First+Grade+CCLS+Resources

These activities/lessons/games were demonstrated at the two-day First Grade Common Core Learning Standards Workshop help in May and June 2011.
=Making 10 Card Game 1.OA.3, 1.OA.6, 1.OA.7 =

In this game, students set up the cards like a concentration game. They try to make matches using the cards that compose the number 10. There are both dot cards and number cards to use to differentiate your instruction. You can also just have them match sums. = = = =

Materials:
 * Place Value Game 1.NBT.2abc **

Place value boards-1 per student Popsicle Sticks-50 per student Rubber bands-5 per student Dice-1 per team

The students take turns rolling the dice and place that many sticks in their "ones" column. As soon as they can make a "ten" they bundle 10 sticks in a rubber band and move it to the "tens". The game continues until one of the pair have 5 tens. The game can be played in reverse - start with 5 tens and subtract the amount shown on the dice. This game helps students to understand regrouping. 

This is a checklist I created so students can demonstrate the standard 1.NBT.1 quickly and efficiently. Please remember that rote counting and writing numbers are two different skills. If they are supposed to count, it should be verbally.
 * Counting to 120 Spread Sheet 1.NBT.1 **

= = =**Number of the Day: 1.OA.3 **= = =

One of my favorite math activities for any age child is Number of the Day. This is a great activity for anyplace you happen to be! It will give your child lots of computation practice, be a good deal of fun, and everyone (even you) will be forced to “prove” that they are correct! Let’s say that our “number of the day” is 6. Everyone has to think up one way to make 6. Young children will probably begin with simple addition.

Example: 4 + 2 = 6

<span style="font-family: 'Century Gothic','sans-serif'; font-size: 16px; line-height: 115%;">Ask your child to “convince you” (prove) that 4 + 2 = 6.

<span style="font-family: 'Century Gothic','sans-serif'; font-size: 16px; line-height: 115%;">Everyone has to come up with an equation that equals 6, and each one has to be different. After gaining in confidence, encourage your child to think of 2 different things that equal 6.

<span style="font-family: 'Century Gothic','sans-serif'; font-size: 16px; line-height: 115%;">Example: 3 + 3 and 5 + 1

<span style="font-family: 'Century Gothic','sans-serif'; font-size: 16px; line-height: 115%;">Then ask them to find 3 things that equal 6

<span style="font-family: 'Century Gothic','sans-serif'; font-size: 16px; line-height: 115%;">Example: 1 + 2 + 3 = 6

<span style="font-family: 'Century Gothic','sans-serif'; font-size: 16px; line-height: 115%;">See how many different ways everyone can find to make the number of the day. Write it all down if pencil and paper are handy.

= = = **<span style="font-family: 'Century Gothic','sans-serif'; font-size: 16px;">Fact Families 1.OA.3, 1.OA.4, 1.OA.7 and 1.OA.8 ** =

<span style="font-family: 'Century Gothic','sans-serif'; font-size: 16px; line-height: normal;">Materials:

<span style="font-family: 'Century Gothic','sans-serif'; font-size: 16px; line-height: normal;">Number Cards 1 to 20

<span style="font-family: 'Century Gothic','sans-serif'; font-size: 16px; line-height: normal;">Symbol Cards =, +, and – <span style="font-family: 'Century Gothic','sans-serif'; font-size: 16px; line-height: normal;">1. Give each student a number card or a symbol card.

<span style="font-family: 'Century Gothic','sans-serif'; font-size: 16px; line-height: normal;">2. Choose a student to go up to the front of the class with their number card. For example choose the student who has the number 9 card to go up front.

<span style="font-family: 'Century Gothic','sans-serif'; font-size: 16px; line-height: normal;">3. Ask the students who could go up to the front to make the number nine. An example would be 2 and 7. Have the students holding the 2 and 7 cards go up to the front of the room with the nine.

<span style="font-family: 'Century Gothic','sans-serif'; font-size: 16px; line-height: normal;">4. Now have the + sign go to the front and stand between the 2 and the 7. Ask the equals sign to join them in the correct place.

<span style="font-family: 'Century Gothic','sans-serif'; font-size: 16px; line-height: normal;">5. Next have the – sign come up and change the location of the equal sign.

<span style="font-family: 'Century Gothic','sans-serif'; font-size: 16px; line-height: normal;">6. Change numbers and try again.

<span style="font-family: 'Century Gothic','sans-serif'; font-size: 16px; line-height: normal;">7. As a variation, use the dice to determine what numbers are being used and have the students create the fact families from there.

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= = =**<span style="font-family: 'Century Gothic','sans-serif'; font-size: 16px; line-height: 115%;">100s Chart 1.NBT.4, 1.NBT.5, 1.NBT.6 **= = =

<span style="font-family: 'Century Gothic','sans-serif'; font-size: 16px; line-height: 115%;">The 100s chart can be your introduction to mentally adding or subtracting using base 10 numbers.

<span style="font-family: 'Century Gothic','sans-serif'; font-size: 16px; line-height: 115%;">Adding Base 10

<span style="font-family: 'Century Gothic','sans-serif'; font-size: 16px; line-height: 115%;">1. Have all of the students put a marker on the number 12. Have the students count 10 more spaces. They should land on 22. Ask them to count 10 more. They should land on 32. Do this again several times.

<span style="font-family: 'Century Gothic','sans-serif'; font-size: 16px; line-height: 115%;">2. Ask the students if they notice a pattern. They should notice that it is a straight line down the page and they may notice the digit in the tens place is one higher than the number before.

<span style="font-family: 'Century Gothic','sans-serif'; font-size: 16px; line-height: 115%;">3. Choose another number and do the same process, this time just saying “add ten to the number” each time. They should not need to count to ten this time.

<span style="font-family: 'Century Gothic','sans-serif'; font-size: 16px; line-height: 115%;">4. Now ask the students to place their marker on 47. Ask them what is 47 plus 10. Continue to ask several other “plus 10” questions.

<span style="font-family: 'Century Gothic','sans-serif'; font-size: 16px; line-height: 115%;">Subtracting Base 10

<span style="font-family: 'Century Gothic','sans-serif'; font-size: 16px; line-height: 115%;">1. This time start at the bottom of the Hundreds Chart on the 94. Ask them to count backward ten spaces. They should land on 84. Ask them to count back 10 more. They should land on 74. Follow the same steps for Adding Base 10.

= = =**<span style="font-family: 'Century Gothic','sans-serif'; font-size: 16px; line-height: 115%;">Paper Folding: 1.G.3 1.MD.3 **=

<span style="font-family: 'Century Gothic','sans-serif'; font-size: 16px; line-height: 115%;">1. Start with a rectangle and ask the students to fold the rectangle in half. Do not specify which way to fold the rectangle, vertically or horizontally.

<span style="font-family: 'Century Gothic','sans-serif'; font-size: 16px; line-height: 115%;">2. Have the students hold up their papers to show one half.

<span style="font-family: 'Century Gothic','sans-serif'; font-size: 16px; line-height: 115%;">3. Ask the students if everyone has one half? Ask why are some papers different than the others?

<span style="font-family: 'Century Gothic','sans-serif'; font-size: 16px; line-height: 115%;">4. Next have the students fold their papers one more time in half.

<span style="font-family: 'Century Gothic','sans-serif'; font-size: 16px; line-height: 115%;">5. Have them open the papers and see how many rectangles they have now made. They should answer 4.

<span style="font-family: 'Century Gothic','sans-serif'; font-size: 16px; line-height: 115%;">6. Ask if they are all the same size and shape. They should answer yes. When they answer “yes” tell them that each of these pieces are call a fourth or a quarter.

<span style="font-family: 'Century Gothic','sans-serif'; font-size: 16px; line-height: 115%;">7. Ask the students if they have ever heard of “a quarter” before. Students may answer yes and explain that a quarter is a coin. Use this opportunity to explain that 4 quarters make one whole dollar.

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 * <span style="font-family: 'Century Gothic','sans-serif'; font-size: 16px; line-height: 115%;">Story Problems and Equation Sheets **

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 * <span style="font-family: 'Century Gothic','sans-serif'; font-size: 16px; line-height: 115%;">Fact Triangles **

=Climb the Ladder - Composing and Decomposing Numbers=

**<span style="color: black; font-family: 'Century Gothic','sans-serif'; font-size: 19px;">North Carolina Unwraps the CCLS for First Grade ** <span style="color: black; font-family: 'Century Gothic','sans-serif'; font-size: 19px;">- This document is a good example of what each standard means and examples of demonstration problems.
 * <span style="font-family: 'Century Gothic','sans-serif'; font-size: 16px; line-height: 115%;">Equal Sign Activities **
 * <span style="font-family: 'Century Gothic','sans-serif'; font-size: 16px; line-height: 0px; overflow: hidden;">﻿[[file:EQUAL MEANS THE SAME LESSON PLAN.docx]] **

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