1st GRADE NUMBER ACTIVITIES: OPERATIONS AND ALGEBRAIC THINKING
Represent and solve problems involving addition and subtraction
1.OA.1 Use addition and subtraction within 20 to solve one and two step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g. by using drawings and equations with a symbol for the unknown number to represent the problem.
1.OA.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.
Three Addends Word Problems to 20
Find 3 Cards
Three Letter Addends
Understand and apply properties of operations and the relationship between addition and subtraction
1.OA.3 Apply properties of operations as strategies to add and subtract. Examples: If 8+3=11 is known,then 3+8=11 is also known. (Commutative property) 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).
Turn Around Trains
Turn Around Dominoes
Domino Fact Families
1.OA.4 Understand subtraction as an unknown-addend problem. For example, subtract 10-8 by finding the number that makes 10 when
added to 8.
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).
Facts of Ten
Make 10 on the Ten Frame
Make 10 Squares
Sums of Ten
Make 10 with Cuisenaire Rods
Math Fact Sort
Number Sentence Match
Fact Family House
Build a Cuisenaire House
Four in a Row Subtraction
Race to 50
Work with addition and subtraction equations
1.OA.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
True or False?
1.OA.8 Determine the unknown whole number in an addition or subtraction equation relating to 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 = □
Find the Missing Number
1st GRADE NUMBER ACTIVITIES: NUMBER AND OPERATIONS IN BASE TEN
Extend the counting sequence
1.NBT.1 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.
Missing Number Grids 1-50
Understand place value
1.NBT.2 Understand that the two digits of a two-digit number represent amounts of tens and ones.
Understand the following as special cases:
a. 10 can be thought of as a bundle of ten ones – called a “ten.”
b. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).
1.NBT.3 Compare two two-digit numbers based on meanings of the
tens and ones digits, recording the results of comparisons with the
symbols >, =, and <.
Ten Frame Compare
Comparing Two Digit Numbers
Use place value understanding and properties of operations to add and subtract
1.NBT.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; 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.
1.NBT.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.
Subtracting Sets of Ten
Subtracting Multiples of Ten