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Pre-K-12
Level 1 - Severe Disabilities
Level 2 - Moderate Disabilities
Level 3 - Mild Disabilities
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Equals Overview
Table of Contents
Equal’s Overview contains information regarding the research which supports the program as well as a complete
scope and sequence of essential math skills. Educators are provided a pacing guide for insruction of students with
mild, moderate or severe disabilities, accompanied by easy beginning steps to the program. AbleNet Equals Math is
divided into chapters, sections, and lessons. The table of contents in the overview manual lists chapters, sections,
and lessons for the entire program. Find the same table of contents for individual chapters in each Teacher’s Guide.
Each chapter presents clear instructional methods that meet the unique needs of students with differing abilities. We
welcome you to Equals where all students can achieve their best in math education!
Table of Contents Overview
Table of Contents Equals Teacher Guides
Introduction
Guiding Principles
Equals Overview
Pacing Guide
Scope and Sequence
How to Use Materials
Before You Begin
Bibliography and References
Appendix A: Assessment and Scoring
Appendix B: Glossary.
Appendix C: Calendar Activities & Reproducibles.
Appendix D: Action Dictionary
1
Overview
© Copyright by AbleNet Inc. Reproduction Prohibited.
Equals
Teacher Guides Table of Contents
Chapter 1
Chapter 2
Section A: Attending and Exploring
Lesson 1.A.1 visually attend
Lesson 1.A.2 attempt to touch or tolerate math
manipulatives
Lesson 1.A.3 explore math manipulatives
Lesson 1.A.4 choose a number song or book
Lesson 1.A.5 demonstrate understanding of cause
and effect
Lesson 1.A.6 participate in simple problem solving
activities
Section A: Counting 1 and 2
Lesson 2.A.1 recognize 2 is more than 1
Lesson 2.A.2 match sets of 1 and 2
Lesson 2.A.3 identify amounts of 1 and 2
Lesson 2.A.4 count to 5
Lesson 2.A.5 identify numerals 0-5
Lesson 2.A.6 construct a set to match 1 and 2
Lesson 2.A.7 write numerals 1 and 2 to match sets
Section B: Patterns
Lesson 1.B.1 enjoy or tolerate clapping patterns, actions,
rhymes, songs, or raps
Lesson 1.B.2. attempt to imitate or join in clapping
patterns, actions, rhymes, songs, or raps
Lesson 1.B.3 follow routine
Lesson 1.B.4 anticipate holiday or event based
on season
Lesson 1.B.5 follow as schedule is read and anticipate
favorites
Section C: Matching and Sorting
Lesson 1.C.1 match objects to duplicates
Lesson 1.C.2 match objects by color
Lesson 1.C.3 sort objects by color
Lesson 1.C.4 identify primary colors
Lesson 1.C.5 identify secondary colors
Lesson 1.C.6 sort objects by size
Lesson 1.C.7 find objects that share 1 attribute
Section D: More About Attributes
Lesson 1.D.1 match two-dimensional shapes
Lesson 1.D.2 sort duplicate two-dimensional shapes
Lesson 1.D.3 sort similar two-dimensional shapes
Lesson 1.D.4 choose one attribute to sort shapes
Lesson 1.D.5 identify two-dimensional shapes
Lesson 1.D.6 locate two-dimensional shapes in
environment
Lesson 1.D.7 anticipate special event on calendar
Lesson 1.D.8 identify 4 seasons
Lesson 1.D.9 match appropriate clothing to temperature
2
Overview
Section B: Counting 3 and 4
Lesson 2.B.1 demonstrate 1:1 correspondence
Lesson 2.B.2 match sets of 3 and 4
Lesson 2.B.3 identify sets of 3 and 4
Lesson 2.B.4 construct a set to match 3 and 4
Lesson 2.B.5 write numerals 3 and 4 to match sets
Lesson 2.B.6 demonstrate cardinality of number
Section C: Counting 5 and 6
Lesson 2.C.1 count to 10
Lesson 2.C.2 identify numerals 6-10
Lesson 2.C.3 identify sets of 5 and 6
Lesson 2.C.4 construct a set to match 5 and 6
Lesson 2.C.5 write numerals 5 and 6 to match sets
Section D: Zero, More, Equal, and Less
Lesson 2.D.1 demonstrate understanding of concept of
zero
Lesson 2.D.2 write 0
Lesson 2.D.3 identify a set that is more
Lesson 2.D.4 identify 2 sets that are equal
Lesson 2.D.5 identify a set with less
Lesson 2.D.6 join and separate sets
Section E: Counting 7-10
Lesson 2.E.1 identify sets of 7 and 8
Lesson 2.E.2 construct a set to match 7 and 8
Lesson 2.E.3 write numerals 7 and 8 to match sets
Lesson 2.E.4 identify sets of 9 and 10
Lesson 2.E.5 construct a set to match numerals 9 and 10
Lesson 2.E.6 write numerals 9 and 10 to match sets
Lesson 2.E.7 identify number words one through five
© Copyright by AbleNet Inc. Reproduction Prohibited.
Equals
Teacher Guides Table of Contents
Chapter 3
Chapter 4
Section A: Ordering Numbers
Lesson 3.A.1 use ordinal numbers from first to sixth
Lesson 3.A.2 locate numbers 1-10 on number line
Lesson 3.A.3 place numbers 1-10 in order
Lesson 3.A.4 identify relative position of numbers 1-10
Lesson 3.A.5 compare numbers 1-10
Lesson 3.A.6 identify number words six through ten
Lesson 3.A.7 state one more than given number, 1-10
Lesson 3.A.8 state one less than given number, 1-10
Section A: Compose and Decompose Numbers 2-10
Lesson 4.A.1 identify dice patterns
Lesson 4.A.2 play simple board game with dice
Lesson 4.A.3 compose and decompose sets of 2-4
Lesson 4.A.4 compose and decompose sets of 5-6
Lesson 4.A.5 compose and decompose sets of 7-8
Lesson 4.A.6 compose and decompose sets of 9
Lesson 4.A.7 compose and decompose sets of 10
Section B: Patterns and Units
Lesson 3.B.1 match AB patterns
Lesson 3.B.2 duplicate AB patterns
Lesson 3.B.3 extend AB patterns
Lesson 3.B.4 describe AB patterns
Lesson 3.B.5 record AB patterns
Lesson 3.B.6 count units in a pattern
Lesson 3.B.7 compare equivalent patterns
Section C: Calendar
Lesson 3.C.1 name days of the week
Lesson 3.C.2 find days of the week on a calendar
Lesson 3.C.3 name months
Lesson 3.C.4 find a given date on calendar
Lesson 3.C.5 use calendar to count days to event
Lesson 3.C.6 identify 4 seasons given name of
month
Section D: Object Graphs and Pictographs
Lesson 3.D.1 use words same and different to
describe attributes
Lesson 3.D.2 use a Venn diagram to sort objects
Lesson 3.D.3 find object that doesn’t belong
Lesson 3.D.4 construct bars in an object bar graph
Lesson 3.D.5 construct pictograph bars
Lesson 3.D.6 interpret a bar graph by comparison
Section E: Predictions and Bar Graphs
Lesson 3.E.1 make a simple prediction about amounts
in a set
Lesson 3.E.2 tally data of amounts in a set
Lesson 3.E.3 place data in simple bar graph with
symbolic representation
Lesson 3.E.4 compare amounts on bar graph with
symbolic representation
Lesson 3.E.5 use data from bar graph to solve
simple problem
3
Overview
Section B: Addition and Subtraction to 10
Lesson 4.B.1 solve addition problems to sums of 5
Lesson 4.B.2 solve addition problems with counting on,
number line
Lesson 4.B.3 count backwards from any number 1-10
Lesson 4.B.4 solve subtraction problems with
corresponding sums of 5
Lesson 4.B.5 solve subtraction problems with counting
back, number line
Lesson 4.B.6 solve addition problems with sums of 6-9
Lesson 4.B.7 solve subtraction problems with
corresponding sums 6-9
Lesson 4.B.8 solve addition and subtraction problems with
sums of 10
Section C: Make Ten, More Addition and Subtraction
Lesson 4.C.1 find missing addend to make 10
Lesson 4.C.2 write addition and subtraction equations
Lesson 4.C.3 use a calculator to add and subtract
sums to 10
Lesson 4.C.4 use doubles to solve subtraction problems
with corresponding sums 2-10
Lesson 4.C.5 use learned strategies to solve a simple word
problem
Lesson 4.C.6 count 1-20
Chapter 5
Section A: Counting to 20
Lesson 5.A.1 identify numerals 11-15
Lesson 5.A.2 identify sets of 11-15
Lesson 5.A.3 construct a set to match 11-15
Lesson 5.A.4 write numerals 11-15 to match sets
Lesson 5.A.5 identify numerals 16-20
Lesson 5.A.6 identify sets of 16-20
Lesson 5.A.7 construct a set to match 16-20
Lesson 5.A.8 write numerals 16-20 to match sets
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Equals
Teacher Guides Table of Contents
Chapter 5 continued
Section B: Time
Lesson 5.B.1 tell time to the hour
Lesson 5.B.2 tell time to 1/2 hour
Lesson 5.B.3 tell time to 1/4 hour
Lesson 5.B.4 match analog and digital time
Lesson 5.B.5 use common language to tell time
Section C: Comparison of Numbers 11 to 20
Lesson 5.C.1 compare quantities 11-20
Lesson 5.C.2 locate numbers 11-20 on number line
Lesson 5.C.3 count backwards from any number 11-20
Lesson 5.C.4 place numbers 11-0 in order
Lesson 5.C.5 state one more than given number 11-20
Lesson 5.C.6 state one less than given number 11-20
Section D: Geometric Shapes and Figures
Lesson 5.D.1 identify a line, side, angle, and vertex
Lesson 5.D.2 draw a rectangle
Lesson 5.D.3 place two-dimensional shapes to fill an area
Lesson 5.D.4 use attribute blocks to re-create a block shape
or design
Lesson 5.D.5 find and match three-dimensional shapes in
environment
Lesson 5.D.6 identify three-dimensional shapes
Chapter 6
Section A: Categorical Data Graph
Lesson 6.A.1 choose a survey question
Lesson 6.A.2 make a prediction about opinion-based data
Lesson 6.A.3 tally categorical data from opinion survey
Lesson 6.A.4 use categorical data chart to organize
answers
Lesson 6.A.5 make a bar graph with categorical data
Lesson 6.A.6 communicate conclusions drawn from
bar graph
Section B: Numbers to 50, Place Value
Lesson 6.B.1 compare sets 11 - 20 using words: greater,
fewer, most and least
Lesson 6.B.2 order quantities from most to least, least to
most
Lesson 6.B.3 count 1 - 50
Lesson 6.B.4 skip count by tens to 100
Lesson 6.B.5 count and groups objects into tens and ones
Lesson 6.B.6 demonstrate understanding of place value
to 50
Lesson 6.B.7 use number patterns to locate 21 - 50 on
hundreds chart
Lesson 6.B.8 identify numbers 21 - 50
Lesson 6.B.9 write numerals 21 - 50
4
Overview
Chapter 6 continued
Section C: Measuring Tools, Money
Lesson 6.C.1 identify common elements between
measurement tools
Lesson 6.C.2 identify measurement tools
Lesson 6.C.3 match measurement attributes to tools
Lesson 6.C.4 match measurement tools to everyday
situations
Lesson 6.C.5 compare measurement attributes
Lesson 6.C.6 identify uses for money
Lesson 6.C.7 name coins
Lesson 6.C.8 name coin amounts
Lesson 6.C.9 combine 4 quarters to make a dollar
Chapter 7
Section A: Addition and Subtraction to 20
Lesson 7.A.1 identify ten more than given number
20-50
Lesson 7.A.2 identify ten less than given number 20-50
Lesson 7.A.3 choose method to solve addition
problems to sums 11-15
Lesson 7.A.4 choose method to solve subtraction
problems to corresponding sums 11-15
Lesson 7.A.5 choose method to solve addition
problems to sums 16-20
Lesson 7.A.6 choose method to solve subtraction
problems to corresponding sums 16-20
Section B: Solving Addition and Subtraction Problems
Lesson 7.B.1 use addition to solve word problems joining 2 groups
Lesson 7.B.2 use subtraction to solve word problems
with removal
Lesson 7.B.3 use subtraction to solve word problems
with comparison
Lesson 7.B.4 use subtraction to solve word problems
with missing part of a set
Lesson 7.B.5 choose correct operation to solve simple
word problem
Lesson 7.B.6 demonstrate commutative property of
addition
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Equals
Teacher Guides Table of Contents
Chapter 7 continued
Chapter 8 continued
Section C: Adding and Subtracting Doubles, Adding 3
Numbers
Lesson 7.C.1 identify and solve doubles addition
problems to sums 11-18
Lesson 7.C.2 solve subtraction problems with
corresponding sums 11-18 using doubles
Lesson 7.C.3 add single digit numbers
Lesson 7.C.4 demonstrate associative property of
addition
Lesson 7.C.5 use a calculator to add 3 single-digit
numbers
Section B: Rounding and Estimating, Regrouping
Lesson 8.B.4 round numbers to hundreds place value
Lesson 8.B.5 round numbers to estimate sums and
difference to hundreds place value
Lesson 8.B.6 add and subtract 2-digit numbers, with
regrouping
Lesson 8.B.7 add and subtract 3-digit numbers, with regrouping
Section D: 2-Digit Numbers, Place Value
Lesson 7.D.1 count 1-100
Lesson 7.D.2 group objects to build numbers to 100
Lesson 7.D.3 demonstrate understanding of place value
from 51-99
Lesson 7.D.4 use number patterns to locate numbers
51-100 on hundreds chart
Lesson 7.D.5 identify numbers 51-99
Lesson 7.D.6 write numbers 51-99
Lesson 7.D.7 identify ten more than given number
51-99
Lesson 7.D.8 identify ten less than given number 51-99
Lesson 7.D.9 estimate number to represent familiar sets
with 1- and 2-digit numbers
Chapter 8
Section A: 3-Digit Place Value, Adding and Subtracting
2- and 3-Digit Numbers
Lesson 8.A.1 demonstrate understanding of place value
to 100
Lesson 8.A.2 identify 3-digit numbers
Lesson 8.A.3 write 3-digit numbers
Lesson 8.A.4 add and subtract 10 from 2-digit number
Lesson 8.A.5 add and subtract 100 from 3-digit number
Lesson 8.A.6 make 100 using multiples of 10
Lesson 8.A.7 use a calculator to add and subtract 2and 3-digit numbers
Lesson 8.A.8 add and subtract 2-digit numbers, no
regrouping
Lesson 8.A.9 add and subtract 3-digit numbers, no
regrouping
Section B: Rounding and Estimating, Regrouping
Lesson 8.B.1 estimate number to represent familiar sets
up to 3-digit numbers
Lesson 8.B.2 round numbers to tens place value
Lesson 8.B.3 round numbers to estimate sums and
difference to tens place value
5
Overview
Section C: Larger Numbers, Place Value
Lesson 8.C.1 demonstrate understanding of place value to
1000
Lesson 8.C.2 identify 4-digit numerals
Lesson 8.C.3 write 4-digit numerals
Lesson 8.C.4 estimate number to represent familiar sets up
to 4-digit numbers
Lesson 8.C.5 use a calculator to add and subtract 4-digit
numbers
Lesson 8.C.6 identify 5- and 6-digit numerals
Lesson 8.C.7 write 5- and 6-digit numerals
Lesson 8.C.8 compare large numbers up to 6-digits
Section D: Number Patterns
Lesson 8.D.1 duplicate ABB pattern
Lesson 8.D.2 extend ABB pattern
Lesson 8.D.3 skip count by 5s
Lesson 8.D.4 skip count by 2s
Lesson 8.D.5 identify odd and even numbers
Lesson 8.D.6 determine missing unit in pattern
Lesson 8.D.7 determine missing unit in number pattern
Section E: Time, Money
Lesson 8.E.1 tell time to 5 minutes
Lesson 8.E.2 use common language to tell time at 5-minute
intervals
Lesson 8.E.3 match coin equivalencies
Lesson 8.E.4 count common coin combinations
Lesson 8.E.5 name dollar amounts
Lesson 8.E.6 round up money amounts
Lesson 8.E.7 match types of items to general prices
Lesson 8.E.8 choose correct number of dollars to purchase
item(s)
Lesson 8.E.3 match coin equivalencies
Lesson 8.E.4 count common coin combinations
Lesson 8.E.5 name dollar amounts
Lesson 8.E.6 round up money amounts
Lesson 8.E.7 match types of items to general prices
Lesson 8.E.8 choose correct number of dollars to
purchase item(s)
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Equals
Teacher Guides Table of Contents
Chapter 9
Section A: Weight and Length
Lesson 9.A.1 use balance scale to demonstrate equal
Lesson 9.A.2 weigh objects in pounds and ounces
Lesson 9.A.3 identify 2 common weights
Lesson 9.A.4 identify length with lines and pictured ruler
Lesson 9.A.5 measure line in inches
Lesson 9.A.6 measure line in feet
Lesson 9.A.7 measure line in meters
Section B: Two-Dimensional and Congruent Shapes
Lesson 9.B.1 match two-dimensional shape to threedimensional face
Lesson 9.B.2 identify congruent shapes
Lesson 9.B.3 predict and confirm results of transformations
Lesson 9.B.4 describe motion(s) to prove congruency
Lesson 9.B.5 identify symmetrical shapes
Lesson 9.B.6 locate line of symmetry
Section C: Angles, Polygons
Lesson 9.C.1 identify right angle
Lesson 9.C.2 identify acute and obtuse angles
Lesson 9.C.3 identify polygons and quadrilaterals
Lesson 9.C.4 identify rhombus, hexagon, and octagon
Lesson 9.C.5. use a table to organize two-dimensional
shapes
Section D: Three-Dimensional Shapes
Lesson 9.D.1 identify three-dimensional faces, vertices,
and edges
Lesson 9.D.2 count three-dimensional faces, vertices, and
angles
Lesson 9.D.3 use a table to organize three-dimensional
shapes
Lesson 9.D.4 count sides and vertices on two-dimensional
net
Lesson 9.D.5 build, identify, and compare threedimensional shape to net
Lesson 9.D.6 sort polyhedral shapes from other shapes
Chapter 10
Section A: Line Plot Graphs
Lesson 10.A.1 collect data on hand size to nearest inch
Lesson 10.A.2 order numerical data
Lesson 10.A.3 plot data on line plot graph
Lesson 10.A.4 determine range
Lesson 10.A.5 determine median
Lesson 10.A.6 compare median of 2 data sets
Lesson 10.A.7 describe graph shape, including mode and
least values
6
Overview
Chapter 10
Section B: Probability, Change Over Time
Lesson 10.B.1 predict probability of outcomes
Lesson 10.B.2. describe outcome of experiment
Lesson 10.B.3 describe variable and result
Lesson 10.B.4 find coordinate points on a graph
Lesson 10.B.5 interpret line graph
Lesson 10.B.6 predict probability regarding change over
time
Lesson 10.B.7 collect data from experiment
Lesson 10.B.8 plot data on line graph
Lesson 10.B.9 communicate conclusions drawn from
line graph
Section C: Missing Addends, Variables, Constant Rate of
Change
Lesson 10.C.1 use notation for equivalent expression
Lesson 10.C.2 complete problem with missing addend
Lesson 10.C.3 solve addition equation with a variable
Lesson 10.C.4 identify equal and equivalent sets
Lesson 10.C.5 extend number pattern with constant
increment
Lesson 10.C.6 use a table representing constant rate of
change
Lesson 10.C.7 describe number pattern in table with
constant rate of change
Chapter 11
Section A: Multiplication Models
Lesson 11.A.1 demonstrate multiplication with repeated
sets
Lesson 11.A.2 use manipulatives to solve multiplication
problems
Lesson 11.A.3 use 10:1 or 2:1 relationships to solve a
multiplication problem
Lesson 11.A.4 skip count to solve multiplication
problems
Lesson 11.A.5 solve multiplication problems with
factors 6-9
Section B: Solving Multiplication Problems
Lesson 11.B.1 write a multiplication equation
Lesson 11.B.2 solve multiplication problems with factor
of 10
Lesson 11.B.3 multiply with 10 and 100
Lesson 11.B.4 use multiplication to solve word problem
with repeated addition problem
Lesson 11.B.5 solve two-digit multiplication problem with
calculator
Lesson 11.B.6 demonstrate commutative property of
multiplication
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Equals
Teacher Guides Table of Contents
Chapter 11 continued
Chapter 12
Section C: Division Models
Lesson 11.C.1 identify sets that can be divided into
equal groups
Lesson 11.C.2 demonstrate division with array and
grouping
Lesson 11.C.3 use manipulatives to solve division
problems
Lesson 11.C.4 solve division problems with
corresponding factors 6-9
Lesson 11.C.5 use inverse relationship to solve division
problems
Section A: Fractions and Wholes
Lesson 12.A.1 sort equal fraction pieces
Lesson 12.A.2 show half of object and array
Lesson 12.A.3 assemble and name matching fraction
pieces
Lesson 12.A.4 identify 2 ways to make a square into fourths
Lesson 12.A.5 define meaning of numerator and
denominator
Lesson 12.A.6 write fraction name
Lesson 12.A.7 identify half, third, and fourth of a set
Section D: Solving Division Problems
Lesson 11.D.1 write a division problem
Lesson 11.D.2 solve division problems with divisor of 10
Lesson 11.D.3 use division to solve word problem with
equal sets
Lesson 11.D.4 divide by 10s and 100s
Lesson 11.D.5 solve division problem with 2-digit
divisor using calculator
Lesson 11.D.6 choose multiplication or division to solve
word problem
Lesson 11.D.7 identify multiples and factors
Section E: Measurement and Geometry
Lesson 11.E.1 measure perimeter
Lesson 11.E.2 measure area
Lesson 11.E.3 make rectangular arrays
Lesson 11.E.4 determine volume of a box
Lesson 11.E.5 identify dry and liquid cup measured
amounts
Lesson 11.E.6 identify measuring spoon amounts
Lesson 11.E.7 measure dry ingredients with cups
Lesson 11.E.8 measure liquid ingredients with cups
Lesson 11.E.9 measure dry and liquid ingredients with
spoons
7
Overview
Section B: Common Fractions
Lesson 12.B.1 identify fractions with numerator greater
than 1
Lesson 12.B.2 match equivalent fractions with models
Lesson 12.B.3 identify fractions of set with numerator
greater than 1
Lesson 12.B.4 order common fractions
Lesson 12.B.5 compare common fractions
Lesson 12.B.6 identify fractions of linear measurement
Section C: Adding and Subtracting Fractions
Lesson 12.C.1 identify fractions with common denominator
Lesson 12.C.2 add and subtract fractions with common
denominator
Lesson 12.C.3 add fractions to total of 1
Lesson 12.C.4 identify mixed numbers in recipe
Lesson 12.C.5 solve addition problem with models that
results in mixed number
Section D: Fractions, Decimals, and Percents
Lesson 12.D.1 use models to identify fractions in tenths
Lesson 12.D.2 convert fractions to decimals
Lesson 12.D.3 read decimals to tenths place
Lesson 12.D.4 read decimals in money terms
Lesson 12.D.5 add and subtract decimals in money terms
Lesson 12.D.6 match decimals and fractions and relate to
time and money
Lesson 12.D.7 match fractions to percentages
© Copyright by AbleNet Inc. Reproduction Prohibited.
Algebra
Patterns and Units.
Chapter 1 : Section B
enjoys or tolerates clapping patterns, actions, rhymes, songs or raps
Chapter 1 : Section B
attempts to imitate or join in clapping patterns, actions, rhymes,
songs or raps
Chapter 1 : Section B
follows routine placing/retrieving personal items in same place daily
Chapter 1 : Section B
anticipates holidays or events based on season
Chapter 1 : Section B
anticipates favorite or regularly scheduled school activities with a
smile or sigh and/or shows disappointment when routine is changed
Chapter 3: Section B
match ABAB patterns using objects (shapes or colors) sound, movement or numbers
Chapter 3: Section B
duplicate ABAB patterns in 2 ways using objects (shapes or colors)
sound, movement or numbers
Chapter 3: Section B
extend ABAB patterns using objects (shapes or colors) sound, movement or numbers
Chapter 3: Section B
describe ABAB patterns using objects (shapes or colors) sound,
movement or numbers
Chapter 3: Section B
record ABAB patterns
Chapter 3: Section B
count number of units represented in a pattern
Chapter 3: Section B
compare equivalent patterns
uence @
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s
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n
a
e
p
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s
duplicate ABBABB pattern
e
Get the complet
als
u
q
/e
m
o
c
.
c
n
ii
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e
Chapter 8: Section D
extend ABBABB
pattern
w.ablen
ww
Chapter 8: Section D
Chapter 8: Section D
problem solving
Number Patterns
Chapter 8: Section D
skip count by 5’s
Chapter 8: Section D
skip count by 2’s
Chapter 8: Section D
identify odd and even numbers
Chapter 8: Section D
determine a missing unit in a pattern using shapes, colors objects,
or numbers
1
© 2009 Copyright by AbleNet Inc. Reproduction Prohibited.
3-B
2
Getting Ready
OBJECTIVE: Student will duplicate ABAB patterns.
Materials
Warm Up
•
•
•
•
•
Vocabulary card (similar)
big and little circles
plastic bag
All-Turn-It spinner
Shape cards
Explore
•
•
poster (At Home)
attribute blocks
Warm Up
A. VOCABULARY REVIEW: similar
Show/give Concrete Connection: Place circle shapes in bag.
Label “similar.”
Show “similar” Vocabulary card.
Say, “Read it.”
Students locate and show examples of similar objects using past work, pictures from home, or books.
B. FUN & GAMES: Shape Up
PREPARATION
Make three columns on the board. Make headings with shapes: circle, square, and triangle and draw five
horizontal lines under. Place similar shapes on the All-Turn-It spinner. Place shape cards face up in center of the table.
DIRECTIONS
Each player spins for a shape.
Player locates a similar shape and sorts under the correct heading.
Player who fills the last spot in a column wins.
Explore
A. POSTER: At Home
Point out things are similar on the poster, e.g. bananas, pop, sponges, eggs, etc.
Discuss what you see on the poster and personal experiences; use information from home.
B. TOOLS & MANIPULATIVES
Say, “Let’s explore similar shapes.”
Model making similar patterns. Show a circle, triangle pattern, then repeat it in a different size or with different colors.
Students hold and explore shapes.
© Copyright by AbleNet Inc. Reproduction Prohibited.
Chapter 3 • Section B • Lesson 2
41
OBJECTIVE:
Student will duplicate ABAB patterns.
Lesson 2
3-B
Materials
Introduce and Connect
•
•
•
•
Teach
poster (At Home)
Vocabulary card (duplicate)
red and blue cubes
plastic zipper bag
•
•
•
•
cubes
algebra/patterns pic-symbols
(pizza, cookie, orange, apple)
paper tiles
gel board
•
•
Step-by-Step
attribute blocks
Introduce and Connect
A. EXPLORE POSTER: At Home
Show/give student(s) Concrete Connections: Place red and blue cubes in
row to fit snugly in bottom of bag and label “pattern.”
Model the pattern, saying “red, blue, red, blue.”
Direct students to find similar pattern on the poster, e.g. utensils.
P
At Home
B. SHOW & TELL
Ask, “What do you know about duplicating a pattern?”
Students tell what they see on the poster and what they know.
Write comments on Number Notes poster with numbers, math symbols,
words, pic-symbols, objects, etc. Use past student work or items from home
when possible.
Note: Objects or pictures can be fastened to the Number Notes poster.
C. VOCABULARY: duplicate
Show “duplicate” Vocabulary card.
Say, “This says duplicate. Read it.”
Students say, “duplicate” three times.
Duplicate means to make similar. Duplicate the pattern means
to make the same pattern with different units.
Sensing Math
•
Give each student a different instrument. Play an ABAB pattern with tap-clap. Choose two students to use
their instruments to duplicate a pattern, taking turns.
Level Guide
42
1
= Severe
Chapter 3 • Section B • Lesson 2
2
= Moderate
3
= Mild
© Copyright by AbleNet Inc. Reproduction Prohibited.
Lesson 2
Teach
A. VISIBLE THINKING
Use cubes and pic-symbols to show what you are thinking. Demonstrate each CSA level twice.
C
Place yellow and blue cubes in a simple ABAB pattern. Say, “Duplicate this kind of pattern.” Use green and red to
show the same pattern (ABAB) with different colors. Tap-clap the pattern to show same pattern in different way.
S
Place pizza and cookie pic-symbols in a simple ABAB pattern. Say, “Duplicate this kind of pattern.” Use apples
and oranges to replicate it. Stand up, sit down to show the same pattern in a different way.
A
Write numerals 1 and 2 on the whiteboard in a simple ABAB pattern. Say, “Duplicate this kind of pattern.” Use
and 4 to make the pattern. Hum high note, low note to show the same pattern in a different way.
B. TRY IT: Skill Drill Worksheet
Students practice duplicating patterns on worksheet with pic-symbols, numbers, and/or objects.
Problem Solving
A. DEMO
: a pattern on a t-shirt. How can she duplicate the pattern on her t-shirt?
Kerri saw
Place four stripes on gel board using paper tiles in red and green.
B. SOLVE IT
Record, “Bleep. Tick. Bleep. Tick.” on Step-by-Step. Jeanne is making a shirt. She is following this pattern
(play Step-by-Step.) How can she duplicate this pattern with colors? Place paper tiles on table.
1
Show blue, yellow, yellow paper tiles. Play Step-by-Step. Say, “Yellow is ‘bleep. Duplicate.” Students
choose and record on worksheet. Repeat for “tick.” Remind students of colors assigned to sounds.
2
Place color choices in a row. Students play Step-by-Step and place tiles one at a time. Students choose
tiles and record on worksheet. Challenge: Direct students to duplicate same pattern with shapes.
3
Students play Step-by-Step and make pattern. Students choose and record on worksheet.
Challenge: Students choose two new sounds to record an ABAB pattern and duplicate with shapes.
C. TRY MORE: Problem Solving Worksheet
Students color, stamp or glue to duplicate patterns.
Close
A. SHOW ME, SHOW OTHERS: I Learned...
Review what students have learned. Ask students to demonstrate skill, share their worksheets or read their
Number Notes. It is essential that students have a meaningful way to communicate what they have learned.
B. NUMBER NOTES
Model writing vocabulary “duplicate” and on Teacher Number Notes. Students write “duplicate” in Number Notes
using numbers, math symbols, words, pic-symbols, or objects. Option: Place math pics on Number Notes page
and circle or stamp the pic-symbols that represent what you have learned..
© Copyright by AbleNet Inc. Reproduction Prohibited.
Chapter 3 • Section B • Lesson 2
43
Follow Up
3-B
2
OBJECTIVE: Student will duplicate ABAB patterns.
Real Life Problem Solving
CLASSROOM: Students make a similar pattern to the one around the bulletin board and replace it.
CALENDAR: Students duplicate days of the week pattern using colors (this is a challenge activity. Ex: blue, red,
red, red, red, red, blue. blue = weekend, and red = weekday).
COMMON: Students look for patterns in classroom, on clothing, or in hallways. Think of ways to duplicate patterns
found using different shapes, colors, or sounds. Play music; try to pick out the beat and play the pattern with
clapping or instruments. Point out the repeated refrains in a song.
Workstations
MATERIALS / PREPARATION
Place attribute blocks (square, circle, triangle, rectangle), counting tray, number pic-symbols, and writing tools
(rubber stamp, gel board with stylus, pencil, paper) in workstation. Record, “Duplicate the pattern: triangle, rectangle, triangle, rectangle” on Step-by-Step.
1
Place square, circle, square, circle. on counting tray. Give students triangle and rectangle blocks. Students
activate Step-by-Step and place ABAB pattern with new shapes under square, circle pattern.
2
Place square and circle attribute blocks in an ABAB pattern. Give the students triangle and rectangle
attribute blocks. Students place the attribute blocks to duplicate the ABAB pattern with new shapes.
3
Place number pic-symbols 2 and 4 in an ABAB pattern. Students will duplicate the pattern by writing or
using number cards 5, 8, 5, 8.
Games
A. VOCABULARY: Spinning for Duplicate
MATERIALS / PREPARATION
Place At Home game board on table. Place pic-symbols (duplicate, blank) on All-Turn-It spinner.
Give each student a pawn.
GAME DIRECTIONS
Player spins All-Turn-It spinner. If player spins “duplicate” he/she moves the pawn to the next space. If player
spins a blank, he/she loses a turn. Player to reach end of the board first wins.
B. SKILL: Similar Pattern Bingo
MATERIALS / PREPARATION
Place simple ABAB pattern on gel board with tiles across six spaces.
Fasten three different colored tiles on All-Turn-It spinner. Place remaining tiles in center of table.
GAME DIRECTIONS
Player spins, finds tile in the pile and places it to start a new pattern. Players continue, duplicating ABAB pattern
placed at the top. Patterns must be made in order left to right. First to finish the pattern wins.
44
Chapter 3 • Section B • Lesson 2
© Copyright by AbleNet Inc. Reproduction Prohibited.
Three levels provided for
each Skill Drill worksheet!
Identify
Relative
Name
:
Position
of Num
bers 1-1
0
1 2
3 4
5 6
5 is
7 8
_____
_____
9 10
____
4.
Circle
1.
before
2.
8
is ___
or sta
mp yo
ur ans
wers.
betwe
en
_____
_____
_7
and
after
9.
15
Identify Sets of 11Name:
Count
er.
m to the numb
d match the
the vehicles an
before
3.
3
11
1.
is ___
betwe
en
_____
after
_____
before
_4
© 2011
C
Distrib opyright b
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any un tion of this AbleNet Inc.
materi
autho
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transf
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other
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11 Jup ies for any r further
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p
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Duplicate ABAB Patterns
tion.
betwe
en
12
2.
after
Skill D
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3-A-4
LEVEL
2
Name:
13
3.
Look
at
this pattern.
duplicate
EQUALS VOCAB CARDS
.
.
15
4.
Inc.
ht by AbleNet
buyer;
©2011 Copyrig
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Distribution of
uction, transfe
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purpose is
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content to oth
Images Cor
distribution of
. ©2011 Jupiter
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hib
pro
sly
expres
1. Color
and
ll 5-A-2
Skill Dri
.
duplicate the pattern
duplicate
EQUALS VOCAB CARDS
below.
LEVEL 3
.
© 2009 Copyright by AbleNet Inc. Reproduction Prohibited.
© 2009 Jupiter Images Corporation. All Rights Reserved.
3-B-2
LEVEL 1
22
Three levels provided for
each Problem Solving worksheet!
Duplicate
ABAB Patte
rns
Name:
Look at
this patte
rn.
.
1. Duplic
ate the pa
ttern be
low.
.
.
Look at
Place Data in Simple Bar
rn.
resentation
Graph with Symbolic Rep
2. Duplic
ate the pa
Name:
1. Graph the data for
this patte
Tiago’s food using
Record how many
ttern.
the workmat.
donuts: _______
© 2009 Co
pyright by
© 2009
Jupiter Im AbleNet Inc.
Re
ages Co
rporation production Proh
ibited.
. All Righ
ts Rese
rved.
pretzels: _______
Follow Rout
ine
3-B-2
LEVEL 2
Name:
bananas: _______
” to show
es below. Use an “X
2. Graph the pictur
the amounts.
19
Circle or
y
stamp yo
ur answer
Match th
e backp
ac
5 ---
k pictur
e.
4 --3 --2 --1 ---
x
iPod
AbleNet Inc.
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Corporation.
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ter
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CD
magazine
-3
Problem Solving 3-E 3
LEVEL
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py
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rties for
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any purp or further distribu
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ages Co
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Problem
Solving
1-B-3
LEVEL 1
s.
Example: Assessment Sample page
Example: AbleNet’s Math Action Dictionary
count
Name, recite or indicate numbers in order so as to identify number of units.
Counting can take place across all subject areas and activities during the day.
Other actions: sweep, slide, skip count.
The student sweeps objects to count.
INSTRUCTOR: The instructor places
objects on counting tray. The instructor
counts aloud as student sweeps.
STUDENT: The student sweeps each
object as the instructor counts, and
stops at the appropriate amount to indicate the number of units.
The student slides objects or tabs on the MathLine to count.
INSTRUCTOR: The instructor fastens
objects to MathLine with rough-side hook
and loop material on tab and soft-side on
object (placed so numeral on MathLine
is visible.) The instructor counts aloud
as student slides and points to total as
needed. For skip counting, group tabs
with tape.
STUDENT: The student moves objects
or tabs to the left on MathLine to count
as instructor counts aloud. The student
slides the tabs and finds the total on the
MathLine.
The student counts using a Step-by-Step communicator.
INSTRUCTOR: The instructor records
each number on each step in sequence
on the Step-By-Step communicator.. The
instructor moves or points to each item
as student counts. For errorless counting,
record a silent step or “stop” after the
last number required.
STUDENT: The student activates the
Step-by-Step as instructor moves or
points, and stops at the appropriate
time.
Errorless counting: Student activates and
stops when reaches silent step or “stop”
.
The student uses a calculator to count.
INSTRUCTOR: The instructor enters
1 + 1 = in calculator. For skip counting
by tens, enter 10 + 10 =, for fives enters
5 + 5 = and twos enters 2 +2 = . The
instructor or student says the numbers
aloud.
© Copyright by AbleNet Inc. Reproduction Prohibited.
STUDENT: The student presses = sign
for each number (or group of numbers, if
skip counting), as student or instructor
says the numbers aloud.
77
Example: AbleNet’s Math Action Dictionary
enter
to press numbers and symbols in sequence to match equation to solve a problem
or to activate a switch, Step-by-Step, or other communication device.
The student uses a calculator for counting, skip counting, and addition,
subtraction, multiplication and division. Other actions: press, operate, activate
The student chooses the correct number or symbol from a display, locates on calculator, and
presses.
INSTRUCTOR: The instructor places three
choices (two correct, one foil) of numbers/
symbols in pocket chart. The instructor
points to number or symbol in equation
and asks, “Which number (or symbol)?”
Option: Place counting windows on
choices on calculator. For errorless learning: Place all three correct choices.
STUDENT: The student chooses the
correct number or symbol and looks on
calculator to locate it, or chooses on calculator with choices framed by counting
windows.
The student presses button with a tool or body part.
INSTRUCTOR: The instructor broadens
the width of an unsharpened pencil by
wrapping adhesive back, foam weather
stripping, foam pipe insulation or softside hook and loop material, with pencil
eraser exposed. Option: for buttons with
a larger surface, consult OT/PT for the
optimal switch site to press a switch.
STUDENT: The student grasps the tool
and presses the eraser portion of pencil
on calculator or other button. Option: For
buttons with a larger surface, student
uses body part and switch site for easiest
access, as determined by consultation.
The student gives directions with a Step-by-Step communicator or other device.
INSTRUCTOR: The instructor records
equation on Step-by-Step to be entered in
the calculator, one number or symbol at
a time.
STUDENT: The student gives directions
to peer or adult one step at a time for
entering equation into calculator.
The student uses calculator software to access the calculator.
INSTRUCTOR: The instructor provides
switch access with Hitch Switch Interface
and calculator software options set.
92
STUDENT: The student uses scanning
and switch or touchscreen to activate
calculator software.
© Copyright by AbleNet Inc. Reproduction Prohibited.
0
1
WORKMAt 17
2
3
4
5
6
7
8
9
10
Example: AbleNet’s Workmat
Equals Comprehensive Assessment
Include 6 Sub-tests:
E q u a ls A ss es
sm en t S u m
A = Adapta
tion
m a ry
s
• Attending & Exploring
• Patterns & Algebra
• Geometry
• Data Analysis & Probability
• Measurement
• Numbers & Operations
1.
2.
3.
4.
5.
6.
ATTENDING
& EXP
LORING
visu ally atte
nds to mat
h mat her ials
tou ch mat h
man ipu lati
ves
exp lore mat
h man ipu lati
ves
cho ose a son
g or boo k for
enjo yme nt
und erst and
cau se and
effe ct
imi tate sim
ple pro blem
solv ing act
ivit ies
PA
23 .
24 .
25 .
26 .
27 .
28 .
29 .
30 .
31 .
32 .
33 .
34 .
35 .
36 .
37 .
38 .
39 .
com mun icat
e con clus ions
-gra phs
coll ect dat a
to nea rest
10 .
inch
tell ana log
ord er num eric
tim e to the
al dat a-s mal
hou r
11 .
lest to larg
tell ana log
plot dat a on
est
tim e to the
a line plot
1/2 hou r
12
gra ph
.
tell ana log
iden tify mea
tim e to the
sur eme nts -de
1/4 hou r
13 .
term ine ran
mat ch ana log/
det erm ine the
ge
dig ital tim es
med ian of the
TTERNS & ALG
14 .
1.
on a cloc k
dat a
EBRA
tell tim e as
use the med
tole ran ce of
“qu arte r to”
ian to com par
kine sth etic
15 .
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2.
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tern s
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mon alit ies
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in
16
nd pat tern
mea
3.
.
gra
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ph
(mo de)
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17 .
of out com e
s give n nam
4.
mat ch mea
des crib e the
e
kno wle dge
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ibu tes to tool
al eve nt
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s
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19 .
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use x axis firs
mat ch ABA
sur eme nt attr
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t, the n y on
20 .
7.
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a line gra ph
iden tify use
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dup lica te ABA
s for mon ey
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21 .
8.
in 2 way s
ove r tim e
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mak e a pre
exte nd ABA
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dict ion- cha
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22
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9.
.
nam e coin
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on tab le-c han
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23 .
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10 .
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e
of 4 qua rter
ne gra ph- cha
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24 .
s to mak e doll
11 .
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25 .
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12 .
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26 .
1.
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to/a fter hou
mat ch coin
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2D
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sha
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27
pat tern
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.
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28 .
3.
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29 .
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size s/or ient
16 .
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6-d igit s
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, $50
attr ibu te to
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30
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31 .
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18 . use = set
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32 .
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ations
num rela
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13 5.
76 .
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tern s - mis Xs
A = Adapt
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33 .
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20 . use 10:
and vert ex
to num ber
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13 6.
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77 .
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34 .
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9.
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78 .
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19 .
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35 .
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22 .
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36 .
11 .
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23 .
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13 9.
80 .
leng th in feet
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tern to find
21 .
37 .
12 .
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24 .
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iron men t
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iden tify 3D
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14 0.
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81 .
sha pes
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22 .
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38 .
13 .
t pro ble m
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25 .
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mu ltip ly wit
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14 1.
82 .
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23 .
to fac es of
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39 .
14 .
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26 . 2.
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wri te num
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84 .
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41 .
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85 .
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42 .
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44 .
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88 .
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29 .
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45 .
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89 .
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30 .
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46 .
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21 .
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1-6 to
31 .
)
ble ms - rem
size or colo
1 C, 1/2 C,
47 .
qua dril ate ral
r of 10
22 .
wri te sim
l num ber s
7.
jec ts/p ics
r attr ibu
- wor d pro
1/4 C
wit h div iso
mea sur e liqu
use ord ina
line
sub set
iden tify poly
des crib e attr
par iso n (ob
15 0.
91 .
n pro ble ms te
on num ber
id, dry with
gon s: rho mbu
ibu
32 .
ble ms - com
ics ) 8.
div isio
of two
ve tes
23 .
ber s 1-1 0
1 T, 1 tsp , 1/2
s, hex ago n,
sets ble m wit h = set s
- wor d pro
t (ob jec ts/p
loc ate num
use a tab le
1. a Ven n sol
octa gon
tsp
15use
NUMBERS &
-m iss ing par
92 .
ord er
ve wor d pro
to org ani ze
dia gra
33 .
ble m 9.
pro ble ms
set s
ls 1-1 0 in
/ tomsol
d
#
1.
to
OP
pro
24
y
era
sort
d
use
2D
wor
ER
.
ntif
sha
ATIONS
wor
num
0
obje
ide
pes
1-1
cts , by
sol ve
reco gni ze qua
pla ce
iden tify 3D
.
152D2.sha pe doe s not by 100 s and 10s
93
n num era ls
ion +/- to
sha
ntit
itio
rat
34 .
pe
y
pos
ope
tor
of
fac
2 is mor e tha
es, vert ices
tive
2.
ns
25 .
10 .
div ide belo ng in set
cho ose
iso r-c alc ula
, edg es
+ equ atio
n
div
ide ntif y rela
mat
lan gua ge
1
ty
cou
3.
bui
igit
ch
per
nt
and
.
ld
15
sets
3D
2-d
=
pro
bar
94
sha pe fac es,
>,
s in an obje
of 1 and 2
ms ,
35 .
mu tat ive
pro ble m26 .
0 wit h <,
3.
ctble
vert ices , edg
sum s 11- 18
11 .
sol ve pro
bar
sho w com
sol ve wor d
ph
h ten
com par e 1-1
iden tify amo
es
use a tab le
+ pro ble ms
bui
15ld4.bar s in a pictose ope ratgra
ion x or / to
95 .
six thr oug
n
unt s in sets
to org ani ze/c
e dou ble s
36 .
18
ogr
ber wor ds
4.
te to div isio27 .
of 1 and 2
s of 11-12
lass ify 3D sha
ide ntif y/s olv
.
ide ntif y num
cou nt to 5
ber 1-1 0
cou nt side s,
ble ms sum
ltip les - rela
5.e dat a cho yaph
com
pes
15par
96 .
din g - pro
giv en num
vert ices on
fac tors , mu
37 .
inide
a ntif
bar gra
wh ole 28 .
5.
cor res pon
mo re tha n
13
a
ke
ve
s
2D
ph
.
one
ma
sol
0
ber
cub
te
to
e net
num
sta
iden tify num
bui ld/i den tify
ber 1-1
mak
15e 6.
sim ple pre dict
97 .
ctio n pie ces
sin gle -di git
era
fra
giv en num
a
38 .
re
n
ls 0-5
al
s
cub
mo
tha
ber
equ
e
s
or
t
from a 2D
6.
29 .
les
num14 .
sor ion abo ut amo
add 3
arr ay
net
sta te one
+ 1-d igit
con
and
unt
7.
sort
ty
tall
stru
s
ect
.
15
per
poly
y
ct
dat
obj
98
pro
hed
a set to mat
1-6
a bas ed on w 1/2 of an
ral sha pes
ole
ativ e
39 .
ber s.
ch num era ls
e pat tern s
7.
sho1 attr ibu te
num15
n pie ces -wh
sho w ass oci
nt/ mo ve
ide ntif y dic
1 and 2
writ e num era
org ani
thr ee 1-d igit
15ze8.dat a abo
MEASUREME
equ al fra ctio
99 .
1 die to cou
ls 1 and 2
40 .
ato r to add
rth s
ble , nam e
NT (TIME & MO
utass
emcts
gam e usi ng
8.
obje
to mat ch sets
16 .
use cal cul
are into fou1.
ral set s 2-4
in bar grama
pla y boa rd
dem ons trat
loca te holi day
NEY)
com par
15e 9.
phke squ
10 0.
obj ect /nu me
e 1:1 corr esp
on gra ph- “mo ntif y 2 wa ys to
41 .
or birt hda y
#s
eco mp ose
9.
5-6
nt to 100
ide re, less , equ
ond enc e
tor 2.
2-d igit
17
s
on
cou
ld
ina
.
set
cale
com pos e/d
bui
om
ral
to
nda
den
mat ch sets
iden tify the
al”
r
use gra16
10 1.
ph 0.
obj ect /nu me
s in 10s ,1s
of 3 and 4
/8)
dat a to solv ine num era tor and
sea
99
42 .
ect
ose
2-1
son
obj
51mp
(1/
s
ue
up
eco
10
del 3.
def
gro
e sim ple pro
.
ce val18 .
ral set s 7-8
com pos e/d
1.
iden tify amo
blem e to ma tch mo
mat ch clot hin
1 ten , pla
cho ose sur
16vey
10 2.
obj ect /nu me
unt s in sets
43 .
g to hot /col
10 one s for
que stio n-2
fra ctio n nam
eco mp ose
11 .
on cha rt
wri tepos
4.
of 3 and 4
19
exc han ge
d tem per atu
ral set s 9
sibl e resp,. 1/4 of a set
com pos e/d
2.
con stru ct set
find 51- 100 .
nam e the day
res
mak e pre16
10 3.
obj ect /nu me
1/3
dict ion- opin
pat tern s to
to mat ch num
44 .
s of the wee
eco mp ose
tor > 1
ntif y 1/2 ,
12 .
idebas
ion10
20 .
k in ord er
use num ber
era ls 3 and
com pos e/d
ed dat a n mo del s, num era 5.
3.
writ e num era
me ral set s
loca te the day
ls 51- 99
tall y dat a 16
4.
4
/nu
era
10
ect
ctio
num
.
obj
fra
tak en from ide ntif y
ls 3 and 4
45
s of the wee
eco mp ose
iva len ts
13
ntif y 2-d igit
to mat ch sets
6.
oth ers
21
.
equ
ide
k
.
on
tch
a
5
99
ma
cale
com pos e/d
to
4.
dem
to
51nam e the 12
nda r
use cat ego 16
ons trat e car
10 5.
, sum s
num era ls
rica l dat a cha use fra ctio n mo del s
46 .
mon ths in ord
din alit y of
n pro ble ms
14 .
7.tor > 1 loca
era
22
wri te 2-d igit
ber 51- 100
num ber
rt-o rga nize
er
sol ve add itio
cou nt to 10
a set , num
to sol ve (+)
giv en num .
6.
use sym boli 16 5.
ans
in
n
te
line
wer
10
ns
tha
dat
.
s
ber
ctio
re
e
s
1-1
47
mo
c rep rese nta ide ntif y fra
0 on cur ren
g on/ num
15 .
8. ring cup cou
asu
ide ntif y 10
tion -ba r gra
ber 51- 100
t cale nda r
1-1 0
use cou ntin
n wit h me
iden tify num
ph
giv en num
16 6.
nt with in 10
10 7.
any num ber
mo n fra ctio
era ls 6-1 0
48 .
les s tha n
cale nda r day
set s
5
kwa rds from
16 .
ord er com
ide ntif y 10
s to eve nt
cou nt bac
g sum s to
1/2 , 1 9.
2-d igit # for
iden tify amo
iden tify sea
16 7.
10 8.
res pon din
ctio ns- 0,
son abl e 1-/
unt s in sets
49 .
ue
son for a give
ble ms , cor
com par e fra
17 .
of 5 and 6
d, pla ce val
est ima te rea
n mon th
1/2 ”, 1/4 ”
(-)
dre
ve
ent
sol ve (-) pro
sol
hun
8.
,
rem
1
con
9.
16
line
asu
for
stru ct set to
10
50 .
k/n um ber
y line ar me
ge 10 ten s
mat ch num
ns
bac
ntif
han
g
ctio
ide
18
exc
ntin
fra
.
era ls 5 and
ina tor
use cou
s
writ e num era
16 9.
6
11 0.
, sum s 6-9
mo n den om
51 .
igit num ber
ls 5 and 6
n pro ble ms
ide ntif y com
to mat ch sets
ide ntif y 3-d
s 6-9
ctio ns
fra
sum
sol ve add itio
g
tor
0.
din
ina
1.
17
s
11
res pon
n den om
num ber
52 .
l 1 wh ole
ble ms , cor
s 10
+/- com mo
wri te 3-d igit
ns to tota
din g) sum
sol ve (-) pro
2.
17 1.
om fra ctio
11
igit num ber
den
(co rres pon
,
n
2-d
a
ms
53 .
mo
ble
pro
rec ipe
add com
+/- 10 from
sol ve +/ntit y of 10
ber
am oun t in
17 2.
11 3.
to ma ke qua
ed num ber
a 3-d igit num
54 .
g add end
ed num ber
ide ntif y mix
ke 100
+/- 100 from
find mis sin
m for a mix
y/v erti cal ly
g 10 to ma
17 3.
11 4.
n + pro ble
hor izon tall
55 .
les of ma kin
s
equ atio ns
sol ve fra ctio
use mu ltip
d am oun ts
igit num ber
10
wri te +/rea
4.
3-d
of
to
s
5.
s
2-/
17
del
11
to sum
to +/56 .
fra ctio n mo
g
cal cul ato r
ato r to +/ima ls
use
pin
cul
dec
use
rou
cal
to
reg
use
hou t
0-9 /10
17 5.
11 6.
- pro ble ms
ctio ns 1/1
57 .
num ber s wit
g
s + to sol ve
div ide fra
+/- 2-d igit
ths pla ce
t reg rou pin
ble m
use dou ble
17 6.
11 7.
in the ten
ber s wit hou
ve wor d pro
s
58 .
d dec ima ls
teg y to sol
s
3-d igit num
mo ney term
rea
set
stra
+/for
.99
ose
#
to
cho
igit
17 7.
11 8.
ls from .01
son abl e 3-d
59 .
rea d dec ima
est ima te rea
val ue
as mo ney
cou nt to 20
17 8.
11 9.
ten s pla ce
dec ima ls
60 .
/su btr act
era ls 11- 15
num ber s to
ue
add
nd
num
val
y
rou
ce
ntif
ns
pla
ide
ctio
10s
17 9.
12 0.
s of 11- 15
ima ls to fra
sum s/d iff:
61 .
oun ts in set
ma tch dec
rou nd to est
ue
ls 11- 15
ide ntif y am
cen tag es
s pla ce val
18 0.
12 1.
tch num era
ctio ns to per
62 .
ber s to 100
s pla ce
a set to ma
ma tch fra
rou nd num
con stru ct
ren ces : 100
Raw Score
tch set s
18 1.
12 2.
sum s/d iffe
63 .
est
11- 15 to ma
to
ls
nd
ed .
era
rou
g
6
wri te num
h reg rou pin
Categoryap ta tio ns we re us
3.
wit
ls
s
12
ua
ber
.
20
Eq
64
num
26
if ad ploring
era ls 16k
g
ec
+/- 2-d igit
pin
Ch
rou
ide ntif y num
reg
A=
20
Ex
12 4.
ber s wit h
ding &
set s of 1639
en
65 .
num
in
ue
Att
ts
igit
val
oun
3-d
ce
ra
pla
+/ide ntif y am
& Algeb
era ls 16- 20
one 100 0,
5.
29
rns
ity
for
num
12
tte
s
bil
.
tch
Pa
ba
100
66
ten
a set to ma
sis & Pro
exc han ge
s
47
con stru ct
s
Data Analy
12 6.
to ma tch set
67 .
igit num ber
era ls 16- 20
181
ide ntif y 4-d
Geometry
lan gua ge
wri te num
12 7.
>, = and
ent
num ber s
68 .
20 wit h <,
Measurem Operations
8
wri te 4-d igit
r set s
32
ilia
line
com par e 11fam
ber
8.
&
12
on num
igit # to rep
69 .
Numbers
ber s 11- 20
est ima te 4-d
cul ato r
11- 20
loc ate num
wit h a cal
12 9.
Total
any num ber
70 .
num era ls
kwa rds from
+/- 4-d igit
s
ber
cou nt bac
num
er
0.
13
in ord
71 .
and 6-d igit
era ls 11- 20
ide ntif y 5pla ce num
ber, 11- 20
ber s
13 1.
giv en num
6-d igit num
72 .
mo re tha n
wri te 5- and
, 11- 20
sta te one
13 2.
en num ber
73 .
st
s tha n giv
lea
les
st,
one
mo
er,
sta te
gre ate r, few
0:
74 .
1-2
s
com par e set
E q u a ls A s s
essment S
u m m a ry
75 .
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