Origo Math Practice Book 1

ORIGO Stepping Stones is a world class core math program
written and developed for elementary schools implementing

the Common Core State Standards.*
This revolutionary online program integrates print and
digital technology to give educators what they have been
requesting for years.
STUDENT JOURNAL
ORIGO Stepping Stones is an innovative online program that
Honestly addresses both the content and the intent of the CCSS.
Fosters students thinking and reasoning skills.
Delivers multiple ways to differentiate classroom instruction.
Provides a valuable source of professional learning for the teacher.
Offers methods to assess deep understanding and skills.
Is rich in online and print resources that engage all students.
Its simply a smarter approach!
THIS BOOK BELONGS TO
*or the Texas Essential Knowledge and Skills (TEKS) or the Common
Core State Standards for Mathematics with California Additions.
Product Code: SSJ 226 2
STUDENT JOURNAL
PL
E
M
SA
SENIOR AUTHORS
PROGRAM CONSULTANTS
James Burnett
Diana Lambdin
Calvin Irons
Frank Lester, Jr.

Kit Norris
contributing authors
PROGRAM EDITORS
Peter Stowasser
James Burnett
Allan Turton
Beth Lewis
Donna Richards
Kevin Young
STUDENT JOURNAL
1.9
1.10
1.11
1.12
20
22
2.3
2.4
2.5
2.6
2.7
2.8
2.9
2.10
2.11
2.12
Working with Addition

Using the Commutative Property of Addition
with Count-On Facts
Relating Addition and Subtraction Facts
(Count-On Facts)
Working with Count-On Fact Families
Extending the Count-On Addition Strategy to
Two-Digit Numbers
Using Place Value (Hundred Chart)
to Add Two-Digit Numbers
Using Place Value (Number Line)
to Add Two-Digit Numbers
Reading and Writing Time on the Hour
and Half Past the Hour
Working with Duration (Hours)
Identifying Five-Minute Intervals
Working with Five-Minute Intervals
Working with Duration (Hours and Minutes)
MODULE 3
3.1
3.2
3.3
3.4
3.5
3.6
3.7
3.8
3.9
3.10
3.11
3.12
Working with Hundreds

Writing Three-Digit Numbers
Reading and Representing
Three-Digit Numbers
Writing Three-Digit Number Names
Writing Three-Digit Numerals
Identifying Three-Digit Numbers
on a Number Line
Measuring Length with Uniform
Non-Standard Units
Introducing the Inch
Working with Inches
Introducing Feet
Working with Feet and Inches
Introducing Yards
4.4
4.5
4.6
4.7
4.8
24
26
28
30
4.9
4.10
4.11
4.12
MODULE 5
MODULE 2
2.1
2.2
4.3
5.1
32
34
36
38
40
42
44
46
48
50
52
54
5.2
5.3
5.4
5.5
5.6
5.7
5.8
5.9
5.10
5.11
5.12
56
58
60
62
64
66
68
70
72
74
76
78
6.1
6.2
6.3
6.4
6.5
6.6
6.7
6.8
6.9
6.10
6.11
6.12
7.1
7.2
7.3
7.4
7.5
7.6
7.7
7.8
82
84
86
88
90
7.9
7.10
7.11
7.12
92
94
96
98
Skip Counting by 2 or 5
Adding Jumps of 2 or 5
Describing Equal Groups
Adding Equal Groups
Describing Arrays
Adding Equal Rows
Using the Turnaround Idea with Arrays
Identifying and Comparing Amounts
of Money
Relating Amounts of Money
Working with Cents
Working with Dollars
Working with Dollars and Cents
Using the Make-Ten Addition Strategy

Working with Make-Ten Fact Families
Extending the Make-Ten Addition Strategy
Beyond the Facts
Analyzing Addition Patterns (with Bridging)
Extending the Doubles Addition Strategy
Using Place Value to Add Two-Digit Numbers
Using Place Value to Add Two-Digit Numbers
(with Bridging)
Introducing Centimeters
Working with Centimeters
Introducing Meters
Working with Meters
Using Line Plots to Record Length
8.1
100
102
8.2
104
8.4
106
8.5
108
8.6
110
8.7
112
114
116
118
120
122
124
126
8.8
8.9
8.10
8.11
8.12
152
154
156
158
160
162
164
166
168
170
172
174
Composing and Decomposing Two-Digit

Numbers
Subtracting One-Digit Numbers from
Two-Digit Numbers
Calculating Difference Between Two-Digit
Numbers
Consolidating Subtraction with Two-Digit
Numbers
Relating Addition and Subtraction Beyond
the Facts
Using the Unknown Addend Strategy
to Subtract Two-Digit Numbers
Using Place Value (Number Line) to Solve
Subtraction Problems
Introducing the Pound
Working with Pounds
Introducing the Kilogram
Working with Kilograms
Comparing Customary and Metric Units
176
178
180
182
184
186
188
190
192
194
196
198
MODULE 9
9.1
128
130
9.2
9.3
132
9.4
134
136
138
9.5
9.6
9.7
140
142
144
146
148
150
ORIGO Stepping Stones 2
MODULE 10
MODULE 8
8.3
Representing Three-Digit Numbers

(with Zeros)
Representing Three-Digit Numbers
(with Teens and Zeros)
Writing Three-Digit Numbers in Numerals
and Words
Working with Three-Digit Numbers
to One Thousand
Comparing Three-Digit Numbers
Ordering Three-Digit Numbers
Marking the Direction of Turn
Describing Amounts of Turn
Identifying Polygons
Identifying Quadrilaterals
Working with Polygons
Drawing 2D Shapes
MODULE 6
80
9.8
9.9
9.10
9.11
9.12
Exploring the Relative Position

of Three-Digit Numbers
Estimating Answers (Adding within 100)
Estimating Answers (Subtracting
within 100)
Using the Associative Property of Addition
with Three One- and Two-Digit Numbers
Using the Associative Property of Addition
with Four One- and Two-Digit Numbers
Solving Word Problems
Identifying One-Half, One-Fourth,
and One-Third of a Collection
Identifying One-Half, One-Fourth,
and One-Third of a Region
Exploring Fractions
Analyzing Fractions
Working with Parts of a Whole (Equal Size)
Exploring Area
200
202
204
206
208
10.1
10.2
10.3
10.4
10.5
10.6
10.7
10.8
10.9
10.10
10.11
10.12
224
226
228
230
232
234
236
238
240
242
244
246
MODULE 11
11.1
11.2
11.3
11.4
11.5
11.6
11.7
11.8
11.9
11.10
11.11
11.12
Extending the Count-Back Strategy

to Three-Digit Numbers
Using Place Value to Subtract Two-Digit
Numbers from Three-Digit Numbers
Using Place Value to Subtract Three-Digit
Numbers
Consolidating Subtraction of Two- and
Three-Digit Numbers
Using a Place-Value Strategy to Subtract
Three-Digit Numbers
Using a Place-Value Strategy to Solve
Subtraction Problems
Introducing the Multiplication Symbol ()
Using Multiplication (Equal Groups)
Using Division Language (Sharing)
Relating Multiplication and Division (Sharing)
Using Division Language (Grouping)
Relating Multiplication and Division (Grouping)
248
250
252
254
256
258
260
262
264
266
268
270
MODULE 12
12.1
12.2
12.3
210
212
12.4
214
12.5
216
218
220
222
12.6
12.7
12.8
12.9
12.10
12.11
12.12
Extending the Count-On Strategy

to Three-Digit Numbers
Using Place Value to Add Two- and
Three-Digit Numbers
Using Place Value to Add Three-Digit
Numbers
Composing Three-Digit Numbers
Using the Make-Ten Strategy to Add Oneand Three-Digit Numbers (with Bridging)
Using Place Value to Add Two- and
Three-Digit Numbers (with Bridging)
Using Place Value to Add Three-Digit
Numbers (with Bridging)
Consolidating Addition with Three-Digit
Numbers
Identifying Polyhedrons
Identifying Pyramids
Investigating 3D Objects
Drawing 3D Objects
Decomposing Three-Digit Numbers

Subtracting One-Digit Numbers from
Consolidating Subtraction of One-Digit
Using Place Value to Subtract Two-Digit
Numbers from Three-Digit Numbers
(with Bridging)
Consolidating Subtraction of Two-Digit
Using Place Value to Subtract Three-Digit
Consolidating Subtraction of Three-Digit
Consolidating Subtraction of Two- and
Introducing Cups, Pints, and Quarts
Working with Cups, Pints, and Quarts
Introducing Liters
Working with a Liter
272
274
276
278
280
282
284
286
288
290
292
294
CONTENTS
1.8
18
4.2
MODULE 7
Exploring the Comparison Model

of Subtraction
Extending the Count-Back Strategy
to Two-Digit Numbers
Using Place Value (Hundred Chart)
Using Place Value (Number Line)
Working with the Doubles Addition Strategy
Relating Addition and Subtraction
(Doubles Facts)
Working with Doubles Fact Families
Beyond the Facts
Working with Time Quarter Past the Hour
Identifying and Recording Time Using
a.m. and p.m.
Working with Timetables and Duration
Working with the Calendar
PL
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1.7
16
4.1
ORIGO Education.
1.6
8
10
12
14
1.5
Writing Tens and Ones, and Number Names

Writing Two-Digit Numbers
Reading and Writing Two-Digit Numbers
Exploring the Relative Position of
Two-Digit Numbers on a Number Track
Exploring the Relative Position of
Two-Digit Numbers on a Number Line
Working with Two-Digit Numbers
on a Number Line
Comparing Two-Digit Numbers
on a Number Line
Comparing and Ordering
Two-Digit Numbers
Exploring the Properties of Odd
and Even Numbers
Solving Number Puzzles on
a Hundred Chart
Sorting Data in Different Ways
Interpreting and Constructing One-to-One
Picture Graphs
ORIGO Education.
1.1
1.2
1.3
1.4
MODULE 4
SA
CONTENTS
MODULE 1
ORIGO Stepping Stones is an innovative online program that
Honestly addresses both the content and the intent of the CCSS.
Fosters students thinking and reasoning skills.
Delivers multiple ways to differentiate classroom instruction.
Provides a valuable source of professional learning for the teacher.
Offers methods to assess deep understanding and skills.
Is rich in online and print resources that engage all students.
Its simply a smarter approach!
Product Code: SSP 332 2
PRACTICE BOOK
STUDENT JouRNAL
NOTES FOR HOME
Engaging student pages accompany each lesson within ORIGO Stepping Stones. In the
Student Journals for Grades 15, there are two pages for each lesson. Following are the
features of the Grade 2 Student Journal as a part of the whole program.
Each book is one component of a comprehensive teaching program. Together they are a collection
of consolidation and practice pages from lessons in the ORIGO Stepping Stones program.
PL
E
STEP 1
Step 1 provides guided discussion of enquiry. This
often sets the scene for the lesson. Teachers can
project this piece of the lesson and step through
each question or point one at a time.
STEP 2
Step 2 provides individual work based
on the discussion above.
Additional Resources Print
a.
9 dots in total
b.
13 dots in total
c.
11 dots in total
How could you figure out the number of cows in the barn?
d.
e.
14 dots in total
f.
16 dots in total
Write a number fact to match each story.
The total is
ORIGO Stepping Stones 2 4.6
Grade
Module
20
30
40
50
60
70
80
90
60
hundreds
tens
ones
Lesson
10
13
14
15
16
17
18
19
20
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
52
53
54
55
56
57
58
59
60
61
62
63
64
65
66
67
68
69
70
71
Professional
learning sessions
Interactive
whiteboard tools
Interactive games
73
74
75
76
77
78
79
80
82
83
84
85
86
87
88
89
90
91
Fundamentals
Game Boards
72
81
Flare
12
21
51
91
100
11
ORIGO MathEd
STEP 3
Step 3 puts a little twist on each lesson
to develop higher-order thinking skills.
10
These are some of the innovative teaching channels integrated into the teachers
online program.
ORIGO Education.
d. Luis and Tien have read

12 books in total. Tien has
read 6 books. How many books
has Luis read?
Additional Resources (ONLINE CHANNELS)
ORIGO Education.
The other part is
b. Donna and Keisha have 12 berries

together. Keisha has 5 berries.
How many berries does
Donna have?
c. Maria bought 16 stickers.

There are 7 red stickers and the
rest are blue. How many stickers
are blue?
The Number Case provides

teachers with ready-made
resources that are designed to
develop students understanding
of number.
SA
ORIGO Education.
One part is
ORIGO Education.
The total is
ORIGO Education.
The total is
a. Tyler put 6 cookies on a plate.

The plate can hold 14 cookies.
How many more cookies can
Tyler fit on the plate?
The other part is
Step Ahead
b.
17 dots in total
1. Write the two parts and the total for each picture.
One part is
I could start with 15 and take away 7,

or I could think 7 plus "something" is 15.
The other part is
One part is
ORIGO Big Books build on

young students natural love for
stories to help introduce key
mathematical concepts. There
are 12 Big Books at this grade.
2. Figure out how many dots are covered. Then write the matching equations.
There are 15 cows on this farm. Some of the cows are in the barn.
a.
*or the Texas Essential Knowledge and Skills (TEKS) or the Common
Core State Standards for Mathematics with California Additions.
Class teachers will decide which pages suit individual needs. So students might not complete
every page in these books. For more information about the program, visit
www.origoeducation.com/steppingstones.
Relating Addition and Subtraction (Doubles Facts)
Step Up
INTRODUCTION
PRACTICE BOOK
INTRODUCTION
This revolutionary online program integrates print and

digital technology to give educators what they have been
requesting for years.
THIS BOOK BELONGS TO
each picture.
90
ORIGO Stepping Stones is a world class core math program

written and developed for elementary schools implementing
the Common Core State Standards.*
Regular and meaningful practice is a hallmark of ORIGO Stepping

Stones. Each module in this book has perforated pages that
practice content previously learned to maintain concepts and
skills, and pages that practice computation to promote fluency.
The ORIGO Stepping Stones program has been created to provide a smarter way to
teach and learn mathematics. It has been developed by a team of experts to provide a
world-class math program that honestly addresses the content and intent of the Common
Core State Standards.
e away 7,
hing" is 15.
4.6
PRACTICE BOOK
STEPPING STONES RESOURCES PRINT
92
93
94
95
96
97
98
99
100
A three-dimensional (3D) object shows length,

width, and height. A 3D object can be solid like
a brick, hollow like a football, or skeletal like a
house frame. For example:
LITER
An addition fact family includes an addition

fact, its turnaround fact and the two related
subtraction facts. For example:

4 + 2 = 6
2 + 4 = 6
6 4 = 2
6 2 = 4
A liter is a metric unit of capacity.
A polygon is any closed 2D shape that has

three or more straight sides. For example:
METER
addition fact with

its turnaround fact
POLYGON
the two related

subtraction facts
A meter is a metric unit of length that is longer

than one yard. One hundred centimeters is the
same length as one meter.
A triangle is a polygon
that has three sides.
A quadrilateral is any
polygon with four sides.
A pentagon is a polygon
that has five sides.
A hexagon is a polygon
that has six sides.
MULTIPLICATION
Fractions describe parts of one whole, when
those parts are of equal size. For example, when
one whole is split into two groups or two parts of
equal size, the fraction one-half describes one
of those groups or parts. When one whole is split
into four groups or four parts of equal size, the
fraction one-fourth (one-quarter) describes one
of those groups or parts.
Mental computation strategies
CAPACITY
Capacity is the amount something can hold.
CENTIMETER
A centimeter is a metric unit of length that
is shorter than one inch.
COMPARING
When read from left to right, the symbol > means

is greater than. The symbol < means is less than.
For example:
2 < 6 means 2 is less than 6
EVEN NUMBER
An even number is any whole number that has
a 0, 2, 4, 6, or 8 in the ones place.
For example:
U
se a known sum (use doubles)
See 7 + 7 think double 7
See 25 + 26 think double 25 plus 1 more
See 35 + 37 think double 35 plus 2 more
15
Addition facts are all the addition sentences

that show two one-digit numbers being added.
Addition facts can be written with the total or
sum at the start or at the end.
Make ten
See 9 + 4 think 9 + 1 + 3
See 38 + 14 think 38 + 2 + 12
Count back
See 9 2 think 9 1 1
See 26 20 think 26 10 10
NUMBER FACTS
2 + 3 = 5 or 9 = 4 + 5
Subtraction facts are all the subtraction

sentences that are related to the addition facts.
For example:
Subtraction
Think addition
See 17 9 think 9 + 8 = 17 so 17 9 = 8

A pyramid is a polyhedron that has any

polygon for a base. All the other faces joined
to the base are triangles that meet at a point.
QUART
Addition
Count on
See 3 + 8 think 8 + 1 + 1 + 1
See 58+24 think 58+10+10+4
A polyhedron is any closed 3D object

that has four or more flat faces.
three groups of two is six
These are strategies you can use to figure

out a problem in your head.
2+3=5
1 row
equal groups
For example:
array
A kilogram is a metric unit of weight.
Addition is used to find the total or sum of two

or more numbers of objects. This is recorded
in an addition sentence that uses words or
symbols. Addition is shown by the + symbol.
POLYHEDRON
For example:
three rows of five is fifteen
KILOGRAM
ADDITION
Multiplication is used to find the total number

of objects in an array or in a number of equal
groups. This is recorded in a multiplication
sentence that uses words or symbols.
Multiplication is shown by the symbol.
PL
E
A sphere is a ball-shaped
3D object made with one
curved surface.
FRACTION
5 2 = 3 or 9 4 = 5
ODD NUMBER
An odd number is any whole number that
has a 1, 3, 5, 7, or 9 in the ones place.
ORIGO Education.
A cube is a box-shaped
3D object made with
six flat surfaces that are
the same size.
A cylinder is a 3D object
made with two flat surfaces
and one curved surface.
ORIGO Education.
A cone is a 3D object
made with one flat surface
and one curved surface.
PINT
A pint is a unit of capacity.
A quart is a unit of capacity. One quart is the

same as two pints.
SUBTRACTION
Subtraction involves taking one number away
from another. Subtraction may be used to find
an unknown addend or to find the difference
between two numbers. This is recorded in
a subtraction sentence that uses words or
symbols. Subtraction is shown by the symbol.
For example:
52=3
TURNAROUND FACT
Each addition fact has a related
turnaround fact.
For example:
+2=6
4
2+4=6
GLOSSARY
FACT FAMILY
SA
GLOSSARY
3D OBJECT
Writing Tens and Ones, and Number Names
1.1
2.
Write the number of tens and ones on the expander.
Then write the number name.
a.
a.
a.
Look at this picture.

What number does it show?
How could you use tens and ones blocks

to show the same number?
PL
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a.
b.
How would you show the number on this expander?

How do you know?
How would you write the number name?
a.
twenty-six
seventy-three
1.
Then complete the number name.
d.
SA
Step Up
fifty-one
c.
a.
What do you know about

these numbers?
fifty three
b.
Step Ahead
Two people show 17 with

their hands like this.
ORIGO Education.
t wenty nine
ORIGO Education.
Loop the numbers that three people could show.

thirty-eight
twenty-one
fifty-three
thirty
1.2
Writing Two-Digit Numbers
2. Complete these mix-and-match puzzles.

a.
Look at the number on this expander.

How do you read and say the number?
b.
a.
How could you show the number

using tens and ones blocks?
How many people would be needed to show
the number with their fingers?
How do you know?
How would you write the numeral without using an expander?
How would you write the number name?
a.
b.
d.
45
SA
forty
a.
c.
87
Step Up
1.
Then write the numeral and number name.
PL
E
a.
twenty
Step Ahead
Count the number of tens and ones blocks.
c.
a. Write the numeral.
10
ORIGO Education.
ORIGO Education.
b. Write the number name.

11
1.3
Reading and Writing Two-Digit Numbers
2. Write the numeral with and without the expander.

a.
fifty-two
fifteen
seventy-one
b.
seventeen
c.
seventy-four
d.
Look at these number names.
forty-one
e.
forty
f.
fourteen
h.
sixty
i.
sixty-seven
fifty
What do you notice when you read and say these numbers?
Do you always say the number of tens first?
What are some other numbers where you say the number of ones first?
a.
d.
sixty-three
fifty-six
b.
e.
eighty-four
c.
ninety-two
twenty-eight
f.
Step Ahead
I am greater than sixty and less than seventy.

The digit in my tens place is less than
the digit in my ones place.
thirty-two
ORIGO Education.
ORIGO Education.
Read the clues. Write the numeral on the expander to match.
a.
b.
12
sixteen
1.
Read the number name.
Write the numeral with and without the expander.
SA
Step Up
g.
What are some other numbers where you say the number of tens first?
PL
E
How would you show the numbers on these expanders?
I am less than forty and greater than thirty.

The digit in my ones place is less than
the digit in my tens place.
13
Exploring the Relative Position of Two-Digit Numbers

on a Number Track
1.4
2. Write the numerals that should be shown in these positions.

a.
Look at this piece of number track.
30
40
50
What numeral would you write in the position shown by the red arrow?
How do you know?
42
Step Up
37
1.
Draw a line to show where each numeral and number name
is located on the track.
10
20
90
c.
fourteen
twenty-one
23
30
SA
18
29
80
12
31
29
b.
PL
E
How can you figure out where each of these is located on the number track?
60
40
thirty-two
30
Step Ahead
Look at this piece of number track.
thirty-nine
40
40 50
38
forty-seven
14
forty-four
ORIGO Education.
46
ORIGO Education.
Loop the numerals that you could show on this piece of number track.
40
44
42
55
49
52
15
1.5
Exploring the Relative Position of Two-Digit Numbers

on a Number Line
2. Draw a line from each numeral to its position on the number line.
a.
Look at the number track.
42
58
50
60
53
55
69
74
51
47
79
85
93
70
80
90
100
71
What numeral would you write in the position that is yellow?

How do you know?
82
89
96
20
PL
E
40
20
Look at this number line above.
How is it the same as the number track? How is it different?
What numeral should we write at the start of the number line?
Which mark on the number line shows the same number

that is shaded on the number track? How do you know?
What is a quick way to find 17 on the number line?
Step Up
10
20
11
15
22
28
Step Ahead
30
27
Draw arrows from each numeral to its position on the number line.
Think carefully before you draw.
30
ORIGO Education.
19
ORIGO Education.
12
SA
1. Draw a line from each numeral to its position on the number line.
70
b.
What do you notice about the marks along the number line?
What do the marks of different length show? How do you know?
16
64
20
25
35
40
17
Working with Two-Digit Numbers on a Number Line
1.6
2.
Write the numerals that should be in the boxes above each number line. Then
draw a line from each box below the number lines to show that numerals position.
Look at this number line.
a.
10
20
30
10
What other numerals are you able to find on this number line?
15
15 is halfway between 10 and 20.
PL
E
How do you know?
30
35
50
45
b.
Mark 15 and 25 on the number line.

How could you find 19? What numeral would it be near?
20
How could you find 12?

What numerals are closer to 10 than 20? How do you know?
1.
Write the numeral that should be in each box.
Think carefully before you write.
a.
b.
0
20
40
35
60
55
c.
40
10
SA
Step Up
25
40
50
25
60
90
75
80
Step Ahead
Divide the number line into smaller parts that are the same length.
Then find and mark 16 and 47.
c.
100
18
ORIGO Education.
50
ORIGO Education.
10
30
50
19
Comparing Two-Digit Numbers on a Number Line
1.7
2. Write the numeral that you think should be in each position.
Look at the this number line.
10
15
20
80
90
100
Which numeral is the greater distance from zero?

Which numeral is greater?
PL
E
What numeral should be marked at the position of each arrow? How do you know?
3. Write < or > to complete these. Use the number line from Question 2 to help.
What numerals are greater than 13 but less than 17? How do you know?
a.
Which symbols do we write for greater than and less than? How do you know?
1.
Draw a line to join each numeral to its position on the number line.
Then write < or > in each circle to describe each pair of numerals.
a.
36
38
40
b.
50
20
49
54
62
60
69
89
Step Ahead
50
58
80
81
90
96
e.
h.
82
90
93
84
99
83
c.
f.
i.
92
95
87
95
88
98
47
a.
66
c.
70
ORIGO Education.
30
51
42
g.
SA
33
ORIGO Education.
Step Up
d.
88
b.
Write two-digit numerals and < or > to complete true

comparison sentences.
26
91
e.
b.
d.
70
54
f.
21
Comparing and Ordering Two-Digit Numbers
1.8
This table shows amounts raised by Grades 3 and 4.

Use the table to answer Questions 3 and 4.
One
Two
Week
Three
$63
$58
$39
$45
$53
$59
$65
$40
$57
$38
Grade
Look at the amounts in these purses.
$51
Which purse has more money?

How do you know?
$26
Did you compare the digits in the tens

place or the ones place first? Why?
Four
Five
3. a. Write the amounts that are less than $50.
Which of these amounts are greater than $26 but less than $51?
PL
E
b. Write the amounts raised by Grade 3 in order from greatest to least.
$44
$14
$41
$34
Look at all the purses above.
4. Complete these sentences.
How would you figure out the order from least to greatest amount?
1.
This table shows amounts raised by Grades 1 and 2 for a school
fundraiser. For each week, color the box that shows the greater
amount raised.
Grade
One
Two
$64
$48
$57
$62
Week
Three
Four
$55
$58
$35
Step Ahead
and Week
or
Grade 1 Week 5
b.
Grade 2 Week 1
or
c.
Grade 1 Week 3
or
Grade 2 Week 5
Total Money Raised

Grade 2
Grade 3
Grade 2 Week 4
Grade 1
ORIGO Education.
Grade 1 Week 1
ORIGO Education.
a.
Look at the tables on page 22 and at the top of this page.
a. Use a calculator to figure out how much money each grade raised in total.
2.
Loop the week in which less money was raised.
22
b. Grade 4 raised less than Grade 3 in Week
$61
$50
raised more in Week 3 than Grade
Five
$39
a. Grade
SA
Step Up
c. Write the amounts raised by Grade 4 in order from least to greatest.
Grade 4
b. Which grade raised the greatest amount of money?

23
Exploring Properties of Odd and Even Numbers
1.9
2. Look at this chart.
10
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
b. Write about a pattern you see.
PL
E
How would you describe the sorting?
a. Color the odd numbers blue.
These number mats have been sorted into two groups.
11
3. Write all the even numbers between 21 and 40.
What types of numbers are in each group?
What are some other numbers you could show in each group? How do you know?
4. Write all the odd numbers between 28 and 45.
Even numbers can be shown with a groups of two

arrangement where every part has a partner.
For odd numbers, there is always one left over.
5. Write the next two even numbers.

10
a.
b.
18
b.
25
c.
44
c.
33
SA
a.
1. a.
Look at the chart below. Color the even numbers red.
Look at the number mats above to help.
Step Up
d.
50
d.
49
b. Write about a pattern you see.

1
10
11
12
13
14
15
16
17
18
21
22
23
24
25
26
27
28
29
30
ORIGO Education.
20
Step Ahead
ORIGO Education.
19
24
6. Write the next two odd numbers.
Write the numbers that you say when you start at 5 and count in
steps of 5. Then color the numbers that are even.
5 10 15
25
1.10
Solving Number Puzzles

on a Hundred Chart
c.
d.
I am an even number.
I am between 60 and 80.
I am less than 64.

The difference between my
digits is 9. I am an even number.
Where do you see or

hear two-digit numbers?
1
11
Find 28 on this hundred chart.

What does the 2 tell you?
e.
10
12 13 14 15 16 17 18 19 20
I am between 30 and 60. The

difference between my digits is 0.
I am an even number.
PL
E
31 32 33 34 35 36 37 38 39 40
What are some things you know

about this two-digit number?
41 42 43 44 45 46 47 48 49 50
g.
51 52 53 54 55 56 57 58 59 60
Read this number puzzle.
61 62 63 64 65 66 67 68 69 70
91 92 93 94 95 96 97 98 99 100
SA
63
b.
45
62
20
8
The total of the tens

digit and the ones
digit is always
c.
53
97
The difference between
the tens digit and the
ones digit is always
ORIGO Education.
The total of the tens

digit and the ones
digit is always
ORIGO Education.
26
81
27

The difference between my digits
is 2. I am greater than 65.
31
44
53
a.
Figure out these number puzzles.

b.
For each flower, write what you notice about the digits
in each petal.
Step Ahead
What is the greatest possible number? How do you know?

I am greater than 35, but less
than 39. I am an odd number.
I am greater than 60 and less

than 90. The difference between
my digits is 3. I am an even number.
81 82 83 84 85 86 87 88 89 90
Color the hundred chart to show all the possible answers. What do you notice?
a.
h.

When you add my digits, the
total is 11. I am an odd number.
71 72 73 74 75 76 77 78 79 80
I am a two-digit number.
When you add my tens and
ones digits, the total is 7.
What numbers could I be?
Step Up
I am an odd number.
When you add my 2 digits,
the total is 6. I am less than 20.
21 22 23 24 25 26 27 28 29 30
What does the 8 tell you?
What is the least possible number?
f.
27
1.11
Sorting Data in Different Ways
b. Write about your sorting on page 28.
How could you sort these bow ties and neckties?
2. a. Sort the same hats another way. Then complete this graph to show your sort.
PL
E
Type of hat
Clown Hat Graph
4
5
6
Number of hats
10
b. Write about your sorting above.
How could you show your sorting?
Step Up
3. Describe another way you could sort the hats.
SA
What type of graph would you use? Why?
1. a. Your teacher will give you a sheet of pictures.

Sort the hats then complete this graph to show your sort.
Type of hat
Clown Hat Graph
Look at your graph in Question 2.

Complete these sentences to describe the data.
4
5
6
Number of hats
10
ORIGO Education.
ORIGO Education.
a. There are
0
28
Step Ahead
more
b. There are
less
hats than
hats than
hats.
hats.
29
1.12
Interpreting and Constructing One-to-One Picture Graphs
2. a. Draw
Type of movie
Comedy
means 1 vote
Comedy
Cartoon
Action
Scary
Number of votes
Cartoon
b. What is the most popular type of movie?
PL
E
Action
c.
What is the least popular type of movie?
Scary
Number of votes
d.
How many students voted for each type of movie?

How do you know?
How many more students voted for Action than Cartoon?
Step Up
Step Ahead
Comedy
1.
Ask each student in your class to vote for their favorite type
of movie. Record the results in this tally chart.
Type of movie
Comedy
Tally
a. Complete this bar graph to show the data from your tally chart.
Favorite Movies
SA
How many students voted in total?

How do you know?
What types of movies are more popular than Scary?
students in total voted for Comedy and Scary.
e.
What is the difference in the number of votes for Action and Cartoon?
Type of movie
Type of movie
means 1 vote
Favorite Movies
Lily asked some students to vote for their favorite type of movie.
She showed the results with this picture graph.
Favorite Movies
to create a picture graph that shows your results.
Total
Cartoon
Action
Scary
0
Cartoon
5
6
7
8
Number of votes
10
11
12
13
b. Which type of graph do you like best? Explain your thinking.
Scary
30
ORIGO Education.
ORIGO Education.
Action
31
2.1
Working with Addition
2. Add the groups. Then write an addition fact to match.

a.
Which numbers are parts of the total? How do you know?

What equation could you write to match your story?
1. Write numbers to match each picture. Then write the addition fact.
a.
eggs in the basket.
There are
eggs out of the basket.
There are
eggs in total.
red apples.
Mano has eaten 7 olives and has

2 more to eat. How many olives
did he have in total?
There are
apples in total.
Write numerals to complete different number facts.

Make each total less than 10.
ORIGO Education.
There are
Step Ahead
green apples.
b.
Kimie has 6 raspberries and

2 strawberries. How many
berries does she have in total?
There are
32
a.
SA
+
b.
3. Read the story. Then write an addition fact to match.
There are
ORIGO Education.
Step Up
d.
PL
E
Which number is the total in your story? How do you know?
b.
c.
What addition story could you say about this picture?
33
2.2
Using the Commutative Property of Addition

with Count-On Facts
2.
Draw lines to join matching turnaround facts.
Cross out the facts that do not have a match.
Look at these pictures. What do you notice?
8 + 3 = 11
1+6=7
4+1=5
0+8=8
3 + 8 = 11
PL
E
7+2=9
2+7=9
What addition facts could you write to match the pictures?
3+2=5
What do you call a pair of facts like this?
2+3=5
8+1=9
These are called turnaround facts. Turnaround facts

have the same parts and the same total.
1+8=9
8+0=8
3. Write true or false.
a.
b.
+
+
2
4
=
=
c.
+
+
b.
d.
4+1=5
is the turnaround for
3 + 9 = 12
c.
12 + 9 = 3
e.
2 + 8 = 10
6+2=8
4+4=8
f.
0+3=3
1+4=5
4 + 6 = 10
3+3=0
d.
a.
Step Ahead
ORIGO Education.
34
5+0=5
0+5=5
ORIGO Education.
4
2
1. Write two addition facts to match each picture.
SA
Step Up
a.
Write the turnaround sentences to match.
14 + 2 = 16
b.
3 + 12 = 15
c.
17 + 0 = 17
=
35
2.3
Relating Addition and Subtraction (Count-On Facts)
2.
Look at each sheet of stickers. Complete the sentences to match.
a.
Kristina bought a sheet of 12 stickers.

She put 3 stickers on a card she was making.
b.
=6
4+
=4
6
What subtraction story could you say
about what happened?
+ 9 = 12
Which number is the total in your story?

Which numbers are parts of the total?
PL
E
c.
What addition story could you say about the 12 stickers?

Which number is the total in your story?
Which numbers are parts of the total?
d.
10
a.
SA
b.
The total is
36
.
.
One part is
The other part is
The total is
=8
11 dots in total
b.
7 dots in total
c.
9 dots in total
Step Ahead
.
.
ORIGO Education.
The other part is
+8=9
ORIGO Education.
One part is
=8
3.
Figure out how many dots are covered.
Then write the matching number sentences.
1. Write the number of stickers on each card and the total.
a.
= 10
8+
What do you notice about the parts and total in the addition and subtraction stories?
Step Up
=9
12
a.
Write numerals to make each sentence true.
b.
c.
+
37
Working with Count-On Fact Families
2.4
2. For each number fact, color the total red. Then color the two parts blue.
a.
Look at this picture.

What addition story could you say?
b.
What are the parts and total for your story?
d.
What two addition facts could you write to match?
e.
What two subtraction facts could you write to match?
c.
10
10
f.
PL
E
3.
Use the same color to show the number facts that belong in the same
fact family. The first one has been done for you.
2+1=3
a.
b.
38
9
9
=
11 2 = 9
6+1=7
1+2=3
93=6
43=1
71=6
9 + 2 = 11
6+3=9
3+6=9
1+6=7
11 9 = 2
a.
76=1
32=1
Write the other number sentences that complete these families.
1 1 + 2 = 13
b.
3 + 15 = 18
c.
1 4 + 1 = 15
ORIGO Education.
9
9
31=2
Step Ahead
ORIGO Education.
c.
SA
Step Up
2 + 9 = 11
3 + 8 = 11
1.
Write two addition facts to match each picture.
Then write two subtraction facts to match.
96=3
3+1=4
What other fact families do you know?
11 3 = 8
41=3
These two addition facts and two

subtraction facts make a fact family.
1+3=4
11 8 = 3
What are these four facts called?
8 + 3 = 11
39
2.5
Extending the Count-On Strategy to Two-Digit Numbers
3. Count on 10 or 20 and write the total. You can use the chart to help.
Look at this chart. Loop a number between 13 and 18.

2
c. 53 + 20 =
e. 68 + 20 =
f. 10 + 74 =
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
41
43
46
47
48
52 53 54 55 56
57
58 59 60
61
62 63 64 65 66
67
68 69
70
71
72
76
77
78
80
81
82 83 84 85 86
87
88 89 90
PL
E
42
51
Think about the number of tens and ones in your number.

What happens to the tens when you move right on the chart?
What happens to the ones?
What happens to the tens and ones when you move down on the chart?
1.
Count on 1, 2, or 3 and write the total.
You can use the chart above to help.
Step Up
b. 57 + 20 =
d. 10 + 67 =
a. 43 + 10 =
73
d. 23 + 1 =
c. 18 + 2 =
e. 2 + 27 =
75
49
79
50
b.
c.
20 + 59 =
82 + 10 =
f. 25 + 3 =
h. 34 + 3 =
i.
5. Count on to figure out these totals. Use turnarounds to help you.
1 + 33 =
SA
g. 3 + 32 =
74
46 + 30 =
b. 3 + 16 =
45
4. Count on to figure out the total. Then write the turnaround.

a.
a. 11 + 2 =
44
a. 30 + 45 =
b. 2 + 86 =
d. 20 + 33 =
e.
c.
3 + 17 =
2. Write the total. Then write the turnaround.

b.
c.
14 + 3 =
d.
+
e.
Step Ahead
f.
3 + 24 =
40
29 + 1 =
f. 30 + 68 =
Use the chart above to help you.
Anna has 4 dimes and 6 pennies. Noah has 23 pennies and 2 dimes.
Amos has 1 dime and 38 pennies.
3 + 33 =
ORIGO Education.
1 + 97 =
38 + 1 =
2 + 26 =
ORIGO Education.
a.
Who has the most money?

41
Using Place Value (Hundred Chart) to Add

Two-Digit Numbers
2.6
What is the total cost of these clothes?

How did you figure it out?
2.
Start with the greater number. Write addition sentences to show how
you add the tens, then the ones. Then write the total.
a.
$21
How could you use a hundred chart

to show how you add the two numbers?
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
30
4
74 + 15 =
92
+
+
=
d.
16 + 83 =
=
=
46 + 32 =
3.
Start with the greater number. Write addition sentences to show how
you add the ones, then the tens. Then write the total.
SA
c.
f. 41 + 21 =
g. 13 + 11 =
h. 37 + 31 =
i. 21 + 13 =
57
+
+
=
d.
=
=
35 + 54 =
Step Ahead
ORIGO Education.
e. 35 + 21 =
c. 49 + 11 =
d. 28 + 12 =
1
20
66 + 13 =
ORIGO Education.
b. 43 + 23 =
16 + 72 =
1.
Draw arrows on the chart above to show how you add each
of these. Then write the totals.
a. 15 + 12 =
b.
56 + 21 =
56
57
I would start with 48 and work with the

ones first. 48 plus 1 is 49. 49 plus 20 is 69.
42
I would start with 48 and add the tens

first. 48 plus 20 is 68. Then 1 more is 69.
Step Up
62
92
c.
a.
Which method do you like best? Why?
62 + 34 =
PL
E
11
$ 48
b.
15
Write the missing numbers along this trail.

+13
+21
+11
+22
43
Using Place Value (Number Line) to Add

Two-Digit Numbers
2.7
2.
Draw jumps to show how you could count on to figure out each of these.
Then write the totals.
a.
How can you figure out the total cost

of the guitar and book?
$73
How could you use this number line

to show how you added?
46 + 12 =
$14
40
50
60
70
30
40
50
60
60
70
80
90
50
60
70
80
30
40
50
60
b.
80
35 + 21 =
90
PL
E
70
c.
I started at 73 and added the tens then the ones of 14.

I can draw jumps like this to show how I added.
62 + 27 =
Step Up
50
73
80
83
d.
87
90
55 + 24 =
1. a.
Draw jumps on this number line to show how you would
add 56 and 13.
SA
70
+4
+10
60
e.
33 + 16 =
70
b. Draw jumps on this number line to show another way you could add 56 and 13.
44
70
ORIGO Education.
60
ORIGO Education.
50
Step Ahead
13
Write the missing numbers on this trail.
+21
+40
+14
+11
45
2.8
Reading and Writing Time on the Hour

and Half Past the Hour
2. Write each time in words.

a.
b.
c.
d.
e.
f.
Look at this analog clock.

What does the long hand tell you?
What does the short hand tell you?
What time is shown on the clock?
2:00
PL
E
Look at this digital clock.

What do the numbers on the left side of the colon tell you?
What do the numbers on the right side of the colon tell you?
What time is shown on the clock?
How many minutes are in one hour?
How many minutes are in half an hour? How do you know?
g.
4:30
What times are they showing?

How do you know?
4:00
i.
12:00
SA
1.
Loop in red the clocks that show a time on the hour.
Loop in blue the clocks that show a time half past the hour.
Step Ahead
Loop the clocks that show a time after 11 oclock in the morning
and before half past 4 in the afternoon.
1:30
8:03
7:30
1 1:30
ORIGO Education.
3:00
ORIGO Education.
5:30
46
6:30
h.
Look at these two clocks.
Step Up
12:30
12:00
1:00
47
2.9
Working with Duration (Hours)
3. Write the hours that have passed.

a.
What time is shown on this clock?

How do you know?
start
Where will the clock hands be pointing one hour later?

How do you know?
What time is one hour later than 8 oclock?
c.
PL
E
How long is the movie? How do you know?

How will the clock hands move during that time? How do you know?
48
start
finish
9:30
5:00
1 1:30
hour
8 oclock
d.
half past 9
12:30
c.
3:00
:
ORIGO Education.
b.
Step Ahead
ORIGO Education.
d.
hours
b.
1 1 oclock
c.
:
e.
1 oclock
half past 5
:
f.
half past 12
start
finish
oclock
2. Write the times that are 3 hours later.
9:00
c.
hours
finish
SA
oclock
a.
a.
1. Write the time that is 2 hours later than the time on each clock.
half past
finish
4. Read each time. Then write the time that was 2 hours before.
The minute hand will make 2 full turns around

the clock and at the same time the hour hand
will move forward 2 numbers to show 2 hours.
b.
start
4:00
Imagine the clock on the left shows the start

time for a movie and the clock on the right
shows the finish time.
a.
start
hours
Look at these two clocks.
Step Up
b.
finish
Draw the missing clock

hands to show a start and
finish time for an activity
that lasts 5 hours.
49
2.10
Identifying Five-Minute Intervals
2. Write numbers to show each time.
a.
b.
Count in steps of five around this clock.

Write the numbers you say.
What happens when you reach 12 on the clock?
minutes past
How many minutes past the hour

is a half-past time? How do you know?
d.
PL
E
c.
How many minutes past the hour is this clock showing?

Which hour is it?
What time is the clock showing?
minutes past
e.
What is another way you could read this time?
b.
minutes past 8
50
a.
c.
minutes past 9
minutes past 4
start
ORIGO Education.
a.
Step Ahead
ORIGO Education.
1. Write each time.
minutes past
f.
minutes past
SA
What time is showing on this clock?

How do you know?
Step Up
minutes past
Count in steps of five to figure out how many minutes have passed.
finish
minutes
minutes past
b.
start
finish
minutes
51
2.11
Working with Five-Minute Intervals
2.
Draw lines to connect clocks to times.
Cross out the two clocks that do not have a match.
What time is showing on this digital clock?
9:35
How would you show the same time on an analog clock?

How do you know?
2: 45
ten past six
fifteen past five
Look at this clock.

Why is there a zero just before the five?
9:05
What different ways could you say

the time shown on this clock?
9:20
Twenty past nine.
52
5: 15
twenty-five past twelve
two forty-five
three thirty
twenty past eight
12: 25
1: 00
1. Draw lines to connect the matching times.
7:20
10: 15
7: 10
In each pattern, the next clock shows five minutes more.

Complete the missing times.
a.
ORIGO Education.
3:45
Step Ahead
ORIGO Education.
2:35
five past eleven
6: 20
SA
Nine twenty.
Step Up
PL
E
How would you show the same time on an analog clock?

How do you know?
one forty
3: 30
b.
3: 05
3: 10
:
53
2.12
Working with Duration (Hours and Minutes)
3. Write how many minutes have passed.

a.
What time is shown on this clock? How do you know?
start
finish
b.
start
finish
Where will the clock hands be pointing one hour later?

How do you know?
minutes
Where will the clock hands be pointing five minutes later?

Where will the clock hands be pointing ten minutes later?
c.
3: 15
I would count on 15 minutes in steps

of five 3:15, 3:20, 3:25, 3:30.
b.
minutes past
c.
minutes past
Step Ahead
54
c.
minutes
b. At what time did the cake

come out of the baking pan?
:
Read the story. Then answer the questions.
a. Daniel started reading at 4:40.

He read for half an hour.
When did he finish reading?
1:40
ORIGO Education.
1 1:20
4:55
minutes past
ORIGO Education.
8: 10
b.
4:20
2. Write the times that are 15 minutes later.

a.
finish
minutes
a. At what time did the mixture

go into the oven?
SA
a.
1:40
start
Juan and Sam started making a cake at 9:10.

It took 5 minutes to find all the things they needed.
It took another 10 minutes to prepare and mix all the ingredients.
Then the mixture was placed in the oven and cooked for an hour.
When the cake was cooked, they let it cool for 5 minutes before
taking the cake out of the baking pan.
1. Write the times that are 5 minutes later.
1: 10
d.
4. Read the story. Then write the times.
What time is five minutes later than 2:55? How do you know?
Step Up
finish
PL
E
What time is showing on this clock?

How could you figure out the time that is 15 minutes later?
start
minutes
b. Donna left her friends house at

2:50. She arrived home at 3:15.
How long did it take to get home?
minutes
55
3.1
Working with Hundreds
2. oop groups of 10 tens blocks to make one hundred.

L
Then write the number of hundreds, tens, and ones.
Where have you seen or heard one hundred?
a.
My great-grandmother is 100 years old.

There are 100 cents in one dollar.
hundreds
tens
ones
hundreds
tens
ones
tens
ones
c.
What different ways could you show 125 using blocks?
125 ones.
12 tens and
5 ones, or
d.
hundred
SA
1.
Loop groups of 10 tens blocks to make one hundred.
Write the number of hundreds. Then write the number of tens
and ones left over.
a.
tens
Step Ahead
ones
a.
b.
tens
ones
ORIGO Education.
hundred
ORIGO Education.
b.
56
hundreds
hundreds
PL
E
How could you show one hundred using blocks like these?
How many tens blocks would you need?
How many ones blocks would you need?
What other block could you use?
Step Up
ones
b.
What are some different ways you could show one hundred?
1 hundreds block,
2 tens, and 5 ones, or
tens
c.
Write the missing numbers.
1 hundred 4 tens 7 ones
is the same as
tens
ones
3 hundreds 4 tens 5 ones
is the same as
tens
ones
3 hundreds 4 tens 0 ones
is the same as
tens
ones
57
3.2
Writing Three-Digit Numbers
2. Write the matching number on the expanders.

a.
What number is shown by these blocks?

How do you know?
How could you show the same number

on these expanders?
How do you know where to write
the digits?
Look at the picture of blocks above.
Look at these expanders.
What blocks must be added to those
above to create this number?
b.
c.
1.
Look at the blocks. Write the matching number on the expander.
a.
Step Ahead
SA
Step Up
PL
E
b.
Color blocks to show a number that uses more tens blocks

than ones blocks. Then write the number on the expanders.
58
ORIGO Education.
ORIGO Education.
c.
59
3.3
Reading and Representing Three-Digit Numbers
2. Color blocks to show the number on the expander.

a.
What number is shown by these blocks?
b.
d.
a.
1. Look at the blocks. Write the matching number on the expander.
e.
SA
Step Up
c.
How would you read and say these numbers?
PL
E
How do you read the number?

What parts of the number do you say together?
b.

on this expander?
How do you know?
Step Ahead
Color more blocks to match the number on the expander.
c.
60
ORIGO Education.
ORIGO Education.
61
3.4
Writing Three-Digit Number Names
What number is shown on this expander?

How do you know?
2.
Look at the blocks. Write the number on the expander.
Then complete the number name.
a.
How do you read the number?

What do you notice?
hundred
b.
ten
forty
twenty
fifty
thirty
one
two
three
sixty
four
five
six
seventy eighty ninety
hundred
b.
1.
Look at the blocks. Write the matching number on the expander.
hundred
d.
a.
hundred
c.
hundred
SA
Step Up
seven eight nine
PL
E
Which of these number words would you use to complete the number name to match?
Step Ahead
Look at these two pictures of blocks. Figure out the total

of the two numbers they show. Then write the total in words.
62
ORIGO Education.
ORIGO Education.
c.
hundred
63
3.5
Writing Three-Digit Numerals
2. Write the matching number on the expander, then write the numeral.
a.
How could you figure out the number

shown in this picture of blocks?
I add the places in

my head like this:
400 + 20 + 5 = 425
on these expanders?
c.
How would you write the numeral without an expander?
64
d.
1. Look at the blocks. Write the matching number on the expanders.
Look at these pictures of blocks.

Figure out and write the total of the two numbers they show.
ORIGO Education.
Step Ahead
ORIGO Education.
b.
SA
a.
Look at the picture of blocks above.

How many of each type of block must be added
to create this number? How do you know?
Step Up
PL
E
b.
65
Identifying Three-Digit Numbers on a Number Line
3.6
Write the numeral for each arrow. Think carefully before you write.
3.
Look at this number line. What do you notice?
What numeral would you write in the position shown by the arrow? How do you know?
You could split the part between 0 and

100 into 10 smaller parts that are the
same length. The first part would be 10.
b.
c.
2.
200
400
b.
c.
500
a.
b.
c.
d.
900
800
f.
g.
h.
b.
c.
d.
200
f.
d.
600
d.
Step Ahead
700
e.
a.
800
e.
ORIGO Education.
a.
300
ORIGO Education.
100
66
h.
a.
500
g.
h.
Write the numeral that should be in the position shown by each arrow.
1.
a.
g.
100
e.
SA
Step Up
4.
5.
Could you draw more marks to find the number 1? Explain your thinking.
d.
f.
700
e.
Where would you draw more marks to find 10?
c.
400
PL
E
How could you draw marks to show steps of 50 from 0?

What numerals would you label at these marks?
b.
300
e.
400
What other numerals could you label on the number line?
a.
600
e.
620
Natalie has made some mistakes on her number line.

Find each mistake and write the correct numeral.
b.
c.
660
720
d.
790
700
630
f.
670
800
g.
730
h.
760
67
3.7
Measuring Length with Uniform Non-Standard Units
2. Measure the length of each worm using cubes.
Jess found this worm in her garden.

She used cubes to measure its length.
Is her measurement accurate? How do you know?

How would you use the cubes to measure the worm?
I would join the cubes together so that
there were no gaps and no overlaps.
1. ake a cube train with five cubes. Color the worms

M
that are close to the length of your train.
Use cubes to help you draw a worm that is between

5 and 7 cubes in length.
ORIGO Education.
Step Ahead
ORIGO Education.
cubes
cubes
SA
68
cubes
cubes
Is the worm longer or shorter than 5 cubes? How do you know?
Step Up
PL
E
cubes
69
3.8
Introducing the Inch
2. Use your inch ruler to measure the length of each tool picture.
What do you know about one inch?

My dad said his shoe is about 10 inches long.
The store sells 6-inch subs.

inches
PL
E
What are some things that you think measure one inch?
Some books are

about one inch thick.
Use a pattern block to find some things

that measure one inch in the classroom.
inches
1. Use your inch ruler to measure the length of each picture.
SA
Step Up
This pattern block is one inch long and one inch wide.
inches
Step Ahead
Nails come in many shapes and sizes.

Draw a nail that is between 3 and 4 inches long.
inches
70
ORIGO Education.
inches
ORIGO Education.
inches
71
3.9
Working with Inches
2.
This table shows the measurement of other
televisions. Complete each sentence.
In some countries, the word for inch is

the same as the word for thumb.
b.
inch
Look at your thumb.
Kaitlyn
has the smallest television.
c. Kaitlyns television is
40
60
Morgan
has the largest television.
46
Stevie
a.
Television Size
(inches)
Elijah
The inch is a length measurement that was once used

to describe the width of a mans thumb at the base
of the nail.
Student
52
inches smaller than Elijahs.
How does your inch compare to that of other students?
Measurements for televisions and whiteboards

are taken from opposite corners like this.
d. Morgans television is
86 inches
c. Cole or Sumi
d. Carson
or Sean
M
Sumi
32
Carson
50
Work with a teacher to measure the size of a school whiteboard.

Write the size below.
42
Sean
37
Cole
Television Size
(inches)
inches
ORIGO Education.
b. Carson
or Cole
72
Step Ahead
ORIGO Education.
a. Sumi or Sean
inches.
3.
Look at the table of television sizes from Question 1 and Question 2.
Write the measurements in order from least to greatest.
1. This table shows the measurement of some students televisions.
Student
s .
s television is 6 inches larger than Elijahs television.
g.
SA
What measuring tool

would you use to
measure a whiteboard?
In each pair, loop the student who

has the larger television.
s television is 20 inches larger than
e.
T
f. he difference between the size of Morgans
television and the size of Kaitlyns television is
This is a picture of a 86-inch whiteboard.
Step Up
inches smaller than Stevies.
PL
E
Today, the inch is standard and is still used as a length measurement.

The inch is also used to describe the lengths seen in different objects such
as the width of a frying pan, the length of a nail, or the height of a door.
73
3.10
Introducing Feet
2. Find and write objects in the classroom to match each length.

Less than 2 feet
What do you know about the measure called a foot?
About 2 feet
More than 2 feet
How long do you think it is?

The foot was once used to describe the length
of a mans foot.
Imagine you measured the length
of the classroom using your feet.
PL
E
Would you get the same answer as your teacher? Explain your thinking.
Use orange pattern blocks to measure the length of your ruler.
What do you notice?
What could you write to describe one foot?
One foot is the same as 12 inches.
3.
Your teacher will give you some grid paper and explain how to make
a tape measure. Use the tape to measure the width of each object.
Step Up
A big book could

be 1 foot wide.
Desk
about
Some mattresses are

about 1 foot thick.
SA
A wooden spoon is
about 1 foot long.
a.
What are some things at home that measure about one foot long,
one foot wide, or one foot thick?
Step Ahead
1.
Look around the classroom.
Then write some objects that you would measure in feet.
feet
b.
c.
Whiteboard
about
feet
Door
about
feet
Complete the table. Then write how you found

the missing numbers.
Feet
Inches
12
24
36
74
ORIGO Education.
ORIGO Education.
4
5
75
Working with Feet and Inches
2. Color the bar graph to show the height of each plant in Question 1.
How many inches equal two feet?

How do you know?
a. The marigold
and the violet
What is the height of this plant?

How could you say the height a different way?
How much taller than one foot is the plant?
15 inches
What are some other lengths that are between

one foot and two feet long?
inches
PL
E
b. he daffodil and
T
the marigold
inches
c.
The violet and
the daisy
1. This table show the height of four plants.
Daffodil
17 inches
Violet
8 inches
Daisy
15 inches
Marigold
19 inches
a. The daffodil is
b. The daisy is
c. The marigold is
d. The violet is
76
foot and
foot and
foot and
d.
The marigold and
the daisy
inches
Step Ahead
inches high.
Daffodil
Violet
inches high.
.
foot and
inches.
c. foot and 4 inches is the same as

1
inches less than one foot.

Marigold
Write these lengths another way.
b. inches is the same as

16
inches more.
Daisy
Type of flower
a. inches is the same as

12
ORIGO Education.
Complete these sentences.
Height
SA
Plant
inches
ORIGO Education.
Step Up
more than 1 foot
W
3. rite the differences
in height between
these plants.
Plant Heights
20
19
18
17
16
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
0
less than 1 foot
How many inches equal one foot?
Height in inches
3.11
inches.
d. foot and 7 inches is the same as

1
inches.
77
Introducing Yards
2. Write one object that you think could match each length.
How could you measure things like a sports track

or a building?
How many feet equal one yard?

How can you figure out the number of inches
that equal one yard?
What are some things that are about one yard long,
one yard wide, or one yard thick?
a. 2 yards
b. 5 yards
c. 10 yards
PL
E
How long is one yard?
10 20 30 4 0 50 4 0 30 20 10
Look at the classroom yardstick.

What do you notice?
TOUCHDOWN
10 20 30 4 0 50 4 0 30 20 10
3.12
d. 50 yards
3.
Use your tape measure to measure each length.
a.
The classroom is about
TOUCHDOWN
A big tree could

be 1 yard thick.
yards long.
Step Ahead
SA
Step Up
A door is about
1 yard wide.
1. Write inches, feet, or yards to show how you would measure

each of these.
a. television
The library is about
The library is about

yards wide.
Feet
3
e. building
f. adults height
g. library book
h. handspan
ORIGO Education.
d. cell phone
ORIGO Education.
c. whiteboard
78
d.
Complete the table.

Then write how you found the missing numbers.
Yards
1
b. sports track
The classroom is about

yards wide.
yards long.
c.
A baseball bat is
nearly 1 yard long.
b.
10
79
4.1
Exploring the Comparison Model of Subtraction
2. raw jumps to figure out the difference for each pair of shaded numbers.
D
Then complete the sentences.
Look at these cubes.

How many green cubes are there?
How many orange cubes are there?
a.
b.
1
How many more orange cubes

are there than green cubes?
How could you figure it out?
so
The difference is
The difference is
so
PL
E
How could you show your thinking on a number track?
c.
b.
The difference is
so 7 5 =
c.
10
so
11
12 13 14 15
so
The difference is
10
11
12 13 14
e.
1
The difference is
The difference is
so 9 6 =
10
so
11
12 13 14 15 16 17 18
Alisha found a worm that was 16 inches long.

Miguel found a worm that was 11 inches long,
and Alexa found a worm that was 4 inches long.
Step Ahead
Loop the two students who found worms that had the greatest difference in length.
so 16 9 =
ORIGO Education.
ORIGO Education.
The difference is
80
d.
1. igure out the difference between each pair of cube trains.

F
Then complete the sentence.
a.
The difference is
SA
Step Up
I can count on or count

back. The difference
between the numbers
is always three jumps.
Alisha
Miguel
Alexa
81
4.2
Extending the Count-Back Strategy to Two-Digit Numbers
Dana has saved $9.

If she buys this ball, how much money will she have left?
2. Write the differences. You can use the chart to help.

a.
10
11
12
13
14
c.
What is another way you could figure out the difference?
86
76
66
56
f.
60 2 =
56
57
58
59
60
62
63
64
65
66
67
68
69
70
72
73
74
75
76
77
78
79
80
82
83
84
85
86
87
88
89
90
92
93
94
95
96
97
98
99
100
d.
63 10 =
What will be the next three numbers in this number pattern? How do you know?
55
91
90 20 =
15
PL
E
54
81
b.
53
61
80 1 =
52
71
$2
Draw jumps on the number track to show your thinking.
51
e.
79 20 =
75 3 =
g.
h.
96 20 =
62 10 =
58
56
54
What will be the next three numbers in this number pattern? How do you know?
3. Figure out and write the differences.
52
a.
What do you think these patterns would look like on a hundred chart?
f. 15 3 =
g. 10 1 =
h. 8 3 =
i. 7 2 =
25 10 =
Step Ahead
ORIGO Education.
e. 10 0 =
f.
42 01 =
c. 11 2 =
d. 14 2 =
47 2 =
e.
36 1 =
ORIGO Education.
b. 9 3 =
c.
68 30 =
d.
1. rite the differences. You can use the number track

W
above to help you.
a. 5 2 =
82
53 10 =
SA
Step Up
b.
89

2
30
20
83
4.3
Using Place Value (Hundred Chart) to Subtract

Two-Digit Numbers
2. rite subtraction sentences to show how you count back the tens,
W
then the ones. Then write the difference.
How much money will be left in the wallet after buying the ball?
a.
How did you figure it out?
$21
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
c.
d.
=
=
96 13 =
3. rite subtraction sentences to show how you count back the ones,
W
then the tens. Then write the difference.
a.
SA
I would subtract the ones then the tens of the price.

67 take away 1 is 66. Then 66 take away 20 is 46.
c.
76 21 =
f. 45 32 =
g. 65 11 =
h. 60 21 =
i. 69 12 =
=
87 22 =
Step Ahead
ORIGO Education.
e. 27 11 =
d.
c. 29 11 =
d. 48 13 =
ORIGO Education.
b. 53 12 =
92 31 =
78 3 = 75
75 20 =
1. raw arrows on the chart above to show how you figure out each
D
of these. Then write the differences.
a. 32 21 =
b.
78 23 =
I would start with 67 and subtract the tens and the ones
of the price. 67 take away 20 is 47. Then 1 less is 46.
84
89 32 =
PL
E
13
12
82 21 =
75 20 = 55
55 2 =
$67
11
Step Up
75 22 =
How could you use this chart to show

how to subtract the price?
b.
98
12

21
23
11
85
Using Place Value (Number Line) to Subtract

Two-Digit Numbers
4.4
2. rite the difference. Then draw jumps on the number line to show your thinking.
W
a.
How much will be left in the wallet after buying the cap?
66 13 =
How do you know?

$57
How could you use this number line to show

how you figured it out?
$13
40
50
60
70
40
50
60
b.
57 15 =
50
60
PL
E
40
30
c.
85 21 =
I started at 57 and counted back the tens then the ones of

the price. I can draw jumps like this to show how I subtracted.
40
44
10
47
50
57
86
90
40
50
60
70
60
30
70
80
90
e.
SA
88 26 =
50
ORIGO Education.
70
70
Step Ahead
ORIGO Education.
60
60
80
60
50
60
70
50
60
70
Draw jumps on this number line to show another way you could figure out 68 12.
b. Draw jumps to show another way you could figure out 68 12.
50
50
70
67 23 =
Draw jumps on this number line on show how you would figure out 68 12.
1. a. raw jumps to this number line to show how you would
D
figure out 68 12.
Step Up
60
d.
50
52 +
Draw a number line to help you figure out the missing number.
= 79
87
4.5
Working with the Doubles Addition Strategy
2. Write the doubles fact that helps. Then complete each double-plus-2 fact.
a.
What doubles fact does this domino show?

What number sentence can you write
to show this double?
I can use double
5+7=
I can use double
3+5=
I can use double
7+9=
How can you use that doubles fact to figure out

the total number of dots on this domino?
c.
What number sentence can you write to match?
Step Up
3. Write the total. Then write the turnaround.
6+7=
8+6=
d.
I can use double
+
f.
8 + 10 =
6+5=
=
10 + 9 =
3+4=
Step Ahead
7+8=
a. rite a doubles equation that

W
has a sum greater than 20.
b. hen use this known sum to write four near-doubles equations.

T
c.
8+9=
ORIGO Education.
ORIGO Education.
+
I can use double
88
e.
c.
4+6=
8+7=
SA
I can use double
b.
4+5=
1. rite the doubles fact you would use to figure out each
W
double-plus-1 fact. Then complete the fact.
a.
b.
a.
What doubles fact would you use

to figure out each of these?
PL
E
b.
=
89
4.6
Relating Addition and Subtraction (Doubles Facts)
2. igure out how many dots are covered. Then write the matching equations.
F
a.
There are 15 cows on this farm. Some of the cows are in the barn.
9 dots in total
b.
13 dots in total
c.
11 dots in total
How could you figure out the number of cows in the barn?
d.
The other part is
The total is
e.
14 dots in total
f.
16 dots in total
+
=
Write a number fact to match each story.

b. Donna and Keisha have 12 berries
together. Keisha has 5 berries.
How many berries does
Donna have?
c. Maria bought 16 stickers.

There are 7 red stickers and the
rest are blue. How many stickers
are blue?
The total is
a. Tyler put 6 cookies on a plate.

The plate can hold 14 cookies.
How many more cookies can
Tyler fit on the plate?
d. Luis and Tien have read

12 books in total. Tien has
read 6 books. How many books
has Luis read?
ORIGO Education.
One part is
The other part is
90
ORIGO Education.
One part is
Step Ahead
SA
b.
17 dots in total
1. Write the two parts and the total for each picture.
a.
I could start with 15 and take away 7,

or I could think 7 plus "something" is 15.
Step Up
PL
E
91
4.7
Working with Doubles Fact Families
2. he circle shows the total. The squares show the parts.

T
Write the missing numbers, then complete the fact family.
Look at these facts.
4 + 6 = 10
a.
10 4 = 6
6 + 4 = 10
b.
17
10 6 = 4
9
Use red to loop each total.
Use blue to loop the parts in each fact.
c.
15
PL
E
What do you notice about the parts and total in the facts?
What do you call these four related facts?
What is the fact family for each of these dominos?
3. se the same color to show the facts that belong in the same fact family.
U
Step Up
1. Write the fact family for each domino.

b.
c.
95=4
6 + 8 = 14
5+4=9
73=4
11 6 = 5
94=5
14 = 8 + 6
7=4+3
14 8 = 6
Step Ahead
=
=
Write numbers to complete these doubles and near-doubles facts.
a.
+
ORIGO Education.
11 5 = 6
11 = 6 + 5
ORIGO Education.
74=3
4+5=9
92
5 + 6 = 11
14 6 = 8
SA
a.
3+4=7
What do you notice?
d.
19
b.
11
c.
e.
f.
14
+
93
4.8

Beyond the Facts
2. Double the tens, then double the ones. Write the total.
a.
12 + 12
10
2
20 + 4
Double
How could you figure it out?
$20
c.
is
20
4
31 + 31
Double
30
is
Double
is
=
d.
24 + 24
PL
E
20 is the same as 2 tens. Double 2 is 4 so double

2 tens is 4 tens. The total is 40.
is
Double
Look at this shirt.

What will be the total cost of two shirts?
b.
45 + 45
is
Double
is
Double
How could you figure out the total cost

of two pairs of shorts?
Double
is
Double
is
$23
3. Write the totals.
I could double the tens first. Double 20 is 40.

Then I would double the ones. Double 3 is 6.
So 40 plus 6 is 46.
a.
b. 21 + 21 =
c. 44 + 44 =
d. 35 + 35 =
SA
Step Up
a. 14 + 14 =
e. 43 + 43 =
f. 13 + 13 =
1. Write the missing numbers.

b.
80 + 80
is the same as
tens +
c.
70 + 70
is the same as
tens
tens +
Step Ahead
90 + 90
Choose one of the equations from Question 3.

Write a doubles story to match.
is the same as
tens
tens +
tens
94
b. 30 + 30 =
c. 50 + 50 =
ORIGO Education.
a. 40 + 40 =
ORIGO Education.
2. Write the totals.
95
4.9
Working with Time Quarter Past the Hour
2. Draw hands on the analog clock to show the matching time.

a.
Look at this analog clock.
b.
2: 15
Where will the hands be pointing when the time

is 11 oclock? How do you know?
c.
9: 15
d.
8: 15
7:30
Where will the hands be pointing when the time is half past 11?
How do you know?
PL
E
How many minutes has the minute hand

moved past the hour on this clock?
3. Write each time two different ways.
What are the different ways you could read

or say the time shown on the clock?
a.
b.
quarter past
nine fifteen, or
How could you show the same time on this digital clock?
Step Up
c.
d.
:
minutes past
Complete the clocks to keep each pattern going.
a.
ORIGO Education.
:
96
Step Ahead
half past
minutes past
ORIGO Education.
b.
d.
quarter past
1. Write the matching time on the digital clock.
a.
minutes past
c.
SA
How do you know?
minutes past
a quarter past nine.
Fifteen minutes
past nine,
half past
b.
10:30
1 1:30
12:30
:
97
4.10
Identifying and Recording Time Using a.m. and p.m.
2. Write each of these as digital times. Loop a.m. or p.m.

a.
At what time does a day begin? What time does it end?

How do you know?
What time is exactly in the middle of the day?
twenty-five minutes past ten

in the morning
What do you know about this time of the day?

c.
How could you show the difference between 6 oclock

in the morning and 6 oclock in the afternoon?
We write p.m. to describe times between noon and midnight.
e.
a.m. is short for ante meridiem which means before midday.

p.m. is short for post meridiem which means after midday.
:
c.
prepare for
dinner
98
a.m.
h.
p.m.
p.m.
a.m.
p.m.
four fifty
in the afternoon
p.m.
a.m.
ten minutes past eleven

at night
f.
ten thirty
at night
walk home
from school
a.m.
p.m.
eight fifteen
at night
a.m.
p.m.
d.
Step Ahead
Chang and Emma live in different towns.

Their families are driving to the same campsite for a vacation.
Changs family will leave at 9 p.m. on Friday. Their journey will take 10 hours.
Emmas family will leave at 3 a.m. on Saturday. Their journey will take 5 hours.
pack lunch
a. Whose family will reach the campsite first?

ORIGO Education.
b.
ORIGO Education.
eat breakfast
a.
g.
a.m.
d.
p.m.
quarter past eleven

in the morning
SA
Step Up
1. rite the digital time for each event.

W
Then write a.m. or p.m. to match the event.
a.m.
seven forty-five
at night
p.m.
fifteen minutes past three

in the afternoon
PL
E
We write a.m. to describe times between midnight and noon.
a.m.
b.
b. At what time of day will they arrive?
99
4.11
Working with Timetables and Duration

a. Which event can you watch at 11:30 a.m.?
Our school day
What do you think happens at 9 oclock?

Which activity is before the morning recess?
How long is the morning recess?
What time does lunch start?
What time does it finish?
9: 1 0
10 : 4 5
1 1 : 00
12 : 1 5
12 : 4 5
1:15
1 :45
2: 1 5
2:25
3 : 00
a.m.
a.m.
a.m.
p.m.
p.m.
p.m.
p.m.
p.m.
p.m.
p.m.
c. Which event takes exactly 2 hours?

d. How many events take exactly one hour?
e. How many events take exactly half an hour?
f. f you arrive at 2:30 p.m., how long
I
will you wait to see the Demolition Derby?
g. f you arrive at 3:00 p.m., how many events
I
can you see before the fair closes?
What time does math start?
h. Which event takes the most time?
How long is it from the start of school to the end of the first recess?
Which activities last for more than one hour?
Which activities are exactly half an hour long? How do you know?
Which activity lasts the longest time?
i. Which event is repeated?
Use this show program to answer questions on page 101.
Step Ahead
SA
Step Up
b. How long do the fireworks last?
reading
recess
math
lunch
writing
science
social studies
recess
music
school ends
PL
E
This timetable shows

what I do on Wednesday
at my school.
100
Motocross
Marching Band
Dog Show
Skydiving Marvels
Fashion Parade
Hot Dog Eating Contest
Folk Dancing
Community Band
Demolitian Derby
Skydiving Marvels
Golden Guitar Band
Fireworks
Close
Time
Activity
ORIGO Education.
a.m.
a.m.
p.m.
p.m.
p.m.
p.m.
p.m.
p.m.
p.m.
p.m.
p.m.
p.m.
p.m.
ORIGO Education.
Gates open
at 7:30 a.m.
8: 00
11 :30
12 : 3 0
1 : 00
1 :30
2:30
3 : 00
3:30
5:30
7 : 00
7:30
8: 00
8:30
Make a timetable to show five events that happen today.
101
Working with the Calendar
4.12
Step Up
Look at this calendar. What year is it for?
1. a. How many months have exactly 30 days?
2021
JANUARY
FEBRUARY
MARCH
APRIL
S M T W T F S
S M T W T F S
S M T W T F S
S M T W T F S
1 2
7 8 9
14 15 16
21 22 23
28
7
14
21
28
4
11
18
25
5
12
19
26
6
13
20
27
7
14
21
28
1
8
15
22
29
2
9
16
23
30
3
10
17
24
4
11
18
25
5
12
19
26
6
13
20
27
1
8
15
22
29
2
9
16
23
30
3
10
17
24
31
4
11
18
25
5
12
19
26
6
13
20
27
4
11
18
25
5
12
19
26
S M T W T F S
1
8
15
22
29
2
9
16
23
30
3
10
17
24
c. many months start on a Wednesday?

How
4
11
18
25
5
12
19
26
6
13
20
27
7
14
21
28
1
8
15
22
29
S M T W T F S
6
13
20
27
7
14
21
28
1
8
15
22
29
2
9
16
23
30
3
10
17
24
4
11
18
25
5
12
19
26
S M T W T F S
4
11
18
25
6
13
20
27
7
14
21
28
1
8
15
22
29
2
9
16
23
30
3
10
17
24
31
1
8
15
22
29
2
9
16
23
30
3
10
17
24
31
4
11
18
25
5
12
19
26
6
13
20
27
7
14
21
28
a.
Memorial Day May 31
b.
Independence Day July 4
NOVEMBER
S M T W T F S
6
13
20
27
5
12
19
26
2. oop these special dates on the calendar. Then write the day for each celebration.
L
S M T W T F S
7
14
21
28
1
8
15
22
29
2
9
16
23
30
3
10
17
24
4
11
18
25
S M T W T F S
3
10
17
24
31
4
11
18
25
5
12
19
26
6
13
20
27
7
14
21
28
1
8
15
22
29
2
9
16
23
30
S M T W T F S
7
14
21
28
1
8
15
22
29
2
9
16
23
30
3
10
17
24
4
11
18
25
5
12
19
26
6
13
20
27
c.
Veterans Day November 11
S M T W T F S
1
8
15
22
29
2
9
16
23
30
3
10
17
24
31
4
11
18
25
5
12
19
26
6
13
20
27
7
14
21
28
3. rite the dates for these celebrations.

W
a. artin Luther King Day
M
3rd Monday in January
b. ashingtons Birthday
W
3rd Monday in February
SA
What do the red letters mean?

Write the names of the months that are missing.
Which day of the week has been circled?
DECEMBER
3
10
17
24
31
AUGUST
SEPTEMBER
5
12
19
26
7
14
21
28
d.
Which months start on a weekend day?
JUNE
2
9
16
23
30
6
13
20
27
b. many months have exactly 31 days?

How
PL
E
3
10
17
24
31
Use the calendar on page 102 to complete these questions.
c. hanksgiving Day
T
4th Thursday in November
A date tells you the number of the month and the day. What date has been circled?
Some celebrations happen on the same date each year.
Imagine today was Hooray for Math Day.
Step Ahead
Think about two other celebrations that are special in your school,
home, or community. Write when they happen in the year.
Write todays date.
102
ORIGO Education.
Some celebrations happen on a certain day of the week during the month. Mothers
Day is celebrated on the second Sunday in May. What will that date be in 2021?
ORIGO Education.
Which day of the week is it this year? Which day of the week will it be in 2021?
103

Origo Math Practice Book 1

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Origo Math Practice Book 1

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ORIGO Stepping Stones is a world class core math program

written and developed for elementary schools implementing

ORIGO Stepping Stones is an innovative online program that

Fosters students thinking and reasoning skills.

Delivers multiple ways to differentiate classroom instruction.

Provides a valuable source of professional learning for the teacher.

Offers methods to assess deep understanding and skills.

Is rich in online and print resources that engage all students.

Its simply a smarter approach!

THIS BOOK BELONGS TO

Product Code: SSJ 226 2

Frank Lester, Jr.

Working with Addition

Working with Hundreds

Using the Make-Ten Addition Strategy

Composing and Decomposing Two-Digit

ORIGO Stepping Stones 2

Representing Three-Digit Numbers

Exploring the Relative Position

Extending the Count-Back Strategy

ORIGO Stepping Stones 2

Extending the Count-On Strategy

Decomposing Three-Digit Numbers

Exploring the Comparison Model

Writing Tens and Ones, and Number Names

ORIGO Stepping Stones is an innovative online program that

Fosters students thinking and reasoning skills.

Delivers multiple ways to differentiate classroom instruction.

Provides a valuable source of professional learning for the teacher.

Offers methods to assess deep understanding and skills.

Is rich in online and print resources that engage all students.

Its simply a smarter approach!

Product Code: SSP 332 2

NOTES FOR HOME

Additional Resources Print

Write a number fact to match each story.

ORIGO Stepping Stones 2 4.6

ORIGO Stepping Stones 2

ORIGO Stepping Stones 2

ORIGO Stepping Stones 2 4.6

ORIGO Stepping Stones 2 4.6

d. Luis and Tien have read

Additional Resources (ONLINE CHANNELS)

The other part is

b. Donna and Keisha have 12 berries

c. Maria bought 16 stickers.

The Number Case provides

a. Tyler put 6 cookies on a plate.

The other part is

I could start with 15 and take away 7,

The other part is

ORIGO Big Books build on

Relating Addition and Subtraction (Doubles Facts)

This revolutionary online program integrates print and

THIS BOOK BELONGS TO

ORIGO Stepping Stones is a world class core math program

Regular and meaningful practice is a hallmark of ORIGO Stepping

STEPPING STONES RESOURCES PRINT

A three-dimensional (3D) object shows length,

An addition fact family includes an addition

A liter is a metric unit of capacity.

A polygon is any closed 2D shape that has

addition fact with

the two related