Mathematics Grade 1
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)
Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.
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.
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.
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)
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.
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 is designed to be a short, repeatable activity to build student flexibility with the number sequence. Begin by randomly giving each student in the classroom one card from one of the sets you have made. Challenge the students to get themselves into order as quickly as they can. Once they are in order have the students read the cards beginning with the student with the smallest number to the largest.
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 -
and see the Mathematics - Elementary website. For
general questions about Utah's Core Standards contact the Director
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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
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