STEMscopes Georgia Math Student Notebook Grade 1

Grade 1 Student Notebook

GEORGIA

GEORGIA

Student Notebook – Grade 1 ISBN: 978-1-64861-268-8 Published by Accelerate Learning Inc. 5177 Richmond Ave, Suite 800, Houston, TX 77056. Copyright © 2023 by Accelerate Learning Inc. All rights reserved. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without prior written consent of Accelerate Learning Inc., including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning.

To learn more, visit us at www.stemscopes.com.

GEORGIA

Student Notebook - Grade 1

Scope Name

Table of Contents

Page Number

Add and Subtract within 10

1

Add and Subtract within 20

21

Addition and Subtraction Strategies

37

Addition and Subtraction Problem Solving

57

Length

63

Time

71

Money

87

Data Analysis

97

Represent Numbers to 100

107

Compare and Order Numbers to 100

115

Add and Subtract within 100

137

Two-Dimensional Shapes

155

Three-Dimensional Solids

167

Fractions

187

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GEORGIA

Student Notebook - Grade 1

Table of Contents (Cont.)

Scope Name Page Number Patterns

195

Skills Quizzes

203

Workspace

235

iv

002_GAM_1_StudentNotebook_TOC.indd 4

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1/22/24 12:55 PM

Add and Subtract within 10

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1

Explore 1

Add and Subtract within 10

Name: _______________________ Date: __________

Counting to Add and Subtract (to 10) Complete the Task Cards in order. Draw a pictorial model, and check off the strategy you used. Write a number sentence to explain the action.

Complete the sentence with the number of acorns after each Task Card.

Task Card 1

Counting on Counting back Number sentence:

Ten frame:

_____ _____ _____

The squirrels have ________ acorns in the pile.

Task Card 2

Counting on Counting back Number sentence:

Ten frame:

_____ _____ _____

The squirrels have ________ acorns in the pile. © Accelerate Learning Inc. – All Rights Reserved

Add and Subtract within 10 | 3

Explore 1

Task Card 3

Add and Subtract within 10

Counting on Counting back Number sentence:

Ten frame:

_____ _____ _____

The squirrels have ________ acorns in the pile.

Task Card 4

Counting on Counting back Number sentence:

Ten frame:

_____ _____ _____

The squirrels have ________ acorns in the pile.

4 | Add and Subtract within 10

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Explore 1

Task Card 5

Add and Subtract within 10

Counting on Counting back Number sentence:

Ten frame:

_____ _____ _____

The squirrels have ________ acorns in the pile.

Task Card 6

Counting on Counting back Number sentence:

Ten frame:

_____ _____ _____

The squirrels have ________ acorns in the pile.

© Accelerate Learning Inc. – All Rights Reserved

Add and Subtract within 10 | 5

Explore 2

Add and Subtract within 10

Name: _______________________ Date: __________

Join and Separate – Unknowns in All Positions (to 10) Put a ✓ to show if this is a joining or separating problem. Draw a model on each ten frame, and write a number sentence to show your answer.

Task Card 1 Ten frame:

Join Separate Number sentence: _____ _____ _____

The puppy was given ________ Task Card 2 Ten frame:

treats for sitting.

Join Separate Number sentence: _____ _____ _____

The puppy got ________ © Accelerate Learning Inc. – All Rights Reserved

treats for going potty.

Add and Subtract within 10 | 7

Add and Subtract within 10

Explore 2

Join Separate

Task Card 3 Ten frame:

Number sentence: _____ _____ _____

The puppy was given ________ Task Card 4 Ten frame:

treats for lying down.

Join Separate

Number sentence: _____ _____ _____

Byron had ________ Task Card 5 Ten frame:

treats in his pocket at the start.

Join Separate

Number sentence: _____ _____ _____

The puppy was given ______ 8 | Add and Subtract within 10

treats for not pulling on the leash. © Accelerate Learning Inc. – All Rights Reserved

Add and Subtract within 10

Explore 2 Task Card 6 Ten frame:

Join Separate

Number sentence: _____ _____ _____ The puppy ate ________ Task Card 7

Ten frame:

treats.

Join Separate

Number sentence: _____ _____ _____

The puppy was given ________ Task Card 8 Ten frame:

treats for napping well.

Join Separate

Number sentence: _____ _____ _____ Byron had ________

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treats left.

Add and Subtract within 10 | 9

Explore 2 Task Card 9 Ten frame:

Add and Subtract within 10

Join Separate Number sentence: _____ _____ _____

The puppy was fed ______ Task Card 10 Ten frame:

treats for napping and not biting.

Join Separate Number sentence: _____ _____ _____

The puppy got ________

10 | Add and Subtract within 10

treats for going potty in the yard.

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Name: _______________________ Date: __________

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Jenny’s chocolate candies: ___

James’s chocolate candies: ___

___ + ___ = ___

Addition:

Add and Subtract within 10 | 11

candies than ____________.

___________ has ______ fewer chocolate

___ – ___ = ___

Subtraction:

Write number sentences to solve the problem.

Task 1

Build each number with your linking cubes. Color the model to compare the numbers. Write number sentences to show how many more or fewer candies there are.

Compare – Unknowns in All Positions (to 10)

Explore 3

Add and Subtract within 10

12 | Add and Subtract within 10

Jenny’s chocolate candies: ___

James’s chocolate candies: ___

Jenny’s chocolate candies: ___

James’s chocolate candies: ___

Explore 3

candies.

___ + ___ = ___

Addition:

candies.

___ + ___ = ___

Addition:

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___________ has a total of ___ chocolate

___ – ___ = ___

Subtraction:

Write number sentences to solve the problem.

Task 3

___________ has a total of ___ chocolate

___ – ___ = ___

Subtraction:

Write number sentences to solve the problem.

Task 2

Add and Subtract within 10

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Jenny’s chocolate candies: ___

James’s chocolate candies: ___

Jenny’s chocolate candies: ___

James’s chocolate candies: ___

Explore 3

candies.

___ + ___ = ___

Addition:

candies.

___ + ___ = ___

Addition:

Add and Subtract within 10 | 13

___________ has a total of ___ chocolate

___ – ___ = ___

Subtraction:

Write number sentences to solve the problem.

Task 5

___________ has a total of ___ chocolate

___ – ___ = ___

Subtraction:

Write number sentences to solve the problem.

Task 4

Add and Subtract within 10

14 | Add and Subtract within 10

Jenny’s chocolate candies: ___

James’s chocolate candies: ___

Explore 3

___ + ___ = ___

Addition:

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candies than ____________.

___________ has ______ fewer chocolate

___ – ___ = ___

Subtraction:

Write number sentences to solve the problem.

Task 6

Add and Subtract within 10

Add and Subtract within 10

Explore 4

Name: _______________________ Date: __________

Part-Part-Whole Unknowns in All Positions (to 10)

Fill in the table with both parts and the whole for each surprise box.

Write one or two number sentences to describe your problem, and then complete the sentence with your answer.

Surprise Box 1 Number of Nail Polish Bottles 7 pink

? red 9 total bottles

Part-Part-Whole Model

Number Sentences

Part:

Part:

____ +

______

______

Whole: ______

= ____

____ – ____ = There are ____ red bottles.

Surprise Box 2 Number of Nail Polish Bottles 3 orange 4 blue

? total bottles © Accelerate Learning Inc. – All Rights Reserved

Part-Part-Whole Model Part:

Part:

______

______

Whole: ______

Number Sentence

____ + ____ = There are ____ total bottles.

Add and Subtract within 10 | 15

Add and Subtract within 10

Explore 4 Surprise Box 3 Number of Nail Polish Bottles

? blue 5 red 8 total bottles

Part-Part-Whole Model Part:

Part:

______

______

Whole: ______

Number Sentences + ____ = ____ ____ – ____ = There are ____ blue bottles.

Surprise Box 4 Number of Nail Polish Bottles

? pink ? orange 10 total bottles

16 | Add and Subtract within 10

Part-Part-Whole Model Part:

Part:

______

______

Whole: ______

Number Sentence +

= ____

There could be ____ pink bottles and ____ orange bottles.

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Add and Subtract within 10

Explore 4 Surprise Box 5 Number of Nail Polish Bottles 6 red 1 orange

? total bottles

Part-Part-Whole Model Part:

Part:

______

______

Whole: ______

Number Sentence ____ + ____ = There are ____ total bottles.

Surprise Box 6 Number of Nail Polish Bottles

? blue ? pink 6 total bottles

© Accelerate Learning Inc. – All Rights Reserved

Part-Part-Whole Model Part:

Part:

______

______

Whole: ______

Number Sentence +

= ____

There could be ____ blue bottles and ___ pink bottles.

Add and Subtract within 10 | 17

Explore 5

Add and Subtract within 10

Name: _______________________ Date: __________

Solving Problems Involving Three Whole Numbers (to 10)

Draw a pictorial model of the fruits in each batch of smoothies. Write a number sentence in three different ways to show the total number of fruits.

Pictorial model:

Number sentences: ____ + ____ + ____ =

Batch 1

____ + ____ + ____ = ____ + ____ + ____ = Pictorial model:

Number sentences: ____ + ____ + ____ =

Batch 2

____ + ____ + ____ = ____ + ____ + ____ = Pictorial model:

Number sentences: ____ + ____ + ____ =

Batch 3

____ + ____ + ____ = ____ + ____ + ____ =

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Add and Subtract within 10 | 19

Explore 5 Pictorial model:

Add and Subtract within 10

Number sentences: ____ + ____ + ____ =

Batch 4

____ + ____ + ____ = ____ + ____ + ____ = Pictorial model:

Number sentences: ____ + ____ + ____ =

Batch 5

____ + ____ + ____ = ____ + ____ + ____ =

What is the same about your number sentences for each batch of smoothies? ______________________________________________________ What is different about your number sentences for each batch of smoothies? ______________________________________________________

20 | Add and Subtract within 10

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Add and Subtract within 20

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21

Counting to Add and Subtract (to 20)

Name: _______________________ Date: __________

Counting back

Counting on

Counting back

Counting on

Counting back

Counting on

Counting On or Counting Back

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3

2

1

Order Number Pictorial Model

Add and Subtract within 20 | 23

Number Sentence

Read each order. Put a ✓ to show if this is a counting on or a counting back problem. Draw a model on each double ten frame, and write a number sentence to show your answer.

Explore 1

Add and Subtract within 20

Counting back

Counting on

Counting back

Counting on

Counting back

Counting on

Counting On or Counting Back

24 | Add and Subtract within 20

6

5

4

Order Number

Explore 1

Pictorial Model

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Number Sentence

Add and Subtract within 20

Name: _______________________ Date: __________

Number sentence: Solve: Bracelet number ________

Number sentence: Solve:

Number sentence:

Solve:

Bracelet number ________

Number sentence:

Solve:

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Bracelet number ________

Bracelet number ________

Solve: Add and Subtract within 20 | 25

Number sentence:

Bracelet number ________

Solve:

Number sentence:

Bracelet number ________

Draw beads on the chenille stems to show how you made each bracelet. Write a number sentence with a symbol for the unknown. Solve, and write the answer.

Join and Separate - Unknowns in All Positions (to 20)

Explore 2

Add and Subtract within 20

Name: _______________________ Date: __________

___

___

___ = ___

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___

Write a number sentence to solve.

Toy cars:

Dolls:

Add and Subtract within 20 | 27

than ____________.

There are ______ more ____________

Shipment 1

Read each Shipment Task Card. Build a model to show the number of dolls and toy cars in each shipment. Color the circles. Write a number sentence to show how you solved each task.

Compare – Unknowns in All Positions (to 20)

Explore 3

Add and Subtract within 20

___

___

___

___ = ___

28 | Add and Subtract within 20

___

___ = ___

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There are ______ dolls on the shelf.

There are ______ toy cars on the shelf.

Shipment 3

Write a number sentence to solve.

Toy cars:

Dolls:

___

___

Shipment 2

Write a number sentence to solve.

Toy cars:

Dolls:

Explore 3

Add and Subtract within 20

___

___

___

___ = ___

___ = ___

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___

Add and Subtract within 20 | 29

There were ______ dolls in the shipment.

than ____________.

There are ______ fewer ____________

Shipment 5

Write a number sentence to solve.

Toy cars:

Dolls:

___

___

Shipment 4

Write a number sentence to solve.

Toy cars:

Dolls:

Explore 3

Add and Subtract within 20

Explore 4

Add and Subtract within 20

Name: _______________________ Date: __________

Part-Part-Whole – Unknowns in All Positions (to 20)

Fill in the plate with both parts and the whole for each order. Write one or two number sentences to describe your problem. Complete the sentence with your answer.

Order 1 Number of Cupcakes 13 chocolate

? vanilla 20 total cupcakes

Part-Part-Whole Model Chocolate:

____

Vanilla:

____

Total cupcakes:

____

Number Sentences

___ +

= ___

___ – ___ = There are ____ vanilla cupcakes.

Order 2 Number of Cupcakes 8 chocolate 11 vanilla

? total cupcakes © Accelerate Learning Inc. – All Rights Reserved

Part-Part-Whole Model Chocolate:

____

Vanilla:

____

Total cupcakes:

____

Number Sentence

___ + ___ = There are ____ total cupcakes.

Add and Subtract within 20 | 31

Add and Subtract within 20

Explore 4 Order 3 Number of Cupcakes

? chocolate ? vanilla 14 total cupcakes

Part-Part-Whole Model Chocolate:

____

Vanilla:

____

Total cupcakes:

____

Number Sentence

+

= ___

There could be ____ chocolate cupcakes and ____ vanilla cupcakes.

Order 4 Number of Cupcakes 6 chocolate 9 vanilla

? total cupcakes

32 | Add and Subtract within 20

Part-Part-Whole Model Chocolate:

____

Vanilla:

____

Total cupcakes:

____

Number Sentence

___ + ___ = There are ____ total cupcakes.

© Accelerate Learning Inc. – All Rights Reserved

Add and Subtract within 20

Explore 4 Order 5 Number of Cupcakes

? chocolate ? vanilla 18 total cupcakes

Part-Part-Whole Model Chocolate:

____

Vanilla:

____

Total cupcakes:

____

Number Sentence

+

= ___

There could be ____ chocolate cupcakes and ____ vanilla cupcakes.

Order 6 Number of Cupcakes

? chocolate 12 vanilla 17 total cupcakes

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Part-Part-Whole Model Chocolate:

____

Vanilla:

____

Total cupcakes:

____

Number Sentences

+ ___ = ___ ___ – ___ = There are ____ chocolate cupcakes.

Add and Subtract within 20 | 33

Add and Subtract within 20

Explore 5

Name: _______________________ Date: __________

Solving Problems Involving Three Whole Numbers (to 20) For each Task Card, draw a pictorial model of your counters and Double Ten Frame Mat. Then, write a number sentence in three different ways to show the total number of fish food flakes.

Task Card

Pictorial Model

Number Sentences

____ + ____ + ____ =

1

____ + ____ + ____ = ____ + ____ + ____ = ____ + ____ + ____ =

2

____ + ____ + ____ = ____ + ____ + ____ = ____ + ____ + ____ =

3

____ + ____ + ____ = ____ + ____ + ____ =

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Add and Subtract within 20 | 35

Add and Subtract within 20

Explore 5 Task Card

Pictorial Model

Number Sentences

____ + ____ + ____ =

4

____ + ____ + ____ = ____ + ____ + ____ = ____ + ____ + ____ =

5

____ + ____ + ____ = ____ + ____ + ____ =

Does the order of the numbers you added in each number sentence for each task matter? Explain. ______________________________________________________ ______________________________________________________ What strategy could you use to make adding the numbers for Task Card 5 easier and faster? ______________________________________________________ ______________________________________________________ 36 | Add and Subtract within 20

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Addition and Subtraction Strategies

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37

Addition and Subtraction Strategies

Explore 1

Name: _______________________ Date: __________

Basic Fact Strategies – Using 10 for Addition Write a number sentence using the two amounts from the order. Fill in the other number sentence using the amount after composing a ten.

Lemonade Order 1

Drink order: ______________

10

+

+ ______________ = ______________

Lemonade Order 2

Drink order: ______________

10

+

© Accelerate Learning Inc. – All Rights Reserved

+ ______________ = ______________

Addition and Subtraction Strategies | 39

Addition and Subtraction Strategies

Explore 1 Lemonade Order 3

Drink order: ______________

10

+

+ ______________ = ______________

Lemonade Order 4

Drink order: ______________

10

+

+ ______________ = ______________

Lemonade Order 5

Drink order: ______________

10 40 | Addition and Subtraction Strategies

+

+ ______________ = ______________ © Accelerate Learning Inc. – All Rights Reserved

Addition and Subtraction Strategies

Explore 1 Lemonade Order 6

Drink order: ______________

10

+

© Accelerate Learning Inc. – All Rights Reserved

+ ______________ = ______________

Addition and Subtraction Strategies | 41

Explore 2

Addition and Subtraction Strategies

Name: _______________________ Date: __________

Basic Fact Strategies – Using 10 for Subtraction Look at the number of cookies left for each jar. Draw a pictorial model of the correct guess. Record your number sentences, and write the correct guess.

Jar

Number sentences: 16 – ____ 16 – 10 – ____ = ____

A Cookies left

Correct guess:

4 cookies Jar

Number sentences: 18 – ____ 18 – 10 – ____ = ____

B Cookies left

Correct guess:

3 cookies © Accelerate Learning Inc. – All Rights Reserved

Addition and Subtraction Strategies | 43

Addition and Subtraction Strategies

Explore 2

Jar

Number sentences: 15 – ____ 15 – 10 – ____ = ____

C Cookies left

Correct guess:

1 cookie

Jar

Number sentences: 13 – ____ 13 – 10 – ____ = ____

D Cookies left

Correct guess:

3 cookies

44 | Addition and Subtraction Strategies

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Addition and Subtraction Strategies

Explore 2

Jar

Number sentences: 20 – ____ 20 – 10 – ____ = ____

E Cookies left

Correct guess:

2 cookies

Jar

Number sentences: 19 – ____ 19 – 10 – ____ = ____

F Cookies left

Correct guess:

6 cookies

© Accelerate Learning Inc. – All Rights Reserved

Addition and Subtraction Strategies | 45

Addition and Subtraction Strategies

Explore 3

Name: _______________________ Date: __________

Properties of Operations

Write the number sentence for each day from the Camper’s Journal.

Follow the directions in each box for each day.

Day 1 ________________ Number sentence

Draw a picture to show how you solved the number sentence.

Circle the numbers you added first.

Day 2 ______________ ______________ Number sentence 1

Number sentence 2

Draw a picture to solve each number sentence. What do you notice about these two number sentences? Explain. © Accelerate Learning Inc. – All Rights Reserved

Addition and Subtraction Strategies | 47

Addition and Subtraction Strategies

Explore 3

Day 3 ________________ Number sentence

Draw a picture to show how you solved the number sentence.

What happens when you add zero?

Day 4 ______________ ______________ Number sentence 1

Number sentence 2

Draw a picture to solve each number sentence. What do you notice about these two number sentences? Explain.

48 | Addition and Subtraction Strategies

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Addition and Subtraction Strategies

Explore 3

Day 5 ________________ Number sentence

Draw a picture to show how you solved the number sentence.

What happens when you subtract zero?

Day 6 ______________ ______________ Number sentence 1

Number sentence 2

Draw a picture to solve each number sentence. Did you solve them the same way? Explain.

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Addition and Subtraction Strategies | 49

Explore 3

Addition and Subtraction Strategies

Day 7 ______________ ______________ Number sentence 1

Number sentence 2

Draw a picture to solve each number sentence. What do you notice about these two number sentences? Explain.

Day 8 ______________ ______________ Number sentence 1

Number sentence 2

Draw a picture to solve each number sentence. What do you notice about these two number sentences? Explain.

50 | Addition and Subtraction Strategies

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The Equal Sign

Name: _______________________ Date: __________

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Card 1

True/False

Addition and Subtraction Strategies | 51

Card 2

Write the number sentence from each Food Card. Write “true” if the cards are equal or “false” if the cards are not equal.

Explore 4

Addition and Subtraction Strategies

Name: _______________________ Date: __________

=

total pets

– _____ = _____

– _____ = _____

_____ + _____ =

+ _____

© Accelerate Learning Inc. – All Rights Reserved

_____

Total pets:

Monday

= _____

=

Addition and Subtraction Strategies | 53

+ _____ = _____

_____ +

_____ – _____ =

_____ total pets – _____

Total pets:

Tuesday

Write how many pets you will feed each day. Complete the given number sentence to find the unknown number. Write three other number sentences that are in the same fact family.

Determine the Unknown Whole Number

Explore 5

Addition and Subtraction Strategies

= _____

_____ –

54 | Addition and Subtraction Strategies

= _____

=

_____ +

_____ – _____ =

_____ total pets – _____

Total pets:

Wednesday

Explore 5

_____

Total pets:

=

total pets

© Accelerate Learning Inc. – All Rights Reserved

– _____ = _____

– _____ = _____

_____ + _____ =

+ _____

Thursday

Addition and Subtraction Strategies

Friday

= _____

=

© Accelerate Learning Inc. – All Rights Reserved

+ _____ = _____

_____ +

_____ – _____ =

_____ total pets – _____

Total pets:

Explore 5

=

_____ –

Addition and Subtraction Strategies | 55

= _____

+ _____ = _____

_____ – _____ =

_____ total pets – _____

Total pets:

Saturday

Addition and Subtraction Strategies

Addition and Subtraction Problem Solving

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57

Explore 1

Addition and Subtraction Problem Solving

Name: _______________________ Date: __________

Represent and Solve All Problem Types Involving Two Whole Numbers Read each scenario card. Draw a model (picture, bar model, number line, number path, or number bond), and solve. Record your solution using a number sentence.

Card

Model

Solution Number sentence:

1 Answer: Number sentence:

2 Answer: Number sentence:

3 Answer: Number sentence:

4 Answer: © Accelerate Learning Inc. – All Rights Reserved

Addition and Subtraction Problem Solving | 59

Addition and Subtraction Problem Solving

Explore 1 Card

Model

Solution Number sentence:

5 Answer: Number sentence:

6 Answer: Number sentence:

7 Answer: Number sentence:

8 Answer:

60 | Addition and Subtraction Problem Solving

© Accelerate Learning Inc. – All Rights Reserved

Explore 2

Addition and Subtraction Problem Solving

Name: _______________________ Date: __________

Represent and Solve Problem Types Involving Three Whole Numbers Read each scenario card. Draw a model (picture, number line, or number path), and solve. Record your solution using a number sentence.

Card

Model

Solution

1

2

3

4 © Accelerate Learning Inc. – All Rights Reserved

Addition and Subtraction Problem Solving | 61

Addition and Subtraction Problem Solving

Explore 2 Card

Model

Solution

5

6

7

8

62 | Addition and Subtraction Problem Solving

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Length

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63

Length

Explore 1

Name: _______________________ Date: __________

Length Concept Find one object in your classroom that is shorter and one object that is longer than each piece of string. Draw and label each object in the table below.

Object That Is Shorter

String

Object That Is Longer

Red

Blue

Black

White

Yellow Which colored string was the shortest? _________________ Which colored string was the longest? _________________ © Accelerate Learning Inc. – All Rights Reserved

Length | 65

Length

Explore 1 Observe the five different-colored strings. Compare the lengths.

Put the strings in order from shortest to longest.

Shortest 1)

2)

Longest 3)

4)

5)

Put the strings in order from longest to shortest.

Longest 1)

2)

Shortest 3)

4)

5)

Complete the statements below by using the words shorter and longer.

1.

The red string is _____________ than the yellow string.

2.

The blue string is _____________ than the black string.

3.

The black string is ______________ than the white string.

66 | Length

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Length

Explore 2

Name: _______________________ Date: __________

Measuring Objects Estimate how long you think each object is, and write your estimation in the table. Use the measuring tool at your station to find the actual length of each object.

Station 1: Measuring with Linking Cubes Object

My Estimation

Actual Length

Pencil Glue bottle Book Station 2: Measuring with Straws Object

My Estimation

Actual Length

Teacher’s desk Your height Bookshelf Station 3: Measuring with Large Paper Clips Object

My Estimation

Actual Length

Folder Student’s desk Teacher’s stapler © Accelerate Learning Inc. – All Rights Reserved

Length | 67

Length

Explore 3

Name: _______________________ Date: __________

Measuring the Same Thing with Different Units Estimate how many of each unit will equal the length of each earthworm.

Then, use each set of units to measure the actual length of the earthworm.

Station 1 Inch Tiles Centimeter Cubes Estimated Length

Actual Length

Estimated Length

Actual Length

______ inch tiles

______ inch tiles

______ centimeter cubes

______ centimeter cubes

I used more of the ________________ units to measure the length of

the earthworm because ____________________________________ _____________________________________________________.

Small Paper Clips

Station 2

Large Paper Clips

Estimated Length

Actual Length

Estimated Length

Actual Length

______ small paper clips

______ small paper clips

______ large paper clips

______ large paper clips

I used fewer of the ________________ units to measure the length of

the earthworm because ____________________________________ _____________________________________________________. © Accelerate Learning Inc. – All Rights Reserved

Length | 69

Length

Explore 3 Centimeter Cubes

Station 3

Linking Cubes

Estimated Length

Actual Length

Estimated Length

Actual Length

______ centimeter cubes

______ centimeter cubes

______ linking cubes

______ linking cubes

I used more of the ________________ units to measure the length of

the earthworm because ____________________________________ _____________________________________________________.

Quarters

Station 4

Pennies

Estimated Length

Actual Length

Estimated Length

Actual Length

______ quarters

______ quarters

______ pennies

______ pennies

I used fewer of the ________________ units to measure the length of

the earthworm because ____________________________________ _____________________________________________________.

70 | Length

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Time

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71

Time

Explore 1

Name: _______________________ Date: __________

Hour-Hand Clocks Read each Event Card. Use your clock to move the hour hand to the correct time. Draw an hour hand on each clock, and write the time.

Event: 50-Yard Butterfly Girls

Boys

___:___ ___

___:___ ___ Event: 100-Yard Freestyle

Girls

Boys

___:___ ___

___:___ ___

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Time | 73

Time

Explore 1 Event: 200-Yard Backstroke Girls

Boys

___:___ ___

___:___ ___

Event: 50-Yard Breaststroke

74 | Time

Girls

Boys

___:___ ___

___:___ ___

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Time

Explore 1 Event: 200-Yard Individual Medley Girls

Boys

___:___ ___

___:___ ___ Event: 50-Yard Backstroke

Girls

Boys

___:___ ___

___:___ ___

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Time | 75

Time

Explore 2

Name: _______________________ Date: __________

Analog Clocks (Hour and Minute Hands) Look at each fossil card. Record the time the fossil was found. Use your geared clock to show the time. Draw the hour and minute hands on the clocks below.

Fossil Card

Time Discovered

1

__ __ : __ __

2

__ __ : __ __

3

__ __ : __ __

4

__ __ : __ __

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Time on a Clock

Time | 77

Time

Explore 2 Fossil Card

Time Discovered

5

__ __ : __ __

6

__ __ : __ __

7

__ __ : __ __

8

__ __ : __ __

78 | Time

Time on a Clock

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Explore 3

Time

Name: _______________________ Date: __________

Digital Clocks and Analog Clocks Draw the hands on the analog clock and write the time on the digital clock to show the time from each Station Card. Write this time in one other way.

Station 1 Analog clock:

Digital clock:

____ ____

: ____ ____

Write this time in one other way. ____________________________________________________ Station 2 Analog clock:

Digital clock:

____ ____

: ____ ____

Write this time in one other way. ____________________________________________________ © Accelerate Learning Inc. – All Rights Reserved

Time | 79

Time

Explore 3 Station 3 Analog clock:

Digital clock:

____ ____

: ____ ____

Write this time in one other way. ____________________________________________________ Station 4 Analog clock:

Digital clock:

____ ____

: ____ ____

Write this time in one other way. ____________________________________________________

80 | Time

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Time

Explore 3 Station 5 Analog clock:

Digital clock:

____ ____

: ____ ____

Write this time in one other way. ____________________________________________________

How are an analog clock and a digital clock different? ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________

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Time | 81

Explore 4

Time

Name: _______________________ Date: __________

Elapsed Time

Fill in the digital clock with the correct departure or arrival time. Fill in the blank box with the correct duration of time. Show your work on the number line.

June Travelers Luna Departure

Duration

Arrival

Terry Departure

Duration

Arrival

Kim Departure

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Duration

Arrival

Time | 83

Time

Explore 4 July Travelers Randy Departure

Duration

Arrival

Judy Departure

Duration

Arrival

Austin Departure

84 | Time

Duration

Arrival

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Time

Explore 4 August Travelers Scott Departure

Duration

Arrival

Bonnie Departure

Duration

Arrival

Neva Departure

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Duration

Arrival

Time | 85

Money

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87

Money

Explore 1

Name: _______________________ Date: __________

Sorting and Identifying Coins Observe each coin with a magnifying glass, and record your observations about the attributes of each coin type.

Coin Name Penny

Nickel

Dime 2018

Quarter IN GOD WE TRUST

Color

Edge

Brown

Smooth

Silver

Bumpy

Brown

Smooth

Silver

Bumpy

Brown

Smooth

Silver

Bumpy

Brown

Smooth

Silver

Bumpy

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Size Order Description of (1–4) Front and Back 1 = smallest of Coin 4 = largest

_______

_______

_______

_______

Money | 89

Values of Coins

Name: _______________________ Date: __________

One nickel

One penny

Coin Needed

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Menu Item

Back:

Front:

Back:

Front:

Rubbings of Front and Back of Coin

Value of Coin in Word Form (______ cents)

Money | 91

Value of Coin in Number Form (______ ¢)

Use the coins provided to you to help complete the menu for the pretend restaurant.

Explore 2

Money

92 | Money

Menu Item

One quarter

One dime

Coin Needed

Explore 2

Back:

Front:

Back:

Front:

Rubbings of Front and Back of Coin

Value of Coin in Number Form (______ ¢)

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Value of Coin in Word Form (______ cents)

Money

Explore 3

Money

Name: _______________________ Date: __________

Relationships Among Coins Use your Coin Chart to identify how the boys can trade their coins equally.

Trade 1 Corey gives Tarek...

Tarek gives Corey...

5 pennies

_________________

5 pennies are equal to _________________.

Trade 2 Corey gives Tarek...

Tarek gives Corey...

_________________

10 pennies

_________________

10 pennies are equal to ______________ or _______________.

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Money | 93

Money

Explore 3 Trade 3 Corey gives Tarek...

Tarek gives Corey...

_________________

_________________

25 pennies

_________________

25 pennies have the same value as _________________, _________________, or _________________.

94 | Money

© Accelerate Learning Inc. – All Rights Reserved

Money

Explore 3 Trade 4 Corey gives Tarek...

Tarek gives Corey...

_________________

13 pennies

_________________

13 pennies are equal to __________________ or __________________.

Trade 5 Corey gives Tarek...

Tarek gives Corey...

_________________

17 pennies

_________________

17 pennies are equal to ____________________ or ____________________.

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Money | 95

Data Analysis

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97

Data Analysis

Explore 1

Name: _______________________ Date: __________

Sorting and Organizing Use the T-charts to record your data. Label the categories and titles, and record the data by using tally marks.

Sort 1: These cards were sorted by ___________________________.

Title: ________________________________

Sort 2: These cards were sorted by ___________________________.

Title: ________________________________

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Data Analysis | 99

Data Analysis

Explore 2

Name: _______________________ Date: __________

Collecting Data and Creating Picture Graphs Collect data, and record your data by using tally marks.

What Is Your Favorite Field-Day Activity?

Jump Rope

Sports

Sack Races

Use the data to create a picture graph.

Favorite Field-Day Activity

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Data Analysis | 101

Data Analysis

Explore 2 Collect data, and record your data by using tally marks.

What Is Your Favorite Field-Day Snack?

Apple

Chips

Cookie

CHIPS

Use the data to create a picture graph.

Favorite Field-Day Snack

102 | Data Analysis

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Data Analysis

Explore 2 Collect data, and record your data by using tally marks.

What Is Your Favorite Field-Day Drink?

Lemonade

Apple Juice

Water

Apple

Use the data to create a picture graph.

Favorite Field-Day Drink

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Data Analysis | 103

Data Analysis

Explore 3

Name: _______________________ Date: __________

Collecting Data and Creating Bar-Type Graphs Collect and record your data by using tally marks. _______________________

Write one of the questions asked about your graph. What is the answer? ______________________________________________________

______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________

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Data Analysis | 105

Data Analysis

Explore 3

Use the data you recorded with tally marks to create a bar graph.

Remember to include a title and category labels.

10

____________________________

9 8 7 6 5 4 3 2 1

_______ 106 | Data Analysis

_______

_______ © Accelerate Learning Inc. – All Rights Reserved

Represent Numbers to 100

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107

Represent Numbers to 100

Explore 1

Name: _______________________ Date: __________

Counting and Organizing Collections Up to 120 Part I: How Did You Count?

Count each bag of candy. Record how many pieces of candy are in each bag and how you counted.

Bag

Number of Candies

What Did You Count By?

A

_______

_______

B

_______

_______

C

_______

_______

D

_______

_______

E

_______

_______

F

_______

_______

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Represent Numbers to 100 | 109

Represent Numbers to 100

Explore 1

Part II: Counting by Tens Put the candies on the ten frames. Count the candies by groups of tens and ones. Record your answer. Write the name of the person each bag belongs to using the answer key.

Bag

Number of Candies

Person

A

_____ tens and _____ ones = _____ candies.

____________

B

_____ tens and _____ ones = _____ candies.

____________

C

_____ tens and _____ ones = _____ candies.

____________

D

_____ tens and _____ ones = _____ candies.

____________

E

_____ tens and _____ ones = _____ candies.

____________

F

_____ tens and _____ ones = _____ candies.

____________

110 | Represent Numbers to 100

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Explore 2

Represent Numbers to 100

Name: _______________________ Date: __________

Sums of Tens and Ones – Tens and Ones to Standard Form

Part I: Teen Numbers Write the amount of each school supply in standard form, number of tens and ones, expanded form, and picture form.

Counters Standard Form Write the total number. ________

Place Value Write the number in the chart.

Tens

Expanded Form Write the value of each digit. Draw it.

Ones

10 +

=

Pictorial Model

________ + _______

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Represent Numbers to 100 | 111

Represent Numbers to 100

Explore 2 Linking Cubes Standard Form Write the total number. ________

Place Value Write the number in the chart.

Tens

Expanded Form Write the value of each digit. Draw it.

Ones

10 +

=

Pictorial Model

________ + _______

Pencil-Top Erasers Standard Form Write the total number. ________

Place Value Write the number in the chart.

Tens

Expanded Form Write the value of each digit. Draw it.

Ones

10 +

=

Pictorial Model

________ + _______

112 | Represent Numbers to 100

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Represent Numbers to 100

Explore 2 Part II: Decade Numbers Toothpicks Standard Form Write the total number. ________

Place Value Write the number in the chart.

Tens

Expanded Form Write the value of each digit. Draw it.

Ones

+ 0 =

Pictorial Model

________ + _______

Straws Standard Form Write the total number. ________

Place Value Write the number in the chart.

Tens

Expanded Form Write the value of each digit. Draw it.

Ones

+ 0 =

Pictorial Model

________ + _______

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Represent Numbers to 100 | 113

Represent Numbers to 100

Explore 2 Craft Sticks Standard Form Write the total number. ________

Place Value Write the number in the chart.

Tens

Expanded Form Write the value of each digit. Draw it.

Ones

+ 0 =

Pictorial Model

________ + _______

114 | Represent Numbers to 100

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Compare and Order Numbers to 100

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115

Explore 1

Compare and Order Numbers to 100

Name: _______________________ Date: __________

Generating Numbers Greater Than and Less Than with Objects and Pictures

Write the given number for each station. Draw a pictorial model of a number less than and a number greater than, and then write the number.

Station 1 Given number: _____ Less Than

Greater Than

Draw a model.

Draw a model.

Write the number.

Write the number.

________

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________

Compare and Order Numbers to 100 | 117

Compare and Order Numbers to 100

Explore 1 Station 2 Given number: _____ Less Than

Greater Than

Draw a model.

Draw a model.

Write the number.

Write the number.

________

________

Station 3 Given number: _____ Less Than

Greater Than

Draw a model.

Draw a model.

Write the number.

Write the number.

________

118 | Compare and Order Numbers to 100

________

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Compare and Order Numbers to 100

Explore 1 Station 4 Given number: _____ Less Than

Greater Than

Draw a model.

Draw a model.

Write the number.

Write the number.

________

________

Station 5 Given number: _____ Less Than

Greater Than

Draw a model.

Draw a model.

Write the number.

Write the number.

________

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________

Compare and Order Numbers to 100 | 119

Compare and Order Numbers to 100

Explore 2

Name: _______________________ Date: __________

Comparing Numbers with Place Value For each scorecard, draw a model of the two teams’ scores. Write how many tens and ones are in each score. Compare the scores, and circle the team who won the game.

Scorecard 1 Draw a model of the Jaguars’ score.

Draw a model of the Cyclones’ score.

_______ tens _______ ones

_______ tens _______ ones

_______ is greater than _______. I know this because ______ tens is more than _______ tens.

_______ is less than _______. I know this because _______ tens is less than _______ tens.

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Compare and Order Numbers to 100 | 121

Compare and Order Numbers to 100

Explore 2 Scorecard 2 Draw a model of the Eagles’ score.

_______ tens _______ ones

Draw a model of the Lobos’ score.

_______ tens _______ ones

_______ is greater than _______. I know this because _______ tens is more than _______ tens.

_______ is less than _______. I know this because _______ tens is less than _______ tens.

Scorecard 3 Draw a model of the Panthers’ score.

Draw a model of the Mustangs’ score.

_______ tens _______ ones

_______ tens _______ ones

_______ is equal to _______. I know this because _______ tens and _______ ones is the same as _______ tens and _______ ones.

122 | Compare and Order Numbers to 100

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Compare and Order Numbers to 100

Explore 2 Scorecard 4 Draw a model of the Bears’ score.

_______ tens _______ ones

Draw a model of the Bobcats’ score.

_______ tens _______ ones

_______ is greater than _______. I know this because _______ tens is more than _______ tens.

_______ is less than _______. I know this because _______ tens is less than _______ tens.

Scorecard 5 Draw a model of the Falcons’ score.

Draw a model of the Wildcats’ score.

_______ tens _______ ones

_______ tens _______ ones

_______ is greater than _______. I know this because _______ tens is equal to _______ tens, but _______ ones is more than _______ ones.

_______ is less than _______. I know this because _______ tens is equal to _______ tens, but _______ ones is less than _______ ones.

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Compare and Order Numbers to 100 | 123

Compare and Order Numbers to 100

Explore 3

Name: _______________________ Date: __________

Using Comparison Symbols Compare the weights of the pumpkins entered into the contest by using the symbols >, <, and = and the comparative phrases greater than, less than, and equal to.

Pumpkin A 49 pounds

Pumpkin B 66 pounds

Pumpkin D 87 pounds

Pumpkin E 66 pounds

Pumpkin C 95 pounds

Pumpkin F 71 pounds

Compare the weights of pumpkins A and F.

Comparison 1

Comparison 2

____

____

____

____

Write a comparison statement.

Write a comparison statement.

_________________________

_________________________

_________________________

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_________________________

Compare and Order Numbers to 100 | 125

Compare and Order Numbers to 100

Explore 3 Compare the weights of pumpkins C and D.

Comparison 1

Comparison 2

____

____

____

____

Write a comparison statement.

Write a comparison statement.

_________________________

_________________________

_________________________

_________________________

Compare the weights of pumpkins F and C.

Comparison 1

Comparison 2

____

____

____

____

Write a comparison statement.

Write a comparison statement.

_________________________

_________________________

_________________________

126 | Compare and Order Numbers to 100

_________________________

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Compare and Order Numbers to 100

Explore 3 Compare the weights of pumpkins B and E.

Comparison 1 ____

____

Write a comparison statement. ____________________________________________________

Compare the weights of pumpkins D and A.

Comparison 1

Comparison 2

____

____

____

____

Write a comparison statement.

Write a comparison statement.

_________________________

_________________________

_________________________

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_________________________

Compare and Order Numbers to 100 | 127

Compare and Order Numbers to 100

Explore 3 Compare the weights of pumpkins C and E.

Comparison 1

Comparison 2

____

____

____

____

Write a comparison statement.

Write a comparison statement.

_________________________

_________________________

_________________________

128 | Compare and Order Numbers to 100

_________________________

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Compare and Order Numbers to 100

Explore 4

Name: _______________________ Date: __________

Relationships of 10 More and 10 Less Part I: Creating Concrete and Pictorial Representations Count out the number of tickets Phillip earned. Find the number that is 10 less and the number that is 10 more to determine how many tickets each prize will cost. Draw a pictorial model, and answer the questions.

10 Less

Starting Number

10 More

The pencil costs ______ tickets.

Phillip has 51 tickets to spend.

The spider ring costs _____ tickets.

Draw this number.

Draw this number.

Draw this number.

Can Phillip buy the spider ring? Explain.

____________________________________________________ ____________________________________________________

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Compare and Order Numbers to 100 | 129

Compare and Order Numbers to 100

Explore 4 10 Less

Starting Number

10 More

The bouncy ball costs ______ tickets.

Phillip has 36 tickets to spend.

The sticky hand costs ____ tickets.

Draw this number.

Draw this number.

Draw this number.

Can Phillip buy the bouncy ball? Explain.

____________________________________________________ ____________________________________________________ 10 Less

Starting Number

10 More

The lollipop costs ______ tickets.

Phillip has 83 tickets to spend.

The large eraser costs ____ tickets.

Draw this number.

Draw this number.

Draw this number.

Can Phillip buy a lollipop? Explain.

____________________________________________________ ____________________________________________________

130 | Compare and Order Numbers to 100

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Compare and Order Numbers to 100

Explore 4 10 Less

Starting Number

10 More

The sticker costs ______ tickets.

Phillip has 45 tickets to spend.

The whistle costs ______ tickets.

Draw this number.

Draw this number.

Draw this number.

Can Phillip buy the whistle? Explain.

____________________________________________________ ____________________________________________________ 10 Less

Starting Number

10 More

The jumping frog costs ____ tickets.

Phillip has 18 tickets to spend.

The bracelet costs ______ tickets.

Draw this number.

Draw this number.

Draw this number.

Can Phillip buy the bracelet? Explain.

____________________________________________________ ____________________________________________________

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Compare and Order Numbers to 100 | 131

Compare and Order Numbers to 100

Explore 4 10 Less

Starting Number

10 More

The invisible ink costs ____ tickets.

Phillip has 67 tickets to spend.

The bubbles cost ______ tickets.

Draw this number.

Draw this number.

Draw this number.

Can Phillip buy the invisible ink? Explain.

____________________________________________________ ____________________________________________________ ____________________________________________________

132 | Compare and Order Numbers to 100

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Compare and Order Numbers to 100

Explore 4

Part II: Using Mental Math Strategies Use mental math strategies to generate numbers 10 more or 10 less than the starting numbers.

10 Less

Given Number

10 More

26 52 74 60 Which place value changed when you generated a number that was 10 more or 10 less than the starting number? ______________________________________________________ Which place value stayed the same when you generated a number that was 10 more or 10 less than the starting number? ______________________________________________________ © Accelerate Learning Inc. – All Rights Reserved

Compare and Order Numbers to 100 | 133

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Station Bag 3

Station Bag 2

Station Bag 1

Compare and Order Numbers to 100 | 135

Name: _______________________ Date: __________

Ordering Numbers

Record each set of numbers on the open number line.

Explore 5

Compare and Order Numbers to 100

136 | Compare and Order Numbers to 100

Station Bag 6

Station Bag 5

Station Bag 4

Explore 5

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Compare and Order Numbers to 100

Add and Subtract within 100

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137

Addition Using Place Value

Name: _______________________ Date: __________

Total = _____

Tens

Pictorial model:

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____ + ____ = ____

Estimate:

______ + ______

Customer 1

Total = _____

Ones

(total ones) (total vegetables)

Add and Subtract within 100 | 139

the totals to equal _____.

_____ ones to equal _____. I added

equal _____. I added _____ ones and

I added _____ tens and _____ tens to

(total tens)

______ + ______ = ______

Number sentence:

Count and write the number of each type of vegetable the customer is buying. Estimate the sum.

Draw a pictorial model of each number. Complete the number sentence, and fill in the blanks.

Explore 1

Add and Subtract within 100

140 | Add and Subtract within 100

____ + ____ = ____

Estimate:

______ + ______

Customer 3

____ + ____ = ____

Estimate:

______ + ______

Customer 2

Explore 1

Total = _____

Tens

Pictorial model:

Total = _____

Tens

Pictorial model:

Total = _____

Ones

Total = _____

Ones

(total ones) (total vegetables)

(total ones) (total vegetables)

© Accelerate Learning Inc. – All Rights Reserved

the totals to equal _____.

_____ ones to equal _____. I added

equal _____. I added _____ ones and

I added _____ tens and _____ tens to

(total tens)

______ + ______ = ______

Number sentence:

the totals to equal _____.

_____ ones to equal _____. I added

equal _____. I added _____ ones and

I added _____ tens and _____ tens to

(total tens)

______ + ______ = ______

Number sentence:

Add and Subtract within 100

Total = _____

Tens

Pictorial model:

Total = _____

Tens

Pictorial model:

© Accelerate Learning Inc. – All Rights Reserved

____ + ____ = ____

Estimate:

______ + ______

Customer 5

____ + ____ = ____

Estimate:

______ + ______

Customer 4

Explore 1

Total = _____

Ones

Total = _____

Ones

(total ones) (total vegetables)

(total ones) (total vegetables)

Add and Subtract within 100 | 141

the totals to equal _____.

_____ ones to equal _____. I added

equal _____. I added _____ ones and

I added _____ tens and _____ tens to

(total tens)

______ + ______ = ______

Number sentence:

the totals to equal _____.

_____ ones to equal _____. I added

equal _____. I added _____ ones and

I added _____ tens and _____ tens to

(total tens)

______ + ______ = ______

Number sentence:

Add and Subtract within 100

Addition Using Number Lines

Name: _______________________ Date: __________

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Add and Subtract within 100 | 143

_____ + _____ = _____

Estimate:

This realtor had _____ total showings.

_____ + _____ = ?

Number sentence:

Realtor 1

Write a number sentence to find the sum of each realtor’s showings for the week. Estimate the sum. Show your work on the number line that is provided. Write the sum.

Explore 2

Add and Subtract within 100

144 | Add and Subtract within 100

Explore 2

_____ + _____ = _____

Estimate:

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_____ + _____ = _____

Estimate:

This realtor had _____ total showings.

_____ + _____ = ?

Number sentence:

Realtor 3

This realtor had _____ total showings.

_____ + _____ = ?

Number sentence:

Realtor 2

Add and Subtract within 100

Realtor 4 _____ + _____ = _____

Estimate:

Add and Subtract within 100 | 145

_____ + _____ = _____

Estimate:

This realtor had _____ total showings.

_____ + _____ = ?

Number sentence:

Realtor 5

This realtor had _____ total showings.

_____ + _____ = ?

Number sentence:

© Accelerate Learning Inc. – All Rights Reserved

Explore 2

Add and Subtract within 100

Add and Subtract within 100

Explore 3

Name: _______________________ Date: __________

Subtraction Using Place Value Count and write the number of hot dogs that left the office with Josie and Hal. Estimate the difference. Draw a pictorial model of each number.

Subtract the number of hot dogs that were delivered. Complete the number sentences, and fill in the blanks for your solution.

Delivery 1

______ – ______ Pictorial model: Tens

Ones

Estimate:

______ – ______ = ______

Number sentences: ______ – ______ = ______ is the same as

Total = _____

Total = _____

______ + ______ = ______.

Solution: I subtracted _____ ones from _____ ones. Then, I subtracted _____ tens from _____ tens. There were _____ tens and _____ ones left over. The total was ____.

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Add and Subtract within 100 | 147

Add and Subtract within 100

Explore 3 Delivery 2

______ – ______ Pictorial model: Tens

Ones

Estimate:

______ – ______ = ______

Number sentences: ______ – ______ = ______ is the same as

Total = _____

Total = _____

______ + ______ = ______.

Solution: I could not subtract _____ ones from _____ ones, so I had to regroup _____ ten into _____ ones. I subtracted _____ ones from _____ ones. There were _____ tens and _____ ones left over.

The total was ____.

Delivery 3

______ – ______ Pictorial model: Tens

Ones

Estimate:

______ – ______ = ______

Number sentences: ______ – ______ = ______ is the same as

Total = _____

Total = _____

______ + ______ = ______.

Solution: I subtracted _____ ones from _____ ones. There were _____ tens and _____ ones left over. The total was ____.

148 | Add and Subtract within 100

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Add and Subtract within 100

Explore 3 Delivery 4

______ – ______ Pictorial model: Tens

Ones

Estimate:

______ – ______ = ______

Number sentences: ______ – ______ = ______ is the same as

Total = _____

Total = _____

______ + ______ = ______.

Solution: I could not subtract _____ ones from _____ ones, so I had to regroup _____ ten into _____ ones. I subtracted _____ ones from _____ ones. There were _____ tens and _____ ones left over.

The total was ____.

Delivery 5

______ – ______ Pictorial model: Tens

Ones

Estimate:

______ – ______ = ______

Number sentences: ______ – ______ = ______ is the same as

Total = _____

Total = _____

______ + ______ = ______.

Solution: I subtracted _____ ones from _____ ones. Then, I subtracted _____ tens from _____ tens. There were _____ tens and _____ ones left over. The total was ____. © Accelerate Learning Inc. – All Rights Reserved

Add and Subtract within 100 | 149

Subtraction Using Number Lines

Name: _______________________ Date: __________

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Add and Subtract within 100 | 151

_____ – _____ = _____

Estimate:

The temperature at sunset was _____ degrees.

_____ – _____ = ?

Number sentence:

Monday

Write a number sentence to find the temperature at sunset each day. Estimate the solution.

Show your work on the number line provided. Write the answer.

Explore 4

Add and Subtract within 100

152 | Add and Subtract within 100

Explore 4

_____ – _____ = _____

Estimate:

_____ – _____ = _____

Estimate:

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The temperature at sunset was _____ degrees.

_____ – _____ = ?

Number sentence:

Wednesday

The temperature at sunset was _____ degrees.

_____ – _____ = ?

Number sentence:

Tuesday

Add and Subtract within 100

Thursday _____ – _____ = _____

Estimate:

Add and Subtract within 100 | 153

_____ – _____ = _____

Estimate:

The temperature at sunset was _____ degrees.

_____ – _____ = ?

Number sentence:

Friday

The temperature at sunset was _____ degrees.

_____ – _____ = ?

Number sentence:

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Explore 4

Add and Subtract within 100

Two-Dimensional Shapes

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155

Two-Dimensional Shapes

Explore 1

Name: _______________________ Date: __________

Sorting 2-D Shapes Part I: Sorting 2-D Shapes Sort the Shape Stickers. In the box, draw how you sorted your stickers.

Draw a circle around each group, and label how you sorted.

I created _______ groups. I sorted by

______________________________________________________ © Accelerate Learning Inc. – All Rights Reserved

Two-Dimensional Shapes | 157

Two-Dimensional Shapes

Explore 1

Part II: Attributes That Name a Shape and Attributes That Do Not Name a Shape Write the attributes you sorted into the correct group.

Help name shapes

Attributes Do NOT help name shapes

Write an attribute that does not help to name a shape.

______________________________________________________ Why does it not help to name a shape?

______________________________________________________ 158 | Two-Dimensional Shapes

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Two-Dimensional Shapes

Explore 2

Name: _______________________ Date: __________

Identifying and Classifying 2-D Shapes Draw the shape, write its name using the word bank, and count the attributes.

Word Bank

circle triangle

rectangle hexagon

square half-circle

Bag 1

Bag 2

The ___________________

The ___________________

Bag 3

Bag 4

The ___________________

The ___________________

has ___ sides and ___ vertices.

has ___ sides and ___ vertices.

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has ___ sides and ___ vertices.

has ___ sides and ___ vertices.

Two-Dimensional Shapes | 159

Two-Dimensional Shapes

Explore 2 Bag 5

Bag 6

The ___________________

The ___________________

has ___ sides and ___ vertices.

160 | Two-Dimensional Shapes

has ___ straight side, ___

curved side, and ___ vertices.

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Two-Dimensional Shapes

Explore 3

Name: _______________________ Date: __________

Creating 2-D Shapes Draw a quick sketch of one of the shapes you created at each station.

Write the name of the shape you created.

Station 1: Chenille stems

I created a __________________.

Station 2: Geoboards with rubber bands

I created a __________________. © Accelerate Learning Inc. – All Rights Reserved

Two-Dimensional Shapes | 161

Explore 3

Two-Dimensional Shapes

Station 3: Dough

I created a __________________.

Station 4: Construction paper and scissors

I created a __________________.

162 | Two-Dimensional Shapes

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Explore 3

Two-Dimensional Shapes

Station 5: Bingo daubers with paper

I created a __________________.

Station 6: Shaving cream on a tray

I created a __________________.

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Two-Dimensional Shapes | 163

Explore 4

Two-Dimensional Shapes

Name: _______________________ Date: __________

Composing 2-D Shapes Part I: Creating Composite Shapes Follow the instructions on the Task Cards to build shapes out of other shapes. Then, draw what you built for each Task Card below.

Task Card 1

Task Card 2

Task Card 3

Task Card 4

Task Card 5

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Two-Dimensional Shapes | 165

Explore 4

Two-Dimensional Shapes

Part II: Using Composite Shapes to Create a Composite Shape Use the shapes you created in Part I to compose a robot. The Task Cards tell how many shapes to draw and what body parts they represent.

166 | Two-Dimensional Shapes

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Three-Dimensional Solids

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167

Three-Dimensional Solids

Explore 1

Name: _______________________ Date: __________

Sorting 3-D Solids Part I: Sorting Solids Cut out the solids on the last page. Glue the solids to model one of your sorts. Label the categories and complete the sentence to describe how you sorted.

_________________

_________________

I sorted the solids by ______________________________________ _____________________________________________________. © Accelerate Learning Inc. – All Rights Reserved

Three-Dimensional Solids | 169

Three-Dimensional Solids

Explore 1 Part II: Understanding Attributes Write the attributes you sorted into the correct group.

Help Name Solids

Attributes

Do NOT Help Name Solids

Write an attribute that helps name both 3-D solids and 2-D shapes.

______________________________________________________ Write an attribute that does not help to name a solid.

______________________________________________________ Why does it not help to name a solid?

______________________________________________________ 170 | Three-Dimensional Solids

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Explore 1

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Three-Dimensional Solids

Three-Dimensional Solids | 171

Three-Dimensional Solids

Explore 2

Name: _______________________ Date: __________

Identifying 3-D Solids

Look at each item from the shopping trip. Identify each 3-D solid, and complete the table.

3-D Solid

Real-World Object Draw a picture.

Attributes _____ faces

_____ edges

_____ vertices

This 3-D solid is called a ________________.

3-D Solid

Real-World Object Draw a picture.

Attributes _____ faces

_____ edges _____ apex

This 3-D solid is called a ________________.

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Three-Dimensional Solids | 173

Three-Dimensional Solids

Explore 2 3-D Solid

Real-World Object Draw a picture.

Attributes _____ faces

_____ edges

_____ vertices

This 3-D solid is called a ________________.

3-D Solid

Real-World Object Draw a picture.

Attributes _____ faces

_____ edges

_____ vertices

This 3-D solid is called a ________________.

174 | Three-Dimensional Solids

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Three-Dimensional Solids

Explore 2 3-D Solid

Real-World Object Draw a picture.

Attributes _____ faces

_____ edges

_____ vertices

This 3-D solid is called a ________________.

Fill in the table about real-world solids. Then, answer the questions.

Real-World Example

3-D Solid

Naming Attribute

Non-Naming Attribute

Cereal box Traffic cone Table-tennis ball Dice Soda can How can you tell if an attribute helps name solids? ________________

______________________________________________________ ______________________________________________________ © Accelerate Learning Inc. – All Rights Reserved

Three-Dimensional Solids | 175

Three-Dimensional Solids

Explore 3

Name: _______________________ Date: __________

Creating 3-D Solids

Write the number of attributes for the solid described on each Task Card. Write the number of materials used, and draw a quick sketch.

Task Card 1 Attributes:

Materials used:

______ edges

______ toothpicks

______ apex

______ small balls of modeling clay

______ faces

Draw a sketch of what your dessert would look like.

This dessert is shaped like a _________________________.

Task Card 2 Attributes:

Materials used:

______ edges

______ toothpicks

______ vertices

______ small balls of modeling clay

______ faces

Draw a sketch of what your dessert would look like.

This dessert is shaped like a _________________________. © Accelerate Learning Inc. – All Rights Reserved

Three-Dimensional Solids | 177

Three-Dimensional Solids

Explore 3 Task Card 3 Attributes:

Materials used:

______ edges

______ toothpicks

______ vertices

______ small balls of modeling clay

______ faces

Draw a sketch of what your dessert would look like.

This dessert is shaped like a _________________________.

Task Card 4 Attributes:

Materials used:

______ edges

______ toothpicks

______ vertices

______ small balls of modeling clay

______ faces

Draw a sketch of what your dessert would look like.

This dessert is shaped like a _________________________.

178 | Three-Dimensional Solids

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Three-Dimensional Solids

Explore 3 Task Card 5 Attributes:

Materials used:

______ edges

______ toothpicks

______ vertices

______ small balls of modeling clay

______ faces

Draw a sketch of what your dessert would look like.

This dessert is shaped like a _________________________.

Which attribute is represented by the toothpicks?

______________________________________________________ Which attribute is represented by the small balls of modeling clay?

______________________________________________________ Which 3-D solids could not be built using toothpicks? Why?

______________________________________________________ ______________________________________________________ Which two 3-D solids look the most similar? Why?

______________________________________________________ ______________________________________________________

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Three-Dimensional Solids | 179

Composing 3-D Solids

Name: _______________________ Date: __________

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New 3-D solid:

____________

____________

____________

Three-Dimensional Solids | 181

What 3-D solid did you compose? _________

New 3-D solid:

____________

Label each solid as a cone, cylinder, cube, or rectangular prism. Use your blocks to compose the 3-D solids to make new 3-D solids. Glue the pictures to show how you composed the solids.

Explore 4

Three-Dimensional Solids

182 | Three-Dimensional Solids

New 3-D solid:

____________

Explore 4

____________

____________

____________

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New 3-D solid:

____________

Three-Dimensional Solids

____________

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New 3-D solid:

____________

Explore 4

New 3-D solid:

____________

____________

Three-Dimensional Solids | 183

____________

Three-Dimensional Solids

____________

____________

____________

____________

184 | Three-Dimensional Solids

What 3-D solid did you compose? ____________________

New 3-D solid:

____________

____________

Explore 4

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____________

____________

Three-Dimensional Solids

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_______ Cones

_______ Cubes

I used this many of each 3-D solid: _______ Cylinders

Three-Dimensional Solids | 185

_______ Rectangular prisms

Use your blocks to create a sandcastle for the competition using the composed solids you created. Draw a sketch of your sandcastle in the box below. Write how many of each 3-D solid you used.

Explore 4

Three-Dimensional Solids

Fractions

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187

Explore 1

Fractions

Name: _______________________ Date: __________

Sharing Equally – Partitioning Rectangles Part I Draw how you partitioned your cake into two equal shares.

Draw how you partitioned your cake into four equal shares.

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Fractions | 189

Fractions

Explore 1

Part II Look at your cakes from Part I, and compare the halves and fourths.

Circle the word smaller or the word larger to complete the sentences.

Halves are smaller / larger than fourths.

Fourths are smaller / larger than halves.

What happens when you partition a rectangle into more equal shares? ______________________________________________________ ______________________________________________________ If you had to partition a different-sized rectangle into equal shares, which would be larger, halves or fourths? __________________

190 | Fractions

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Explore 2

Fractions

Name: _______________________ Date: __________

Sharing Equally – Partitioning Circles

Part I Draw how you partitioned your pizza into two equal shares.

Draw how you partitioned your pizza into four equal shares.

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Fractions | 191

Fractions

Explore 2

Part II Look at your pizzas from Part I, and compare the halves and fourths.

Circle the word smaller or the word larger to complete the sentences.

Halves are smaller / larger than fourths.

Fourths are smaller / larger than halves.

What happens when you partition a circle into more equal shares? ______________________________________________________ ______________________________________________________ If you had to partition a different-sized circle into equal shares, which would be smaller, halves or fourths? __________________

192 | Fractions

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Explore 3

Fractions

Name: _______________________ Date: __________

Examples of Halves and Fourths

Draw a picture of a cracker that was an example of halves and fourths.

Draw a picture of a cracker that was NOT an example of halves and fourths.

What makes the cracker an example of halves and fourths? ______________________________________________________ ______________________________________________________ What happens to the size of the shares as you partition the cracker into more shares?____________________________________________ ______________________________________________________ © Accelerate Learning Inc. – All Rights Reserved

Fractions | 193

Patterns

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195

Patterns

Explore 1

Name: _______________________ Date: __________

Shape Patterns Investigate the beads left on each broken bracelet. Draw shapes to represent the beads needed to complete each bracelet in the empty boxes.

en Bracelet 1 k o r B

racelet 2 B n e k o Br

en Bracelet 3 k o r B

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Patterns | 197

Patterns

Explore 1

en Bracelet 4 k o r B

en Bracelet 5 k o r B

en Bracelet 6 k o r B

198 | Patterns

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Number Strings

Name: _______________________ Date: __________

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Patterns | 199

Each time the die is rolled, write the number on the blank die. Investigate the pattern, and then predict what numbers will complete the number string. Write the numbers in the empty boxes.

Explore 2

Patterns

200 | Patterns

Explore 2

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Patterns

Patterns

Explore 3

Name: _______________________ Date: __________

Repeated Operations Complete the table for each card by writing the missing number and circling the operation that repeated in each pattern.

Pattern Card

Missing Number

1 2 3 4 5 6 7 8 © Accelerate Learning Inc. – All Rights Reserved

Repeated Operation

1

+ 2

– 5

10

1

+ 2

– 5

10

1

+ 2

– 5

10

1

+ 2

– 5

10

1

+ 2

– 5

10

1

+ 2

– 5

10

1

+ 2

– 5

10

1

+ 2

– 5

10 Patterns | 201

Skills Quizzes

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203

Skills Quiz

Add and Subtract within 10

Name: _______________________ Date: __________

Add and Subtract within 10

1. Write a number sentence to find the total number of blue, red, and green clouds.

2. Claudia had 8 marshmallows on her plate. She ate 6 of them. Draw a picture to find out how many marshmallows Claudia has left.

3. Ms. Nixon needs 10 cupcakes for her son’s birthday party. He wants some cupcakes to be yellow and some cupcakes to be green. What are 3 different combinations of yellow and green cupcakes Ms. Nixon could buy? Draw a picture to show your work. ____________

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____________

____________

Add and Subtract within 10 | 205

Add and Subtract within 10

Skills Quiz

4. Mary had 3 gumballs. Her friend, Teresa, gave her some more.

Now she has 7 gumballs. How many gumballs did Teresa give Mary?

Use counters, and draw a picture that helps you solve the problem.

3+?=7

5. Ana has 3 candy hearts. Her mom has 9. How many more candy hearts does Ana’s mom have than Ana? Use the picture below to write a number sentence and to solve the problem.

____________________________

206 | Add and Subtract within 10

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Skills Quiz

Add and Subtract within 20

Name: _______________________ Date: __________

Add and Subtract within 20

1. Read the word problem, and use the picture to solve.

Tom has 9 cats. His mom gets 3 more cats. Write an equation to find how many cats they have now.

2. Read the word problem, and use the picture to solve.

Kim made 17 cookies. Her dad ate some. There are 8 cookies left.

How many did her dad eat? Write an equation, and solve.

3. Niko has 15 race cars. Jayden has 11 race cars. How many fewer race cars does Jayden have than Niko? Draw a picture to help you solve.

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Add and Subtract within 20 | 207

Add and Subtract within 20

Skills Quiz

4. Write an equation that represents the picture below.

_______

_______

________ = _______

5. Fill in the table with the missing parts.

3

208 | Add and Subtract within 20

+

=

10 10

+

8

=

10

–

1

=

10

–

6

=

5

+

6

=

11

–

5

=

9

+

=

16

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Addition and Subtraction Strategies

Skills Quiz

Name: _______________________ Date: __________

Addition and Subtraction Strategies

1. Look at the table. Tell which number sentences are true and which are not true.

Number Sentence

True or Not True

4+2=2+4 7=3+3 3+2=1+4 9–2=6 2. Circle any 2 numbers that make a 10, and then solve each problem.

4 + 4 + 6 = _____ 3 + 7 + 5 = _____ 8 + 9 + 2 = _____ 3. Circle the number sentence below that helps you solve this equation: 5+6=?

5+5+1

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5+6+1

2+5+5

Addition and Subtraction Strategies | 209

Addition and Subtraction Strategies

Skills Quiz

4. Use the addition sentence to help you find the missing number in the subtraction sentence.

12 –

=8

8+

= 12

5. Write number sentences that match the linking cubes in the pictures.

2+

=

+

=

6. Renee grew flowers in her garden. She grew 7 mums and 8 daisies.

How many flowers did Renee grow in her garden?

Draw a picture to show your strategy, and solve.

210 | Addition and Subtraction Strategies

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Skills Quiz

Addition and Subtraction Problem Solving

Name: _______________________ Date: __________

Addition and Subtraction Problem Solving Draw pictures and write number sentences to solve the word problems.

1. Julia has 5 moon stickers but wants to have 11 moon stickers.

How many more does she need? Finish the picture, and write a number sentence to show your thinking.

2. Abby made 19 cookies. If her friends ate 10 of the cookies, how many cookies did Abby have left?

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Addition and Subtraction Problem Solving | 211

Skills Quiz

Addition and Subtraction Problem Solving

3. Jamie has 19 pens. Of the 19 pens, 11 are blue and the rest are green. If she takes away the blue pens, how many green pens will she have?

4. The pet store has 8 dogs, 4 cats, and 2 rabbits. How many animals does the pet store have?

5. Mark has 3 fish. James has 15 fish. How many more fish does James have than Mark?

212 | Addition and Subtraction Problem Solving

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Skills Quiz

Length

Name: _______________________ Date: __________

Length

1. Circle the pencil that is measured correctly.

5 tiles long

7 tiles long

6 tiles long

2. Order the cube towers from shortest to tallest (1 = shortest, and 3 = tallest).

______ © Accelerate Learning Inc. – All Rights Reserved

______

______ Length | 213

Length

Skills Quiz

3. Use color tiles to measure the caterpillar. How many did you use?

_______ color tiles 4. Use linking cubes and large paper clips to measure the pencil.

______ linking cubes

______ large paper clips

5. Estimate how many color tiles you will need to measure this arrow.

Use color tiles to measure the length. How many tiles did you use?

Estimation: _________ Actual: _________ 214 | Length

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Time

Skills Quiz

Name: _______________________ Date: __________

Time

Write the time shown on the line below each clock.

1.

2.

_____________

3.

_____________

_____________

Draw a line from the analog clock to the matching digital clock.

4.

5.

6.

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9:30

5:00

3:30

Time | 215

Time

Skills Quiz

7. Using the number line below, show the elapsed time to the correct hour. Write the end time in the box.

Aubrie’s school ended at 2:00. Three hours later, she had singing lessons. At what time did Aubrie have singing lessons?

8. Use the number line to solve the problem below.

The school day started at 8:00. Lunch was served at 12:00. How much time elapsed from the start of the day until lunch?

216 | Time

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Money

Skills Quiz

Name: _______________________ Date: __________

Money Use this word bank to help you spell the answers in questions 1–4. penny

nickel

dime

quarter

1. This is a ______________. It is worth ________.

2. This is a ______________. It is worth ________.

3. This is a ______________. It is worth ________.

4. This is a ______________. It is worth ________.

Use this knowledge to answer the questions on the next page. © Accelerate Learning Inc. – All Rights Reserved

Money | 217

Money

Skills Quiz 5. What coin do 2 dimes and 1 nickel equal?

_____________ 6. What coin do 5 pennies and 1 nickel equal?

_____________

218 | Money

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Data Analysis

Skills Quiz

Name: _______________________ Date: __________

Data Analysis

1. Graph the number of each shape below by using a tally chart and a bar graph.

Bar Graph

Tally Chart

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Data Analysis | 219

Data Analysis

Skills Quiz

2. Graph the shapes from the previous page by using a picture graph.

Picture Graph

3. How many of each shape did you find? _____

_____

_____

4. Which shape was used the most? ________________________

5. Which shape was used the least? ________________________ 6. How many more squares were used than circles? ________________________ 220 | Data Analysis

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Represent Numbers to 100

Skills Quiz

Name: _______________________ Date: __________

Represent Numbers to 100

1. What number is represented by the straws shown below?

____________

2. Write the numbers below in standard form.

50 + 3 = _____ Seventy-six = _____ 4 tens and 9 ones = _____ 3. Count how many tens and ones are shown. Write the number.

_____ tens and _____ ones = _____.

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Represent Numbers to 100 | 221

Represent Numbers to 100

Skills Quiz

4. Fill in the tables to show the amount of tens and ones in each number.

18

Tens

Ones

50

Tens

Ones

70

Tens

Ones

12

Tens

Ones

5. Fill in the missing numbers to complete part of the hundreds chart.

71 81

73 82

222 | Represent Numbers to 100

74 84

76 85

86

77

78 88

80 89

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Compare and Order Numbers to 100

Skills Quiz

Name: _______________________ Date: __________

Compare and Order Numbers to 100

Fill in the chart with 10 more and 10 less.

10 Less

Number

1.

84

2.

17

3.

53

10 More

Put a <, >, or = in the circles below to make the statements true. Use the place value charts to help you.

4.

34

O

T

O

T

O

T

O

57

5.

65

T

65

6. Put the numbers below in the correct order on the number line.

25, 76, 60, 48, 91

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Compare and Order Numbers to 100 | 223

Skills Quiz

Add and Subtract within 100

Name: _______________________ Date: __________

Add and Subtract within 100

Use the pictures to find each sum for questions 1–4.

1. 31 + 7 = ______

2. 16 + 9 = ______

3. 46 + 8 = ______ 46

4. 74 + 6 = ______ 74

5. Draw a picture to solve the problem. Find the sum.

24 + 60 =

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Add and Subtract within 100 | 225

Add and Subtract within 100

Skills Quiz

Use the pictures to find each difference in questions 6–9.

6. 53 – 40 = ______

7. 19 – 6 = ______

8. 62 – 5 = ______

62

9. 67 – 7 = ______

67

10. Draw a picture to solve the problem. Find the difference.

66 – 20 =

226 | Add and Subtract within 100

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Skills Quiz

Two-Dimensional Shapes

Name: _______________________ Date: __________

Two-Dimensional Shapes

1. Look at the shapes. Circle the shape that is a square.

Why is the other shape not a square?

2. Look at the shapes.

What is the same? What is different?

3. Circle the rectangle. How do you know it is a rectangle?

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Two-Dimensional Shapes | 227

Skills Quiz

Two-Dimensional Shapes

4. Lily made the shape below by putting together two different shapes with pattern blocks.

What two shapes did Lily put together?

5. Draw two shapes that you can make using any two of the shapes below.

228 | Two-Dimensional Shapes

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Three-Dimensional Solids

Skills Quiz

Name: _______________________ Date: __________

Three-Dimensional Solids

1. Circle the cube.

2. How many faces, edges, and vertices does a cube have? _____ faces

_____ edges

_____ vertices

3. What new three-dimensional solid could be made with these two cubes?

Cylinder

Cone

Rectangular prism

Cube

4. A student draws a solid with these attributes: The solid has one face.

The solid has no edges.

The solid has one apex.

What solid did the student draw?

Cylinder © Accelerate Learning Inc. – All Rights Reserved

Sphere

Cone Three-Dimensional Solids | 229

Skills Quiz

Three-Dimensional Solids

5. Look at the shapes below.

Name one thing that is the same about the two shapes. _______________________________________________ Name one thing that is different about the two shapes. _______________________________________________ 6. Each of the solids below is a cylinder.

Circle the attributes that must be true for all cylinders.

Two circular faces One vertex

Standing

No edges 230 | Three-Dimensional Solids

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Fractions

Skills Quiz

Name: _______________________ Date: __________

Fractions

1. Draw a line through this circle to split it into 2 equal parts.

2. Draw lines through this square to split it into 4 equal parts.

1 part of the circle is called

1 part of the square is called

____________________.

_____________________.

3. Draw a line through this square to split it into 2 equal parts.

4. Draw lines through this circle to split it into 4 equal parts.

1 part of the square is called

1 part of the circle is called

____________________.

_____________________.

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Fractions | 231

Fractions

Skills Quiz 5. Circle the correct description for each shape.

Quarters

Fourths

Halves

Halves

Fourths

Quarters

Halves

Halves

Look at the pictures below, and describe the size of the partitioned pieces.

6. One-half of this sandwich is _________ than one whole of this sandwich. smaller larger

7. One-quarter of this pizza is _________ than one-half of this pizza. smaller 232 | Fractions

larger © Accelerate Learning Inc. – All Rights Reserved

Skills Quiz

Patterns

Name: _______________________ Date: __________

Patterns

Investigate the shape patterns, and predict what comes next. Draw the shapes needed to complete the pattern in the empty boxes.

1.

2.

3. Alfonso rolled the following number string. Investigate the number pattern, and predict what comes next. Write the numbers in the empty boxes.

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Patterns | 233

Patterns

Skills Quiz Identify the pattern, and fill in the missing numbers using repeated addition or subtraction of 1, 2, 5, or 10.

4.

85

80

75

70

This pattern is repeated __________________ of ________.

5.

66

65

64

63

62

This pattern is repeated __________________ of ________.

6.

16

26

36

46

56

This pattern is repeated __________________ of ________.

234 | Patterns

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Workspace

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235

I BELONG TO:

MY TEACHER IS:

A Part of STEMscopes Math Developed by Accelerate Learning Inc. 800-531-0864

ISBN: 978-1-64861-268-8

9 781648 612688