# Spanish First Grade Number of the Day November, NO PREP, JUST PRINT

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Resource Type
Common Core Standards
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PDF (Acrobat) Document File

5 MB|20 pages
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Product Description

This NO PREP math place value resource is full of Common Core and TEKS (for our Texans) objectives. Assessment, homework, center work, Guided Math or intervention are all ways to use this resource!

Objectives cover:

• Place Value
• Number Sense
• Patterns
• Skip Counting

November has numbers 45-61. **These numbers are NOT meant to coordinate with the number of days in school!**

These activities are for "number of the day", but they are also great to use with any part of your math program. I sometimes use them for my Guided Math groups and for intervention. It is easy to pick and choose the activities that are appropriate for each group/child!

These activities are just PRINT, NO PREP!

November is full of practice pages for the objectives we are teaching in November in 1st grade. Each month learning objectives will build on each other.

Place sheets out for students to begin as a warm-up to your calendar and/or Math Lesson for the day. There is 1 sheet per day. On days where we don't have time to get to the page, I send it home for homework or place it in a center.

***DISCLAIMER: This product has been translated into academic Spanish by Monica M. Falcon. We realize there are many different ways to say words in Spanish and/or many terms that people are familiar with. However, we deliberately avoided regional Spanish. Teacher directions are written in English.***

Other Number of the Day Months:

Some TEKS objectives covered:

Number and Operations

The student applies mathematical process standards to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system related to place value.

MATH.1.2A Recognize instantly the quantity of structured arrangements.

MATH.1.2B Use concrete and pictorial models to compose and decompose numbers up to 120 in more than one way as so many hundreds, so many tens, and so many ones.

MATH.1.2C Use objects, pictures, and expanded and standard forms to represent numbers up to 120.

Number and Operations

The student applies mathematical process standards to develop and use strategies for whole number addition and subtraction computations in order to solve problems.

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

Algebraic Reasoning.

The student applies mathematical process standards to identify and apply number patterns within properties of numbers and operations in order to describe relationships.

MATH.1.5B Skip count by twos, fives, and tens to determine the total number of objects up to 120 in a set.

Number and Operations

The student applies mathematical process standards to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system related to place value.

MATH.1.2C Use objects, pictures, and expanded and standard forms to represent numbers up to 120.

MATH.1.2D Generate a number that is greater than or less than a given whole number up to 120.

MATH.1.2E Use place value to compare whole numbers up to 120 using comparative language.

MATH.1.2F Order whole numbers up to 120 using place value and open number lines.

MATH.1.2G Represent the comparison of two numbers to 100 using the symbols < > or =

Algebraic Reasoning

The student applies mathematical process standards to identify and apply number patterns within properties of numbers and operations in order to describe relationships.

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

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Total Pages
20 pages
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\$3.50