Cut&PasteG1 3 Math

7/28/2019 Cut&PasteG1 3 Math

1/98


2/98

E ditorial Proj ec t M ana g er

Lorin E. Kli stolT, M.A.

E dito r-in- C hief

Sharon Coa n, M.S. Ed .

Illustrato r

Howa rd Chaney

Renee Christine Yates

Cov er Artist

Barb Lo rseyedi

Art C oordinator

Kevin Barnes

Ima g ing

Jame s Edwa rd Grace

Alfred Lau

Product M anager

Phil Garcia

Publi sher

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

Jod ene Lynn Smith , M.A.

Teacher Created Resources, Inc.6421 Indu stry Way

We stmin ster, CA 92683www.te achercr eated.corn

ISBN: 978-0-7439-3708-5

2003 Teac her Crea ted Resour ces, Inc .. Reprinted, 2012

Made in U.S .A.The cla ssroo m teacher may reproduce co pies o f the materials in this book for use in a single

classroom onl y. T he reproduction or any part of th e book for other cla ssrooms or for an enti reschool or school system is stricti}' prohibit ed. No part of this puhli catiun m al' be transmitt ed,stored, or reco rded in an} ' form with out writt en permission from th e publisher ,


3/98

Tab le o f Co n ten tsIntrodu ction 3

Numbe r Sense 4

Count ing and Numeral N ames 6

Ordinal Numbers 1

Count ing by lO 's, 5's, o r 2's 1

Gre ater Than, Less Than, and Equal 1

Place V alue 22

1 More Than, 1 Less Than 25

10 More T han, 10 Less Than 27

Money 28Compu tat ion 31

Adding I-Digit Numerals 331

Adding 2-Digit Numer als 37

Subtr acting l-Dig it Numerals 39

Subt rac ting 2-Digit Numerals 42

Fac t Fami lies 44

Multiplying I-Digit Numerals 45

Problem So lving 51

Measurement 54Time 56

Calendar 63

Short/Long 65

Short/Tall 66

Inches 67

Centim eters 69

Weight 70

Tools 72

Geometry 73Shapes 75

Thr ee-Dim ensional Obj ects 78

Symmetry 81

Congruency 83

Organi zing and Pr esenting Data 84

Tallies 86

Graphs 88

Problem So lving 91

Answer Ke y 93#3708 Cut & Pas te Mat h 2 Tea cher Crea ted Resources Inc


4/98

I n t r oduc t i onCut & Paste Mat h was desig ned to help the c lass room teacher te ach and reinforce math concepts andskills. The contents of the book provide a variety of ways to cove r math content while maintainingstudent int erest.

The book is divided int o five ma in sec tions. At the beg inning of eac h sec tion is an intr oduction to thesec tion that includes sugges ted ideas and ac tivities to use while teaching concepts covered within thatsectio n. Most of the ideas ca n be adapted to be presented as whol e-class lessons, small groupreinforcements, or even math center activities. The ideas a re meant to be a resource for teac hers as theyteach these co ntent area skills.

Following the introduction for each sec tion a re ac tivity pages that are d irectly r elated to math concepts

and skills. Each of the pages has been designed in a cut-and-paste format. After cuttin g out wordcards, numera l cards, or picture cards at the bottom of the page , student s will u se those cards in order tocompl ete the page. By manipul ating the cards, students are able to try a va riety of possi bilities beforegluing the c ards down for their final answe rs. The pages var y in the t asks that students are asked toperform . In some cases, they a re asked to glue the correct a nswer to a problem. In other cases,students are asked to sort or ca tegorize pictures acco rdin g to math concepts. In all cases , students areaske d to interact in a meaningful way with th e content of the topic on which they a re workin g.

The book has been desig ned so that it is organized and easy to use. Teac hers will find the sugges tedactivities useful for teaching math content. S tudents will find th e cut-and-paste activities a f un way topractice ma th concepts . Above al l, mat h content i s made available in a way that requir es s tudents tointeract with it.


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7/98

Number Sense: C ountin g and Num era l Names

Do ts A ll A ro u n d

Directions: Cut out the ladybug wings at the bottom of the page. Count thedots on the wing of each ladybug at the top of the page. Glue the wing that hasthe numeral name on the matching ladybug.

1.

2 .

3 .

4 .

5 .

6.

7 .

8 .

~ - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

.,....-------- .,....-------- ,--------- .,---------I \ I \

\ four I \ one I, I , ,... ~.... ~,~---~, '~----;

,,--------- .,. , . . --------I \ I \

\ two I \ zero 'I , ,.. . ~.... ~'~----~ '~----'

#3708 C & P M h

I \ I

\ three I \ eight, I ,...~

.. .~' . . . . ... __ . . - - ... . . . ._ - - - - -. , . . . - - - - - - - - . , . , . . - - - - - - - -

I \ I

\ five I \ seven, I ,... ~ .. . ~' . .. _ - - - - " ... . . . . _ - - - - -


8/98

Number Sense: Coun ting and Num era l Names

Cou n t th e Can d les

Dire ction s : Cut ou t th e word ca rds a t th e bott om of the page. For eac hpro blem, co unt the ca ndles and glue th e ca ke with t he co rrec t num era l nameund e r the ca ndl es .

1.

2. .

3.

4 .

5.

6 .

7. u u

five

---

U U U i U8.

I I~ - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

o 0 0 0 0 0 0 ~A O .O A .o AO AO. O. O A (..O . .O . .O. .O ..O . .O ..O..(-nine

.... - - -~ AO .O AO. O AO. O. 0. . .

one

- - -

th ree zero- -

eight

Teacher Creat ed Resour ces Inc 7

'. .0 O. O AOAO AOAO A (

s ix;' - --). . . ... . .... AO. 0. . .

two-

- -#3708 C ut & Pas te Math


9/98

Numb er Sense: Counting and Num era l Nam es

Num ber Nam es o n th e GoDirections: Cut out the car tires at the bottom of the page. Count the dots oneach car. Match the numerals and numeral names to the correct cars. Glue thetires in place.

~-----"'---~", ,, ,, ,, 1 \ I

I II I\ I\ ,, ,, ,

... . . . . . ".. .- - _ ~

- - - - - - - - - - - --- - ------ -----. . . . .--... ." . . .,, ,, ,, \, \! one l,, I, I

' _--,.".;'

. . . . - - -..." . ' " ., ,I ,

I \, 5 \ II II ,\ ,\ I, ,'... . ". .... ._ -_ . . .'

.. ..---... ., " . .," " \

( f ive iI

\ I, I, ,. . . . . ".. ._ - _ ... .

. . . .---. . ." .. .. ., ,, ,, \, 4 \ I, ,I II I\ ,,, ,

'

. ..._ _ ..,,.'

. .--- .. ." . .,, ,I ,

I \

(four iI I\ I\ ," . . . . . ._ - _ . . . .','

;,"-- - -


10/98

Numb er Sense: C ountin g and Numera l Names

Fis h Tan k Cou n tDirections : Cut out th e word ca rd s a t the bott om o f th e pa ge. Co unt e ach t ypeof plan t or an ima l in th e fish t ank. Glue th e co rrec t numb er word next to e a chobje ct.

~I I.

2 . ~ ~I I~ I. I

~ I. I

5. 1 _6. &J 1_7~ 1_8. ctQ~I_ _

~ - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

one two three four

five sixr - - - - - - - - - - - - - - - - - ~I II I

: seven :I

I I

I I. _ - - - - - - - - - - - - - - - _ .

zero

Teacher Create d Resources, Inc. 9 #3708 C ut & Pas te Math


11/98

Numb er Sense: C ountin g and Num er al N ames

Ic e C ream Par tyDirections: Cut out the words at the bottom of the page. Match each word tothe correct numeral. Glue the words in place to make ice cream cones.

fifteen

#3708 Cut & Pas te Ma th 1 0 Teacher Creat ed Resources, Inc.

~ - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -


12/98

Number Sense: Ordina l Numb ers

Who~sFirst?Directions: Cut out the word cards at the bottom of the page. Look at the lineof animals below. Label with ordinal numbers the place each animal is standingin line. Glue the correct word card next to each animal.

1~1 __ 4. ~L.....--_~

2 . ~I __ 5. ~I,--- __

3. VI_- 6. WI~--,~ - - - - - - - - - - - - - - - - - - - - -.

first second third

fourth fifth sixthTeac her Created Reso ur ces , Inc. If #3708 Cut & Pas te Math


13/98

Number Sense: O rdinal Numb ers

Where Do Th ey S tan d ?Directions: Cut out the picture cards at the bottom of the page. Read thesentences below in order to determine the correct order the people are standingin line. Glue the people in their correct places on a separate sheet of paper.

~ is first.

is second.

is sixth.

is seventh.

is eighth.

is ninth.

is tenth.

~o - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -O , - - - , ~- - - , , - - . , , - - - , , - - ' ,,, " . . . ,... ,.... , .. .

"~" " ,. " ,", ,", ,", . '\ I ' \ , '\ I ' \ I '\1-\ I \ I ' \ I \ I '\, ' \ , \ , '\ I ' \ , ' \, , , , , , r 1 I f I I I I I I I I II I I I I I I I I II I I , I J I I I I

,---, , , , ---, , r , --., , I ,--', , , ,--., , ," " \ I " " , , " " \ , " . \ , " \ ,

, \\ II \' " \\ " \' ' / \' II '\ ' \ II ~ ' \ ' \ II ' \ ' \ I, ' \'\ ,I ' \ ' \ ,

I . .. , v v II - - \ \ "~' " \\ II \\ ,, , ' . . . . " , '\ '... . " , . ,\', " , '\ " " , '\ ' . . . "I , ' ' , , , __ ,- , C 1 ._._, , , ._ _ , - I , , _._-I I f I I , I I I II I I I I I I I I II I I 1 I I I I' \ , , I , , , , ' \ ,' \ I , , '\ , , I \ ,

'\ I ' \ I ' \ I \ I ' \ I'\ I '\ I " , ' \ I '\ I' \ , ' \ I ' \ I '\ , \ I", .. . , . . , .. . , "',..., ...., ..., ...., ...,

. . . ._ - - , ' ---' . . . ._--, . . . ._--, ... ._ - - -

is third.

is fourth .

is fifth.

#3708 Cut & Pa ste Math 1 2 Teac her Cr ea ted Resour ces , Inc.


14/98

Numb er Sense: Or dinal Numbers

Th e Ta ll A p ar tm en tDirections: Cut out the word cards at the bottom of the page. Look at theapartment to figure out on which floor each animal lives. Glue the word cards inthe correct places to complete the sentences.

1. The cat lives on the

_ _ _ _ _ 1floor .

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

_ _ _ _ _ 1floor.

6. Th e fish live on theI 1 floor.

~ - - - - - - - - - - - - - - - - - - - - --first

fourthTeacher Creat ed Resources, Inc.

second third

fifth sixth1 3 #3708 Cut & Paste Malh


15/98

Numb er Sense: Ordin a l Numb ers

Or d e rIt

Direc tions: Cut out the word cards at the bottom of the page. Look at thepicture for the sequence o f how to make a peanut butte r and jelly sandwich.Labe l each sentence below with an ordinal number as to wh ich step it is.

1. 2.'-~ '- W

{(

4. .

Pe anutButter

.... . . , .

Eat the sandwich. 1 1

Get some bread. I 1

3 .

6.

Spread the jelly on the bread.

Putthe bread together. 1 _

Get some peanut butter and jelly.

Spread the peanut butter on the bread.

~ - - - - - - - --- - - - - - - - - - - - - - - -first second

II

II I~ A

ourth f ifth#3708 C ut & Pas te Math 1 4

third :IA

sixthTea cher Cr ea ted Resou rces Inc


16/98

Numb er Sense: C ount b y 10 's

An ts Go Marc h in gDirections: Cut out the numeral cards at the bottom of the page. Glue thenumeral cards in the correct places in order to count by tens. Practice countingby tens.

~gf~~~%>~

~~~

10

~gf~~~%>~

~~~

50

~gf~~~%>~

~~~

90

Teac her Crea ted Resour ces Inc

~gf~~~%>~

~~~

~gf~~~%>~

~~~

~gf~~~%>~

~~~

~- - - - - - - - - - - - --

20 40

. 60 80 100

~gf~~~%>~

~~~

30

~gf~~~%>~

~~~

7 0

1 5

~gf~~~~~

~~~


17/98

N um b e r S e n s e : C o un t by 5 's

Fiv es A re A liv e !Directions: Color the numeral cards at the bottom of the page yellow. Cut themout. Glue the numeral cards in the correct places to count by fives. Practicecounting 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 : :- - : : - -= - :- : - : - : -- - -I I I I I I I

! 5 ! 10 1 15 ! 20 ! 25 ! 30 ! 35 !I f I I I I I~ L ~ 4 ~ ~ J

I I I I I 1 I

! 40 ! 45 1 50 ! 55 ! 60 ! 65 ! 70 !I If' I I I f I I f I I , It - - - - - - - - - T - - - - - - - - - T - - - - - - - - - T - - - - - - - - - T - - - - - - - - - T-T - - - - - - - - - ' I , I I: 75: 80 : 85 : 90 : 95 : 100 :

I , I I II , I t I I IL L ~ ~ ~ ~

#3708 Cut & Paste Math 16 Teac her Created Resour ces, Inc.


18/98

Numb er Sense: Count b y 2 's

Two by TwoDirections: Cut out the numeral cards at the bottom of the page. Glue them inthe correct places in order to count by twos.

0 0 0 0 0 0 0 0 0 0

0 DD [!J D0 0 0 0 0 0 0 0 0 0

@] DDD~

0 0 0 0 0 0 0 0 0 0

D ~D~ D0 0 0 0 0 0 0 0 0 0

[E J DDD 140 I~ - - - - - - - - - - - - - - - - - - - - -r - - - - - - - - - - - - ~ - - - - - - - - - - - - - r - - - - - - - - - - - - ~ - - - --- - - - - - - , - - - - - - - - - - - - - r - - - - - - - - - -

1 4 1 6 ! 10! 14! 16! 1811 I I I I I

I I I I , I I I I I I ~ - - - - - - - - - - - - T - - - - - - - - - - --, - - - - - - - - - - - - - r-- - - - - - - - - - - r - - - - - - - - - - - - , - - - - - - - - - -

l 22 l 26 ! 30 ! 34 i 36 i 38 l: : : : : : :~ L J ~ ~ !

Teac her Crea ted Resources Inc 1 7 #370 8 Cut & Paste Math


19/98

Numb er Sense: Countin g by 2's, 5 's , or LO' s

Co u n t in g b y?

Directions: Cut out the numeral cards at the bottom of the page. For eachproblem, determine if the pattern is counting by twos, fives, or tens. Glue thecorrect numeral cards in the blanks in order to complete the patterned counting.

1. 40. 50. 1 ' - - - - - _1 .70. O . 90. 1002 . 5. 10. 15.

IL. . . . . - -_I .25.

I~_I .35

3. 2.4. 0 . 10. 0.14

4 . 20. 1< - - - _ 1 .40. 1 ' - - - _1 .60. 70. 805 . O. 0. 25. 30. 1 , - _ 1 .40. 456 . 26. 28. 30. 1 _ _ 1 . 34. 36. 1_ _

~ - - - - - - - - - - - - - - - - - - - -r - - - - - - - - - - - - , - - - - - - - - - - - - - r--- -- - -- - -- - r - - - - - - - - - - - - ~! 12 i 80 i 20 i 30 !

I I I IL 4 ~ ~ _ - - - - - - - - - - - J

1 6 1 60 ! 30 ! 32 jI I I , 'L + ~ _ - - - - - - - - - - - , _ - - - - - - - - - --J

1 15 i 35 i 50 i 38 jI I I I I~ L L


20/98

Numb er Sense: Gr eat er Than , Less Than , and Equa l

M ake It T r u e

Directions : Cut out the numeral cards at the bottom of the page. Glue thecards in the boxes be low to make each statement true.

1 0>4 60 72.0

< 10 7.3>0

3.0 >6 8.0 >8

4.5 0 9.3< 0

5.2< 0 10. 0 > 1

~ - - - - - - - - - --- - - - - - - - - - - - - - -r - - - - - - - - - - r - - - - - - - - - - , - - - - - - - - - - , - - - - - - - - - - - r - - - - - - - - - - ~

: 5 : 7 : 3 : 4 : 7 :I I I I I

I I I I I I

~ - _ _ - - - - - - - L-- --- - - - - - J - - - - - - - - - - J - - - - - - - - - - - L - - - - - - - -I I I I I

'2 '5 '9 '6 '8 'I I I I II I I I I II I I I I II I I I I IL ~ ~ ~ ~


21/98


22/98

Number Sense: Gr eat er Th an, Less Than , and Equa l

Tru e o r Fals e?Directions: Cut out the numeral statements at the bottom of the page. Decideif each statement is true or false. Glue each card in the correct column below.

TRUE . FALSE

~ - - - - - - - - - - - - - - - - - - - - -- - - - - - - - - - - - - - - - - - , - - - - - - --- - - - - - - - - ~ - - - - - -- ----- --- - r ---- - - - - - - - - ----,1 7 6 > 72 1 21 > 28 1 91 > 89 1 67 < 61 1I I I I I

~ - - - - - - - - - - - - - - - - + - - - - - - - - - - - - - - - - + - - - - - - - - - - - - - - - - ~ - -I I I I: 84 = 84 : 63 < 67 : 82 < 79 : 33 < 38 :I I I II I I I I

~ - - - - - - - ------- - - + - - - - - --- - --- - - - -+- --- - - - - - ----- -- ~ --- - - - - - - - - - - - - - ~I I I I1 46 > 48 1 49 > 51 1 43 > 36 1 73 < 7 1 1I I I I I. .J 1 L .

Teac her Creat ed Resour ces file 2 f #3708 Cut & Paste Math


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24/98

Numb er Sense: P lac e Value

Sh ow th e Num era lDirections: Cut out the picture cards at the bottom of the page. Use thepictures to illustrate the numeral shown below.

1 .

124

2 .

237 ------- '--_ _ J3 .

241 1_' _ - '---- _

4 .

173

, Teacher C rea ted Resources, Inc. 23 #3708 Cut & Pas te Math


25/98


26/98

Number Sense : 1 Mor e Than , 1 Less Than

1 MoreDirections: Read the sentences. Glue one more of the same object in thepicture. 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.


27/98

Number S ense: 1 Mor e Than , 1 Less Than

1 Mo re. 1 L es sDirections: Cut out the numeral cards at the bottom of the page. Glue thecards 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 sOGO

20GO 60CJO3000 70GO4000 8000

~ - - - - - - - - - - - - - - - - - - - - -II1 3 2 l 4 5 7II

I I I I I I It - - - - - - - - - - - + - - - - - - - - - - - + - - - - - - - - - - - + - - - - - - - - - - - + - - - - - - - - - - - + - - - - - - - - - - - 4I I I I I I I

I I I I t I I

'4 ' 6 '3 '5 ' 7 '9 'I I I I I II I I I I I II I I I I II 1 I I f I II I I I I II I I It It - - - - - - - - - - - + - - - - - - - - - - - + - - - - - - - - - - - + - - - - - - - - - - - + - - - - - 4 ~I I I I II I I I

'6 ' 8 '0 ' 2 II II I 1 IJ , , I rI I I I I, I I 1 1I I I I I

A A A 4

#3708 C & P M h 26


28/98

Numb er Sense: 10 More Than, 1 0 Less Than

10 More~1 0 less

Directions: Cut out the numeral cards at the bottom o f the page. Glue thecards in the correct places in order to show ten more o r ten less than thenumerals shown.

30

23 43

47 57

644

86 71

90 95

~- - - - - - - - - - - - - - - - - - -'- - - - - - - - - - - --I I II I I

15 33 57 64 l 96 l 100 lII

I I I I I I t

~ - - - - - - - - - - - + - - - - - --- --- + - - - -~- - - - - -+- - - - - - - - - - - + - - - - -- - - - - - +- - - - - - - - - - - iI I , I II 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

T h C t d R i 27 #3708 C & P M h


29/98

Numb er Sense: Money

Money in My Walle tDirections: Cut out the coins at the bottom of the page. Glue the coins in thewallets so that each wallet has the amount shown on the wallet.

1. 3 4. 7

2 .10

5 .5

3 .12

6 .15

#3708 Cut & Past e Ma th 28 Teacher Cr eat ed Resources. Inc.


30/98

Number Sense: Mo ney

How Much Do es It Co s t?Directions: Cut out the picture cards at the bottom of the page. Count thecoins at the top of the page. Match the picture card whose price tag shows thesame amount of money as the coins counted . Glue the picture cards in thecorrect places.

1.

2 .

3 .

4.

5 .

6.

~ - - - - - - - - - - - - - - - - - - - - -.; - - - - -~- - - - - - - - - - - - - - --.; - - - - --~- - - - - - - - - - - - - - - -; - - - - - - - - - - - - - - - - - -- - - - - ~: . I\~ : ;;- . . : ~ :

: v : ' " " f " : '1:I I '19 -


31/98

Numb er Sense: Mon ey

Make Ch an g eDirections: Cut out the cards at the bottom of the page. For each problem, youpay 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 toeach item.

1.

2 .

3 .

4 .

Yo u Pay: $2.00

5.

o I I I I~~ _ __ __ __ _ - - ~_ ~T ~_ ~_ ~_ ~_ ~_

$0.63 $1.25 $0.01 $1.45I , , I

t - - - - - - - - - - - - - - - - - - - - - - - + - - - - - - - - - - - - - - - - - - - - - - - + - - - - - - - - - - - - - - - - - - - - - - - + - - - - - - - - - - - - - - - - - - - - - - - i

1 $0.931

$0.451

$1.011

$0.55 1I I I I ,

1 I I I I

6 .

6 .

8 .

& 3 0


32/98

Compu t a t i o n

Sugge s ted Act ivit iesBelow are sugges ted ac tivities that can be used thr oughout th e unit of s tudy.

Gather a piece of c halk and two beanbags . On th e carpet or cement outside, draw 3- 5 circl es inthe shape o f a target. Label each cir cle with a numer al. Student s must stand at a designated placeand toss the two beanbags . Students must look at the numer als from th e circles where thebeanbags landed and add th em to gether. Once the sum ha s been n amed, and th e team a grees thatthe sum is corr ect, the student rece ives o ne point . Play continue s, alt ernating students tossing thebeanbags until one player reac hes 10 points. For a cha llenge, add an extra beanbag and havestudents pract ice a dding with thr ee addends. The game c an be used for multipli cation, to o.

Pro vide two di ce for each group of student s and a piece of pap er. Stud ents wil l create th eir ownadd ition or subtract ion numb er sentences. Stud ents should take turns rollin g the dice t o determin enumerals to LI seas a ddends. After the di ce have been rolled, students should u se the numb er ofdots on the dice as the addends in th eir numb er sentence. Onc e the number sentence has beenwritten down and a sum or difference dete rmined, another student may roll the dice . Stud entsshould continue until they reach a predete rmined numb er of problems . Thi s ac tivity can be usedin order to pract ice m ultiplica tion for old er students, too.

Demonstrate to students just how mu ch we use co mpu tation in our eve ryday lives. Eac h tim e youcome ac ross a co mput ation you need to do, include the class in fi guring out the answe r. Forexample, ask the class questions such as, " There are 20 students in th e class. E ach child needstwo pieces o f black paper for the art proj ect. How many pi eces of paper do I need in all?"Students enjoy h elpin g to figure out th ese type of real-world pr oblems. It is highly b eneficial t oshow them appli cations of the comp utation they a re le arning to do .

Domin oes provide a g reat way to pr actice comput ation. Obtai n some dominoes. Lay th edomino es face down on the table. Stud ents can select one domino to use in writin g numbersentences. Count th e numbe r of dots on the t op half of the domino and the numb er of dot s on th ebott om half of the domin o and use those two n umbers as the addends when writ ing the numb ersentence. Before the students place the d omino b ack in the pile, they should turn th e dominoaround in ord er to write the related fac t. Use domin os when practicin g multipli cation, to o.

Crea te some clothespin games fo r students to use to practice basic facts. Writ e fac ts (addition,

subtrac tion, multipl ica tion, or division) down both sides of a piece of index pa per. Writ e thenumeral that would answe r each problem on both sides o f a cloth espin. Place the clothespins andthe problem card toget her in a small, plastic bag. When a student wants to practice the facts onthe ca rd, he pours out the contents of the bag and clips the clothespins to the car d to correctlyanswe r each problem.

Writ e your lunch count in th e form of a numb er sentence ea ch day. One addend should be thenumb er of s tudents that will b e buyin g lunch . The other add end should b e the numb er of studentsthat brought th eir lun ches from home. Be sure to in clude the sum.

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Computation: Adding l-Digit Numerals

F l o w e r P o w e r

Directions: Cut out the flower petals at the bottom of the page. Glue the petalson the flower that shows the sum for the problem on the petal.

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Computati on: Add ing I-Digit Numera ls

Make Yo u r Ow n Pro b lemDirections: Cut out the number word cards at the bottom of the page. Createyour own word problem by gluing the word cards in the sentences below. Drawa picture of your problem in the box provided. Then, write a number sentence togo with your word problem.

1.Draw

Ken has I I . Mandigives him I Imore. Howmany does Ken have in all?

Miguel found I I .ThenheDraw

found I Imore. Howmany does Miguel have altogether?

peihasl I . DrawFelixgave him I Imore. Howmany does Pei have in all?

J enny saw I I .ThenDraw

she saw I Imore. Howmany did J enny see altogether?

2.

3 .

4 .

~ - - - - - - - - - - - - - - - - - - - - - -: six one: two flowers: three hats :

I , I I~ - - - - - - - - - - - - - - - - - - - --- - +--------- --- -- -- -- - - - - - + - - - - - - - - - - - - - - - - - - - - - - - + - - - - - - - - - --- - - - --~1

five1

two1

four pencils1

five bugs1

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Compu tation: Addin g I-Di git Num erals

Th e Per fec t Nes tDirections: Cut out the nests at the bottom of the page. Glue the nests underthe eggs in order to show the correct sums .

4 .

7 .

1. 2 . 3 .

5 . 6 .

8 .

~ - - - - - - - - - - - - - - - - - - - - - -~t7 ~{7 ~87 ~77

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Comp uta tion: Adding 2-Digit Num eral s

M o u s e F o o d

Directions: Cut out the pieces of cheese at the bottom of the page. Glue thepieces of cheese below the m ice in order to show the correct sums.

1. 2. 3.

4. 5. 6.

7 . 8.

~ - - - - - - - - - - - - - - - - - - - - - -@ @ @ @

@tj

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Comput a tion: Subt racting I-Digit Numera ls

B ird s o f a Fea th erDirections: Cut out the feathers at the bottom of the page . Glue the featherson the turkeys below in order to show the difference for the problems on theturkey feathers.

~ - - - - - - - - - - - - - - - - - - - - - -< -,5>< - , (> < :o >< - . 4>< -~>


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Computat ion : Subtract ing l-Digi t Numera ls

Mak e th e Num b er Sen ten c eDirections: Cut out the numeral cards at the bottom of the page. Read eachword problem. Use the numeral cards to create the correct number sentence foreach problem.

1. Five birds sat on a fence. Two birdsflew 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 . . Allof the boys had to go home.How many boys were left?

4. Mom had six cookies. She gave twocookies to me. Now how manycookies does mom have?

5. I had nine flowers in the garden. Ipicked five flowers to bring in thehouse. Now how many flowers arein the garden?

6. Mark had four apples. He ate oneapple 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~ - - - - - - - - - - - - - - - - - - - - - -- - - - - - - - - T - - - - - - - - - T - - - - - - - - - ~ - - - - - - - - - T - - - - - - - - - T - - - --- --- ,o 3 3: 7 3 4

I I I I I I I

~ - - - - - - - - - + - - - - - - - - - +-- - - - - - - - + - - - - - - - - - + - --- - - - - - + - --- - - - - - i I I I I I' 6 ' 5 ' 2

I3 ' 4' 4

II I I I I I 1I I I I I I II I I I I II I I I I I I

~ - - - - - - - - - + - - - - - - - - - + - - - - - - - - - +-- - - - - - - - + - - - - - - - - - + - - - - --- - - ~ I I I I'5' 2 I 4 I 9 I 3 I 1 II I I I II I I I I I I I I I I ,I I I I I I I

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Computation : Subtracti ng 2-Digit Numera ls

Giv e It a B o t tomDirections: Cut out the bottoms of the cupcakes below the dashed line. Gluethe bottoms in the correct places to show the differences for the problems below .

~ - - - - - - - - - - - - - - - - - - - - -41

41

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56

21

12

42

18

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Computa tion: Subtr ac ting 2-Digit Numera ls

T w o scoossDirections: Cut out the cones at the bottom of the page. Glue the cones in thecorrect places to show the differences for the problems below.

1.

4 .

7 .

2.

5.

8.

3 .

6 .

~ - - - - - - - - - - - - - - - - - - - - -

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Computati on: F ac t F amili es

F in d th e Fam iliesDirections: 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 = 31+2=3

2 .5-1=4

5-4=1

3.5-3=2

5-2=3

7+2=94 .

2+7=9

5 .7-2=5

7-5=2

6 .3+5=8

5+3=8

7.4+5=9

5+4=9

8 .6-4=2

6-2=4

~ - - - - - - - - - - - - - - - - - - - - -r - - - - - - - - - - - - - - - - - - - - - ~ - - - - - - - - - - - - - - - - - - - - - . - - - - - - - - - - - - - - - - - - - - - T - - - - - - - - - - - - - - - -I I I I: 2+4=6 : 2+3=5 : 9-4=5 : 2+5=7 :

I II I I I I

: 4+2=6 : 3+2=5 : 9-5=4 : 5+2=7 :I I I I II I I I I

t - - - - - - - - - - - - - - - - - - - - - + - - - - - - - - - - - - - - - - - - - - - + - - - - - - - - - - - - - - - - - - - - - + - - - - - - - - - - - - - - -~I I I

: 1+4=5: 9-7=2: 8-3=5: 3-2=1I I I

I I I I

: 4+1=5: 9-2=7: 8-5=3: 3-1=2I I I I

I I I I

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Comput at ion: Multipl ying l-Di git Numera ls

#3708 Cut & Paste Ma th

Grap h Pap er

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Computati on: Multiplyin g I-Di git Numeral s

H o wM a n Y ?Directions: Cut out the multiplication problems at the bottom of the page. Gluethem in the correct places in order to provide a number sentence for the wordproblems. Write the product on the line provided.

1-1. Howmany eggs in 2 dozen? =

2. 8 kids took off their shoes.Howmany shoes are there? 1- =

3. 2 kids rode their tricycles.Howmany wheels are there? 1- =

4. 3 dogs went for a walk.Howmany dog legs are there? 1- =

5. Howmany sides are on6 triangles? 1- =

6. 5 boys wear hats.Howmany hats are there? 1- =

7. Howmany fingers on 2 hands? 1- =8. How many points on 3 stars? 1 =

9. Howmany sides on 4 circles?

1-=

10. Howmany I


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Computation: Multipl ying l-Dig it Numerals

Mu l t ip ly ItDirections: Cut out the number word cards at the bottom of the page. Glue theword cards in the sentences below . Then , write a multiplication problem tocorrespond with the word prob lem. Be sure to include the product.

1. A mother with I Ichildren wants to buy

each of them I Inew shirts. How many

shirts will she buy?x

-

Mark wants to give I. Ifriends each

I Icookies. Howmany cookies will Markneed? x -

Maria drank I Iglasses of water everyday for I Idays. How many glasses of

water did she drlnk? x --

A recipe calls for I Icups of flour. Wewill

make the recipe I I times. How manycups of flour will be needed? x --

2 .

3.

4 .

~- - - - - - - - - - -- - - - - - - - - . - - - - - - - - - - --: two two four four

I I I

. - - - - - - - - - - - - - - - - - - - - - - - + - - - - - - - - - --- - - - - - - - - - --+ - - - - - - - - - - - - - - - - - - - - - - - + - - - - - - - - - -: three : three : five : five :

I I I ,

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Comput a tion: P roblem Solving

Th e Du c k Po n dDirections: Cut out the duck pictures at the bottom of the page. Glue some orall of the ducks in the picture in various places. Make up a math word problemto go with the picture. Solve the prob lem by showing your number sentence.

~ - - - - - - - - - - - - - -- - -- - - - - - - - - - - -: - - - - - - - ~ - -~--- - : --- - - - - ~ - - - - - - - : - - - - - - - ~ - - - - - - -

~ - - - - - - - ~ - - - - - - - - -- -- -- - -~- - - --- - -~ --- - - - - - - - - - - - - ~ - - - - - - - ~ - - - - - - - - - - - - - - - - ~ - --- - - - -I I I I I

I I I I I

I GG I GG II I I II I I I II I I I II I 1 I II I I I II , I I I

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Computati on: Probl em Solving

CatsDirections: Cut out the cat pictures at the bottom of the page. Glue some or allof the cats in the picture in various places. Make up a math word problem to gowith the picture. Solve the problem by showing your number sentence .

~ - - - - - - - - - - - - - - - - - - - - - - -~ - - - - - - - ~ - - ~ - - - - - - - - - - - - - ~ - - - - - - - ~ - - ~ - - - - - --- - - - - - ~ - - - - - - - ~ - - ~ - - - - - - - - - - - - - ~I , I. , I. , I. , ,

: ~ : ~ : ~ : ~ :I I I I tI I I I II I I I fI I I I II I I I II I I I I

~ - - - - - --~-- ~ - -- -- - - - - - - - - r - - - - --- ~ - - - ; - - - - - - - ----- r - - - - - - - ~ - - ~ - - - - - - - - - - - - - ~ - - - - - -I , I. , I. , I. , I

: ~ : ~ : ~ : ~ :I I I I I I I II 1 I I I I I I ,I , , I

I I I I I~ A A ~

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Comput a tion: Pr oblem Solving

Th e Neig h b o rh oo dDire c tion s: Cut out the ca r pictu res at the bot tom of the page. Glue some or allof the cars in the pic tu re in va rious p laces . Make up a math wo rd proble m t o gowith the pictu re. Solve the problem by showing your numbe r se ntence .

I

I

I

I

~- - - - - - - - - - - - - - - - - - - - - - -

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Measu r emen t

Suggested ActivitiesBelow are suggested activitie s that can b e used throughout the unit of study .

Reproduce the clock pattern on pages 56 and 57 on index paper. Help student s assemble theclock. Then , use the clocks a s students practice telling time.

Post your schedule each day on the bo ard. Write the approxim ate time th at each activity will takeplace or subject will be taught. Next to the time , draw a picture of what the clock will look like atthat 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 alwaysexcited 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 d aily schedule . Follow the directions below tocreate a step-by-step book. Have students keep a diary of one morning 's events and write adifferent time and event on each page.

Materials four 9" x 12" (23 em x 30 cm)

sheets of construction paper long-ann stapl er

markin g pen s crayons colored pencils

Directions

1. Have student s place the four sheet s of paper on top of oneanoth er, overlapping the ends.

2. Direct the students to hold the pages together and fold the pagesover to create four more overlapping pages.

3. Help students staple the in side fold, and fold the pages backdown.

4. Have students write the book title on the top p age and w rite storysentences and illustrations on each succeeding page.

Encourage students to become familiar with calendars by m aking acalendar for the entire ye ar. This activity m akes a great holiday gift for

parents at Christmas, Hanukkah, Mother 's Day, etc. Reproduce thecalendar pattern s on pages 63 and 64. Have student s create a calendarfor each month of the year. You will prob ably want to spread thisactivity out over several days , if not weeks. Glue each calendar on thebottom 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 topof each piece of construction paper. Create a cover and bind thecalendar pages together in the correct order . Stud ents will have had ameaningful experience working with c alendar s, dates, and month s, andthey will al so have a great gi ft to give to their p arents!

#3708 Cut & Pas te Math 54

2.

staples

3 .

4 . Title8:00

9:00

I 10:00

11:0012:001:00

2:00

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Measu r emen t(cont.)

Suggested Activities (cont.) Provide 3" x 5" (8 er n x 13 em) i ndex cards fo r students and a clock s tamp. C lock stamps ca n bepurchased at teacher supply sto res. On one side of t he index ca rd, students write a digital time.On th e other side of the index ca rd, students stamp an image of the clock and th en use a marke r ora pencil to draw t he hands on the clock. After the activity has been completed and che cked by anadul t, the index cards can be used as f lashcards for students to practice tellin g the time.

Gather a vari ety of measurin g tool s such as calendars, thermom eters, clocks, sca les, tape measure,rulers, etc. Place the m easurement to ols along with a va riety of objects in a learning cent er.Allow students to experiment w ith using the too ls eve n before you b egin teaching the studentshow to use them. After you have taught the students to use the va rious measuring tools, place a

"spec ial" object in the center eve ry week . Students must use a ll of the meas uring tools the y canin order to measure the ob ject . For examp le, if yo u place a n apple in the ce nter, studen ts co uldmeas ure the circ umference w ith a tape measu re, the height, and the weig ht.

Food is always a great motivator. Use holi day appropriate foo d or candy as no n-standard uni ts ofmeas uremen t. For examp le, at Hal loween , have st udents practice meas uring using candy co rns.Around Valentine's Day, have students prac tice meas uring using candy hearts .

Divide students into gro ups. Provide eac h group an object. Direct the students to go a round theroom a nd find three things tha t are longer than t heir groups' ob ject. Then, direct them to findthree t hings that are s horter than the object . Continue in a simila r manner having the groupslocate t hings that weigh more a nd less than their ob jects.

Provide magazi nes fo r students to look t hrough. Have the students cut a picture out of themagaz ine that they wa nt to use fo r measurement practice. Stu den ts can then glue their pi cture toa piece of paper and th en meas ure the objects in th e pictures. Have students writ e themeasurement b elow each picture. Stud ents can do thi s ac tivity pr acticing with a c entim eter rul er,inches ruler, or both! This act ivity can also be adapte d for weight. Sin ce st udents will n ot be ableto weig h the actual objects in the picture, have them sort the objects for items that weigh morethan one pound and less than one pound .

Have s tudents brin g their favo rite st uffed animal f rom ho me. The first step is to have st udentsdraw a pict ure of t heir animal. Then, st udents s hould meas ure the va rious par ts of t he animal.

For example, if the object is a teddy bear, st udents can meas ure the total height of the bear, t helegs , etc. Stud ents should write the measurements on the p icture that they drew. The c hildren canexchange an imals and measure a f riend's anima l, too . Then students ca n compare to see if theygot the same a nswe rs.

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Meas ur ement: Time

Make Yo u r Ow n Clo c kDirections: Cut out the pieces on this page and the next. Glue the circletogether by putting glue on the tab and laying the half-circle from the next pageon top of the tab. Glue the numbers on the clock in the correct places. Use abrad in order to attach the clock hands. Use the clock as you learn about tellingtime .

D

#3708 C ut & Pa ste Math 56 Teacher Cr eat ed Resour ces, Inc.

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Measurement: Tim e

Mak e Yo u r Ow n Clo c k(cont.)r - - - - - - - - - T - - - - - - - - - T - - - - - - - - - T - - - - - - - - - T - - - - - - - - - T- - - - - - - - - ,

I II I

1 2 3 4 5 1 6 1I II II I I I I I

~ - - - - - _ - - - + - - - - - - - - - + - - - - - - - - - + - - - - - - - - - + -------iI I I I I II , 1 I I I I

17 i 8 1 9 1 1 0 1 1 1 1 1 2 1I I I I I I I

I I I I I I I

I I I I I I I

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Measurem ent: Time

second, Minute~ o r Ho u rDirections: Cut out the picture/word cards at the bottom of the page. Decidewhether each activity would take a few seconds, a few minutes, or a few hours tocomplete. Glue the cards in the correct columns.

A Few Seconds

~ - - - - - - - - - - - - - - - - - - - - - - -:g~-;n-;hik1!!Y---------------:-~~~-'------~ ---~---------:-~i-;'9-.;~~~g-)~------------:-b;~;hY~~;te-eth----------:, 'Jumpmg I I) ,~ '~ ~: : jack \ \ I : I~ r ')'" ::: : : : -- :I I I I I I. - - - - - - - - - - - -- - - - - - - - - - - -+ - - - - - - - - - - - -- - - - - - - - - - - - +- - - - - - - - - - - - -- - - - - - - - - - - + -- - - - - - - - - - - - -- - - - - - - - - - 4

:yourm "'- '~ :

count to 10 : go on a long drive : tie your S~hoes :'day at /....--' -zr- , ).\' 8 '~' ,~school ~. :- '~-=- - ~ ~ ~ C o 9 ~ ~~ ~ ~, ,I)? fto' c' ,I , ,., I I ft - - - - - - - - - - - - - - - - - - - - - - - - + - - -- - - - - - - - - - - - - - - - - - - - - + - - - - - - - - - - - - - - - - - - - - - - - - + - - - - - - - - - - - - - - - - - - - - - - - - 4:write your name : write a letter to grandma : watch ~: eat breakfast :, 01 '\ ~~ , , a , ,I "V I " 'o J . ,, ,. 41 I I, S ..-< \0 , ...:.. .~-" , mOVie ~ ~ ,I \\,. I .... ~ ~ I I

: : ~ : VN I : :

I I I I I

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Meas ur ement: Time

On th e Ho u rDirections: Cut out the time cards at the bottom of the page. Look at theclocks below. Glue the correct time card under the clock showing that time.

1. 2 .

5.

8 .

3.

6 .

9 .

~ - - - - - - - - - - - - - - - - - - - - - -

4 .

I

: 10:00 6:00 7:00 5:00 11:00I I I I I I

. - - - - - - - - - - - - - - - - - - - + - - - - - - - - - - - - - - - - - - - + -- - - - - - - - - - - - -- - - - - + - - - - - -- - - - - - - - - - - -- + - - - - - - - - - - - - - - - - - - _ .I I I I I

: 3:00 : 12:00 : 8:0 0 : 1:00 :I I I I

I I I I I

7.

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M ea surement: Time

On th e H alf H o u rDirections: Cut out the clock faces at the bottom of the page. Glue them belowin order to correctly show the time with a clock.

1.

4 .

10:30

2 . 3 .

5 .

4:30

2:30

6 .

9:30

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Meas urement: Tim e

To th e M in u teDirections: Cut out the time cards at the bottom of the page . Glue the timecards under the clocks in the correct places in order to show the time.

1. 2 .

5 .

8.

3 .

6 .

9 .

~ - - - - - - - - - - - - - - - - - - - - - -

4 .

I

4:55 : 5:50 11:15 3:25 2:35I I I I , I~ - - - - - - - - - - - - - - - - - - - + - - - --- - - - --- - - - - --- + - - - - - - - - - - - - -- - - - - - + - - - - - - - - - - - - - - - - - - - + - - - - - - - - - - - - - - - - - - _ .I I I I I: 12:45: 9:10 : 1:40 : 8:05 :

I I t II I I I

7 .

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Meas ur ement: Time

How Muc h Tim e?Directions: Read the word problems. Draw the starting and ending times in theclock faces. Then cut out the word cards at the bottom of the page. Figure outhow much time has elapsed in each problem. Glue the word card next to theproblem in order to show an answer.

1. School starts at 8:00.School is done at3:00. How manyhours are children atschool?

2. Mrs. Beemer teachesmath from 9:00 to10:30. How muchtime is math class?

3. Recess starts at 10:30and ends at 11:00.How long is recess?

4. Band class meetsfrom 11:00 to 12:00.How long is band?

5. Lunch starts at 12:30and ends at 1:15.How long is lunch?

End

~- - - - - - - - - - - - - - - - - - - - -I I

7 hours :45 m i n u t e s :1 1 hhours: 1 hourI I II I I

1 hhour

#3708 C ut & Pas te Math

~ ~ 4 4 4

Teacher Creat ed Resour ces Inc2


64/98

Measurement: C alenda r

Mak e You r Ow n Calen d arDirections: Photocopy the calendar on page 64. Cut out the pieces on page63 in order to make your own calendar. Make the calendar for just this month orfor the entire year. Use the words to label the month, days of the week, and theseason. Then , write the numbers on the calendar to show the date. Use theholiday/special day squares to mark any special days that are in the month forwhich you are creating the calendar.

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,,,t - - - - - - - - - - - - - - - - - - - - - - - - - t, .,: July :,, ,. - - - - - - - - - - - - - - - - - - - - - - - - - 4, ,

l August l, ,. - - - - - - - - -- - - - - - -- -- - - -- - -4 ,

September l

January

February

March

April

May

June

,- - - - - - -- - - - - -- - - -- - - - - - - - 4 ,

October : ,- - - - - - - - - - - - - - - - - - - - - - -- - 4 ,November :

,. - - - - - - - - - - - - - - - - - - - - - - - - - 4, ,: December : ,, ,~ - - - - - - - - - - - - - - - - - - - - - - - - - ~

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65/98

Measurement : Ca lenda r

Make You r Ow n Calen d ar(cont.)

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r r n n#3708 Cut & Pa ste Mat h 64 Teach er Create d Resour ces , Inc.


66/98

Meas urement: Short/Long

Sh o r tes t to L o n g es t

Directions: Cut out the pieces at the bottom of the page. Glue the pieces inthe correct boxes by object from shortest to longest.

1.

D IG ! ,

2 .10)a: -

3.

hi 2 I 'J II' ill ~U ~ ('1

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I om I'; {> ;. - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - iI ~ I

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. - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - i: --- ---- ---=== ---: e n : ---== ~:W:I

[:::::::::::: ::::::::::::::: ::::::j: :: ::~::~; :::~:::::::::Teac her Crea ted Resour ces Inc 65 #3708 C ut & Paste Math


67/98

Measurem ent: Short lTall

Sh o r t to Ta l lDirections: Cut out the picture cards at the bottom of the page. Sort thepictures by animals and people. Then, glue the picture cards in order fromshortest to the tallest.

People

.shortest --- ... -- ....--~ .--- .--~ .--- .--~.. tallest

Animals

shortest ----J -- -- ---- --____,l . --___J.--____._..allest

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Teacher C reat ed Resources Inc


68/98

Mea surement: Inches

In c h Wo rm sDirections: Cut out the ruler and the worm picture cards at the bottom of thepage. Use the ruler to measure the worms. Glue the worms next to the correctmeasurement.

1. 2 inches

2. 5 inches

3. 1 inch

4. 6 inches

5. 4 inches

6. 3 inches

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i

1 < lZ ~ 1} - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -- - - - - - - - - - - - - - ~ - - - - - - - - - - - - - - - - - - -i C Jr ::rt9 i_ I~ - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - ---- - - - - - - - - -- - - - - - - - - - - - - - - - - - - - - - -

l Gr__= ~ :!Q !Teac her Creat ed Resour ces, Inc. 67 # 37 0 8 Cut & Pas te Math


69/98

Measu rement: In ches

Measu re ItDirections: Cut out the cards and ruler at the bottom of the page. Use the rulerto measure each line. Then, glue the correct measurement next to the line.

3. ~

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#3708 Cut & Paste Math 68 Teac her Creat ed Resour ces Inc


70/98

M e asur e m e nt: C e ntim e t e rs

. G r o w a G a r d e nDirections: Cut out the ruler and the plants at the bottom of the page. Use theruler to measure the plants. Glue the plants in the garden above the correctheight.

~ .~ - - - - - - - - - - - - - - - - - - - - -r - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - y - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - ,

Teac her Crea ted Resour ces. Inc. 6 9 #3708 Cut & Pas te Math


71/98

Measur ement: W eight

Whic h Weigh s Mo re?Directions: Cut out the picture cards at the bottom of the page. Glue thepicture cards on the balances below to show objects that are heavier andobjects that are lighter.

1.

2 .

3 .

4 .

5 .

6 .

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#37 08 Cut & Pa ste Mat h 70 Teacher Cr ea ted Reso ur ces , Inc .


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74/98

Geome t r ySuggested ActivitiesBelow are s uggeste d act ivities that ca n be used thr oughout the uni t of st udy.

Divide a large sheet of butcher paper int o four sect ions. Label each sec tion with th e name of ashape: square, c ircle, triangle, and r ectangle. Then, have s tudents look through magazi nes to findexampl es of each shape. Students should cut out th eir exampl es and glue them on the piece ofbutcher p aper in the co rrect sec tion in ord er to illu strate each shape . Add itional sections can b eadded for other shapes being studied such as octag on or even solid shapes.

Show student s how to break down object s that they want to draw into shapes. Conduct someguided drawin g sess ions in order to demonstrate this technique to students. Be sure to u se thenames of the shapes as yo u guide students throu gh drawin g. You will see a definite imp rovementin their artistic abiliti es.

Provide students wit h a given numb er of shapes . For examp le, provi de them wi th 4 tri angles, 3squares, 6 circles, a nd 2 recta ngles. You may eve n wish to use pattern blocks for this activi ty.Challenge st udents to crea te an object using the shapes. If you use pa per versions of the shapes,you can have the s tudents glue their pi cture down onto a piece of co nstruction paper. Thi s picturecan be used as the bas is for a w riting project too, or yo u can simpl y have t he students identi fyhow many of each s hape we re used.

Create Venn diagrams comparing and contra sting two s hapes (o r more!). Compare and contrastfeatures s uch as the number of corners, th e numb er of sides, the size of the sides, the sizes of th eshapes drawn on the Venn di agram, etc. Post the V enn dia grams in th e room.

Use pretzel sticks to help students practi ce making and id enti fying shapes. Provide each student anapkin o r a piece of c onstructio n paper and a h andful of pretzel sticks . Call out a shape you wa ntstudent s to make . Stud ents then use thei r pret zel sticks to create t he shape . The be st part aboutthis proj ect is that you can eat it when you are finished!

Have s tudent s go o n a scavenger hunt at their h ouses looking for solid shapes. Divide a p iece ofpaper in to sections. Label each section w ith th e so lid shape and a drawing of the shape th at youwant students to look for. Stud ents must wri te down any ob ject th ey find in th eir houses thatcomes in that shape . For exam ple, und er cylind er, students could write "cat food c an," "so upcan," and "ice cream co ntainer." Challen ge s tudents to find as many exa mpl es of ea ch solid shape

as possib le. You may eve n want to give a prize out t o the student who find s the m ost. Have st udents create so l id shapes out of toothp icks a nd mini m arshmallows. The marshma llowsbecome the cor ners when students poke toothpicks into them. Challenge st udents to make amodel of as many of the so lid shapes studi ed as 'they ca n.

Teac lzer C reate d Reso ur ces, lnc. 73 #3708 C ut & Pas te Math


75/98

Geome t r y(cont.)

Suggested Activities (cant.) 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 withnewspaper. Provide a variety of colors of liquid tempera paint from which the students canchoose. Fold a piece of white , 9" x 12" (23 em x 30 ern) construction paper in half, one for eachstudent. Open the folded paper so that it lays flat on the desk. Have each child choose 3-5 paintcolors that he or she will use on his or her butterfly. Students should squeeze approximately 10drops of the tempera paint colors they chose on only one half of the construction paper. Thedrops should be about the side of a dime. Once the paint has been applied , gently fold the side ofthe construction paper with no paint over, so that it touches the paint. Use your hand to gentlypress on the folded paper. Unfold the paper to reveal a symmetrical design. Allow the paper todry thoroughly. Once dry, fold the paper in half again and cut the shape of a butterfly. It is fun touse the scissors that cut special designs . Add pipe cleaners for antennae. Display the butterflieson a bulletin board with a title or explanation card - of how these beautiful butterflies illustrate amathematical and natural concept.

Provide each child with a piece of white, 9" x 12" (23 ern x 30 ern) construction paper and twodifferent colored pieces of 4" x 6" (10 ern x 15 ern) construction paper. First, have students useone 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 thepaper in one hand and use their other hand to cut a design. Students should then glue thesymmetrical and non-symmetrical design on the larger piece of construction paper. Have themlabel each design as "Symmetrical" or "Not Synunetrical." You may also wish to have studentsdraw 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 havestudents draw half of a figure or even just a doodle. Then, have the students trade papers with oneanother. Students must complete the picture by making the drawing symmetrical.

Have students analyze numbers and letters of the alphabet for symmetry. Create a chart thatshows which numbers and letters are symmetrical and which are not.

#3708 Cut & Paste Math 74 Teac her Creat ed Resources , Inc.


76/98

Geometr y: Shapes

Sh ap e M atc hDirections: Cut out the shapes at the bottom of the page. Glue them in thecor rec t box .

Triangles L Squares D

Circles 0 Rectangles I I

~ - - - - - - - - - - - - - - - - - - - - - - - - - - - - -i 0 ~~il Ii

I I I I

[- - - - - -- - -om m --mm_ Imm r ----r- - _m lmm m 6 -- m m-r--------0 -- --- - - ---I , I I II I I 1 I

. - - - - - - - - - - - - - - - - - - - - - - - - + - - - - - - - - - - - - - - - - - - - - - - - - + - - - - - - - - - - - - - - - - - - - - - - - - + - - - - - - - - - - - - - - - - - - - - - - - - 4

!~! o! 0 !I I!~' I I II , I I_~ A 4

Teac her Crea ted Resour ces , lnc. 75 #3708 C ut & Paste Math


77/98

Geometr y: Shapes

Sh ap e R id d les

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 eachsentence . 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

l ama l I.2. 1 do not have any corners. 1 am round all around.

My sides are curved. r-------,

What am 17

l ama l I.3. I have 3 corners. I have 3 sides.

What am 17

l ama l I.4. 1 have 4 sides. Twosides are short,

two sides are long. What am 17

l ama l I.~ - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

- - - - - - - - - - - - - - - - - - ~ - - - - - - - - - - - - - - - - - - ~ - - - - - - - - - - - - - - - - - - ~ - - - - - - - - - - -- - - - - - - ~

~ID 0. - - - - - - - - - - - - - - - - - - + - - - - - - - - - - - - - - - - - - + - - - - - - - - - - - - - - - - - - + - - - - - - - - - - - - - - - - - - 1I I I I I

l triangle ! square ! rectangle! circle !I I I I I~ 4 4 4 ~


78/98

Geometr y: Sh apes

B la s t O ffDirections: Color and cut out the shapes at the bottom of the page . Glue theshapes in place to create a space ship like the one shown. Then, answer thequestions.

/\

oo

1. How many circles? _

2. How many triangles? _

3. How many rectangles? _

4. How many squares? _~ - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

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I I

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: - - - - - - - - -

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Teaclzer Crea ted Reso urces, Inc. 77 #3708 Cut & Pas te Mat h


79/98

Geometry: Thr ee -Dimensiona l Obj ects

Th ree-D im en s io n al Sh ap esDirections: Cut out the word cards below. Glue the cards in the correct placesin order to label the shapes of the objects.

1.

2 .

4 .

5 .

~ - - - - - - - - - - - - - - - - - - - - - - - - - - - - -r- - ---------------------,

IIII

cone :III

I I 4

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: sphere :I II II I

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#3708 Cut & Paste Math

6 .

cylinder

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: cube :I II II I

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r - - - - - - - - - - - - - - - - - - - - - - - ,I I

! triangularI I

prism

r - - - - - - - - - - - - - - - - - - - - - - - ,I I

! rectangular!I I

prism

Teacher Creat ed Resources, Inc .


80/98


81/98

Geometry: Three-Dimensiona l Obj ects

Ro ll o r S tac k ?Directions: Cut out the solids at the bottom of the page. Glue the solids in thecorrect column to show if the shapes will roll or stack .

-. Stack

~ ,

~ - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

. - - - - - - - - - - - - - - - - - - - - - - - - - - - - + - - - - - - - - - - - - - - - - - - - - - - - - - - - - + - - - - - - - - - - - - - - - - - - - - - - - - - - - i

< !@#370 8 Cut & Paste Math 80 T h C t d R I


82/98

Geometr y: Symmetr y

Make It W h o leDirections:

Cut out the picture cards at the bottom of the page. Glue thepicture cards in the correct places in order to make symmetrical figures.

3'1_8__1 71_]'---

~ - - - - - - - - - - - - - - - - - - - - - -: [ - - - - - - - - - - - - - - - - - I ~ -- - - - - - - - - - - - - - - ~ - - - - - - - - - --- - - - - - - : - - - - - - - - - - - - - - - - - - 1O J 0 J 0 0I I I I II I I I I I I I II I I I I I I I II I I I I

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. _ - - - - - - - - - - - - - - - - - . - - - - - - - - - - - - - - - - - - . - - - - - - - - - - - - - - - - - _ . _ - - - - - - - - - - - - - - - - -

Teac her Crea ted Resou rces , Inc. 81 #37 08 Cu & Pas te Math


83/98

Geometr y: Symmetr y

SYmm etr ic a l o r No t

Directions: Cut out the shape cards at the bottom of the page. Glue theshapes in the correct column in order to show if the shapes are symmetr ical ornot symmetrical.

Symmetrical Not Symmetrical

t - - - - - - - - - - - - - + - - - - - - - - - - - - - + - - - - - - - - - - - - - + - - - - - - - - - - - - - + - - - - - - - - - - - - - + - - - - - - - - - - - - - 4

#3708 Cut & Pas te Math 82 Teacher C reated Resou rces, lnc.


84/98


85/98

O rg an iz ing and P res en t ing Data

Suggested ActivitiesBelow 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 thechalkboard. Show students how to hold up one finger to represent one. Then, show students onetally mark on the board. Continue writing down numbers, holding up fingers, and making tallymarks through four. When you get to five, show students how to fold their four fingers down intotheir palms and cross the fingers with their thumb. Their hand should be in the shape of a fist.Demonstr ate 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 trackof numbers so that students become accustom to seeing how the tally mark s can be used. Havestudents make their own talJy marks as you ask them questions. You can simply ask the questionorally or write it on the board. Provide the choices written on the board. Then, students have toform 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 thelunch count this way by having students mark whether they will be buying their lunches or if theybrought their lunches. Use tallies to record students' predictions, too . For example , "Do youthink 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 giveinput provide an authentic way to learn about graphing. You can create simple graphs to whichstudents must respond every day. The graphs can be made out of paper. Consider graphing someof 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?

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 bringit from home?

How many food groups were represented in yourlunch?

Have you ever visited anotherstate/country/continent?

What is your favorite toy? Do you speak another language?

What color are your eyes? Which version of Cinderella did you like best?

How many people are in your family? Which apple did you like best? (after a taste test)

What do you like to do when it is raining? Do you like to take a bath?

What time do you go to bed? Have you ever held a snake?

#3708 Cut & Pa ste Math 84 Teac her Cr eat ed Reso ur ces , Inc .


86/98

C reat ing and P res en t ing Data

Suggested Activities (cont.)Try some of these ideas fo r creati ng graphs:

(cont.)

Create a clothesp in graph that can be used forquestions for which students will only have t wooptions. Wri te eac h child's name o n both sidesof a clothespin . The n, laminate a p iece oftagboard for durab ility . Yo u can use awhit eboar d marker on lamin ation and erase itwith a whit eboard eraser. Write a q uestion at thetop of the t ag and th en provide two responsesfrom which students may choose, o ne on eachhalf of the tagboard . Students must clip theirclothes pin on the tagboard on the side to whichthey will be respo nding. Stud ents ca n read thegraph by counting how many each side has,which side has more /less, how many more oneside has over the other, e tc.

Use magnets on a magnetic surface (s uch as most whiteboards). Provide a small magne t for eac hstudent with hi s or her name o n it. Then, all y ou have to do is writ e a question on the board andhave s tudents place their mag nets under/next to their responses .

Paper graphs work well, too. Use a large sheet of butch er paper and create th e graph on thebutcher paper . Students can come up to vote/respond to the quest ion at the top of the piece ofbutcher paper. Yo u may wish to h ave students respond with a colored dot stick er, by writin g theirnames on wh ite labels and st icking the labe ls to the butch er pap er, by gluing a symbol (such as abear s hape) on the graph, or by simpl y having them color a square. C reate the graph at the toppart of the piece of b utcher paper. Be s ure to tear some extra butch er pap er so that you will h avespace at the bottom of the graph to reco rd student observations when reading the gr aph.

Creating flip books p rovides a great visual for students to see the numb er of possibiliti es there arefor a si tuation. For example, if students wanted to find out h ow man y outfi ts can be made from 2shirt s and 2 pairs of pants, provide a picture of a c hild wea ring a shirt and pants (or you can havethe students create their own). First, students color the shirt s and pants the diffe rent colors. Then,have the students s taple the pages toge ther to fo rm a b ook. Be sure the pages are lined up n eatly.Then, cut along the pages unt il 1/2" (1.3 ern) from th e left edge of the paper so that the p ages canflip. Student s can then flip th e pages a nd recor d the var ious outfits that can be created.

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What do vou'ike better?

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#3708 Cu t & Paste Ma th


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Or gani zing an d Pr esenting Data : Ta llies

How Many Tall ies ?

1. 7 I 7. 1

2. 15 I 8. 18

3. 30 I 9. 9

4. 12 I 10. 27

5. 23 . I 11 25

6. 4 I 12. 21

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Or gani zing an d Representing Dat a : Gr aphs

P et Fav o r itesDirections: Create a graph to show people 's favorite pets. Cut out the animalcards at the bottom of the page . Glue them in the co rrect places to comp lete thegraph. Then , use the graph to answer the questions.

Favorite Pet

tftrDog ~

~

Cat

~

Bird

1 . How many birds are there?2. How many dogs are there?3 . How many cats are there?

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Organi zing and Presentin g Data: Graphs

Fav o r ite S u b jec tDirections: Find out if your friends like reading, math, or science. First,interview six friends by asking them whether they like reading, math, or sciencebest. Use tally marks to keep track of their responses. Then, cut out thesymbols at the bottom of the page and use them to help you complete the graphbelow.


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Or ga nizing and Pr esenting Dat a: Pr oblem Solving

Mak in g Ou tf itsDirections: How many outfits can you make with two shirts and two pairs ofshorts? That is your job! Figure out how many different outfits you can makewith a red shirt, a blue shirt, green shorts, and orange shorts. Begin by coloringthe clothing the colors that are written on them. Cut out the clothing at thebottom of the page. Glue the shirts and shorts on the boy below to makedifferent outfits .

~ - - - - - - - - - - - - - - - - - - - ~ - - - - - - - - - - - -

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Page 27Ten More

(5), 15(23),33(47),57(54),64(86),96(90), 100Ten Less(30),20(43),33(57),47(64),54(71),61

(95),85Page 28Accept all answers that show thegiven amount in coins.

Page 291. 142. 183. 124. 195. 1O6. 17

Page 30I. $0.632. $1.253. $0.934. $0.455. $0.0]6. $1.457. $1.018. $0.55

Page 33Accep t all answers that illustrate thenumber se ntence.

1. 32 . 43 . 54. 65 . 76 . 7

Page 345--5+0,4+1,3+2,1+4,0+56--6+0,5+1,3+3,4+2,1+57--7+0,4+3,2+5,1+6,3+48--8+0,1+7,2+6,5+3,4+4

#3708 C ut & Pas te Math

A n s w e r K e y(co nt .)Page 35Answers w ill vary.

Page 361. 52. 63 . 84. 85 . 76. 97. 78. 6

Page 3 71. 77

2. 573. 654. 955. 896. 567. 858. 87

Page 381. 82

2. 813. 514. 74

5. 646. 907. 418. 95

Page 391. Picture showing five smiley

faces w ith three crossed o ut.2. Picture showing four pencils

with one crossed out.3. Picture showing two bears with

two bears c rossed o ut.4. Picture showing three hearts.5. Picture showing four stars wi th

two stars cros sed out.6. Picture showing seven flowers

with two cro ssed out.

Page 402: 7 - 5,9 -7,6 - 43: 3 - 0,4 -1, 7 - 44: 8 - 4,6 -2,5-15: 7 - 2,5 - 0,8 - 3

94

Page 411. 5-2=3

2. 7 - 3 = 43 . 3 - 3 = 4. 6 - 2 = 45 . 9 - 5 = 46. 4 - 3 = 1

Page 421. 562. 323. 214. 335. 416. 187. 128. 41

Page 431. 562. 193. 94. 185. 276. 397. 498. 7

Page 441. 3-2=1,3-1=22. I + 4 = 5, 4 + 1 = 53 . 2 + 3 = 5 , 3 + 2 = 54. 9 - 7 = 2, 9 - 2 = 75. 2 + 5 = 7, 5 + 2 = 76. 8 - 3 = 5, 8 - 5 = 37. 9 - 4 = 5, 9 - 5 = 48. 2 + 4 = 6, 4 + 2 = 6

Page 451. 2x3=62. 4 x 2 = 83. 2 x 1 = 24. 1 x 2 = 25. 3 x 1 = 36. 3 x 2 = 67. 1 x 3 = 38. 2 x 4 = 8

Page 4612: 3 x 4, 2 x 6,4 x 3, 6 x 218: 3 x 6, 6 x 3, 9 x 2, 2 x 924: 8 x 3 , 3 x 8, 6 x 4, 4 x 636: 36 x l , 9 x 4, 4 x 9, 6 x 6

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Page 47Illustrations can vary. C heck to make

sure illustrations match equation.Page 49

I . 2 x 12 ==242. 8 x 2 = 163. 2 x 3 ==64 . 3 x 4 ==125.6x3==186. 5 x I = 57.2x5==108. 3 x 5 = 159. 0 x 4 ==010.6x2=12

Page 50Answers will vary.


Page 52Answers will vary .Page 53Answers w i 1 1vary.Page 58A Few Sec onds-do ajumping jack ,count to IO, tie your shoes, write your

nameA Few Minutes-sing a song, brushyour teeth, write a letter to Grandma,eat break fastA Few Hours-go on a hike, your dayat school, go on a long drive, wa tch amovie

Page 59I. 3:002. 7:003. 5:004. 10:005. 1:006. 8:007. 12:008. 6:009. l1:00

Teacher C reat ed Reso urces, Inc.

A n s w e r K e y(cont.)Page 60

Page 61l. 2:352. ll: 153. 4:554. 8:055. 1:406. 3:257. 5:508. 9: 109. li45

Page 62

Page 65Check to make sure illustrations arcshortest to the longest .

Page 66

Check to make sure illustrations arefrom shortest to the tallest.

Page 67Check to make su re illustrations matchmeasurements.

Page 68r. 5.5 inches2. 5 inches3. 5 inches4. 5.5 inches5. 6 inches

6. 6.5 inches95

Page 69Check to make sure illustrations match

measurements.Page 70Answers will vary.

Page 71More Than One Pound: cat, TV, dog,lamp, phone, chairLess Than One Pound: ring, paper clip,penny, nail, strawbe rry, pencil

Page 72I. calendar2. scale

3. ruler4. clock5. cup

Page 75

T ri an g le s 6 Sq u a r es 0

~~ 0 0~ 0

Circ les 0 Rectangles c:==::J

0 0 =0 c=:J

Page 76l. square2. circle3. triangle4. rectangle

Page 77I. 2

2 . 3

3 . I

4. I

Page 78I. cylinder2. cone3. cube4. rectangular prism5. sphe re6. triangular pri sm

Page 79Sphere: basketball, globeCylinder: soup can, tuna canCube: t ile box, b lockRectangular Prism: book , shoeboxCone: party hat, ice cream cone

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A n s w e r K e y(cant.)Page 80Roll : pencil , ball, marker

Stack: shoebox , block , book

Page 81

1. [3JZJ 5. GEJ2 . [ ]lD 6. Q ILJ3.C[[J 7. C ][]

4. []I[] 8. CUPage 82

Symmet r i c a l

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0 0 0

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#3708 Cut & Pa ste Math

Page 861. 42 . 73 . 14. 35. 66. 27. 98 . 89. 1010. 5

Page 87

1. 7 IlHl l l

2. 15 ll illlilllill

3. 30 lo o~mrmrmrm r

4. 12 llilllillil I

5. 2 3 llilllilllill lillllil

6 . 4 1 1 1 1 1

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9. "911! I l 1111 I

10. 27 Illlllllllm llllllll ill

11 . 25 llill lilllilllil llilli

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Page 88I. 3

2 . 43 . 5

Page 89I. 102 . I

3 . 18


Page 91Miguel, Justin, Pei, Amy, Marie

Page 92Outfit I - red shirt , green short sOutfit 2 - blue shirt , green shortsOutfit 3 - red shirt, orange shortsOutfit 4 - blu e shirt , orange shorts

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