building mathematics lessons around the common core standards … · lesson 2 (pp. 54-58) my...

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PACKET 1

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Table of Contents

Suggested Daily Schedule ....................................................................................... 4

Daily Warmup ......................................................................................................... 5

SEL Lessons 1-5 ....................................................................................................... 8

Mindfulness: Lessons 1-5 ...................................................................................... 19

Math Lesson 1 ....................................................................................................... 29

Reading Practice 1 ................................................................................................ 36

Reading Lesson 1 .................................................................................................. 38

Math Practice 1 ..................................................................................................... 43

Math Lesson 2 ....................................................................................................... 45

Reading Practice 2 ................................................................................................ 53

Reading Lesson 2 .................................................................................................. 55

Math Practice 2 ..................................................................................................... 60

My Learning Reflection ......................................................................................... 61

Enrichment Choice Board ..................................................................................... 63

STEM Project 1: Rube Goldberg Machines ............................................................ 64

Reading Progress Check ........................................................................................ 70

Math Lesson 1: Solutions ...................................................................................... 76

Practice Solutions ................................................................................................. 78

Math Lesson 2: Solutions ...................................................................................... 79

Math Manipulatives .............................................................................................. 83

Lined Writing Paper .............................................................................................. 85


Suggested Daily Schedule

Day 1 Day 2 Day 3 Day 4 Day 5

Daily Warmup

(pp. 5-7)

Daily Warmup

(pp. 5-7)

Daily Warmup

(pp. 5-7)

Daily Warmup

(pp. 5-7)

Daily Warmup

(pp. 5-7)

SEL Lesson 1

(pp. 8-11)

SEL Lesson 2

(pp. 12-13)

SEL Lesson 3

(pp. 14-15)

SEL Lesson 4

(pp. 16-17)

SEL Lesson 5

(p. 18)

Mindfulness Lesson 1

(pp. 19-20)


(pp. 21-22)


(pp. 23-24)


(pp. 25-26)


(pp. 27-28)

Math

Lesson 1

(pp. 29-35)

Reading Lesson 1

(pp. 38-42)

Math

Lesson 2

(pp. 45-51)

Reading Lesson 2

(pp. 54-58)

My Learning Reflection

(pp. 60-61)

Reading Practice 1

(pp. 36-37)

Math

Practice 1

(pp. 43-44)

Reading Practice 2

(pp. 52-53)

Math

Practice 2

(p. 59)

Enrichment Choice Board & STEM project

(pp. 62-68)

Enrichment Choice Board

(p. 62)


(p. 62)


(p. 62)


(p. 62)

When you finish an

activity, color the box or put a sticker on it.

Great Job!


Daily Warmup

Choose one appetizer, one entrée, one side, and one dessert from the menu to complete each day. Mix it up so that you aren’t doing the same thing every day!

Appetizers

• Skip-count by 5, 10, or 100 as high as you can in 2 minutes.

• Practice drawing and labeling the following shapes: triangle (3 sides), quadrilateral (4 sides), pentagon (5 sides) and a hexagon (6 sides).

Entrées

• Count by odd numbers up to 99 or even numbers up to 100. If you select this entrée again, count a different way from last time.

• Choose a number from 1 to 9. Do mental math and add that number to all numbers from 1 to 9 out loud. Example: Today, I choose 1. 1+1 is 2, 1+2 is 3… If you select this entrée again, choose a different number than the last time.

• Choose a number from 1 to 9. Do mental math and multiply that number to all the numbers from 1 to 9 out loud. Example: Today I chose 1. 1x1 is 1, 1x2 is 2… If you select this entrée again, choose a different number than last time.

Sides

• List as many words as you can that have the short a sound, like man, in 2 minutes.

• List as many words as you can that have the long a sound, like day, in 2 minutes.

• List as many words as you can that have the short e sound, like get, in 2 minutes

• List as many words as you can that have the long e sound, like tree, in 2 minutes

• List as many words as you can that have the short i sound, like fin, in 2 minutes.

• List as many words as you can that have the long i sound, like kite, in 2 minutes.

• List as many words as you can that have the short o sound, like dot, in 2 minutes.

• List as many words as you can that have the long o sound, like boat, in 2 minutes.

• List as many words as you can that have the short u sound, like fun, in 2 minutes.

• List as many words as you can that have the long u sound, like glue, in 2 minutes.

Desserts

• Choose two prefixes from the table. List the words you know that use the prefixes you chose. If

you choose this dessert again, pick two different prefixes than you chose last time.

• Choose two suffixes in the table. List the words you know that use the suffixes you chose. If you

choose this dessert again, pick two different suffixes than you chose last time.


Common Prefixes


Common Suffixes

Retrieved from https://www.readingrockets.org/article/root-words-roots-and-affixes

https://www.readingrockets.org/article/root-words-roots-and-affixes


SEL Lessons 1-5

Day 1: Self Awareness – Identifying Emotions

We all experience emotions like sadness, happiness, and even frustration and anger. We

may think of some of these emotions, like sadness, as bad, but they are a part of life. The

important thing is to be able to identify an emotion and work through it. Think about

these emotions and how they make you feel. List your ideas in the tables below.

What makes you feel angry?

How do you know you are feeling this way?

What thoughts do you have?

How does your body react?


What makes you feel happy?





Day 2: Self-Management – Managing Emotions

Have you ever heard the phrase emotion management? What do you think this means?

Emotion management is the thoughts and actions we use to feel more, less, or the same

amount of an emotion. It is helpful to have strategies or ways for dealing with strong

emotions. Let's review a few.

• Mindful Breathing - Sit comfortably with your left hand on your heart and your

right hand on your stomach. Close your eyes if you wish to. Breathe in and out

normally and pay attention to your breath. Notice any changes in your body.

• Body Scan - Sit comfortably and close your eyes if you choose. Notice how each of

your body parts feel, starting with your toes and moving up to your head.

• Talking to someone

Have you ever used any of these strategies? How did they help you?


What other strategies do you use to manage strong emotions? List and describe three.


Day 3: Decision Making – What Would You Do?

Responsible decision making is an important part of being an adult. We all have to make

difficult choices about our behaviors and relationships at some point, so we have to

continuously work on those skills.

Here are a few problem-solving scenarios. What would you do?

• While playing with your sibling, s/he accidentally breaks your favorite toy or gift. What do you do next?

• You see someone sitting alone at lunch or playing alone at recess. What do you say or do?

• You’re eating your favorite snack and a friend asks for a bite. How do you respond?


In each of the situations, do you think your response was the right choice to make? Why

or why not?

How else could you have gone about each situation?

How do you feel when you know you have made the right decision?


Day 4: Relationship Skills – Resolving Conflicts

Today, we are going to look at steps you can take when you are in a conflict with

someone. A conflict is a serious argument or disagreement.

How do you usually handle a conflict?

When you have a conflict with someone you care about, like a friend, you can talk to

them about it. You don’t want to stay upset forever, and you probably don’t want a new

friend, right? Here are different ways to handle the conflict.

Talk It Out

Say how you feel

Say Sorry

Walk Away

Ask for

help

Do another activity


Which of these strategies would you want to try out? Why do you want to try these

strategies?

Now, try out one of these tips with someone at home. How did it go?

What did you learn about yourself? What did you learn about the other person?


Day 5: Social Awareness – Being Empathetic – Putting Yourself in Other’s Shoes

When something happens, thinking about how you would feel in that situation can give

you an idea about how someone else might feel. It’s important to think about how other

people might be feeling and what you can say and do to help them.

How would you feel if a friend stepped on your toes?

How do you think a friend would feel if you stepped on their toes?

How would you want someone to help you?

How would you help your friend?

How do you think others want to be treated? Is this similar to or different from how you want to be treated? How can you be a better friend? List and describe three ways.


Mindfulness: Lessons 1-5

Do one exercise each day of the week. Repeat each exercise for a few minutes, or you can

repeat it throughout the day.

Lesson 1: Mindful Breathing

You can sit or stand for this breathing exercise.

1. Find a comfortable and quiet space.

2. Sit or stand up tall.

3. Put both hands on your belly.

4. Close your eyes or look down to your hands.

5. Take three slow deep breaths in and out to see if you

can feel your hands moving. You can count 1 – 2 – 3 for each breath in and 1 – 2 – 3

for each breath out. After you breathe out, take a few seconds to be still before

you start breathing in again.

As you are taking your breaths, pay attention to the following:

• What is moving your hands? Is it the air filling your lungs?

• Can you feel the air moving in through your nose?

• Can you feel it moving out through your nose?

• Does the air feel a little colder on the way in and warmer on the way out?

• Can you hear your breath?

• What does it sound like?


After you have repeated this exercise a few times, respond to the questions in the space

below. You can use words, pictures, or anything else to help you explain how you feel.

Reflection

How did this exercise feel?

Your Body

Your Mind

Your Heart


Lesson 2: Sense Countdown

There are lots of things that can make us feel tired, nervous, or even a little worried. This

activity is a great way to calm yourself and your mind down.

Sit in a quiet place. Think of:

• 5 things you can see

• 4 things you can touch

• 3 things you can hear

• 2 things you can smell

• 1 thing you can taste

You can write down or draw these things in the space below. Repeat this exercise until

you feel calm. Each time try to notice different things.


Reflection

Your Body

Your Mind

Your Heart


Lesson 3: Heartbeat

Our heartbeat is always with us, so we can use it to measure how we are feeling. During difficult times, our heartbeat can help us to overcome stress and to be mindful of what is happening around us.

1. Find a comfortable and quiet place to sit. 2. Before you begin this exercise, take three deep

breaths in and out. 3. Place your fingers or hands on the part of your

body where you can feel your pulse the best. Your pulse is the speed of your heartrate. You can usually feel it on the side of your neck, under your jaw, inside your wrist, or over your heart.

4. Close your eyes and notice how quickly or slowly your heart is beating. Think about how you are feeling right now. How might your feelings be related to how quickly or slowly your heart is beating?

5. Stand and jump up and down on the spot ten times. 6. Sit down again and feel your heartbeat. What changes do you notice? 7. Close your eyes and pay attention to your heartbeat until it slows back down.

Use words, pictures, or anything else to help you explain how it felt to do this exercise?

What did you learn about yourself?


Reflection

Your Body

Your Mind

Your Heart


Lesson 4: Body Scan

This activity is a great way to relax and feel present in the moment.

1. Lay on the floor with your eyes closed if you

are comfortable. You may also look at the

ceiling.

2. For about 10 seconds, pay attention to your

feet and think about these questions:

• How does this body part feel?

• Is it cold or warm?

• Does it feel tight or relaxed?

• Is all or part of that body part touching the floor or any clothing?

• What does that feel like?

3. Now, move on to your toes and think about the same question.

4. Then move to your ankles, calves, knees and other body parts until you reach your

head.

5. If you feel tired or stressed after you have completed each body part, imagine

breathing out the stress and breathing in new things that make you happy.

Use words, pictures, or anything else to help you explain how each body part felt as you

did this activity.



Reflection

Your Body

Your Mind

Your Heart


Lesson 5: Gratitude Jar

There are lots of things that upset us

and make us feel stressed. But there

are also lots of things that make us feel

good. Do you know what gratitude

means? Gratitude is being thankful or

grateful for something.

Today, keep a list of all the things you

are grateful for throughout the day.

Here are some ideas:

• Something that someone else

did for you

• A person in your life that you appreciate

• An activity or hobby you are grateful to be able to do

• A positive quality of someone that can sometimes be hard to get along with

• A skill or ability you have

• An item you love

• Something that made you laugh.

• What you have learned from something that was hard

• Something you like about yourself

If you enjoy this activity, consider asking your family and friends to join you. You can also

keep a gratitude journal every day or keep the list of things you are grateful for in a

gratitude jar or container.

Use words, pictures, or anything else to explain how this activity made you feel.



Reflection

Your Body

Your Mind

Your Heart


Math Lesson 1 My learning goal(s):

• I can use the connections between addition and subtraction and multiplication and division to solve problems.

Things I need for today’s lesson:

• Just a pencil!

Problem of the Day Helena gets homework in four subjects: Writing, Math, Science and Art. This weekend, she had three pages of homework in each subject. How many pages of homework did she have altogether?

Questions I can ask myself:

• What is the problem asking me to solve?

• What do I already know?

• What pictures can I draw to help me solve the problem?


Solution

Here are all of Helena’s classes, and here are the number of pages she has in each. What do I want to do with this information?

The pages are the parts of Helena’s homework. I want to find the whole: the total number of pages Helena has. What operation do I need to perform to find this? I can solve this problem two ways: by repeated addition, adding 3 together 4 times, or through multiplication, by multiplying these 4 groups of 3.

Helena has 12 pages of homework! The answer is the same if I use repeated addition or if I multiply, and that is the total number of pages if I combine the pages from all the subjects.


Fluency Practice

Let’s skip count by 3s.

Use the number line to solve the following problems.

Math Games

Let’s play a Math Game! All of you are mathematicians. But did you know that you’re also

magicians? Today, we’re going to learn a card trick that you can wow your family with!

Let’s draw two cards from a deck of cards. One of the cards is face-up and the other is

face-down. Your job is to figure out the number on the face-down card! Any guesses?


Well, how about a hint!

This says the product of our cards is 45. Can you figure out my card?

How about another hint?

This says the sum of our cards is 14.

Can you guess the card?

Our card is the 9 of diamonds! I know that I started to suspect it was a 9 when we saw

the product was 45 because 45 ÷ 5 is 9, and that was confirmed when I saw the sum was

14, because 14 – 5 = 9.

Try a few on your own!


1.

2.


3.

4.

Now that you know this magic trick, you can play it at home! All you need is a deck of

cards, a teammate, and someone to tell you the product and sum. It’s fun to play this

game by putting the cards on your forehead!


Reflect

What can I draw or write to remember what I learned and any patterns I noticed?


Reading Practice 1

My learning objectives:

• I can make predictions about a new text, read to check my predictions, and answer

questions about what I read.

Things I need for today’s practice:

• Any text that teaches me facts. Example: Finding Fossils from Student Resource

Packet 3

Today’s text(s):

Question(s) to think about before I read aloud:

• Looking at the title, what do I think this text is about?

• What do I already know about what I’m reading?

• What do I want to learn?

What should I think about as I read?

• What facts can I learn from what I’m reading?

As you read, stop and think:

• What did I learn so far?

• What do I think the text will tell me next?

• Do I know, or can I figure out, what all the words I’m reading mean?

• Are there any pictures, maps, charts, or diagrams that I should read along with the

text?

Retell:

• What was the first thing I learned in the text?

• Can I retell what I learned in the right order?


How did I do today?

I feel good about

how I do this.

I think I can do better at this.

I don’t feel good about how I do

this.

I can make predictions about a new text, read to check my predictions, and answer questions about what I read.


Reading Lesson 1

My learning goal(s):

• I can make predictions about a new text, read to check my predictions, and answer questions about what I read.


• Student Resource Packet 1

Today’s text(s): Giants in Danger (Part 1)

Question(s) to think about before I read:

• What do I already know about pandas?

• Based on the title, what do I think the text is about?



• What can I learn about pandas and what might be a danger to them?

Read aloud:

Stop and think:

• What are these first two paragraphs trying to teach me?

• What do I predict the next two paragraphs will tell me?


Read aloud:

Stop and think:

• What did I learn in that paragraph? Did it match my prediction?

• What information do I predict will be in the next paragraph?


Read aloud:

Stop and think:

• What did I learn in that paragraph?

• What did I learn today that seems most important?


Discuss:

Make sure you can support your responses with information from the text.

• What do pandas eat?

• Why are pandas in danger?

Reflect:

What can I draw and write to help me remember what I learned today?


Math Practice 1


• I can use the connections between addition and subtraction and multiplication and division to solve problems.


• Just a pencil!

Solve these riddles.

1. When you add me to 5, the sum is 15.

When you multiply me by 5, the product is 50.

Who am I?



Who am I?



Who am I?




Who am I?



Who am I?

How did I do today?

I feel good about how I do this.


I don’t feel good about how I do this.

I can use the connections between addition and subtraction and multiplication and division to solve problems.


Math Lesson 2


• I can multiply numbers fluently.


• Just a pencil!

Problem of the Day Hannah is very healthy! Every day, she eats 6 pieces of fruit. How many pieces of fruit does she eat in a week?

Questions I can ask myself:

• What is the problem asking me to solve?

• What do I already know?

• What pictures can I draw to help me solve the problem?


Solution

I have a table that shows all the days in a week.

Now, I put 6 pieces of fruit into each day of the week. Wow, that’s a lot of fruit! Hannah is super healthy!

I don’t really want to count all those dots; it would take me a long time and I might accidently skip one since they’re pretty small.

I think I can use multiplication to solve this problem.

I have 7 days, with 6 pieces of fruit on each day.

I can write this as 7 groups of 6 items each.

7 x 6 is 42, so Hannah ate 42 pieces of fruit in a week.


Fluency Practice

Try these!

Math Games

Let’s play MultiMore! Let’s use these guys as our players!

What should we name the two-eyed monster? What should we name the one-eyed monster?

In this game, each monster will draw two cards and multiply them together.

You’ll also have to keep track of the number of cards each monster has. Whoever has the higher product gets to keep all four of the cards!


Let’s try one together.

4 x 2 = 8 and 7 x 3 = 21. Since 21 is greater, the one eyed monster is the winner and gets 4

cards!

Now, try a few on your own.


1.

Winner:

2.

Winner:


3.

Winner:

4.

Winner:


5.

Winner:

6.

Note: Ace (A) represents 1.

Winner:


Reflect

What can I draw or write to remember what I learned and any patterns I noticed?


Reading Practice 2


• I can look and listen closely when I read.

• I can think about what happens in order.

• I can talk about how to do something.

Things I need for today’s practice:

• Any text that tells me how to do something. Example: a recipe

Today’s text(s):

Question(s) to think about before I read aloud:

• Have I ever done something like this before?


• What is the order of the steps?

As you read, stop and think:

• What is the first step?

• What comes next?

• What happened so far?

• What do I think will happen next?

Retell:

• When I do this, what do I do first? What do I do next?

• Can I retell all the steps I learned?


How did I do today?

I feel good

about how I do this.


I don’t feel good about how I do

this.

I can look and listen closely when I read.

I can think about what happens in order.

I can talk about how to do something.


Reading Lesson 2


• I can make predictions about a new text, read to check my predictions, and answer questions about what I read.


• Student Resource Packet 1

Today’s text(s): Giants in Danger (Part 2)

Question(s) to think about before I read:

• What did I learn in part 1 of this text?

• What do I think I will learn about pandas today?



• What can I learn about the dangers for pandas?

Read aloud:

Stop and think:

• Was my prediction for what I would learn correct?

• What are these two paragraphs trying to teach me?

• What questions do I still have?

• What do I predict the next two paragraphs will tell me?


Read aloud:

Stop and think:

• What did I learn in that paragraph? Did it match my prediction?

• Why did the number of pandas go up? Can I find the answer in the text?

• What information do I predict will be in the next paragraph?

Read aloud:

Stop and think:

• What did I learn in that paragraph?


It’s important to understand any images or charts in texts. Let’s look at a map that

appears with these last two paragraphs:

Stop and think:

• What does the key, the small box explaining what the map shows, say?

• What does the larger highlighted area in the map show?

• What does the darker, smaller highlighted part of the map show?

• How does the small size of the darker highlighted areas relate to what I read?


Discuss:

Make sure you can support your responses with information from the text.

• What did I learn today that seems most important?

• If I saw a panda at the zoo, what would it probably be doing?

• Is it a good idea to have pandas in zoos? Why or why not?

Reflect:

What can I draw and write to help me remember what I learned today?


Math Practice 2


• I can multiply numbers fluently.


• Just a pencil!

5 X 4 = 6 X 9 =

7 X 5 = 3 X 6 =

8 X 4 = 7 X 8 =

How did I do today?

I feel good about how I do this.


I don’t feel good about how I do this.

I can multiply numbers fluently.


My Learning Reflection

1. Write sentences using any words you learned this week.

2. Draw a math problem using what you learned this week and solve the problem.


3. What did you learn about yourself this week?

4. Name one positive and one negative thing about this week. How can you change the negative, so it doesn’t happen again next week?



Each day, complete one activity with your family. Your goal is to spell BINGO as many times as possible.

B I N G 0

Write a poem about a topic of your choice.

Talk to someone at home about your day. What was one positive thing that happened? What challenged you, and how did you overcome it?

Solve: I am an even number and a multiple of 3. I am the x in 48 / x = 8. Who am I? Now write your own math riddle and ask someone to solve it!

If you could build your own city, how would it be different from other cities you have lived in or visited? What would you name it, and what would make it special?

Observe weather patterns and temperature in your town for a day or two. Design a table or diagram to show how the weather and temperature changed.

Think about your favorite character from a book you love. Write a description about the traits you like about this character. How does the character inspire you?

Reflect on some of the things that upset or frustrate you. What strategies can you use to calm yourself down when you are feeling upset? Make a list or draw some pictures.

Write or draw a word problem related to something you learned this week. Ask someone to solve it. Then, walk them through the steps of how you would solve the problem.

Every country has its own flag. Look at some examples of flags, then design your own flag. Why did you choose the shapes and colors you chose? What does the flag represent?

Pick a problem you want to solve. Draw or design a robot to solve this problem. Write a description of how the robot will solve the problem.

Choose five vocabulary words from something you have read. Define each word and write a short story, making sure to use each word.

Create a list of some of your strengths and areas where you want to grow. What steps can you take to improve in the areas for growth?

Create your own activity!

Research a place you would like to visit. What do you like about this place? How far is it from where you live? What are some landmarks and activities you could do in this place? Write about it in detail.

Find 6 objects around the house and design something creative. What did you design? Why did you design it? What objects did you use? How did you put the items together?

Write a different ending to a story you’ve read.

What makes you a good friend? Create a list or write about the traits that make you a friend other people can count on.

How did you use numbers at home or outside today? Was it easy or challenging? Why? How did you solve the problem?

Make a list of some of the ways you can become more involved in your community. If you are able, try some of them out with an adult’s permission!

Sit in one room at your house, or if possible, sit outside for 5 minutes. Make a list of or draw the things you observe. Did anything surprise you?

Write a book review explaining why you liked or disliked a book.

If you could have any superpower, what would it be? Write about your superpower.

Write some multiplication facts you find difficult. Make a game of it and play with your family and friends.

Write a short story about your city or hometown. Share your story with someone else.

Research the solar system and draw it. You may also design it using objects around the house.

Free Choice


STEM Project 1: Rube Goldberg Machines

A Rube Goldberg machine, named after American cartoonist Rube Goldberg, is a machine intentionally designed to perform a simple task in an indirect and overly complicated way. This is an example of a Rube Goldberg machine. In this machine, one step triggers the next until the final task is complete. Task Design a Rube Goldberg machine that can complete a specific task. First, identify the problem you want to solve – that is, what is the task you want to complete? You can use random materials around the house to design your machine. Just make sure you have an adult’s permission. Before you begin your project, review the Engineering Design Process below. The Engineering Design Process is a series of steps that engineers use to guide them in solving problems. They brainstorm ideas, try them out, learn from their mistakes, and try new ideas. During the process, engineers build a prototype, which is another word for a model. They then test out the model to see if it works – if it does, they may improve upon the design. If it doesn’t, they typically start over or adjust the design as needed.


Remember, you can use any materials around the house to build your project – just be safe and responsible. Be sure to ask an adult for permission and help as needed.


Here are some questions you can ask at every step of the Engineering Design Process.


Complete the table as you plan and build your Rube Goldberg machine.

Define the Problem

Research

Brainstorm

Choose a Solution

Build a Prototype

Test


Reflect What can I draw or write to remember what I learned? What challenges did you face during this project? How did you overcome these challenges? If you worked with someone on this project, how did it go? Did you work well together or was it difficult? How did you agree on how to move forward?


Use this checklist after you complete your project to rate how well you did!


Reading Progress Check

Progress Check 1 – NWF


Progress Check 1 – WRF


Progress Check 2 – WRF


Progress Check 3 –WRF


Math Lesson 1: Solutions

Fluency Practice

Solutions to Math Games

1.


2.

3.

4.


Practice Solutions

Math Practice 1

1. 5 + 10 = 15 5 x 10 = 50 2. 3 + 9 = 12 6 x 9 = 54 3. 7 + 3 = 10 3 x 3 = 9 4. 9 + 8 = 17 2 x 8 = 16 5. 4 + 7 = 11 6 x 7 = 42 Math Practice 2

5 x 4 = 20 7 x 5 = 35 8 x 4 = 32 6 x 9 = 54 3 x 6 = 18 7 x 8 = 56


Math Lesson 2: Solutions

Fluency Practice

Solutions to Math Games

1.

Score: 4 - 4


2.

Score: 4 - 8

3.

Score: 8 - 8


4.

Score: 12 - 4

5.

Score: 12 – 8


6.

Score: 16-8

Did your calculations and scores match?


Math Manipulatives

Use this manipulative to help you learn your multiplication facts!


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Lined Writing Paper

building mathematics lessons around the common core standards … · lesson 2 (pp. 54-58) my...

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