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. 

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! 

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. 

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 with chapter 5, subtracting numbers within 20.

In this chapter, your student will be subtracting with numbers greater than 10. The strategies counting back and using addition to subtract will be used again. The subtraction strategy get to 10 will be introduced to your student as well.

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!

 

This week, we will start chapter 5, subtracting numbers within 20.  

In this chapter, your student will be subtracting with numbers greater than 10. The strategies counting back and using addition to subtract will be used again. The subtraction strategy get to 10 will be introduced to your student as well.  

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! 

Math:   

This week, we will continue chapter 4, adding numbers within 20. We will take our posttest on Friday. 

In this chapter, your student is adding numbers with sums up to 20. Your student is learning mental math strategies for adding numbers. These strategies are helping your student develop mathematical proficiency and problem solving skills.  

The vocabulary words students will review in this chapter are addend, doubles, doubles minus 1, doubles plus 1, and sum. 

There are many situations outside of school that you can use to model adding numbers. Shopping is a great place to start! 

Here are a few ways to help your student practice math skills while you shop. 

• Model adding three numbers by separating the items in the shopping cart into three groups. Ask your student to count the number of objects in each group. Then ask, “How many are in each group? What is the sum of the three numbers? How can you make a 10 to add the three numbers?” 

• Show your student the coins you receive as change after paying. Have your student count the coins (10 or fewer). Ask, “How many pennies? Dimes? Nickels? What is the sum if you add these three numbers? What is double that number?” 

• To model counting on, show your student a number of items. Then tell your student that you need a specific number more (with a total less than 20). For example, “There are 9 apples in the cart. Suppose we pick up 5 more. Count on to find the total number we will have.” 

• Model other scenarios, making sure to use terms such as “doubles,” “addend,” and “sum.” 

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 practice adding numbers. 

Enjoy shopping and learning together! 

We will continue working on Chapter 3 this week.

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.

Here is a good video about fact family: 

https://www.youtube.com/watch?v=LxYVOlNr5VU&t=3s

We will be practicing using dominoes just like the video shows. 

 

We will be starting chapter 2 this week 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! 

 

We will wrap up unit 1 this week with lessons on addition and subtraction.  The addition lessons address joining objects of the same type and grouping 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.

 

Last week, we learned how to play math games. This week, I will be introducing more challenging math games. Math games are a great way to learn and practice concepts and foster relationships with classmates. 

Math:   

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  

  

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!