Cut&PasteG1 3 Math

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 Ordinal Numbers Counting by lO's, 5's, or 2's Greater Than, Less Than, and Equal Place Value 1 More Than, 1 Less Than 10 More Than, 10 Less Than Money Computation Adding I-Digit Numerals
1
3 4 6 11 15 19 22 25 27 28 31 33 37 39 42 44 45 51 54 56 63 65 66 67 69 70 72 73 75
Adding 2-Digit Numerals Subtracting l-Digit Numerals Subtracting 2-Digit Numerals Fact Families Multiplying I-Digit Numerals Problem Solving Measurement Time Calendar Short/Long Short/Tall Inches Centimeters Weight Tools Geometry Shapes Three-Dimensional Symmetry Congruency Organizing and Presenting Tallies Graphs Problem Solving Answer Key
#3708 Cut & Paste Math 2
Objects
78 81 83
Data
84 86 88 91 93
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.
#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.
Number Sense
(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.
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.

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8.
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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.
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5.
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6.
3.
7.
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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.
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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.
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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
10
r-
-----
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
2.
__
4.
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3.
VI_first fourth fifth

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~-------------------------------~
second
third
sixth
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.
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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

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floor.
3. The bunny lives on the

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floor.
4. The dog lives on the

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5. The lizard lives on the

_____ 1
floor.
6. The fish live on the
~-------------------------------~
-
floor.
first fourth
second fifth
13
third sixth
#3708 Cut & Paste Malh
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.
'-~'- {(W
2.
Peanut Butter
3.
....
..,.
4.
1 I
5.
6.
Eat the sandwich. Get some bread.
Spread the jelly on the bread.
Put the bread together.
Get some peanut butter and jelly. Spread the peanut butter on the bread.
~-------------------------------first
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fifth
14
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~ ~~%>~
~~~
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~~~
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10
~gf~ ~~%>~
~~~
30
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50
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70
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--- -- - ------20
.60
40
80 100
90
15
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 11 21 31 41 51 61 71 81 91
2 12 22 32 42 52 62 72 82 92
3 13 23 33 43 53 63 73 83 93
4 14 24 34 44 54 64 74 84 94
6 16 26 36 46 56 66 76 86 96
7 17 27 37 47 57 67 77 87 97
8 18 28 38 48 58 68 78 88 98
9 19 29 39 49 59 69 79 89 99
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16
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
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17
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. 2.
1'-----_1.70. O.
90. 100
5. 10. 15. 2.4.
3. 4.
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35
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1<---_1. 40. 1'---_1. 60. 70. 80 O. 20. 25. 30. 1,-_1. 40. 45
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6.
26. 28. 30.
1. 34. 36.
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18
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.
10>4
2.0 < 10 3.0 >6 4.5 0 5.2< 0
60 7 7.3> 0 8.0 >8 9.3< 0

10.0 > 1
~-------------------------------:5:7:3 :4:7: ~-__-------L----------J----------J-----------L-------I I I I I I I I I I I I I I I
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19
#3708 Cut & Paste Matti
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
17
2.14 011 3.14 014 4.16 017 5.12 018
7.20016 . 8.15 0 18
9.20020
10.18016
~--------------------------------
000@@ 0@0@0
20
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
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76 > 72
1
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21 > 28
1
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91 > 89
1
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67 < 61
1
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~----------------+----------------+----------------~----------------~ ~----------------+----------------+----------------~----------------~
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= 84
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: 63 < 67 : 82 < 79 : 33 < 38 :

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1
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46 > 48
1
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49 > 51
1
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43 > 36
1
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73 < 71
1
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Teacher Created Resources, file.
2f
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.
1.
DO DO DO DO
5.
D
6.
DO DO
DO DO
D D
DO
2.
D
7.
DO
3.
D
4.
n
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8.
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22
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
3.
-------'--__
1_' _-'---_
241
4.
173
, Teacher Created Resources, Inc.
23
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----------,
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24
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
Number Sense: 1More Than, 1 Less 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.
1000 20GO 3000 4000

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sOGO 60CJO 70GO 8000

l 4
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26
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
23 47 54
30
43
57 64 71 95
86 90
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Teacher Created Resources, inc.
27
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.
4.
2.
10
5.
3.
12
6.
15
28
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.
~-------------------------------~.
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29
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.
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30
Computation
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
Suggested Activities (cont.)
(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:
1 3 5
7
2 4 6 8 10
32
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.
11
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33
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.
34
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
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Draw Mandi
gives him I more. How many does Ken have in all? Draw
2. Miguel found
I. Then he
found I more. How many does Miguel have altogether?
3. peihasl
I.
Draw Felix
gave him I more. How many does Pei have in all? Draw
4. Jenny saw
I. Then
she saw more. How many did Jenny see altogether?
~-------------------------------:
I
~-----------------------+-----------------------+-----------------------+-----------------------~
1 1 1
six five
one: two
two flowers: three hats : four pencils five bugs

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35
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.
~--------------------------------
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~87 ~77 ~87 ~67 ~57 ~67

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36
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.
~-------------------------------@ @ @ @ @ tj @ @
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.
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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.
1.
4.
5 -3
3 - 0
2.
5.
4 - 2
3.
6.
2 - 2
7 -2
= 5
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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.
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40
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

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41
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
42
12
33
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.
~--------------------------------
43
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
1+2=3
5.
7-2=5 7-5=2
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
8.
6-4=2 6-2=4
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8-3=5: 8-5=3:
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3-2=1 3-1=2
44
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.
1.
5.
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2.
6.
@@@
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3.
7.
4.
8.
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Teacher Created Resources, lite.
45
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.
12
24
18
36
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46
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
47
Computation:
Graph Paper
48
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? 8. How many points on 3 stars? 9. How many sides on 4 circles? 10. How many I<neeson 6 girls?
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49
Computation:
Multiply It
Directions: Cut out the number word cards at the bottom of the page. Glue the word cards in the sentences below. Then, write a multiplication problem to correspond with the word problem. Be sure to include the product.
1. A mother with
each of them shirts will she buy?
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I children
wants to buy
I new
x
.
shirts. How many
2. Mark wants to give
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-
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each
I
need? 3. Maria drank day for
I cookies.
x
How many cookies will Mark
I glasses I days.
x
-
of water every
How many glasses of
water did she drlnk?
4. A recipe calls for
make the recipe I cups of flour will be needed?
I cups of flour. We will I times. How many

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: two two four four .-----------------------+-----------------------+-----------------------+-----------------------4 : three : three : five : five

:
,
50
Computation:
Problem Solving
The Duck Pond

Directions: Cut out the duck pictures at the bottom of the page. Glue some or all of the ducks in the picture in various places. Make up a math word problem to go with the picture. Solve the problem by showing your number sentence.
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Computation:
Problem Solving
Cats
Directions: Cut out the cat pictures at the bottom of the page. Glue some or all of the cats in the picture in various places. Make up a math word problem to go with the picture. Solve the problem by showing your number sentence.
~-------------------------------I
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52
Computation:
Problem Solving
The Neighborhood
Directions: Cut out the car pictures at the bottom of the page. Glue some or all of the cars in the picture in various places. Make up a math word problem to go with the picture. Solve the problem by showing your number sentence.
I I I
~--------------------------------
Teacher Created Resources,
file.
53
Measurement
Below are suggested activities that can be used throughout the unit of study. Reproduce the clock pattern on pages 56 and 57 on index paper. Help students assemble the clock. Then, use the clocks as students practice telling time. Post your schedule each day on the board. Write the approximate time that each activity will take place or subject will be taught. Next to the time, draw a picture of what the clock will look like at that time. Students will begin to get used to seeing the written time and clock time together. Encourage patents to purchase inexpensive watches for their children. Children are always excited to have their own watch. It makes them feel grown up and promotes an immediate and motivating need to learn how to tell time. Help students create a step-by-step book of their daily schedule. Follow the directions below to create a step-by-step book. Have students keep a diary of one morning's events and write a different time and event on each page. Materials four 9" x 12" (23 em x 30 cm) sheets of construction paper long-ann stapler Directions 1. Have students place the four sheets of paper on top of one another, overlapping the ends. 2. Direct the students to hold the pages together and fold the pages over to create four more overlapping pages. 3. Help students staple the inside fold, and fold the pages back down. 4. Have students write the book title on the top page and write story sentences and illustrations on each succeeding page. Encourage students to become familiar with calendars by making a calendar for the entire year. This activity makes a great holiday gift for parents at Christmas, Hanukkah, Mother's Day, etc. Reproduce the calendar patterns on pages 63 and 64. Have students create a calendar for each month of the year. You will probably want to spread this activity out over several days, if not weeks. Glue each calendar on the bottom half of a 12" x 18" (30 ern x 46 ern) piece of construction paper. Collect art projects created throughout the school year to glue at the top of each piece of construction paper. Create a cover and bind the calendar pages together in the correct order. Students will have had a meaningful experience working with calendars, dates, and months, and they will also have a great gift to give to their parents!
marking pens crayons colored pencils
2.
staples
3.
4.
Title
8:00 9:00
I
10:00
11:00 12:00 1:00 2:00
54
Measurement
(cont.)
Provide 3" x 5" (8 ern x 13 em) index cards for students and a clock stamp. Clock stamps can be purchased at teacher supply stores. On one side of the index card, students write a digital time. On the other side of the index card, students stamp an image of the clock and then use a marker or a pencil to draw the hands on the clock. After the activity has been completed and checked by an adult, the index cards can be used as flashcards for students to practice telling the time. Gather a variety of measuring tools such as calendars, thermometers, clocks, scales, tape measure, rulers, etc. Place the measurement tools along with a variety of objects in a learning center. Allow students to experiment with using the tools even before you begin teaching the students how to use them. After you have taught the students to use the various measuring tools, place a "special" object in the center every week. Students must use all of the measuring tools they can in order to measure the object. For example, if you place an apple in the center, students could measure the circumference with a tape measure, the height, and the weight. Food is always a great motivator. Use holiday appropriate food or candy as non-standard units of measurement. For example, at Halloween, have students practice measuring using candy corns. Around Valentine's Day, have students practice measuring using candy hearts. Divide students into groups. Provide each group an object. Direct the students to go around the room and find three things that are longer than their groups' object. Then, direct them to find three things that are shorter than the object. Continue in a similar manner having the groups locate things that weigh more and less than their objects. Provide magazines for students to look through. Have the students cut a picture out of the magazine that they want to use for measurement practice. Students can then glue their picture to a piece of paper and then measure the objects in the pictures. Have students write the measurement below each picture. Students can do this activity practicing with a centimeter ruler, inches ruler, or both! This activity can also be adapted for weight. Since students will not be able to weigh the actual objects in the picture, have them sort the objects for items that weigh more than one pound and less than one pound. Have students bring their favorite stuffed animal from home. The first step is to have students draw a picture of their animal. Then, students should measure the various parts of the animal. For example, if the object is a teddy bear, students can measure the total height of the bear, the legs, etc. Students should write the measurements on the picture that they drew. The children can exchange animals and measure a friend's animal, too. Then students can compare to see if they got the same answers.
55
Measurement:
Time
Make Your Own Clock

Directions: Cut out the pieces on this page and the next. Glue the circle together by putting glue on the tab and laying the half-circle from the next page on top of the tab. Glue the numbers on the clock in the correct places. Use a brad in order to attach the clock hands. Use the clock as you learn about telling time.
D D D
56
Measurement:
Time
Make Your Own Clock (cont.)

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57
Measurement:
Time
second, Minute~or Hour

Directions: Cut out the picture/word cards at the bottom of the page. Decide whether each activity would take a few seconds, a few minutes, or a few hours to complete. Glue the cards in the correct columns. A Few Seconds
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Measurement:
Time
On the Hour
Directions: Cut out the time cards at the bottom of the page. Look at the clocks below. Glue the correct time card under the clock showing that time.
1.
2.
3.
4.
5.
6.
7.
8.
9.
~-------------------------------I I I I
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#3708 Cut & Paste Math.
M easurement:
Time
On the Half Hour

Directions: Cut out the clock faces at the bottom of the page. Glue them below in order to correctly show the time with a clock.
1.
2.
3.
2:30
4.
5.
6.
10:30
4:30
9:30
60
Measurement:
Time
To the Minute
Directions: Cut out the time cards at the bottom of the page. Glue the time cards under the clocks in the correct places in order to show the time.
1.
2.
3.
4.
5.
6.
7.
8.
9.
~-------------------------------I
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Teacher Created Resources, lnc.
Measurement:
Time
How Much Time?

Directions: Read the word problems. Draw the starting and ending times in the clock faces. Then cut out the word cards at the bottom of the page. Figure out how much time has elapsed in each problem. Glue the word card next to the problem in order to show an answer.
End
1. School starts at 8:00. School is done at 3:00. How many hours are children at school?
2. Mrs. Beemer teaches math from 9:00 to 10:30. How much time is math class?
3. Recess starts at 10:30 and ends at 11:00. How long is recess?
4. Band class meets from 11:00 to 12:00. How long is band?
5. Lunch starts at 12:30 and ends at 1:15. How long is lunch?
~-------------------------------I I I
7 hours
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62
Measurement:
Calendar
Make Your Own Calendar

Directions: Photocopy the calendar on page 64. Cut out the pieces on page
63 in order to make your own calendar. Make the calendar for just this month or for the entire year. Use the words to label the month, days of the week, and the season. Then, write the numbers on the calendar to show the date. Use the holiday/special day squares to mark any special days that are in the month for which you are creating the calendar.
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Measurement:
Calendar
Make Your Own Calendar

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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.
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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
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shortest --... --.... ~--~ . ---. ~--~ . ---. ~--~.. tallest
Animals
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66
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

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67
Measurement:
Inches
Measure It
Directions: Cut out the cards and ruler at the bottom of the page. Use the ruler to measure each line. Then, glue the correct measurement next to the line.
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68
Measurement: Centimeters
. Grow a Garden
Directions: Cut out the ruler and the plants at the bottom of the page. Use the ruler to measure the plants. Glue the plants in the garden above the correct height.
~-------------------------------.
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69
Measurement:
Weight
Which Weighs More?

Directions: Cut out the picture cards at the bottom of the page. Glue the picture cards on the balances below to show objects that are heavier and objects that are lighter.
1.
4.
2.
5.
3.
6.
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70
Measurement:
Weight
More or Less
Directions: Cut out the picture cards at the bottom of the page. Decide if the object in each picture weighs more or less than a pound. Glue the picture cards in the correct column.
.-
..
Less Than One Pound
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71
Measurement:
Tools
Measurement Tools
Directions: Cut out the word and picture cards at the bottom of the page. Read each riddle. Glue a word card in order to answer each riddle. Glue the picture of the measurement tool next to each riddle.
1. I am used to show the date. What am I? 1am a
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3. I am used to check length and height. What am I? 1am a
4. I am used to tell time. What am I? 1am a
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#3708 Cut & Paste Math 72
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Geometry
Below are suggested activities that can be used throughout the unit of study. Divide a large sheet of butcher paper into four sections. Label each section with the name of a shape: square, circle, triangle, and rectangle. Then, have students look through magazines to find examples of each shape. Students should cut out their examples and glue them on the piece of butcher paper in the correct section in order to illustrate each shape. Additional sections can be added for other shapes being studied such as octagon or even solid shapes. Show students how to break down objects that they want to draw into shapes. Conduct some guided drawing sessions in order to demonstrate this technique to students. Be sure to use the names of the shapes as you guide students through drawing. You will see a definite improvement in their artistic abilities. Provide students with a given number of shapes. For example, provide them with 4 triangles, 3 squares, 6 circles, and 2 rectangles. You may even wish to use pattern blocks for this activity. Challenge students to create an object using the shapes. If you use paper versions of the shapes, you can have the students glue their picture down onto a piece of construction paper. This picture can be used as the basis for a writing project too, or you can simply have the students identify how many of each shape were used. Create Venn diagrams comparing and contrasting two shapes (or more!). Compare and contrast features such as the number of corners, the number of sides, the size of the sides, the sizes of the shapes drawn on the Venn diagram, etc. Post the Venn diagrams in the room. Use pretzel sticks to help students practice making and identifying shapes. Provide each student a napkin or a piece of construction paper and a handful of pretzel sticks. Call out a shape you want students to make. Students then use their pretzel sticks to create the shape. The best part about this project is that you can eat it when you are finished! Have students go on a scavenger hunt at their houses looking for solid shapes. Divide a piece of paper into sections. Label each section with the solid shape and a drawing of the shape that you want students to look for. Students must write down any object they find in their houses that comes in that shape. For example, under cylinder, students could write "cat food can," "soup can," and "ice cream container." Challenge students to find as many examples of each solid shape as possible. You may even want to give a prize out to the student who finds the most. Have students create sol id shapes out of toothpicks and mini marshmallows. The marshmallows become the corners when students poke toothpicks into them. Challenge students to make a model of as many of the solid shapes studied as 'they can.
Teaclzer Created Resources, lnc.
73
Geometry
Suggested Activities (cant.)
(cont.)
Discuss with students various places symmetry occurs in nature, including on butterfly wings. Then, create this beautiful butterfly rut project to illustrate symmetry. Line a desk with newspaper. Provide a variety of colors of liquid tempera paint from which the students can choose. Fold a piece of white, 9" x 12" (23 em x 30 ern) construction paper in half, one for each student. Open the folded paper so that it lays flat on the desk. Have each child choose 3-5 paint colors that he or she will use on his or her butterfly. Students should squeeze approximately 10 drops of the tempera paint colors they chose on only one half of the construction paper. The drops should be about the side of a dime. Once the paint has been applied, gently fold the side of the construction paper with no paint over, so that it touches the paint. Use your hand to gently press on the folded paper. Unfold the paper to reveal a symmetrical design. Allow the paper to dry thoroughly. Once dry, fold the paper in half again and cut the shape of a butterfly. It is fun to use the scissors that cut special designs. Add pipe cleaners for antennae. Display the butterflies on a bulletin board with a title or explanation card- of how these beautiful butterflies illustrate a mathematical and natural concept.
Provide each child with a piece of white, 9" x 12" (23 ern x 30 ern) construction paper and two different colored pieces of 4" x 6" (10 ern x 15 ern) construction paper. First, have students use one of the 4" x 6" (10 ern x 15 em) construction paper pieces to cut a random design. Then, demonstrate to students how they can create a symmetrical design by folding the other piece of 4" x 6" (10 ern x 15 ern) construction paper in half. Show them how to hold the "fold" side of the paper in one hand and use their other hand to cut a design. Students should then glue the symmetrical and non-symmetrical design on the larger piece of construction paper. Have them label each design as "Symmetrical" or "Not Synunetrical." You may also wish to have students draw a dotted line on their synunetrical design to show the line of symmetry.
Fold a piece of 8 112" x 11" (22 ern x 28 ern) paper in half. On one half of the paper have students draw half of a figure or even just a doodle. Then, have the students trade papers with one another. Students must complete the picture by making the drawing symmetrical. Have students analyze numbers and letters of the alphabet for symmetry. Create a chart that shows which numbers and letters are symmetrical and which are not.
74
Geometry: Shapes
Shape Match
Directions: Cut out the shapes at the bottom of the page. Glue them in the correct box.
Triangles
Squares
Circles
Rectangles
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75
Geometry: Shapes
Shape Riddles
Directions: Cut out the shapes and word cards at the bottom of the page. Read the riddles below. Glue the word cards in place to correctly complete each sentence. Glue the shape next to the riddle to illustrate it.
1. I have 4 corners. I have 4 sides. All of my sides are equal. What am 17
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3. I have 3 corners. I have 3 sides. What am 17
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4. 1 have 4 sides. Two sides are short, two sides are long. What am 17
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76
Geometry: Shapes
Blast Off
Directions: Color and cut out the shapes at the bottom of the page. Glue the shapes in place to create a space ship like the one shown. Then, answer the questions.
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1. How many circles? 2. How many triangles?
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3. How many rectangles? 4. How many squares?
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Geometry: Three-Dimensional Objects
Three-Dimensional Shapes
Directions: Cut out the word cards below. Glue the cards in the correct places in order to label the shapes of the objects.
1.
4.
2.
5.
6.
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78
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Which Shape?
Directions: Cut out the objects below. Glue the picture next to the correct shape of the object.
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79
Roll or Stack?
Directions: Cut out the solids at the bottom of the page. Glue the solids in the correct column to show if the shapes will roll or stack.
-.
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~-------------------------------,
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80
Geometry: Symmetry
Make It Whole
Directions: Cut out the picture cards at the bottom of the page. Glue the picture cards in the correct places in order to make symmetrical figures.
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Geometry: Symmetry
SYmmetrical or Not
Directions: Cut out the shape cards at the bottom of the page. Glue the shapes in the correct column in order to show if the shapes are symmetrical or not symmetrical.
Symmetrical
Not Symmetrical
t-------------+-------------+-------------+-------------+-------------+-------------4
82
Geometry:
Congruency
Congruent Shapes
Directions: Cut out the shape cards at the bottom of the page. Glue the shapes that are congruent to the shapes shown below in the same row. Discard any shapes that are not congruent.
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83
#3708 Cut &. Paste Math
Organizing and Presenting Data

Below are suggested activities that can be used throughout the unit of study. Show students how their hand can be a model of tally marks. Write the number one on the chalkboard. Show students how to hold up one finger to represent one. Then, show students one tally mark on the board. Continue writing down numbers, holding up fingers, and making tally marks through four. When you get to five, show students how to fold their four fingers down into their palms and cross the fingers with their thumb. Their hand should be in the shape of a fist. Demonstrate how the fifth tally mark crosses the first four on the chalkboard. Use tally marks to practice counting by fives. Make taJly marks whenever you have to keep track of numbers so that students become accustom to seeing how the tally marks can be used. Have students make their own talJy marks as you ask them questions. You can simply ask the question orally or write it on the board. Provide the choices written on the board. Then, students have to form a line. Each child pJaces his or her tally mark under the answer he/she is providing. Then, have the class find totals for each response by counting the tallies. For example, you can take the lunch count this way by having students mark whether they will be buying their lunches or if they brought their lunches. Use tallies to record students' predictions, too. For example, "Do you think Felix's loose tooth will fall out before lunch or after lunch?" Graphs are great for documenting student ideas and favorite things. Graphs where students give input provide an authentic way to learn about graphing. You can create simple graphs to which students must respond every day. The graphs can be made out of paper. Consider graphing some of these examples. What is your favorite food? What is your favorite color? What is your favorite TV show? What is your favorite subject? What is your favorite game? What is your favorite sport? What is your favorite holiday? What is your favorite number? What is your favorite toy? What color are your eyes? How many people are in your family? What do you like to do when it is raining? What time do you go to bed?
Where did you go on summer vacation? Have you ever been to the beach? How do you get to school? Are you going to buy your lunch or did you bring it from home? How many food groups were represented in your lunch? Have you ever visited another state/country/continent? Do you speak another language? Which version of Cinderella did you like best? Which apple did you like best? (after a taste test) Do you like to take a bath? Have you ever held a snake?
84
Creating and Presenting Data

Try some of these ideas for creating graphs: Create a clothespin graph that can be used for questions for which students will only have two options. Write each child's name on both sides of a clothespin. Then, laminate a piece of tagboard for durability. You can use a whiteboard marker on lamination and erase it with a whiteboard eraser. Write a question at the top of the tag and then provide two responses from which students may choose, one on each half of the tagboard. Students must clip their clothespin on the tagboard on the side to which they will be responding. Students can read the graph by counting how many each side has, which side has more/less, how many more one side has over the other, etc.
(cont.)
What do vou 'ike better?

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Use magnets on a magnetic surface (such as most whiteboards). Provide a small magnet for each student with his or her name on it. Then, all you have to do is write a question on the board and have students place their magnets under/next to their responses. Paper graphs work well, too. Use a large sheet of butcher paper and create the graph on the butcher paper. Students can come up to vote/respond to the question at the top of the piece of butcher paper. You may wish to have students respond with a colored dot sticker, by writing their names on white labels and sticking the labels to the butcher paper, by gluing a symbol (such as a bear shape) on the graph, or by simply having them color a square. Create the graph at the top part of the piece of butcher paper. Be sure to tear some extra butcher paper so that you will have space at the bottom of the graph to record student observations when reading the graph. Creating flip books provides a great visual for students to see the number of possibilities there are for a situation. For example, if students wanted to find out how many outfits can be made from 2 shirts and 2 pairs of pants, provide a picture of a child wearing a shirt and pants (or you can have the students create their own). First, students color the shirts and pants the different colors. Then, have the students staple the pages together to form a book. Be sure the pages are lined up neatly. Then, cut along the pages until 1/2" (1.3 ern) from the left edge of the paper so that the pages can flip. Students can then flip the pages and record the various outfits that can be created.
85
Organizing and Presenting Data: Tallies
Tallies
Directions: Cut out the number cards at the bottom of the page. Glue the numbers next to the tallies to show how many tally marks there are.
1.
6.
2.
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7.
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3.
8.
4.
9.
5.
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Bonus: Make tally marks to show 12.
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Organizing and Presenting Data: Tallies
How Many Tallies?

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Organizing and Representing Data: Graphs
Pet Favorites
Directions: Create a graph to show people's favorite pets. Cut out the animal cards at the bottom of the page. Glue them in the correct places to complete the graph. Then, use the graph to answer the questions.
Favorite Pet
tftr
Dog
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Cat
Bird
1. How many birds are there?
2. How many dogs are there? 3. How many cats are there?
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Organizing and Presenting Data: Graphs
Desserts
Directions: Create a graph to show people's favorite desserts. Cut out the dessert cards at the bottom of the page. Glue them in the correct places to complete the graph. Then, use the graph to answer the questions.
Favorite Desserts
Pie
Cake
Ice Cream
Cookies
_ _ _
1. How many people like cake and ice cream? 2. How many more people like cake than pie? 3. How many people were surveyed in all?
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#3708
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Organizing and Presenting Data: Graphs
Favorite Subject
Directions: Find out if your friends like reading, math, or science. First, interview six friends by asking them whether they like reading, math, or science best. Use tally marks to keep track of their responses. Then, cut out the symbols at the bottom of the page and use them to help you complete the graph below. Math Science
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Math
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90
Organizing and Presenting Data: Problem Solving
Make the line

Directions: Cut out the figures at the bottom of the page. Read the clues in order to figure out where each person is standing in line. Then, glue the figures in place.
1st
Last
Clues
Pei is in the middle. Miguel is at the front of the line. Justin is standing between Miguel and Pei. Marie is at the end of the line. Amy is standing in front of Marie.
~-------------------------------~
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91
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Organizing and Presenting Data: Problem Solving
Making Outfits
Directions: How many outfits can you make with two shirts and two pairs of shorts? That is your job! Figure out how many different outfits you can make with a red shirt, a blue shirt, green shorts, and orange shorts. Begin by coloring the clothing the colors that are written on them. Cut out the clothing at the bottom of the page. Glue the shirts and shorts on the boy below to make different outfits.
~-------------------~------------
92
Answer Key
Page 6 I. four 2. 3. 4. 5. 6. 7. 8.
zero three live two one eight seven
Page 13
first 2. fifth 3. second 4. third 5. fourth I.
Page 21
True
76> 72, 91 > 89, 84 63<67,33<38,43>36

False
= 84,
6. sixth Page 14
sixth, first, fourth, fifth, second, third
21 >28,67<61,82<79, 46 > 48, 49 > 51, 73 < 71 Page l. 2. 3. 4. 5. 6. 22 28 44 60 71 25 33 7. 53 8. 75

I hundred, 2 tens,
Page 7 1. three 2. five 3. six 4. one Page 8
5. 6. 7. 8.
zero two eight nine
Page 15 (10), 20, (30), 40, (50), 60, (70), 80, (90), 100 Page 16 5, 10 15,20 25,30 35,40 45,50 55,60 65, 70 75,80 85, 90 95, 100 Page 17 (2), 4, 6, (8), 10 (12),14,16,18, (20) 22, (24), 26, (28),30 (32), 34, 36, 38, (40) Page 1. 2. 3. 4. 5. 6. 18 60,80 20, 30 6,12 30,50 15,35 32,38
Top row: I, one; 5, five Middle row: 4, four; 2, two Bottom row: 3, three; 6, six
Page 23
1. Pictures show and 4 ones 2. Pictures show and 7 ones 3. Pictures show and lone 4. Pictures show and 3 ones
Page 9
I. three 2. two 3. one 4. zero 5. six 6. four 7. seven 8. five
2 hundreds, 3 tens, 2 hundreds, 4 lens,

I hundred, 7 tens,
Page 10
Top row: fifteen, twenty, twelve, eighteen Middle row: eleven, nineteen, thirteen Bottom row: fourteen, sixteen, seventeen
Page 24 1. 496 2. 372 3. 148 4. 350 5. 209 Page 25 I. 2 2. 3. 4. 5. 6 5 4 3
Page 11
I. second
2. fifth
3. 4. 5. 6. sixth third fourth first
Page 19
Accept all answers that make the statements true.
Page 20 I. < 2. > 3. 4. < 5. < 6. 7. > 8. <

9.
Page 12
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2nd
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3rd
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4th
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5th
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
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93
#3708
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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 35 Answers will vary. Page 36 1. 5 2. 3. 4. 5. 6. 7. Page 1. 2. 3.
4.
(cont.)
Page 41 1. 5-2=3 2. 7 - 3 = 4 3. 4. 5. 6. 36943 2 5 3
6 8 8 7 9 7 37 77 57 65 95 89 56 85 87
=4 =
=4
8. 6
Page 42 1. 56 2. 32 3. 21 4. 33 5. 41 6. 18 7. 12 8. 41 Page 1. 2. 3. 4. 5. 6. 7. 8.
43
5. 6. 7. 8.
Page 38 1. 82 2. 3. 4. 5. 6. 7. 8. 81 51 74 64 90 41 95
56 19 9 18 27 39 49 7
Page 33 Accept all answers that illustrate the number sentence. 1. 3 2. 4
3. 5
4. 6 5. 7
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 -7,6 - 4 -1, 7 - 4 -2,5-1 - 0,8 - 3
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
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
94
Answer Key (cont.)

Page 47 Illustrations can vary. Check to make sure illustrations match equation. 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 60
Page 69 Check to make sure illustrations match measurements. Page 70 Answers will vary. Page 71 More Than One Pound: cat, TV, dog, lamp, phone, chair Less Than One Pound: ring, paper clip, penny, nail, strawberry, pencil
=5
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 62
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 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 72 I. calendar 2. scale 3. ruler 4. clock 5. cup Page 75

Triangles 6 Squares 0
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0
0
Rectangles c:==::J
00
0
c=:J
Page l. 2. 3. 4.
76 square circle triangle rectangle
Page 77
I. 2
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
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
Answer Key
Page 80 Roll: pencil, ball, marker Stack: shoebox, block, book Page 81
1.
(cant.)
Page 88 I. 3 2. 4 3. 5 Page 89 I. 10 2. I 3. 18 Page 90 Answers will vary. Page 91 Miguel, Justin, Pei, Amy, Marie
Page 86
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2. 7 3. 1
4. 3
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10. 5 Page 87
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Cut&amp;PasteG1 3 Math

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Editorial Project Manager Lorin E. KlistolT, M.A. Editor-in-Chief Sharon Coan, M.S. Ed.

Publisher Mary D. Smith, M.S. Ed.

Jodene Lynn Smith, M.A.

Teacher Created Resources, Inc.

#3708 Cut & Paste Math

#3708 Cut & Paste Math

Teacher Created Resources, Inc.

Teacher Created Resources, Inc.

#3708 Cut & Paste Math

Number Sense: Counting and Numeral Names

Dots All Around

Number Sense: Counting and Numeral Names

Count the Candles

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Number Names on the Go

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Number Sense: Counting and Numeral Names

Fish Tank Count

Number Sense: Counting and Numeral Names

Ice Cream Party

#3708 Cut & Paste Math

Teacher Created Resources, Inc.

Number Sense: Ordinal Numbers

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Teacher Created Resources, Inc.

Number Sense: Ordinal Numbers

Where Do They Stand?

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Number Sense: Ordinal Numbers

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Put the bread together.

#3708 Cut & Paste Math

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Cut&PasteG1 3 Math

Cut&PasteG1 3 Math

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