GRADE 1 MATH

Complete Lessons & Worksheets

12 Units • Counting through Skip Counting

Includes: teacher-facing mini-lessons, worked examples,

student worksheets, and a full answer key.

Name: ______________________________
Date: ______________________________
 Table of Contents

Unit Topic

1 Numbers 0-10: Counting and Recognition

2 Numbers 11-20: Teen Numbers

3 Addition Within 10

4 Subtraction Within 10

5 Addition and Subtraction Within 20

6 Place Value: Tens and Ones

7 Comparing Numbers

8 Shapes: 2D and 3D

9 Measurement: Length

10 Telling Time: Hour and Half Hour

11 Money: Identifying Coins and Values

12 Skip Counting and Patterns

Answer Key
Found in the appendix at the back of this book.
 Unit 1: Numbers 0-10: Counting and Recognition
MINI-LESSON
Learning Objective: Students will count, read, write, and represent numbers 0 to 10 using objects,
pictures, and numerals.

Warm-Up
Sing a counting song (e.g., 'Ten Little Fingers') while holding up fingers to match each number.

Key Ideas
● A number tells us how many objects are in a group.
● We count objects one at a time, saying one number word for each object, in order: 0, 1, 2, 3, 4, 5,
6, 7, 8, 9, 10.
● Zero (0) means there are no objects at all.
● Each number can be written as a numeral (5), a word (five), and shown as a group of objects
(★★★★★).
● Practice writing each numeral 0-10 with correct starting points and strokes.

Worked Examples
● Show 4 apple pictures. Count together: 1, 2, 3, 4. There are 4 apples.
● Draw 7 dots on the board. Have students count aloud and write the numeral 7 next to the dots.
● Hold up 0 fingers and ask: how many fingers am I holding up? Answer: zero, none.

Guided Practice
In pairs, students take turns rolling a 0-10 number cube (or drawing a number card) and drawing that
many stars on a whiteboard.
 Unit 1 Worksheet: Numbers 0-10: Counting and
Recognition
Name: ________________________ Date: ________________

Count the objects in each group. Write the number. Then trace and write the missing numerals.

1. ★ ★ ★ 2. ● ● ● ● ● ●

Answer: _______________________ Answer: _______________________

3. ▲ ▲ 4. ● ● ● ● ● ● ● ● ●

Answer: _______________________ Answer: _______________________

5. ★ ★ ★ ★ ★ ★ ★ 6. 1, 2, 3, __, 5

Answer: _______________________ Answer: _______________________

7. 6, 7, __, 9, 10 8. 0, __, 2, 3, 4

Answer: _______________________ Answer: _______________________

9. Write the numeral for: five 10. Write the numeral for: ten

Answer: _______________________ Answer: _______________________

 Unit 2: Numbers 11-20: Teen Numbers
MINI-LESSON
Learning Objective: Students will count, read, write, and understand teen numbers (11-20) as ten
ones and some more ones.

Warm-Up
Count aloud as a class from 1 to 20, clapping on every teen number.

Key Ideas
● Teen numbers (11-20) are made of one group of ten and some extra ones.
● For example, 14 means 1 ten and 4 ones.
● A ten-frame with all 10 boxes filled plus extra counters helps show this visually.
● We read '13' as 'thirteen' - one ten and three ones.
● 20 is two full tens and zero extra ones.

Worked Examples
● Show a full ten-frame (10 dots) plus a second ten-frame with 5 dots. That is 10 + 5 = 15.
● Bundle 10 straws with a rubber band, then add 3 loose straws: 10 + 3 = 13.
● Ask: how many tens and ones make 17? Answer: 1 ten and 7 ones.

Guided Practice
Students use two ten-frames and counters to build numbers called out by the teacher (11-20), then
write the numeral.
 Unit 2 Worksheet: Numbers 11-20: Teen Numbers
Name: ________________________ Date: ________________

Look at each ten-frame picture. Write how many tens and ones, then write the total number.

1. 1 full ten-frame + 2 counters = ___ tens 2. 1 full ten-frame + 6 counters = ___ tens
___ ones = ___ ___ ones = ___

Answer: _______________________ Answer: _______________________

3. 1 full ten-frame + 9 counters = ___ tens 4. 11, 12, __, 14, 15

___ ones = ___
Answer: _______________________
Answer: _______________________

5. 16, __, 18, 19, 20 6. __, 12, 13, 14, __

Answer: _______________________ Answer: _______________________

7. Write the numeral for: eighteen 8. Write the numeral for: twenty

Answer: _______________________ Answer: _______________________

9. Circle the bigger number: 14 or 11 10. Circle the smaller number: 19 or 16

Answer: _______________________ Answer: _______________________

 Unit 3: Addition Within 10
MINI-LESSON
Learning Objective: Students will add two numbers with sums up to 10 using objects, drawings, and
number sentences.

Warm-Up
Play 'Show Me' - teacher says a number, students show that many fingers, then add one more finger
and say the new total.

Key Ideas
● Addition means putting groups together to find how many in all.
● The plus sign (+) means 'combine' or 'put together.'
● The equal sign (=) means 'is the same amount as.'
● We can add by counting all objects, or by counting on from the larger number.
● A number line can help: start at the first number and hop forward for the second number.

Worked Examples
● 3 + 2 = ? Draw 3 dots, then 2 more dots. Count all: 1,2,3,4,5. So 3 + 2 = 5.
● 4 + 4 = ? Start at 4 on the number line, hop 4 more: 5,6,7,8. So 4 + 4 = 8.
● 0 + 6 = ? Adding zero means nothing changes: 0 + 6 = 6.

Guided Practice
Students roll two dice (dots 0-5 each, or 1-6) and write the addition sentence and sum on a
whiteboard.
 Unit 3 Worksheet: Addition Within 10
Name: ________________________ Date: ________________

Solve each addition problem. Use the pictures or draw your own to help.

1. 2 + 3 = ___ 2. 4 + 4 = ___

Answer: _______________________ Answer: _______________________

3. 1 + 6 = ___ 4. 5 + 5 = ___

Answer: _______________________ Answer: _______________________

5. 0 + 7 = ___ 6. 3 + 3 = ___

Answer: _______________________ Answer: _______________________

7. 2 + 6 = ___ 8. 4 + 3 = ___

Answer: _______________________ Answer: _______________________

9. Maya has 4 red balloons and 3 blue 10. There are 5 birds on a branch. 2 more
balloons. How many balloons does she birds land. How many birds now?
have in all?
Answer: _______________________
Answer: _______________________
 Unit 4: Subtraction Within 10
MINI-LESSON
Learning Objective: Students will subtract one number from another (within 10) using objects,
drawings, and number sentences.

Warm-Up
Start with 10 counters. Take some away while students count how many remain, repeating with
different amounts.

Key Ideas
● Subtraction means taking away part of a group to find what is left.
● The minus sign (−) means 'take away.'
● We can subtract by crossing out objects in a picture and counting what remains.
● On a number line, subtraction means starting at the first number and hopping backward.
● Subtracting 0 means nothing is taken away, so the number stays the same.

Worked Examples
● 8 − 3 = ? Draw 8 stars, cross out 3. Count what's left: 5. So 8 − 3 = 5.
● 6 − 6 = ? Take away all 6, nothing is left: 6 − 6 = 0.
● 9 − 0 = ? Take away nothing: 9 − 0 = 9.

Guided Practice
Students start with 10 counters, teacher calls out a subtraction problem, students physically remove
counters and state the answer.
 Unit 4 Worksheet: Subtraction Within 10
Name: ________________________ Date: ________________

Solve each subtraction problem. Cross out pictures or use a number line to help.

1. 7 − 2 = ___ 2. 9 − 4 = ___

Answer: _______________________ Answer: _______________________

3. 6 − 6 = ___ 4. 10 − 3 = ___

Answer: _______________________ Answer: _______________________

5. 8 − 0 = ___ 6. 5 − 1 = ___

Answer: _______________________ Answer: _______________________

7. 9 − 9 = ___ 8. 7 − 5 = ___

Answer: _______________________ Answer: _______________________

9. There are 9 apples on a table. Sam eats 10. A pond has 8 ducks. 5 ducks swim
3. How many apples are left? away. How many ducks are left?

Answer: _______________________ Answer: _______________________

 Unit 5: Addition and Subtraction Within 20
MINI-LESSON
Learning Objective: Students will fluently add and subtract within 20 using strategies such as
counting on, making ten, and using doubles.

Warm-Up
Quick doubles drill: teacher says 'double 6', students respond '12', etc.

Key Ideas
● 'Counting on' means starting at the bigger number and counting up the smaller number.
● 'Making a ten' means breaking apart a number to make a friendly group of 10 first, then adding the
rest. Example: 9 + 4 = 9 + 1 + 3 = 10 + 3 = 13.
● Doubles facts (like 6+6=12) can help solve near-doubles (like 6+7=13, which is double 6 plus 1).
● The same strategies work in reverse for subtraction: think 'what number plus this equals that?'

Worked Examples
● 9 + 5 = ? Make a ten: 9 + 1 = 10, then 10 + 4 = 14. So 9 + 5 = 14.
● 13 − 6 = ? Think: 6 + 7 = 13, so 13 − 6 = 7.
● 7 + 8 = ? Near double: double 7 = 14, plus 1 more = 15.

Guided Practice
Students practice the 'make a ten' strategy with ten-frame worksheets, then move to abstract number
sentences.
 Unit 5 Worksheet: Addition and Subtraction Within
20
Name: ________________________ Date: ________________

Solve each problem. Try using the make-a-ten or doubles strategy.

1. 9 + 6 = ___ 2. 8 + 7 = ___

Answer: _______________________ Answer: _______________________

3. 12 + 5 = ___ 4. 6 + 6 = ___

Answer: _______________________ Answer: _______________________

5. 15 − 7 = ___ 6. 18 − 9 = ___

Answer: _______________________ Answer: _______________________

7. 20 − 12 = ___ 8. 14 − 6 = ___

Answer: _______________________ Answer: _______________________

9. There are 13 crayons in a box. 5 are 10. A farmer has 9 cows and 8 goats. How
broken. How many are not broken? many animals in all?

Answer: _______________________ Answer: _______________________

 Unit 6: Place Value: Tens and Ones
MINI-LESSON
Learning Objective: Students will understand two-digit numbers as amounts of tens and ones and
represent them in multiple ways.

Warm-Up
Show a bundle of 10 straws and some loose straws; ask students to guess the total before counting.

Key Ideas
● A two-digit number has a tens digit and a ones digit.
● The tens digit tells how many groups of ten; the ones digit tells how many single units.
● Example: 34 = 3 tens + 4 ones = 30 + 4.
● Place value mats with a 'tens' column and a 'ones' column help organize base-ten blocks.
● We can expand a number to show its value: 52 = 50 + 2.

Worked Examples
● Show 4 ten-rods and 7 unit cubes. That is 4 tens and 7 ones, which is 47.
● The number 63 has 6 tens and 3 ones. Expanded form: 60 + 3.
● The number 90 has 9 tens and 0 ones.

Guided Practice
In pairs, students build numbers from 10-99 using base-ten blocks based on cards drawn, then write
the number in standard and expanded form.
 Unit 6 Worksheet: Place Value: Tens and Ones
Name: ________________________ Date: ________________

Write how many tens and ones, then write the number in standard form.

1. 3 tens 5 ones = ___ 2. 5 tens 0 ones = ___

Answer: _______________________ Answer: _______________________

3. 7 tens 8 ones = ___ 4. 2 tens 9 ones = ___

Answer: _______________________ Answer: _______________________

5. 42 = ___ tens ___ ones 6. 67 = ___ tens ___ ones

Answer: _______________________ Answer: _______________________

7. 80 = ___ tens ___ ones 8. Write 56 in expanded form (___ + ___)

Answer: _______________________ Answer: _______________________

9. Write 23 in expanded form (___ + ___) 10. A number has 6 tens and 4 ones. What
is the number?
Answer: _______________________
Answer: _______________________
 Unit 7: Comparing Numbers
MINI-LESSON
Learning Objective: Students will compare two two-digit numbers using the symbols >, <, and =.

Warm-Up
Hold up two number cards; students give a thumbs up for the bigger number.

Key Ideas
● When comparing numbers, first compare the tens digit. The number with more tens is bigger.
● If the tens digits are equal, compare the ones digit.
● The symbol > means 'greater than' (opens toward the bigger number).
● The symbol < means 'less than' (opens toward the bigger number, points to the smaller).
● The symbol = means 'equal to' (both numbers are the same).
● A helpful trick: the alligator mouth always eats the bigger number.

Worked Examples
● Compare 42 and 38: 42 has 4 tens, 38 has 3 tens, so 42 > 38.
● Compare 56 and 59: both have 5 tens, but 9 ones is more than 6 ones, so 56 < 59.
● Compare 70 and 70: they are the same, so 70 = 70.

Guided Practice
Students draw two number cards and place the correct >, <, or = symbol between them using a paper
alligator mouth cutout.
 Unit 7 Worksheet: Comparing Numbers
Name: ________________________ Date: ________________

Compare each pair of numbers. Write >, <, or = in the blank.

1. 45 ___ 38 2. 27 ___ 72

Answer: _______________________ Answer: _______________________

3. 60 ___ 60 4. 19 ___ 91

Answer: _______________________ Answer: _______________________

5. 83 ___ 78 6. Order from smallest to largest: 34, 12, 29

Answer: _______________________ Answer: _______________________

7. Order from largest to smallest: 66, 61, 68 8. 50 ___ 49

Answer: _______________________ Answer: _______________________

9. 15 ___ 20 10. Team A scored 24 points. Team B

scored 31 points. Which team scored more?
Answer: _______________________
Answer: _______________________
 Unit 8: Shapes: 2D and 3D
MINI-LESSON
Learning Objective: Students will identify, describe, and compare defining attributes of
two-dimensional and three-dimensional shapes.

Warm-Up
Play 'I Spy' shapes around the classroom (e.g., 'I spy something shaped like a rectangle').

Key Ideas
● 2D (flat) shapes include circle, triangle, square, rectangle, and hexagon.
● Each 2D shape is described by its number of sides and corners (vertices).
● A triangle has 3 sides and 3 corners. A square has 4 equal sides and 4 corners. A hexagon has 6
sides.
● 3D (solid) shapes include cube, sphere, cone, cylinder, and rectangular prism.
● 3D shapes have faces (flat surfaces), edges, and vertices; a sphere has no flat faces or edges.

Worked Examples
● A stop sign is shaped like an octagon (8 sides).
● A soup can is shaped like a cylinder - it has 2 flat circle faces and 1 curved surface.
● A die (dice) is shaped like a cube - it has 6 square faces.

Guided Practice
Students sort a bag of mixed shape cutouts and solids into 2D and 3D groups, then name each
shape.
 Unit 8 Worksheet: Shapes: 2D and 3D
Name: ________________________ Date: ________________

Name each shape and write how many sides/corners it has (for 2D shapes).

1. Shape with 3 sides and 3 corners 2. Shape with 4 equal sides and 4 corners

Answer: _______________________ Answer: _______________________

3. Shape with no sides or corners, perfectly 4. Shape with 6 sides

round
Answer: _______________________
Answer: _______________________

5. Solid shape that rolls in every direction, 6. Solid shape with 6 square faces, like a
like a ball die

Answer: _______________________ Answer: _______________________

7. Solid shape with a circle base and a point 8. Solid shape shaped like a soup can
at the top
Answer: _______________________
Answer: _______________________

9. How many sides does a rectangle have? 10. Name one real object shaped like a
sphere and one shaped like a cube.
Answer: _______________________
Answer: _______________________
 Unit 9: Measurement: Length
MINI-LESSON
Learning Objective: Students will order objects by length and measure length using non-standard
units.

Warm-Up
Line up three classroom objects (pencil, book, marker) and ask students to order them from shortest
to longest.

Key Ideas
● Length tells us how long or tall something is.
● We can compare two objects directly by placing them side by side, lining up one end.
● To measure length with non-standard units, line up identical units (like paper clips) end-to-end
alongside the object with no gaps or overlaps.
● Count the number of units to find the length. Example: a crayon is 5 paper clips long.
● Longer objects need more units to measure; shorter objects need fewer.

Worked Examples
● Line up paper clips along a pencil: it takes 6 paper clips, so the pencil is 6 paper clips long.
● Compare two ribbons by lining up one end: the longer ribbon sticks out further.
● A table measured in unifix cubes is 20 cubes long, while a book is only 8 cubes long, so the table
is longer.

Guided Practice
In small groups, students measure 3 classroom objects using paper clips and record results in a
table.
 Unit 9 Worksheet: Measurement: Length
Name: ________________________ Date: ________________

Use the given measurements to answer each question.

1. A crayon is 5 paper clips long. A marker 2. A book is 9 cubes long. A pencil is 6

is 8 paper clips long. Which is longer? cubes long. How much longer is the book?

Answer: _______________________ Answer: _______________________

3. Order from shortest to longest: rope (12 4. If a desk is 15 hand-spans long, and a
units), string (4 units), ribbon (8 units) chair is 10 hand-spans, how much longer is
the desk?
Answer: _______________________
Answer: _______________________

5. Which is the better estimate for the length 6. Which is the better estimate for the length
of a pencil: 7 paper clips or 70 paper clips? of a school bus: 30 footsteps or 3 footsteps?

Answer: _______________________ Answer: _______________________

7. A shoe measures 7 cubes. Draw a line of 8. True or False: A longer object always
unifix cubes that would be shorter than the needs more measuring units than a shorter
shoe. object.

Answer: _______________________ Answer: _______________________

9. Table = 20 paperclips, Rug = 45 10. Sam's string is 9 cubes long. Ana's

paperclips. Which is longer and by how string is 14 cubes long. Whose string is
much? longer, and by how much?

Answer: _______________________ Answer: _______________________

 Unit 10: Telling Time: Hour and Half Hour
MINI-LESSON
Learning Objective: Students will tell and write time in hours and half-hours using analog and digital
clocks.

Warm-Up
Show a clock set to a familiar daily time (like 8:00, breakfast time) and ask students what they might
be doing then.

Key Ideas
● A clock has a short hour hand and a long minute hand.
● When the minute hand points to the 12 and the hour hand points exactly at a number, it is that
many o'clock. Example: hour hand on 3, minute hand on 12 = 3:00.
● When the minute hand points to the 6, it is 'half past' the hour, written as :30. Example: hour hand
between 3 and 4, minute hand on 6 = 3:30.
● Digital clocks show time with numbers: hours, then a colon, then minutes (e.g., 3:00 or 3:30).

Worked Examples
● Hour hand on 7, minute hand on 12 = 7:00 (seven o'clock).
● Hour hand halfway between 9 and 10, minute hand on 6 = 9:30 (half past nine).
● Hour hand on 12, minute hand on 12 = 12:00 (twelve o'clock).

Guided Practice
Students use individual practice clocks to show times called out by the teacher, alternating o'clock
and half-past times.
 Unit 10 Worksheet: Telling Time: Hour and Half
Hour
Name: ________________________ Date: ________________

Write the time shown, or write where the clock hands should point for the given time.

1. Hour hand on 5, minute hand on 12. 2. Hour hand between 2 and 3, minute hand
What time is it? on 6. What time is it?

Answer: _______________________ Answer: _______________________

3. Hour hand on 10, minute hand on 12. 4. Hour hand between 6 and 7, minute hand
What time is it? on 6. What time is it?

Answer: _______________________ Answer: _______________________

5. Describe where the hands go to show 6. Describe where the hands go to show
4:00 8:30

Answer: _______________________ Answer: _______________________

7. Match: 12:00 is called ___ 8. Match: 1:30 is called ___

Answer: _______________________ Answer: _______________________

9. School starts at 8:00 and lunch is at 10. If it is 3:00 now, what time will it be in
11:30. Which time is earlier in the day? one hour?

Answer: _______________________ Answer: _______________________

 Unit 11: Money: Identifying Coins and Values
MINI-LESSON
Learning Objective: Students will identify pennies, nickels, dimes, and quarters and find the total
value of a small group of coins.

Warm-Up
Pass around real or play coins and let students describe what they notice about size, color, and
pictures on each.

Key Ideas
● A penny is worth 1 cent (1¢).
● A nickel is worth 5 cents (5¢).
● A dime is worth 10 cents (10¢), even though it is smaller than a nickel.
● A quarter is worth 25 cents (25¢).
● To find the total value of a group of coins, count on starting with the coin of greatest value first.

Worked Examples
● 2 dimes = 10 + 10 = 20 cents.
● 1 quarter + 1 dime = 25 + 10 = 35 cents.
● 3 nickels = 5 + 5 + 5 = 15 cents.
● 1 dime + 3 pennies = 10 + 1 + 1 + 1 = 13 cents.

Guided Practice
Students sort a mixed pile of play coins by type, then work in pairs to count small combinations and
record the total value.
 Unit 11 Worksheet: Money: Identifying Coins and
Values
Name: ________________________ Date: ________________

Find the total value of each group of coins.

1. 3 pennies = ___ cents 2. 2 nickels = ___ cents

Answer: _______________________ Answer: _______________________

3. 4 dimes = ___ cents 4. 1 quarter + 1 nickel = ___ cents

Answer: _______________________ Answer: _______________________

5. 2 dimes + 3 pennies = ___ cents 6. 1 quarter + 2 dimes = ___ cents

Answer: _______________________ Answer: _______________________

7. 5 nickels = ___ cents 8. Which is worth more: 1 dime or 3

pennies?
Answer: _______________________
Answer: _______________________

9. Which is worth more: 2 nickels or 1 dime? 10. Ali has 1 quarter and 2 pennies. How
many cents does he have in all?
Answer: _______________________
Answer: _______________________
 Unit 12: Skip Counting and Patterns
MINI-LESSON
Learning Objective: Students will skip count by 2s, 5s, and 10s and identify and extend simple
repeating patterns.

Warm-Up
Clap and count by 5s together as a class up to 50 (5, 10, 15, 20...).

Key Ideas
● Skip counting means counting forward by a number other than 1, like 2, 5, or 10.
● Counting by 2s: 2, 4, 6, 8, 10... each time we add 2.
● Counting by 5s: 5, 10, 15, 20... each time we add 5.
● Counting by 10s: 10, 20, 30, 40... each time we add 10.
● A pattern is a repeating sequence, like shapes, colors, or numbers that follow a rule (e.g., circle,
square, circle, square...).
● To extend a pattern, figure out the repeating rule (the 'core') and continue it.

Worked Examples
● Skip count by 2s from 0: 0, 2, 4, 6, 8, 10, 12.
● Skip count by 10s from 0: 0, 10, 20, 30, 40, 50.
● Pattern: red, blue, red, blue, ___. The next shape is red (the pattern repeats red, blue).

Guided Practice
Students use a hundred chart to color every 5th number, revealing the skip-counting pattern visually.
 Unit 12 Worksheet: Skip Counting and Patterns
Name: ________________________ Date: ________________

Fill in the missing numbers in each skip-counting sequence, and extend each pattern.

1. 2, 4, 6, __, 10 2. 5, 10, __, 20, 25

Answer: _______________________ Answer: _______________________

3. 10, 20, 30, __, 50 4. __, 4, 6, 8, 10

Answer: _______________________ Answer: _______________________

5. 15, 20, 25, __, 35 6. Circle, Triangle, Circle, Triangle, ___

Answer: _______________________ Answer: _______________________

7. Red, Red, Blue, Red, Red, Blue, ___ 8. 1, 2, 1, 2, 1, ___

Answer: _______________________ Answer: _______________________

9. Each box holds 5 pencils. How many 10. A spider has 8 legs. How many legs do
pencils are in 4 boxes? (Skip count by 5s.) 5 spiders have? (Skip count by... think in
groups.)
Answer: _______________________
Answer: _______________________
 Answer Key
Unit 1: Numbers 0-10: Counting and Recognition
1. 3 2. 6

3. 2 4. 9

5. 7 6. 4

7. 8 8. 1

9. 5 10. 10

Unit 2: Numbers 11-20: Teen Numbers

1. 1 ten, 2 ones = 12 2. 1 ten, 6 ones = 16

3. 1 ten, 9 ones = 19 4. 13

5. 17 6. 11 and 15

7. 18 8. 20

9. 14 10. 16

Unit 3: Addition Within 10

1. 5 2. 8

3. 7 4. 10

5. 7 6. 6

7. 8 8. 7

9. 7 balloons (4 + 3 = 7) 10. 7 birds (5 + 2 = 7)

Unit 4: Subtraction Within 10

1. 5 2. 5

3. 0 4. 7

5. 8 6. 4

7. 0 8. 2

9. 6 apples (9 − 3 = 6) 10. 3 ducks (8 − 5 = 3)

Unit 5: Addition and Subtraction Within 20

 1. 15 2. 15

3. 17 4. 12

5. 8 6. 9

7. 8 8. 8

9. 8 crayons (13 − 5 = 8) 10. 17 animals (9 + 8 = 17)

Unit 6: Place Value: Tens and Ones

1. 35 2. 50

3. 78 4. 29

5. 4 tens, 2 ones 6. 6 tens, 7 ones

7. 8 tens, 0 ones 8. 50 + 6

9. 20 + 3 10. 64

Unit 7: Comparing Numbers

1. > 2. <

3. = 4. <

5. > 6. 12, 29, 34

7. 68, 66, 61 8. >

9. < 10. Team B (31 > 24)

Unit 8: Shapes: 2D and 3D

1. Triangle 2. Square

3. Circle 4. Hexagon

5. Sphere 6. Cube

7. Cone 8. Cylinder

9. 4 10. Example: ball (sphere), gift box (cube)

Unit 9: Measurement: Length

1. The marker 2. 3 cubes longer

3. string, ribbon, rope 4. 5 hand-spans longer

5. 7 paper clips 6. 30 footsteps

 7. Any length less than 7 cubes 8. True

9. Rug, by 25 paperclips 10. Ana's string, by 5 cubes

Unit 10: Telling Time: Hour and Half Hour

1. 5:00 2. 2:30

3. 10:00 4. 6:30

5. Hour hand on 4, minute hand on 12 6. Hour hand between 8 and 9, minute hand
on 6

7. twelve o'clock 8. half past one

9. 8:00 is earlier 10. 4:00

Unit 11: Money: Identifying Coins and Values

1. 3 cents 2. 10 cents

3. 40 cents 4. 30 cents

5. 23 cents 6. 45 cents

7. 25 cents 8. 1 dime

9. They are equal (both 10 cents) 10. 27 cents

Unit 12: Skip Counting and Patterns

1. 8 2. 15

3. 40 4. 2

5. 30 6. Circle

7. Red 8. 2

9. 20 pencils 10. 40 legs