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# Back to School Math First Grade Number Sense Counting & Number Lines

Created ByMrs Balius
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TpT Digital Activity

PDF (23 MB|65 pages)
Standards
\$6.50
TpT Digital Activity
Add notes & annotations through an interactive layer and assign to students via Google Classroom.
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***Excellent numeracy practice! Great for number sense! Nice foundation work for for future math.***

Back to School

Kindergarten Math

Beginning of the Year

**Aligned with the Kindergarten & First Grade Common Core Math Standards and the Kindergarten & First Grade Math TEKS**

The first math concept that your students must acquire is a sense of numeracy. Students developing a sense of numeracy begins with sorting and counting objects. This resource includes lots of practice with counting by one, five and ten, as well as counting on and counting back. It also introduces practice using a number line and the hundred chart. It is appropriate for late kindergarten or early first grade practice. This packet is aligned with the Common Core Standards and with the TEKS. This unit allows students to practice the skills that are required for mastery of the standards. It also provides a rigorous path that leads students into the next levels of learning.

You may also like:

Kindergarten Number of the Day: Great for beginning number sense!

Number of the Day {The Whole Year} Kindergarten Bundle

Try this other great Counting and Number Line unit:

First Grade Math Counting & Number Lines {Monster Math} CCS 1.OA.5 1.NBT.1

The unit includes guided and independent practice for each concept. For each topic, there are at least two colorful guided practice/re-teaching pages designed for projection or for small group intervention. Also included are several printer-friendly (less graphics) pages for independent practice, to use for small group work or centers. Use part or all of this resource for your students’ developing sense of numeracy. The pages print equally well in black and white and in color.

Common Core Alignment:

Counting and Cardinality K.CC:

***Know number names and the counting sequence. (K.CC.1, K.CC2)

***Count to tell the number of objects. (K.CC.3, K.CC.4)

Operations and Algebraic Thinking 1.OA:

***Relating counting to addition and subtraction. (1.OA.5)

Number and Operations in Base Ten 1.NBT:

***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. (1.NBT.1)

I use ‘guided math’ in my classroom. I begin my teaching time block teaching/spiraling math concepts as a whole group, but most of my math block is devoted to guided practice in small groups followed by independent or small group practice, centers and intervention. I begin my math time every day with a page from my popular Number of the Day series. You may find more math in this “printable” format in my store.

I hope that you and your kids enjoy this fun back-to-school resource. Check back soon. I continue to add Number of the Day units daily!

Enjoy!

Mrs Balius

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This purchase is for one teacher only.

• This material is copyrighted by Barbara Morgan Balius. The purchase of this copyrighted product includes a limited license for your classroom use. It is meant for use by one teacher in one classroom. You may use this resource for each of your students in one classroom.

The product may not be copied and distributed, uploaded to the internet, or stored in a public retrieval system outside of the scope of your classroom before obtaining written approval from its author, Barbara Morgan Balius. This resource is not an Open Education Resource (OER) and as such cannot be uploaded to any #GoOpen websites, including, but not limited to, Amazon Inspire. If you intend to use it for more than one classroom, a whole school, or a whole district, additional licenses may be purchased on Teachers pay Teachers in my store. The pages included in this resources may not be used in whole or in part to create something new, and/or be distributed in any way without written consent from the author, Barbara Morgan Balius.

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to see state-specific standards (only available in the US).
Subtract 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.
Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.
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.
Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.
Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:
Total Pages
65 pages
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