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First Grade Spiral Review Math Center Games

52 Ratings
Primary Inspiration by Linda Nelson
8,859 Followers
Subject
Grade Levels
Resource Type
Format
PDF (2 MB|30 pages)
Standards
CCSS1.OA.D.7
CCSS1.OA.C.6
CCSS1.OA.B.3
CCSS1.OA.A.2
CCSS1.NBT.C.6
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Primary Inspiration by Linda Nelson
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    If you're a primary math coach or math specialist, this is the set you need for year-long practice and review with your K-3 students! Click the links above to go directly to previews for each of the resources in this bundle!These forty math games can be played with partners or as a whole class activ
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DescriptionStandards9Reviews52Q&APrimary Inspiration by Linda NelsonMore fromPrimary Inspiration by Linda Nelson

Description

Here’s a set of ten math games that your first graders will love, whether they play with partners or as a whole class activity. Directions are included for both ways to play! There's even a third version that one student can play independently in a math center or for extra practice at home. Your students will read numerical expressions like “12+6=18” and “2+4>8-1"” and decide whether they are true or false, “Thumbs up!" or "Thumbs down!".

This resource includes card sets to support these topics and standards:

Sequence of Numbers 1-120: 1.NBT.A.1

Comparing Numbers 1-10 using >, <, and =: 1.NBT.4.B.3

Comparing Two-Digit Numbers: 1.NBT.4.B.3

Using Place Value to Add and Subtract Ten: 1.NBT.C.5.

Adding and Subtracting Multiples of Ten: 1.NBT.C.6

Fact Families/ Related Sentences: 1.OA.B.3

Telling Time to the Hour and Half Hour: 1.MD.B.3

Three Addends: 1.OA.A.2

Evaluating and Comparing Algebraic Expressions: 1.OA.D.7.

Adding and Subtracting Within 20: 1.OA.C. 6

These games are a great way to pre-assess or to review before final assessment. They're an easy-to-prepare math center activity. They’re also helpful for spiraled review throughout the year!

The set includes...

* Two colorful game boards in ten-frame format

* A single-page sorting mat which can be used by one student working

independently

* Ten sets of 24 cards each to practice the skills listed above

* A fun printable to turn the card sets into an active, whole-class activity

* A self-checking answer key for each game

* A response page for accountability

The CCSS for each are printed on each set of cards for your convenience.

Please download the free preview for a closer look and a free sample game!

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Thanks for your interest in this product!

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Second Grade Math Games: Thumbs Up or Thumbs Down?

120 Riddles for the 120 Chart

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Total Pages
30 pages
Answer Key
Included
Teaching Duration
N/A
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Standards

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CCSS1.OA.D.7
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.
CCSS1.OA.C.6
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).
CCSS1.OA.B.3
Apply properties of operations as strategies to add and subtract. If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.)
CCSS1.OA.A.2
Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
CCSS1.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), 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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