition and Subtraction. 


Have children draw pictures to show double 

subtraction facts. Have them write a fact to match 

each picture. 



Stories about Separating 


Name 

Name 

Stories about Separating 




1. 12 3 9 2. 15 7 8 

3. 18 9 9 4. 13 6 7 

Materials: Counters, 18 for each child 

1. Say: Rosa had 12 balloons. Have children put 12 counters in the first box and write 12 in the first line 

of the number sentence. Say: Rosa gave her sister 3 balloons. Have children move 3 counters to the 

second box and write 3. Ask: How many balloons did Rosa have then? Have children count how 

many counters are left in the first box and write 9. 

2. Say: Quaid had 15 marbles. Have children put 15 counters in the first box and write 15. Say: Quaid 

gave his brother 7 marbles. Have children move 7 counters to the second box and write 7. Ask: How 

many marbles did Quaid have then? Have children count how many counters are left in the first box 

and write 8. 

3. Say: What if Rosa had 18 balloons and gave away 9? How many balloons would Rosa have then? 

Have children write a number sentence and use counters to solve. 

4. Say: What if Quaid had 13 marbles and gave 6 away? How many marbles would Quaid have 

then? Have children write a number sentence and use counters to solve. 


Stories about Separating (continued) 

Draw a picture to find the difference. 

Then write the numbers. 

5. 11 birds are sitting on the fence. 

7 birds fly away. 

How many birds are left? 

11 7 4 

6. 13 pigs are in the pen. 

5 pigs run away. 

How many pigs are still in the pen? 

13 5 8 

7. 16 ducks are in the pond. 

9 ducks swim away. 

How many ducks are left? 

16 9 7 





11 

13 

16 


Teacher Notes 





Observe which children can solve the Exercises 

with pictures and which need to use counters. 


If children have trouble writing number sentences 

for the separating stories, 

then use B2: Subtraction and B17: Separating 

Stories. 


Have children work in pairs. One child tells a 

separating story. The other child writes a number 

sentence and solves. Then, they change roles and 

repeat. 

Intervention Lesson B32

Stories about Comparing 


Name 

Name 

Stories about Comparing 

1. 12 5 7 7 more crayons 

2. 16 8 8 8 more grapes 

3. 14 5 9 9 more apples 

4. 15 6 9 9 more fish 





5. 11 3 8 8 more hair bows 

Materials: Counters, 18 for each child 

1. Say: Alicia had 12 crayons. Have children show 12 counters in a row and write 12. Say: Max had 5 

crayons. Have children show 5 counters in a row below Alicia’s and write 5. Say: How many more 

crayons did Alicia have than Max? Have children remove 1 counter from each row at the same 

time. Have them continue removing pairs until all the counters in the top row are gone. Have children 

complete the number sentence by writing 7. 

2. Say: Jaden had 16 grapes. Have children show 16 counters in a row and write 16. Say: Rafel had 

8 grapes. Have children show 8 counters in a row below Jaden’s and write 8. Say: How many more 

grapes did Jaden have than Max? Have children remove 1 counter from each row at the same 

time. Have them continue removing pairs until all the counters in the top row are gone. Have children 

complete the number sentence by writing 8. 

3. Say: Vero had 14 apples and 5 oranges. How many more apples than oranges did she have? Have 

children use counters to write and solve the number sentence. 

4. Say: Miles had 15 fish. Olivia had 6 fish. How many more fish did Miles have than Olivia? Have 

children use counters to write and solve the number sentence. 

5. Say: Poppy had 11 hair bows. Lora had 3 hair bows. How many more hair bows did Poppy have 

than Lora? Have children use counters to write and solve the number sentence. 

Stories about Comparing (continued) 

Draw a picture to find the differences. 

Then write a subtraction sentence. 

6. 11 dogs are in a pen. 

5 dogs are chasing a 

cat. How many more 

dogs are in the pen? 

6 more dogs 11 5 6 

7. Paul has 14 dimes. Sue 

has 6 dimes. How many 

more dimes does Paul 

have than Sue? 

8 more dimes 14 6 8 

8. 17 apples are in a basket. 

8 apples are on the 

ground. How many more 

apples are in the basket? 

9 more apples 17 8 9 







Teacher Notes 





Observe that children are taking away the counters 

in pairs, not all from one row. Make sure they 

understand that they are finding how many more 

counters are in one row than in the other. 


If children have trouble writing number sentences 

for the comparing stories, 

then use B18: Comparing Stories. 


Have two different size groups of children come to 

the front of the class and line up in two rows, one 

group in each row. Have children in their seats write 

a number sentence for how many more children 

are in one group than another. Then, have one child 

from each group sit down. Continue until there are 

no children left in the smaller group. Have children 

count the remaining children to check their number 

sentences. 



Arrays and Multiplication 


Name 

Name 


Materials 16 counters per student 

1. Show an array of 4 rows with 2 counters in each row. 

2. Write a multiplication sentence for the array. 

4 2 8 

Number Number of Total 

of Rows Counters in Number of 

Each Row Counters 

3. How many counters are in the array? 8 

4. Show an array of 2 rows with 4 counters 

in each row. 

5. Write a multiplication sentence for this array. 

2 4 8 

Number Number of Total 

of Rows Counters in Number of 

Each Row Counters 

6. How many counters are in this array? 8 

7. Both arrays have 8 counters. 

So, 4 2 2 4 

8. Since both arrays have 8 counters then you can say, 

4 2 8, and 2 4 8 

Knowing one multiplication fact means you know another. 

9. If you know 3 8 24, then you know 8 3 24 . 

Arrays and Multiplication (continued) 

Write a multiplication sentence for each array. 

10. 11. 









6 5 30 5 7 35 

Draw an array to find each multiplication fact. Write the product. 

12. 3 5 15 13. 2 6 12 

The array should The array should 

show 3 rows of 5. show 2 rows of 6. 

Fill in the blanks. 

14. 4 8 32, so 8 4 32 15. 9 2 18, so 2 9 18 

16. 5 7 35, so 7 5 35 17. 3 6 18, so 6 3 18 

18. 2 4 8, so 4 2 8 19. 1 6 6, so 6 1 6 

20. Reasoning How does an array show equal groups? 

Each row has the same number of objects. 


Teacher Notes 





Ask: If you know 9 4 36, why can you say 

you know that 4 9 36? Sample answer: The 

arrays are made with the same number of counters, 

one array is just the other one turned sideways. 


If students get confused on the correct fact for 

a given array or have difficulty drawing the right 

number of rows with the right number in each for 

a given fact, 

then encourage the students to read the 

multiplication fact as “6 rows of 4” instead of 

“6 times 4”. 


Have students in pairs. Have one partner draw 

an array, or make it if counters are available, and 

write the multiplication sentence. Then have the 

other partner draw or make the corresponding fact, 

like 5 7 for 7 5, and write the multiplication 

sentence for it. 

Intervention Lesson B44

Multiplying by 2 and 5 


Name 

Name 


1. Continue skip counting by 2s on the number line below. 





2 2 2 2 2 2 2 2 2 2 

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 

2. Each number that a hop lands on is a multiple of two. 

Circle each multiple of 2 on the number line. Then list them 

in the blanks below. 

2 4 6 8 10 12 14 16 18 20 

3. To find 6 2, count by 2s until 2s Facts 

you have said 6 numbers. 

0 × 2 = 0 5 × 2 = 10 

2, 4, 6 , 8 , 10, 12 

So, 6 2 12 . 

4. Repeat 3 above for each 

of the 2s facts in the table. 

Complete the table. 

1 × 2 = 2 6 × 2 = 12 

2 × 2 = 4 7 × 2 = 14 

3 × 2 = 6 8 × 2 = 16 

4 × 2 = 8 9 × 2 = 18 

5. Reasoning What is the pattern in the products of the 2s facts? 

All of the multiples of 2 end in 0, 2, 4 , 6 , or 8 . 

6. Continue skip counting by 5s on the number line below. 

Circle each multiple of 5 on the number line. 

5 5 5 

5 5 5 5 5 5 

0 5 10 15 20 25 30 35 40 45 

Multiplying by 2 and 5 (continued) 






7. Circle each multiple of 5 on the number line. Then list them 

in the blanks below. 

5 10 15 20 25 30 35 40 45 

8. To find 7 5, count by 5s until 5s Facts 

you have said 7 numbers. 

0 × 5 = 0 5 × 5 = 25 

5, 10, 15, 20 , 25 , 

30 , 35 

So, 7 5 35 . 

9. Repeat 8 above for each of 

the 5s facts in the table. 

10. Reasoning What is the pattern in 

the products of the 5s facts? 

All of the multiples of 5 end in 0 or 5 . 

Complete each multiplication problem. 

1 × 5 = 5 6 × 5 = 30 

2 × 5 = 10 7 × 5 = 35 

3 × 5 = 15 8 × 5 = 40 

4 × 5 = 20 9 × 5 = 45 

11. 2 12. 2 13. 2 14. 2 

_ 3 _ 6 _ 2 _ 1 

6 12 4 2 

15. 7 16. 7 17. 5 18. 8 

_ 2 _ 5 _ 3 _ 5 

14 35 15 40 

19. 5 20. 1 21. 2 22. 5 

_ 4 _ 5 _ 4 _ 2 

20 5 8 10 

23. Reasoning Movie tickets are on sale for $5 each. Ross, Emily, 

and John want to see the movie. Is $18 enough for all of their 

tickets? Explain. 

Yes; 3 5 15 and $15 $18. 


Teacher Notes 





Ask: Since all the multiples of 2 end in either 0, 

2, 4, 6, or 8, are multiples of 2 odd or even? Even 


If students are having trouble with problems like 

2 8, 

then have the students think about the doubles 

addition facts. 2 8 is 2 groups of 8, or 8 8. 

Since 8 8 16, then 2 8 16. 


Have 2 students each take 9 index cards and label 

their cards 1 through 9. Shuffle the cards. The 

first round is 2s facts. Each student takes a turn 

drawing a card and finding the product of that 

number times 2. If correct, the student keeps the 

card, otherwise it goes back into the pile. After all 

cards from the pile are used, shuffle and repeat with 

the 5s facts. 



Adding Two-Digit and 



Name 

Name 



Intervention Lesson C8 

Adding Two-Digit and One-Digit Numbers 

1. Tens Ones 

2 6 

8 

2. Tens Ones 

2 3 

4 

3. Tens Ones 

1 9 

7 

Tens Ones 

1 2 6 

8 

4 

Tens Ones 

2 3 

4 

7 

Tens Ones 

1 

1 9 

7 

6 

Tens Ones 

1 

2 6 

8 

3 4 

Tens Ones 

2 3 

4 

2 7 

Tens Ones 

1 

1 9 

7 

2 6 

Materials: Snap cubes, 34 per pair or group 

1. Have children show two 10-trains and six individual cubes for 26. Then have them show 8 individual 

cubes. Ask: How much is 6 ones and 8 ones? 14 ones If you have 14 ones can you regroup? Have 

children snap together 10 ones to make 1 ten-train. Ask: The 14 ones equal how many tens and 

ones? 1 ten and 4 ones; Have children write a 4 in the bottom of the ones column of the second placevalue 

chart, to show 4 ones, and a 1 in the box at the top of the tens column to show 1 ten. Say: Add 

the tens. How much is 2 tens plus 1 ten? Have children write the 3 in the tens column of the last 

place-value chart. Ask: How much is 3 tens and 4 ones? 34 So, 26 8 34. 

2. Have children show two 10-trains and three individual cubes for 23. Then have them show four 

individual cubes. Ask: How much is 3 ones and 4 ones? 7 ones If you have 7 ones can you 

regroup? No; Have children write the 7 at the bottom of the ones column of the second place-value 

chart. Ask: How many tens? 2; Have children write a 2 in the tens column of the last place-value chart. 

Ask: How much is 2 tens and 7 ones? 27 So, 23 4 27. 

3. Do Problem 3 similar to Problem 1. 

Adding Two-Digit and One-Digit Numbers (continued) 

Add. 

Regroup if you need to. 

4. Tens Ones 

1 2 3 

8 

3 1 

5. Tens Ones 

1 

3 5 

5 

4 0 

6. Tens Ones 

1 

6 6 

6 

7 2 

7. Tens Ones 

9 2 

3 

9 5 

72 Intervention Lesson C8 

Tens Ones 

1 

3 5 

7 

4 2 

Tens Ones 

7 2 

6 

7 8 

Tens Ones 

5 4 

5 

5 9 

Tens Ones 

1 4 

4 

1 8 

Tens Ones 

1 6 

3 

1 9 

Tens Ones 

1 

2 3 

7 

3 0 

Tens Ones 

4 1 

6 

4 7 

Tens Ones 

1 

3 9 

9 

4 8 

Intervention Lesson C8 71 




Tens Ones 

1 

4 2 

9 

5 1 

Tens Ones 

1 

4 2 

9 

5 1 

Tens Ones 

1 

3 8 

7 

4 5 

Tens Ones 

1 

6 4 

6 

7 0 


Teacher Notes 





Ask: Which addition problem does not need 

regrouping? 

14 8, 25 5, 53 4, 17 4 53 4 


If children continually reverse the placement of the 

regrouped ten and the remaining ones, for example 

if the ones had a sum of 14 and they carry the 4 to 

the top of the tens column and leave the 1 at the 

bottom of the ones, 

then have children write 14 as tens and ones and 

put 14 in a place-value chart with nothing else in it. 

Emphasize that the 1 goes in the tens column and 

the 4 goes in the ones column. 


Put children in pairs. Give each pair a penny, a 

copy of a calendar, and a number cube labeled 4 

through 9. Have one child flip the penny onto the 

calendar without looking, while the other child rolls 

the number cube. Have both children find the sum 

of the number of the day the penny landed on and 

the number that was rolled on the cube. Have them 

change roles and repeat. 

Intervention Lesson C8

Subtracting Tens 


Name 

Name 


1. 

2. 

3. 


7 tens 5 tens 2 tens 

70 50 20 


70 20 50 


60 20 40 




Materials: Snap cubes, 70 for each pair or group 

1. Have children make seven 10-trains. Then have them take five of the 10-trains away and cross out 5 of 

the ten-trains shown. Ask: Seven tens minus five tens equal how many tens? Have children write 2. 

Ask: How much is 7 tens? Have children write 70. Ask: How much is 5 tens? Have children write 50. 

Ask: How much is 2 tens? Have children write 20. Say: So, 70 50 20. 

2. Do the other problems similarly. 

Subtracting Tens (continued) 

Write the numbers. Subtract. 

4. 5. 

6 tens 1 ten 6 tens 2 tens 

60 10 50 60 20 40 

6. 7. 

4 tens 4 tens 8 tens 7 tens 

40 40 0 80 70 10 

8. 9. 


70 40 30 70 70 0 







Teacher Notes 





Ask: How much is 8 tens minus 3 tens? 50 


If children have trouble deciding how much a set of 

ten is, 

then use A7: Counting by 10s to 100. 


Put children in pairs. Give each pair nine 10-trains. 

Have children work together to write 4 different 

subtraction sentences starting with 90, such as 

90 60 30; 90 40 50. If time allows, have 

them do the same for eight 10-trains. 



Finding Parts of 100 


Name 

Name 


1. 

2. 




55, 56 , 57 , 58 , 59 , 60 , 70 , 80 , 90 , 100 

55 45 100 

55, 65 , 75 , 85 , 95 , 96 , 97 , 98 , 99 , 100 

55 45 100 

Materials: Snap cubes, 100 for each pair or group 

1. Have children show five 10-trains and one 5-train of cubes. Ask: How can you find out how many 

more snap cubes it will take to make 100? Give children time to discuss possible ways. Say: One 

way is to add ones until you make the next ten. Then count by tens until you get to 100. Start 

with 55 and add one snap cube at a time until you reach a ten. Have the children add a snap cube 

to the 5-train, say 56, and write 56. Have them do this until they reach 60. Say: Now count by tens. 

Have the children add a 10-train down to the pile, say 70, and write 70. Do this until they reach 100. 

Say: You added 5 ones and 4 tens. How much is 5 ones and 4 tens? Have children write 45. Say: So 

you had to add 45 to 55 to get 100. 55 45 100. 

2. Have children show five 10-trains and one 5-train of cubes again. Say: Another way is to add tens 

first and then add ones. Start with 55 and add tens until you reach either 100 or a number in the 

90s. Have the children add a 10-train to the pile, say 65, and write 65. Have them do this until they 

reach 95. Say: Now count by ones until you reach 100. Have children add a snap cube to the 5-train, 

say 96, and write 96. Do this until they reach 100. Say: You added 4 tens and 5 ones. How much is 4 

tens and 5 ones? Have children write 45. 

3. Ask: Does it matter if you count by ones first or tens first? No 

Finding Parts of 100 (continued) 

Add on to find the other part of 100. 

Use mental math or cubes. 

3. 4. 

25 75 100 90 10 100 

5. 6. 

33 67 100 64 36 100 

7. 37 63 100 8. 85 15 100 

9. 56 44 100 10. 71 29 100 

11. Reasoning The lunchroom holds 100 children. 

There are 60 children eating in the lunchroom. 

How many more can join them? 

60 40 100 40 children 







Teacher Notes 





Ask: One hundred children are in the second 

grade. Eighty-four of them have already had 

their picture taken. How many children have not 

gotten their picture taken yet? 16 


If children have difficulty understanding while using 

snap cubes, 

then use the same process, but with filling partial 

ten-frames with counters and then adding complete 

ten frames. 


Have children work in pairs with 9 ten-trains, ten 

individual cubes, and a bag. One child hides a 

combination of 10-trains and individual cubes in the 

bag. The other child tells how many are in the bag 

by looking at the ones outside. Then, they change 

roles and repeat. 


Two-Digit Subtraction 


Name 

Name 


1. Tens Ones 

6 16 

7 6 

2 8 

4 8 

2. Tens Ones 

9 4 

2 2 

7 2 

Tens Ones 

5 17 

6 7 

1 9 

4 8 


Tens Ones 

2 10 

3 0 

1 3 

1 7 




Tens Ones 

7 12 

8 2 

5 5 

2 7 

3. 8 11 2 18 5 13 4 16 0 13 

91 38 63 56 55 13 

_ 73 _ 19 _ 36 _ 28 _ 20 _ 5 

18 19 27 28 35 8 

Materials: Have snap cubes available for children who need them 

1. Ask: How many ones are in 76? 6 How many ones are in 28? 8 Does 76 have 8 ones to take away? 

No Do you need to regroup? Yes How many tens are in 76? 7 If you trade one ten for ten ones, 

how many tens are left? 6 tens Show this by crossing out the 7 tens in the place-value chart and 

writing 6 at the top of the tens column. Make sure children record correctly. You had 6 ones and 

traded one ten for ten ones. How many ones do you have now? 16 Show this by crossing out the 

6 ones and writing 16 at the top of the ones column. Make sure children record correctly. 

2. Ask: How much is 16 ones minus 8 ones? Have children write 8 in the ones column. Ask: How much 

is 6 tens minus 2 ten? Have children write 4 in the tens column. Say: How much is 4 tens and 8 

ones? 48 So, 76 minus 28 is 48. 

3. Do other problems, similarly. When you get to 91 73, which is not in a place-value chart, start by 

asking how many tens and ones are in each number. 

Two-Digit Subtraction (continued) 

Subtract. Regroup if you need to. 

If you had to regroup, color those shapes red. 

Color the other shapes blue. 

27 

_ 13 

14 

blue 

96 

_ 12 

84 

54 

_ 14 

40 

28 

_ 21 

7 

red 

blue 

blue 

23 

_ 4 

19 

blue 


91 

_ 17 

74 

red 

15 

_ 6 

9 

red 

67 

_ 19 

48 

red 

97 

_ 83 

14 

blue 

73 

_ 36 

37 

red 

63 

_ 41 

22 

red 

blue 





92 

_ 34 

58 

48 

_ 16 

32 

blue 

65 

_ 22 

43 

blue 

17 

_ 4 

13 

blue 


Teacher Notes 





Ask: How do you know you need to regroup to 

subtract 62 14 if you don’t have snap cubes? 

You need to regroup because 4 is greater than 2. 


If children have trouble regrouping, 

then use C19: Subtracting Two-Digit and One-Digit 

Numbers and C21: Subtracting with Regrouping. 

If children have trouble deciding when to regroup, 

then use C20: Deciding when to Regroup in 

Subtraction. 


Have children make up word problems involving 

subtracting two-digit numbers. Let them draw 

a picture to illustrate their problems. Then, have 

children trade problems with a partner to solve. 



Estimating Differences 


Name 

Name 


When Jarvis subtracted 41 29, he got a difference of 12. 

To check that this answer is reasonable, use estimation. 

1. Round each number to the nearest ten. 




 

 

 

41 rounded to the nearest ten is 40 . 

29 rounded to the nearest ten is 30 . 

2. Subtract the rounded numbers. 

40 30 

10 

Since 12 is close to 10, the answer is reasonable. 

DaNitra subtracted 685 279 and got a difference of 406. 

To check that this answer is reasonable, use estimation. 

3. Round each number to the nearest hundred. 

 

 

685 rounded to the nearest hundred is 700 . 

 

 

 

279 rounded to the nearest hundred is 300 . 

4. Subtract the rounded numbers. 

700 300 400 

Since 406 is close to 400, the answer is reasonable. 

Estimating Differences (continued) 

Estimate by rounding to the nearest ten. 






5. 47 6. 82 7. 67 51 8. 94 48 

_ 19 

30 

_ 34 

50 

20 

40 

9. 71 10. 65 11. 89 24 12. 51 38 

_ 12 

60 

_ 49 

20 

70 

10 

13. 93 14. 88 15. 57 18 16. 28 17 

_ 45 

40 

_ 32 

60 

40 

10 

Estimate by rounding to the nearest hundred. 

17. 586 18. 941 19. 442 181 20. 861 298 

_ 195 

400 

_ 362 

500 

200 600 

21. 418 22. 546 23. 945 119 24 681 132 

_ 125 

300 

_ 234 

300 

800 600 

25. 935 26. 322 27. 709 649 28. 550 214 

_ 464 

400 

_ 176 

100 

100 400 

29. Reasoning Marlee has collected baseball cards for 3 years. 

Kin has collected baseball cards for 2 years. Marlee has 845 

baseball cards and Kin has 612 baseball cards. About how 

many more baseball cards does Marlee have than Kin? 

200 

30. Reasoning What is the smallest number that can be 

subtracted from 723 so that the difference is 200 when 

both numbers are rounded to the nearest hundred? Explain. 

Sample answer: 450, Since 723 will round to 700, 500 would need 

to be taken away from it. The smallest number that rounds to 500 

when rounded to the nearest hundred is 450. 


Teacher Notes 





Ask: What is the largest number that can be 

subtracted from 882 so that the difference is 300 

when both numbers are rounded to the nearest 

hundred? 649 


If students are having trouble with rounding the 

numbers correctly, 

then use F2: Rounding to Nearest Ten and 

Hundred. 


Have students work with a partner. Each student 

should write a three-digit number. Then students 

can estimate the difference of the two numbers by 

rounding to the nearest hundred. 


Inches 


Name 

Name 

Inches 

Check that 

students’ 

estimates are 

reasonable. 

3. 

1. estimate inches 2. estimate inches 

measure 3 inches measure 2 inches 

3. estimate inches 4. estimate inches 

measure 4 inches measure 1 inches 

Intervention Lesson D25 




Materials: Inch rulers, 1 for each child 

1. Show children an inch on a ruler. Ask them to find the line numbered 1 on the boat. Ask: About how 

many inches long do you think the line is? Have children write their estimates. 

2. Draw a line on the board or overhead and demonstrate how to measure its length. Tell children to line 

up the zero on the ruler+ with one end of the line and read the number that is closest to the other end. 

Have children measure the line numbered one on the boat and write the measure. 

3. Have children compare their measures to their estimates. 

4. Have children estimate and then measure the other lines. 

Inches (continued) 

Use a ruler. Measure each dotted line on the house. 

Color the lines to show how long each line is. 

2. 

red 1 inch green 3 inches 

blue 2 inches yellow 4 inches 

140 Intervention Lesson D25 

blue 

red 

1. 

4. 

Intervention Lesson D25 139 




yellow 

red 

red 

red 

green 


Teacher Notes 





Make sure children can use and read a ruler 

correctly. Some common errors to watch for include 

not starting at the zero and not measuring in a 

straight line parallel to the object being measured. 


If children have trouble comparing a unit length to a 

given length, 

then use D22: Unit Size and Measuring. 


Have children estimate and then measure objects in 

the classroom to the nearest inch. 



Centimeters and Meters 


Name 

Name 


1. about 1 centimeter 2. about 1 meter 

Check that children’s estimates are reasonable. 

3. 4. 

about centimeters about meters 

Materials: meter stick and feather for demonstration 

1. Show children one centimeter on the meter stick. Tell them a pencil is about one centimeter wide. Ask 

them to draw pictures in the first rectangle to show objects that are about one centimeter long or wide. 

2. Tell children the meter stick is one meter long and a door is about one meter wide. Ask them to draw 

pictures in the second rectangle to show objects that are about one meter long or wide. 

3. Show the feather. Ask: Would you use centimeters or meters to measure the length of the feather? 

centimeters About how many centimeters long is the feather? Have children write their estimates. 

Discuss the estimates. 

4. Ask: Would you use centimeters or meters to measure the length of the bulletin board? meters 

About how many meters long is the bulletin board? Have children write their estimates. Discuss 

the estimates. 

Centimeters and Meters (continued) 

About how long or tall might the real object be? 

Circle the better estimate. 

5. 6. 









about 1 centimeter about 30 centimeters 

about 1 meter about 3 meters 

7. 8. 

about 10 centimeters about 1 centimeter 

about 1 meter about 1 meter 

9. Reasoning Would it take 

more centimeters or meters centimeters 

to measure your height? 

Circle your answer. meters 


Teacher Notes 





Ask: Would you use centimeters or meters to 

measure the width of the classroom? meters 


If children have trouble estimating, 

then let them use a pencil and a piece of yarn cut 

to the width of the door to measure real objects. 


Give children two pieces of construction paper and 

old magazines. Let them cut out and glue pictures 

to the construction paper. One piece should 

have pictures of things they would measure in 

centimeters and the other should have pictures of 

things they would measure in meters. 

Intervention Lesson D26

Flat Surfaces of Solid Figures 


Name 

Name 


1. 

2. 

3. 

4. 





Materials: Cylinder, cube, sphere, and cone geometric solids 

1. Show the cylinder and ask children its name. Ask: Does a cylinder have any flat surfaces? It has two. 

Ask: If you traced one of the flat surfaces, what shape would you get? Hold the cylinder against the 

board or overhead and trace around the bottom to make a circle. Have children ring the circle. 

2. Repeat with the cube and the cone similarly. 

3. Show the sphere. Ask: Does a sphere have any flat surfaces? no 

Flat Surfaces of Solid Figures (continued) 

Look at each shape. 

Circle the object that has the flat surface. 

5. 

6. 

7. 

8. 

9. 







Teacher Notes 





Ask: What shape is the flat surface on a can of 

soup? circle 


If children have trouble relating a solid to the shape 

of its flat surface, 

then let them trace the bottoms of the geometric 

solids onto a piece of paper. 


Give children a cube and either a cone or a cylinder. 

These can be real objects or shapes made out of 

poster board. Also, provide paint so that children 

can make a picture by putting the solids in the paint 

and pressing them onto a piece of paper. 



Properties of Plane Shapes 


Name 

Name 


1. Square 2. 3 corners 

4 

4 

3. 0 corners 4. 6 sides 

Materials: Attribute blocks, one triangle, one square, one rectangle, one circle, and one hexagon for 

each child or pair 

1. Show a corner and a side of an attribute block. Have children touch one of each on a block. 

2. Ask the children to choose the square and trace it in the first space on their paper. Ask: How many 

sides does a square have? Have children write 4 inside the square they drew. Ask: How many 

corners does a square have? Have children write 4 inside the square again. 

3. Ask the children to choose the shape with 3 corners, trace it in the second space, and write the number 

of sides. Ask: What is the name of the shape with 3 corners? triangle 

4. Ask the children to choose the shape with zero corners and trace it in the third space. Ask: What is the 

name of the shape with 0 corners? circle 

5. Reasoning Ask the children to choose the shape with 6 sides, trace it in the last space, and write the 

number of corners. 

Properties of Plane Shapes (continued) 

Trace each side in a different color. 

Draw an X on each corner. 

Write how many sides and corners. 

5. x x 6. x x 

x x x x 


3 




6 





4 sides 4 corners 4 sides 4 corners 

7. x 

8. x x 

x x 

x 

4 

x 

sides 4 corners 3 sides 3 corners 

9. Color 

 

 


Teacher Notes 





Ask: What does a corner feel like on the 

triangle? Possible Answer: The corner is sharp. 


If children count one side of a shape twice, 

then have them color each side in their tracing as 

they count. 


Have children work in pairs and play “Guess 

My Shape.” Place the set of attribute blocks on 

the table between the two children. One partner 

describes a shape using words like, “It has 3 

corners and 3 sides.” The other partner chooses 

the attribute block that fits the description. Have 

children change roles and repeat until all the blocks 

have been chosen. 

Intervention Lesson D51

Making Bar Graphs to Show 

Outcomes 


Name 

Name 

Making Bar Graphs to Show Outcomes 

Materials 3 index cards (cut in half vertically), bag 

1. Write each letter in the word “MUMMY” on an index card. 

Use the extra index card to make a tally chart for the 

possible outcomes: M, U, and Y. 

2. Place the letters in a bag. Shake them and without looking 

pick a letter. Tally the letter. Replace the letter, shake, pick, 

and tally. Do this 20 times. 

Answer 3 to 8 to make and use a bar graph of the results. 

3. Write the title: Letters Picked from 

Bag above the graph and label the 

axes: Outcome and Number of Times. 

4. Complete the scale. Make the scale 

by 2s. 

5. Draw a bar for each letter. For every 

2 tally marks for the letter M, color in 

one square above the letter M. After 

coloring a square for every 2 tallies, 

if you have a tally left over, color half 

of a square. Do this for U and Y. 

6. Which two letters were picked about 

the same number of times? 

U and Y 

7. Which bar is the longest? M 





Letters Picked from Bag 

16 

14 

12 

10 

8 

6 

4 

2 

0 

M U Y 

Outcome 

The lengths of the bars will vary, 

the bar for M should be the tallest. 

Since the bar above M is the longest, M is the outcome that 

occurred most often. 

8. Reasoning Predict the next letter picked. Explain how you 

made your prediction. 

M; it is the outcome that occurred most often. 


Number of Times 

Making Bar Graphs to Show Outcomes (continued) 

Kendra spun a spinner 20 times. She recorded the number of 

times each color was spun. Use the data for Exercises 9 to 13. 

Outcome 

Spinner Results 

Tally Number 

Purple 11 

Green 4 

Orange 4 

Yellow 1 

9. Make a bar graph in the grid on 

the right to show the data. 

10. Which color occurred most often? 

least often? 

purple; yellow 

11. Reasoning What can you tell from 

the orange and green bars? 

Sample answer: Orange 

and green were spun 

the same number of times. 

12. Reasoning Which color do you predict 

would be spun next? 

purple 

Number of Times 

13. Reasoning Draw what you think the spinner 

looked like that Kendra used. 

Sample spinner is shown. 





Spinner Results 

 

 

 

 

 

 

 

 

Outcome 

Purple 

Orange 

Green 

Yellow 


Teacher Notes 





Ask: How can you tell which color on a spinner 

covers the most area by looking at a bar graph? 

The color that has the longest bar probably has the 

largest area on the spinner. 


If students have trouble make or reading bar 

graphs, 

then use D84: Reading and Making a Bar Graph, 

D71: Reading Bar Graphs, and D75: Making Bar 

Graphs. 


Have students repeat the activity, but with the 

word “COMPUTER”. Pick one letter from the bag 

40 times. After the students have drawn their bar 

graph, ask: Will it be easy to predict what letter 

would be drawn next? Sample answer: No, all 

the letters were drawn about the same amount of 

times. It could be any of the letters. Then ask: Why 

do you think all the letters were drawn about the 

same number of times? There are only 1 of each 

letter. So they are all equally likely to be drawn. 



Name 


Write the number. 

1. four 4 2. seven 

3. five 4. eight 

5. twelve 6. eleven 

7. fourteen 8. twenty 

9. seventeen 10. nineteen 

11. thirteen 12. sixteen 

Write the number word. 

13. 1 one 14. 2 

15. 3 16. 6 

17. 10 18. 9 

Practice 

A29 

Practice A29

Name 


Number Line 

Use the number line below. 

Write the numbers in order. 

Practice A32 

Practice 

A32 

 

1. 45, 32, 59, 51 

32 45 

2. 35, 45, 60, 30 

3. 49, 37, 68, 55 

4. What is the missing number? 

 

38 44 

42 60 


 

15 21 

17 23 



Name 

Understanding 1 as a 

Fraction 

Color to show 1 whole. 

Write the fraction that equals 1 whole. 

1. 2. 

3 

3 

= 1 

3. 4. 

= 1 = 1 

5. 6. 

= 1 = 1 

7. Which fraction is equal to 1 whole? 

1 _ 

Practice 

A41 

4 2 _ 

4 3 _ 

4 4 _ 

4 

= 1 

Practice A41

Name 



Write >, < = ¢ 

> < = ¢ 



Name 



Practice 

A86 

276 

1. 276 267 207 207, 267, 


2. 16 600 60 

, , 


Write the numbers in order from greatest to least. 

3. 986 789 892 

, , 

greatest least 

4. 377 737 773 

, , 


5. Which number is the least? 

529 531 560 528 

6. Which number is the greatest? 

120 102 110 100 

7. Tell how you would decide which number is the 

greatest. Then circle it. 

572, 570, 576 

Practice A86

Name 


Subtract. Write the doubles fact that helped you. 

Use cubes if you need to. 

1. 2. 

4 

− 2 

2 

3. 4. 

10 

− 5 + 

5. 16 − 8 = 6. 18 − 9 = 

Practice B23 

2 

+ 2 

4 

12 

− 6 + 

14 

− 7 + 

+ = + = 

7. 6 − 3 = 8. 8 − 4 = 

+ = + = 

Practice 

B23 



Name 

Stories About Separating 


Write a subtraction sentence. 

1. Pete has 16 stickers. He uses 

9 of them. How many stickers 

does he have left? 

7 stickers 16 − 9 = 

2. Hong has 10 stamps. She gives 6 stamps to Joe. 

How many stamps does she have left? 

10 

16 

Practice 

B32 

4 stamps 6 stamps 


3. James has 12 rocks. He puts 7 rocks in Maria’s 

garden. Which subtraction sentence tells how many 

rocks he has left? 

7 − 2 = 5 12 − 5 = 7 

7 − 4 = 3 12 − 7 = 5 

Practice B32

Name 

Stories About Comparing 



Practice B33 

Practice 

B33 

1. A pond has 11 weeds and 

7 lily pads. How many 

more weeds than lily pads 

does the pond have? 

4 more weeds 11 7 4 

− = 

2. A vine has 8 red leaves and 

5 brown leaves. How many 

fewer brown leaves does 

the vine have? 

fewer brown leaves − = 

3. Mike plants 6 trees. Faye plants 4 trees. 

How many fewer trees does Faye plant than Mike? 

2 fewer trees 6 fewer trees 


4. Write a math story about comparing 

to go with the picture. 



Name 


Complete the sentence for each grid. 

1. 

2. 

Practice 

B44 

3 × 4 = 12 × = 

rows in each product rows in each product 

row row 

× = × = 


row row 

Which number sentence fits the grid? 

3. 

2 × 5 = 10 2 × 7 = 14 

2 × 6 = 12 3 × 6 = 18 

4. Write multiplication sentences. 

× = × = 

Do both grids show the same number? 

Practice B44

Name 


Multiply. Use cubes if you need to. 

1. 2 2. 2 3. 5 4. 

× 0 

× 4 

× 3 

5. 5 6. 2 7. 5 8. 

× 1 

× 2 

× 0 

9. 5 10. 6 11. 5 12. 

× 2 

× 3 

× 7 

13. 2 14. 5 15. 5 16. 

× 5 

× 4 

× 8 

17. 2 18. 2 19. 5 20. 

× 9 

× 8 

× 9 

Practice B47 

2s Facts 

0 × 2 = 0 5 × 2 = 10 

1 × 2 = 2 6 × 2 = 12 

2 × 2 = 4 7 × 2 = 14 

3 × 2 = 6 8 × 2 = 16 

4 × 2 = 8 9 × 2 = 18 


5s Facts 

Practice 

B47 

0 × 5 = 0 5 × 5 = 25 

1 × 5 = 5 6 × 5 = 30 

2 × 5 = 10 7 × 5 = 35 

3 × 5 = 15 8 × 5 = 40 

4 × 5 = 20 9 × 5 = 45 

2 

× 1 

2 

× 7 

2 

× 6 

4 

× 3 

5 

× 6 



Name 



Add. Regroup if you need to. 

1. 2. 3. 4. 

+ 

5. 6. 7. 8. 

+ 

Tens Ones 

1 

7 6 

7 

8 3 

Tens Ones 

7 5 

7 

+ 

+ 

Tens Ones 

6 4 

3 

Tens Ones 

5 0 

8 

9. Bessie has 25 flowers. Then she picks 9 more 

flowers. How many flowers does Bessie have in all? 

+ 

+ 

Practice 

C8 

33 34 35 36 

10. Tell how you know when to regroup. 

Tens Ones 

8 3 

6 

Tens Ones 

7 6 

4 

+ 

+ 

Tens Ones 

3 7 

9 

Tens Ones 

8 3 

5 

Practice C8

Name 



4. 5. 

Practice C12 

Practice 

C12 

6 tens 2 tens tens tens 

60 20 40 

6. 7. 

tens tens tens tens 

 

8. 9. 

tens tens tens tens 

 



Name 



1. 2. 

54 100 89 100 

3. 4. 

43 100 72 100 

5. 29 100 6. 18 100 

7. 37 100 8. 65 100 

9. The lunchroom holds 100 children. There are 50 children 

eating in the lunchroom. How many more can join them? 

100 children 

Practice 

C13 

Practice C13

Name 


Write the subtraction problem. Find the difference. 

Practice C22 

Practice 

C22 

1. 64 39 2. 65 16 3. 72 31 4. 56 29 

− 

5. 84 25 6. 34 16 7. 96 48 8. 43 27 

− 


9. 

Tens Ones 

5 14 

6 4 

3 9 

2 5 

Tens Ones 

92 

− 18 

− 

− 

36 

− 25 

Tens Ones 

Tens Ones 

64 

− 47 

− 

− 

Tens Ones 

Tens Ones 

18 

− 5 

86 

− 33 

− 

− 

Tens Ones 

Tens Ones 

77 

− 69 



Name 


Practice 

C31 


1. 92 2. 63 3. 43 32 4. 94 28 

_ 56 _ 48 

5. 89 6. 75 7. 48 18 8. 51 28 

48 _ 32 

_ 

9. 23 10. 37 11. 76 53 12. 28 16 

18 _ 12 

_ 


13. 820 14. 421 15. 637 231 16. 861 375 

_ 205 _ 196 

17. 794 18. 679 19. 916 593 20. 681 232 

512 _ 199 

_ 

21. 909 22. 726 23. 694 203 24. 550 414 

_ 287 _ 204 

25. Marlee has 845 baseball cards and Kin has 

612 baseball cards. About how many more 

baseball cards does Marlee have than Kin? 

26. Reasoning What is the smallest number that 

can be subtracted from 723 so that the difference 

is 200 when both numbers are rounded to the 

nearest hundred? 

Practice C31

Name 

Inches 

Estimate the length of each object. 

Then use a ruler to measure. 

1. 

Estimate: inches 

Measure: 4 inches 

Practice D25 

Practice 

D25 

2. Estimate: inches 

Measure: inches 


4. Measure the length of the straw in inches. 

About how long is the straw? 


5 inches 7 inches 




Name 


Estimate the length of each item. Then measure to the 

nearest centimeter. Write about how many centimeters long. 

1. 

2. 

3. 

Estimate: cm long 

Measure: 16 cm long 


Measure: cm long 

Estimate: m long 

Measure: m long 

4. What is the best estimation for the length of the rope? 

Practice 

D26 

2 m 5 m 15 cm 25 cm 

Practice D26

Name 


Circle the solid figure or figures that have flat 

surfaces you can trace to make the plane shape. 

1. 

2. 

3. Dionne traces a square using a solid shape. 

Which solid shape does he have? 

4. Which object did Maggie use to trace the rectangle? 

5. Circle the block or blocks Vincent 

can trace to draw the bug. 

Practice D50 

Practice 

D50 



Name 



1. 2. 

Practice 

D51 

4 sides 4 corners sides corners 

3. 4. 

sides corners sides corners 

5. 6. 


7. 8. 


Practice D51

Name 

Making Bar Graphs to 

Show Outcomes 

Joey had a bag of animal erasers. He recorded the 

number of times he drew each animal eraser out of 

the bag. 

1. Fill in the missing numbers and tally marks. 

Practice D89 

Animal Erasers 

Outcome Tally Number 

Cow 2 

Duck 

Pig 

Sheep 6 

2. Make a bar graph with the data. 

Number of Animals 

6 

5 

4 

3 

2 

1 

0 


Outcome 

Practice 

D89 




Name 


Write the number. 

1. four 4 2. seven 

5 8 

3. five 4. eight 

12 11 

5. twelve 6. eleven 

7. fourteen 8. twenty 

9. seventeen 10. nineteen 

11. thirteen 12. sixteen 

Write the number word. 

13. 1 one 14. 2 

15. 3 16. 6 

17. 10 18. 9 

7 

14 20 

17 19 

13 16 

three 

ten 

two 

six 

nine 

Practice 

A29 

Practice A29 

A29 A32 

45093_Practice_A29-D89.indd A29 6/30/08 11:59:33 AM 


Name 

Understanding 1 as a 

Fraction 

Color to show 1 whole. 

Write the fraction that equals 1 whole. 

3 

3 

1. 2. 

= 1 

3. 4. 

5 

5 

= 1 = 1 

5. 6. 

8 

8 

= 1 = 1 

7. Which fraction is equal to 1 whole? 

Practice 

A41 

1 _ 

4 2 _ 

4 3 _ 

4 4 _ 

4 

= 1 

Practice A41 

Name 


Number Line 

Use the number line below. 

Write the numbers in order. 

Practice A32 

A41 A61 


4 

4 

2 

2 

6 

6 

Answers for Practice 

A29, A32, A41, A61 

Practice 

A32 

 

1. 45, 32, 59, 51 

32 45 

2. 35, 45, 60, 30 

3. 49, 37, 68, 55 


 

38 44 

42 60 

51 59 

30 35 45 60 

37 49 55 68 


 

15 21 

17 23 


Name 



Write >, 

56¢ 

20¢ < 36¢ 

60¢ = 60¢ 

Practice 

A61 

> < = ¢ 

> < = ¢ 


Answers: A29, A32, A41, A61 




Name 



Answers: A86, B23, B32, B33 

Practice 

A86 

1. 276 267 207 207, 267, 276 


16 60 600 

2. 16 600 60 

, , 


Write the numbers in order from greatest to least. 

986 892 789 

3. 986 789 892 

, , 


773 737 377 

4. 377 737 773 

, , 


5. Which number is the least? 

529 531 560 528 

6. Which number is the greatest? 

120 102 110 100 

7. Tell how you would decide which number is the 

greatest. Then circle it. 

572, 570, 576 

570, 572, 576 Answers will vary. 

Practice A86 

A86 B23 



Name 

Stories About Separating 



1. Pete has 16 stickers. He uses 

9 of them. How many stickers 

does he have left? 

7 stickers 16 − 9 = 

2. Hong has 10 stamps. She gives 6 stamps to Joe. 

How many stamps does she have left? 

10 

16 

Practice 

B32 



3. James has 12 rocks. He puts 7 rocks in Maria’s 

garden. Which subtraction sentence tells how many 

rocks he has left? 

7 − 2 = 5 12 − 5 = 7 

7 − 4 = 3 12 − 7 = 5 

Practice B32 

Name 


Practice B23 

B32 B33 

45093_Practice_A29-D89.indd B32 6/30/08 11:59:45 AM 

7 


A86, B23, B32, B33 

Subtract. Write the doubles fact that helped you. 

Use cubes if you need to. 

1. 2. 

4 

− 2 

2 

2 

+ 2 

4 

3. 4. 

10 

− 5 + 

5 

5 

5 

10 

12 

− 6 + 

14 

− 7 + 

8 9 

5. 16 − 8 = 6. 18 − 9 = 

Practice 

B23 

8 + 8 = 16 9 + 9 = 18 

3 4 

7. 6 − 3 = 8. 8 − 4 = 

+ = + = 

6 

7 

6 

6 

12 

7 

7 

14 

3 3 6 4 4 8 


Name 

Stories About Comparing 



Practice B33 

Practice 

B33 

1. A pond has 11 weeds and 

7 lily pads. How many 

more weeds than lily pads 

does the pond have? 

4 more weeds 11 − 7 = 4 

2. A vine has 8 red leaves and 

5 brown leaves. How many 

fewer brown leaves does 

the vine have? 

fewer brown leaves − = 

3. Mike plants 6 trees. Faye plants 4 trees. 

How many fewer trees does Faye plant than Mike? 



4. Write a math story about comparing 

to go with the picture. 

Answers will vary. 

Pictures will vary. 

Pictures will vary. 

3 8 5 3 

Pictures will 

vary. 







Name 


Complete the sentence for each grid. 

1. 

2. 

Practice 

B44 

3 × 4 = 12 4 × 3 = 12 


row row 

2 4 8 

× = × = 


row row 

Which number sentence fits the grid? 

3. 

2 × 5 = 10 2 × 7 = 14 

2 × 6 = 12 3 × 6 = 18 

4. Write multiplication sentences. 

5 3 15 

× = × = 

Do both grids show the same number? 

4 2 8 

3 5 15 

yes 

Practice B44 

B44 B47 



Name 



Add. Regroup if you need to. 

1. Tens Ones 2. Tens Ones 3. Tens Ones 4. 

+ 

5. Tens Ones 6. Tens Ones 7. Tens Ones 8. 

+ 

1 

7 6 

7 

8 3 

1 

7 5 

7 

+ 

+ 

6 4 

3 

Practice 

C8 

9. Bessie has 25 flowers. Then she picks 9 more 

flowers. How many flowers does Bessie have in all? 

33 34 35 36 

+ 

10. Tell how you know when to regroup. 

8 3 

6 

+ 

Tens Ones 

3 7 

9 

6 7 8 9 4 6 

5 0 

8 

+ 

7 6 

4 

+ 

Tens Ones 

8 3 

5 

8 2 5 8 8 0 8 8 


Practice C8 

Name 


Multiply. Use cubes if you need to. 

2s Facts 

0 × 2 = 0 5 × 2 = 10 

1 × 2 = 2 6 × 2 = 12 

2 × 2 = 4 7 × 2 = 14 

3 × 2 = 6 8 × 2 = 16 

4 × 2 = 8 9 × 2 = 18 

Practice B47 

C8 C12 

45093_Practice_A29-D89.indd C8 6/30/08 11:59:52 AM 

1 

1 


B44, B47, C8, C12 


1. 2 2. 2 3. 5 4. 

× 0 

× 4 

× 3 

0 

5. 5 6. 2 7. 5 8. 

× 1 

× 2 

× 0 

5 

8 

4 

9. 5 10. 6 11. 5 12. 

× 2 

× 3 

× 7 

10 

13. 2 14. 5 15. 5 16. 

× 5 

× 4 

× 8 

10 

18 

20 

17. 2 18. 2 19. 5 20. 

× 9 

× 8 

× 9 

Practice 

B47 

5s Facts 

0 × 5 = 0 5 × 5 = 25 

1 × 5 = 5 6 × 5 = 30 

2 × 5 = 10 7 × 5 = 35 

3 × 5 = 15 8 × 5 = 40 

4 × 5 = 20 9 × 5 = 45 

15 

0 

35 

40 

2 

× 1 

2 

× 7 

2 

× 6 

4 

× 3 

5 

× 6 

Answers: B44, B47, C8, C12 

2 

14 

12 

12 

18 16 45 30 


Name 



4. 5. 

Practice C12 

Practice 

C12 


60 20 40 60 30 30 

6. 7. 


80 40 40 90 70 20 

8. 9. 


70 50 20 50 50 0 





Name 



1. 2. 

54 46 100 89 11 100 

3. 4. 

43 57 100 72 28 100 

5. 29 71 100 6. 18 82 100 

7. 37 63 100 8. 65 35 100 

9. The lunchroom holds 100 children. There are 50 children 

eating in the lunchroom. How many more can join them? 

50 50 100 50 children 

Answers: C13, C22, C31, D25 

Practice 

C13 

Practice C13 

C13 C22 



Name 


Practice 

C31 


1. 92 2. 63 3. 43 32 4. 94 28 

_ 56 

30 

_ 48 

10 

10 

60 

5. 89 6. 75 7. 48 18 8. 51 28 

_ 48 

40 

_ 32 

50 

30 

20 

9. 23 10. 37 11. 76 53 12. 28 16 

_ 18 

0 

_ 12 

30 

30 

10 


13. 820 14. 421 15. 637 231 16. 861 375 

_ 205 

600 

_ 196 

200 

400 

500 

17. 794 18. 679 19. 916 593 20. 681 232 

_ 512 

300 

_ 199 

500 

300 

500 

21. 909 22. 726 23. 694 203 24. 550 414 

_ 287 

600 

_ 204 

500 

500 

200 

25. Marlee has 845 baseball cards and Kin has 

612 baseball cards. About how many more 

baseball cards does Marlee have than Kin? 

26. Reasoning What is the smallest number that 

can be subtracted from 723 so that the difference 

200 

is 200 when both numbers are rounded to the 

nearest hundred? 

450 

Practice C31 

Name 


Practice C22 

C31 D25 

45093_Practice_A29-D89.indd C31 6/30/08 12:00:02 PM 


C13, C22, C31, D25 

Write the subtraction problem. Find the difference. 

Practice 

C22 

1. 64 39 2. 65 16 3. 72 31 4. 56 29 

Tens Ones Tens Ones Tens Ones Tens Ones 

− 

5 14 

6 4 

3 9 

2 5 

− 

5. 84 25 6. 34 16 7. 96 48 8. 43 27 

Tens Ones Tens Ones Tens Ones Tens Ones 

− 

7 14 

8 

2 

4 

5 

5 9 

4 8 

− 

5 15 

6 

1 

5 

6 

4 9 

5 6 

2 14 

3 

1 

4 

6 

1 8 

4 3 


9. 

92 36 64 

− 18 − 25 − 47 

− 

− 

7 2 

3 1 

4 1 

8 16 

9 

4 

6 

8 

4 8 

6 9 

18 

− 5 

86 

− 33 

− 

− 

4 16 

5 

2 

6 

9 

2 7 

6 5 

3 13 

4 

2 

3 

7 

1 6 

3 4 

77 

− 69 

74 11 17 13 53 8 

45093_Practice_A29-D89.indd C22 6/30/08 12:00:00 PM 

Name 

Inches 

Estimate the length of each object. 

Then use a ruler to measure. 

1. 


Estimate: inches 


Practice D25 

Practice 

D25 



4. Measure the length of the straw in inches. 

About how long is the straw? 







45093_Practice_A29-D89.indd D25 6/30/08 12:00:04 PM 

3 






Name 


Practice 

D26 

Estimate the length of each item. Then measure to the 

nearest centimeter. Write about how many centimeters long. 

1. 

2. 

3. 




Measure: 16 cm long 



12 

Measure: cm long 

Estimate: m long 

Measure: m long 

4. What is the best estimation for the length of the rope? 

2 m 5 m 15 cm 25 cm 

1 

Practice D26 

D26 D50 



Name 



1. 2. 

Practice 

D51 


3. 4. 


5. 6. 


7. 8. 


Practice D51 

Name 


Practice D50 

D51 D89 



D26, D50, D51, D89 

Circle the solid figure or figures that have flat 

surfaces you can trace to make the plane shape. 

1. 

2. 

3. Dionne traces a square using a solid shape. 

Which solid shape does he have? 

4. Which object did Maggie use to trace the rectangle? 

5. Circle the block or blocks Vincent 

can trace to draw the bug. 

Practice 

D50 


Name 

Making Bar Graphs to 

Show Outcomes 

Joey had a bag of animal erasers. He recorded the 

number of times he drew each animal eraser out of 

the bag. 

1. Fill in the missing numbers and tally marks. 

Number of Animals 

Practice D89 

Outcome 


Tally Number 

Cow 2 

Duck 

5 

Pig 

4 

Sheep 6 

2. Make a bar graph with the data. 


6 

5 

4 

3 

2 

1 

0 

Cow Duck Pig Sheep 

Outcome 

Practice 

D89 


Answers: D26, D50, D51, D89 




Name 

1. 11 

2. 

3. 

4. 

5. 

Grade 1 

Step Up to Grade 2 Test 

twelve eleven ten one 

49 50 51 53 54 56 57 58 59 60 

50, 51 50, 55 52, 55 51, 55 

1 _ 

4 2 _ 

4 3 _ 

4 4 _ 

4 

462, 264, 626 462, 626, 264 

264, 626, 462 264, 462, 626 

Directions Mark the best answer. 1. What is the word number for 11? 2. Which two numbers are missing? 

3. Which fraction is equal to 1 whole? 4. Which set of coins is worth the most? 5. Which group shows the 

numbers in order from least to greatest? 

T1

Name 

6. 6 6 12 so 12 6 ____ 

7. 

8. 

9. 

T2 

Linda 

10. 2 

8 

14 

Rachel 

? 



12 9 6 4 

8 7 

6 5 

8 7 6 5 

6 5 

30 33 

35 37 

13 14 

15 16 

Directions Mark the best answer. 6. 6 + 6 = 12 so 12 – 6 equals? 7. In the morning, 14 books were on the shelf. 

In the afternoon, 6 books were checked out. How many books are left on the shelf? 8. Linda has 12 new pencils. 

Rachel has 7 new pencils. How many more new pencils does Linda have than Rachel? 9. 6 rows with 5 in each 

row. How many in all? 10. 2 rows with 8 in each row. How many in all? 



Name 

11. 

12. _____ tens _____ tens 

13. 75 _____ 100 

14. 

 

 

Tens Ones 

3 9 

6 

15. 89 22 



44 45 

46 47 

40 10 30 40 20 20 

40 30 10 40 40 0 

20 25 30 35 

Tens Ones 

5 

2 

2 

5 

24 25 

26 27 

70 65 60 55 

Directions Mark the best answer. 11. Add these two numbers. Use the workspace. 12. Which number sentence 

matches this picture? 13. Add on to find the other part of 100. 14. Subtract. 15. Estimate the answer by rounding 

to the nearest ten. 

T3

Name 

16. 

17. 

18. 

19. 

T4 

1 inch 2 inches 






20. Favorite Cereals 


Rice 5 

Corn 11 

Oat ___ 

Wheat 3 

7 6 

5 4 

3 5 

7 11 

Directions Mark the best answer. 16. About how long is the pencil? 17. About how long is this toothbrush? 18. 

Which solid figure has this flat surface? 19. How many corners? 20. How many students liked oat cereal best? 




Name 

1. 11 

2. 

3. 

4. 

5. 

49 50 51 53 54 56 57 58 59 60 

T1 T2 

T3 



twelve eleven ten one 

50, 51 50, 55 52, 55 51, 55 

1_ 4 2_ 4 3_ 4 4_ 4 

462, 264, 626 462, 626, 264 

264, 626, 462 264, 462, 626 

Directions Mark the best answer. 1. What is the word number for 11? 2. Which two numbers are missing? 

3. Which fraction is equal to 1 whole? 4. Which set of coins is worth the most? 5. Which group shows the 

numbers in order from least to greatest? 

45093_T1-T4.indd T1 7/1/08 2:02:19 PM 


Name 

11. 



44 45 

46 47 

12. _____ tens _____ tens 

40 10 30 40 20 20 

13. 75 _____ 100 

14. 

 

 

Tens Ones 

3 9 

6 

40 30 10 40 40 0 

20 25 30 35 

Tens Ones 

5 

2 

15. 89 22 

2 

5 

24 25 

26 27 

70 65 60 55 

Directions Mark the best answer. 11. Add these two numbers. Use the workspace. 12. Which number sentence 

matches this picture? 13. Add on to find the other part of 100. 14. Subtract. 15. Estimate the answer by rounding 

to the nearest ten. 

45093_T1-T4.indd T3 7/1/08 2:02:23 PM 

T1 

T3 

Name 

T2 

14 

? 

Answers for Test 

T1, T2, T3, T4 

T4 



6. 6 6 12 so 12 6 ____ 

12 9 6 4 

7. 

8. 

9. 

Linda 

Rachel 

10. 2 

8 

8 7 

6 5 

8 7 6 5 

6 5 

30 33 

35 37 

13 14 

15 16 

Directions Mark the best answer. 6. 6 + 6 = 12 so 12 – 6 equals? 7. In the morning, 14 books were on the shelf. 

In the afternoon, 6 books were checked out. How many books are left on the shelf? 8. Linda has 12 new pencils. 

Rachel has 7 new pencils. How many more new pencils does Linda have than Rachel? 9. 6 rows with 5 in each 

row. How many in all? 10. 2 rows with 8 in each row. How many in all? 

45093_T1-T4.indd T2 7/1/08 2:02:21 PM 

Name 

16. 

17. 

18. 

19. 

T4 

1 inch 2 inches 






20. Favorite Cereals 


Rice 5 

Corn 11 

Oat ___ 

Wheat 3 

7 6 

5 4 

3 5 

7 11 

Directions Mark the best answer. 16. About how long is the pencil? 17. About how long is this toothbrush? 18. 

Which solid figure has this flat surface? 19. How many corners? 20. How many students liked oat cereal best? 

45093_T1-T4.indd T4 7/1/08 2:02:24 PM 

Answers: T1, T2, T3, T4

Grade 1: Step Up to Grade 2

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