1g) Check students' work.
1f) Squares have four equal sides and four right angles. All the points on a circle are the same distance from its center.
2g) the digits in order from least to greatest: 0, 1, 2, 3, 4, 5, 6, 7, 8, 9
2f) Your child may either count items and compare the numbers or line up each group of items to tell whether there are more or fewer of one than another.
3g) A "some, some went away" story is a subtraction story. For example, "I had six pennies. I gave three pennies away. How many pennies do I have left?"
3f) In the demonstration, your child should remove two pennies from the table or put them aside. Your child may either subtract 2 from the original number or count the pennies that are left.
4g) An addition number sentence takes this form: a + b = c.
4f) If, for example, you say "four," your child should put down four pennies (or other small objects) and then put down four more. Then he or she should count to find the total.
5g) Students should repeat enough pattern items so that the pattern is discernible.
5f) To describe such patterns, children might say "knife-spoon-fork" or "fork-fork-spoon, fork-fork-knife, fork-fork-spoon, fork-fork-knife."
6g) Students should ignore the pictures of kings, queens, and jacks and concentrate on the suit of each card. Be sure students can identify each suit before they begin this activity.
6f) Measurements are to the nearest paper clip length. If an object is longer by more than one half of another paper clip, have your child add one paper clip to the chain.
7g) Ten pennies equal one dime.
7f) Children count the worth of a collection of dimes by counting by 10's. When children count dimes and pennies, they first count by tens and then count by ones.
8g) The numbers in order, counting by 2's: 2, 4, 6, 8, 10, 12, 14, 16, 18, 20
8f) Even numbers are all the numbers you say when you begin at 2 and count by 2’s. Even numbers have either 0, 2, 4, 6, or 8 in the ones' place.
9g) Times to the hour are 1:00, 2:00, 3:00, 4:00, and so on.
9f) A clockface is divided vertically in half at 6:00.
10g) A pair is two of the same item.
10f) Children can count by 2's to find how many in all.
11g) The number of dimes used to make each amount is indicated by the digit in the dimes' place. For example, for 43¢, the student would use four dimes and three pennies.
11f) Your child should use the greatest number of dimes possible to make the amount.
12g) In a "doubles plus 1" fact, one addend is 1 greater than the other addend, for example, 2 + 3 or 9 + 8.
12f) In a "doubles" fact, a number is added to itself. In a "doubles plus 1" fact, one addend is 1 greater than the other addend.
13g) Students use one-to-one correspondence to find which set is greater and how many more there are in one set than in another.
13f) Children may either count and subtract or line up the items in one-to-one correspondence to find the answers.
14g) Times to the half hour are 12:30, 1:30, 2:30, 3:30, and so on.
14f) Children may report the time as "half past the hour."
15g) If, for example, a student rolls a 5, the count would be 5, 15, 25, 35, 45, 55, 65, 75, 85, 95.
15f) If, for example, your child picks 72, 39, 8, and 51, the order from least to greatest would be 8, 39, 51, 72.
16g) Students should count by 5’s and then count by 1’s for each set of coins.
16f) Children should first count nickels and then count pennies.
17g) Students should either add 9 to the number rolled or subtract that number from 10, depending on the direction.
17f) Children may either subtract the remaining number of pennies from 10 or count up to 10 from the remaining number of pennies to find the answer.
18g)for four equal parts, one fourth; two equal parts, one half; six equal parts, one sixth; and so on
18f) Fractions name equal parts of a whole. Fractions have names such as halves, thirds, fourths, fifths, sixths, and so on, depending on how many equal parts there are. A fraction is smaller than the whole of which it is a part.
19g) Polygons are straight-sided, closed, flat figures whose sides do not cross.
19f) Some of the shapes are cylinder and cube (three-dimensional) and square, triangle, rectangle, circle, hexagon, and parallelogram (two dimensional).
20g) 1 quarter = 25¢; 1 dime = 10¢; 1 nickel = 5¢; 1 penny = 1¢
20f) Encourage children to count the coins with the greatest value first, then work downward in value: quarters, dimes, nickels, pennies.