Strand: NUMBER AND OPERATIONS IN BASE TEN (1.NBT)

Extend the counting sequence (Standard 1). Understand place value (Standards 2–3). Use place value understanding and properties of operations to add and subtract (Standards 4–6).
This game is a version of the traditional memory or concentration game. Students will us a set of number cards for each of the pair of numbers that cross the decade, i.e., 19 and 20, 29 and 30, 39 and 40, 49 and 50, etc. Students place all the number cards that end with 9 face down in an 3x3 array on the left and all the number cards that end with 0 face down in a 3x3 array on the right. Working in pairs or trios, students take turns. The first student selects a card from the left array, stating the number name and the counting number that follows ("I have 39, I need 40"). When a student finds a matching pair he or she keeps that pair of cards. Play continues until all cards have been matched. The student with the most matched pairs wins.
• Choral Counting II
In this activity students work with a large number line and chant a counting sequence when led by the teacher using a pointer.
• Comparing Numbers
This task is a fun partner game in which students practice making two-digit numbers, decide which is greater, and write the appropriate comparison symbolically.
• Counting Circles II
In this game students stand in a circle and practice counting in sequences.
• Ford and Logan Add 45+36
This task was designed to give students opportunities to solve a problem and analyze other students solutions while working on adding two-digit numbers.
• Grade 1 Math Module 4: Place Value, Comparison, Addition and Subtraction to 40 (EngageNY)
Module 4 builds upon Module 2's work with place value within 20, now focusing on the role of place value in the addition and subtraction of numbers to 40. Students study, organize, and manipulate numbers within 40. They compare quantities and begin using the symbols for greater than (>) and less than (<). Addition and subtraction of tens is another focus of this module as is the use of familiar strategies to add two-digit and single-digit numbers within 40. Near the end of the module, the focus moves to new ways to represent larger quantities and adding like place value units as students add two-digit numbers.
• Grade 1 Math Module 6: Place Value, Comparison, Addition and Subtraction to 100 (EngageNY)
In this final module of the Grade 1 curriculum, students bring together their learning from Module 1 through Module 5 to learn the most challenging Grade 1 standards and celebrate their progress. As the module opens, students grapple with comparative word problem types. Next, they extend their understanding of and skill with tens and ones to numbers to 100. Students also extend their learning from Module 4 to the numbers to 100 to add and subtract. At the start of the second half of Module 6, students are introduced to nickels and quarters, having already used pennies and dimes in the context of their work with numbers to 40 in Module 4. Students use their knowledge of tens and ones to explore decompositions of the values of coins. The module concludes with fun fluency festivities to celebrate a year's worth of learning.
• Grade 1 Unit 1: Creating Routines Using Data (Georgia Standards)
In this unit, students will establish daily math routines to be carried out throughout the year, such as lunch count, daily questions, calendar activities, working with a 0-99 chart, etc.
• Grade 1 Unit 2: Developing Base Ten Number Sense (Georgia Standards)
In this unit, students will rote count forward to 120 by counting on from any number less than 120, represent a quantity using numerals, locate 0-100 on a number line, use the strategies of counting on and counting back to understand number relationships and explore with the 99 chart to see patterns between numbers, such as, all of the numbers in a column on the hundreds chart have the same digit in the ones place, and all of the numbers in a row have the same digit in the tens place.
• Grade 1 Unit 5: Understanding Place Value (Georgia Standards)
In this unit, students will understand the order of the counting numbers and their relative magnitudes, use a number line and 99 chart to build understanding of numbers and their relation to other numbers, unitize a group of ten ones as a whole unit: a ten, and understand that a group of ten pennies is equivalent to a dime.
• Great Modeling Tasks in Three Acts - Thirsty Values
Students are going to discover how many CapriSun pouches are left on the table using place value.
• Hundred Chart Digit Game
This task is a bingo-like card game where students draw numbers and then mark the spaces on their card for both numbers that can be made with those digits.
• IXL Game: Counting Tens and Ones
This game helps the first grader understanding counting tens and ones up to 99. This is just one of many online games that supports the Utah Math core. Note: The IXL site requires subscription for unlimited use.
• Number and Operations in Base Ten (1.NBT) - First Grade Core Guide
The Utah State Board of Education (USBE) and educators around the state of Utah developed these guides for First Grade Mathematics - Number and Operations in Base Ten (1.NBT)
• Number of the Day
This activity provides a connection between the counting sequence and an experience from students' daily lives. It helps to give the students a sense of how "many" each number is.
• Number Square
This task describes an extended instructional sequence whose purpose is to use the 1-100 number square (also called a hundreds chart) to support understanding of adding and subtracting ten from a two-digit number.
• Ordering Numbers
The purpose of this task is to give students an opportunity to compare numbers less than 100 to benchmark numbers. Even though a number line is not explicitly given in the task, it is useful for students to list the numbers in the order they would appear on the number line; this allows them to focus on the relative ordering without worrying about the exact placement on the number line.
• Roll & Build
The purpose of this task is to give students practice representing two digit numbers with concrete objects to reinforce the meaning of the tens digit and the ones digit. This task works best in partners, however it can played individually.
• Start/Stop Counting II
This activity has the teacher walking around the room while counting aloud from a number between 1 and 20. The teacher continues to count until he/she chooses a student by patting them on the shoulder. The student and teacher switch roles, the teacher sits in the studentâ€™s chair while the student resumes the count and walks around the room. At the teacherâ€™s signal the student selects the nearest student and switches places with another child who continues the count. Repeat this until each child has had a turn counting.
• The Very Hungry Caterpillar
In this math lesson the teacher reads the book to the class and asks, "How many things do you think the caterpillar ate in this story?" The students take a minute to share their estimate with a partner. Next, the teacher reads The Very Hungry Caterpillar again. After each page, the teacher pauses so that the students can add counters or unifix cubes to the ten-frame to represent the number of things the caterpillar ate, and then write an equation on the dry-erase board connecting addition to the number of counters used.
• Where Do I Go?
This activity involves a card game and is designed to be a short, repeatable activity to build student flexibility with the number sequence.

http://www.uen.org - in partnership with Utah State Board of Education (USBE) and Utah System of Higher Education (USHE).  Send questions or comments to USBE Specialist - Shannon Olson and see the Mathematics - Elementary website. For general questions about Utah's Core Standards contact the Director - Jennifer Throndsen .

These materials have been produced by and for the teachers of the State of Utah. Copies of these materials may be freely reproduced for teacher and classroom use. When distributing these materials, credit should be given to Utah State Board of Education. These materials may not be published, in whole or part, or in any other format, without the written permission of the Utah State Board of Education, 250 East 500 South, PO Box 144200, Salt Lake City, Utah 84114-4200.