This week, we will finish chapter 6 with our review on Tuesday and take our post test on Wed.  We will start Unit 7.  In this chapter, your student is comparing numbers within 100. We will use the phrases equal to, greater than, and less than. We will use the symbols =, >, and <. We will also find one more, one less, ten more, and ten less than a given number.

The vocabulary words associated with this chapter are: compare, greater than, and less than.

Sporting events and other games are a great place to practice comparing numbers. Your student is comparing two-digit numbers, so any two scores from 0 through 99 can be compared.

When playing or watching a game, use the following activities.

• Have your student identify the score of the game. Ask your student which team or player has the most points. Then ask, “How can you tell?” Remind your student to compare the tens first, then compare the ones. Encourage him or her to use the phrases equal to, greater than, and less than to compare the number of points each team or player has. You also can use this strategy when playing board games or video games together at home.
• Have your student choose a player and tell you the number on the player’s jersey. Ask, “What number is one more than that number? One less? Ten more? Ten less?” You also can use this strategy with the number of points a certain player or team has.
• To compare numbers on a number line, state how many points you each have during a game. Ask, “Who has a greater number of points: you or me?” Then ask, “On a number line, is your number of points to the left or to the right of my number of points?”

By the end of this chapter, your student should feel confident with the learning targets and success criteria on the next page. Encourage your student to think of other reasons to compare numbers, such as page numbers in books or distances listed on road signs.

Have a great time comparing numbers!

Welcome back and Happy New Year! This week, we will continue in chapter 6 talking about decade numbers and diving deeper into place value. 

The vocabulary words associated with this chapter are 120 chart, row, column, decade numbers, digit, ones, tens, ones place, and tens place.

Here are a few strategies that you can use with your student to practice understanding the digits of numbers up to 120.

• Encourage your student to look for numbers wherever you are. Then, review the value of the digits in the tens and ones places. For example, you might notice a speed limit sign, a channel number on TV, or the jersey number of a favorite athlete. Ask your student to name the number, then tell which digit is in the tens place and which is in the ones place. Then ask about the value of each digit. For example, “The 4 is in the tens place in 45. How much is 4 tens? How much is 5 ones?” You can also use these numbers to review counting on by ones or tens. Ask, “What are the next five numbers when you count on by ones? What are the next five numbers when you count on by tens?”
• Hunt for decade numbers while running errands. See how many you and your student can find on signs, license plates, or price tags. Then have your student tell how many tens are in that number.
• To practice identifying numbers with a given amount of tens and ones, make stacks of 10 pennies and leave up to 9 pennies unstacked. Model how to count the stacks by tens, then count the leftovers by ones. Have your student do the same, then tell how many pennies in all.

By the end of this chapter, your student should feel confident with the learning targets and success criteria on the next page. Encourage your student to point out and identify any numbers they see up to 120.

Have a great time practicing numbers together!

This week, we will continue in chapter 6. In this chapter, your student is learning about place value and counting by ones and by tens to 120. Your student will learn what it means when a digit is in the tens place or the ones place, and will recognize how many tens and ones make up numbers up to 120.

The vocabulary words associated with this chapter are 120 chart, row, column, decade numbers, digit, ones, tens, one's place, and tens place.

Here are a few strategies that you can use with your student to practice understanding the digits of numbers up to 120.

• Encourage your student to look for numbers wherever you are. Then, review the value of the digits in the tens and ones places. For example, you might notice a speed limit sign, a channel number on TV, or the jersey number of a favorite athlete. Ask your student to name the number, then tell which digit is in the tens place and which is in the ones place. Then ask about the value of each digit. For example, “The 4 is in the tens place in 45. How much is 4 tens? How much is 5 ones?” You can also use these numbers to review counting on by ones or tens. Ask, “What are the next five numbers when you count on by ones? What are the next five numbers when you count on by tens?”
• Hunt for decade numbers while running errands. See how many you and your student can find on signs, license plates, or price tags. Then have your student tell how many tens are in that number.
• To practice identifying numbers with a given amount of tens and ones, make stacks of 10 pennies and leave up to 9 pennies unstacked. Model how to count the stacks by tens, then count the leftovers by ones. Have your student do the same, then tell how many pennies in all.

By the end of this chapter, your student should feel confident with the learning targets and success criteria on the next page. Encourage your student to point out and identify any numbers they see up to 120.

Have a great time practicing numbers together!

This week, we will finish up chapter 5 and take our post test.  We will start chapter 6 on Thursday of this week.  In this chapter, your student is learning about place value and counting by ones and by tens to 120. Your student will learn what it means when a digit is in the tens place or the ones place, and will recognize how many tens and ones make up numbers up to 120.

The vocabulary words associated with this chapter are 120 chart, row, column, decade numbers, digit, ones, tens, ones place, and tens place.

Here are a few strategies that you can use with your student to practice understanding the digits of numbers up to 120.

• Encourage your student to look for numbers wherever you are. Then, review the value of the digits in the tens and ones places. For example, you might notice a speed limit sign, a channel number on TV, or the jersey number of a favorite athlete. Ask your student to name the number, then tell which digit is in the tens place and which is in the ones place. Then ask about the value of each digit. For example, “The 4 is in the tens place in 45. How much is 4 tens? How much is 5 ones?” You can also use these numbers to review counting on by ones or tens. Ask, “What are the next five numbers when you count on by ones? What are the next five numbers when you count on by tens?”
• Hunt for decade numbers while running errands. See how many you and your student can find on signs, license plates, or price tags. Then have your student tell how many tens are in that number.
• To practice identifying numbers with a given amount of tens and ones, make stacks of 10 pennies and leave up to 9 pennies unstacked. Model how to count the stacks by tens, then count the leftovers by ones. Have your student do the same, then tell how many pennies in all.

By the end of this chapter, your student should feel confident with the learning targets and success criteria on the next page. Encourage your student to point out and identify any numbers they see up to 120.

Have a great time practicing numbers together!

We will continue with chapter 10 this week. We will be subtracting with numbers greater than 10 using previously learned strategies:  counting back and using addition to subtract. The new strategy get to 10 will be introduced to your student as well.  We will be reviewing the following vocabulary words:  bar model difference minus part-part-whole model subtraction equation

Dear Family,

There are many situations at home that you can use to practice subtraction. Meal and snack times present many opportunities. Keep in mind that the maximum number of objects your student will work with in this chapter is 20.

While sharing a meal or snack, use the following activities.

• Give your student a number of items, such as raisins. Ask how many there are. Then say, “Suppose you plan to eat 9 of the raisins. How can you count back to find how many raisins will be left? How can you use a related addition equation?”
• Cut 2 cups off 2 egg cartons so that each carton has 10 cups. Count out 16 grapes and have your child place 1 grape per cup to fill 1 egg carton and use as many cups as needed of the second carton. Say that you plan to eat 8 grapes. Use the get to 10 strategy to find the number of grapes left: Get from 16 to 10 by subtracting 6. Model this by removing the 6 grapes from the second carton. Because 8 = 6 + 2, you still need to subtract 2 from the 10. Model this by removing 2 grapes from the first carton. Have your child explain each step as it is completed.
• Review making true addition or subtraction equations by giving yourself several items and giving your child fewer of the items. Ask, “How many more do you need so that we both have the same amount?” Then repeat the activity, giving your child more than you have. Ask, “How many do you need to take away so that we have the same amount?”

By the end of this chapter, your student should feel confident with the learning targets and success criteria on the next page. Encourage your student to think of other ways to model and practice subtraction strategies.

Have a great time snacking and subtracting together!

We have wrapped up Chapter 4 and will begin chapter 5 this week.  We will be subtracting with numbers greater than 10 using previously learned strategies:  counting back and using addition to subtract. The new strategy get to 10 will be introduced to your student as well.  We will be reviewing the following vocabulary words:  bar model difference minus part-part-whole model subtraction equation

Dear Family,

There are many situations at home that you can use to practice subtraction. Meal and snack times present many opportunities. Keep in mind that the maximum number of objects your student will work with in this chapter is 20.

While sharing a meal or snack, use the following activities.

• Give your student a number of items, such as raisins. Ask how many there are. Then say, “Suppose you plan to eat 9 of the raisins. How can you count back to find how many raisins will be left? How can you use a related addition equation?”
• Cut 2 cups off 2 egg cartons so that each carton has 10 cups. Count out 16 grapes and have your child place 1 grape per cup to fill 1 egg carton and use as many cups as needed of the second carton. Say that you plan to eat 8 grapes. Use the get to 10 strategy to find the number of grapes left: Get from 16 to 10 by subtracting 6. Model this by removing the 6 grapes from the second carton. Because 8 = 6 + 2, you still need to subtract 2 from the 10. Model this by removing 2 grapes from the first carton. Have your child explain each step as it is completed.
• Review making true addition or subtraction equations by giving yourself several items and giving your child fewer of the items. Ask, “How many more do you need so that we both have the same amount?” Then repeat the activity, giving your child more than you have. Ask, “How many do you need to take away so that we have the same amount?”

By the end of this chapter, your student should feel confident with the learning targets and success criteria on the next page. Encourage your student to think of other ways to model and practice subtraction strategies.

Have a great time snacking and subtracting together!

We have started chapter 4 where our main focus is adding numbers within 20. They will be using several strategies to fluently add.  They will be using the make a 10 strategy to add two and three numbers.  We will also dig a little deeper into solving addition word problems.

The vocabulary words associated with this chapter are add, more, plus, minus, fewer, equals, equation, part, and whole.

Dear Family,

In this chapter, your student is learning about addition and subtraction. The addition lessons address joining objects of the same type and putting together groups of similar objects. The subtraction lessons address removing objects from a group, or comparing two groups to find how many fewer or how many more.

There are many situations at home that you can use to model addition and subtraction. The kitchen is a great place to start! The maximum sum of objects for any activity in this chapter is 9. This aligns well with many cooking recipes.

When preparing part of a meal, or baking goods, use the following strategies:

• To model addition, separate the tomatoes, carrots, eggs, cups, or other food objects you are using for a recipe into two groups. Ask your student to count the number of objects in each group. Then ask, “How many are in each group? How many are there in all when I join the groups together?”
• Show your student the number of objects you currently have to make a food item. Then tell your student that you need a certain number of these objects (9 or fewer) for the recipe. Ask, “How many more do I need?”
• To model subtraction, show your student the number of objects (9 or fewer) you currently have. Then tell your student that you need a specific number of the objects (fewer than the given group) for the recipe. Ask, “How many fewer do I need?”
• Model other scenarios, making sure to use terms such as “take away,” “join,” and “difference.”

By the end of this chapter, your student should feel confident with the learning targets and success criteria on the next page. Encourage your student to think of other opportunities related to cooking to use addition and subtraction contexts, such as buying items at a grocery store.

Have a great time in the kitchen!

We have finished up chapter 3 and will be taking our chapter 4 pretest to start our new chapter.

The vocabulary words associated with this chapter are add, more, plus, minus, fewer, equals, equation, part, and whole.

Dear Family,

In this chapter, your student is learning about addition and subtraction. The addition lessons address joining objects of the same type and putting together groups of similar objects. The subtraction lessons address removing objects from a group, or comparing two groups to find how many fewer or how many more.

There are many situations at home that you can use to model addition and subtraction. The kitchen is a great place to start! The maximum sum of objects for any activity in this chapter is 9. This aligns well with many cooking recipes.

When preparing part of a meal, or baking goods, use the following strategies:

• To model addition, separate the tomatoes, carrots, eggs, cups, or other food objects you are using for a recipe into two groups. Ask your student to count the number of objects in each group. Then ask, “How many are in each group? How many are there in all when I join the groups together?”
• Show your student the number of objects you currently have to make a food item. Then tell your student that you need a certain number of these objects (9 or fewer) for the recipe. Ask, “How many more do I need?”
• To model subtraction, show your student the number of objects (9 or fewer) you currently have. Then tell your student that you need a specific number of the objects (fewer than the given group) for the recipe. Ask, “How many fewer do I need?”
• Model other scenarios, making sure to use terms such as “take away,” “join,” and “difference.”

By the end of this chapter, your student should feel confident with the learning targets and success criteria on the next page. Encourage your student to think of other opportunities related to cooking to use addition and subtraction contexts, such as buying items at a grocery store.

Have a great time in the kitchen!

This week, we will finish chapter 3. In this chapter we will continue learning strategies regarding problem solving and reviewing fact families. 

The vocabulary words associated with this chapter are bar model and fact family.

Dear Family,

In this chapter, your student is continuing to learn more about addition and subtraction, and the relationship between these operations. The lessons address solving for a missing addend, finding the missing part of a subtraction equation, finding the missing whole of a subtraction equation, and writing fact families. Students will also solve compare word problems when given how many more or how many fewer, and will determine whether equations are true or false. The vocabulary words associated with this chapter are: bar model and fact family.

There are many situations at home that you can use to practice modeling addition and subtraction. Playing games is a great place to start! The maximum sum of objects for any activity in this chapter is 10.

When playing a game together, use the following strategies:

• To practice fact families, have your student roll two number cubes and find the sum. If the sum is greater than 10, have your student re-roll the highest number cube. Then, ask your student to determine the sum and list the facts of the fact family for the numbers shown on the cubes and their sum. For example, “You rolled a 3 and a 4. What is the sum? What equations are in the fact family whose parts are 3 and 4 and whose whole is 7?”
• Show your student the number of game pieces currently on a game board. Ask, “How many more would we need to make 10?”
• To practice comparing numbers, use a deck of playing cards or number cards. Each of you show one card (as when playing “War”) and ask, “How many fewer (or more) is my number than yours? If the next card is 5 fewer than your number, what is it?”

By the end of this chapter, your student should feel confident with the learning targets and success criteria on the next page. Encourage your student to think of other opportunities to use addition and subtraction contexts while playing games together, such as making fact families with the dots on dominoes, comparing how many more red than black checkers are left on the board, or finding how many more are needed to make 10 when the spinner lands on a certain number.

Have a great time playing games together!

This week, we will start chapter 3. In this chapter we will continue learning strategies regarding problem-solving.

The vocabulary words associated with this chapter are bar model and fact family.

Dear Family,

In this chapter, your student is continuing to learn more about addition and subtraction, and the relationship between these operations. The lessons address solving for a missing addend, finding the missing part of a subtraction equation, finding the missing whole of a subtraction equation, and writing fact families. Students will also solve compare word problems when given how many more or how many fewer, and will determine whether equations are true or false. The vocabulary words associated with this chapter are: bar model and fact family.

There are many situations at home that you can use to practice modeling addition and subtraction. Playing games is a great place to start! The maximum sum of objects for any activity in this chapter is 10.

When playing a game together, use the following strategies:

• To practice fact families, have your student roll two number cubes and find the sum. If the sum is greater than 10, have your student re-roll the highest number cube. Then, ask your student to determine the sum and list the facts of the fact family for the numbers shown on the cubes and their sum. For example, “You rolled a 3 and a 4. What is the sum? What equations are in the fact family whose parts are 3 and 4 and whose whole is 7?”
• Show your student the number of game pieces currently on a game board. Ask, “How many more would we need to make 10?”
• To practice comparing numbers, use a deck of playing cards or number cards. Each of you show one card (as when playing “War”) and ask, “How many fewer (or more) is my number than yours? If the next card is 5 fewer than your number, what is it?”

By the end of this chapter, your student should feel confident with the learning targets and success criteria on the next page. Encourage your student to think of other opportunities to use addition and subtraction contexts while playing games together, such as making fact families with the dots on dominoes, comparing how many more red than black checkers are left on the board, or finding how many more are needed to make 10 when the spinner lands on a certain number.

Have a great time playing games together!

This week, we will finish chapter 2. We have looked at the skip counting pattern of 2’s and how all doubles facts end with even numbers.

The vocabulary words associated with this chapter are count back, count on, doubles, doubles minus 1, doubles plus 1, and number line.

Dear Family,

In this chapter, your student is learning various strategies to add and subtract within 10. The lessons address adding and subtracting 0 and 1, using doubles to find sums, and adding or subtracting by using a number line to count on or count back.

You can use many situations in your home to practice addition and subtraction strategies. The maximum sum of objects for any activity in this chapter is 10. This aligns well with many daily household activities.

Look for situations to use the following strategies:

• To practice adding or subtracting 0 or 1, point out a number of objects, such as plates on the dinner table. Ask your student to count the number of plates. Then ask, “What if 1 more guest joined us for dinner? How many plates would we need? What if 1 person was not home for dinner tonight? How many plates would we need? How many plates would we need if no one else joined us?”
• To practice adding doubles, point out sets that each have the same number, from 1 to 5. Then have your student find the total. For example, “I bought 4 blueberry muffins and 4 carrot muffins. How many muffins are there in all?” To review doubles plus 1 and doubles minus 1, point out sets in which one set has an additional item. For example, “There are 4 bananas and 5 apples in the fruit bowl. What doubles plus 1 fact can you use to find the total number of pieces of fruit? What doubles minus 1 fact can you use?”
• Practice adding and subtracting using “count on” and “count back.” For example, “There are 4 of your socks and 2 of my socks in the laundry basket. Can you count on from 4 to find the total number of socks?”

By the end of this chapter, your student should feel confident with the learning targets and success criteria on the next page. Encourage your student to think of other opportunities in daily life to use addition and subtraction contexts.

Have a great time practicing addition and subtraction strategies together!

This week, we will continue chapter 2. This chapter focuses on the various strategies to add and subtract within 10.  

The vocabulary words associated with this chapter are count back, count on, doubles, doubles minus 1, doubles plus 1, and number line.

Dear Family,

In this chapter, your student is learning various strategies to add and subtract within 10. The lessons address adding and subtracting 0 and 1, using doubles to find sums, and adding or subtracting by using a number line to count on or count back.

You can use many situations in your home to practice addition and subtraction strategies. The maximum sum of objects for any activity in this chapter is 10. This aligns well with many daily household activities.

Look for situations to use the following strategies:

• To practice adding or subtracting 0 or 1, point out a number of objects, such as plates on the dinner table. Ask your student to count the number of plates. Then ask, “What if 1 more guest joined us for dinner? How many plates would we need? What if 1 person was not home for dinner tonight? How many plates would we need? How many plates would we need if no one else joined us?”
• To practice adding doubles, point out sets that each have the same number, from 1 to 5. Then have your student find the total. For example, “I bought 4 blueberry muffins and 4 carrot muffins. How many muffins are there in all?” To review doubles plus 1 and doubles minus 1, point out sets in which one set has an additional item. For example, “There are 4 bananas and 5 apples in the fruit bowl. What doubles plus 1 fact can you use to find the total number of pieces of fruit? What doubles minus 1 fact can you use?”
• Practice adding and subtracting using “count on” and “count back.” For example, “There are 4 of your socks and 2 of my socks in the laundry basket. Can you count on from 4 to find the total number of socks?”

By the end of this chapter, your student should feel confident with the learning targets and success criteria on the next page. Encourage your student to think of other opportunities in daily life to use addition and subtraction contexts.

Have a great time practicing addition and subtraction strategies together!

This week, we will finish up unit 1 and take our posttest.  We will be starting chapter 2 by mid-week.  This chapter focuses on the various strategies to add and subtract within 10.   

The vocabulary words associated with this chapter are count back, count on, doubles, doubles minus 1, doubles plus 1, and number line.

Dear Family,

In this chapter, your student is learning various strategies to add and subtract within 10. The lessons address adding and subtracting 0 and 1, using doubles to find sums, and adding or subtracting by using a number line to count on or count back.

You can use many situations in your home to practice addition and subtraction strategies. The maximum sum of objects for any activity in this chapter is 10. This aligns well with many daily household activities.

Look for situations to use the following strategies:

• To practice adding or subtracting 0 or 1, point out a number of objects, such as plates on the dinner table. Ask your student to count the number of plates. Then ask, “What if 1 more guest joined us for dinner? How many plates would we need? What if 1 person was not home for dinner tonight? How many plates would we need? How many plates would we need if no one else joined us?”
• To practice adding doubles, point out sets that each have the same number, from 1 to 5. Then have your student find the total. For example, “I bought 4 blueberry muffins and 4 carrot muffins. How many muffins are there in all?” To review doubles plus 1 and doubles minus 1, point out sets in which one set has an additional item. For example, “There are 4 bananas and 5 apples in the fruit bowl. What doubles plus 1 fact can you use to find the total number of pieces of fruit? What doubles minus 1 fact can you use?”
• Practice adding and subtracting using “count on” and “count back.” For example, “There are 4 of your socks and 2 of my socks in the laundry basket. Can you count on from 4 to find the total number of socks?”

By the end of this chapter, your student should feel confident with the learning targets and success criteria on the next page. Encourage your student to think of other opportunities in daily life to use addition and subtraction contexts.

Have a great time practicing addition and subtraction strategies together!

This week, we will continue talking about solve compare word problems by finding out how many fewer.

The vocabulary words associated with this chapter are 120 chart, row, column, decade numbers, digit, ones, tens, ones place, and tens place 

Dear Family, 

In this chapter, your student is learning about place value and counting by ones and by tens to 120. Your student will learn what it means when a digit is in the tens place or the ones place, and will recognize how many tens and ones make up numbers up to 120.  

Here are a few strategies that you can use with your student to practice understanding the digits of numbers up to 120. 

• Encourage your student to look for numbers wherever you are. Then, review the value of the digits in the tens and ones places. For example, you might notice a speed limit sign, a channel number on TV, or the jersey number of a favorite athlete. Ask your student to name the number, then tell which digit is in the tens place and which is in the ones place. Then ask about the value of each digit. For example, “The 4 is in the tens place in 45. How much is 4 tens? How much is 5 ones?” You can also use these numbers to review counting on by ones or tens. Ask, “What are the next five numbers when you count on by ones? What are the next five numbers when you count on by tens?”
• Hunt for decade numbers while running errands. See how many you and your student can find on signs, license plates, or price tags. Then have your student tell how many tens are in that number.
• To practice identifying numbers with a given amount of tens and ones, make stacks of 10 pennies and leave up to 9 pennies unstacked. Model how to count the stacks by tens, then count the leftovers by ones. Have your student do the same, then tell how many pennies in all.

By the end of this chapter, your student should feel confident with the learning targets and success criteria on the next page. Encourage your student to point out and identify any numbers they see up to 120. 

Have a great time practicing numbers together! 

Welcome to my math class!  This week, we will start talking about  

The vocabulary words associated with this chapter are 120 chart, row, column, decade numbers, digit, ones, tens, ones place, and tens place 

We spent our first week, reviewing number formation, skip counting and working through unit 1.  This week, we will continue working with addition word problems and turning those into addition equations. 

Dear Family, 

In this chapter, your student is learning about place value and counting by ones and by tens to 120. Your student will learn what it means when a digit is in the tens place or the one's place and will recognize how many tens and ones make up numbers up to 120.  

Here are a few strategies that you can use with your student to practice understanding the digits of numbers up to 120. 

• Encourage your student to look for numbers wherever they are. Then, review the value of the digits in the tens and ones places. For example, you might notice a speed limit sign, a channel number on TV, or the jersey number of a favorite athlete. Ask your student to name the number, then tell which digit is in the tens place and which is in the ones place. Then ask about the value of each digit. For example, “The 4 is in the tens place in 45. How much is 4 tens? How much is 5 ones?” You can also use these numbers to review counting on by ones or tens. Ask, “What are the next five numbers when you count on by ones? What are the next five numbers when you count on by tens?”
• Hunt for decade numbers while running errands. See how many you and your student can find on signs, license plates, or price tags. Then have your student tell how many tens are in that number.
• To practice identifying numbers with a given amount of tens and ones, make stacks of 10 pennies and leave up to 9 pennies unstacked. Model how to count the stacks by tens, then count the leftovers by ones. Have your student do the same, then tell how many pennies in all.

By the end of this chapter, your student should feel confident with the learning targets and success criteria on the next page. Encourage your student to point out and identify any numbers they see up to 120. 

Have a great time practicing numbers together!