Cut and paste math grades 1 to 3

Cut and paste math grades 1 to 3 là giáo trình giúp bé vừa giỏi tiếng Anh vừ giỏi Toán và thông qua hoạt động cắt dán các bé hứng thú hơn khi học. Cuốn giáo trình không thể thiếu với các con, ba mẹ hay những thầy cô giảng dạy bộ môn tiếng Anh và môn toán

E ditorial Proj ec t M ana g er

M ary D S mi t h, M S Ed A uthor

Jod ene L yn n S m ith , M A

Teacher Created Resources, Inc.

T he cla ssroo m t eac h r m ay r e pr o du ce co pi es o f th e m a t e rial s in t h i s b o f o r u se in a s in g l e

cla ss r oo m onl y T h r e pr o du c ti o o r an y p art of th e bo o k f o r other cla ss ro o m s or f or a n enti re

sc h oo l or sc ho o l s y s t e m is s tr ic ti} ' pr o hibit e N o p a rt of t hi s puhli ca tiun m a l ' b t ra nsmitt e ,

s t o r e , o r r eco rd e in an} ' f or m with o ut writt e p rmi ss ion f o m th e publisher ,

C u t & P aste Mat h was d esig n e d to h el p the c l ass ro o m t ea cher te ac h a nd rei n fo r ce m ath c o nc ep t s a nd

sk ill s Th e co nt e nt s o f th e b oo k pr ovi d e a v ar i e t y of ways to cove r ma th c o nt e nt w hil e m ai nt a in ing

s tu de nt int e r es t.

Th e b ook i s di v id e d int o f i ve ma in sec t io n s A t th e beg in n in g of eac h sec ti o n i s a n intr o du c ti o n t o th e sec ti o n th a t in c lud es s u gges t e d i de a s an d ac ti v iti es t o u s e w hil e t e c hin g co nc e pt s co ver e d within t hat

sectio n M os t of th e i d eas ca n be a d ap t e d t o b e pr ese nt e d as whol e -cl as s l ess on s, s m a ll gro up

r e inf o r ce m e nt s, o r e v e n m a th ce nt e r ac ti v iti es T h e i d eas a r e m ea nt t o be a re s our c fo r teac h e r s as the y

t eac h th ese co nt e n t a r e sk ill s.

F oll o win g th e int ro du c ti o fo r e c h sec t ion a r e ac ti vi t y p ag e s th a t are d i rectly r e l a t e d t o m a th co n ce pt s

a nd s k i ll s Ea ch of th e p ages h as b ee n d es i g e d in a c ut- a nd - p as t e f o rm a t A f e r c uttin g o ut wo rd

ca rd s , num era l c a rd s , or pi c tu re c a r d s a t th e b tt o m of th e p age , s tudent s will u s e t h ose c r ds in o rd e r t o

co mpl e t e th e page By m a nipul a tin g th e ca rd s , st ud e nt s a re a bl e t o t y a va ri e ty o f possi b i liti es b efo r e

gl u i n t he c a r ds d ow n for th ei r f in a l a n swe r s T h e pages var y in the t asks that s tud e n ts a r e a s ke d t o

p e r form I n so m e ca s es , th ey a r e a ske d t o g lu e th e co r rect a n s w e r to a pr o le m I n o th er c a se s ,

s tud e nt s ar e asked to so rt or ca t e g or i ze p ict u res acco rdin g t o m a th co nc e pt s In a ll c ses , s tud e nt s are aske d t o i nt e r act in a m ea nin g f u l w ay w i th th e co nt en t o f th e t o pi c o n w hi c h th ey a r e w o rkin g.

T h e b ook h as b ee n d esig n e d s o th a t i t i s o r ga n ize d a n d easy t o u se Teac h e r s wi l f ind t h e s u gges t e d

ac ti v iti es u sef ul fo r t eac hin g m a th co nt e nt S t ud e nt s will find th e c ut - a nd - p a s t e a cti v it ies a f un wa y t o

pr a ct ice ma th co n cepts A b ove al l , mat h c o nt e nt i s m a d e a v a il a bl e in a w ay th a t r e quir es s tu de nt s t o

in te r ac t with i t.

© T e a c h e r C re a t e d R eso u r ces , In c. 3 # 708 Cu t & Pas t e M a th

Number Sense

Suggested Activities

B e l o w a r e s u gg e s ted ac ti vi t ies th a t c a n be u se d thr o gho ut th e unit of st ud y

• Thi s ga me c a n b e pl a yed w ith 2 -5 pl ay er s G a ther t og ether a lOa 's c h a rt , o n e die , a nd o bjec ts

th a t can be u s ed as m a rker s The fir s t s tudent roJe s the die The s tud e nt mo v e s hi s or her m a rk e r

on the hundred s chart according to the numb e r s h wn on the die Then it i s th e next s tud e nt' s

turn Play continue s until the f ir s t student ha s reached 100 The gam e can b e modified in a variety of ways to reflect the concepts on which you are currently working For example, provide two dice and h av e s tud e nt s add the numbers together or subtract the nu m b e r s to d e t e rmine how

m a ny s p a ce s to move.

• Pro v id e S hip s of p a pe r 3 " x 18" ( 8 em x 46 em ), a n ink p a d, a n som e rubb e r s t a mp s H a ve

s tudent s u s e th e s t a mp s t o create a line of s t a mped ima g e s Th e n , s tud e nt s can g o b a ck w i th a

p e ncil or cr ayo n a nd l a bel the image s Stud e nt s ca n u s e numeral s , num e r a l name s, or eve n

ordin a l numb ers Cr ea te eve n l o g er line s o f s t a mp e d ima g e s w ith a l o ger piece of p ap er or b y

taping t o et h e r sev er a l s tud e nt s ' p a per s a nd l a bel th e im a ge s by c o untin g b lO 's, 5 's , o r 2 ' s

• Lin e s tud e nt s up fo r r e ess a f e w minutes ea r y C a ll out th a t the c l ass s h uld d o a n " O r d i n a l Numb e r C o unt O ff " G o d wn the line p o i n t n to s tud e nt s as t h e y c a ll of f th e ir p osi ti o n in lin e

u s in g or din a l numb ers The st udent a t the h ea d o f th e line s hould sa y , " Fir st " S t ud e n ts c o ntinu e

c o unting unt i l the l as t s tud e nt ha s b e en r ea ch e d Th is i s a fun wa y t o p ass the tim e w h e n y o ur

c l ass i s l n e d up and w a itin g for an ev e nt to h a ppen , for ex a mple , wa itin g for lunch t o b e se rv e d ,

e tc.

• Write the ordinal n mber word s on a c lothe s pin Create a clothe s lin e by t y in g a piece o f s tring to two ch a irs and separatin g the chairs about 3 feet Students must clip the clothe s pins on the

c lothesline in the correct ordinal number order.

• Create number line s f o r pr a cticing countin g by 2 ' s, 5 ' s , and IO' s Have stu e nt s think o f object s

that come in multiple s of the number by which you will be countin For e xa mpl e, if you will be

cr ea tin g a number line countin g by 2's, s tudent s mi g ht come up with the id ea of mitten s Student s

th e n e ither draw a p a ir o f m i tten s or th e y can g et cr ea tive a nd cut t h e mit te n s ou t of con s tructi o

p a p e r , fa bric , or w a llp a per Glu e ea c h s tudent ' s p a ir o f mitten s on a l o g s trip of butch e r p a p er o r

c as h re g i s t e r t a p e Number eac h of the mitte ns M a ke the number s t ha t are m ultiple s of two

s t a nd o ut in som e w a y s uch as by m a kin g th e m l a r ger, glitterin g them , or writin g them in an o th e r

c o l o r Th e n , on c e the numb e r line i s hun g, st uden ts c n e as ily see a f as t e r way of c o unt i ng a ll o f

th e mitt e n s on t h e number lin e Practice c ount i n th e obje c t s by t w o as a c l ass

Number Sense (cont.)

• M a k e a m o difi ca ti o o t h e ca rd ga m e " W a r " to h e lp s tu de nt s pr ac ti ce g r eate r t ha n a nd less th a n.

T a k e th e fa c e car d s o ut of a d ec k of pl a yin g ca rd s In a dditi o n, y o u will wa nt to m a k e a g re a t e r thanll ess than sy mb o l o a 3 " x 5" ( 8 em x 13 e m ) ind e x card A p a ir o f st ud e nt s s hould divid e

th e r e mainin g de c k of ca rd s ev e nly Th e n, e ac h s tudent flip s over th e to p c a rd in hi s o r her d e ck Stud e nt s s hould pl ac e th e c rd s on th e tabl e a nd pl ace the greater than/le ss th a n s ymbol between the two card s facin g the correct direction The s tud e nt whose card i s the greater number get s to

k e ep both of the card s The s tud e nt who ha s th e mo s t cards at th e end o f the round is the winn e r

Thi s ga m e can be a d a pt e d fo r l a r ge r numb e r s Simply make your own d ec k of ca rds by

numb er in g ind ex ca rd s w ith th e numb e r s with wh ic h you w a nt y o ur st ud e n ts t o w o rk.

• Pur c h ase o r m ake a n a lli gato r h a nd pupp e t or f in ger pu p pet Tell the st ud e nt s th a t th is a ll iga t o r

ea t s nu m b ers a nd h e a l ways ea t s t h e m os t foo d th a t h e c n Use numb e r ca rd s to h av e st ud e nt s

p r a cti ce f a in g th e a lli g a to r p upp e t th e co rr ec t d i e tio n i n o rd e r to m a k e a l e ss th a n o r g r ea t e r

th a n sy m bo l w i h t h e a lli g a t or's ope n mo uth Pr ac ti ce seve r a l tim es as a c l ass a nd t h e n p l ace t he

p up pe t a nd t h e nu mber ca rd s in a ce n te r fo r s tu de nt s t o u se ind e p e nd e ntl y.

• Cr eate a n e n ve l o e f o r eac h pl ace va lu e th a t y o ur c l a s s is c urr e n t y s tud y in g Fo r exa mpl e, if yo ur

seco n d g r ade r s a r e wo rkin g o n pl ace va lu e t o th e hun dr ed s , c r ea t e thr ee e n ve l o es: o ne fo r th e

hund re d s pl ace, o n e f o r th e t e n s pl ac e , a nd o e fo r th e one s pl ace T h e lib r a r y e n ve l o pe s wo rk

we ll fo r th is ac ti v it y L a b e l e c h env e lop e ac c o rdin g t o th e pla ce v a lu e th a t it w ill r e pre s ent

Pl a e s trip s o f p a p e r in s id e th e e nv e lopes th a t h av e 0-9 written on th e m Stud e nt s mu s t dr a w o e

nu me ral fr o m e ac h e nv e l o pe and writ e d wn a n e w num e r a l u s in g th e num e r a l s dra w n For

ex a mpl e, if a s tud e nt dr a w s a on e from the hundred s envelope , a fiv e from the t e n s env e lop e , and

a three f rom the on es env e l o e, the stud e nt wou l d write down , 153

• Save th e g rocery s to r e a d erti se ment s that com e in the mail Have s tud e nt s cut out food items ,

in c luding the s al e p r ce, fr o m the ad Pro v id e a va ri e t y o f pl a y coin s o r r ea l coin s a nd have th e

s tud e nt prov i de th e co rr ec t m o e y in ord e r to p a y f o r the food it e m th a t th ey c ut o ut Older

s tud e n ts ca n u s e th e sa me a c tivity ; h owe ver , gi v e s tud e nt s a n am o unt t h a t t hey p a id fo r the it e m,

s u c h as tw o doll a r s , a nd h ave th e m f g ur e o ut th e c h a n e th a t they w o ul d ge t b ack

• Cr eate car d s w i h di f e r e n t d ll a r am o n t s wri tt e n o ea ch c a rd S t ud e nt s mu s t se l ec t a ca rd a nd

t h e n draw a l l of t h e variatio n s o f c o in c o mbin a ti o s th a t w o uld equa l t h e a m o un t o n th e ca rd F o r

exa mpl e , if th e ca rd sa i d 11¢, a st ud e nt co uld dr aw tw o nick e l s an d a p e nn y, o r e l eve n p e nn ies, or

a dim e a nd a p e nn y.

© T eac h e r C r e a t e d R es o ur ce s , In c. 5 # 37 0 8 C ut &P aste M a th

N u mb e r S e n s e : C o untin g a nd Num era l N a m es

Dots All Around

dots on the wing of each ladybug at the top of the page Glue the wing that hasthe numeral name on the matching ladybug

N u mb e r S e n s e : C o un t in g a d Num e ra l N a m e s

Count the Candles

Dir e ction s : 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

Numb e r Sense: Counting and Num e ra l Nam e s

Number Names on the Go

each car Match the numerals and numeral names to the correct cars Glue thetires in place

# 708 Cut & Paste Math

Numbe r Sense: Counting a d Nu m era l Na m es

Fish Tank Count

Directions : Cut out the word cards at the bottom of the page Count each type

Numb e r S e n se : C o untin g and Num er al N a me s

Ice Cream Party

the correct numeral Glue the words in place to make ice cream cones.

fifteen

# 70 8 Cut &Past e Math 1 © T e a c h e r Cr e at e d R eso ur ce s , In c

~ -N u mb e r S e n se : O r d i n l Numb e r

Who~s First?

of animals below Label with ordinal numbers the place each animal is standing

in line Glue the correct word card next to each animal

Numb e r S e nse: O r dinal Numb e r

Where Do They Stand?

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

Number S en se: Or d in a l N umber

The Tall Apartment

apartment 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

Numb e r S e n se: O rdin a l Numb e r

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

3.

6.

Spread the jelly on the bread.

Put the bread together. 1 _

Get some peanut butter and jelly.

Spread the peanut butter on the bread.

Numb e r S e ns e : C ou nt b y 10 ' s

Ants Go Marching

numeral cards in the correct places in order to count by tens Practice counting

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

Fives Are Alive!

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

Number S e nse: Count by 2's

Two by Two

the correct places in order to count by twos

Numb e r S e n s e : Countin g b y 2 ' s , 5 's , o r LO' s

problem, 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

Numb er S e n se : Gr e at e r Than , L ess Than , a d E qu a l

Make It True

cards in the boxes below to make each statement true

Numb e r Sens e : Greater Th a , L e ss Than , and E qu a l

Greater Than~Less Than~or Equal

problems below to make each true

Nu m b e r S e n se: Gr e at e r Th a , L e ss Th an , a n d Equa l

True or False?

if each statement is true or false Glue each card in the correct column below

Numb e r Sen se: Plac V a lue

Tens and Ones

ones and tens rods below Determine the number being shown in each picture.Glue the correct numeral card next to each picture

DODO

Numb e r S e n se : P lac e V a lu e

Show the Numeral

pictures to illustrate the numeral shown below

Nu m b e r S e n s e : P la c e V a lu e

clues below in order to make the number stated Glue the numeral cards in thecorrect 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

a 9 in the ones place,

a 0 in the tens places,

and a 2 in the hundreds place

Numb e r Sense : 1 Mor e T h an , 1Less Than

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

Glue one more butterfly in the sky

Write how many butterflies now

Glue one more kite in the sky

Write how many kites now

© T e a c l z e r C r e a t e d R e s o ur ce s , ln c 2 # 70 8 C ut & P as t e M at h

Number S e ns e : 1Mor e Than , 1L e ss Than

1 More 1 Less

Directions: Cut out the numeral cards at the bottom of the page Glue the

cards in the correct places to show one more (box on the right) and one less (box on the left) than the numeral shown in the center box.

1·000 s·OGO 2·0GO 6·0CJO 3·000 7·0GO 4·000 8·000

Numb er S e ns e: 10 M ore T h n, 10 L e s Than

cards in the correct places in order to show ten more or ten less than the

Numb e r S e n se : M o ey

Money in My Wallet

wallets so that each wallet has the amount shown on the wallet

N u mb e r S ense: Mo n ey

How Much Does It Cost?

coins 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

Numb e r S e n se: Mon ey

Make Change

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

Bel o w a r e s u gges t ed ac ti vi ti es th a t ca n b e u se d thr o g o ut th e unit of s tud y.

• G a th e r a pi ece of c h a l k a nd t w o b ea nb ags On th e c rpet o r c e m e nt o ts id e , dr a w 3- 5 circl es in

th e s h ape o f a ta r ge t L a b e l eac h cir c l e with a numer a l Student s mu s t s t a nd at a d es i g a t e d p l ace

a nd t oss th e tw o b ea nb ags St u e nt s mu s t l oo k a t th e numer a l s from th e c ir c l es wh e r e t h e

b ea nb ags l a nded and a dd th e m to ge th e r On c e th e s u m ha s been n a m e d , a nd th e t e am a g r ees th a t

t h e s u m i s corr e ct , th e s tudent rece i ves o n e point Pl a y c ontinue s , alt e rn a tin g s tude n ts to ss in g the

b ea nba gs until o e p l a y e r reac h es 1 0 p o in t s F o r a cha ll en g e , add an ex tr a b ea nb ag a nd h a v e

s t u e nt s pr act i ce a ddi n with thr ee add e nd s The ga me c a n be u se d f o r multipli ca ti o n, to o

• Pro v ide two di ce f o r eac h g roup o f s tudent s a nd a pi e ce of pap e r Stud e nt s wil l cre a te th e ir o wn add i io n o r s ub t act i o n numb e r se nt e n c s Stud e nt s s h u l d t a k e t urn s rollin g th e dice t o d e t e rmin e

num e r a l s to LI seas a dd e n ds A f er the di ce h ave b ee n r o l e d , s tud e nt s s h uld u se t h e numb e r of

d t s on t he d ice as th e a dd e nd s in th ei r numb e r se n te n c Onc e th e n u m b e r se n te nc e h as b ee n

w rit te n d ow n a n d a s u m o r d i ffe r e n ce d ete r m in e d , a n th e r s tud e nt m ay r o ll th e d ice Stud e n ts

s h uld co nt i nu e until t h ey r eac h a pr e d ete rmined numb e r of pr o bl ems Thi s ac t iv it y ca n be u se d

in o r de r to pr act i ce m ul t p l ica ti o n for old e r st u de n ts, to o

• D e m o s tr a t e t o s tud en t s ju st h w mu c h w e u se co mpu ta ti o i n o ur eve r y ay l ves Eac h tim e y u

co m e ac r oss a co mput a ti o yo u n ee d t o d , in c lud e th e c l ass in fi g r in g o u t t h e a n swe r For exa mp l e , as k th e c l ass qu es ti o s s uch as, " Th e r e a r e 2 0 s tud e nt s in th e c l ass E a h c hil d n ee d s

t w o pi e es o f bl ack p a p e r f o r th e a rt proj ec t Ho w m a ny pi eces o f p a p e r d o I n e ed in a ll ?"

S t u e nt s enjoy h e lpin g t o f i g ur e out th ese type of r ea l w o rld pr o bl e m s I i s hi g hly b e n e fi c ial t o

s h w them a ppli ca ti o s o f the comp u t a ti o n th ey a re le a rni n g to do

• D o min o e s pr o vid e a g r ea t w a y to pr a ctice c omput a t o Obtai n s om e d m i n oes Lay th e

d mino es fac e d wn o n th e t a bl e Stud e n ts c a n s e l ec t one domino to u se in writin g number

se nt e n ces C o unt th e numbe r o f d ot s o the t o p h a lf of the domino a n d the numb e r o f dot s on th e

bott o m h a lf o f th e d min o a nd u se tho se two n u mb e r s a s the a dd e nd s wh e n writ i n the numb e r

se nt e nc e B efo r e th e s t u e nt s pl ac e the d o mino b ac k i n th e pi l e , th ey s h u l d turn th e d min o

a r o und in ord e r t o w ri te the r e l a ted fac t U se d min os when practicin g m u l ipli ca ti o n, to o

• Crea te so me c l o th es pin ga m es fo r s tud e nt s to u se t o pr ac ti ce b as i c f ac t s Writ e fac t s (a dd i ti o ,

s ubt rac ti o , multipl ica t io n , o r di v i s i o ) d wn b ot h s id es of a pi ece of ind ex pa p er Writ e th e

num e r a l th a t wo ul d a n swe r eac h pr ob l e m o n b o th s id es o f a c loth es p i n Pl ace th e c l o th es p i n s a nd

t h e pr o bl e m ca rd t oget h e r i n a s m a l l, p lastic b ag Wh e n a s tud e nt wa nt s t o p r ac ti ce the f a t s o n

th e ca rd , h e p ur s o u t th e co nt e nt s o f th e b ag a nd c lip s th e c l o th es pin s t o t h e car d t o c or r ec tl y

a n swe r eac h pr o le m.

• Writ e yo u r lun c h co un t in th e f o rm of a numb e r se nt e n ce ea ch d ay On e a dd e nd s h uld be th e

numb e r of s tud e nt s th a t will b e b uyin g lunch Th e o th e r add e nd s h uld b e th e numb e r o f s tud e nt s

th a t br o g ht th e ir lun c h es fr o m h o me Be s u re to in c l ud e th e s um

Computation (cont.)

• G a ther or m a ke t wo -c o lor c o unt e r s The c ounter s s h uld be on e colo r on on e s id e a n d a nother

c o lor on the oth e r s id e Student s pick up th e c o unt e r s, s h a ke th e m in th e ir hand s, and r ele as e them on the table Student s th e n u s e the color s t h a t a re face-up on th e counter s to create a

number s entence F or e xa mple , if two red counter s are s howing and f o ur y e llo w counter s a re

s howing, the s tudent would write the probl e m : 2 +4 = 6 Once the s tud e nt h as written down the number sentence, he or s he pick s up the count e r s and repe a ts Student s s hould continue play until

a predetermined number of number sentence s have been written down.

• Save the grocery store ad s th a t come in the m a il Provide them for s tudent s to u s e in writing th e ir own problem s Students s h uld cut out s ever a l food it e ms from the ad s , write a s tory problem about the f ood item s, and then show their number sentence that correspond s

• D e mon s trate th a t you can a dd in any order ( or multiply ) by cre a tin g card s w i th addition fact s

written at the bottom of each card Draw dot s or pictures above each a dd e nd to repre s ent the

n umber s being added Fo r e x ample, if the pr o bl e m i s 2 + 1= 3 , s tudent s can draw two dot s abo v e

th e numer a l 2 and 1 d o t a b ve the numer a l 1 Then , turn the card up s id e down a nd hav e st ud e nt s

w rite d o wn the new a ddition numb e r se nt e nc e by w riting 1+2 = 3 Th e d t s w ill a lre a dy be

dr a wn ; the numb e r s ent e n c w ill s imply h a ve t o be written down Student s will b e abl e to see th a t the number o f d t s or o bje c t s doe s not c h a n ge ju s t b e cau se the addend s a r e reverse d in their or d e r ,

• Prov i de s tudent s with rubber s tamp s or s ticke rs for them to u s e in illu s trating multiplic a tion

number s entence s Student s can either s t a mp fir s t , then determine the numb e r sentence ba s ed on what they have st a mped ; or they c a n determin e the number sentence and then u s e the stamps to

i lustr a te it H a ve s tudent s s imply il ustrate a number se ntence or have them write a word

problem that goes with their illustration Thi s activity can also be used to illu s trate addition or

s ubtraction number s entences , too

• Te a ch multiplication throu g h the u s e of array s Students illu s t ate th e mult i pli ca tion problem with lin es represent i ng the number s in the problem The f ir s t numeral bein g multipli e d is rep r e se nted

by an equal number o f vertic a l line s The sec ond numeral being multipli e d i s r e pre s ented by a n

e q a l numb e r of horizont a l lin es th a t cr oss th e ve r tical line s The p o int s w h e r e th e line s cro ss ca n

be c ounted up to s h w the product For example , the problem 2 x 5 = 10 w o ld lo o like thi s a s

C o m p tat i o : A ddi ng I Di g it Num e r a l s

Illustrate the Problem

picture cards in the correct places in order to illustrate the number sentenceswritten below Write the sum of each problem

Computation: Adding l-Digit Numerals

Flower Power

on the flower that shows the sum for the problem on the petal

# 708 Cut &Pa s t e M a th 3 © T e a c h e r Cr ea t e d R eso ur ces, In c

Computati o n: Addin I Di g it Num e rals

Make Your Own Problem

Directions: 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 Draw

a picture of your problem in the box provided Then, write a number sentence to

go with your word problem

1.

Draw

many does Ken have in all?

many does Miguel have altogether?

many does Pei have in all?

many did Jenny see altogether?

Compu t ation: Addin g I-Di g it Num e rals

The Perfect Nest

the eggs in order to show the correct sums

Comp u t a t o n: Add i n 2 - D i g it Num e ral s

Mouse Food

pieces of cheese below the mice in order to show the correct sums

C o mput a ti o : Ad di ng 2-D ig it Num e r a ls

Bee Hives

correct places in order to show the sums for the problems on the hives

Computation: Subtract n I-Digit Numerals

pictures in the correct places in order to illustrate the subtraction number