ma in my world - santa monica...explore like never before. understand addition as putting together...

AM in my World

Safe Routes

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California Common Core math problems featuring Santa Monica stories and the ways we move around our community.

Kindergarten

The City of Santa Monica has created a series of Kindergarten through 5th grade math problem sets that meet California Common Core Standards and teach critical skills while incorporating stories about life in Santa Monica.

The ways in which we move around the city greatly impact our own wellbeing as well as the quality of our environment. Santa Monica believes healthy communites thrive on clean air and active lifestyles, so it is creating a network of transportation choices for all people to get to where they’re going and back, without needing to sit in traffic or produce greenhouse gas emissions.

My Common Core State Standards

Know number names and the count sequence.

K.CC.A.3: Write numbers from 0 to 20. Represent a number of objects with a written numeral0-20 (with 0 representing a count of no objects).

Count to tell the number of objects.

K.CC.B.4: Understand the relationship between numbers and quantities; connect counting tocardinality.

Compare numbers.

K.CC.C.6: Identify whether the number of objects in one group is greater than, less than, orequal to the number of objects in another group, e.g., by using matching and counting strate-gies.

Counting and Cardinality (Pages 4-11)

Explorelike neverbefore.

Math inMy World

1

Explorelike neverbefore.

Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.

K.OA.A.1: Represent addition and subtraction with objects, fingers, mental images, drawings,sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.

K.OA.A.2: Solve addition and subtraction word problems, and add and subtract within 10, e.g.,by using objects or drawings to represent the problem.

K.OA.A.3: Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., byusing objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2+ 3 and 5 = 4 + 1).

K.OA.A.4: For any number from 1 to 9, find the number that makes 10 when added to the givennumber, e.g., by using objects or drawings, and record the answer with a drawing or equation.

Operations and Algebraic Thinking (Pages 12-23)

Work with numbers 11-19 to gain foundations for place value

K.NBT.A.1: Compose and decompose numbers from 11 to 19 into ten ones and some further ones,e.g., by using objects or drawings, and record each composition or decomposition by a drawingor equation (such as 18 = 10 + 8); understand that these numbers are composed of ten ones and

Number and Operations in Base Ten (Pages 24-26)

2

Describe and Compare Measurable Attributes

K.MD.A.2: Directly compare two objects with a measurable attribute in common, to see whichobject has “more of”/”less of” the attribute, and describe the difference. For example, directlycompare the heights of two children and describe one child as taller/shorter.

Classify objects and count the number of objects in each category.

K.MD.B.3: Classify objects into given categories; count the numbers of objects in each categoryand sort the categories by count.

Measurement and Data (Pages 27-30)

Identify and describe shapes.

K.G.A.1: Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.

Analyze, compare, create, and compose shapes.

K.G.B.5: Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.

Geometry (Pages 31-36)

3

Math in My World: K-5 Common Core for Angeleno Students

NAME: ________________________________________________________________________________________

4

_______________

_______________

_______________

_______________

KINDERGARTEN K.CC.A.3

Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).

Problem 1: Counting Bikes

Count the number of bikes in each box and write the number on the line.


NAME: ________________________________________________________________________________________

5

KINDERGARTEN K.CC.A.3

Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).

Problems 2-4: Story Count Bingo Materials: Bingo Cards (Appendix K1), Crayons/Markers Directions: Hand out bingo cards and colored crayons/markers. Have students listen to one of the following stories. Every time they hear a number on their bingo card, have them trace that number. The first student to trace four numbers correctly wins.

Problem 2 Story Sequence: 8, 19, 1, 16, 5, 2, 18

It was 8 o’clock in the morning on April 6th when Brandon and Brittany arrived at school. They got off the bus that they rode for 19 minutes every day. Brandon looked down at his shoes and realized that 1 of his shoes was untied. This made Brandon very happy, because he had just learned how to tie his shoes.

That day, Brandon and Brittany’s older sister, Keonna, picked them up from school. Keonna was 16 years old, and was told by her grandfather to make sure she and her siblings were home by 5 o’clock. Keonna met Brandon and Brittany at school, and they walked for 2 miles until they were home. When they got home, their grandfather said they could play outside for 18 minutes, and then it would be time for dinner and bedtime.


Ruby and her mother waited 10 minutes for the bus. When Ruby got on the bus, she noticed that there were 4 steps in front of her. When she got to the top of the steps, she took out all 7 quarters that her mother had given her from her pocket, and put them in the coin machine.

Once Ruby and her mother sat down, Ruby saw the number 13 written on the bus. Her mother told her that the number was the number of the bus route. This bus was the bus that took them to the grocery store on 20th street. After riding the bus for 11 minutes, Ruby and her mother got off to go get the groceries. Who knew there could be so much math on 1 bus ride?


Devon loved to ride his bicycle. Ever since the first day he rode his tricycle with 3 wheels, he decided that he wanted to ride a bicycle. The day Devon turned 6, he was able to ride a bicycle all on his own. He was so excited that he rode his bicycle all day, almost 12 hours!

When Devon turned 9, he decided that he wanted to put streamers on his bicycle. He went to a store with his older cousin, and paid 17 dollars for 14 streamers. The streamers were all different shades of blue, red, yellow, and green. When he got home, he immediately put them onto his bicycle, and went on a bicycle ride for 15 minutes throughout his neighborhood. All of his neighbors and friends loved his bicycle streamers so much, that they wanted to get their own streamers!


NAME: ________________________________________________________________________________________

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KINDERGARTEN K.CC.B.4

Understand the relationship between numbers and quantities; connect counting to cardinality. a. When counting objects, say the number names in the standard order, pairing each object with one and only

one number name and each number name with one and only one object.

b. Understand that the last number name said tells the number of objects counted. The number of objects is the

same regardless of their arrangement or the order in which they were counted.

c. Understand that each successive number name refers to a quantity that is one larger.

Problem 1: Counting Steps Directions: Arrange students into pairs. Designate a Partner 1 and Partner 2 for each pair. For each round, follow these steps and use the table below:

1. Partner 1 walks and counts the number of their steps silently (in their head), Partner 2 also

counts the steps of Partner 1 silently.

2. Partner 1 and 2 discuss the total number of steps and record answer on the sheet. If there

is a disagreement, Partner 1 repeats the walk.

3. Partner 1 and Partner 2 switch and repeat Steps 1 & 2 for each round.

4. As a class, find out who had the smallest and largest number of steps by show of hands.

(i.e. “Raise your hand if for Round 1, Partner 1 or 2 walked 4 steps or more…5 steps or

more…etc.”)

Round Partner 1 Partner 2

Round 1

Round 2

Round 3

Round 4

Round 1: Have students stand facing one another but about 5-6 feet apart. Partner 1 walks towards Partner 2.

Round 2: Have students freeze where they are. Grab a classroom object and place it somewhere in the room that is easily accessible. Have students walk towards the object. Round 3: Have students walk towards the doorway of the classroom. Round 4: Have students choose a corner of the room. The destination for Partner 1 is the opposite corner. Have students point to their opposite corner before beginning the walk to ensure they understand where the opposite corner is. Suggestion: At the time when Partner 1 and Partner 2 switch, you can play some music and have the students “shuffle” around in the classroom so that Partner 2 moves away from the destination. When the music stops, Partner 2 can begin their walk and Partner 1 counts. Class Transportation Discussion: Based on the activity, how many steps do we think we take in one day? What are some walking destinations that exist for you outside of the classroom? In other words, what are some places that you can only walk to? Are there destinations that you don’t walk to, but could?


NAME: ________________________________________________________________________________________

7

3

7

6

4







Problem 2: Coloring Movements

Color in the correct number of the types of transportation shown.


NAME: ________________________________________________________________________________________

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Problem 3: Ordinal Numbers

1. Circle the fourth bicyclist.

2. Circle the second roller skater.

3. Circle the fifth student.

4. Circle the seventh bus rider.


NAME: ________________________________________________________________________________________

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KINDERGARTEN K.CC.C.6

Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.

Problem 1: Different Signs

How many bicycle signs do you see? Circle the group that has more bicycle

signs.

or

How many crosswalk signs do you see? Circle the group that has more

crosswalk signs.

or

How many big blue bus signs do you see? Circle the group that has more

big blue bus signs.

or


NAME: ________________________________________________________________________________________

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Problem 2: Different Wheels How many wheels do you see? Use the < , >, or = to show which group has a larger number of wheels.

____________________

____________________

____________________

____________________


NAME: ________________________________________________________________________________________

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Problem 3: Counting and Matching Count the number of objects in each box. Then, draw a line between the boxes that have the same number of

objects.


NAME: ________________________________________________________________________________________

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KINDERGARTEN K.OA.A.1

Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.

Problem 1: Finger Counting (Verbal/Mental) Read the following statements out loud to students and have them count the total with their fingers. You can also have students act out the statements in front of the class, or have some students make up their own number statements for the class to count out.

1. Karen rode her bike 2 miles from Douglas Park to Woodlawn Cemetery. Then, she rode 3

miles to the Santa Monica Pier. How many miles, in total, did she ride?

2. Anna took the Expo Line with her uncle for 4 stops. They got off, and then went another 2

stops until they got off in downtown LA. How many stops did they make?

3. Philip walked with his family to get ice cream. It took them 7 minutes to walk there, and 2

minutes to wait in line until they got ice cream. How many minutes did it take for Philip and

his family to get ice cream?

4. Aaliyah and her brother, Jayden, used a bike from the Breeze Bike Share. They biked for 1

hour on Saturday and 6 hours on Sunday. How many hours did they bike in total over the

weekend?

5. Elijah learned how to tie his shoes before walking to school one day. On his first shoe, it

took him 5 minutes to tie his laces. On his second shoe, it took him 3 minutes to tie his

laces. How many minutes did it take for him to tie both shoes?


NAME: ________________________________________________________________________________________

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Problem 2: Acting our Movements This problem will have students focus on number counting through the distraction of a story. Ask 2 students to come to the front of the room and designate one student as a bus driver and the other as a bus rider for the story you are about to read. Then, divide the rest of the students into two groups. One group will count the number of steps that Student 1 takes, while the rest will count the number of steps that Student 2 takes. Every time there is a *** in the story below, pause and have the class chorally say how many steps the student took who they were watching. Have both of the student actors also try and count their steps (although it may be difficult), in case there is a discrepancy.

(Student 1) wanted to get something very special for his/her mother for her birthday. Since

(Student 1) can’t drive, (Student 1) decided to take the bus to the beach, where he/she could

collect shells for his/her mother. When (Student 1) got on the Big Blue Bus, they saw their favorite

bus driver, (Student 2). *** (Student 1) gave (Student 2) their bus ticket.

“How are you doing?” said (Student 2) to (Student 1).

“I’m well, thanks! I’m getting my mother a birthday present at the beach,” said (Student 1) to

(Student 2).

(Student 2) descended from his/her chair and gave (Student 1) a thumbs up. ***

“That’s wonderful!” (Student 2) said to (Student 1).

All of a sudden, one of the bus’s tires popped. (Student 2) and (Student 1) descended from the

bus. ***

(Student 1) and (Student 2) walked to the very back of the bus. (Student 2) knelt down on his/her

knees and checked out the situation. (Student 2) asked (Student 1) if they could go get the air

pump from underneath the bus driver’s seat. (Student 1) walked back to the seat to get the air

pump.***

(Student 1) took the air pump back to (Student 2) and they both pumped up the tire together.

“Thanks, (Student 1)! You were a great help today!” said (Student 2)***

(Student 1) and (Student 2) walked back onto the bus, and started to drive towards the beach

where (Student 1) could get his mother some beach shells. ***


NAME: ________________________________________________________________________________________

14



Problem 3: Missing Bikes! The Santa Monica Breeze Bike Share is missing some bikes! Cut out the bikes through the

dotted lines and put them into each of the boxes below to match the numbers.


NAME: ________________________________________________________________________________________

15


Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.

Problem 1: Counting using drawings and mental math

Read the following problems with the class and have students draw a picture or explain in words how to arrive at a solution.

1. Katie and Alejandra rode their bikes together 3 miles to the beach. Then they rode 2 miles

to their school. How many miles did they ride in all?

2. Gary, a Big Blue Bus driver, drove for 4 hours on Tuesday. After he ate lunch, he drove

another 5 hours, and then went home. How many hours did he drive the bus on Tuesday?

3. Simone and her brother Jordan were counting the bees in Tongva Park. They counted 1

bee and then saw 6 more. How many bees did they see in all?

4. Tony was looking at a parked bus in Santa Monica. He saw 7 wheels and then when he

walked in a different direction he saw 3 more. How many wheels does the bus have?

5. Lei took three dollars from her mother’s purse for her bus ticket, and put one dollar back.

How many dollars did she have at the end?


NAME: ________________________________________________________________________________________

16


Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.

Problem 2: Bicycle Boxes

Have students cut out the bicycles at the bottom of the page. Then, tell students a box and a number from 1-10. Students should find the correct number to make the number of bicycles in the box equal the number that is called out loud. Bicycle Cutouts can be found in Appendix K2.

Box 1

Box 2

Box 3

Box 4


NAME: ________________________________________________________________________________________

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KINDERGARTEN K.OA.A.2Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.

Problem 3: Coloring Sums Color and count the objects below to find the different sums.

How many roller-skates are there? __________

Color 3 roller-skates red.

How many white roller-skates are left? __________

_________ red roller-skates + _________ white roller-skates = _________ roller-skates

How many busses are there? __________

Color 4 busses blue.

How many white busses are left? __________

_________ blue busses + _________ white busses = _________ busses

How many bicycles are there? __________

Color 2 bicycles orange.

How many white bicycles are left? __________

_________ orange bicycles + _________ white bicycles = _________ bicycles


NAME: ________________________________________________________________________________________

18


Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1)

Problem 1: Seven Friends Alicia has seven friends who are coming over to play at her house. She loves riding scooters and has a bin full of green and orange scooters. She decides to get out seven scooters – one for each friend. How many green and orange scooters could she have taken out? Draw below, at least two pictures of different ways that Alicia could have picked out the scooters. Example: 1 orange scooter + 6 green scooters = 7 scooters.


NAME: ________________________________________________________________________________________

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Problem 2: Counting and Matching Write the correct number of objects above each box. Then circle the two boxes that together create the number at the top.

8

__________________ __________________ __________________

10

__________________ __________________ __________________

7

__________________ __________________ __________________


NAME: ________________________________________________________________________________________

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Problem 3: Missing Shoes Jessica is going on a walk with some friends and they are picking out shoes! How many more shoes do they need to get the total amount? Draw more shoes in the blank space to make the equation work.

+ =

+ =

+ =


NAME: ________________________________________________________________________________________

21


For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation.

Problem 1: Drawing to make Ten Make each group of transportation objects equal to ten by drawing in the remaining objects needed. Then, write an equation underneath the box that represents the drawing.

_____ + _____ = 10

_____ + _____ = 10

_____ + _____ = 10


NAME: ________________________________________________________________________________________

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Problem 2: Transportation Ten Frame Make each group of transportation objects equal to ten by drawing in the remaining objects needed. Then, write an equation underneath the box that represents the drawing.


NAME: ________________________________________________________________________________________

23



Problem 3: Ten Months of School Read the following problems out loud to students. Students can use a blank sheet of paper to draw the objects or depiction of the problem to show their solution.

Tell students there are ten months in the school year.

1) Marian lives so close to school that she walks to school for 8 months of the school year.

However, for the rest of the months, she rides on the bus, because of her mother’s job.

How many months does she ride on the bus, if the school year is 10 months long?

2) Carlos normally rides the bus to school, but got a bike for his birthday. He loves his bike so

much that he rode his bike for the rest of the school year, which was 4 months. How many

months did he ride the bus before he got his bike, if the school year is 10 months long?

3) Josephine loves to roller-skate. For almost the entire school year, she brings her roller-

skates to school so she can roller-skate after school. However, she doesn’t bring her roller-

skates for the coldest 3 months. How many months does she bring her roller-skates?

4) Miranda takes the bus every month to school, except for the last month when she bikes to

school to celebrate the end of the school year. If she only bikes that one month, how many

months does she take the bus?


NAME: ________________________________________________________________________________________

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KINDERGARTEN K.NBT.A.1

Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.

Problem 1: Circling Tens In the following groups of images, use a red crayon to draw a circle or box around ten objects, and a

blue crayon to circle the rest of the objects. Then, use the blank spaces underneath the pictures to

write an equation that represents the two circles adding to create the total.

_____ + _____ = 14 _____ + _____ = 11

_____ + _____ = 16 _____ + _____ = 19


NAME: ________________________________________________________________________________________

25



Problem 2: City Block Ten Frames Use the following boxes to color in the amount of city blocks shown. Then, write an equation in the

form of “10 + ___ = ___” to represent the city blocks.

17 blocks

10 + ____ = 17 blocks

16 blocks

10 + ____ = 16 blocks

15 blocks

10 + ____ = 15 blocks


NAME: ________________________________________________________________________________________

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Problem 3: Transportation Ten Frames Use the following images and ten-frames to write an equation underneath.

____ + ____ = ____ sneakers

____ + ____ = ____ school busses

____ + ____ = ____ bicycles


NAME: ________________________________________________________________________________________

27

KINDERGARTEN K.MD.A.2

Directly compare two objects with a measurable attribute in common, to see which object has “more of”/”less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter.

Problem 1: Comparing Busses Use the following images and ten-frames to write an equation underneath.

Circle the bus that is longer.

Circle the bus with fewer windows.

Circle the bus that has more wheels.

Circle the bus that is shorter in height.


NAME: ________________________________________________________________________________________

28



Problem 2: Comparing Shoes Have every student take off one of their shoes. That shoe will be their comparison object. You can either play music, or use stop/go words to have students shuffle around the room. When students stop, they must find a partner and say “My shoe is (longer)/(shorter) than your shoe” to their partner by comparing sizes. You can demonstrate comparing shoe lengths by putting your shoe and a student’s shoe back to back and as a class, saying “___’s shoe is longer than ____’s shoe.”

After the activity, you can reflect with the following questions: 1) How did you know one shoe was longer than another?

2) Does a student with a longer shoe have a longer foot? Why or why not?

3) Raise your hand if your shoe was longer than some students’ shoes, and also shorter than

other students’ shoes.

4) Does it make sense that everyone in the room has a shoe that is longer than some

student’s and shorter than another student’s?

5) What would you say if you can’t tell whose shoe is longer?

6) What are other items we could compare that we all have?

7) What’s another way that we can compare shoes? (i.e. Length of shoelaces, number of

eyelets, number of colors.”

To continue the activity, take student answers from number 7 and use them to compare the shoes again.


NAME: ________________________________________________________________________________________

29



Problem 3: Less ThanFor each box, circle the image that has fewer wheels.


NAME: ________________________________________________________________________________________

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KINDERGARTEN K.MD.B.3

Classify objects into given categories; count the number of objects in each category and sort the categories by count.

Problem 1-4: Transportation CardsMaterials: Transportation Cards (Appendix K3) Directions: Have students sort the transportation cards by one category and have students count the number in each pile. Discuss as a class, then sort again by different category. Categories: Different Colors, Number of Wheels, Type of Transportation, Transportation that can fit: one person/more than one person


NAME: ________________________________________________________________________________________

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KINDERGARTEN K.G.A.1

Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.

Problem 1: Transportation Cards in the Environment Place the transportation cards from Appendix K2 around the room. Have students gather in pairs and walk around the room and use the words “above, below, beside, in front of, behind,” and “next to” to describe the positions of the transportation cards. Encourage students to use two words to describe the picture, and to have each student in the pair say a unique statement about the transportation card.

For example, “The orange bicycle is above the table.”


NAME: ________________________________________________________________________________________

32



Problem 2: Matching Shapes Look at the following modes of transportation. Count the number of times you see each of four shapes in the picture and write that number above each respective shape.

Bicycle ____ ____ ____ ____

Crosswalk Sign ____ ____ ____ ____

Traffic Light ____ ____ ____ ____

Bus Stop ____ ____ ____ ____


NAME: ________________________________________________________________________________________

33



Problem 3: Matching Shapes Look at the following modes of transportation. Count the number of times you see each of four shapes in the picture and write that number above each respective shape.

Bus ____ ____ ____ ____

Train ____ ____ ____ ____

Bicycle Wheel ____ ____ ____ ____

Bus Stop ____ ____ ____ ____


NAME: ________________________________________________________________________________________

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KINDERGARTEN K.G.B.5

Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.

Problem 1: Build a Bicycle Cut out and use the shapes in Appendix K4 to build your own bicycle. Color in shapes that have the same number of sides the same color. You can also draw your own shapes in addition to the shapes given.


NAME: ________________________________________________________________________________________

35



Problem 2: Build a Bus Stop Cut out and use the shapes in Appendix K4 to build a bus stop. As a class, discuss what kinds of things or people are at bus stops. At the end of your drawing, count the number of shapes you used and write them at the bottom of the page.

= ___ = ___ = ___ = ___


NAME: ________________________________________________________________________________________

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Problem 3: Transportation Scenes with Shapes Materials: Art Supplies such as popsicle sticks, cotton balls, clay shapes, outdoor sticks, playing cards, tape, scissors, and other classroom materials. Directions: Put students into partners and give each pair 4 blank sheets of paper and some art materials. As a class, brainstorm what a bus stop, a bicycle, a bus, and a rollerblade look like. When students are ready, have them use the art materials to create each of the four images.

Each partner will take turns placing one of the art materials on the sheet of paper, and say out loud a shape they know that most closely resembles the object they used. For example, a popsicle stick could be a rectangle since it has close to four sides). They must also say out loud, or describe, which part of the object their material represents. For example, a student who is placing the cotton ball on the bicycle paper might say “the cotton ball represents the wheels of the bicycle,” or on the bus stop sheet, “the cotton ball represents the head of someone at the bus stop.”


APPENDIX K1 – Bingo Cards K.CC.A.3

Transportation Bingo!

18 20 3 5

2 19 15 6

1 14 10 17

13 9 8 1 1


1 1 14 15 13

17 10 12 2

16 9 3 1

19 18 6 8


4 1 1 13 12

5 9 1 7

2 10 3 15

6 8 19 14


9 17 13 1 1

8 2 4 6

12 1 3 19

5 14 10 7

Math in My World: K-5 Common Core for Angeleno Students 3



14 1 6 3

5 12 10 4

17 16 9 8

15 2 20 1 1


4 14 18 1 1

20 7 8 10

15 17 3 5

19 13 6 16


15 14 1 15

6 3 18 20

10 4 16 2

12 1 1 9 17


8 19 4 13

3 14 12 9

17 15 16 5

20 18 6 7




6 8 15 7

4 19 2 16

17 10 3 1

1 1 12 18 13


20 7 19 12

13 4 15 16

3 18 8 14

9 1 1 2 17


16 12 19 7

14 15 10 20

3 1 4 9

2 13 5 6


19 17 15 13

14 1 10 4

8 6 9 2

3 1 1 20 5




19 5 1 4

17 1 1 13 2

15 20 18 8

3 16 9 14


20 15 6 9

8 19 14 2

1 16 3 13

1 1 17 5 7


10 19 9 6

5 16 2 8

3 14 12 13

20 1 1 4 17


1 1 16 20 3

15 7 17 10

4 1 19 18

9 8 14 5




8 18 2 14

17 1 1 13 19

3 6 1 5

16 20 4 7


2 6 1 1 10

1 14 19 16

12 17 8 4

15 18 3 5


12 5 9 2

1 1 16 18 7

1 3 8 19

15 17 20 6


9 12 5 3

15 20 4 16

2 7 14 17

1 18 6 13




14 12 17 2

13 9 1 1 7

6 8 18 5

1 15 16 20


16 8 20 2

10 12 14 3

13 1 19 1 1

5 7 15 17


10 7 15 9

4 6 14 8

1 1 20 12 1

16 13 17 3


13 10 16 5

1 1 18 7 9

14 5 12 4

3 2 19 20




16 6 12 10

3 13 19 1 1

17 4 15 18

7 1 5 20


Appendix K2 – Bicycle Cutouts


APPENDIX K3 – Transportation Cards K.MD.B.3


APPENDIX K2 – Transportation Cards K.MD.B.3


APPENDIX K4 – Shape Cutouts K.G.B.5

This project is funded in partnership between Metro and the City of Santa Monica.

ma in my world - santa monica...explore like never before. understand addition as putting together...

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