Richland Parish School Board



Grade 3

Mathematics

Unit 4: Multiplication Facts for 0, 1, 2, 5, 9 and 10

Time Frame: Approximately four weeks

Unit Description

The focus of this unit is the transition from concrete to abstract representations for the basic multiplication facts for 0, 1, 2, 5, 9, and 10. The use of arrays provides visual representations so students visualize basic facts and the commutative property of multiplication.

Student Understandings

Students understand that multiplication can be viewed as the joining of equal groups and can represent multiplication problems as arrays. They also learn to identify and solve real-life problems involving multiplication.

Guiding Questions

1. Can students represent a multiplication problem using different models?

2. Can students relate multiplication to skip counting?

3. Can students use methods to show mastery of the basic facts of multiplication of facts with 0, 1, 2, 5, 9, and 10 and apply the commutative property for multiplication?

4. Can students find patterns to complete tables, state the rule for the pattern, and continue the pattern?

Grade 3 Grade-Level Expectations (GLEs) and Common Core State Standards (CCSS)

|Grade-Level Expectations |

|GLE # |GLE Text and Benchmarks |

|Number and Number Relations |

|5. |Recognize and model multiplication as a rectangular array or as repeated addition (N-4-E) (N-7-E) |

|9. |Know basic multiplication and division facts [0s, 1s, 2s, 5s, 9s, and turn-arounds (commutative facts), including |

| |multiplying by 10s] (N-6-E) (N-4-E) |

|Algebra |

|15. |Use objects, pictures, numbers, symbols, and words to represent multiplication and division problem situations (A-1-E) |

|16. |Use number sentences to represent real-life problems involving multiplication and division (A-1-E) (N-4-E) |

|Patterns, Relations, and Functions |

|47. |Find patterns to complete tables, state the rule governing the shift between successive terms, and continue the pattern |

| |(including growing patterns) (P-1-E) (P-2-E) |

|CCSS for Mathematical Content |

|CCSS # |Core Curriculum State Standards |

|Operations and Algebraic Thinking |

|3.OA.3 |Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and |

| |measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the |

| |problem. |

|3.OA.5 |Apply properties of operations as strategies to multiply and divide. Examples: If |

| |6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 |

| |× 5 = 15, then 15 × 2 = 30, or by |

| |5 × 2 =10, then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 30 and 8 × 2 =16, one can |

| |find |

| |8× 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.) |

|ELA CCSS |

|CCSS # |CCSS Text |

|Writing Standards |

|W.3.2 |Write informative/explanatory texts to examine a topic and convey ideas and information clearly. |

|W.3.8 |Recall information from experiences or gather information from print and digital sources; take brief notes on sources and |

| |sort evidence into provided categories. |

Sample Activities

Activity 1: Rectangular Arrays and Repeated Addition (GLEs: 5, 9; CCSS: 3.OA.5)

Materials List: base-10 blocks or color tiles, paper, pencil

In this activity, students will connect arrays to the corresponding repeated addition and multiplication sentences and vice versa.

Have students make an array that has 2 rows and 3 columns.

The 2 by 3 array would look like the following:

* * *

* * *

Have students write the repeated addition sentence for the array (3 + 3 = 6).

Tell them that they can also think of the array as 2 rows (or groups) of 3 objects. They can describe this array by using the multiplication sentence 2 × 3 = 6.

Have students make different arrays and write the corresponding repeated addition and multiplication sentences. Be sure to keep the numbers small so that a lot of time is not wasted by simply counting.

Give students the problem 5 × 3. Have them make an array to show this problem and describe it in words. x x x

x x x

x x x

x x x

x x x

Have students write the corresponding addition sentence and find the total number of Xs in the array (3 + 3 + 3 + 3 + 3 = 15). Tell them that the array shows that 5 × 3 = 15.

Repeat this using several multiplication facts.

Ask students to draw a 2 × 6 array and a 6 × 2 array. Ask how the 2 arrays are the same and how they are different. (One has a length of 2 and a width of 6 and one has a width of 6 and a length of 2. Both arrays use the numbers 6 and 2. One array is tall and one is wide.) Ask students to find the total number of squares in each array. (12) Have them write a number sentence showing the total for both expressions (2 × 6 = 12 and 6 × 2 = 12). Ask them what they notice in the 2 equations. (All of the numbers are the same; they are just in different order.) Ask them what happens when the order is changed when multiplying 2 × 6 = 6 × 2. (The answer is the same, 12). Tell students that this is an example of the commutative property. If 2 × 6 = 12 and 6 × 2 = 12, then 2 × 6 = 6 × 2.

Tell students that, although the products are the same, and the arrays are simply turned sideways, the repeated addition sentences look very different.

2 × 6 = 6 + 6 = 12 and 6 × 2 = 2 + 2 + 2 + 2 + 2 + 2 = 12

Give students a few arrays that illustrate the commutative property such as 5 × 4 and 4 × 5. Have them make the arrays, write the corresponding repeated addition sentences, find the products, and write the commutative property statement.

Activity 2: Array Hunt (GLEs: 5, 9; CCSS: 3.OA.5, W.3.2,)

Materials List: learning logs, pictures of arrays found in real life (ex. egg carton, six pack of soda)

Ask students to name some real-world things that look like arrays. Some of their responses may be window panes, an egg carton, soft drinks that are held together with the plastic rings at the top, cars parked in rows, or a tic-tac-toe puzzle. Show pictures if possible. After taking students on a walk around the school to find examples of arrays, have them use discussion (view literacy strategy descriptions). Using Think-Pair-Square-Share, have students discuss their findings. Have pairs of students discuss arrays that they found and then join another group of students, forming, in effect, small groups of four students. Have them record their findings in their learning logs (view literacy strategy descriptions). Have students draw the arrays that their group found. Tell students that these are pictures of multiplication problems. Have students label the multiplication sentences they represent. Show students a turn-around (commutative fact) such as 5 × 8 = 8 × 5.

In the next unit, the inverse operation (division) facts will be written. The commutative facts and the inverse operation facts will complete fact families for numbers.

Activity 3: Things That Come In Groups (GLEs: 5, 9, 15, 16; CCSS: 3.OA.5)

Materials List: What Comes in 2’s, 3’s, and 4’s?, chart paper, marker, paper, pencil, colors

Use the book What Comes in 2’s, 3’s and 4’s? by Suzanne Acker. Before reading the story, lead a discussion of things that come in 2s, 3s and 4s. Read the book.

Post a piece of chart paper for each number 1-12. Tell students to brainstorm (view literacy strategy descriptions) things that come in groups of 2s, 3s, etc. Allow students to come up with anything they can think of that comes in groups of the number being discussed. Record students’ ideas under each number on the board. Discuss that things on the lists should include groups that are usually that size. For example, there may be 2 pockets in their pants but that is not always true for every pair of pants. There are, however, always 10 dimes in a dollar. Pose a few questions that can be solved using multiplication based on the lists that the students generated. For example, it is agreed that there are usually 5 fingers on a person’s hand. Ask, How many fingers would there be on 5 hands? On the chart write the question, If there are 3 sides on a triangle, how many sides would there be on 2 triangles? As students answer, write the repeated addition sentence [pic] along with the multiplication sentences [pic] and [pic]so that students see each notation.

Have students make up their own questions and write them down. Ask partners to answer each other’s questions providing both addition and multiplication sentences. Have manipulatives available. Tell students to choose an item and illustrate a number by showing groups of the items. For example, a student may show 5 three-leaf clovers. Students must draw pictures clearly enough for the items in each group to be counted. Have them write brief sentences describing the groups and the total number of items represented in the picture. Let students choose another item to illustrate or assign one. After posting the pages, bind them together in a class book to use later.

Activity 4: Number Line Jumps for Multiplication (GLEs: 5, 9; CCSS: 3.OA.3)

Materials: Number Lines BLM, Real-Life Problems BLM, individual white boards (use notebooks if boards are unavailable), markers, erasers

Spend a few minutes skip counting by 2s, 5s, and 10s. Show students the following examples and explain that multiplication as repeated addition can be shown on a number line. It can also be thought of as skip counting.

Example: A frog jumps 2 inches 7 times. Where does it land?

Draw a number line and show the jumps below. As each jump is shown, say: 1 jump of 2 = 2; 2 jumps of 2 = 4, 3 jumps of 2 = 6, …, 7 jumps of 2 = 14. This will tie the jumps to skip counting.

|  [pic] |

|Write 2 + 2 + 2 + 2 + 2 + 2 + 2 = 14. Tell students that the jumps can be thought of as 7 jumps of 2 and a multiplication sentence can be |

|written to show this. Write 7 × 2 = 14. |

| |

|To illustrate the commutative property, show that 2 jumps of 7 also equals 14. Write 2 jumps × 7 = 14, 7 jumps × 2 = 14, so 2 × 7 = 7 × 2. |

Have students come to the board and draw number lines to represent different facts for 1s, 2s, 5s, 9s, and 10s. Have other students use the Number Lines BLM or draw number lines on the individual white boards or in their notebooks. Have them write the corresponding multiplication sentences. Below is an example.

A flea jumps five feet two times. Where does it land?

|[pic] |

|2 × 5 = 10 |

|Ask where the flea would land if it jumped 2 feet 5 times (at 10 feet). |

Monitor students’ work as they complete problems using number lines drawn on their boards or in notebooks.

For additional practice, give students the Real-Life Problems BLM and an extra copy of the Number Lines BLM. Have them use the jumping process to solve the problems. Be sure to have them write the answer using correct units.

Activity 5: Fact Strategies for 0s, 1s, 2s (GLE: 9; CCSS: 3.OA.3, W.3.2)

Materials List: paper, pencil, zip top bags, Number Lines BLM, index cards

Give students copies of the Number Lines BLM. Ask the students to have their flea hop 3 times 0 inches. Ask where the flea would land (At 0). Write 3 hops of 0 equals 0 or 3 × 0 = 0. Do this for other hops of 0 feet. Make a list of all of the facts. Ask students to predict what would happen if the flea did 10 hops of 0 inches. Have students generalize that any number times 0 is 0.

Ask students to have their flea jump 2 inches 0 times. This could be written as 0 hops of 2 equals 0 or 0 × 2 = 0. Ask where their flea would land (at 0). Do more examples of 0 times another number. Make a list of the facts each time a question is asked. Have students generalize that 0 times any number is 0. A number line could be drawn on the floor to have students do these jumps.

Have students use the Number Line BLM to show multiplying by 1. Ask students where the flea would land if the flea hopped once 5 inches. Write 1 hop of 5 equals 5 or 1× 5 = 5. Continue with other examples. Have students generalize that 1 times any number is that same number.

Ask students where the flea would land if it hopped 5 times, 1 inch each time. Write 5 hops of 1 equals 5 or 5 x 1 = 5. Continue with other examples. Have students generalize that any number times 1 is that same number.

Have students make a list of the doubles facts in addition. Connect these facts to repeated addition and multiplication.

|1 + 1 = 2 |2 groups of 1 = 2 |2 × 1 = 2 |

|2 + 2 = 2 |2 groups of 2 = 4 |2 × 2 = 4 |

|3 + 3 = 6 |2 groups of 3 = 6 |2 × 3 = 6 |

|Etc. | | |

Make sure that students make the generalization that the multiplication facts for 2 give the same answer as the doubles facts in addition. A number of hops of two and two hops of that number could also be done on the Number Line BLM to help students generalize the facts.

Pictures of doubles are also very effective. Some examples of these are a bug’s legs, a spider’s legs, and a pair of hands. Images of these may be found on Google images when “doubles in multiplication” is entered as the search string.

Students can use split-page notetaking (view literacy strategy descriptions) as they write some of the tips for memorizing facts for 0s, 1s, 2s. This is done by drawing a vertical line approximately 2 to 3 inches from the left edge of a piece of paper, so the page is split into one-third/two-thirds. In the left column have students write, “Memorizing facts for _____,” and fill in the number of the fact being studied. Demonstrate how students can study from their notes by covering one column and using the information in the other column to recall the information that’s covered. Students can quiz each other over the content of their notes in preparation for quizzes and other class activity.

Example:

|Memorizing Facts For _____ | Tips and Tricks |

| 0 |Any number multiplied by 0 is 0. Ex. 4 ( 0 = 0 |

Some of the tips and tricks that students may say are the following:

-Any number multiplied by 0 is 0.

-Any number multiplied by 1 is that number.

-When multiplying by 2, just double the number.

-When multiplying by two, I just need to know my doubles addition facts.

Have students make flash cards for the 0s, 1s, and 2s facts from index cards. They can study with partners. Flash cards can be made with the fact and the commutative fact on one card.

2 4

× 4 × 2

----- ------

These notes and flash cards can be used as a review for a test and during memorization of facts.

Activity 6: Fact Strategies for 5s and 10s (GLE: 9; CCSS: 3.OA.3, W.3.2

Materials List: paper, pencil, index cards

Spend a few minutes counting by 5s. Tell students that when multiplying by 5, they can think of skip counting by 5. Have students get into a large circle and count by fives. Stop on a count such as 30, and ask, “How many 5s have you counted?” Have students use discussion (view literacy strategy descriptions). Using inside-outside-circles as each inner circle student counts, the outer circle student says the fact.

5 Think 1 five.

10 Think 2 fives.

15 Think 3 fives. Etc

After trading places, begin counting again using inside-outside-circles.

Tell students that another way to think of multiplying by fives is to think of the numbers on a clock. 1 group of 5 minutes = 5 minutes, 2 groups of 5 minutes = 10 minutes, etc.

Ask students how money can be used to count by fives. (Using nickels is another way to count by 5.) 1 nickel = 5 cents, 2 nickels = 10 cents, etc. Remember to have students think about the turn-around or commutative facts of 5.

Teacher Note: The Number Lines BLM from Activities 4 and 5 could be used to show jumps of 5.

Spend a few minutes counting by 10s. Tell students that when multiplying by 10, they can think of skip counting by 10. Stop on a count such as 30 and ask, “How many 10s have you counted?” (3) Tell students to get into inside-outside-circles and count by tens. The outer circle student says the fact.

10 Think 1 ten.

20 Think 2 tens.

30 Think 3 tens. etc

Ask students how dimes can be used to count by 10. 1 dime = 10 cents, 2 dimes = 20 cents, etc.

Remember to have students think about the turn-around or commutative facts of 10.

When multiplying by 10, students need to understand that the digit multiplied by 10 shifts one place to the left. For example, the digit 2 is in the ones place. But when 10 groups of 2 are made or 2 groups of 10 are made, the digit 2 shifts to the tens place. When multiplying by 10, the number multiplied will become 10 times larger. This means a zero can be added to the end of a single-digit number to multiply by 10. For example, when multiplying 10 × 7 = multiply 1 times 7, then put a zero in the ones place. 10 × 7 = 70

Students can use split-page note taking (view literacy strategy descriptions) as they write some of the tips for memorizing facts for 5s and 10s. This is done by drawing a vertical line approximately 2 to 3 inches from the left edge of a piece of paper, so that the page is split into one-third/two-thirds. In the left column have students write, “Memorizing facts for _____,” and fill in the number of the facts’ being studied. Demonstrate how students can study from their notes by covering one column and using the information in the other column to recall the information that’s covered. Students can quiz each other over the content of their notes in preparation for quizzes and other class activity.

Example:

|Memorizing Facts For ____ | Tips and Tricks |

| 5 |Count by 5s. Ex. 5 ( 3 = 15 |

Some of the tips and tricks that students may say are the following:

-When multiplying by 5, count by 5s.

-When multiplying by 5, think of the numbers on a clock.

-Using nickels is another way to think of counting by 5.

-When multiplying by 10, count by 10s.

-Using dimes can help me think of multiplying by 10.

-When I multiply by tens, I can add a zero to the other factor, because the answer will be 10 times bigger.

Have students make flash cards on index cards for the 5s and 10s facts and use the cards to study with partners. Flash cards can be made with a fact (5 ( 2 = 10) and the commutative property statement (5 ( 2 = 2 ( 5) on the front of one card. The product will be written on the back of the card.

These notes and flash cards can be used as a review for a test and during memorization of facts.

Activity 7: Fact Strategies for 9s (GLE: 9; CCSS: 3.OA.3, W.3.2)

Materials List: paper, pencil

Tell students that the nine facts are special facts. Once they know the facts for 10, 9 facts are easy. Tell them the following.

Think of 1 group of 10. That equals 10. 1 group of 9 would just be 1 less than 10. 1 ( 9 = 9

Think of 2 groups of 10. That equals 20. 2 groups of 9 would just be 2 less than 20. 2 ( 9 = 18

Think of 3 groups of 10. That equals 30. 3 groups of 9 would just be 3 less than 30. 3 ( 9 = 27

Continue with the other facts of 9.

Display the multiplication facts for 9s. Ask students to look for the patterns in the facts.

Students may discover that when multiplying by 9, the number in the tens column increases by 1 with each answer and the number in the ones column decreases by 1.

Example: 9 ( 1 = 9 9 ( 10 = 90

9 ( 2 = 18 9 ( 9 = 81

9 ( 3 = 27 9 ( 8 = 72

9 ( 4 = 36 9 ( 7 = 63

9 ( 5 = 45 9 ( 6 = 54

Some students may see that the sum of the digits is always nine. This works for facts up to 9 ( 10.

Students can use split-page note taking (view literacy strategy descriptions) as they write some of the tips for memorizing facts for 9s. In the left column have students write, “Memorizing facts for _____,” and fill in the number of the facts’ being studied.

Example:

|Memorizing Facts For _____ | Tips and Tricks |

| 9 |When multiplying a number by 9, think of 9 as one less than 10. Each group of 9 is always one less than a |

| |group of 10, so 2 groups of 9 is 2 less than 2 groups of 10 (20 – 2 = 18). |

Some of the tips and tricks that students may say are the following:

-When multiplying a number by 9, think of 9 as one less than 10. Each group of 9 is always one less than a group of 10, so 2 groups of 9 are 2 less than 2 groups of 10 (20 – 2 = 18)

-When multiplying by 9, the number in the tens column will increase by 1 with each answer and the number in the ones column decreases by 1.

-When multiplying by 9, the number in the tens place of the product is always one less than the number in the ones place.

Have students make flash cards from index cards and practice using these cards with partners. Flash cards can be made with the fact and the commutative statement on one card. These notes can be used as a review for a test and during memorization of facts.

Activity 8: Multiplication Fact Practice (GLE: 9; CCSS: 3.OA.3, 3.OA.5, W.3.2)

Materials: note cards, pencil, index cards

Give students an index card and have them write a multiplication fact on the front of the card with the product on the back of the card. Have students use a specific factor if they are working on a certain set of multiplication facts. For instance, if they are working on 5s, they must use 5 as one of the factors in their problem. Have students use the discussion strategy (view literacy strategy descriptions) of Inside-Outside Circles. Have students stand and face each other in two concentric circles holding their cards. Have them take turns reading each other’s card and providing the correct product and the turn-around or commutative statement. If the incorrect product is provided, students should discuss what the correct answer is and provide a trick, when possible, to help remember that fact. After each student has had a turn, the outside circle will rotate until all students in the inside circle have been paired with all students in the outside circle. This is a fun way for students to work on fact memorization, and every student is involved. Collect the fact cards and store them in a center for studying facts.

Activity 9: Number Patterns to Help Learn Simple Facts (GLEs: 5, 9; CCSS: 3.OA.3)

Materials List: 100s Chart BLM, colors or colored pencils

Give each student 4 copies of the 100s Chart BLM. Have students color the numbers as they count by twos. Allow students to check their work with partners. Tell students that when they skip count by 2s, they are multiplying by 2s. Each number that they say as they count by twos is called a multiple of two. Ask students if 5 is a multiple of 2. (No, you don’t say 5 when you count by twos.) Ask if 11 could be the answer to the problem 2 ( 5? (No, you don’t say 11 when you count by twos.) Tell students to investigate the chart looking for any patterns formed by the multiples of two.

Have students repeat the process for the facts of 5, 9, and 10. Ask questions such as the ones above to help students memorize the facts.

Write the numbers 5, 9, and 10 on the board. Have students choose two of these numbers and then create a Venn diagram graphic organizer (view literacy strategy descriptions). The Venn diagram will be made using the multiples of the two numbers chosen. In one circle, have students place the multiples of one of the numbers. In the other circle, have students place the multiples of the other number. Where the circles overlap, have students place the numbers that are common multiples. This Venn diagram can be used later to study these facts and compare the multiples of the numbers.

Activity 10: In and Out Machine (GLEs: 9, 47; CCSS: 3.OA.3)

Materials List: board or overhead, vis-à-vis, paper, pencil, Blank In and Out Machines BLM, In and Out Machines BLM

Make a table of numbers that go “in” a machine and numbers that come “out.”

| In |Out |

|1 |2 |

|2 |4 |

|3 |6 |

|4 |8 |

|5 |10 |

Example:

Ask students if they see any relationship between the “out” number and the “in” number. Ask them what could be done to the “in” number to get the “out” number. Have students state the rule, in this case, multiply the “in” number by 2 to get the “out” number. Give students a copy of the Blank In and Out Machines BLM. On the BLM, have students fill in the parts in the table above, and extend it to a designated end, for example, until a product of 20 is reached. Use input/output tables to practice the facts for 0, 1, 2, 5, 9 and 10. Call out 2 or 3 “in” and related “out” numbers and have students determine the rule. Once the rule is determined, call out other “in” numbers and have students write the “out” numbers or products. When first using this BLM, call out the “in” numbers in numerical order. But later, use a random order for the “in” numbers. This is a wonderful way to practice basic multiplication facts.

Have students complete the In and Out Machines BLM in small groups or individually.

Activity 11: Multiplication Problem Solving (GLEs: 9, 16; CCSS: 3.OA.3)

Materials: Multiplication Problem Solving BLM, timer

Place a card made from the Multiplication Problem Solving BLM on different desks. Number the cards. Have students number their papers with numbers that correspond to the cards. Have students move around the room and sit in a new desk to complete each problem, writing each answer on their numbered pages. Set a timer and when the timer goes off, each student must move to the desk behind him/her. If he/she is at the end of the row, he/she then moves to the next row. Tell students they may sit in each desk on which there is a problem only one time.

The following problems are found in Common Core State Standards for Mathematics, Glossary, Table 2. These are examples of the different types of multiplication and division word problems.

Only the first column will apply to this unit. Comparing types of problems will be introduced in 4th grade.

[pic]

After students have finished the problems, go over the correct answers and discuss the types of problems to determine if they are dealing with equal groups, arrays and area, or comparing.

Sample Assessments

General Guidelines

Students need to be observed both as individuals and in groups. Continue to assess students by listening to them during whole class and partner discussions.

General Assessments

• Include in the portfolio assessment the following:

✓ Anecdotal notes from teacher observation

✓ Student explanations from specific activities

✓ Learning log entries

• Provide students with color tiles and three multiplication problems. Have the students demonstrate the problem as an array and rewrite the problem as repeated addition.

• Ask probing questions while students are working in groups such as:

✓ How would you prove that?

✓ Do you understand what ____ is saying?

✓ Is the solution reasonable?

✓ How did you figure that out?

✓ Are you sure?

✓ Can you explain why you are sure?

• Provide sharing time for group work and ask questions such as:

✓ Can you convince the rest of the class that your answer makes sense?

✓ Does anyone have another way to figure it out?

✓ What do you think about that?

• Have students turn in journal entries which could include:

✓ Pretend a second grader asked you “What is multiplication?” How would you explain multiplication to a second grader?

✓ Today in math I learned…

Activity Specific Assessments

• Activity 3: Using the book the class created, make riddles for the students to solve. For example: There are 5 stoplights. Each stoplight has 3 lights. How many lights in all? Each ant has 6 legs. There are 5 ants. How many legs are there? Have the students show and explain how they solved the problem using words, pictures and numbers. Determine the number of problems that are appropriate for students based on time allowed and ability.

• Activity 6: Have students determine the value of a given number of nickels and then a given number of dimes using the multiplication facts for 5s and 10s.

• Activity 11: Give the following situation and have the students respond: Maryanne won a $100 shopping spree at the Space Museum. She could choose items from the price list below. Maryanne bought 2 planet sticker books, 5 glow- in-the-dark stars, and 10 sun print kits. Make a receipt that shows how many items of each price Maryanne bought. Show the total she spent and the credit she has left if any. Use a calculator, play money or other manipulatives to help find for your answer.

Price List from Space Museum

|$2 |$5 |$9 |

|origami paper |glow in the dark stars |space shuttle model |

|freeze dried ice-cream |kaleidoscope |inflatable shuttle |

|prism |planets mobile |planet sticker book |

|sun print kit |spectrum glasses |astronaut trading cards |

Resources

• Acker, Suzanne and Karlin, Bernie. (1990). What comes in 2’s, 3’s, and 4’s? New York: Simon and Schuster Books.

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