Comparing Numbers Math Center!

Comparing Numbers Math Center!
Comparing Numbers Math Center!
Comparing Numbers Math Center!
Comparing Numbers Math Center!
Comparing Numbers Math Center!
Comparing Numbers Math Center!
Comparing Numbers Math Center!
Comparing Numbers Math Center!
Subject
Grade Levels
Resource Type
File Type

PDF

(3 MB|17 pages)
Product Rating
4.0
(1 Rating)
Standards
  • Product Description
  • StandardsNEW

Comparing numbers is such a great way to develop number sense. Students need to identify larger and smaller numbers or quantities. With this easy to set up center, students can have fun modeling and comparing numbers!

To prepare center: Make copies of recording page per student. Laminate and cut apart cards.. Copy comparing symbols onto cardstock or other sturdy paper and cut out. Place everything in folder with recording pages at math centers.

To play: Draw two cards. Model the numbers using blocks or cubes. Lay out on the mat. Compare the totals. Record your answers.

*PLEASE NOTE: This center can be found bundled in my September/Back to School Beginning Place Value Math Centers product.

Included:

  • Model Compare Numbers (H)
  • Center Game cover pages
  • Accountability sheets

All center materials in black and white, too!

This math center is designed to complement my MATH! Curriculum for first grade. You can find it HERE.

These are my Math Tubs:

M – Model It!

A – Add or Subtract It!

T – Think It!

H – Hone It!

IT – I’m Through!

You can read about how I set up my Math Centers HERE.

Thanks and happy teaching!!

Jessica

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Log in to see state-specific standards (only available in the US).
Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 - 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.
Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects.
When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.
Understand the relationship between numbers and quantities; connect counting to cardinality.
Total Pages
17 pages
Answer Key
N/A
Teaching Duration
N/A
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