Cut&pasteg1 3 Math

Transcript

Editorial Project Manager Lorin E. KlistolT, M.A. Editor-in-Chief Sharon Coan, M.S. Ed. Illustrator Howard Chaney Renee Christine Yates Cover Artist Barb Lorseyedi Art Coordinator Kevin Barnes Imaging James Edward Grace Alfred Lau Product Manager Phil Garcia Publisher Mary D. Smith, M.S. Ed. Author Jodene Lynn Smith, M.A. Teacher Created Resources, Inc. 6421 Industry Way Westminster, CA 92683 www.teachercreated.corn ISBN: 978-0-7439-3708-5 ©2003 Teacher Created Resources, Inc . . Reprinted, 2012 Made in U.S.A. The classroom teacher may reproduce copies of the materials in this book for use in a single classroom only. The reproduction or any part of the book for other classrooms or for an entire school or school system is stricti}' prohibited. No part of this puhlicatiun mal' be transmitted, stored, or recorded in an}' form without written permission from the publisher, Table of Contents Introduction Number Sense Counting and Numeral Names 3 4 6 Ordinal Numbers Counting by lO's, 5's, or 2's 11 15 Greater Than, Less Than, and Equal 19 Place Value 22 1 More Than, 1 Less Than 25 10 More Than, 10 Less Than Money 27 28 Computation Adding I-Digit Numerals 31 33 1 Adding 2-Digit Numerals Subtracting l-Digit Numerals 37 39 Subtracting 2-Digit Numerals Fact Families 42 44 Multiplying I-Digit Numerals Problem Solving 45 51 Measurement Time 54 56 Calendar Short/Long 63 65 Short/Tall Inches 66 67 Centimeters Weight 69 70 Tools Geometry 72 73 Shapes Three-Dimensional 75 Objects 78 Symmetry Congruency Organizing and Presenting Tallies 81 83 Data 84 86 Graphs 88 Problem Solving 91 Answer Key #3708 Cut & Paste Math 93 2 ©Teacher Created Resources, Inc. Introduction Cut & Paste Math was designed to help the classroom teacher teach and reinforce math concepts and skills. The contents of the book provide a variety of ways to cover math content while maintaining student interest. The book is divided into five main sections. At the beginning of each section is an introduction to the section that includes suggested ideas and activities to use while teaching concepts covered within that section. Most of the ideas can be adapted to be presented as whole-class lessons, small group reinforcements, or even math center activities. The ideas are meant to be a resource for teachers as they teach these content area skills. Following the introduction for each section are activity pages that are directly related to math concepts and skills. Each of the pages has been designed in a cut-and-paste format. After cutting out word cards, numeral cards, or picture cards at the bottom of the page, students will use those cards in order to complete the page. By manipulating the cards, students are able to try a variety of possibilities before gluing the cards down for their final answers. The pages vary in the tasks that students are asked to perform. In some cases, they are asked to glue the correct answer to a problem. In other cases, students are asked to sort or categorize pictures according to math concepts. In all cases, students are asked to interact in a meaningful way with the content of the topic on which they are working. The book has been designed so that it is organized and easy to use. Teachers will find the suggested activities useful for teaching math content. Students will find the cut-and-paste activities a fun way to practice math concepts. Above all, math content is made available in a way that requires students to interact with it. ©Teacher Created Resources, Inc. 3 #3708 Cut & Paste Math Number Sense Suggested Activities Below are suggested activities that can be used throughout the unit of study. • This game can be played with 2-5 players. Gather together a lOa's chart, one die, and objects that can be used as markers. The first student roJes the die. The student moves his or her marker on the hundreds chart according to the number shown on the die. Then it is the next student's turn. Play continues until the first student has reached 100. The game can be modified in a variety of ways to reflect the concepts on which you are currently working. For example, provide two dice and have students add the numbers together or subtract the numbers to determine how many spaces to move. • Provide Ships of paper 3" x 18" (8 em x 46 em), an ink pad, and some rubber stamps. Have students use the stamps to create a line of stamped images. Then, students can go back with a pencil or crayon and label the images. Students can use numerals, numeral names, or even ordinal numbers. Create even longer lines of stamped images with a longer piece of paper or by taping together several students' papers and label the images by counting by lO's, 5's, or 2's. • Line students up for recess a few minutes early. Call out that the class should do an "Ordinal Number Count Off." Go down the line pointing to students as they call off their position in line using ordinal numbers. The student at the head of the line should say, "First." Students continue counting until the last student has been reached. This is a fun way to pass the time when your class is lined up and waiting for an event to happen, for example, waiting for lunch to be served, etc. • Write the ordinal number words on a clothespin. Create a clothesline by tying a piece of string to two chairs and separating the chairs about 3 feet. Students must clip the clothespins on the clothesline in the correct ordinal number order. • Create number lines for practicing counting by 2's, 5's, and IO's. Have students think of objects that come in multiples of the number by which you will be counting. For example, if you will be creating a number line counting by 2's, students might come up with the idea of mittens. Students then either draw a pair of mittens or they can get creative and cut the mittens out of construction paper, fabric, or wallpaper. Glue each student's pair of mittens on a long strip of butcher paper or cash register tape. Number each of the mittens. Make the numbers that are multiples of two stand out in some way such as by making them larger, glittering them, or writing them in another color. Then, once the number line is hung, students can easily see a faster way of counting all of the mittens on the number line. Practice counting the objects by two as a class. #3708 Cut & Paste Math 4 ©Teacher Created Resources, Inc. Number Sense Suggested Activities (cont.) (cont.) • Make a modification on the card game "War" to help students practice greater than and less than. Take the face cards out of a deck of playing cards. In addition, you will want to make a greater thanlless than symbol on a 3" x 5" (8 em x 13 em) index card. A pair of students should divide the remaining deck of cards evenly. Then, each student flips over the top card in his or her deck. Students should place the cards on the table and place the greater than/less than symbol between the two cards facing the correct direction. The student whose card is the greater number gets to keep both of the cards. The student who has the most cards at the end of the round is the winner. This game can be adapted for larger numbers. Simply make your own deck of cards by numbering index cards with the numbers with which you want your students to work. • Purchase or make an alligator hand puppet or finger puppet. Tell the students that this alligator eats numbers and he always eats the most food that he can. Use number cards to have students practice facing the alligator puppet the correct direction in order to make a less than or greater than symbol with the alligator's open mouth. Practice several times as a class and then place the puppet and the number cards in a center for students to use independently. • Create an envelope for each place value that your class is currently studying. For example, if your second graders are working on place value to the hundreds, create three envelopes: one for the hundreds place, one for the tens place, and one for the ones place. The library envelopes work well for this activity. Label each envelope according to the place value that it will represent. Place strips of paper inside the envelopes that have 0-9 written on them. Students must draw one numeral from each envelope and write down a new numeral using the numerals drawn. For example, if a student draws a one from the hundreds envelope, a five from the tens envelope, and a three from the ones envelope, the student would write down, 153. • Save the grocery store advertisements that come in the mail. Have students cut out food items, including the sale price, from the ad. Provide a variety of play coins or real coins and have the student provide the correct money in order to pay for the food item that they cut out. Older students can use the same activity; however, give students an amount that they paid for the item, such as two dollars, and have them figure out the change that they would get back. • Create cards with different dollar amounts written on each card. Students must select a card and then draw all of the variations of coin combinations that would equal the amount on the card. For example, if the card said 11¢, a student could draw two nickels and a penny, or eleven pennies, or a dime and a penny. ©Teacher Created Resources, Inc. 5 #3708 Cut & Paste Math Number Sense: Counting and Numeral Names Dots All Around Directions: Cut out the ladybug wings at the bottom of the page. Count the dots on the wing of each ladybug at the top of the page. Glue the wing that has the numeral name on the matching ladybug. 1. 5. 2. 6. •• • 3. • 7. • • ••• 4. • 8. ~-------------------------------.,....-------- I \ .,....-------- I \ ,--------- I I \ , .,--------- \ I I \ I \ I \ I I \ I \ ,.•.. eight , ,.•.. three ~ ~ .•.. ...•. _----'........ __ .•. -,~---~, '~----; ,,--------.,.,..-------.,...-------- .,.,..-------, \ two zero ' , five seven , , .•.. .•.. .•.. .•.. ~.... ~ ~ ~ ...•. _----' .... _----" '~----~ '~----' #3708 Cut Paste Math 6 ©Teacher Created Resources, Inc. \, four .•.. I I \ I , ~.... \ I II \ , , & one ~ \ , I \ Number Sense: Counting and Numeral Names Count the Candles Directions: Cut out the word cards at the bottom of the page. For each problem, count the candles and glue the cake with the correct numeral name under the candles. 1. 5. 2.. 6. 3. 7. uu UUUiU 4. I 8. I ~------------------------------o 0 0 0 0 0 0 ~.•.O .•.O .•.O .•.O .•.O .•.O .•.O .•.( three •.... ~AO••.. OA.oAOAO.••. O.••. OA( nine - - - - zero - --- ©Teacher Created Resources, Inc. - six ;' - -- ).•• 0.•.. 0.•• 0..•. 0..•. 0 AO.•.0 ..•. ( ~AO••.. OAO.••OAO.••. O.••. 0..•. ( five '.•. 0 O .•.OAOAOAOAOA( eight one -7 two - - - #3708 Cut & Paste Math Number Sense: Counting and Numeral Names Number Names on the Go Directions: Cut out the car tires at the bottom of the page. Count the dots on each car. Match the numerals and numeral names to the correct cars. Glue the tires in place. •• •• •• ••• ~----~ ,"'---~" ,, ,, , , 1 \ I I I \ \ ,, ........ ,tt" , I I I I ... --_~" .... --- , ,, \ I I r , , \ ,...... •.. _-_ , ! \ , ..•.... .... - ------ ----- -------------- ..•. , ,, \ \ one ,l , ,,; I .... #3708 Cut & Paste Math ,".... .... .•., , \ ,, --- ..•. ....•., --- ... .•.,, ," .••. , I _-_ " ..•. ' ;,"---- ,, , r I I \ ,, ' •.•.•.. I \ I r I I I I \ I \ \ ,, __ ..• ,,.' I I " 8 .•..... _-_ , .... ',' \ \ \ ,...... .... I \ , _-_ .... ,,',... <, , \ I I I I _-_ .... , .•.... ... \ ,, 4 \, ( four i '6\ , \ , I '.... .•..... _--,.".;' .... I I I , , I ' ....--- ... . , I I I \ \ I , ,".'" , 5 \ (" five " i , I I ," \ r I I I \ , ,, •..••...••, , 2 \ I --" -- ,, , .,' I , I I , " I -- ........• , \ \ ( six ,i I \ , \ , " ..•. _-_ ... " ,, ©Teacher Created Resources, Inc. Number Sense: Counting and Numeral Names Fish Tank Count Directions: Cut out the word cards at the bottom of the page. Count each type of plant or animal in the fish tank. Glue the correct number word next to each object. 1. ~ 2. 3. 4. ~ 1_ I I &J 1_ I 7·~1_ I ~I 5. 6. V ~I ~I 8. I ctQ~I__ ~-------------------------------one two three r-----------------~ I I five : seven: six I I I ._---------------_. ©Teacher Created Resources, Inc. 9 four I I I I I zero #3708 Cut & Paste Math / Number Sense: Counting and Numeral Names Ice Cream Party Directions: Cut out the words at the bottom of the page. Match each word to the correct numeral. Glue the words in place to make ice cream cones. ~-------------------------------fifteen #3708 Cut & Paste Math r- ----- 10 ©Teacher Created Resources, Inc. Number Sense: Ordinal Numbers Who~s First? Directions: Cut out the word cards at the bottom of the page. Look at the line of animals below. Label with ordinal numbers the place each animal is standing in line. Glue the correct word card next to each animal. 1·~1 __ 4. ~IL.....--_~ 2. ~I __ 5. ~I,--- __ 3. VI_- 6. WI~--, ~-------------------------------~ . first second third fourth fifth sixth ©Teacher Created Resources, Inc. If #3708 Cut & Paste Math Number Sense: Ordinal Numbers Where Do They Stand? Directions: Cut out the picture cards at the bottom of the page. Read the sentences below in order to determine the correct order the people are standing in line. Glue the people in their correct places on a separate sheet of paper. ~ is first. is sixth. is second. is seventh. is third. is eighth. is fourth. is ninth. is fifth. is tenth. ,---, -------------------------------,,, o ~O "~" , 1-'\ , •. '\ , f I I ,---, , " I " , •• , I , '\ I I I , I I I ",..., .... _--, I I I I , '.... I , I I I ,---, ' ' " " ~.' , II #3708 Cut & Paste Math '\ ... I , , I I , I I I r \\ '\ , , ...., '---' , I , , I I I I , I I ,--., " , __ ,- " ,", '\ '\ '\ \ , C. , I I • , '\ '\ " '\ .•. ..., .... _--, , ,\', 1 , I 1 , , I , I ,--', " I , •••._._, " '\ \ '\ 1 I I I , •••. , \ , \\ I I I , , \ '\ I I I , I I I " '\ , , ... , ...., _--, , .... I I , I I I I , , " \' '\ '\ '\ 12 ,", r I I J I , " \\ '\ '\ "~\' I I I , , " " I I '.... ,---, ,.... ,--., ,... '\ \ \ , , , " ,. \' '\'\ -- f I • , , '\ '\ " , " II II vv I I I '\ '\ '\ '\ , , \ \\ '\'\ ..., I I , '\ ~---, "... ,--., '/ , I " •••.__ ,- " ,,--', ... ,", '\ '\ '\ • I I I , •••, \ I I I , , \' '\ '\ , \\ I I I '\ \ '\ '\ I I I , , I I II '\ I , \ _--- "', ..., .... I , '... ,_._- " , I ©Teacher Created Resources, Inc. Number Sense: Ordinal Numbers The Tall Apartment Directions: Cut out the word cards at the bottom of the page. Look at the apartment to figure out on which floor each animal lives. Glue the word cards in the correct places to complete the sentences. 1. The cat lives on the _____ 1 floor. 2. The bird lives on the _-"-- 1 floor. 3. The bunny lives on the I 1 floor. 4. The dog lives on the I 1 floor. 5. The lizard lives on the _____ 1 floor. 6. The fish live on the I 1 floor. ~-------------------------------~ - first second third fourth fifth sixth ©Teacher Created Resources, Inc. 13 #3708 Cut & Paste Malh Number Sense: Ordinal Numbers Order It Directions: Cut out the word cards at the bottom of the page. Look at the picture for the sequence of how to make a peanut butter and jelly sandwich. Label each sentence below with an ordinal number as to which step it is. 1. 2. '-~'- {(W 4. 3. Peanut Butter ..,. •.... § Eat the sandwich. 6. 5. 1 1 Get some bread. I 1 Spread the jelly on the bread. Put the bread together. 1 _ Get some peanut butter and jelly. Spread the peanut butter on the bread. ~-------------------------------first I I I ~ I fourth #3708 Cut & Paste Math second A I fifth 14 ~ I third : A I sixth ©Teacher Created Resources, Inc. Number Sense: Count by 10's Ants Go Marching Directions: Cut out the numeral cards at the bottom of the page. Glue the numeral cards in the correct places in order to count by tens. Practice counting by tens. ~gf~ ~~%>~ ~gf~ ~~%>~ ~gf~ ~~%>~ ~~~ ~~~ ~~~ ~~~ ~gf~ ~~%>~ ~~~ ~~~ ~gf~ ~~%>~ ~~~ ~~~ <;?#gf~ ~~~~ ~~~ 70 50 ~gf~ ~~%>~ ~~~~ 30 10 ~gf~ ~~%>~ ~gf~ ~gf~ ~~%>~ ~- --- -- - ------20 ~~~ 40 90 .60 ©Teacher Created Resources, Inc. 15 80 100 #3708 Cut & Paste Math Number Sense: Count by 5's Fives Are Alive! Directions: Color the numeral cards at the bottom of the page yellow. Cut them out. Glue the numeral cards in the correct places to count by fives. Practice counting by fives by counting the yellow cards you glued in place. 1 2 3 4 6 7 8 9 11 12 13 14 16 17 18 19 21 22 23 24 26 27 28 29 31 32 33 34 36 37 38 39 41 42 43 44 46 47 48 49 51 52 53 54 56 57 58 59 61 62 63 64 66 67 68 69 71 72 73 74 76 77 78 79 81 82 83 84 86 87 88 89 91 92 93 94 96 97 98 99 ~- - - r~-~-~-:----:----:--::-T::--::--=-:-:-:-:-=-=-=T~-~-~-:-~-~-: ----I I • ! 5 ! 10 L I ~ f L I I • I ! 40 ! 45 1 I I I I 15 ! 20 ! 25 ! 30 ! 35 ! ~ I 4 I ~I I I I 50 ~• 1 ! 55 ! 60 ! 65 ! 70 t---------T---------T---------T---------T---------T---------T---------' 1 I I f If' I I f I I I I I , I • I • , I I JI I ! • I : 75: 80 : 85 : 90 : 95 :100 : I L I #3708 Cut & Paste Math • L , I L I , I ~t ~I 16 I ~I I ~I ©Teacher Created Resources, Inc. Number Sense: Count by 2 's Two by Two Directions: Cut out the numeral cards at the bottom of the page. Glue them in the correct places in order to count by twos. 00 00 00 00 00 00 00 [!J D 0 DD 00 00 00 @] DDD 00 00 00 00 00 D D ~D~ 00 00 00 00 00 40 [EJ DDD ~ 1 I ~-------------------------------r------------~-------------r------------~------------,-------------r------------~ 1416 • • I 1 I I ! I I I 10! 14! 16! 181 I I I I I I I , I I • • i 38 l: ~------------T------------,-------------r------------r------------,-------------1 l 22·l: 26 : ~ ~ ©Teacher Created Resources, Inc. ! : L 30 :! 34 J 17 i : ~ 36 : ~ ! #3708 Cut & Paste Math Number Sense: Counting by 2's, 5's, or LO's Counting by ? Directions: Cut out the numeral cards at the bottom of the page. For each problem, determine if the pattern is counting by twos, fives, or tens. Glue the correct numeral cards in the blanks in order to complete the patterned counting. 1. 40. 50. 1'-----_1.70. O. IL.....--_I.25. I~_I. 0.8. 10. 0.14 2. 5. 10. 15. 3. 2.4. 4. 20. 5. 6. 90. 100 35 1<---_1. 40. 1'---_1. 60. 70. 80 O. 20. 25. 30. 1,-_1. 40. 45 26. 28. 30. 1. 34. 36. 1__ 1__ ~-------------------------------r------------,-------------r------------r------------~ ! 12 I L 1 I 6 L 1 •I #3708 Cut & Paste Math 15 i 80 i 20 i 30 ! ~_-----------J I I 1 60 30 ! 32 j , ' 35 i 50 i 38 •I I 4 +I i ~I I ~ ! ~_-----------,_-----------J I L I 18 L I j ©Teacher Created Resources, Inc. Number Sense: Greater Than, Less Than, and Equal Make It True Directions: Cut out the numeral cards at the bottom of the page. Glue the cards in the boxes below to make each statement true. 6·0 7 7.3> 0 8.0 >8 9.3< 0 1·0>4 2.0 < 10 3.0 >6 4.5 0 5.2< 0 10.0 > 1 ~-------------------------------r----------r----------,----------,-----------r----------~ :5:7:3 :4:7: ~-__-------L----------J----------J-----------L-------I I I I I I I I I I I ~ I I I I L I '2'5'9'6'8' ©Teacher Created Resources, Inc. I I I I I I I __~ I I I ~I I I I ~I I I I ~ I ~I 19 I I I I I I #3708 Cut & Paste Matti Number Sense: Greater Than, Less Than, and Equal Greater Than~Less Than~or Equal Directions: Cut out the sign cards at the bottom of the page. Use them in the problems below to make each true. 1.130 17 6.170 2.14 011 17 7.20016 . 8.15 0 3.14 014 18 4.16 017 9.20020 5.12 018 10.18016 ~-------------------------------- 000@@ 0@0@0 #3708 Cut & Paste Math 20 ©Teacher Created Resources, Inc. Number Sense: Greater Than, Less Than, and Equal True or False? Directions: Cut out the numeral statements at the bottom of the page. Decide if each statement is true or false. Glue each card in the correct column below. TRUE . FALSE ~-------------------------------·----------------,-----------------~----------------r----------------, 1 76 > 72 I 1 21 > 28 1 91 > 89 1 67 < 61 I I I I I I I ~----------------+----------------+----------------~----------------~ I : 84 I I = 84 : 63 < 67 : 82 < 79 : 33 < 38 : I I I I I I I I I I I I ~----------------+----------------+----------------~----------------~ I 1 46 > 48 I •. ©Teacher Created Resources, file. 1 I 1 .JI 49 > 51 1 1I 2f 43 > 36 1 I L 73 < 71 1 .•I #3708 Cut & Paste Math Number Sense: Place Value Tens and Ones Directions: Cut out the numeral cards at the bottom of the page. Look at the ones and tens rods below. Determine the number being shown in each picture. Glue the correct numeral card next to each picture. 5. 1. DO DO DO DO D o 2. 6. D DO DO D DO o 3. 7. D D DO o 4. 8. ODD D n ~- D DO DO DO n - - - - - - =-=-=-=T=-=-=-:-~-=-~-:-~-~-~-~ - - - --- - -l44 l 28 l60 l 75 l ~25 i 71 i 33 i 53 ~ #3708 Cut & Paste Math ~ L • 4 ! ~ 22 L ~ ~ • ©Teacher Created Resources, Inc. Number Sense: Place Value Show the Numeral Directions: Cut out the picture cards at the bottom of the page. Use the pictures to illustrate the numeral shown below. 1. 124 2. 237 -------'--__ J 3. 241 1_' _-'---- _ 4. 173 , ©Teacher Created Resources, Inc. 23 #3708 Cut & Paste Math Number Sense: Place Value Make a Number Directions: Cut out the numeral cards at the bottom of the page. Read the clues below in order to make the number stated. Glue the numeral cards in the correct places. 1. Make a numeral that has ... a 6 in the ones place, a 9 in the tens place, and a 4 in the hundreds place. 2. Make a numeral that has ... a 2 in the ones place, a 7 in the tens place, and a 3 in the hundreds place. 3. Make a numeral that has ... a 8 in the ones place, a 4 in the tens place, and a 1 in the hundreds place. 4. Make a numeral that has ... a 0 in the ones place, a 5 in the tens place, and a 3 in the hundreds place. 5. Make a numeral that has ... a 9 in the ones place, a 0 in the tens places, and a 2 in the hundreds place. ~-------------------------------~----------'----------'-----------~----------r----------, I 1 I I I I • I I I I I I r I I I I I I I I I I • I I I I I I I I I I L • L I L I ~I JI JI I I I f I I I I • I I , I ~II ~If' I ,~ '9'4'2 :4:2:8:9:7 '1'3' ("- - - - - - - - - - r - - - - - - - - - - T - - - - - - - - - - , - - - - - - - - - - -,- - - - - - - - - - -, I :6:0:5:0 #3708 Cut & Paste Math 24 : :3: I I L I I • I ©Teacher Created Resources, Inc. Number Sense: 1More Than, 1Less Than 1 More Directions: Read the sentences. Glue one more of the same object in the picture. Count how many there are. 1. Count how many strawberries. Glue one more strawberry in the bucket. Write how many strawberries now. 2. _ Count how many fish. Glue one more fish in the tank. Write how many fish now. 3. Count how many flowers. Glue one more flower in the dirt. Write how many flowers now. 4. Count how many butterflies. Glue one more butterfly in the sky. Write how many butterflies now. 5. Count how many kites. Glue one more kite in the sky. Write how many kites now. ©Teaclzer Created Resources, lnc. 25 #3708 Cut & Paste Math Number Sense: 1More Than, 1Less Than 1 More. 1 Less Directions: Cut out the numeral cards at the bottom of the page. Glue the cards in the correct places to show one more (box on the right) and one less (box on the left) than the numeral shown in the center box. 1·000 2·0GO 3·000 4·000 s·OGO 6·0CJO 7·0GO 8·000 ~-------------------------------I I 1 3 2 l 4 I I I I I I I I 5 7 I I I I I I I I I I I I t I I I I I I I I • 1 • I I I I I I I I I I It' I I f I '9' I r I I I I I I I I I I I I I I 4 ~ I I I I I I I • I I • I • 1 I I 1 A I t-----------+-----------+-----------+-----------+-----------+-----------4 '4'6'3'5' t-----------+-----------+-----------+-----------+----- '6' I I • • J , I , ~ I I I A I #3708 Cut & Paste Math 8 '0' , I I A I 26 2 7 I I I r I 1 I 4 ©Teacher Created Resources, Inc. Number Sense: 10 More Than, 10 Less Than 10 More~ 10 less Directions: Cut out the numeral cards at the bottom of the page. Glue the cards in the correct places in order to show ten more or ten less than the numerals shown. 5 30 23 43 47 57 54 64 86 71 90 95 ~- - - - - - - - - - - - - - - - - - -'- - - - - - - - - - - -I I I I I I l 100 l ~-----------+-----------+----~------+-----------+-----------+-----------i 15 33 57 64 l 96 I I I I I I I I t I I • I , I I I • • I J I I l 85 l 61 l 54 l 47 l 33 l 20 ! I I I I I I I I I I , I , I I I I • I , I ©Teacher Created Resources, inc. 27 #3708 Cut & Paste Math Number Sense: Money Money in My Wallet Directions: Cut out the coins at the bottom of the page. Glue the coins in the wallets so that each wallet has the amount shown on the wallet. 1. 2. 3. #3708 Cut & Paste Math 3¢ 4. 10¢ 5. 12¢ 6. 28 7¢ 5¢ 15¢ ©Teacher Created Resources. Inc. Number Sense: Money How Much Does It Cost? Directions: Cut out the picture cards at the bottom of the page. Count the coins at the top of the page. Match the picture card whose price tag shows the same amount of money as the coins counted. Glue the picture cards in the correct places. 1. 2. 3. 4. 5. 6. ~-------------------------------. ~. ;- - - - - -~-- - - - - ---------- -.; - ---- -~-- - - - - - - - - - - - - - - -; -- - - - - - - -- - - - - - - - -- - - - - ~ : :. I v I\~ : : I ;;-.. '""f": : ~ : '1: -<. '1'9 .". ~A I ,.. fl. • I I I I I I I I I I I I • f I I I I I f I I I I I I I , I • I I I I I • , I I 1 I I I I I I I I I I I I I I I I I I I I ~-----------------------+-----------------------+-----------------------4 ©Teacher Created Resources, Inc. 29 #3708 Cut & Paste Math Number Sense: Money Make Change Directions: Cut out the cards at the bottom of the page. For each problem, you pay the cashier $2.00 for the item shown. How much change will you receive? Glue the card showing the correct amount of change you will receive next to each item. You Pay: $2.00 1. 5. 2. 6. 3. 6. 4. 8. I I I I ~~ __~__~__~__~--~_~T~_~_~_~_~_~_~_~T:-:-:-=-=-=-=-=T:-:-:-:_~_ o $0.63 I $1.25 , $0.01 • $1.45 , t-----------------------+-----------------------+-----------------------+-----------------------i 1I $0.93 1 #3708 Cut & Paste Math 1 I I $0.45 1 I I 30 $1.01 1 I I $0.55 I 1 , I ©Teacher Created Resources, Inc. Computation Suggested Activities Below are suggested activities that can be used throughout the unit of study. • Gather a piece of chalk and two beanbags. On the carpet or cement outside, draw 3-5 circles in the shape of a target. Label each circle with a numeral. Students must stand at a designated place and toss the two beanbags. Students must look at the numerals from the circles where the beanbags landed and add them together. Once the sum has been named, and the team agrees that the sum is correct, the student receives one point. Play continues, alternating students tossing the beanbags until one player reaches 10 points. For a challenge, add an extra beanbag and have students practice adding with three addends. The game can be used for multiplication, too. • Provide two dice for each group of students and a piece of paper. Students will create their own addition or subtraction number sentences. Students should take turns rolling the dice to determine numerals to LIseas addends. After the dice have been rolled, students should use the number of dots on the dice as the addends in their number sentence. Once the number sentence has been written down and a sum or difference determined, another student may roll the dice. Students should continue until they reach a predetermined number of problems. This activity can be used in order to practice multiplication for older students, too. • Demonstrate to students just how much we use computation in our everyday lives. Each time you come across a computation you need to do, include the class in figuring out the answer. For example, ask the class questions such as, "There are 20 students in the class. Each child needs two pieces of black paper for the art project. How many pieces of paper do I need in all?" Students enjoy helping to figure out these type of real-world problems. It is highly beneficial to show them applications of the computation they are learning to do. • Dominoes provide a great way to practice computation. Obtain some dominoes. Lay the dominoes face down on the table. Students can select one domino to use in writing number sentences. Count the number of dots on the top half of the domino and the number of dots on the bottom half of the domino and use those two numbers as the addends when writing the number sentence. Before the students place the domino back in the pile, they should turn the domino around in order to write the related fact. Use dominos when practicing multiplication, too. • Create some clothespin games for students to use to practice basic facts. Write facts (addition, subtraction, multiplication, or division) down both sides of a piece of index paper. Write the numeral that would answer each problem on both sides of a clothespin. Place the clothespins and the problem card together in a small, plastic bag. When a student wants to practice the facts on the card, he pours out the contents of the bag and clips the clothespins to the card to correctly answer each problem. • Write your lunch count in the form of a number sentence each day. One addend should be the number of students that will be buying lunch. The other addend should be the number of students that brought their lunches from home. Be sure to include the sum. ©Teacher Created Resources, lite. 31 #3708 Cut & Paste Marh Computation (cont.) Suggested Activities (cont.) • Gather or make two-color counters. The counters should be one color on one side and another color on the other side. Students pick up the counters, shake them in their hands, and release them on the table. Students then use the colors that are face-up on the counters to create a number sentence. For example, if two red counters are showing and four yellow counters are showing, the student would write the problem: 2 + 4 = 6. Once the student has written down the number sentence, he or she picks up the counters and repeats. Students should continue play until a predetermined number of number sentences have been written down. • Save the grocery store ads that come in the mail. Provide them for students to use in writing their own problems. Students should cut out several food items from the ads, write a story problem about the food items, and then show their number sentence that corresponds. • Demonstrate that you can add in any order (or multiply) by creating cards with addition facts written at the bottom of each card. Draw dots or pictures above each addend to represent the numbers being added. For example, if the problem is 2 + 1 = 3, students can draw two dots above the numeral 2 and 1 dot above the numeral 1. Then, turn the card upside down and have students write down the new addition number sentence by writing 1 + 2 = 3. The dots will already be drawn; the number sentence will simply have to be written down. Students will be able to see that the number of dots or objects does not change just because the addends are reversed in their order, thus the sum is the same when you "add in any order." • Provide students with rubber stamps or stickers for them to use in illustrating multiplication number sentences. Students can either stamp first, then determine the number sentence based on what they have stamped; or they can determine the number sentence and then use the stamps to illustrate it. Have students simply illustrate a number sentence or have them write a word problem that goes with their illustration. This activity can also be used to illustrate addition or subtraction number sentences, too. • Teach multiplication through the use of arrays. Students illustrate the multiplication problem with lines representing the numbers in the problem. The first numeral being multiplied is represented by an equal number of vertical lines. The second numeral being multiplied is represented by an equal number of horizontal lines that cross the vertical lines. The points where the lines cross can be counted up to show the product. For example, the problem 2 x 5 = 10 would look like this as an array: #3708 Cut & Paste Math 1 2 3 4 5 6 7 8 9 10 32 ©Teacher Created Resources, Inc. Computation: Adding I-Digit Numerals Illustrate the Problem Directions: Cut out the picture cards at the bottom of the page. Glue the . picture cards in the correct places in order to illustrate the number sentences written below. Write the sum of each problem. 1·1 '--- __ L...--__ 2 5 1 2 4 o 5 2 3 3 + 4 3. ~-------------------------------:--&---~------:-~-----------:------------:---~------~-:~-~----------:-ffi---~-------: I I 1 1 I _ I I I I • I " I : I I I I I • I I t I I • I. I I I t I I I I I I~ t I I I I I' I I 1 I I '~ , .-" I I -, I I' I I I I /' ~ • , I I I , I . • -----------r-~~:--~~--r--~----. -----I~---~-~----- r~---~-r~-Dt?- ----1 ;?t f~I I. I."' I I I . I I I I I .'. I I I I I I : :.: :~ f4:i I ~: W I I I __ I I I I I {)h: c.;I(;J' .------------.------------.------------~------------~------------~------------. ©Teacher Created Resources, !HC. 33 I #3708 Cut & Paste Math Computation: Adding l-Digit Numerals Flower Power Directions: Cut out the flower petals at the bottom of the page. Glue the petals on the flower that shows the sum for the problem on the petal. #3708 Cut & Paste Math 34 ©Teacher Created Resources, Inc. Computation: Adding I-Digit Numerals Make Your Own Problem Directions: Cut out the number word cards at the bottom of the page. Create your own word problem by gluing the word cards in the sentences below. Draw a picture of your problem in the box provided. Then, write a number sentence to go with your word problem. 1. Ken has I Draw I. Mandi I gives him I more. How many does Ken have in all? 2. Miguel found Draw I. Then he I I found I more. How many does Miguel have altogether? I. 3. peihasl Draw Felix I gave him I more. How many does Pei have in all? 4. Jenny saw Draw I. Then I I I she saw more. How many did Jenny see altogether? ~-------------------------------: I six five I one: two I I 1 1 1 1 ©Teacher Created Resources, Inc. , two flowers: three hats : four pencils five bugs ~-----------------------+-----------------------+-----------------------+-----------------------~ 1 35 #3708 Cut & Paste Math Computation: Adding I-Digit Numerals The Perfect Nest Directions: Cut out the nests at the bottom of the page. Glue the nests under the eggs in order to show the correct sums. 1. 2. 3. 4. 5. 6. 7. 8. ~-------------------------------- ~87 ~77 ~87 ~67 ~57 ~67 ~t7 #3708 Cut & Paste Math ~{7 36 ©Teacher Created Resources, Inc. Computation: Adding 2-Digit Numerals Mouse Food Directions: Cut out the pieces of cheese at the bottom of the page. Glue the pieces of cheese below the mice in order to show the correct sums. 1. 2. 3. 4. 5. 6. 7. 8. ~-------------------------------@ @ @ @ @ t§j @ @ ©Teacher Created Resources, Inc. 37 #3708 Cut & Paste Math Computation: Adding 2-Digit Numerals Bee Hives Directions: Cut out the bees at the bottom of the page. Glue the bees in the correct places in order to show the sums for the problems on the hives. 1. 2. 3. 4. 5. 6. 7. 8. ~-------------------------------.---~---] [ ---~---. .---~---. l ~ 82 l ~----~---------------; I I I I .---~--- . ._-----------------_. .._----------------_. #3708 Cut & Paste Math ._------------------. ._-----------------_. .-----------------_ .. :::-~::::::::~::::[:::~:::: 38 ©Teacher Created Resources. Inc. Computation: Subtracting I-Digit Numerals snow the Picture Directions: Cut out the picture cards at the bottom of the page. Glue the pictures in the correct places in order to illustrate the subtraction number sentences below. 4. 1. 5 -3 = 2 3 - 0 = 3 4 - 2 = 2 7 -2 = 5 5. 2. 6. 3. 2 - 2 = 0 ~-------------------------------~------------------------------~ ~--------~---:------------------~ I I I I I I I ~------------------------------~ ©Teacfler Created Resources. Inc. I I I I I I I • 4 ._----------------------- r------------------------------, t:9~fft 39 4 r------------------------------, ~@ .----------~-~---------. #3708 Cut & Paste Math Computation: Subtracting I-Digit Numerals Birds of a Feather Directions: Cut out the feathers at the bottom of the page. Glue the feathers on the turkeys below in order to show the difference for the problems on the turkey feathers. ~-------------------------------- < r -,5>< (> <~-.(> < ~:o> < !-.4> <: r -.4> Q -, #3708 Cut & Paste Math 40 ©Teacher Created Resources, Inc. Computation: Subtracting l-Digit Numerals Make the Number Sentence Directions: Cut out the numeral cards at the bottom of the page. Read each word problem. Use the numeral cards to create the correct number sentence for each problem. 1. Five birds sat on a fence. Two birds flew away. How many birds were left? 2. Seven kids were swimming in a pool. Three kids got out of the pool. How many kids were left? 3. Three boys were riding their bikes .. All of the boys had to go home. How many boys were left? 4. Mom had six cookies. She gave two cookies to me. Now how many cookies does mom have? 5. I had nine flowers in the garden. I picked five flowers to bring in the house. Now how many flowers are in the garden? 6. Mark had four apples. He ate one apple every day for three days. How many apples does he have left? 0-0=0 0-0=0 0-0=0 0-0=0 0-0=0 0-0=0 ~-------------------------------p---------T---------T---------~---------T---------T---------, I o I 3 I 3: I 7 3 4 ~---------+---------+---------+---------+---------+---------i I I • I I I I I I I I I I I I I • I I I I I 1 I I I I '6'5' I I I I I I I I I I 2 I I I 3 '4' 4 I I ~---------+---------+---------+---------+---------+---------~ I • I I I I I I I I '5' ©Teacher Created Resources, Inc. 2 • • I • I I 4 I I I I I I 9 41 I I I I I I 3 I I I I I I 1 I II • , I #3708 Cut & Paste Math Computation: Subtracting 2-Digit Numerals Give It a Bottom Directions: Cut out the bottoms of the cupcakes below the dashed line. Glue the bottoms in the correct places to show the differences for the problems below. ~-------------------------------41 32 21 18 41 56 12 33 #3708 Cut & Paste Math 42 ©Teacher Created Resources, Inc. Computation: Subtracting 2-Digit Numerals Two scooss Directions: Cut out the cones at the bottom of the page. Glue the cones in the correct places to show the differences for the problems below. 1. 2. 3. 4. 5. 6. 7. 8. ~-------------------------------- ©Teacher Created Resources, Inc. 43 #3708 Cut & Paste Math Computation: Fact Families Find the Families Directions: Cut out the pairs of number sentences at the bottom of the page. Glue them in the correct places to show fact families. 1. 2 + 1 =3 7-2=5 7-5=2 5. 1+2=3 2. 5-1=4 5-4=1 6. 3+5=8 5+3=8 3. 5-3=2 5-2=3 7. 4+5=9 5+4=9 4. 7+2=9 2+7=9 6-4=2 6-2=4 8. ~-------------------------------r---------------------~---------------------.---------------------T---------------------~ : 2+4=6 : 4+2=6 I I : 2+3=5 : 3+2=5 I I I : 9-4=5 : 9-5=4 : 2+5=7 : 5+2=7 : : I I • I • I I I I I I I I I I I t---------------------+---------------------+---------------------+---------------------~ I : 1+4=5: : 4+1=5: I I I I I I I I I #3708 Cut & Paste Math I 9-7=2: 9-2=7: I I I I 44 I I I I I 8-3=5: 8-5=3: I I I I 3-2=1 3-1=2 ©Teacher Created Resources, Inc. Computation: Multiplying i-Digit Numerals Multiplication Match Directions: Cut out the multiplication number sentences at the bottom of the page. Glue them in the correct places in order to label the illustrated pictures. 5. 1. @@@ I I 6. 2. @@@ I I 3. 7. 4. 8. ~~--~--~--~--~--~-:~:-:-:-~-=-=-=-=~=-=-=-=-=-=-~-~~~-:-:-:: 2x4=8: 3xl=3: lx2=2: 4x2=8: I I I I I I I I I , I I • , I I I • I I t-----------------------+-----------------------+-----------------------+-----------------------~ : 2xl=2: I I I I ©Teacher Created Resources, lite. 3x2=6: I I 45 2x3=6: t I lx3=3: I 1 #3708 Cut & Paste Math Computation: Multiplying I-Digit Numerals Same Product Directions: Cut out the circles at the bottom of the page. Glue the multiplication problems on the butterfly according to the product. 24 12 36 18 ~-- -----------------------------,,"--- ,, I , , \ \ 13 x6i , \ , ,, " •...•.. _--,' " ... --- ... . ," , ,, I I , \ \ I ," ... --- ... ... , , I I \ , 13 x4i \ \ , , '....•.... __ .•. " \ I \ , '... "'---' " ,, I I I , I I I I I I \ \ \ , , \ \ ,.... , "'-.-" #3708 Cut & Paste Math e:,, I I ,,' --- .... ..•... , \ \ 6 X 6: I I , ... ';' ... --..• ... ,, ," , , I I I I \ \ ,9 X \ \ " ,---..• .....•. , , ,, , '...•.•... _-_ , I ... , ",..---<,, ,, 12 X 9i 13 X , " ,, , ,, ...... ... _-_ 4: I I .... " ,, \ \ I I I ,2 X \ ,, _-_ I I , '•..... .... ',' ...... - ...... -,, ,,,' \ \ \ 6 X 4: ,, -; I I .•. , r -, , ,, _-_ ..•...'" ,, , I \ 6: ~6 X 3 \ I I I I I \ \ \ ,,"---- , \ \ ,, I I I I ,, I \ 6X 2 I I I I ,, -, 46 , , "'---' ,'" , ", ... " , \ \ \ I I , \ , \ --- ...'... \ ...--- ..•......• ," , \ .... ---- ...... ,, I I I \ \ , 136 X 1: 8 X 3 ,...... _--,' , I I I I I I \ " " , ...,...... _-_ ... ;,' ", ... --- ... , I \ \ ,, ••.•.•.... ,,'--- .... , ,, I I ~4X 3 \ \ " -, ...._-_ ... ", , \ \ I I I I I _--,,' I I I I I , I I I I ,, ,, \ , \ , 4X \ \ .......••. , ,, ,.••... _-_ , ,, " ••• --- ••• ,'10. ,, \ I , \ i9 X 2 \ \ \ , I I I I I '........ _--,,;' ,... ....... ,, -- .... .•.... , , \ \ I I , 9 , i4 X 6 , I I I , / ... ' I \ \ ,, I I ,, ,...... _--,,' , ©Teacher Created Resources, Inc. Computation: Multiplying l-Digit Numerals Box It Directions: Cut out the graph paper on page 48 into strips that illustrate the problems below. Glue the strips in the boxes. The first one is done for you. 1. 3x2 5. 4x2 2. 4xl 6. 1X 3 3. 5x3 7. 2x2 4. 3x4 8. 5x2 ©Teacher Created Resources, Inc. 47 #3708 Cut & Paste Math Computation: Multiplying l-Digit Numerals Graph Paper #3708 Cut & Paste Math 48 ©Teacher Created Resources, Inc. Computation: Multiplying I-Digit Numerals How ManY? Directions: Cut out the multiplication problems at the bottom of the page. Glue them in the correct places in order to provide a number sentence for the word problems. Write the product on the line provided. 1. How many eggs in 2 dozen? 2. 8 kids took off their shoes. How many shoes are there? 3. 2 kids rode their tricycles. How many wheels are there? 4. 3 dogs went for a walk. How many dog legs are there? 5. How many sides are on 6 triangles? 6. 5 boys wear hats. How many hats are there? 7. How many fingers on 2 hands? 1111111- = = = = = = = 8. How many points on 3 stars? 1 = 9. How many sides on 4 circles? 1- = 1 = 10. How many I ~ , '~O)' V I .: a entlnes: Day" , .[~ Cf) : I ,. : 1 ·~-·-02-·Q--------i-·--l1i--·-~-F------~· : Th an ks . . giving ._--------©Teacher Created Resources, Inc. ''4.' , '" : Last Day: Easter: of School: '" Picture' : Veterans Day :, Day , :,, ,, ·(j)il~·~~·jil--i--·-~· :,, , :~.p: .: 1st , , ~ ~ l, l, IV c·f Martln:::J L uth er : K' , Ing : ---------_._--------63 Cf) St : Chrinst mas, Patri .'k' : , a nc s : :: ----------~----------.---------#3708 Cut & Paste Math Measurement: Calendar Make Your Own Calendar (cont.) > 0 ---------- Q e 0 en 0 CI) en n n n 0 n n n 0 0 0 [l 0 n n n 0 ~ 0 ~ ~ n n n r r r n > 0 Q ---------- . > 0 Q > 0 ------ .c: •••• e 0 :E ~------ Q > 0 Q > 0 Q > 0 Q #3708 Cut & Paste Math 64 n ©Teacher Created Resources, Inc. Measurement: Short/Long Shortest to Longest Directions: Cut out the pieces at the bottom of the page. Glue the pieces in the correct boxes by object from shortest to longest. 1. !, DIG 2. - ca: 10) 3. I' 2 ~-r_-:- __-:-_--:--::--::--::--::--::--::--::--~-::--::--~~~-~-~-~-~-~-~-~-~-~ --{ I : hi (U { 7.\: ~ -?(i1 om ill II' J J!J I : ('1 ~ ~ p-.. ~ - ~ : la) (,1 .-----------------------------------------.-----------------------------------------4 : I : ';.-----------------------------------------------------------------------------------i {> ; i Ql -::::::::.=w i I I I ~ I I .-----------------------------------------------------------------------------------i ::en: --- ------== ---=== I ---~: ~ :W: [::::::::::j:::~::::::::::~:::::::~::::: ~:~:j::::::~::~; :::~::::::::::::] I ©Teacher Created Resources, Inc. I 65 #3708 Cut & Paste Math Measurement: ShortlTall Short to Tall Directions: Cut out the picture cards at the bottom of the page. Sort the pictures by animals and people. Then, glue the picture cards in order from shortest to the tallest. People . shortest --- ..••. --- ...•. ~--~ •.---- •. ~--~ •• --- •• --- •• ---- •• •.---- •. ~--~.. tallest Animals shortest ----J ---___J•.---____._.. tallest ~--____,l •. ~- f~----------l - - - - - - - - :-=-=-=-: -l~~ l I I I I ~----------! p , I I I I : : I -----------'. I .._----------_.1 '~' I I I • I I I I I I ;-~------~-~ I I I I , I I I I I I I ,,--------- .• #3708 Cut & Paste Math 66 ©Teacher Created Resources, Inc. M easurement: Inches Inch Worms Directions: Cut out the ruler and the worm picture cards at the bottom of the page. Use the ruler to measure the worms. Glue the worms next to the correct measurement. 1. 2 inches 2. 5 inches 3. 1 inch 4. 6 inches 5. 4 inches 6. 3 inches ~-------------------------------- ;--------------------------------------------------.-------------------------------------------------~ 3. 4. < 5. < 6. 7. > 8. < 9. 1. Pictures show and 4 ones 2. Pictures show and 7 ones 3. Pictures show and lone 4. Pictures show and 3 ones I hundred, 2 tens, 2 hundreds, 3 tens, 2 hundreds, 4 lens, I hundred, 7 tens, Page 24 1. 496 2. 372 3. 148 4. 350 5. 209 2. 3. 4. 5. 6 5 4 3 Page 26 1. 1,3 2. 4,6 3. 6, 8 4. 2,4 5. 3,5 6. 0, 2 7. 5, 7 8. 7,9 statements true. Page 12 22 28 44 60 71 25 33 7. 53 8. 75 Page 25 I. 2 Page 19 sixth third fourth first Page l. 2. 3. 4. 5. 6. Page 23 Page 17 (2), 4, 6, (8), 10 (12),14,16,18, (20) 22, (24), 26, (28),30 (32), 34, 36, 38, (40) Top row: fifteen, twenty, twelve, eighteen Middle row: eleven, nineteen, thirteen Bottom row: fourteen, sixteen, seventeen 1st False Page 14 5. 6. 7. 8. = 84, 21 >28,67<61,82<79, 46 > 48, 49 > 51, 73 < 71 6. sixth 2. five 3. six 4. one ~ 76> 72, 91 > 89, 84 63<67,33<38,43>36 3. second 4. third 5. fourth Page 7 1. three 3. 4. 5. 6. Page 21 True I. = LO. > 93 #3708 c.« & Paste Math Answer Key Page 27 Ten More (5), 15 (23),33 (47),57 (54),64 (86),96 (90), 100 Ten Less (30),20 (43),33 (57),47 (64),54 (71),61 (95),85 Page 28 Accept all answers that show the given amount in coins. Page 29 1. 14¢ 2. 18¢ 3. 12¢ 4. 19¢ 5. 1O¢ 6. 17¢ Page I. 2. 3. 4. 5. 6. 7. 8. 30 $0.63 $1.25 $0.93 $0.45 $0.0] $1.45 $1.01 $0.55 Page 33 Accept all answers that illustrate the number sentence. 1. 3 2. 4 3. 5 4. 6 5. 7 6. 7 Page 34 5--5+0,4+1,3+2,1+4,0+5 6--6+0,5+1,3+3,4+2,1+5 7--7+0,4+3,2+5,1+6,3+4 8--8+0,1+7,2+6,5+3,4+4 #3708 Cut & Paste Math (cont.) Page 35 Answers will vary. Page 41 1. 5-2=3 2. 7 - 3 = 4 Page 36 1. 5 2. 3. 4. 5. 6. 7. 3. 4. 5. 6. 6 8 8 7 9 7 4. 5. 6. 7. 8. 37 77 57 65 95 89 56 85 87 Page 1. 2. 3. 4. 5. 6. 7. 8. Page 38 1. 82 2. 3. 4. 5. 6. 7. 8. 81 51 74 64 90 41 95 Page 39 1. Picture showing five smiley faces with three crossed out. 2. Picture showing four pencils with one crossed out. 3. Picture showing two bears with two bears crossed out. 4. Picture showing three hearts. 5. Picture showing four stars with two stars crossed out. 6. Picture showing seven flowers with two crossed out. Page 40 2: 7 - 5,9 3: 3 - 0,4 4: 8 - 4,6 5: 7 - 2,5 3 2 5 3 = ° =4 =4 = 1 Page 42 1. 56 2. 32 3. 21 4. 33 5. 41 6. 18 7. 12 8. 41 8. 6 Page 1. 2. 3. 3694- -7,6 - 4 -1, 7 - 4 -2,5-1 - 0,8 - 3 43 56 19 9 18 27 39 49 7 Page 44 1. 3-2=1,3-1=2 2. I + 4 = 5, 4 + 1 = 5 3. 2 + 3 = 5, 3 + 2 = 5 4. 9 - 7 = 2, 9 - 2 = 7 5. 2 + 5 = 7, 5 + 2 = 7 6. 8 - 3 = 5, 8 - 5 = 3 7. 9 - 4 = 5, 9 - 5 = 4 8. 2 + 4 = 6, 4 + 2 = 6 Page 45 1. 2x3=6 2. 4 x 2 = 8 3. 2 x 1 = 2 4. 1 x 2 = 2 5. 3 x 1 = 3 6. 3 x 2 = 6 7. 1 x 3 = 3 8. 2 x 4 = 8 Page 46 12: 3 x 4, 2 x 6,4 x 3, 6 x 2 18: 3 x 6, 6 x 3, 9 x 2, 2 x 9 24: 8 x 3, 3 x 8, 6 x 4, 4 x 6 36: 36 x l , 9 x 4, 4 x 9, 6 x 6 94 ©Teacher Created Resources, Inc. Answer Key (cont.) Page 47 Illustrations can vary. Check to make sure illustrations match equation. Page 69 Check to make sure illustrations match measurements. Page 60 Page 70 Answers will vary. Page 49 I. 2 x 12 ==24 2. 8 x 2 = 16 3. 2 x 3 ==6 4. 3 x 4 ==12 5.6x3==18 6. 5 x I Page 71 More Than One Pound: cat, TV, dog, lamp, phone, chair Less Than One Pound: ring, paper clip, penny, nail, strawberry, pencil =5 7.2x5==10 8. 3 x 5 = 15 9. 0 x 4 ==0 10.6x2=12 Page 50 Answers will vary. Page 51 Answers will vary. Page 52 Answers will vary. Page 53 Answers wi 11 vary. Page 58 A Few Seconds-do ajumping jack, count to IO, tie your shoes, write your name A Few Minutes-sing a song, brush your teeth, write a letter to Grandma, eat breakfast A Few Hours-go on a hike, your day at school, go on a long drive, watch a movie Page 72 I. calendar 2. scale 3. ruler 4. clock 5. cup Page 61 l. 2:35 2. ll: 15 3. 4:55 4. 8:05 5. 1:40 6. 3:25 7. 5:50 8. 9: 10 9. li45 Page 75 Squares 0 Triangles 6 ~~ ~ Page 62 Circles 0 0 Rectangles c:==::J 00 0 Page l. 2. 3. 4. 0 0 = 0 c=:J 76 square circle triangle rectangle Page 77 I. 2 Page 59 I. 3:00 2. 7:00 3. 5:00 4. 10:00 5. 1:00 6. 8:00 7. 12:00 8. 6:00 9. l1:00 Page 65 Check to make sure illustrations arc shortest to the longest. Page 66 Check to make sure illustrations are from shortest to the tallest. Page 67 Check to make sure illustrations match measurements. Page 68 r. 5.5 inches 2. 5 inches 3. 5 inches 4. 5.5 inches 5. 6 inches 6. 6.5 inches ©Teacher Created Resources, Inc. 2. 3 3. I 4. I Page 78 I. cylinder 2. cone 3. cube 4. rectangular prism 5. sphere 6. triangular prism Page 79 Sphere: basketball, globe Cylinder: soup can, tuna can Cube: tile box, block Rectangular Prism: book, shoebox Cone: party hat, ice cream cone 95 #3708 Cut & Paste Math Answer Key Page 80 Roll: pencil, ball, marker Stack: shoebox, block, book Page 86 Page 81 1. 2. 4. []I[] 8. CU 2. 7 3. 1 2. 4 3. 5 Page 89 I. 10 2. I 3. 18 6. 2 7. 9 QILJ 3.C[[J 7.C][] Page 88 I. 3 5. 6 5. 6. 1. 4 4. 3 [3JZJ GEJ []lD (cant.) 8. 8 9. Page 90 Answers will vary. 10 10. 5 Page 87 Page 91 Miguel, Justin, Pei, Amy, Marie 1. 7 IlHlll 7. 1 2. llilllilllill 8. 18 3. 30 loo~mrmrmrmr I 9. 4. 12 llilllillil 5. 23 15 Page 82 "9 llilllilllillill 11!Il1111 I Symmetrical !'Qi [0:1 [i£] !~J [QJ [({i ..::0.:.:] ial [[g] 10· 6. 4 10. 27 Illlllllllmllllllllill llilllilllilllillllil 11. 25 llilllilllilllilllilli 11111 12. 21 IlilllilllillJ!HI I Page 92 Outfit I Outfit 2 Outfit 3 Outfit 4 - red shirt, green shorts blue shirt, green shorts red shirt, orange shorts blue shirt, orange shorts I [(5] :~] Page 83 .:»: ~ D D D 0 0 0 0 0 0 ~ #3708 Cut & Paste Math 96 ©Teacher Created Resources, Inc. o o