100th Day Common Core Owls

Subject
Resource Type
Common Core Standards
Product Rating
3.8
3 Ratings
File Type

PDF (Acrobat) Document File

632 KB|9 pages
Share
Product Description
100th Day of School Activities with an Owl Theme!!!

The standards below are addressed as well as a couple of 2nd grade standards because I teach a split class.

Included:
-Parent Letter for 100th day of school "Hat Project"
-Fill in the 100's chart
-Writing the number 100 in standard and word form
-Skip counting by 2's, 5's, 10's
-Coloring 100 Base Ten Blocks
-Representing 100 using 10 groups of circles and tally marks
-100 chart to use with candies/small objects
-Question-If I had 100 dinosaurs, I would
-Greater than/Less Than/Equal to (using standard form and base ten blocks)
-Multiple step word problems
-Missing number equations
-Adding multiples of 10 to multiples of 10.
-Standards Alignments

CCSS.Math.Content.1.NBT.A.1 Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.
CCSS.Math.Content.1.NBT.B.2c The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).
CCSS.Math.Content.1.NBT.B.3 Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.
CCSS.Math.Content.1.NBT.C.4 Add 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.
CCSS.Math.Content.2.OA.A.1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.1
Total Pages
9 pages
N/A
Teaching Duration
1 hour
Report this Resource
\$1.60