Lesson 100 • Subtracting unknown numbers

Learning objectives Extra assistance

Children will: Related facts become useful in problems where the
• find the number to be taken away in a subtraction missing number is not the answer to the sum. Teach
sum. students how each addition and subtraction equation can
be thought of as part-part-whole. In addition, it is the two
• use ten frames, number mountains and number lines.
addends and the sum. In subtraction, the answer and the
• relate subtraction to addition. number to be taken away are the parts. This concept can
then be used to find any missing element in a sum. For
Common Core State Standards
example, 10 – __ = 6 is the same as __ + 6 = 10, and __ – 4
Operations & Algebraic Thinking = 2 is the same as 2 + 4 = __.
Understand and apply properties of operations and the
Classroom activities
relationship between addition and subtraction.
1.OA.B.3 Apply properties of operations as strategies to Ten Frames
add and subtract. Give each person a laminated board with 10 squares on it
1.OA.B.4 Understand subtraction as an unknown-addend and 10 counters. Write a sum on the board, eg 9 – £ = 4.
problem. Students should put the larger number (9) in counters on
the ten frame, then work out the missing number. They
Represent and solve problems involving addition and
could take away the difference (4). They could count on
subtraction.
from the difference (4). Ask individuals to explain their
2.OA.A.1 Use addition and subtraction within 100 to solve method. To extend the activity, give them a second ten
one- and two-step word problems. frame, more counters and sums up to 20.

Key vocabulary Write it Out

Give students a sheet of sums in the format 17 – £ = 6
take away, subtract, sum, –, =, ten frame, numbers 1-100,
and a set of 20 items to work with, eg counters, blocks or
number mountain, related facts, +, number line, count on,
counting bears. Students should rewrite the subtraction
change, $, equation, minus, equals, tens, word problem,
as an addition, eg 6 + £ = 17, and then find the missing
number fact family
number, using their items if necessary.

Mathseeds Lesson TEACH PRACTICE APPLY

sequence Content and skills Children will:
Animated Lesson: Introduce strategies for finding take the answer away from a ten Worksheet 1
Subtraction strategies the unknown number in a frame, make a number mountain Ten frames
subtraction using ten frames, to turn the subtraction into an
related facts and number lines. addition, and count on using a
Song: Trying to Solve a Problem number line to find the missing
number.
Subtraction fluency: Use mental strategies to answer complete 10 subtractions before Worksheet 2
Subtract to 10, Subtract Tens, subtraction sums. Subtract a time runs out. Count how many Count on
Subtract to 20 group of tens from a group of tens, how many fell over and how
tens. many left.

Calculate: Use subtraction to find the subtract the price of an item Worksheet 3
How Much Change?, Make amount of change. Use to find the change. Make an Related facts
the Equation, Word Problems, numbers and symbols to write equation based on an image.
Fact Families a sum. Read a word problem Read the problem, match to a
and translate to an equation. sum and find the answer. Select
Complete the number fact family. the answer to each related fact.

Addition: Make a ten to add two make ten and count how many Worksheet 4
Fill the Ten, Equations numbers. Complete equations left to find the total. Drag the Word problems
using groups of items and correct item to each number
numerals. sentence.

Read: Read aloud book. listen, follow the reading and read Mathseeds book 100:
Book along. Thinking subtraction

296
Subtracting Lesson 100 • Worksheet 1 Ten frames
unknown
numbers Name

Take away the answer to find the missing number.

The first one is done for you.

● ● ● ● ● ● ● ● ● ●
● ● ● ● ●

15 – 8 =7

● ● ● ● ● ● ● ● ● ●
● ● ● ● ● ● ●

17 – =6

● ● ● ● ● ● ● ● ●
● ● ● ● ●

14 – =9

19 – =8

298 Copyright © Mathseeds and Blake eLearning 2015

Subtracting Lesson 100 • Worksheet 2 Count on
unknown
numbers Name

Circle the numbers and then count the difference.

18 – = 15

10 11 12 13 14 15 16 17 18 19 20

16 – = 14

10 11 12 13 14 15 16 17 18 19 20

13 – = 11

10 11 12 13 14 15 16 17 18 19 20

20 – = 12

10 11 12 13 14 15 16 17 18 19 20

Copyright © Mathseeds and Blake eLearning 2015 299

Subtracting Lesson 100 • Worksheet 3 Related facts
unknown
numbers Name

Make a number mountain. The first one is done for you.

9
9– =4
4 + 5

10
10 – =3
3 +

11
11 – =7
7 +

15
15 – =8
8 +

19
19 – = 13
13 +

300 Copyright © Mathseeds and Blake eLearning 2015

Subtracting Lesson 100 • Worksheet 4 Word problems
unknown
numbers Name

Write a sum and find the answer.

1 Ruby went shopping with

16 bags. She came home
with 11. How many bags
did she lose?
________

2 Waldo took 13 fish cakes to

the picnic. He ate some on
the way and now has 7 left.
How many did he eat?
________

3 Mango put 18 balls in a

bag. It had a hole and now
only 7 balls are in the bag.
How many fell out?
________

4 Doc had 20 books. He gave

some to his friends and now
he has 14 left. How many
did he give away?
________

Copyright © Mathseeds and Blake eLearning 2015 301

 Lesson 101 • Counting to 500
Learning objectives Extra Assistance
Children will: When introducing three-digit numbers, it is important to
• identify the numbers from 1 to 500. provide some kinesthetic and visual props to help students
understand the place value concepts. Base Ten blocks
• count and recognize three-digit numbers in Base Ten
are ideal as they provide an example to scale of the three
blocks.
places — ones, tens and hundreds. Provide plenty of
• order three-digit numbers. activities where students make numbers with the blocks and
recognize numbers represented by blocks. Offer students
Common Core State Standards
who struggle with three-digit number problems the
Number & Operations in Base Ten opportunity to use the blocks to help them in their thinking.
Understand place value.
Classroom activities
2.NBT.A.1 Understand that the three digits of a three-digit
number represent amounts of hundreds, tens, and ones. Brainstorm
2.NBT.A.1.A 100 can be thought of as a bundle of ten tens Ask students to come up with a list of places and times in
— called a “hundred.” the ‘real world’ where three-digit numbers are used. Some
2.NBT.A.1.B The numbers 100, 200, 300, 400, 500, 600, examples could be prices of big items like a fridge, page
700, 800, 900 refer to one, two, three, four, five, six, numbers in a long book or the number of students in a
seven, eight, or nine hundreds. school or year group. Have each student illustrate and label
an example of a three-digit number in use and make a wall
2.NBT.A.2 Count within 1000. display or a class book.
2.NBT.A.4 Compare two three-digit numbers based on Count ‘em!
meanings of the hundreds, tens, and ones digits.
Give each student a set of 5 hundreds, 9 tens and 9
Key vocabulary ones in Base Ten blocks. Write a number from 1–500
on the board and the students make the number. Check
numbers 1–500, count, number line, more, less, hundreds, them, then write another number. After a while, swap.
tens, ones, tally marks, smaller, larger, place value, The teacher makes a number 1–500 with blocks and the
equation, –, =, + students write down the number.

Mathseeds Lesson TEACH PRACTICE APPLY

sequence Content and skills Children will:
Animated Lesson: Link the single digit numbers order the hundreds to 500 on a Worksheet 1
Recognize and count 1–5 and the hundreds 100–500. number line. Find one more/less Three-digit numbers
Understand that three-digit or ten more/less than a three-digit
numbers can go up or down by number on a number line.
ones or tens.
Song: A Pattern of Hundreds

Order and match: Put numbers in order on a move numbers into position on the Worksheet 2
Number Line Balloons, Smaller number line. Recognize which number line. Label two numbers Order
or Larger Number, Find the number is smaller and which is smaller and larger. Match three-digit
Match larger. Read and remember three- numbers that are the same.
digit numbers.
Making numbers: Identify how many hundreds, select the correct number of Worksheet 3
Make the Number, Place Value tens and ones are in a number. hundreds, tens and ones blocks. Use Place value
Machine Understand place value in three- three numerals to make the biggest
digit numbers. possible number.

Count and calculate: Read tally marks. Complete select the numeral to match the tally Worksheet 4
Keeping Score, Equations, equations using groups of items marks. Drag the correct numeral Check
Number Arrows, Add to 20 and numerals. Recognize the or group to complete each number
number being shown by a group sentence. Count the hundreds,
of hundreds, tens and ones. Use tens and ones to write the number.
mental strategies to add two Answer 10 addition sums before
numbers. time runs out.

Read: Read aloud book. listen, follow the reading and read Mathseeds book 101:
Book along. Count to 500

2
Counting Lesson 101 • Worksheet 1 Three-digit numbers
to 500 Name

1 Match.

100 200 300 400 500

2 Write the next three numbers.
101, 102, 103, _______ , _______ , _______
330, 331, 332, _______ , _______ , _______
477, 478, 479, _______ , _______ , _______
3 Color the cars.
yellow = 234 red = 324 blue = 432 green = 423

AAA 423 ZZZ 324

FFF 234 PPP 432

4 Copyright © Mathseeds and Blake eLearning 2015

Counting Lesson 101 • Worksheet 2 Order
to 500 Name

1 Write these numbers in counting order.

500, 200, 300, 100, 400 _____________________________
156, 159, 157, 155, 158 _____________________________
399, 401, 398, 400, 397 _____________________________

2 Put the numbers on the number line.

256 263 252 268 259

250 260 270

3 Order from smallest to longest distance.

500, 100, 250, 375, 425, 150

Copyright © Mathseeds and Blake eLearning 2015 5

Counting Lesson 101 • Worksheet 3 Place value
to 500 Name

1 Complete.

_______ hundreds _______ tens _______ ones = _______

_______ hundreds _______ tens _______ ones = _______

2 Color to show the number.

127

456

292

6 Copyright © Mathseeds and Blake eLearning 2015

Counting Lesson 101 • Worksheet 4 Check
to 500 Name

1 Match the letters to the mail boxes.

133 355 500

244 466

Mrs M. Mom, ✿ Mr P. Papa, ♦ Miss D. Dorta, ✪

244 Mother St, 466 Daddad Dr, 355 Gurl Rd,
Matown Fatherton Chiltern

Master S. Sun, ✷ Ms A. Anty, ♥

133 Bouy Ave, 500 Best Lane,
Laddington Love Hill

2 Color the smaller number.

100 500 226 256 344 341

3 Color the larger number.

450 250 489 499 116 119

4 Order from smallest to largest number.

132, 321, 213, 123, 312, 231 ___________________________
Copyright © Mathseeds and Blake eLearning 2015 7
 Lesson 102 • Moving shapes
Learning objectives Extra Assistance
Children will: Learning to differentiate between the flip, slide and turn
• identify flips, slides and turns with 2D shapes. movements is made easier by using shapes which have
• differentiate between a quarter turn and a half turn. a clear top and bottom, eg hearts, stars and triangles,
or which have a difference between their left and right
Common Core State Standards sides, eg animal shapes, crescent moons and arrows. The
Mathematical Practice distinctive features can be tracked to show movement,
for example a triangle point up and a triangle point down
Look for and make use of structure.
shows a half turn. It is hard to tell if a square or circle has
MP7 Look closely to discern a pattern or structure. made any movement at all!
Geometry
Classroom activities
Reason with shapes and their attributes.
2.G.A.1 Recognize and draw shapes having specified Make a Pattern
attributes, such as a given number of angles or a given Glue a set of identical cut out 2D shapes or figures onto
number of equal faces. Identify triangles, quadrilaterals, paper to make a pattern of movements. Or trace around
pentagons, hexagons, and cubes. an object and flip, slide or turn it to trace the next item in
Measurement & Data the pattern. Use the patterns as borders on an artwork or
writing piece.
Tell and write time.
★ ★  <><>
★ ★
1.MD.B.3 Tell and write time in hours and half-hours using
Match Up
analog and digital clocks.
Give out cards of 2D shapes with a line across the bottom
Key vocabulary to indicate which way up they go. Have multiple examples
of each shape upright, upside down, on its side and mirror
slide, flip, turn, quarter, half, shape, sides, corners,
image. Call out flip, slide or turn and students find someone
numbers 1–14, sum, +, =, blocks, model, pattern, next,
with the matching image to their shape. So for slide it needs
half-past, number words from one to twelve, clock,
to be the identical shape, for flip it should be the mirror
tessellation, squares, cover, larger
image and for turn it would be upside down or on its side.

Mathseeds Lesson TEACH PRACTICE APPLY

sequence Content and skills Children will:
Animated Lesson: Understand the difference slide and flip shapes and identify Worksheet 1
Move the shape between a slide, flip and turn pictures where a slide or flip Flip
with 2D shapes. Differentiate has been used. Turn shapes and
between half and quarter turns. identify pictures where a quarter or
Song: The Slide half turn has happened.

Identify: Recognize the different identify whether a shape has Worksheet 2

Flip, Slide or Turn, Move the movements a shape can make. done a flip, slide or turn. Match a Slide
Shape, Continue the Pattern, Identify a pattern and select the movement to a direction. Choose
Half-past Clocks next item. Recognize the time the next item in the pattern. Select
on an analog clock. the time on the clock.

Count: Count the number of sides and answer the question How many Worksheet 3
Sides and Corners, Block It, corners on a shape. Measure sides/corners? Count how many Turns
How Many Squares? volume in blocks. Measure area blocks in a model. Count how
in squares using a grid. many squares in each shape –
which is larger?

Match: Identify which related equations choose sums to match groups of Worksheet 4
Fact Cubes, Tessellations match the image. Complete the blocks. Fill in the spaces with the Check
tessellating patterns. right pieces to make a tessellating
pattern.

Read: Read aloud book. listen, follow the reading and read Mathseeds book 102:
Book along. Flip, slide or turn

8
Moving Lesson 102 • Worksheet 1 Flip
shapes Name

1 Flip each shape and draw it.

2 This shape has been flipped. Flip and draw it again.

Continue across the page

3 Draw your own shape. Flip and draw it again.

Complete the pattern.

10 Copyright © Mathseeds and Blake eLearning 2015

Moving Lesson 102 • Worksheet 2 Slide
shapes Name

1 Trace around a pattern block. Slide it across and trace again.

Continue across the page. Choose another pattern block.

2 Slide and flip each shape.

slide flip slide flip

3 How has the shape been moved? Write slide or flip.

______________________ ______________________
Copyright © Mathseeds and Blake eLearning 2015 11
Moving Lesson 102 • Worksheet 3 Turns
shapes Name

1 Show where the hand would be after a half turn.

2 Show where the hand would be after a quarter turn.

3 Complete the patterns using half or quarter turns.

12 Copyright © Mathseeds and Blake eLearning 2015

Moving Lesson 102 • Worksheet 4 Check
shapes Name

1 Draw the shape 4 times.

slide flip half turn quarter turn

slide flip half turn quarter turn

2 Continue the patterns.

Copyright © Mathseeds and Blake eLearning 2015 13

 Lesson 103 • Adding 9
Learning objectives Extra Assistance
Children will: Using the hundred chart to explain an addition strategy
• learn the strategy ‘add 10 and take away 1’ to add 9. gives students a visual cue for implementing a mental
• practice the strategy on a hundred chart. strategy. Many children learn more efficiently in a visual
• practice other addition strategies to build fluency. context, but as they move up the grades, mathematics
tends to become more representative and conceptual.
Common Core State Standards When the basics of number and operations are learned
Operations & Algebraic Thinking by associating them with visual cues, higher math can be
more effectively employed by revisiting these techniques
Add and subtract within 20.
mentally.
2.OA.B.2 Fluently add and subtract within 20 using
mental strategies. By end of Grade 2, know from memory Classroom activities
all sums of two one-digit numbers. Extend the Strategy
Work with addition and subtraction equations. Have students practice adding 9 by adding 10 and taking
1.OA.D.7 Understand the meaning of the equal sign, and away 1 on the hundred chart. Repeat this strategy on a
determine if equations involving addition and subtraction number line. Next, ask them to use this strategy to add 8, 7,
are true or false. 6, 5 and so on: add 10, then take away 2, 3, 4, etc. Discuss
Number & Operations in Base Ten how useful this strategy may be for numbers other than 9.
Use place value understanding and properties of Explore the Patterns
operations to add and subtract. Put the number 9 on the board. Ask a student to add 9
2.NBT.B.5 Fluently add and subtract within 100 using and write the answer next to it. Have another student add
strategies based on place value, properties of operations, 9 to that number and continue the pattern up to 90. Ask
and/or the relationship between addition and subtraction. the class to discuss what patterns they see. Rewrite the
numbers in a column if it helps them see the place value
Key vocabulary patterns: the tens go up by 1 and the ones go down by
numerals 0–100, +, =, –, addition, sums, related facts, 1. Also, notice each pair of digits adds to 9. Try it with a
jump strategy, equal, near doubles, equation, true, false different starting number and see what patterns emerge.

Mathseeds Lesson TEACH PRACTICE APPLY

sequence Content and skills Children will:
Animated Lesson: Introduce a strategy for adding add 9 on the hundred chart Worksheet 1
Addition strategy 9 to a number: add 10 and by adding 10 and then going Add 9
take away 1. back 1.
Strategies: Complete addition sums with make 10 to add two numbers. Worksheet 2
Look For 10, Fact Dominoes, pairs that add to 10. Complete Find the correct domino to Addition strategies
Jump Forward, Near Doubles the related facts sums. Jump answer each sum. Split a
down the number chart to number into tens and ones to
answer a sum. Recognize the add on a hundred chart. Use
doubles fact closest to the the nearest doubles fact to
given sum. find the answer to a sum.
Fluency: Use mental strategies to add answer 10 addition sums Worksheet 3
Add to 20, Jumping Beans two numbers. Add a group to before time runs out. Count 100 chart addition
a number to find the total. and add a group to a given
number.
Equations: Compare equations using =, + recognize whether two sums Worksheet 4
Are They Equal?, Make the and – symbols. Use numbers are equal. Make an equation Check
Equation, True or false and symbols to write a sum. based on an image. Recognize
Read equations using =, + and whether an equation is true
– symbols. or false.
Read: Read aloud book. listen, follow the reading and Mathseeds book 103:
Book read along. Adding Nine

14
 Lesson 103 • Worksheet 1 Add 9

Adding 9 Name

1 Circle 13. Add 10, then take away 1. Circle the answer.
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30

13 + 9 = _____
2 Circle 45. Add 10, then take away 1. Circle the answer.
41 42 43 44 45 46 47 48 49 50
51 52 53 54 55 56 57 58 59 60

45 + 9 = _____
3 Circle 78. Add 10, then take away 1. Circle the answer.

71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90

78 + 9 = _____
4 Circle 32. Add 10, then take away 1. Circle the answer.

31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50

32 + 9 = _____

16 Copyright © Mathseeds and Blake eLearning 2015

 Lesson 103 • Worksheet 2 Addition strategies
Adding 9 Name

1 Split into tens and ones to add.

71 + 8 = 86 + 13 = 65 + 32 =

51 + 27 = 72 + 7 + 10 = 14 + 45 + 21 =

2 Look for two numbers that add to 10.

22 + 38 = 67 + 13 = 9 + 81 =

33 + 12 + 7 = 21 + 62 + 19 = 44 + 26 + 17 =

3 Use near doubles to find the answer.

8+9= 12 + 13 = 24 + 25 =

7+6= 15 + 16 = 21 + 20 =

4 Complete the fact family sums.

7+ = 11 9+ = 12 8+ = 13

+ 7 = 11 + 9 = 12 + 8 = 13

11 – 7 = 12 – 9 = 13 – 8 =

11 – =7 12 – =9 13 – =8

Copyright © Mathseeds and Blake eLearning 2015 17

 Lesson 103 • Worksheet 3 100 chart addition

Adding 9 Name

Use the number chart to add.

1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90
91 92 93 94 95 96 97 98 99 100

31 + 8 = 57 + 2 = 94 + 5 =

45 + 10 = 78 + 20 = 13 + 50 =

52 + 35 = 64 + 24 = 81 + 17 =

21 + 19 = 97 + 3 = 74 + 16 =

28 + 7 = 69 + 4 = 87 + 9 =

18 Copyright © Mathseeds and Blake eLearning 2015

 Lesson 103 • Worksheet 4 Check
Adding 9 Name

Find the answer. Show your working.

1 Joe has 15 ducks and 9 more hatch. How many altogether?

Joe has ducks altogether.

2 Penny buys 33 pencils and 9 pens. How many altogether?

Penny has pencils and pens altogether.

3 Ying made 71 cakes and Lee made 29. How many altogether?

Ying and Lee made cakes.

4 Jose lines up his 22 cars and 19 trucks. How many altogether?

Jose has cars and trucks.

Copyright © Mathseeds and Blake eLearning 2015 19

 Lesson 104 • Measuring
Learning objectives Extra Assistance
Children will: Informal measurement uses uniform units that are not
• identify the words one meter and the abbreviation quantified. For example, measuring the length of a
1 m. room by hand widths instead of meters. This is useful for
basic measuring and comparison, but not when exact
• compare lengths to 1 meter.
measurements are needed. Give students measuring
• measure items using 1 m rulers. activities to do where informal units are not helpful, such
as cutting a piece of paper to the exact same size as their
Common Core State Standards
book cover, or marking out a 25 m race track on the oval.
Measurement & Data
Measure and estimate lengths in standard units. Classroom activities
2.MD.A.1 Measure the length of an object by selecting and Guessing Competition
using appropriate tools such as rulers, yardsticks, meter Give each student a list of furniture and fittings from
sticks, and measuring tapes. around the classroom or features from the playground.
2.MD.A.3 Estimate lengths using units of inches, feet, Show them a meter ruler and ask them to estimate how
centimeters, and meters. long each item is in meters. Give everyone a turn at
2.MD.A.4 Measure to determine how much longer one measuring an item on the list and compare their estimates
object is than another, expressing the length difference in and the measurements.
terms of a standard length unit. Choices, Choices
Show students a range of items for measuring length, such
Key vocabulary as a 30 cm ruler, meter ruler, yard stick, the builder’s and
meter, ruler, length, measure, 1 m, exactly, more than, less tailor’s measuring tapes, and a trundle wheel. Give each
than, longer, shorter, square, down, right, left, up, picture person a card with an item to be measured from around
graph, column, half-past, number words one to twelve and the school or room. Ask them to say which device they
thirty, tessellation, pattern would use, then discuss their choices. Finally, go measure!

Mathseeds Lesson TEACH PRACTICE APPLY

sequence Content and skills Children will:
Animated Lesson: Introduce the concept of the recognize the words one Worksheet 1
Measure length meter. Measure lengths at meter and equate with One meter
exactly 1 m, less than 1 m, 1 m. Use the meter ruler to
more than 1 m and multiple measure items in comparison
meter ruler lengths. to 1 m and measure distances
Song: How long? of multiple meters.

Compare: Measure length in blocks. label pairs of items shorter Worksheet 2

Longer or Shorter and longer. Comparing lengths

Measure: Use uniform units on a ruler count how many sections on Worksheet 3
Measuring Blocks, How Many to measure length. Use 1 m the ruler to determine length. Measuring with meters
Meters?, Long Jump, How measuring sticks to measure Count how many measuring
Tall? an object or a jump. sticks to find the length or
height.

Find and make: Comprehend position follow directions to move Worksheet 4

Maps, Picture Graphs, Half- vocabulary. Make a picture around a grid. Fill the columns Check
past Clocks, Tessellations graph to match the data in a picture graph correctly.
given. Recognize the time on Select the time being shown
an analog clock. Complete the on the clock. Fill in the spaces
tessellating patterns. to make a tessellating pattern.

Read: Read aloud book. listen, follow the reading and Mathseeds book 104:
Book read along. Meters

20
Measuring Lesson 104 • Worksheet 1 One meter
Name

1 Match. =1m

1 m

3 m

2 m

4 m

2 What can you measure in meters? Circle.

distance mass height capacity

volume width length time

3 Take a meter ruler around the classroom.

What is about one meter?
______________________________________________________
______________________________________________________
4 Can you think of anything outside the classroom that is about
1 meter long?
______________________________________________________
______________________________________________________
22 Copyright © Mathseeds and Blake eLearning 2015
Measuring Lesson 104 • Worksheet 2 Comparing lengths
Name

1 Color the items which are about 1 meter long.

2 Circle the items which are less than 1 meter.

3 Cross out the items which are more than 1 meter.
Copyright © Mathseeds and Blake eLearning 2015 23
Measuring Lesson 104 • Worksheet 3 Measuring with meters
Name

1 Use a meter ruler to measure.

Height Length
a door m a skipping rope m
a fence m a baseball bat m

Width Distance
a park bench m classroom to bathroom m
a classroom m office to library m
2 Tick the longer item in each pair.
3 How long? =1m

24 Copyright © Mathseeds and Blake eLearning 2015

Measuring Lesson 104 • Worksheet 4 Check
Name

Dizzy
Mango
Doc Waldo
Ruby

Mango is about 1 meter tall.

1 Who is more than 1 m tall?
__________________________ __________________________

2 Who is less than 1 m tall?

__________________________ __________________________

3 Put the names in order from tallest to shortest.

__________________________
__________________________
__________________________
__________________________
__________________________

Copyright © Mathseeds and Blake eLearning 2015 25

 Lesson 105 • Partitioning numbers
Learning objectives Extra Assistance
Children will: A numeral expander made from a strip of paper can be
• partition three-digit numbers. folded and expanded to show students different ways of
• read a numeral expander. representing and thinking about
on es

numbers. For example: 3 6 9

• make three-digit numbers from hundreds, tens and
ones blocks. 3 6
te ns
9 on es

Common Core State Standards 3 hun

d reds
6 9 on es

Number & Operations in Base Ten 3 hun

d reds
6 te ns
9 on es

Understand place value. Classroom activities

2.NBT.A.1 Understand that the three digits of a three-digit
Match Up
number represent amounts of hundreds, tens, and ones.
Give each student a card with a representation of a three-
2.NBT.A.3 Read and write numbers to 1000 using base-ten
digit number based on numeral expanders, Base Ten
numerals and expanded form.
blocks, number names and numerals. Make sure there
2.NBT.A.4 Compare two three-digit numbers based on are two versions of each number. Have students find their
meanings of the hundreds, tens, and ones digits. partner and then write down every way they can come up
Use place value understanding and properties of with of showing their number.
operations to add and subtract. Order, Order!
2.NBT.B.5 Fluently add and subtract within 100 using Give each student a three-digit number on a card shown
strategies based on place value. as a form of the numeral expander. Make sure everyone
has a different number. Ask the class to put themselves in
Key vocabulary correct order, smallest to largest number or vice versa –
ones, tens, numeral expander, +, –, =, hundreds, numbers without talking! Ask them to stand in a line and hold up
1–500, smaller, larger, equation, place value, add, subtract, their cards. Discuss any numbers out of order. Shuffle and
digits play again.

Mathseeds Lesson TEACH PRACTICE APPLY

sequence Content and skills Children will:
Animated Lesson: Introduce the numeral expander make two and three-digit Worksheet 1
Partition numbers and partition two and three-digit numbers from ones, tens and Place value
numbers into ones, tens and hundreds blocks to match the
hundreds. numeral expander.
Song: A Number Game

Number: Identify which number is smaller label two numbers smaller and Worksheet 2
Smaller or Larger Number, and which is larger. Recognize the larger. Drag the numbers to their Partition numbers
Cheeky 100 Mouse order of numbers in a 100 chart. places in the number square.

Place value: Understand place value in four-digit use four numerals to make the Worksheet 3
Place Value Machine, numbers. Recognize the number biggest possible number. Count Numeral expanders
Number Arrows being shown by a group of tens and the tens and ones to write the
ones. number.
Calculate: Complete equations using groups drag the correct card to Worksheet 4
Equations, Word Problems, and numerals. Read a word problem complete each number sentence. Word problems
Add Tens, Subtract Tens, and translate it to an equation. Read the problem, match to a
Make the Equation Add a group of tens to a two-digit sum, find the answer. Add tens
number. Subtract tens from a group and then ones. Count the tens,
of tens. Use numbers and symbols how many fell over and how
to write a sum. many left. Make an equation
based on an image.
Read: Read aloud book. listen, follow the reading and Mathseeds book 105:
Book read along. Making 3-digit numbers

26
Partitioning Lesson 105 • Worksheet 1 Place value
numbers Name

1 Write the number.

= _______

= _______

= _______

= _______

2 Fill in the chart.

Hundreds Tens Ones
four hundred
and twenty-six
two hundred
and seven
one hundred
and sixty-three
three hundred
and ten

28 Copyright © Mathseeds and Blake eLearning 2015

Partitioning Lesson 105 • Worksheet 2 Partition numbers
numbers Name

1 Complete.
131 = 1 hundred, _____ tens and 1 one
318 = _____ hundreds, 1 ten and _____ ones
288 = _____ hundreds, _____ tens and _____ ones
404 = _____ hundreds and _____ ones
2 Complete.
123 = 100 + 20 + _____ 369 = 300 + _____ + _____
246 = _____ + _____ + _____ 490 = ___________________
3 Partition each number both ways.
231 = _____ hundreds, _____ tens and _____ ones
or _____ + _____ + _____
185 = ________________________________________________
or ____________________
452 = ________________________________________________
or ____________________
307 = ________________________________________________
or ____________________
170 = ________________________________________________
or ____________________
Copyright © Mathseeds and Blake eLearning 2015 29
Partitioning Lesson 105 • Worksheet 3 Numeral expanders
numbers Name

1 Complete.

245 hund reds te ns on es

367 hund reds te ns on es

480 hund reds te ns on es

106 hund reds te ns on es

500 hund reds te ns on es

2 Write the number.

1 hund reds 2 te ns 3 on es _______

2 hund reds 3 te ns 4 on es _______

3 hund reds 0 te ns 2 on es _______

4 hund reds 7 te ns 0 on es _______

30 Copyright © Mathseeds and Blake eLearning 2015

Partitioning Lesson 105 • Worksheet 4 Word problems
numbers Name

Write the answers.

1 Dizzy has 5 boxes of 100 balls each. How many balls
altogether? Color the hundred blocks to find the answer.

2 Mango has 30 bushes, 100 flowers and 9 trees in her garden.

How many altogether? Fill in the chart to find the answer.
Hundreds Tens Ones

3 Doc’s favorite number has 5 ones, 3 hundreds and 4 tens.

What is it? Fill in the numeral expander to find out.

hund reds te ns on es

4 Ruby lives at house number 215. Write this number three

other ways.
________________________________________________________________
________________________________________________________________

Copyright © Mathseeds and Blake eLearning 2015 31

 Lesson 106 • Counting 500–1000
Learning objectives Extra Assistance
Children will: Within the range of three-digit numbers students can find
• identify numbers from 500 to 1000. a number of counting patterns. They can skip count by
• order three-digit numbers. twos – the last digit tells us if a number is odd or even.
• count by ones, tens and hundreds between They can skip count by fives – the last digit tells us if a
500 and 1000. number is in the pattern. They can skip count by tens
where the final digit is always zero. Or skip count by tens
Common Core State Standards off the decade – the last digit should stay the same. Finally,
Number & Operations in Base Ten notice the pattern for counting by hundreds – the numbers
always end in 00.
Understand place value.
2.NBT.A.1 Understand that the three digits of a three-digit Classroom activities
number represent amounts of hundreds, tens, and ones. Quick Look
2.NBT.A.1.A 100 can be thought of as a bundle of ten tens Give students a card which has ‘more than 500’ written
— called a “hundred.” on one side and ‘less than 500’ on the other. Show them
2.NBT.A.1.B The numbers 100, 200, 300, 400, 500, 600, a number from 1 to 1000 and ask the class to show
700, 800, 900 refer to one, two, three, four, five, six, the matching side of their card. Write the number on a
seven, eight, or nine hundreds. laminated card so it is easy to wipe off and write a new
2.NBT.A.2 Count within 1000; skip-count by 5s, 10s, and one. After a while, begin to give them just a quick look to
100s. encourage them to focus on the hundreds digit.
2.NBT.A.3 Read and write numbers to 1000 using base-ten Order, Order!
numerals, number names, and expanded form. Give individual students a set of cards for the hundreds
from 100 to 1000. It is a race to see who can put them in
Key vocabulary
order fastest. Say ‘ready, set, go!’ Praise the fastest. Repeat
numbers 500–1000, count, number line, more, less, until most students find it easy, then give them a set of
hundreds, tens, ones, number square, thousand, smaller, tens from 10 to 1000 to put in order. This should prove
larger, place value, tessellating patterns more challenging!

Mathseeds Lesson TEACH PRACTICE APPLY

sequence Content and skills Children will:
Animated Lesson: Order the hundreds from 500– put the hundreds from 500 Worksheet 1
Recognize and count 1000. Understand that three-digit to 1000 in their place on a Three-digit numbers
numbers can go up or down by number line. Find one more
ones. Identify the order of the tens or less than a three-digit
from 500–1000. number on a number line. Fill
Song: Raffles Are All About a number square counting by
Numbers tens from 500 to 1000.
Order: Put numbers in order on a number move numbers into their Worksheet 2
Number Line Balloons, Smaller line. Recognize which number is correct position on the Order
or Larger Number smaller and which is larger. number line. Label two
numbers smaller and larger.
Place value: Identify how many hundreds, match a number to a group Worksheet 3
Make the Number, Place Value tens and ones are in a number. of hundreds, tens and ones Place value
Machine, Number Arrows Understand place value in three- blocks. Use three numerals
digit numbers. to make the biggest possible
number.
Find: Identify the word thousand. find your word from amongst Worksheet 4
Buses, Tessellations, Find the Complete the tessellating patterns. other words. Fill in the spaces Check
Match, Counting by 5s Read and remember three-digit to make a tessellating pattern.
numbers. Count by fives to add. Match three-digit numbers.
Count groups of 5 items.
Read: Read aloud book. listen, follow the reading and Mathseeds book 106:
Book read along. Count to 1000

32
Counting Lesson 106 • Worksheet 1 Three-digit numbers
500-1000 Name

1 Match.

500

600

700

800

900

1000

2 Write the next three numbers.

683, 684, 685, _______ , _______ , _______
916, 917, 918, _______ , _______ , _______
751, 752, 753, _______ , _______ , _______

34 Copyright © Mathseeds and Blake eLearning 2015

Counting Lesson 106 • Worksheet 2 Order
500-1000 Name

1 Put the numbers on the number line.

900 1000 600 800 700
500

2 Write these numbers in counting order.

539, 536, 538, 540, 537 _____________________________
812, 809, 811, 808, 810 _____________________________
998, 1000, 996, 999, 997 _____________________________

3 Put the house numbers in order.

621, 625, 627, 623, 629

Copyright © Mathseeds and Blake eLearning 2015 35

Counting Lesson 106 • Worksheet 3 Place value
500-1000 Name

1 Complete.

_______ hundreds _______ tens _______ ones = _______

_______ hundreds _______ tens _______ ones = _______

2 Color to show the number.

527

856

36 Copyright © Mathseeds and Blake eLearning 2015

Counting Lesson 106 • Worksheet 4 Check
500-1000 Name

1 Color the smaller number in each pair.

1000 500 926 956 744 741

2 Color the larger number.

550 950 689 699 816 819

3 Number the items 1 to 6 from cheapest to most expensive.

$1000 $550

$899 $623

$745 $980

4 Order from largest to smallest number.

987, 978, 789, 798, 897, 879 ___________________________
Copyright ©
© Mathseeds
Mathseeds and
and Blake
Blake eLearning
eLearning 2015
2015
Copyright 37
 Lesson 107 • Chance part 2
Children will: Extra Assistance
• understand the vocabulary of chance.
Probability is the likelihood of an event happening. A
• assess the chances of an event happening. student’s experiences with a chance event can skew their
• record outcomes in a tally table. sense of probability. For example, if students play a game
where they need to roll a 6 on a die to start, they may
Common Core State Standards believe it is harder to roll a 6 than any other number. Their
Measurement & Data sense of proportion will be out of scale. More advanced
students may be ready to distinguish between the
Represent and interpret data.
objective chance of something happening and the actual
2.MD.D.10 Draw a picture graph and a bar graph (with outcome when it is done.
single-unit scale) to represent a data set with up to four
categories. Solve simple put-together, take-apart, and Classroom activities
compare problems using information presented in a
Which Hat?
bar graph.
Place three hats on the floor with the labels likely, unlikely
Operations & Algebraic Thinking
and equal chance. Have a set of pictures of situations,
Add and subtract within 20. some which are likely to happen, some which are unlikely
2.OA.B.2 Fluently add and subtract within 20 using mental to happen, and some which have an even chance of
strategies. happening. Each student chooses one and explains which
hat they think it should go in. Encourage the class to
Key vocabulary discuss (politely) any events they disagree on.
chance, certain, likely, unlikely, impossible, equal chance, Chances and Outcomes
more, less, tally, table, outcome, flip, slide, turn, possible, Discuss the probability of the outcomes in common chance
–, =, numerals 1–20, meters, will, might, won’t, happen, +, situations such as flipping coins or rolling dice. Once the
picture graph conclusion has been reached that the outcomes are all
equally likely, make a tally table and ask students to flip
or roll 10 or 20 times and record each outcome. Discuss.
Were the outcomes equally represented? Why not?

Mathseeds Lesson TEACH PRACTICE APPLY

sequence Content and skills Children will:
Animated Lesson: Read and use chance choose a word to describe Worksheet 1
Chances and outcomes vocabulary. Understand that the chance of something Chances
chances and real outcomes happening. Flip a coin to
don’t always match up. record actual outcomes in a
tally table.

Vocabulary: Recognize situations which label two similar situations Worksheet 2

More or Less Likely, Possible or are more or less likely to as more likely and less likely Vocabulary
Impossible, Gumballs, Could occur or which are possible or possible and impossible.
this happen in real life? or impossible. Apply chance Identify the chance of a certain
vocabulary to a situation. event happening.

Identify: Recognize the different identify whether a shape Worksheet 3

Flip, Slide or Turn, Long Jump, movements a shape can make. has done a flip, slide or turn. Outcomes
Picture Graphs Use 1m sticks to measure a Count measuring sticks to find
jump. Make a picture graph to a length. Fill the columns in a
match the data given. picture graph correctly.

Operations Fluency: Use mental strategies to complete 10 subtraction or Worksheet 4

Subtract to 10, Add to 20 answer subtraction sums or addition sums before time Check
add two numbers. runs out.

Read: Read aloud book. listen, follow the reading and Mathseeds book 107:
Book read along. Chance words

38
Chance Lesson 107 • Worksheet 1 Chances
part 2 Name

1 Color the things that will happen tomorrow.

Circle the things that might happen tomorrow.
Cross out the things that won’t happen tomorrow.

2 Label the events as more likely or less likely.

40 Copyright © Mathseeds and Blake eLearning 2015

Chance Lesson 107 • Worksheet 2 Vocabulary
part 2 Name

1 Match each event to its chance of happening at lunchtime.

You play You fly home

football. for lunch.
certain

You have to
You eat lunch. possible stay inside.

You play with impossible You grow

friends. green hair.

2 Circle the sentences that are true.

You are likely to be shorter next year.

It is unlikely to snow in summer.

There is an equal chance of getting heads or tails

when you flip a coin.

We are certain to see a rainbow tonight.

It is possible it will rain next week.

Writing a story in class is impossible.

Copyright © Mathseeds and Blake eLearning 2015 41

Chance Lesson 107 • Worksheet 3 Outcomes
part 2 Name

1 Write down the chance of these events happening when you

flip a coin.
certain likely equal chance unlikely impossible

It lands on heads. ____________________

It lands on tails. ____________________
It lands on the thin edge. ____________________
It lands on heads or tails. ____________________
2 If you flip a coin 10 times what is most likely to happen?
Color your answer.
It lands on 5 heads It lands on 4 heads,
and 5 tails. 4 tails and 2 edges.

It lands on 1 head It lands on 10 heads,

and 9 tails. no tails.

3 Flip a coin 10 times. Record the outcomes with tallies in this table.

Heads
Tails

4 Did your outcomes match your prediction? How?

______________________________________________________
______________________________________________________
42 Copyright © Mathseeds and Blake eLearning 2015
Chance Lesson 107 • Worksheet 4 Check
part 2 Name

certain likely equal chance unlikely impossible

1 If you roll a dice, what is the chance of it landing on:

a number from 1 to 6? ____________________
a number 7? ____________________
a number 3? ____________________
the table? ____________________
2 Draw something:

certain to happen tomorrow. impossible to see.

likely to happen this year. a dog is unlikely to do.

Copyright © Mathseeds and Blake eLearning 2015 43

 Lesson 108 • Odd and even numbers
Learning objectives Extra Assistance
Children will: The concept of odd and even numbers is based on the
• pair up items to recognize odd and even numbers. understanding that when you pair up items and there is
one left over, that group is an odd number. Practice pairing
• identify odd and even numbers in a number line.
up with objects to 20 to develop the idea that numbers
• classify numbers from 1–100 as odd or even. ending in 1, 3, 5, 7 and 9 have one left over and are odd
numbers. 2s, 4s, 6s, 8s and 10s will pair up neatly and are
Common Core State Standards
even numbers. For more advanced students, apply this
Operations & Algebraic Thinking understanding to larger numbers. Emphasize that they only
Work with equal groups of objects to gain foundations for need to look at the ones digit.
multiplication.
Classroom activities
2.OA.C.3 Determine whether a group of objects (up to 20)
has an odd or even number of members, e.g., by pairing Quick Look
objects or counting them by 2s. Give students a card which has odd written on one side
Add and subtract within 20. and even on the other. Hold up pictures of groups from 1
2.OA.B.2 Fluently add and subtract within 20 using mental to 20 and ask the class to show the matching side of their
strategies.  card. Use dot patterns, items in 2 rows, ten frames and
Base Ten blocks. After a while, begin to give them just a
Key vocabulary quick look to encourage them to look for the markers of
odd numbers.
odd, even, numbers 1–100, pair, pattern, meters, measure,
subtract, number line, –, =, tessellating, chance, certain, Sort Yourselves Out!
likely, unlikely, impossible, tally marks This is best done in a hall or on the playground. Assign
each student a number. The teacher calls out instructions
and they must decide if it applies to their number (and
thus them). For example: Odd numbers sit down. Even
numbers jump up and down. Line up in counting order.
Numbers less than 10 go left and over 10 go right.

Mathseeds Lesson TEACH PRACTICE APPLY

sequence Content and skills Children will:
Animated Lesson: Recognize that odd numbers pair up socks to identify odd and even Worksheet 1
Count and recognize have one left over when you numbers. Identify odd and even as Odd and even groups
pair items up. Identify odd and alternating numbers from 1–20.
even numbers in the counting
sequence.
Song: Today is for Odd
Numbers
Sort: Recognize whether a numeral choose the label odd or even for Worksheet 2
Odd or Even?, Adding is odd or even, or whether the a number or the answer to a sum. Odd and even numbers
Odds and Evens, answer to a sum is odd or even. Identify the chance of a certain event
Gumballs, Odd or Even? Apply chance vocabulary. happening.

Counting: Use 1m measuring sticks to count measuring sticks to find the Worksheet 3
How Many Meters?, measure an object. Use the length. Count back on the number line Odd and even answers
Subtract to 20, Keeping number line to subtract within to answer a subtraction sum. Select the
Score 20. Read tally marks. numeral to match the tally marks.
Find: Match pictures of items. find the odd one out. Use the right Worksheet 4
Odd One Out, Complete the tessellating pieces to make a tessellating pattern. Check
Tessellations patterns.

Read: Read aloud book. listen, follow the reading and read Mathseeds book 108:
Book along. Odd or Even

44
Odd and Lesson 108 • Worksheet 1 Odd and even groups
even
numbers Name

1 Circle pairs of shoes. Label each group odd or even.

____________________ ____________________
2 Color the odd groups of socks in red and the even groups in blue.

3 Fill in the ten frame with an 4 Fill in the ten frame with an
odd number. even number.

46 Copyright © Mathseeds and Blake eLearning 2015

Odd and Lesson 108 • Worksheet 2 Odd and even numbers
even
numbers Name

1 Color the even numbers blue and the odd numbers red.

1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20

21 22 23 24 25 26 27 28 29 30
2 What do the even numbers end with?
____ ____ ____ ____ ____
3 What do the odd numbers end with?
____ ____ ____ ____ ____
4 Tick the odd numbers. Put a cross on the even numbers.

78 51 66 89

134 223 772

999 444 1000 565

Copyright © Mathseeds and Blake eLearning 2015 47

Odd and Lesson 108 • Worksheet 3 Odd and even answers
even
numbers Name

1 Will the answer be odd or even? Circle.

+ odd even

+ odd even

+ odd even

2 Will the answer be odd or even? Join the odd sums to Dizzy
and the even sums to Doc.
odd
3+1 4+4
even
12 + 7 14 + 6

11 + 5 2+5

48 Copyright © Mathseeds and Blake eLearning 2015

Odd and Lesson 108 • Worksheet 4 Check
even
numbers Name

1 Write out the odd numbers from 1 to 20.

2 Write out the even numbers from 1 to 20.

3 How many?
Color the odd groups red and the even groups blue.

Copyright © Mathseeds and Blake eLearning 2015 49

 Lesson 109 • The Calendar
Learning objectives Extra Assistance
Children will: Incorporate practice with using a calendar into the
• know the months and days of the week. classroom by having a calendar with students’ birthdays,
beginning and end of term dates, school events, national
• recognize correct month order.
holidays and other important dates on it. Ask students to
• understand how to find a date on a calendar. find an event and tell you the date, or find a date and tell
you the event. They can also add events to the calendar
Common Core State Standards
when they come up by finding the date and writing the
Measurement & Data event on.
Work with time and money.
Classroom activities
2.MD.C.7 Tell and write time from analog and digital
clocks. Make it!
Measure and estimate lengths in standard units. Have the class make their own calendar. Give pairs or trios
of students a 7 x 6 grid on an A3 piece of paper. Assign
2.MD.A.1 Measure the length of an object by using
each group a month. They put the name of the month at
appropriate tools such as yardsticks and meter sticks.
the top. The days of the week go across the top row. Have
Operations & Algebraic Thinking them find out what day the first of the month is on and
Add and subtract within 20. start numbering the days from that day of the week in the
2.OA.B.2 Fluently add and subtract within 20 using mental second row. Make sure they know how many days are in
strategies. By end of Grade 2, know from memory all sums their month.
of two one-digit numbers. What Now?
Have students hold up their sheet and get the months in
Key vocabulary order without talking. Put the calendar on the wall. Ask
calendar, month, date, January, February, March, April, individuals to put stickers on specific dates for special days
May, June, July, August, September, October, November, such as birthdays or field trips. Have someone highlight
December, days of the week, ordinal numbers, certain, the weeks of each term by giving them the start and end
likely, unlikely, impossible dates. Given a date, ask students what day of the week it
is.

Mathseeds Lesson TEACH PRACTICE APPLY

sequence Content and skills Children will:
Animated Lesson: Understand how a calendar recognize correct month order Worksheet 1
Reading a calendar works – the months go in order, and how many days are in a Months
there are a set number of days in month. Use ordinal numbers to
a month, and months are made find a date. Match dates to days
up of weeks. of the week.

Vocabulary: Recognize the days of the week. match the days of the week. Worksheet 2
Days of the Week, Buses, Identify the word January. Apply Select the given word. Identify Weeks and days
Gumballs chance vocabulary. the chance of a certain event
happening.

Find: Use correct month order. put missing months in the Worksheet 3
Months, It’s a Date, Move the Understand how a calendar correct place. Find the month, Using a calendar
Shape, Half-past Clocks works. Recognize a flip, slide date and day of the week.
or turn. Identify the time on an Choose a movement to match a
analog clock. direction. Select the time shown
on the clock.
Calculate: Use 1m measuring sticks. Use count meter sticks to find height. Worksheet 4
How Tall?, Make the Equation numbers and symbols to write Make an equation based on an Check
a sum. image.

Read: Read aloud book. listen, follow the reading and Mathseeds book 109:
Book read along. Months

50
 The Lesson 109 • Worksheet 1 Months
Calendar
 Name

1 Label the missing months: April, August, December, March,

May, October, September.
2 Color the months with 31 days in blue.
Color the months with 30 days in red.
3 Which month is left? _______________
How many days does it have? _________
52 Copyright © Mathseeds and Blake eLearning 2015
 The Lesson 109 • Worksheet 2 Weeks and days
Calendar
 Name

August
Sunday Monday Tuesday Wednesday Thursday Friday Saturday
1 2 3 4 5
6 7 8 9 10 11 12
13 14 15 16 17 18 19
20 21 22 23 24 25 26
27 28 29 30

1 Which day of the week is:

August 1? _______________________
August 12? _______________________
August 20? _______________________
August 30? _______________________
2 What is the date of:
the first Sunday in August? ____________
the last Friday in August? ____________
the third Monday in August? ____________
the second Thursday in August? ____________
3 How many:
Wednesdays in August? _________
Saturdays in August? _________
4 Color the weekdays green.
How many weekdays in August? _____

Copyright © Mathseeds and Blake eLearning 2015 53

 The Lesson 109 • Worksheet 3 Using a calendar
Calendar
 Name

Monday Wednesday Saturday

1 2 3

6 7 11 12

14 15 16 17

20 21 25 26

27 28

1 This is the seventh month of the year. Label it.

2 How many days in this month? _____
3 Fill in the missing days and numbers.
4 Which month comes before this one? _____________________
Which month comes after this one? _____________________
5 Dizzy’s birthday is July 29.
Write Dizzy’s birthday on the calendar.
6 What day of the week is Dizzy’s birthday?
_____________________
7 What is the date:
the day before Dizzy’s birthday? _____________________
the day after? _____________________
a week before Dizzy’s birthday? _____________________
a week after? _____________________
54 Copyright © Mathseeds and Blake eLearning 2015
 The Lesson 109 • Worksheet 4 Check
Calendar
 Name

1 Order the months of the year. Number them from 1 to 12.

1
January ____ August ____ December ____
May ____ November ____ March ____
September ____ June ____ July ____
February ____ October ____ April ____
2 Tick the true sentences. Put a cross if they are false.
March is the 3rd month.
August is the 5th month.
December is the last month.
February is the first month.
3 Match.
January July
February Summer August
March Fall September
April Winter October
May Spring November
June December
4 Tick the true sentences. Put a cross if they are false.
June is the first month of summer.
January is in winter.
December begins the summer.
September is the first month of spring.
Copyright © Mathseeds and Blake eLearning 2015 55
 Lesson 110 • Subtraction: jump strategy
Learning objectives Extra Assistance
Children will: The jump strategy is the basis for the vertical algorithm,
• break a number into tens and ones to subtract. where ones and tens are lined up in columns to make
working with them easier. Once students have grasped the
• jump back along a number line to subtract.
concept of place value, they can be taught to jump along
• jump down a hundred chart to subtract. the number line or through the hundred chart by tens and
then by ones. An empty number line can be used as a step
Common Core State Standards
between this version and being able to mentally jump by
Number & Operations in Base Ten tens and ones to add or subtract.
Use place value understanding and properties of
operations to add and subtract. Classroom activities
2.NBT.B.5 Fluently add and subtract within 100 using Count Back
strategies based on place value, properties of operations, Give each student a laminated number line 0–100 and
and/or the relationship between addition and subtraction. a whiteboard marker. Ask them to circle a number. Tell
Operations & Algebraic Thinking them a smaller number to take away. They should draw
Represent and solve problems involving addition and the jumps back by tens, then ones. Ask them to circle
subtraction. the number they ended on. Praise those who are correct.
Check the work of the others and help them understand
2.OA.A.1 Use addition and subtraction within 100 to solve
their mistake. Repeat.
one- and two-step word problems involving situations of
adding to, taking from, putting together, taking apart, and Back Track
comparing, with unknowns in all positions. Have a hundred chart on the IWB. Draw arrows from a
number, going back to another number. You could use
Key vocabulary an arrow for each ten or one, or one arrow for the tens
jump strategy, –, =, numbers 0–100, subtract, take away, and one arrow for the ones. Ask students to write the
minus, tens, ones, number line, hundred chart, +, months equation. For example, an arrow goes from 77 to 47, then
of the year, days of the week, calendar another arrow from 47 to 42. So the equation should be
77 – 35 = 42. Repeat using new numbers.

Mathseeds Lesson TEACH PRACTICE APPLY

sequence Content and skills Children will:
Animated Lesson: Use the jump strategy to jump back along the number line Worksheet 1
Jump to subtract subtract by breaking the number or the hundred chart to take away Number lines
into tens and ones. the tens, then the ones.
Song: The Best Bunny

Subtraction: Use the number line to subtract. count back on the number line Worksheet 2
Subtract to 20, Number Bar Find the difference between to subtract. Put two number Hundred chart
Take Away, Subtract to 20, two numbers on the number bars on the number line to find
Subtract Tens, Jump Back line. Use mental strategies to the difference. Complete 10
subtract. Subtract tens. Jump subtractions quickly. Count tens.
down the number chart to Split a number into tens and ones
answer a sum. to subtract.
Operations: Jump down the number chart split a number into tens and ones Worksheet 3
Jump Forward, Word to answer a sum. Read a word to add. Read a problem, match to Jump strategy
Problems, Equations problem and match to an a sum and find the answer. Drag
equation. Complete equations the correct parts for the number
using groups of items and sentences.
numerals.
Match: Understand how a calendar find the correct month, date and Worksheet 4
It’s a Date works. day of the week. Word problems

Read: Read aloud book. listen, follow the reading and Mathseeds book 110:
Book read along. Jump back to subtract

56
Subtraction: Lesson 110 • Worksheet 1 Number lines
jump
strategy Name

1 Use the number lines to jump back by tens and ones.

75 – 24 =

40 50 60 70 80

59 – 35 =

20 30 40 50 60

2 Fill in the missing numbers.

98 – =

60 70 80 90 100

98 – =

0 10 20 30 40

98 – =

30 40 50 60 70
58 Copyright © Mathseeds and Blake eLearning 2015
Subtraction: Lesson 110 • Worksheet 2 Hundred chart
jump
strategy Name

1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20

21 22 23 24 25 26 27 28 29 30

31 32 33 34 35 36 37 38 39 40

41 42 43 44 45 46 47 48 49 50

51 52 53 54 55 56 57 58 59 60

61 62 63 64 65 66 67 68 69 70

71 72 73 74 75 76 77 78 79 80

81 82 83 84 85 86 87 88 89 90

91 92 93 94 95 96 97 98 99 100

1 Jump back through the hundred chart by tens and ones to

find the answers.
75 – 32 = _____ 34 – 21 = _____ 98 – 45 = _____
2 Draw different colored arrows to show your jumps back by
tens and ones.
Blue: 69 – 33 = _____ Green: 100 – 73 = _____
Red: 86 – 25 = _____ Purple: 57 – 44 = _____
Copyright © Mathseeds and Blake eLearning 2015 59
Subtraction: Lesson 110 • Worksheet 3 Jump strategy
jump
strategy Name

1 Fill in the missing numbers.

eg 88 – 35 45 – 23
80 – 30 = 50 40 – 20 = _____
8 – 5 = 3 5 – 3 = _____
88 – 35 = 53 45 – 23 = _____

66 – 26 97 – 64
60 – _____ = _____ _____ – _____ = _____
_____ – 6 = _____ _____ – _____ = _____
66 – 26 = _____ _____ – _____ = _____

2 Use the frames to subtract.

Tens Ones Tens Ones Tens Ones
9 5 7 7 4 9
– 7 2 – 4 3 – 2 5

3 Subtract tens, then ones to find the answers.

39 – 31 = _____ 58 – 45 = _____ 76 – 55 = _____
47 – 36 = _____ 89 – 42 = _____ 100 – 42 = _____

60 Copyright © Mathseeds and Blake eLearning 2015

Subtraction: Lesson 110 • Worksheet 4 Word problems
jump
strategy Name

Show your working subtracting tens and ones.

Write the answer in the box.
1 There are 87 seeds and 51 have been planted.
How many are left to plant?

2 I have 68 books and I give away 45 for the book sale.

How many books do I have left?

3 Ruby has 55 shopping bags. She lends 34 bags to Mango.

How many left?

4 If there are 99 children at the pool and 79 go home,

how many are left?

Copyright © Mathseeds and Blake eLearning 2015 61

 Lesson 111 • Sharing part 2
Learning objectives Classroom activities
Children will: Count ‘em!
• share sets of items into equal groups and rows. Give students 12 items each – counters, pop sticks, blocks
• identify how many in the equal groups and rows. or counting bears. The teacher says ‘make 2 groups’ and
students share their items into 2 equal groups. Then they
• find the total of a set of groups or rows.
write a sentence to describe the situation, eg
Common Core State Standards 2 groups of 6 make 12
Operations & Algebraic Thinking Repeat, making 3, 4 and 6 groups. This can also be done
with 6, 8, 9, 10, 14, 15, 16, 18 or 20 items depending on
Work with equal groups of objects to gain foundations for
the ability levels of your students.
multiplication.
Making Groups
2.OA.C.4 Use addition to find the total number of objects
arranged in rectangular arrays with up to 5 rows and up to This is best done in a hall or on the playground. The
5 columns; write an equation to express the total as a sum teacher calls out ‘make groups of 2’ and students move
of equal addends. into groups of 2. Students who are ‘leftover’ get to
count and help the teacher record this set of groups as a
Key vocabulary sentence, eg
share, equally, groups, rows, numbers 1–100, months of 13 groups of 2 = 26
the year, order, jump strategy, number chart, –, =, + Repeat, making groups of 3, 4, 5, 6 and so on.

Extra Assistance
Before using the multiplication symbol (×) or the division
symbol (÷) in equations, students need to understand the
elements of a multiplication or division problem. There is
the total number of items, the number of groups and the
number in each group. Be sure to use plenty of hands on
activities to practice these concepts and include vocabulary
such as ‘divide into 3 groups’, ‘share into equal groups’,
‘share equally between 3’, and ‘3 groups of 2 make a total
of 6’.

Mathseeds Lesson TEACH PRACTICE APPLY

sequence Content and skills Children will:
Animated Lesson: Make equal groups or rows and share a set of items into equal Worksheet 1
Count and share identify how many in each. groups or rows. Count each group Equal groups
Song: Sharing is Fun or row.

Share: Share items equally into groups move items to make equal groups Worksheet 2
Cat Fish, Cows in Paddocks, or rows. Use a repeated addition or rows. Count how many rows, Equal rows
Doggy Bones, Building Towers, sum to find the total. Identify how many in each row and find the
Flower Power, Equal Rows, the elements of sharing and the total. Move groups until they add to
How Many Groups? total. Add equal groups to make the target number.
a target number.
Strategies: Jump down the number chart to split a number into tens and ones to Worksheet 3
Jump Back answer a sum. subtract. Sharing

Order: Use correct month order. put the missing months in the Worksheet 4
Months correct place. Word problems

Read: Read aloud book. listen, follow the reading and read Mathseeds book 111:
Book along. Sharing into rows

62
Sharing Lesson 111 • Worksheet 1 Equal groups
part 2 Name

1 Circle 2 equal groups. Complete the sentence.

2 groups of ______ = ______ 2 groups of ______ = ______

2 Circle 3 equal groups. Complete the sentence.

3 groups of ______ = ______ 3 groups of ______ = ______

3 Draw.

3 groups of 5 bananas 2 groups of 4 balloons

64 Copyright © Mathseeds and Blake eLearning 2015
Sharing Lesson 111 • Worksheet 2 Equal rows
part 2 Name

1 Complete each sentence.

_____ rows of _____ = _____ _____ rows of _____ = _____

JJJJ
JJJJ
JJJJ
JJJJ
_____ rows of _____ = _____ _____ rows of _____ = _____
2 Draw.

9 stars in 3 equal rows 8 eggs in 4 equal rows

Copyright © Mathseeds and Blake eLearning 2015 65
Sharing Lesson 111 • Worksheet 3 Sharing
part 2 Name

1 Match.

2 groups of 3

2 rows of 5

4 rows of 2

3 groups of 3

4 rows of 4

3 groups of 4

2 Share equally. Draw the food on each plate.

66 Copyright © Mathseeds and Blake eLearning 2015

Sharing Lesson 111 • Worksheet 4 Word problems
part 2 Name

Draw the problem. Find the answer.

1 Mango has 12 bananas. She shares them equally
between Ruby, Waldo, Doc and herself. How many each?

12 bananas shared between 4 people = each

2 Dizzy has 15 crackers. He puts them into bags of 3 each.

How many bags of crackers does he have?

15 crackers shared into groups of 3 = each

3 Ruby has 4 plates. There are 4 cakes on each plate.

How many cakes altogether?

4 groups of 4 cakes = altogether

Copyright © Mathseeds and Blake eLearning 2015 67

 Lesson 112 • Area part 2
Learning objectives Extra Assistance
Children will: In measuring area with informal units it is important to
• recognize that area can be counted in squares. stress that the units must be uniform – that is, exactly the
same in shape and size. Give students opportunities to
• measure area in informal units – squares.
measure using disparate units, for example, measuring a
• differentiate between sizes of areas. desk using their pencil cases. The units differ so 10 small
pencil cases might fit where only 5 large ones do. When
Common Core State Standards
they measure using uniform units, such sheets of A4
Measurement & Data paper, they should all get the same measurement.
Geometric measurement: understand concepts of area.
Classroom activities
3.MD.C.5 Recognize area as an attribute of plane figures
and understand concepts of area measurement. Guessing Competition
3.MD.C.5.B A plane figure which can be covered without Give students a sheet with a list of areas they can see
gaps or overlaps by n unit squares is said to have an area – their desk, the teacher’s desk, a floor rug, the door, a
of n square units. cupboard, and so on. Show them an informal unit for
3.MD.C.6 Measure areas by counting unit squares (square measuring the areas, such as a piece of A4 paper. Have
cm, square m, square in, square ft, and improvised units). them estimate how many units each area will be. Write
these guesses on the sheet. Measure the items and
Key vocabulary compare their guesses to the true measurements.

area, measure, how many, cover, square, numbers 1–1000, Trace it

smallest, largest, –, =, number line, triangle, far away, near, Students trace around a selection of items onto a piece
behind, in front, next to, share, equally of paper – pencil, eraser, ruler, bottle, hand, and so on.
Give them a pile of Base Ten ones blocks and ask them to
cover a tracing with the blocks. Count how many blocks
and write this number in the tracing. Compare their results
with other people’s. Did anyone measure the same thing
and get a different measurement? Why?

Mathseeds Lesson TEACH PRACTICE APPLY

sequence Content and skills Children will:
Animated Lesson: Understand that area can be cover areas with squares. Count Worksheet 1
Cover and count measured in squares that cover the squares covering a shape to Measuring area
the area. find the area.
Song: We’ve Got Some
Measuring To Do
Sort: Differentiate items by size. order items by size. Choose the Worksheet 2
Big Small Short Tall, Largest Differentiate between items biggest or smallest item. Sort Comparing area
Area, Position, Smallest Area, based on position. Measure between positions. Count how
How Many Squares?, Smaller area in squares using a grid. many squares in each shape. Label
or Larger Number Identify which number is smaller two numbers smaller and larger.
or larger.

Draw: Reinforce correct formation of draw shapes using a set of dots as Worksheet 3
Dotty Shapes shapes. corners. Equal areas

Operations: Find the difference between put two numbers on the number Worksheet 4
Number Bar Take Away, Cows two numbers on the number line and find the difference. Move Check
in Paddocks line. Share items equally into items to make equal groups.
groups.

Read: Read aloud book. listen, follow the reading and read Mathseeds book 112:
Book along. Area

68
 Area Lesson 112 • Worksheet 1 Measuring area
part 2 Name

1 Count the squares to find the area of each item.

A
________ ________

5¢

________
________

2 Color the shapes that cover 3 squares in green.

Color the shapes that cover 4 squares in blue.
Color the shapes that cover 5 squares in red.

70 Copyright © Mathseeds and Blake eLearning 2015

 Area Lesson 112 • Worksheet 2 Comparing area
part 2 Name

1 Count the squares.

________ ________

________ ________

________ ________

2 Color the biggest area orange. Color the smallest area purple.
Find two shapes with the same area. Color them green.
3 Draw a larger shape in blue. Draw a smaller shape in red.

Copyright © Mathseeds and Blake eLearning 2015 71

 Area Lesson 112 • Worksheet 3 Equal areas
part 2 Name

1 a Color the shapes with the same area yellow.

b Add one square to make the other two shapes the same area.
2 Circle the odd one out in each row.

72 Copyright © Mathseeds and Blake eLearning 2015

 Area Lesson 112 • Worksheet 4 Check
part 2 Name

1 Draw a shape that covers an area of:

• 2 squares. • 3 squares. • 4 squares.
• 5 squares. • 6 squares. • 7 squares.

2 Draw a different shape that covers:

• 3 squares. • 4 squares. • 5 squares.
Copyright © Mathseeds and Blake eLearning 2015 73
 Lesson 113 • Grouping part 2
Learning objectives Extra Assistance
Children will: The base understanding for multiplication is that equal
• identify how many groups and how many in groups are being added together to find a total. There are
each group. many ways to approach this concept. Use equal groups
and rows of items. Students may count each item to
• use repeated addition on the number line to find
find the total or skip count the groups. Jumping along a
the total.
number line or hundred chart to complete the repeated
Common Core State Standards addition may help. Eventually they should be using the
repeated addition sum, and then the multiplication
Operations & Algebraic Thinking equation, employing mental strategies.
Work with equal groups of objects to gain foundations for
multiplication. Classroom activities
2.OA.C.4 Use addition to find the total number of objects Jump to it!
arranged in rectangular arrays with up to 5 rows and up to Draw a large number line on the playground. Give
5 columns; write an equation to express the total as a sum students repeated addition sums. They jump along the
of equal addends. number line to find the answer. After some practice with
Number & Operations in Base Ten this, give them statements of multiplication such as ‘3
Use place value understanding and properties of groups of 2’ and ask them to make the jumps (eg three
operations to add and subtract. jumps of two places) to find the answer. When ready, use
2.NBT.B.5 Fluently add and subtract within 100 using multiplication equations such as 3 × 2.
strategies based on place value, properties of operations, Making a Statement
and/or the relationship between addition and subtraction. Give students dice and sheets with empty grouping
statements (_ groups of _ = _) and space to write the
Key vocabulary matching repeated addition sum next to it. Ask them to
grouping, how many, groups, together, total, repeated roll their die twice and put the numbers in a grouping
addition, +, =, number line, plus, equals, jump strategy, statement (eg 2 groups of 4). Then they use this statement
number chart, ×, problem, equation, – to write a repeated addition and find the answer to both.

Mathseeds Lesson TEACH PRACTICE APPLY

sequence Content and skills Children will:
Animated Lesson: Understand that grouping involves a count how many items in a group and Worksheet 1
Group and add number of groups and a number in how many groups. Find the total using Making groups
each group. Use these numbers in the repeated addition on a number line.
sentence: £ groups of £ = £.
Song: Three Groups of Three
Grouping: Identify groups of a given number. select the groups of 2, 7 and 5. Give Worksheet 2
Groups, Rabbit Food Make equal groups and find the total. each rabbit a group of carrots, then Repeated addition
find the total.
Adding groups: Add equal groups until they total a select a number of groups to make Worksheet 3
How Many Groups?, target number. Identify how many the target number. Count how many Number lines
Flower Pots, Goldfish groups, how many in each group and groups and how many in each group.
the total. Use a multiplication sum or Make a set of groups with the right
repeated addition. number in each group. Find the total.
Operations: Jump down the number chart to split a number into tens and ones to Worksheet 4
Jump Forward, Word answer a sum. Read a word problem add or subtract. Read the problem, Word problems
Problems, Dog Treats, and translate it to an equation. Find the match to a sum and find the answer.
Bird Cafe answers to multiplication sums. Match an equation to its answer.

Read: Read aloud book. listen, follow the reading and read Mathseeds book 113:
Book along. Equal groups

74
Grouping Lesson 113 • Worksheet 1 Making groups
part 2 Name

1 Circle 2 equal groups. Complete the sentence.

____ groups of ____ = _____ ____ groups of ____ = _____

____ groups of ____ = _____ ____ groups of ____ = _____

2 Draw.

2 groups of 5 balls 3 groups of 2 balloons

4 groups of 3 kites 5 groups of 2 flowers

76 Copyright © Mathseeds and Blake eLearning 2015
Grouping Lesson 113 • Worksheet 2 Repeated addition
part 2 Name

1 Find the answer.

2 + 2 + 2 + 2 = _______ 5 + 5 + 5 = _______

3 + 3 + 3 + 3 + 3 = _______ 4 + 4 + 4 = _______

2 Write the repeated addition sum. Find the answer.

________________ = _______ ________________ = _______

________________ = _______ ________________ = _______

Copyright © Mathseeds and Blake eLearning 2015 77
Grouping Lesson 113 • Worksheet 3 Number lines
part 2 Name

1 Find the answer.

2 + 2 + 2 = _______

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
3 + 3 + 3 + 3 = _______

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
4 + 4 + 4 = _______

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

2 Draw the jumps. Find the answer.

5 + 5 + 5 = _______

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

2 + 2 + 2 + 2 + 2 + 2 = _______

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

3 + 3 + 3 = _______

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
78 Copyright © Mathseeds and Blake eLearning 2015
Grouping Lesson 113 • Worksheet 4 Word problems
part 2 Name

Find the answer. You can draw the problem, write a repeated
addition sum or use a number line.
1 Dizzy has three plates with four cakes each.
How many cakes altogether?

2 Ruby has four boxes. There are four bows in each box.
How many bows altogether?

3 Waldo makes six piles of two balls each.

How many balls altogether?

Copyright © Mathseeds and Blake eLearning 2015 79

 Lesson 114 • Quarter-hour
Learning objectives Extra Assistance
Children will: To explain quarter-hours link the analog clock to a circle
• understand that an hour has 4 quarters. cut into quarters or fourths. Explain how we can have
one quarter filled from 12 to 3 – this is a quarter-past or
• recognize that a quarter-hour is 15 minutes.
quarter-after the hour. We have one quarter left when
• identify quarter-to and quarter-after times. the clock is filled from 12 to 9 – this is a quarter-to the
hour. The digital clock shows the hour in 60 minutes so a
Common Core State Standards
quarter or a fourth of an hour is 15 minutes – :15 shows
Measurement & Data a quarter-past or quarter-after the hour, :30 shows two
Work with time and money. quarters or half-past, and :45 shows three-quarters past
2.MD.C.7 Tell and write time from analog and digital clocks the hour which we call a quarter-to.
to the nearest five minutes, using a.m. and p.m.
Classroom activities
1.MD.B.3 Tell and write time in hours and half-hours using
analog and digital clocks. Make it!
Solve problems involving measurement and estimation. Ask students to bring in a small cardboard box to make
a digital clock. Cut two pairs of slits in one side so two
3.MD.A.1 Tell and write time to the nearest minute and
strips of paper can be threaded through and glued into
measure time intervals in minutes. Solve word problems
a loop. Draw a colon between them. The first loop of
involving addition and subtraction of time intervals in
paper should have the numbers 1 to 12 for the hours. The
minutes.
second loop is for minutes. This could have just the quarter
Key vocabulary hours (00, 15, 30, 45). Another option is to have two
loops for the minutes – one is 0 to 5 and the other is 0 to
digital time, :00, :30, :15, :45, o’clock, half-past, quarter, 9 to make all the minute options.
past, after, to, numbers 1–31, 45, minutes, minute hand,
What Now?
hour, calendar, months of the year, days of the week, a.m.,
p.m., morning, afternoon, night Ask students to show particular times on their clock. Set
up the clocks in a row showing all the quarter hours in
a school day and count them. They could play matching
games with their digital clock and a paper plate analog
clock (see Lesson 87 Teacher Guide).

Mathseeds Lesson TEACH PRACTICE APPLY

sequence Content and skills Children will:
Animated Lesson: Understand an hour as divided match hour and half-hour Worksheet 1
Recognize quarter-hours into 4 quarters. Recognize the times. Match digital times to Quarter-past
quarter-past or quarter-after analog clocks for the quarter-
and quarter-to times. hours.

Working with time: Understand how the quarters find the time on the clock and Worksheet 2
Waldo Has 15 Minutes of an hour work. the time 15 minutes later. Quarter-to

Match: Recognize the time on analog select the time being shown Worksheet 3
What Time is it?, Half-past and digital clocks. Understand on the clock. Match digital Telling time
Clocks, Read the Time, a.m. or that the day is split into two and analog times. Identify
p.m.?, Which Clock parts – a.m. and p.m. which parts of the day are
a.m. or p.m.

Find: Understand how a calendar find the correct month, date Worksheet 4
It’s a Date, Months works. and day of the week. Put the Word problems
months in the correct order.

Read: Read aloud book. listen, follow the reading and Mathseeds book 114:
Book read along. 15 minutes

80
Quarter Lesson 114 • Worksheet 1 Quarter-past
-hour Name

1 What time is it?

quarter-past ____ quarter-after ____ quarter-past ____

I2:I5 O4 : I 5 08 : I 5
quarter-after ____ quarter-past ____ quarter-after ____

2 Show the time on the clock.

quarter-after one quarter-past ten quarter-after five

: : :
quarter-past eleven quarter-after three quarter-past seven

82 Copyright © Mathseeds and Blake eLearning 2015

Quarter Lesson 114 • Worksheet 2 Quarter-to
-hour Name

1 What time is it?

quarter-to ____ quarter-to ____ quarter-to ____

I0:45 O5 : 4 5 0I : 4 5
quarter-to ____ quarter-to ____ quarter-to ____

2 Show the time on the clock.

quarter-to twelve quarter-to four quarter-to eight

: : :
quarter-to two quarter-to nine quarter-to six

Copyright © Mathseeds and Blake eLearning 2015 83

Quarter Lesson 114 • Worksheet 3 Telling time
-hour Name

1 Match.

02 : I 5 0I 0 : 3 0

quarter-to six

eight o’clock

quarter-after two
08 : 0 0 05 : 4 5
half-past ten

2 Fill in your times.

When does What time When does What time
school start? is lunch? school end? is bedtime?
____________ ____________ ____________ ____________

84 Copyright © Mathseeds and Blake eLearning 2015

Quarter Lesson 114 • Worksheet 4 Word problems
-hour Name

Put the answer in the clock.

1 Dizzy had a nap at ten o’clock.
He woke up two hours later.
What time was it then? :

2 Mango sat down for dinner at 6:30.

She was finished half an hour later.
What time was it then? :

3 Doc played a game for fifteen minutes.

He started at quarter-after four.
What time did he finish?

4 Ruby was sorting her bags at 2:45.

It took her a quarter of an hour.
What time did she finish?

5 Waldo went to the playground for an hour.

He arrived at quarter-past twelve.
What time did he leave? :
Copyright © Mathseeds and Blake eLearning 2015 85
 Lesson 115 • Multiplying groups
Learning objectives Extra Assistance
Children will: When using a multiplication equation, eg 3 × 3 = £,
• make multiplication equations using the × sign. students need to identify the two numbers to be multiplied.
With a set of groups, this is the number of groups and
• put the number of groups and the number in each
the number in each group. In an array, it is the number of
group into an × sum.
rows and the number of items in each row. The answer
• find the answer to multiplication sums. can be found by counting each item, counting by groups
(3, 6, 9) and repeated addition (3 + 3 + 3). Eventually, the
Common Core State Standards
multiplication facts to 10 × 10 should be known.
Operations & Algebraic Thinking
Work with equal groups of objects to gain foundations for Classroom activities
multiplication. Match Up!
2.OA.C.4 Use addition to find the total number of objects Have a set of cards depicting arrays and a set of cards with
arranged in rectangular arrays with up to 5 rows and up to the matching multiplication equations from 2 × 2 to 10 ×
5 columns; write an equation to express the total as a sum 10. Give students one card each and ask them to find their
of equal addends. match. Then they draw the array in their book, write the
Represent and solve problems involving multiplication and equation and find the answer. Hand out new cards and go
division. again until they have a page full of arrays and equations.
3.OA.A.1 Interpret products of whole numbers, e.g., Count ‘em!
interpret 5 × 7 as the total number of objects in 5 groups Give students 18 items – counters, blocks or counting bears
of 7 objects each.  for example. The teacher says, “Make groups of 2” and
3.OA.A.4 Determine the unknown whole number in a students share out the items into groups of 2. Then they
multiplication or division equation relating three whole write the equation: 9 × 2 = 18. Repeat, making groups of
numbers.  3, 6 and 9. Discuss how the different equations have the
same answer and some are reversals of others. Repeat with
Key vocabulary 20, 24 and 36 items to extend students.
multiplication, total, groups of, ×, =, equation, times,
multiplied by, rows, count by 3s, tessellation, tessellating
patterns
Mathseeds Lesson TEACH PRACTICE APPLY
sequence Content and skills Children will:
Animated Lesson: Understand finding the total of a identify how many in a group Worksheet 1
Multiply set of groups by multiplying. Use and how many groups. Move Multiplication sign
the multiplication sign. groups into an array and find
Song: Group Them in Rows and the answer to the multiplication
Multiply equation.

Multiplying: Find the answers to multiplication match a multiplication equation Worksheet 2

Choc Chip Cookies, Bird sums. to its answer. Multiplying
Café, Dog Treats

Multiplication sums: Fill in the multiplication sum and identify how many groups, how Worksheet 3
Flower Pots, Goldfish, Apple find the answer. Identify the missing many in a group and the total. Missing numbers
Boxes, Train Tunnels number in a multiplication sum. Work out the missing multiplier.

Patterns: Recognize the counting by 3s choose the numbers to count by Worksheet 4

Space Jumps, Tessellations pattern. Complete the tessellating 3s. Use the right pieces to make Word problems
patterns. a tessellating pattern.

Read: Read aloud book. listen, follow the reading and Mathseeds book 115:
Book read along. Multiplying

86
Multiplying Lesson 115 • Worksheet 1 Multiplication sign
groups Name

1 Find the answer.

3 groups of 2 = 4 groups of 3 =
3 × 2 = ______ 4 × 3 = ______
2 Write the sum. Find the answer.

________________________ ________________________
3 Find the answer.

4 rows of 4 = 5 rows of 3 =
4 × 4 = ______ 5 × 3 = ______
4 Write the sum. Find the answer.

________________________ ________________________

88 Copyright © Mathseeds and Blake eLearning 2015

Multiplying Lesson 115 • Worksheet 2 Multiplying
groups Name

1 Draw the sum. Find the answer.

4 × 2 = ______ 2 × 6 = ______

5 × 4 = ______ 10 × 3 = ______

2 Match the sum to its answer.

10 10 × 4 =

2×3=
20

30 4×5=
6×2=
40

6 2 × 5 =
3 × 10 =
12

9 3×3=

Copyright © Mathseeds and Blake eLearning 2015 89

Multiplying Lesson 115 • Worksheet 3 Missing numbers
groups Name

1 Fill in the equations.

2 × ______ = ______ 3 × ______ = ______

5 × ______ = ______ 4 × ______ = ______

2 Fill in the missing numbers.

2 × ______ = 18 5 × ______ = 15 10 × ______ = 50

3 × ______ = 6 7 × ______ = 14 3 × ______ = 12

8 × ______ = 80 2 × ______ = 16 10 × ______ = 70

90 Copyright © Mathseeds and Blake eLearning 2015

Multiplying Lesson 115 • Worksheet 4 Word problems
groups Name

Draw a diagram. Write the sum. Find the answer.

1 Mango has three triangles with three sides each.
How many sides altogether?

______ × ______ = ______

2 Ruby carries ten bags. There are three bows in each bag.
How many bows altogether?

______ × ______ = ______

3 Dizzy makes lunch. He cuts three apples into four fourths

each. How many apple pieces altogether?

______ × ______ = ______

4 Waldo brings two bags to the playground. Each bag holds

six balls. How many balls altogether?

______ × ______ = ______

Copyright © Mathseeds and Blake eLearning 2015 91

 Lesson 116 • Volume
Learning objectives Extra Assistance
Children will: The difference between volume and capacity is something
• understand that volume is the amount of space an even many adults struggle with. For young students,
item takes up. offer the following explanations: Capacity is how much a
container can hold. For example, a box holds 4 books. Its
• recognize differences in volumes of items.
capacity is 4 books. Volume is how much space an item
• count cubes to find volumes. takes up. The box has capacity, but also volume – it takes
up space. The box has a bigger volume than one of the
Common Core State Standards
books as it is bigger in size.
Measurement and Data
Solve problems involving measurement and estimation. Classroom activities
3.MD.A.2 Measure and estimate liquid volumes and Compare and Write
masses of objects using standard units of grams (g), Have a set of items on a table. Write the phrases has more
kilograms (kg), and liters (l). Add, subtract, multiply, or volume than and has less volume than on the board. Ask
divide to solve one-step word problems involving masses each child to choose two items and write a sentence using
or volumes that are given in the same units. one of the phrases, eg The pencil has less volume than
Number & Operations in Base Ten the book. After they illustrate their pages with a drawing
Understand place value. (close to scale if possible), the class can make a book
about comparing volumes.
2.NBT.A.4 Compare two three-digit numbers based on
meanings of the hundreds, tens, and ones digits. Make it!
Give pairs of students a set of blocks to build with. One
Key vocabulary child builds a structure and the other child counts the
volume, takes up, space, less, most, smaller, larger, blocks used. The builder draws a picture of the model and
numbers to 1200, thermometer, temperature, smallest, the counter writes its volume in blocks. Then they swap
largest, days of the week, blocks, sides, corners, 2D roles and go again.
shapes, liter, L, more than

Mathseeds Lesson TEACH PRACTICE APPLY

sequence Content and skills Children will:
Animated Lesson: Introduce the concept of choose the item that takes up less Worksheet 1
Recognize volume volume – how much space an space. Count how many boxes fill Volume
item takes up. Use boxes to each bag and choose the one that
measure volume. holds the most.
Song: Room for the Kitchen
Sink

Sort: Differentiate items by volume match items to the box they best Worksheet 2
Which Box?, Smaller or Larger and size. Recognize which fit into. Label two numbers smaller Sort by volume
Number, Big Small Short Tall, number is smaller and which and larger. Order items by size.
Falling Bricks is larger. Identify the size of a Estimate whether a group has
group of items. more or less than a number.

Count: Read a vertical number line recognize the number indicated Worksheet 3
Thermometers, Block It, Sides on a thermometer. Measure on the number line. Count how Counting cubes
and Corners volume in blocks. Recognize many blocks are in a model.
the number of sides and Answer the question How many
corners on a shape. sides/corners?

Match: Recognize the days of the match the days of the week. Worksheet 4
Days of the Week, Liquid week. Match containers to Identify containers of 1 L, more Check
Liters, their capacities. than 1 L and less than 1 L.

Read: Read aloud book. listen, follow the reading and read Mathseeds book 116:
Book along. Big bags, small bags

92
Volume Lesson 116 • Worksheet 1 Volume
Name

1 Circle the item that takes up less space.

2 Circle the item that takes up more space.

3 Color the item with more volume red.

Color the item with less volume blue.

94 Copyright © Mathseeds and Blake eLearning 2015

Volume Lesson 116 • Worksheet 2 Sort by volume
Name

1 Match each item to their box.

2 Number the animals from biggest (1) to smallest (6) by volume.

Copyright © Mathseeds and Blake eLearning 2015 95

Volume Lesson 116 • Worksheet 3 Counting cubes
Name

1 Find the volume.

_______ boxes _______ boxes _______ boxes

_______ boxes _______ boxes _______ boxes

2 Circle the shape that takes up the most space.

Cross out the shape that takes up the least space.
Color the shapes with the same volume.
3 Draw a shape with a volume of 7 boxes.

96 Copyright © Mathseeds and Blake eLearning 2015

Volume Lesson 116 • Worksheet 4 Check
Name

1 Match the volumes.

2 cubes

3 cubes

4 cubes

5 cubes

2 Match the items with a similar volume.

Copyright ©
© Mathseeds
Mathseeds and
and Blake
Blake eLearning
eLearning 2015
2015
Copyright 97
 Lesson 117 • Skip Counting Patterns part 2
Learning objectives Extra Assistance
Children will: Choral counting is a fun way to review the skip counting
• identify patterns involving skip counting. patterns students should already know. Saying the
numbers as a group is less intimidating for those who
• complete number patterns counting by 2s, 3s, 5s, 10s
are unsure of their knowledge as any incorrect responses
and 100s.
are lost in the chorus. Review counting by 1s to ten, then
Common Core State Standards by 10s to one hundred, then by 100s to one thousand.
Discuss the similarities in these patterns and why they are
Number & Operations in Base Ten so similar.
Understand place value.
2.NBT.A.2 Count within 1000; skip-count by 5s, 10s, and Classroom activities
100s. Say it Right!
Use place value understanding and properties of Skip count by 2s to twenty and make a mistake along the
operations to add and subtract. way. Ask students to identify the number which was the
2.NBT.B.5 Fluently add and subtract within 100 using mistake. Have a student skip count by 10s to one hundred
strategies based on place value, properties of operations, and make a mistake. The class must find the mistake.
and/or the relationship between addition and subtraction. Ask other students to count by 5s, 100s or 3s and make
mistakes. To make it harder, start counting from a number
Key vocabulary other than zero.
skip counting, pattern, hundred chart, numbers to 1000, Order, Order!
thousand chart, counting by, +, =, –, jump strategy, flip, Give each student a set of cards for the numbers counting
slide, turn by 3s to 30. Ask them to shuffle the cards as they are
going to race to put them in order. Say ‘ready, set, go!’
and students lay out their cards in correct order. Praise
the fastest. Skip count together aloud. Extend students by
asking them to order the cards in reverse from 30 to 0.

Mathseeds Lesson TEACH PRACTICE APPLY

sequence Content and skills Children will:
Animated Lesson: Make number patterns skip count by 3s on a hundred Worksheet 1
Recognize the pattern counting by 3s and 100s, chart. Count by 100s on a Counting by 3s
forwards and backwards. thousand chart. Find missing
Recognize that counting by numbers in patterns going
100s is similar to counting by forwards and back.
1s.

Counting patterns: Recognize the counting by 2s, Choose the next numbers in Worksheet 2
Truck Stop, Space Jumps, Skip 3s, 5s and 10s patterns. the patterns. Complete the Counting by 100s
Counting Patterns patterns.

Operations Strategies: Count by 2s or 5s to add. Count pairs of items or groups Worksheet 3

Counting by 2s, Jump Back, Jump down the number chart of 5 to find the total. Split a Missing numbers
Counting by 5s, Jump Forward to answer a sum. number into tens and ones to
add or subtract.

Identify: Recognize the movements a Match a movement to a Worksheet 4

Move the Shape shape can make. direction. Check

Read: Read aloud book. listen, follow the reading and Mathseeds book 117:
Book read along. Counting patterns

98
 Skip
Counting Lesson 117 • Worksheet 1 Counting by 3s
Patterns Name
part 2

1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20

21 22 23 24 25 26 27 28 29 30

31 32 33 34 35 36 37 38 39 40

41 42 43 44 45 46 47 48 49_ 50

51 52 53 54 55 56 57 58 59 60

61 62 63 64 65 66 67 68 69 70

71 72 73 74 75 76 77 78 79 80

81 82 83 84 85 86 87 88 89 90

91 92 93 94 95 96 97 98 99 100

1 Color the counting by 3s pattern to 100.

2 What sort of pattern is made?
______________________________________________________
3 Find the next number.
21, 24, 27, ______ 30, 33, 36, ______
48, 51, 54, ______ 69, 72, 75, ______
84, 87, 90, ______ 93, 96, 99, ______
100 Copyright © Mathseeds and Blake eLearning 2015
 Skip
Counting Lesson 117 • Worksheet 2 Counting by 100s
Patterns Name
part 2

1 Complete the counting patterns.

1, 2, 3, ____ , ____ , ____ , ____ , ____ , ____ , ____
10, 20, 30, ____ , ____ , ____ , ____ , ____ , ____ , ____
100, 200, 300, ____ , ____ , ____ , ____ , ____ , ____ , ____
2 Color the 100s pattern.

10 20 30 40 50 60 70 80 90 100

110 120 130 140 150 160 170 180 190 200

210 220 230 240 250 260 270 280 290 300

310 320 330 340 350 360 370 380 390 400

410 420 430 440 450 460 470 480 490 500

510 520 530 540 550 560 570 580 590 600

610 620 630 640 650 660 670 680 690 700

710 720 730 740 750 760 770 780 790 800

810 820 830 840 850 860 870 880 890 900

910 920 930 940 950 960 970 980 990 1000

3 Find the next number.

50, 150, 250, _______ 220, 320, 420, _______
690, 790, 890, _______ 570, 670, 770, _______
Copyright © Mathseeds and Blake eLearning 2015 101
 Skip
Counting Lesson 117 • Worksheet 3 Missing numbers
Patterns Name
part 2

1 Complete.
1, 3, 5, ______ , ______ 82, 84, 86, ______ , ______
12, 15, 18, ______ , ______ 45, 50, 55, ______ , ______
30, 40, 50, ______ , ______ 330, 430, 530, ______ , ______

2 Find the missing numbers.

180, , 380, , , 680, 780, ,

15, , 25, , , 40, 45, ,

, 59, 61, , , , 69, , 73

51, 54, , , 63, , , , 75

570, , 590, , , , 630, 640,

102, 104, , , , , 114, , 118

102 Copyright © Mathseeds and Blake eLearning 2015

 Skip
Counting Lesson 117 • Worksheet 4 Check
Patterns Name
part 2

1 Match.
3 6 9 30 33 36

21 24 27 39 42 45

30 33 36 12 15 18

2 Describe the pattern, e.g. going up by 2s.

0 50 100 150 200 250 300 350 400 450 500

____________________________

0 5 10 15 20 25 30 35 40 45 50

____________________________

0 2 4 6 8 10 12 14 16 18 20 22 24 26 28 30

____________________________

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

____________________________
Copyright © Mathseeds and Blake eLearning 2015 103
 Lesson 118 • Word problems
Learning objectives Extra Assistance
Children will: Students should approach a word problem with a plan:
• learn how to approach a word problem. read the problem, look for clue words and numbers, apply
a strategy and find the answer. Most simple, one-step
• look for clue words and numbers.
problems involve an operation – addition, subtraction,
• use an equation or picture to solve the problem. multiplication or division. This is the first thing to work out.
Then some strategies to consider are writing an equation,
Common Core State Standards
drawing a picture or diagram, acting it out with concrete
Operations & Algebraic Thinking materials, using a number line or guess and check.
Represent and solve problems involving addition and
subtraction. Classroom activities
2.OA.A.1 Use addition and subtraction within 100 to solve Brainstorm
one- and two-step word problems involving situations of Divide the class into two groups and give them an A3
adding to, taking from, putting together, taking apart, and piece of paper with an operation symbol on top: + or –.
comparing, with unknowns in all positions, e.g., by using Ask them to make lists of words that could be clues for
drawings and equations with a symbol for the unknown each operation. For example:
number to represent the problem. + and, how many, altogether, more, total, in all
Add and subtract within 20. – how many left, how many more or less, difference
2.OA.B.2 Fluently add and subtract within 20 using mental Put the sheets up on the wall as helpful posters.
strategies.
Write and Swap
Key vocabulary Give students a number sentence each and ask them to
write a word problem putting the equation in a familiar
word problem, numbers to 100, clues, altogether, sum,
context. Or give them two numbers to put in a problem of
addition, +, solve, subtraction, –, act it out, jump strategy,
their own making, using either operation. Have them swap
equation
with their table mates and solve each other’s problems.

Mathseeds Lesson TEACH PRACTICE APPLY

sequence Content and skills Children will:
Animated Lesson: Word problems: read the identify the operation to be Worksheet 1
Read and calculate problem and recognize what used and the numbers. Make Word problems
type of calculation is needed. a picture or act it out to find
Solve the problem using a the answer.
drawing or act it out.

Word problems: Read a word problem and read the problem. Match to Worksheet 2
Word Problems, Use An translate it to an equation or or make a sum or picture and Draw a picture
Equation, Draw a Diagram, picture. find the answer.
Apple Problems

Equations: Find the difference between put two number bars on the Worksheet 3
Number Bar Take Away, Jump two numbers on the number number line and find the Act it out
Forward, Equations, True or line. Jump down the number difference. Split a number into
False chart to answer a sum. tens and ones to add. Drag a
Complete equations using card to complete the number
groups and numerals. Read sentence. Recognize whether
equations using =, + and – an equation is true or false.
symbols.
Time: Understand how the quarters Find the time on the clock and Worksheet 4
Waldo Has 15 Minutes of an hour work. the time 15 minutes later. Check

Read: Read aloud book. listen, follow the reading and Mathseeds book 118:
Book read along. How to Solve a Problem

104
 Word Lesson 118 • Worksheet 1 Word problems
problems Name

1 Circle the numbers in each problem. Fill in the equation.

Mango has 23 bananas in her basket
and picks another 36 bananas. + =
How many bananas altogether?

Dizzy made 18 smoke rings

but five blew away. – =
How many rings are left?

2 Circle the clue words for the operation. Complete the sum.
Waldo bought ten pies and ate three on
the way home. How many pies are left? 10 3=

Ruby had 64 marbles and

bought 26 more marbles. 64 26 =
How many altogether?

3 Write a number sentence. Find the answer.

Doc has 27 bow ties.
Ruby has 16 hair bows.
How many bows altogether? ____________________

Mango made 22 sandwiches

and gave four sandwiches to Waldo.
How many sandwiches are left? ____________________
106 Copyright © Mathseeds and Blake eLearning 2015
 Word Lesson 118 • Worksheet 2 Draw a picture
problems Name

Draw a picture of the problem. Find the answer.

1 There are nine cows in the barn. Farmer Jo brings in five

more cows. How many cows in the barn now?

2 There were twelve ducks on the pond but six flew away.
How many ducks on the pond now?

3 Fifteen horses ran up the hill. Eight horses ran back down.
How many horses are still at the top of the hill?

4 Four pigs are rolling in the mud. Eight pigs are sleeping in
the corner. How many pigs in total?

Copyright © Mathseeds and Blake eLearning 2015 107

 Word Lesson 118 • Worksheet 3 Act it out
problems Name

1 Use counters to act out the problem. Find the answer.

I have twelve red apples. You have fourteen green apples.
My friend has three yellow apples.
How many apples altogether? __________________
Twenty-two people went on a picnic.
Five left after one hour. Eight left half an hour later.
How many people were left at the end? __________________
For my party we had ten balloons,
fifteen party hats and twelve paper plates.
How many party things in total? __________________
There were twenty pears in the fruit bowl.
We ate nine on Monday and seven on Tuesday.
How many pears were left for Wednesday? ________________
2 Use play money to act out the problem. Find the answer.
Toy cars cost 60¢ each. Ali wants to buy three.
How much will they cost altogether? __________________
Bailey had $35 for a day at the zoo. The bus ride cost $4.
The zoo ticket cost $18. A toy lion cost $11.
How much money does Bailey have left? __________________
For lunch, Linh spent $1.25 on a drink,
75¢ on an orange and $1.50 on a sandwich.
How much did lunch cost in total? __________________
108 Copyright © Mathseeds and Blake eLearning 2015
 Word Lesson 118 • Worksheet 4 Check
problems Name

1 Read the problem.

2 Circle the clue words and numbers.
3 Write a sum.
4 Find the answer. You can draw a picture or act it out.

There are fourteen girls and In the pencil box are

thirteen boys in Mrs. Finn’s twenty-one pencils. Eleven
class. How many students people take a pencil out.
altogether? How many pencils left in
the box?

Chris has two scissors, There are twenty-eight

sixteen crayons, eight students in Mr. Singh’s
pencils and one glue stick. class. Six are away today.
How many items in total? Nine go to sport. How
many students left?

Copyright © Mathseeds and Blake eLearning 2015 109

 Lesson 119 • Sorting 2D shapes
Learning objectives which they are different. For example, a square has four
parallel sides of equal length, just like a rhombus, but it has
Children will: right angles for corners like a rectangle. In fact, a square
• identify the rhombus shape and its features. is a type of rhombus, a type of rectangle and a type of
• recognize parallel lines in 2D shapes and in scenes. parallelogram.

Common Core State Standards Classroom activities

Geometry Sort Them Out
Reason with shapes and their attributes. Put the class in small groups and have a set of 2D shapes
2.G.A.1 Recognize and draw shapes having specified for each group (pictures or pattern blocks). Discuss
attributes, such as a given number of angles or a given differences and similarities: numbers of sides and corners,
number of equal faces. Identify triangles, quadrilaterals, shape and length of sides, parallel lines. Ask students to
pentagons, hexagons, and cubes. sort them into two groups based on any quality they like,
but they have to be able to explain their classification
1.G.A.2 Compose two-dimensional shapes to create a
system. Praise all classification systems which can be
composite shape.
explained.
Key vocabulary Make it!

rhombus, sides, corners, straight, same length, square, Give students a set of pattern blocks and ask them to
parallel lines, triangle, number words and numerals to 100, identify each shape by tracing around it and writing its
+, –, hexagon, pentagon, cone, sphere, cube, cylinder, flip, name in their book. Then ask them to use two or more
slide, turn, months, days of the week, tessellation blocks to make a particular shape, for example, a rhombus.
They can’t just hold up a single rhombus; they must make
Extra Assistance the shape using multiple blocks. Have them trace around
this new shape and label it.
When teaching the rhombus and its features, an
interesting challenge for students (which also reinforces
their understanding of 2D shapes) is to list other shapes
with one of the same features, and then find the ways in

Mathseeds Lesson TEACH PRACTICE APPLY

sequence Content and skills Children will:
Animated Lesson: Recognize a rhombus and its identify the sides and corners on Worksheet 1
Recognize shapes features. Link the rhombus shape a rhombus. Select the rhombus Rhombus
to the square. Explore parallel from a group of shapes.
lines. Make a rhombus from two Recognize parallel lines in 2D
triangles. shapes. Place triangles over a
Song: Twinkle Twinkle rhombus.
Sort: Recognize shapes and their match shapes to their names. Worksheet 2
Shape Sort, Parallel Lines words. Identify parallel lines. Recognize scenes with parallel Parallel lines
lines.

Match: Know the names for 2D and 3D match shape names to objects. Worksheet 3
3D Words, Flip, Slide or Turn, shapes. Recognize the different Identify a flip, slide or turn. Sorting shapes
Tessellations, Move the Shape movements a shape can make. Use the right pieces to make a
Complete the tessellating tessellating pattern. Match a
patterns. movement to a direction.
Find: Identify a number in words, sums find three other ways of making Worksheet 4
Show Me the Number, It’s a and Base Ten blocks. Understand the number. Find the correct Check
Date, Sides and Corners how a calendar works. Count the month, date and day of the
number of sides and corners on week. Answer the question How
a shape. many sides/corners?
Read: Read aloud book. listen, follow the reading and Mathseeds book 119:
Book read along. The Rhombus

110
Sorting Lesson 119 • Worksheet 1 Rhombus
2D
shapes Name

1 Trace and write.

rhombus
2 A rhombus has

______ equal sides.

______ corners.

3 Color each rhombus.

112 Copyright © Mathseeds and Blake eLearning 2015

Sorting Lesson 119 • Worksheet 2 Parallel lines
2D
shapes Name

1 Circle the parallel lines.

2 Color the pictures with parallel lines.

Copyright © Mathseeds and Blake eLearning 2015 113

Sorting Lesson 119 • Worksheet 3 Sorting shapes
2D
shapes Name

1 Color the shapes with parallel sides.

2 Match.

3 sides 4 sides

114 Copyright © Mathseeds and Blake eLearning 2015

Sorting Lesson 119 • Worksheet 4 Check
2D
shapes Name

1 Complete.
Number Number Parallel sides?
Shape Name
of sides of corners ✓ or ✗

2 Draw parallel lines

in railway tracks. in a fence.

Copyright © Mathseeds and Blake eLearning 2015 115