web viewuse addition and subtraction within 20 to solve word problems ... pier to watch the sunset....

Math in My World: K-5 Common Core for Angeleno Students 4

NAME: _______________________________________________________________________

Grade 1 1.OA.A.1

Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

Problem 1: Weekend Bicycle TripTaylor and his friends are going on a weekend bicycle trip! For Saturday and Sunday, find out the missing information about the day and draw a picture that represents the bicycle trip!

Saturday

On Saturday, Taylor and his friends walked 1 mile to the Breeze Bike Share station. They rented bikes and then biked on the beach for another 3 miles. How many miles did they go in all?

Taylor and his friends went _____ miles.

Draw your picture below!

Sunday

Taylor and his friends made a goal for how many miles they were going to bike on Sunday. First they biked 5 miles in Will Rogers Historic State Park. Then they biked 4 miles in Temescal Canyon Park. After that, they had 6 miles left to reach their biking goal. How many miles was their biking goal?

Taylor and his friends’ biking goal was _____ miles.

Draw your picture below!


NAME: _______________________________________________________________________

Grade 1 1.OA.A.1


Problem 2: Buying Bus TicketsThe Big Blue Bus is free for children 4 years old and under, but Josephine just turned 5 years old therefore needs to buy some bus tickets for herself and her sister. Josephine’s mother gave her 16 dollars and Josephine headed to the Downtown Santa Monica library to get her tickets.

Josephine used the following table:

1) How much money does it cost to buy a Day Pass and a 7-Day Pass?

2) Does Josephine have enough money to buy a Day Pass and a 7-Day Pass? How do you know?

3) How much more money does Josephine need to buy the Day Pass and a 7-Day Pass?

Day Pass $47-Day Pass $14


NAME: _______________________________________________________________________

Grade 1 1.OA.A.1


Problem 3: Bus Seats

1) There are 15 seats on a bus and 18 people get on the bus. How many people are standing if every seat is taken?

2) On a different bus, there are 16 bus passengers and 20 seats. How many empty seats are there?

3) 6 passengers get onto a bus. At the next stop, 3 more get on, making a total of 16 people on the bus. How many people were on the bus to begin with?

4) 14 people are on a bus, and 3 more get on. If there are no more empty seats, how many seats on the bus are there?

5) 12 people are on a bus. 8 people get off the bus and afterwards, there are 10 empty seats. How many seats are on the bus in all?


NAME: _______________________________________________________________________

Grade 1 1.OA.A.2

Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

Problem 1: The Expo LineUse your knowledge of the Expo Line and addition to solve the following problems.

1) The Expo Line begins in downtown Santa Monica and goes to 7 th street in downtown LA. Kiara went 4 stops from downtown Santa Monica to Expo/Sepulveda, another 3 stops from Expo/Sepulveda to Culver City, and then another 11 stops to downtown LA. How many stops did she make in all?

2) When Kiara returned from her trip, she first went 5 stops from the 7 th St/Metro Center stop in downtown L.A. to Expo/Vermont. After getting off the train to get some food, she went 6 stops from Expo/Vermont to Culver City, and then exited 4 stops later at Expo/Bundy to visit her father. How many stops did she make on her return trip?

Draw a picture below that shows where Kiara got on and off in the problems above.


NAME: _______________________________________________________________________

Grade 1 1.OA.A.2


Problem 2: The Expo Line #2Use the map of the Expo Line and the equation spaces below to write your own word problems about the Expo Line. Each word problem should include 3 different numbers being added together.

Words:__________________________________________________________________________________________________________________________________________________________________________________________________________

Equation: _____ + _____ + _____ = _____

Words:__________________________________________________________________________________________________________________________________________________________________________________________________________

Equation: _____ + _____ + _____ = _____

Words:__________________________________________________________________________________________________________________________________________________________________________________________________________

Equation: _____ + _____ + _____ = _____


NAME: _______________________________________________________________________


NAME: _______________________________________________________________________

Grade 1 1.OA.A.2


Problem 3: Biking the Santa Monica SchoolsUse your knowledge of your schools and addition to solve the following problems. Draw a picture of the routes that each student biked between schools.

1) Malachi walked 1 mile from Lincoln Middle School to Roosevelt Elementary School. Then he walked 3 miles from Roosevelt Elementary to University High School. Finally, he walked 5 miles to his neighborhood of Oakwood in Santa Monica. How many miles did he walk that day?

2) Castro rode his bicycle 15 miles from Juan Cabrillo Elementary School to McKinley Elementary School. Then, he biked 2 miles to the Santa Monica Pier to watch the sunset. Finally, he biked 2 miles back to McKinley Elementary School. How many miles did Castro bike all together?

3) Ivan goes to Franklin Elementary School in Santa Monica and Yessenia goes to Webster Elementary School in Malibu. To go from Franklin Elementary to Webster Elementary is 14 miles. To go from Webster Elementary to Malibu Bluffs Park is 1 mile. To go from Malibu Bluffs Park to Solstice Canyon Park is another 3 miles. If Ivan wants to visit Yessenia, and go to Malibu Bluffs Park and then Solstice Canyon Park, how many miles will he travel?


NAME: _______________________________________________________________________


NAME: _______________________________________________________________________

Grade 1 1.OA.B.3

Apply properties and operations as strategies to add and subtract. Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12 (Associative property of addition).

Problem 1: How far did Juan skate?For the following problems, find out how far Juan skated each day of the week by adding, and then answer the questions.

Monday: Juan skated 7 blocks to school, 5 blocks home, and then 5 blocks to his friend’s house.

_____ + _____ + _____ = _____

What are the most logical 2 numbers to add first and why?

____ and ____ are the most logical numbers to add first because ______________

__________________________________________________________________.

Tuesday: Juan skated 3 blocks to his dad’s house, 4 blocks home, and then 7 blocks to his friend’s house.

_____ + _____ + _____ = _____



__________________________________________________________________.

Wednesday: Juan skated 6 blocks to the playground, 8 blocks to his friend’s house, and then 2 blocks home.

_____ + _____ + _____ = _____



__________________________________________________________________.


NAME: _______________________________________________________________________

Grade 1 1.OA.B.3


Problem 2: Who is right?Jessica and her sister, Avery, are discussing the distance their family goes from Santa Monica to Hermosa Beach to visit their cousins. Jessica and Avery’s family take the R3 bus for 8 miles from Santa Monica to the LAX airport, where they switch to the #232 bus for 6 more miles.

Jessica says that her family takes the bus for 14 miles because they go 8 miles first on the R3 bus and then 6 more miles on the #232 bus. Together, 8 + 6 = 14.

Avery says that she doesn’t believe Jessica because Jessica hasn’t checked how many miles her family takes the bus on the way back from Hermosa Beach to Santa Monica. She says that Jessica has to check to make sure that when they take the #232 bus first, and the #R3 bus second, that the total mileage is the same.

Who is right? Does Jessica need to check the distance back and show two equations in order to prove the distance to from their house to Hermosa Beach is 14 miles?

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

Draw a picture:


NAME: _______________________________________________________________________

Grade 1 1.OA.B.3


Problem 3: Two Equations for One DistanceFor the following problems, write two different equations that represent the total distance that Amber biked.

Trip 1

________________________________________________________________7 blocks 5 blocks

Equation 1: ____ + ____ = ____ blocks

Equation 2: ____ + ____ = ____ blocks

Trip 2

________________________________________________________________11 blocks 6 blocks

Equation 1: ____ + ____ = ____ blocks

Equation 2: ____ + ____ = ____ blocks


NAME: _______________________________________________________________________

Grade 1 1.OA.B.3


Problem 3: Two Equations for One Distance (Page 2)For the following problems, write two different equations that represent the total distance that Amber biked.

Trip 3

________________________________________________________________2 blocks 10 blocks

Equation 1: ____ + ____ = ____ blocks

Equation 2: ____ + ____ = ____ blocks

Trip 4

________________________________________________________________ 5 blocks 12 blocks

Equation 1: ____ + ____ = ____ blocks

Equation 2: ____ + ____ = ____ blocks


NAME: _______________________________________________________________________

Grade 1 1.OA.C.6

Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on making ten (e.g. 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to ten (e.g. 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g. knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g. adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13)

Problem 1: Re-circling StrategyUse circles or boxes around groups of 10 to re-organize the following addition problems visually and by editing the original equation to show where the group of ten came from.

+ = 13 bikes

Original Equation: 7 + 6 = 13 New Equation: ___ + ___ + ___ =

___ + ___ = 13

+ = 14 signs


NAME: _______________________________________________________________________

Original Equation: 5 + 9 = 14 New Equation: ___ + ___ + ___ =

___ + ___ = 14Grade 1 1.OA.C.6


Problem 2-3: Michaela’s 10 Mile ChallengeMichaela and her family want to explore the parks near Santa Monica. They are trying to reduce the amount of pollution from their car for these trips, so they decide to only drive 10 miles each day, and then bike the rest of the way. But Michaela and her family need help planning their trip and knowing when they should stop driving their car. For each of the problems below, give directions to Michaela and her family that include when they should stop driving and start biking to explore the surrounding parks each day.

Day 1: Home Temescal Canyon Park is 4 milesTemescal Canyon Park Topanga State Park is 11 miles

Directions:__________________________________________________________

___________________________________________________________________

__________________________________________________________________

Picture:

Day 2: Home Getty Villa is 6 milesGetty Villa Tuna Canyon Park is 7 milesTuna Canyon Park Stunt Ranch State Park is 7 miles

Directions: __________________________________________________________

___________________________________________________________________

___________________________________________________________________


NAME: _______________________________________________________________________

Picture:

Grade 1 1.OA.C.6


Problem 2-3: Michaela’s 10 Mile Challenge

Day 3: Home Westridge-Canyonback Wilderness Park is 9 milesWestridge-Canyonback Wilderness Park Beverly Glen Park is 8 miles

Directions: __________________________________________________________

___________________________________________________________________

___________________________________________________________________

Picture:

Day 4: Home Baldwin Hills Scenic Overlook is 8 milesBaldwin Hills Scenic Overlook Kenneth Hahn State Recreation Area is 2 milesKenneth Hahn State Recreation Area Fox Hills Park is 4 miles

Directions: __________________________________________________________

___________________________________________________________________

___________________________________________________________________

Picture:


NAME: _______________________________________________________________________

Grade 1 1.OA.D.8Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = ? – 3, 6 + 6 = ?

Problem 1: Stop Sign AdditionIdentify the missing number in each of the following problems that show Te’asha’s bicycling path in her neighborhood.

_______________________________________5 blocks + 7 blocks =

_______________________________________ blocks + 9 blocks = 17 blocks

_______________________________________ 4 blocks + blocks = 9 blocks


NAME: _______________________________________________________________________

_______________________________________ 12 block + blocks = 15 blocks


Problem 2: Story Equations (Focus Addition)Find the missing number in the following stories by filling in the box in the story equation. Then draw a picture of the story and use a ? to show the number that is not given in the drawing.

1) Jason and Drew decided to skateboard to the store to buy some milk before dinner. On the way back, they went a different way and skateboarded for 5 blocks. They skated 12 blocks total. How many did blocks they skate on the way to the store?

Story Equation

+ 5 = 12

2) Marian and Danika are counting the surfers at the beach. Marian counts the left side and Danika counts the right side. Marian counts 11 surfers and all together they both counted 15 surfers. How many surfers did Danika count?

3) Chelsea and Ja’niece go on a bike ride after dinner around their neighborhood. First, they bike for 6 minutes to get some ice cream at the corner. Then they bike home, and see that they were gone for 19 minutes. How many minutes did it take them to bike home after getting ice cream?

Story Equation

11 + = 15

Story Equation #1

6 + = 19

Story Equation #2

19 – 6 =


NAME: _______________________________________________________________________


Problem 3: Story Equations (Focus Subtraction)Find the missing number in the following stories by filling in the box in the story equation. Then draw a picture of the story and use a ? to show the number that is not given in the drawing.

1) Princess and Oliver have some extra time until they have to leave for school. They play outside on their scooters for 12 minutes, when they look at their clocks and see they have 8 minutes left until they have to leave. How much time did they originally have until they had to go to school?

Story Equation

– 12 = 8

2) Julian and Rico are waiting for the bus, which is supposed to arrive in 16 minutes. Rico decides to go get a snack from the convenience store and says he’ll be back in 9 minutes. If he leaves, will he make it back in time? How much time would he have left before the bus arrives?

3) Elizabeth and Xena are buying bus tickets. Xena’s cousin gave her 18 dollars, and after buying the ticket, Xena has 4 dollars left. How much money did she spend?

Story Equation

16 – 9 =

Story Equation #1

18 – = 4

Story Equation #2

4 + = 18


NAME: _______________________________________________________________________

Grade 1 1.NBT.B.2Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases. a. 10 can be thought of as a bundle of ten ones-called a “ten.” b. The numbers 11 to 19 are composed of ten and one, two, three, four, five, six, seven, eight, or nine ones. c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens.

Problem 1: Bike Shop AssistanceYou are helping out the local bike shop and their weekend special.

Weekend Special: For every group of 10 bikes rented, you get a free helmet!

For each of the numbers below, write down the number of weekend specials that fit into that group, and then how many bikes are leftover, or do not fit.

Regular

67____# of Weekend Specials____# of Bikes Leftover

Tricycles


Racing Bikes


Mountain Bikes



NAME: _______________________________________________________________________

Cruisers



Problem 2: To the Beach and BackUse your knowledge of bundles of ten to consider how many times it is possible to go to the beach and back.

It takes 10 minutes to walk from John Muir Elementary to Santa Monica Beach.

1) If Tyrone’s class has 50 minutes free during school, how many times could they take the trip of walking to the beach, or walking back from the beach? (How many ten minute bundles exist if they have 50 minutes?

2) If Tyrone and his mother decide to go on a walk after school from John Muir, how many trips back and forth can they take to the beach if they have 90 minutes?

3) Tyrone’s teacher has a lunch break of 30 minutes, and she wants to walk to the beach and back. Does she have enough time? Explain how you know using your knowledge of how many groups of 10 you observed.


NAME: _______________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________


Problem 3: Bike Shop Assistance #2You are helping out the local bike shop and their weekend special, where customers can trade in coupons they’ve received from the bike shop in exchange for some prizes.

Weekend Special: 10 coupons = Bicycle T-Shirt

1 coupon = Bicycle Key-Chain

For each of the customers below, write down how many free Bicycle T-Shirts and Bicycle Key-Chains they get for the number of coupons they give.

#1 – Suzanne comes in with 43 coupons, how many bicycle T-Shirts and Key-Chains does she get?

T-Shirts: ____ Key-Chains: ____

#2 – Josiah comes in with 97 coupons, how many bicycle T-Shirts and Key-Chains does he get?


#3 – Kenneth comes in with 26 coupons, how many bicycle T-Shirts and Key-Chains does she get?



NAME: _______________________________________________________________________

#4 – Paola comes in with 88 coupons, how many bicycle T-Shirts and Key-Chains does she get?



NAME: _______________________________________________________________________

Grade 1 1.NBT.C.4Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.

Problem 1: After School ActivitiesHelp Robert find out which of the following activities he can do after school if he only has 45 minutes to play! Find out how much time each activity takes and check the boxes for the activities that he has enough time for.

Activity 1 – Bicycle to get ice-creamIt takes 30 minutes round-trip to bicycle to the ice-cream shop, and 13 minutes to wait in line.

Activity 1 takes ____ minutes.

Activity 2 – Walk to Christine Emerson Reed ParkIt takes 42 minutes to walk to Christine Emerson Reed Park and 20 minutes to play in the park.


Activity 3 – Visit the Santa Monica LibraryIt takes 8 minutes to check out a book, and 34 minutes to walk to the library and back.


Activity 4 – Check out the Water in Tongva ParkIt takes 67 minutes to get to and from Tongva Park, and 30 minutes to play in the water.



NAME: _______________________________________________________________________


Problem 2: Bussing to the ParkUse your knowledge of addition to find out how much time it takes to bus and walk to the parks in Santa Monica from different Elementary Schools.

1) Franklin Elementary School Tongva Park

Directions: Starting at Montana Avenue and 24th street, take the #18 bus for 17 minutes to 4th Street and Civic Center drive. Then, walk for 5 minutes until you arrive at Tongva Park.

This trip takes ____ minutes total.

2) Edison Language Academy Hotchkiss Park

Directions: Walk for 17 minutes from Edison Language Academy to the corner of Ocean Park Boulevard and 23rd Street. Then, take the #8 bus to Main Street and Hollister Avenue for 10 minutes. Finally, walk for 4 more minutes until you arrive at Hotchkiss Park.


3) McKinley Elementary School Palisades Park

Directions: Walk 20 minutes to Wilshire Boulevard and 26th Street, and take Bus #720 for 12 minutes to Ocean Avenue and Wilshire Boulevard. Then, finish walking to Palisades Park.



NAME: _______________________________________________________________________


Problem 3: Using the Santa Monica Bike Lanes

Bike Trip #1: It takes 22 minutes to bike up to the top of San Vincente Boulevard from the bottom, and another 30 minutes to bike from the top of San Vincente to Mar Vista Recreation Center. How many minutes does it take in all?

Bike Trip #2: It takes 30 minutes to bike from the Santa Monica Pier Aquarium to Temescal Canyon Park. Then, it takes another 15 minutes to bike from Temescal Canyon Park to Will Rogers State Historic Park. How long does it take to go from the Santa Monica Pier Aquarium to Will Rogers State Historic Park?

Bike Trip #3: It takes 4 minutes to bike from Point Dume Elementary School to Point Dume State Park. From Point Dume State Park, it takes 93 minutes to bike to the Santa Monica Pier. How long does this trip take all together?


NAME: _______________________________________________________________________

Grade 1 1.NBT.C.6Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.

Problem 1: Bike RentalsMargerita owns a bike shop in Downtown Santa Monica and rents her bikes in 20 minute intervals. Her prices are shown below.

Minutes Price60 $10120 $20180 $30240 $40

All Day $50

1) What is the difference in price between 240 minutes and 60 minutes?

2) How much more does it cost to ride 180 minutes instead of 60 minutes?

3) What is the difference between the lowest and highest price?

4) Suzanna rented a bicycle and paid $40 ahead of time for 240 minutes. She decides to return after only 60 minutes and get a refund for the time she didn’t ride the bike. How much money should she get back?


NAME: _______________________________________________________________________


Problem 2: Santa Monica City BlocksBelow are some equations that describe city blocks in Santa Monica. The first number in each equation represents the total number of city blocks, and the second number inside the box represents the number of city blocks that have bike lanes. Using a colored pencil or crayon, shade in the number of city blocks that have bike lanes for each problem to find out how many city blocks do not have bike lanes. Then, write your answer in the blank space provided and explain your strategy.

Mid-City1) Equation: 60 - 20 = ____

Explain the strategy you used to find the solution:

__________________________________

___________________________________

___________________________________

Ocean Park2) Equation: 80 - 50 = ____


___________________________________

___________________________________

___________________________________

Northeast3) Equation: 50 - 10 = ____


___________________________________

___________________________________


NAME: _______________________________________________________________________


Problem 3: Measuring Time by TensSolve the following problems by drawing a picture and/or writing an equation.

1) Juan got on the bus for his 30 minute ride to school. 10 minutes went by. How much time did Juan have left?

2) Sierra noticed that her classes at school were 50 minutes long, and her bus ride home was 20 minutes shorter than her classes at school. How long are her bus rides home?

3) Tiffany either biked or drove to school. Driving sometimes took 20 minutes while biking only took 10 since she was able to avoid traffic. How much more time did driving take than biking?

4) To bike from Will Rogers Beach to the south end of the Ocean Front Walk takes 40 minutes. To drive from Santa Monica to Malibu can sometimes take 40 minutes. How much longer or shorter is it to bike on the Ocean Front Walk than to drive from Santa Monica to Malibu?


NAME: _______________________________________________________________________

Grade 1 1.MD.A.1Order three objects by length; compare the lengths of two objects indirectly by using a third object.

Problem 1: Comparing with the Big Blue BusUse Appendix 1A to compare the lengths of the busses below. Circle the longer bus.

or

or

or

or

Or or


NAME: _______________________________________________________________________


Problem 2: Which one is longest?Using your eyes, or a third object, order the following modes of transportation in each row from longest to shortest.

1 = Longest 2 = Middle 3 = Shortest

___ ___ ___

___ ___ ___

whic

___ ___ ___

What strategy did you use to find out which of each modes of transportation was longest?

___________________________________________________________________

___________________________________________________________________


NAME: _______________________________________________________________________


Problem 3: Which one is longest?Consider the following things from real life and which objects are longer than others based on your experience.

1 = Longest 2 = Middle 3 = Shortest

___ ___ ___

___ ___ ___

___ ___ ___


NAME: _______________________________________________________________________

___ ___ ___

Grade 1 1.MD.A.2Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps.

Problem 1: Measuring a Bus by Its WheelsFor the following problems, use the cutout of the flower in Appendix 1B to measure the length of the following busses.

Bus 1 Length: ____________

Bus 2

Length: ___________

Bus 3 Length: ___________

Bus 4 Length: ___________


NAME: _______________________________________________________________________

Bus 5

Length: ___________Grade 1 1.MD.A.2Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps.

Problem 2: How much does a road hold?Preparation: The average size of a car is ___ x ___. Before class begins, make space to tape an outline a box that is ___ x ____ to represent the size of a car.Problem: Ask students how many people a car the size of the outlined shape would fit? (Answers should vary from 2-5 people).Task:

(1) Ask students to take off their shoes and have them find the largest shoe in the classroom.

(2) Using this shoe, measure the length and width of the outline of the car and record that number for all students to see.

(3) Discuss with students what those numbers mean about the difference between how many people a car holds and how many people can stand in open space next to each other

(4) **For further brainstorming (and foreshadowing to multiplication) – how many shoes would fit in one car? How many people could stand in one car? How would we find that out?

The purpose of this task is to have students consider measurement in terms of the length of their shoes, but to also consider how space is used by our different means of transportation. How much room might we save if we used our cars less? How much more space would our cities have if we used fewer cars?

To make this task longer, you can also trace the outline of a bus to compare lengths.


NAME: _______________________________________________________________________

Grade 1 1.MD.A.2Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps.

Problem 3: Classroom to CafeteriaA way that many of us transport ourselves from place to place is with our feet! In this activity, use the questions below to help measure how many shoe-lengths it is for you to get from your classroom to the cafeteria.

Step 1: Take off your shoe.Step 2: Tie any laces or strings together before measuring.Step 3: Begin at the classroom door.Step 4: Using your finger and your shoe, place your shoe down and hold the end spot with your finger. Then, lift up your shoe and place your shoe on the other side of your finger. Keep repeating this while counting the number of shoes you have already put down.

What is the length from the classroom to the cafeteria in shoes? ________________________

Do you think the number of steps you take to get from the classroom to the cafeteria is bigger or

smaller than this number? Why, or why not? _________________________________

______________________________________________________________________________

______________________________________________________________________________

If you measured a second time, do you think you’d get the same number? Why, or why not?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

What types of things affected the length you got from the classroom to the cafeteria? ____

______________________________________________________________________________


NAME: _______________________________________________________________________

______________________________________________________________________________

Grade 1 1.MD.C.4Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.

As a class, fill out the following table based on how many students use regularly or have used the different forms of transportation to get to school. Then answer the questions.

Problem 1: H

ow W

e Get to School

Day: _________________

Sentence Stem D

iscussion

More students _________ to school than ___________ to school.

The most num

ber of students __________ to school.

Fewer students _______________ to school than ____________ to school.

The least amount of students ____________ to school.

How many students walk to school? How m

any students bike to school? How many

students skateboard to school? How many students bus to school? How m

any students drive in a car to school? How m

any students have another means of transportation?

Other

Car

Bus

Train

Skateboard

Bike

Walk


NAME: _______________________________________________________________________

Grade 1 1.MD.C.4

Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.

Problem 2: How many do you see?Take this page home and count how many of the following means of transportation you see over the course of a week by coloring in a box each time you see one. Then, answer the questions at the bottom of the page.

Problem 1: H

ow W

e Get to School

Day: _________________

Sentence Stem D

iscussion

More students _________ to school than ___________ to school.

The most num

ber of students __________ to school.

Fewer students _______________ to school than ____________ to school.

The least amount of students ____________ to school.

How many students walk to school? How m

any students bike to school? How many

students skateboard to school? How many students bus to school? How m

any students drive in a car to school? How m

any students have another means of transportation?

Transportation Questions

How many big blue busses did you see? ____

How many trains did you see? ____

How many bicycles did you see? ____

How many roller skates did you see? ____

How many skateboards did you see?____

What was the m

ost surprising thing for you? ___________________________________________________________________________________________________________________________Did you use any of the transportation m

ethods that you observed? Which ones?

_________________________________________________________________________________________

____________ S

kateboard

Roller S

kate

Bicycle

Train

Big B

lue Bus


NAME: _______________________________________________________________________

Grade 1 1.MD.C.4

Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.

Problem 3: City of Santa Monica TransportationUse the following data table to answer the questions about transportation usage in Santa Monica. The table was created from a survey of 100 people who live in Santa Monica

Transportation Questions

How many big blue busses did you see? ____

How many trains did you see? ____

How many bicycles did you see? ____

How many roller skates did you see? ____

How many skateboards did you see?____

What was the m

ost surprising thing for you? ___________________________________________________________________________________________________________________________Did you use any of the transportation m

ethods that you observed? Which ones?

_________________________________________________________________________________________

Santa Monica Transportation Q

uestions

How many people from

the survey drive their car a few times a week? ______


the survey walk a few times a week? ____

How many people ride their bike a few tim

es a week? _____How m

any people ride the Big Blue Bus a few times a week? ____

How many people ride other public transportation a few tim

es a week? _____

What is the m

ost comm

on form of transportation? _______________

What is the least com

mon form

of transportation? _______________Are you surprised by anything in this table? If so, what is it? If you aren’t, why not?___

Transportation used to “Get Around Santa M

onica” a few tim

es a w

eek

Riding O

ther Public

Transportation

Riding the B

ig Blue

Bus

Riding a B

ike

Walking

Driving a C

ar


NAME: _______________________________________________________________________

Grade 1 1.G.A.2Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape.

Problem 1: Build a Bus StopCut out and use the shapes in Appendix 1D 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.

Santa Monica Transportation Q

uestions


the survey drive their car a few times a week? ______


the survey walk a few times a week? ____

How many people ride their bike a few tim

es a week? _____How m

any people ride the Big Blue Bus a few times a week? ____

How many people ride other public transportation a few tim

es a week? _____

What is the m

ost comm

on form of transportation? _______________

What is the least com

mon form

of transportation? _______________Are you surprised by anything in this table? If so, what is it? If you aren’t, why not?___

Transportation used to “Get Around Santa M

onica” a few tim

es a w

eek


NAME: _______________________________________________________________________

= ___ = ___ = ___

= ___ = ___ = ___


Problem 2: Tangram TransportationCut out and use the tangram in Appendix 1C to build your own invention for a mode of transportation. You may also draw in circles.

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&ved=0ahUKEwierrWis9PNAhUY3mMKHT7vAxMQjRwIBw&url=http://etc.usf.edu/clipart/40600/40699/pb_trp_40699.htm&psig=AFQjCNEhtiyngNfigCCmaU3-NdCgiY4o4Q&ust=1467501502905133


NAME: _______________________________________________________________________


Problem 3: Build a BicycleCut out and use the shapes in Appendix 1D to build your own bicycle or another mode of transportation of your choice. 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.

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