This page provides sample 1st Grade Number tasks and games from our 1st Grade Math Centers eBook. Try out the samples listed in blue under each Common Core State Standard or download the eBook and have all the 1st Grade Number, Geometry, Measurement and Data Centers you’ll need for the entire school year in one convenient digital file. With over 170 easy-prep, engaging centers this resource will simplify your math lesson planning and make hands-on math instruction an integral part of your classroom.

Teaching in a state that is implementing their own specific math standards? Download our 1st Grade Correlations document for cross-referenced tables outlining the alignment of each state's standards with the CCSS-M, as well as the page numbers in our 1st Grade Math Centers eBook related to each standard. Teaching in Australia? This resource is also available for the Year One outcomes as written in the Australian Curriculum: Mathematics.

**Represent and solve problems involving addition and subtraction **

**1.OA.A.1** Use addition and subtraction within 20 to solve 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**Add to: Result Unknown Word Problems **Take From: Change Unknown Word Problems

Math Literature Link: Anno's Counting House

Math Literature Link: Two of Everything

Math Literature Link: Ten Flashing Fireflies

**Add and subtract within 20**

**1.OA.C.5** Relate counting to addition and subtraction (e.g. by counting on 2 to add 2).

Show One More

Show One Less

**1.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).**Count On One (v. 1) Count On One (v. 2) Find Ten **

**Work with addition and subtraction equations**

**1.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

True or False?

**1.OA.D.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

**Extend the counting sequence****1.NBT.A.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.

Base Ten Path

Counting Collections (v. 2)

**Understand place value**

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).

Tens and Ones with Snap Cubes

**1.NBT.B.3** Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.

Comparing Two-Digit Numbers

Greater Than 50

**Use place value understanding and properties of operations to add and subtract**

**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; 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.**Sums of 90 **

**1.NBT.C.5** Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.

Ten More

Race Around -10 (v.1)

**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), 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.

Subtract Ten

Subtract Multiples of Ten

**Identify, continue and label patterns. Create patterns using number, shape, or ****color.**