First Grade Number and Operations in Base Ten

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323 Ratings
Math Coach's Corner
33.3k Followers
Grade Levels
K - 2nd, Homeschool
Resource Type
Standards
Formats Included
  • PDF
Pages
54 pages
$6.00
$6.00
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Math Coach's Corner
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Description

This unit is packed with materials for teaching five different 1st grade number and operations standards. It includes whole group instruction, workstation activities, a whole class game, partner games, and printables.

INCLUDES:

☀️ Large place value cards for pictorially representing the tens and ones in a number—great for whole-class and small-group instruction!

☀️ Scoot game for ten more and ten less

☀️ Two Capture 4 games

  • Adding a multiple of 10 to a 2-digit number
  • Subtracting a multiple of 10 from another multiple of 10

☀️ Themed 120 chart

☀️ Three partner games:

  • Subtracting a multiple of 10 from another multiple of 10
  • Adding a multiple of 10 to a 2-digit number
  • Adding a 1-digit number to a 2-digit number

☀️ SEVEN printables for practice or assessment

DOWNLOAD THE PREVIEW FOR TEACHING NOTES AND DESCRIPTIONS OF ALL THE ACTIVITIES!

WHAT TEACHERS ARE SAYING...

⭐⭐⭐⭐⭐ "I love all of your work! Your work has changed my whole math philosophy!" Lauren G.

⭐⭐⭐⭐⭐ "I love this resource! I was looking for a new 120's chart and yours is so cute I might have bought this product just for it, but you have so many other great number and operation activities as well. I can't wait to use them this year! Thanks for making this." Wendy R.

⭐⭐⭐⭐⭐ "There is so much here, and I keep coming back to this resource. Thank you so much!" Wendy K.

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STANDARDS ALIGNMENT

TEKS MA.1.3.B Use concrete and pictorial models to determine the sum of a multiple of 10 and a one-digit number in problems up to 99.

TEKS MA.1.5.C Use relationships to determine the number that is 10 more and 10 less than a given number up to 120.

TEKS MA.1.5.F Determine the unknown whole number in an addition or subtraction equation when the unknown may be any one of the three or four terms in the equation.

TEKS MA.1.5.C Apply properties of operations to add and subtract two or three numbers.

CCSS 1.OA.D.8—Determine the unknown whole number in an addition or subtraction equation relating three whole numbers

CCSS 1.NBT.B.2—Understand that the two digits of a two-digit number represent amounts of tens and ones

CCSS 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

CCSS 1.NBT.C.5—Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count

CCSS 1.NBT.C.6—Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences)


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TERMS OF USE

Copyright © Math Coach's Corner.

For personal and single-classroom use only.

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Total Pages
54 pages
Answer Key
Included
Teaching Duration
Lifelong tool
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Standards

to see state-specific standards (only available in the US).
Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = ▯ - 3, 6 + 6 = ▯.
Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:
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.
Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.
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.

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