Math:  

Last week, we started looking at fluency and strategies within 10.  This week, we will continue unit 2.  

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. 

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

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! 

Math:  

Last week, we wrapped up unit 1 and will start unit 2, looking at fluency and strategies within 10. 

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. 

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

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 be taking the post test for Chapter 1.  

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.  

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

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! 

Math: Last week, we did some pre-assessments and started unit 1.   

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.  

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

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!