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At ORIGO Education, we strive to do our very best on every product we publish. This includes constantly
improving on our work. You have one of the earliest copies of QUICKsteps for ORIGO Stepping Stones 2.0,
and we want to make sure you have the most up-to-date material we can provide. To this end, we’re including
the guidance below.
Thank you for trusting us in your classroom. If you have any questions, comments, or suggestions,
please don’t hesitate to contact us.
Sincerely,
The ORIGO Education team
(888) 674-4601 [email protected]
Grade 1 Errata
Module 2 Lesson 8 Extra challenge (p. 47) Add third resource:
1 set of cards from Blackline Master 2.28a
Module 5 Lesson 3 Extra help (p. 27) Third resource should be:
1 set of cards from Blackline Master 5.22
Grade 1 Additional page
Module 2 BLM 2.28a (p. 95a)
Grade 1 Replacement pages
Module 7 Newsletter (pp. 66–67 and 110–111)
Module 8 BLM 8.6 (p. 73)
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QUICKsteps for ORIGO Stepping Stones • Grade 1
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95a ♦
LESSON BLM
Hilla quamusa volut ex et quatiae pelesed quuntesci blam2.28a
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ORIGO Stepping Stones • Grade 1
EXTRA CHALLENGE
Doubles total cards2.8
2 4
6 8
10 12
14 16
18
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QUICKsteps for ORIGO Stepping Stones • Grade 1♦ 66
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NEWSLETTER FOR HOME
Module 7
NEWSLETTER
Module 71
Analyzing 100
• Until now, students have mostly worked with numbers smaller than 100. This module provides them with a variety of experiences to extend their understanding of place value to three-digit numbers.
• To understand the place-value properties of three-digit numbers, students must be able to picture 100. They recognize 100 as a special number they can count to, but they need to understand that the quantity 100 can also be one group of 100, ten groups of 10, or 100 ones.
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♦ 244 ORIGO Stepping Stones • Grade 1 • 7.1
Step Up
Where have you seen 100 written?
How would you write 100 on this expander?
Write 100 on this expander. What do you notice?
Write 100 on this expander. What do you notice?
What do you know about one hundred?Step In
Number: Analyzing 1007.1
There are 100 cents in one dollar.
I have seen 100 miles on signs.
a. What number is one less than 100?
b. What number is ten less than 100?
1. Use the number chart to help you answer the questions.
61 62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90
91 92 93 94 95 96 97 98 99 100
In this lesson, students explore diff erent representations for 100.
• The numeral expander helps students think of three-digit numbers as groups of hundreds, tens, and ones. This makes it easier to read and talk about three-digit numbers with understanding. Base-10 blocks are used in this module to help students visualize groupings by hundreds, tens, and ones.
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♦ 246 ORIGO Stepping Stones • Grade 1 • 7.2
a.
b.
c.
1. Look at the blocks. Write the number on the expanders to match.
Step Up
How would you write this number on an expander? How do you know?
Look at the number on this expander. What does each digit mean?
How is this number different from the number on the first expander above?
What number does this picture of blocks show?
Step In
Number: Writing three-digit numbers to 120 (without teens)7.2
1 1 0
In this lesson, students read and write three-digit numbers, using the blocks to represent the quantity, and the expander to write the number.
1
Core Focus
• Number: Analyzing 100 and writing three-digit numbers to 120• Subtraction: Reinforcing all strategies• Time: Half-past the hour
Ideas for Home
• By the end of Grade 1, students are expected to fl uently add and subtract facts within 10. To practice the count-on/back and use-doubles strategies, use fl ash cards or fact practice on the computer.
Glossary
These are base-10 blocks. They are used to build numbers showing hundreds, tens, and ones.
Helpful videos
View these short one-minute videos to see these ideas in action.
www.bit.ly/O1_33www.bit.ly/O1_2
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NEWSLETTER
Module 71
2
Ideas for Home
• Experience and opportunity are essential to your child learning to read, write, and make sense of time. Draw attention to times, with an emphasis on relating to the hour and half-hour (e.g. “We’ll leave for the movie at 5:30. When the big hand moves from where it is now down to the 6, it will be 5:30, or half-past 5.” Or, “The bus will come at 2:30. See how my watch says 2:28? So in just 2 more minutes (2:29, 2:30) the bus will be here.”
Subtraction
• Earlier, students learned the count-on and count-back strategies for subtraction, and the think-addition strategy for the count-on subtraction facts. In this module, they learn the think-addition strategy for the doubles and near doubles subtraction facts. For example, to solve 12 − 5, they think 5 + __ = 12. Thinking addition is an effi cient subtraction strategy and should be encouraged.
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♦ 268 ORIGO Stepping Stones • Grade 1 • 7.9
1. Write the answers. Then write A beside the equations that you solved by thinking about addition.
Step Up
9 toys are on a shelf. Then 2 toys are sold. How many toys are left?
7 friends are playing at the pool. 5 friends are in the water. The other friends are out of the water. How many friends are out of the water?
11 apples are in a bowl. Then some of the apples are eaten. There are 5 apples left. How many apples were eaten?
15 passengers are on a bus. 8 passengers get off the bus. How many passengers are left on the bus?
Solve each problem.Step In
a. b. c.
Subtraction: Reinforcing all strategies7.9
Think about the strategy you used to solve each problem.
Write C on the problem if you used count-back.Write A on the problem if you used think-addition.Write D on the problem if you used use-doubles.
Which problems could you solve by thinking about addition and using a double?
8 − 1 = 5 − 3 = 7 − 6 =
d. e. f.10 − 2 = 12 − 6 = 9 − 4 =
This lesson reinforces all strategies the students have learned for subtraction.
Time
• Learning to tell the time can be challenging for young students. For example, the hour hand on an analog clock does not point directly to any number when the time is half-past, so students must learn that it is always half-past the lesser hour.
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♦ 270 ORIGO Stepping Stones • Grade 1 • 7.10
1. Write the time showing on each clock.Step Up
Look at this analog clock.Step In
Time: Introducing half-past the hour (analog)7.10
The short hand counts the hours and the long hand counts the minutes.
What time is this clock showing? How do you know?
How long does it take the minute hand to make one full turn around the clock?
Where would the minute hand point if it went halfway around?
When the minute hand is pointing at 6, it is half-past an hour.
When the minute hand shows a half-past time, what does the hour hand show?
What time is this clock showing? How do you know?
a. b. c.
half-past
o’clock
half-past
o’clock
half-past
o’clock
At half-past 2, the hour hand is between the 2 and the 3.
• Although we rarely use this expression in everyday language, students learn to say half-past when the minute hand points to the 6 on an analog clock. Half-past helps students visualize an hour as one whole (revolution) and 30 minutes as half.
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♦ 276 ORIGO Stepping Stones • Grade 1 • 7.12
1. Write each time on the digital clock.Step Up
What diff erent ways can you saythe time shown on these clocks?
Step In
Time: Relating analog and digital7.12
Three thirty.
3:30
a. b. c.
d. e. f.
Half-past three.
:
:
:
:
:
:
In this lesson, students match on-the-hour and half-past times shown on analog and digital clocks.
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QUICKsteps for ORIGO Stepping Stones • Grade 1 67 ♦
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Module 7
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Module 71
2
Ideas for Home
• Experience and opportunity are essential to your child learning to read, write, and make sense of time. Draw attention to times, with an emphasis on relating to the hour and half-hour (e.g. “We’ll leave for the movie at 5:30. When the big hand moves from where it is now down to the 6, it will be 5:30, or half-past 5.” Or, “The bus will come at 2:30. See how my watch says 2:28? So in just 2 more minutes (2:29, 2:30) the bus will be here.”
Subtraction
• Earlier, students learned the count-on and count-back strategies for subtraction, and the think-addition strategy for the count-on subtraction facts. In this module, they learn the think-addition strategy for the doubles and near doubles subtraction facts. For example, to solve 12 − 5, they think 5 + __ = 12. Thinking addition is an effi cient subtraction strategy and should be encouraged.
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♦ 268 ORIGO Stepping Stones • Grade 1 • 7.9
1. Write the answers. Then write A beside the equations that you solved by thinking about addition.
Step Up
9 toys are on a shelf. Then 2 toys are sold. How many toys are left?
7 friends are playing at the pool. 5 friends are in the water. The other friends are out of the water. How many friends are out of the water?
11 apples are in a bowl. Then some of the apples are eaten. There are 5 apples left. How many apples were eaten?
15 passengers are on a bus. 8 passengers get off the bus. How many passengers are left on the bus?
Solve each problem.Step In
a. b. c.
Subtraction: Reinforcing all strategies7.9
Think about the strategy you used to solve each problem.
Write C on the problem if you used count-back.Write A on the problem if you used think-addition.Write D on the problem if you used use-doubles.
Which problems could you solve by thinking about addition and using a double?
8 − 1 = 5 − 3 = 7 − 6 =
d. e. f.10 − 2 = 12 − 6 = 9 − 4 =
This lesson reinforces all strategies the students have learned for subtraction.
Time
• Learning to tell the time can be challenging for young students. For example, the hour hand on an analog clock does not point directly to any number when the time is half-past, so students must learn that it is always half-past the lesser hour.
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♦ 270 ORIGO Stepping Stones • Grade 1 • 7.10
1. Write the time showing on each clock.Step Up
Look at this analog clock.Step In
Time: Introducing half-past the hour (analog)7.10
The short hand counts the hours and the long hand counts the minutes.
What time is this clock showing? How do you know?
How long does it take the minute hand to make one full turn around the clock?
Where would the minute hand point if it went halfway around?
When the minute hand is pointing at 6, it is half-past an hour.
When the minute hand shows a half-past time, what does the hour hand show?
What time is this clock showing? How do you know?
a. b. c.
half-past
o’clock
half-past
o’clock
half-past
o’clock
At half-past 2, the hour hand is between the 2 and the 3.
• Although we rarely use this expression in everyday language, students learn to say half-past when the minute hand points to the 6 on an analog clock. Half-past helps students visualize an hour as one whole (revolution) and 30 minutes as half.
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♦ 276 ORIGO Stepping Stones • Grade 1 • 7.12
1. Write each time on the digital clock.Step Up
What diff erent ways can you saythe time shown on these clocks?
Step In
Time: Relating analog and digital7.12
Three thirty.
3:30
a. b. c.
d. e. f.
Half-past three.
:
:
:
:
:
:
In this lesson, students match on-the-hour and half-past times shown on analog and digital clocks.
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QUICKsteps for ORIGO Stepping Stones • Grade 1♦ 110
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CIRCULAR
Módulo 7
CIRCULAR
Módulo 71
Analizando el 100
• Hasta ahora los estudiantes han trabajado principalmente con números menores de 100. Este módulo les proporciona diversas experiencias para ampliar la noción del valor posicional a los números de tres dígitos.
• Para entender las propiedades del valor posicional de los números de tres dígitos, los estudiantes deben ser capaces de visualizar el 100. Reconocen al 100 como un número especial hasta el que se puede contar, pero necesitan entender que la cantidad 100 también puede ser un grupo de 100, diez grupos de 10 o 100 unidades.
1
Enfoque básico
• Número: Analizando el 100 y escribiendo números de tres dígitos hasta el 120• Resta: Reforzando todas las estrategias• Hora: Media hora después de la hora
Ideas para el hogar
• Se espera que, hacia el fi nal de 1.er grado, los alumnos puedan resolver operaciones de suma y resta con números menores de 10 con facilidad. Para practicar las estrategias de contar hacia delante, hacia atrás y de dobles, utilice fi chas o ejercicios para practicar operaciones básicas en la computadora.
Glosario
Estos son bloques base 10. Se utilizan para construir números que indican centenas, decenas y unidades.
Videos útiles
Vea estos videos cortos para observar estas ideas en acción.
www.bit.ly/O1_33www.bit.ly/O1_2
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♦ 244 ORIGO Stepping Stones • 1.er grado • 7.1
¿Dónde has visto escrito el 100?
¿Cómo escribirías el 100 en este expansor?
Escribe el 100 en este expansor.¿Qué notas?
Escribe el 100 en este expansor.¿Qué notas?
¿Qué sabes acerca del cien?Conoce
Número: Analizando el 1007.1
Hay 100 centavos en un dólar.
He visto señales que dicen 100 millas.
a. ¿Qué número es uno menos que 100?
b. ¿Qué número es diez menos que 100?
61 62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90
91 92 93 94 95 96 97 98 99 100
Intensifi ca
centenas
unidades
decenasdecenas
1. Utiliza la tabla numérica como ayuda para responder las preguntas.
En esta lección, los estudiantes exploran diferentes representaciones del 100.
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♦ 246 ORIGO Stepping Stones • 1.er grado • 7.2
centenas unidadesdecenas
a.
b.
c.
1. Observa los bloques. Escribe el número correspondiente en el expansor.
¿Cómo escribirías este número en un expansor? ¿Cómo lo sabes?
Observa el número en este expansor. ¿Qué significa cada dígito?
¿En qué se diferencia este número del número en el primer expansor de arriba?
¿Qué número indica esta imagen de bloques?
Conoce
Número: Escribiendo números de tres dígitos hasta el 120 (sin números con una sola decena)
7.2
1 1 0
centenas unidadesdecenas
centenas
centenas unidadesdecenas
centenas
centenas unidadesdecenas
centenas
centenas unidadesdecenas
IntensificaEn esta lección, los estudiantes leen y escriben números de tres dígitos, utilizando bloques para representar la cantidad, y un expansor para escribir el número.
• El expansor numeral ayuda a los estudiantes a pensar en los números de tres dígitos como grupos de centenas, decenas y unidades. Esto facilita su lectura y el hablar acerca de ellos, al tener una mayor comprensión. En este módulo se utilizan bloques base 10 para ayudar a los estudiantes a visualizar grupos por centenas, decenas y unidades.
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QUICKsteps for ORIGO Stepping Stones • Grade 1 111 ♦
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Módulo 7
CIRCULAR
Módulo 71
2
Ideas para el hogar
• La experiencia y la práctica son esenciales para que su niño(a) aprenda a leer, escribir y entender la hora. Presten atención a las distintas horas, y ponga énfasis en la hora y media. Ej.: "Iremos a ver la película a las 5:30. Cuando la manecilla grande se mueva desde donde está ahora hasta el 6, serán las 5:30, o las 5 y media", o "El autobús vendrá a las 2:30. ¿Ves que mi reloj dice 2:28? Así que en solo 2 minutos más (2:29, 2:30) el autobús estará aquí".
Hora
• Aprender a decir la hora puede ser un desafío para los niños pequeños. Por ejemplo, la manecilla horario en un reloj analógico no apunta directamente a ningún número cuando ha pasado media hora después de la hora, por lo que los estudiantes deben aprender que es siempre media hora después de la hora anterior.
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♦ 270 ORIGO Stepping Stones • 1.er grado • 7.10
1. Escribe la hora que indica cada reloj.
Observa este reloj analógico.Conoce
Hora: Introduciendo la media hora después de la hora (analógica)
7.10
La manecilla corta indica las horas y la manecilla larga indica los minutos.
¿Qué hora está indicando este reloj? ¿Cómo lo sabes?
¿Cunto tiempo tarda el minutero en dar una vuelta completa al reloj?
¿Hacia adónde apuntaría el minutero si diera media vuelta al reloj?
Cuando el minutero apunta al 6, es media hora después de la hora.
Cuando el minutero apunta a la media hora, ¿qué indica la manecilla horario?
¿Qué hora está indicando este reloj? ¿Cómo lo sabes?
a. b. c.
y media y media y media
IntensificaA las dos y media, la manecilla horario está entre el 2 y el 3.
En esta lección los estudiantes asocian las horas y las horas y media indicadas en relojes analógicos y digitales.
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♦ 276 ORIGO Stepping Stones • 1.er grado • 7.12
1. Escribe las horas en los relojes digitales.
¿De cuántas formas diferentes puedes decir la hora que indican estos relojes?
Conoce
Hora: Relacionando analógica y la digital7.12
tres y treinta.
3:30
a. b. c.
d. e. f.
Tres y media
:
:
:
:
:
:
Intensifi ca
• Los estudiantes aprenden a decir y media cuando el minutero señala las 6 en un reloj analógico. Y media ayuda a los estudiantes a visualizar una hora como un giro entero (giro completo) y 30 minutos como medio giro.
Resta
• Anteriormente, los alumnos aprendieron las estrategias de contar hacia delante y hacia atrás para las operaciones de resta, así como la estrategia de pensar en la suma aplicada a operaciones de resta de contar hacia delante. En este módulo, aprenden la estrategia de pensar en la suma para operaciones de resta de dobles y casi dobles. Por ejemplo, para resolver 12 − 5, piensan 5 + __ = 12. La estrategia de pensar en la suma es una estrategia de resta efi ciente y se debería motivar a los alumnos a utilizarla.
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♦ 268 ORIGO Stepping Stones • 1.er grado • 7.9
1. Escribe las respuestas. Luego escribe S junto a las ecuaciones que resolviste pensando en suma.
Resuelve cada problemaConoce
a. b. c.
Resta: Reforzando todas las estrategias7.9
Piensa en la estrategia que utilizaste para resolver cada problema.
Escribe C en el problema si contaste hacia atrás.Escribe S en el problema si pensaste en suma.Escribe D en el problema si utilizaste la estrategia de dobles.
¿Cuáles problemas pudiste resolver pensando en suma y utilizando dobles?
8 − 1 = 5 − 3 = 7 − 6 =
d. e. f.10 − 2 = 12 − 6 = 9 − 4 =
Intensifica
7 amigos están jugando en la piscina. 5 amigos están en el agua. Los otros amigos están fuera del agua. ¿Cuántos amigos están fuera del agua?
Hay 15 pasajeros en un autobús. 8 pasajeros se bajan del autobús. ¿Cuántos pasajeros quedan en el autobús?
Hay 11 manzanas en un tazón. Luego los niños se comen algunas de las manzanas. Quedan 5 manzanas. ¿Cuántas manzanas se comieron los niños?
Hay 9 juguetes en un estante. La tienda vende 2 juguetes. ¿Cuántos juguetes quedan?
En esta lección, se refuerzan todas las estrategias de resta aprendidas.
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QUICKsteps for ORIGO Stepping Stones • Grade 1 73 ♦
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Steps• Note: This interview covers about one-fi fth of the basic subtraction facts. You may fi nd it
benefi cial for students to split these facts into two smaller groups of facts.• Note: The pre-test interview for content covered below can be found in Module 7.• Say the expressions listed below one at a time in a random order. As students may need to
recall addition facts to help them, allow about 5 seconds for the student to say the diff erence. • Draw a beside the learning the student has successfully demonstrated.
1
INTERVIEW
1
1
INTERVIEW
INTERVIEW
10 − 4
10 − 6
9 − 4
9 − 5
10 − 4
10 − 6
9 − 4
9 − 5
8 − 3
8 − 5
7 − 3
7 − 4
8 − 3
8 − 5
7 − 3
7 − 4
6 − 2
6 − 4
5 − 2
5 − 3
6 − 2
6 − 4
5 − 2
5 − 3
4 − 3
4 − 1
3 − 2
3 − 1
4 − 3
4 − 1
3 − 2
3 − 1
2 − 2
2 − 0
1 − 1
1 − 0
2 − 2
2 − 0
1 − 1
1 − 0
110516
Interview 18.6
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