Math

=**[|Tenn. CC Math lessons]** = = = =**First Grade Unit: Exploring Two-Digit Numbers:** =

=== [|1stGradeUnit.pdf] ===

**Math Stars:** The purpose of **Math Stars ** is to challenge students beyond the classroom setting. Good problems can inspire curiosity about number relationships and geometric properties. [|Grade 1] (194K)

The basic purpose of **Superstars III **is to provide the extra challenge that self-motivated students need in mathematics, and to do so in a structured, long-term program that does not impinge on the normal classroom routine or the time of the teacher. Download Superstars III below. [|Superstars-III-K-2.pdf]

Problem Solving Deck:
Deck A: Grades 1 & 2 <span style="background-color: #ffffff; color: #540d43; font-family: verdana,sans-serif;">[|Deck A Cover and Introduction] <span style="background-color: #ffffff; color: #540d43; font-family: verdana,sans-serif;">[|Deck A Cards:] <span style="background-color: #ffffff; font-family: Tahoma,Verdana,Arial,Helvetica;"> Two problems per page. <span style="background-color: #ffffff; color: #540d43; font-family: verdana,sans-serif;">[|Deck A Student Sheets] <span style="background-color: #ffffff; font-family: Tahoma,Verdana,Arial,Helvetica;">: One problem per page with space for students to explain and show their work. <span style="color: #ff0000; font-family: "Comic Sans MS",cursive; font-size: 130%;">**[|KidsNumber Addition]**
 * <span style="color: #ff0000; font-family: "Comic Sans MS",cursive; font-size: 130%;">Math Review for 2012: **

<span style="color: #800080; font-family: "Comic Sans MS",cursive; font-size: 140%;">**[|KidsNumbers Subtraction]**
 * 1.NO Number and Operations ||
 * * **1.1 The learner will read, write, and model whole numbers through 99 and compute with whole numbers.**
 * **1.1.01 Develop number sense for whole numbers through 99.**
 * **1.1.01.a Connect the model, number word, and number using a variety of representations.**
 * [|Counting and number patterns: Ordinal numbers (First grade - A.16)]
 * [|Counting and number patterns: Roman numerals I, V, X (First grade - A.18)]
 * **1.1.01.b Use efficient strategies to count the number of objects in a set.**
 * [|Counting and number patterns: Counting review - 0 to 10 (First grade - A.1)]
 * [|Counting and number patterns: Counting review - up to 20 (First grade - A.2)]
 * [|Counting and number patterns: Counting - up to 30 (First grade - A.4)]
 * [|Counting and number patterns: Counting - up to 100 (First grade - A.5)]
 * **1.1.01.c Read and write numbers.**
 * [|Counting and number patterns: Writing numbers in words (First grade - A.17)]
 * **1.1.01.d Compare and order sets and numbers.**
 * [|Counting and number patterns: Counting forward and backward (First grade - A.9)]
 * [|Counting and number patterns: Number lines (First grade - A.10)]
 * [|Counting and number patterns: Hundred chart (First grade - A.11)]
 * [|Comparing: Comparing - review (First grade - G.1)]
 * [|Comparing: Comparing numbers up to 10 (First grade - G.2)]
 * [|Comparing: Comparing numbers up to 100 (First grade - G.3)]
 * [|Comparing: Comparison word problems (First grade - G.4)]
 * [|Sorting, ordering, and classifying: Put numbers in order (First grade - Q.2)]
 * **1.1.01.e Build understanding of place value (ones, tens).**
 * [|Counting and number patterns: Counting tens and ones - up to 30 (First grade - A.3)]
 * **1.1.01.f Estimate quantities fewer than or equal to 100.**
 * [|Estimating: Estimate to the nearest ten (First grade - H.1)]
 * **1.1.01.g Recognize equivalence in sets and numbers 1-99.**
 * [|Addition: Ways to make a number - addition sentences (First grade - B.6)]
 * [|Subtraction: Ways to make a number - subtraction sentences (First grade - D.6)]
 * **1.1.02 Use groupings of 2's, 5's, and 10's with models and pictures to count collections of objects.**
 * [|Counting and number patterns: Skip-counting - with pictures (First grade - A.7)]
 * [|Counting and number patterns: Counting by twos, fives, and tens - up to 100 (First grade - A.8)]
 * [|Counting and number patterns: Skip-counting patterns - with tables (First grade - A.14)]
 * [|Counting and number patterns: Sequences - count up and down by 1, 2, 3, 5, and 10 (First grade - A.15)]
 * **1.1.03 Develop fluency with single-digit addition and corresponding differences using strategies such as modeling, composing and decomposing quantities, using doubles, and making tens.**
 * [|Adding: Addition with pictures - sums up to 5 (Kindergarten - I.1)]
 * [|Adding: Add two numbers - sums up to 5 (Kindergarten - I.2)]
 * [|Adding: Addition with pictures - sums up to 10 (Kindergarten - I.4)]
 * [|Adding: Add two numbers - sums up to 10 (Kindergarten - I.5)]
 * [|Subtracting: Subtract with pictures - numbers up to 5 (Kindergarten - J.1)]
 * [|Subtracting: Subtraction - numbers up to 5 (Kindergarten - J.2)]
 * [|Subtracting: Subtract with pictures - numbers up to 10 (Kindergarten - J.4)]
 * [|Subtracting: Subtraction - numbers up to 9 (Kindergarten - J.5)]
 * [|Addition: Addition with pictures - sums to 10 (First grade - B.1)]
 * [|Addition: Addition sentences - sums to 10 (First grade - B.2)]
 * [|Addition: Adding zero (First grade - B.7)]
 * [|Addition: Adding doubles (First grade - B.8)]
 * [|Addition: Addition facts - sums to 10 (First grade - B.9)]
 * [|Addition: Addition facts - sums to 18 (First grade - B.10)]
 * [|Addition: Adding three numbers (First grade - B.13)]
 * [|Addition: Related addition facts (First grade - B.15)]
 * [|Addition: Addition facts - sums to 20 (First grade - B.16)]
 * [|Addition: Add tens I (First grade - B.17)]
 * [|Addition: Add tens II (First grade - B.18)]
 * [|Addition: Add a one-digit number to a two-digit number - without regrouping (First grade - B.19)]
 * [|Addition - skill builders: Adding 0 (First grade - C.1)]
 * [|Addition - skill builders: Adding 1 (First grade - C.2)]
 * [|Addition - skill builders: Adding 2 (First grade - C.3)]
 * [|Addition - skill builders: Adding 3 (First grade - C.4)]
 * [|Addition - skill builders: Adding 4 (First grade - C.5)]
 * [|Addition - skill builders: Adding 5 (First grade - C.6)]
 * [|Addition - skill builders: Adding 6 (First grade - C.7)]
 * [|Addition - skill builders: Adding 7 (First grade - C.8)]
 * [|Addition - skill builders: Adding 8 (First grade - C.9)]
 * [|Addition - skill builders: Adding 9 (First grade - C.10)]
 * [|Subtraction: Subtraction with pictures - numbers up to 10 (First grade - D.1)]
 * [|Subtraction: Subtraction sentences - numbers up to 10 (First grade - D.2)]
 * [|Subtraction: Subtracting zero and all (First grade - D.8)]
 * [|Subtraction: Subtracting doubles (First grade - D.9)]
 * [|Subtraction: Subtraction facts - numbers up to 10 (First grade - D.10)]
 * [|Subtraction: Subtraction facts - numbers up to 18 (First grade - D.11)]
 * [|Subtraction: Related subtraction facts (First grade - D.14)]
 * [|Subtraction: Subtract tens I (First grade - D.15)]
 * [|Subtraction: Subtract tens II (First grade - D.16)]
 * [|Subtraction: Subtract one-digit numbers from two-digit numbers (First grade - D.17)]
 * [|Subtraction - skill builders: Subtracting 0 (First grade - E.1)]
 * [|Subtraction - skill builders: Subtracting 1 (First grade - E.2)]
 * [|Subtraction - skill builders: Subtracting 2 (First grade - E.3)]
 * [|Subtraction - skill builders: Subtracting 3 (First grade - E.4)]
 * [|Subtraction - skill builders: Subtracting 4 (First grade - E.5)]
 * [|Subtraction - skill builders: Subtracting 5 (First grade - E.6)]
 * [|Subtraction - skill builders: Subtracting 6 (First grade - E.7)]
 * [|Subtraction - skill builders: Subtracting 7 (First grade - E.8)]
 * [|Subtraction - skill builders: Subtracting 8 (First grade - E.9)]
 * [|Subtraction - skill builders: Subtracting 9 (First grade - E.10)]
 * [|Mixed operations: Fact families (First grade - F.3)]
 * [|Mixed operations: Add and subtract tens (First grade - F.8)]
 * **1.1.04 Create, model, and solve problems that use addition, subtraction, and fair shares (between two or three).**
 * [|Adding: Addition sentences - sums up to 5 (Kindergarten - I.3)]
 * [|Adding: Addition sentences - sums up to 10 (Kindergarten - I.6)]
 * [|Subtracting: Subtraction sentences - numbers up to 5 (Kindergarten - J.3)]
 * [|Subtracting: Subtraction sentences - numbers up to 10 (Kindergarten - J.6)]
 * [|Addition: Addition word problems - sums to 10 (First grade - B.3)]
 * [|Addition: Word problems - write the addition sentence (First grade - B.4)]
 * [|Addition: Ways to make a number using addition (First grade - B.5)]
 * [|Addition: Addition word problems - sums to 18 (First grade - B.11)]
 * [|Addition: Word problems - adding three numbers (First grade - B.14)]
 * [|Subtraction: Subtraction word problems - one-digit numbers (First grade - D.3)]
 * [|Subtraction: Word problems - write the subtraction sentence (First grade - D.4)]
 * [|Subtraction: Ways to make a number using subtraction (First grade - D.5)]
 * [|Subtraction: Ways to subtract from a number - subtraction sentences (First grade - D.7)]
 * [|Subtraction: Subtraction word problems - numbers up to 18 (First grade - D.12)]
 * [|Mixed operations: Addition and subtraction - ways to make a number (First grade - F.1)]
 * [|Mixed operations: Which sign makes the number sentence true? (First grade - F.2)] ||
 * 1.MEA Measurement ||
 * * **1.2 The learner will use non-standard units of measure and tell time.**
 * **1.2.01 For given objects:**
 * **1.2.01.a Select an attribute (length, capacity, mass) to measure (use non-standard units).**
 * **1.2.01.b Develop strategies to estimate size.**
 * [|Measurement: Which customary unit of length is appropriate? (First grade - M.2)]
 * [|Measurement: Which customary unit of weight is appropriate? (First grade - M.4)]
 * **1.2.01.c Compare, using appropriate language, with respect to the attribute selected.**
 * [|Measurement: Customary units of length: word problems (First grade - M.3)]
 * [|Measurement: Compare and convert cups, pints, and quarts (First grade - M.5)]
 * **1.2.02 Develop an understanding of the concept of time.**
 * **1.2.02.a Tell time at the hour and half-hour.**
 * [|Time: Match clocks and times (Kindergarten - M.1)]
 * [|Time: Read clocks and write times (Kindergarten - M.2)]
 * [|Time: Times of everyday events (Kindergarten - M.3)]
 * [|Time: Match analog and digital clocks (Kindergarten - M.4)]
 * [|Time: A.M. and P.M. (Kindergarten - M.6)]
 * [|Time: Reading clocks (First grade - R.2)]
 * [|Time: Match clocks and times (First grade - R.3)]
 * [|Time: Times of everyday events (First grade - R.4)]
 * [|Time: Match analog and digital clocks (First grade - R.5)]
 * [|Time: A.M. or P.M. (First grade - R.6)]
 * **1.2.02.b Solve problems involving applications of time (clock and calendar).**
 * [|Time: Days of the week (First grade - R.1)]
 * [|Time: Compare clocks (First grade - R.7)]
 * [|Time: Time and clocks: word problems (First grade - R.8)]
 * [|Time: Choose the appropriate time units (First grade - R.9)]
 * [|Time: Seasons of the year (First grade - R.10)]
 * [|Time: Read a calendar (First grade - R.11)]
 * [|Time: Months of the year (First grade - R.12)]
 * [|Time: Days of the week (Second grade - Q.1)]
 * [|Time: Seasons (Second grade - Q.6)]
 * [|Time: Read a calendar (Second grade - Q.12)]
 * [|Time: Months of the year (Second grade - Q.13)]
 * [|Time: Number of days in each month (Second grade - Q.14)] ||
 * 1.GEO Geometry ||
 * * **1.3 The learner will identify, describe, draw, and build basic geometric figures.**
 * **1.3.01 Identify, build, draw and name parallelograms, squares, trapezoids, and hexagons.**
 * [|Geometry: Identify 2-dimensional shapes (First grade - J.1)]
 * [|Geometry: Identify planar and solid shapes (Second grade - T.1)]
 * **1.3.02 Identify, build, and name cylinders, cones, and rectangular prisms.**
 * [|Geometry: Identify 3-dimensional figures (First grade - J.2)]
 * [|Geometry: Geometry of everyday objects (First grade - J.3)]
 * [|Geometry: Identify planar and solid shapes (Second grade - T.1)]
 * **1.3.03 Compare and contrast geometric figures.**
 * [|Geometry: Relate planar and solid figures (First grade - J.4)]
 * [|Geometry: Count sides and vertices (First grade - J.5)]
 * [|Geometry: Count edges, vertices, and faces (First grade - J.6)]
 * [|Geometry: Compare sides and vertices (First grade - J.7)]
 * [|Geometry: Compare edges, vertices, and faces (First grade - J.8)]
 * [|Geometry: Open and closed shapes (First grade - J.9)]
 * [|Geometry: Flip, turn, and slide (First grade - J.10)]
 * [|Geometry: Same shape (First grade - J.12)]
 * [|Geometry: Compare sides, vertices, edges, and faces (Second grade - T.2)]
 * [|Geometry: Count sides, vertices, edges, and faces (Second grade - T.3)]
 * **1.3.04 Solve problems involving spatial visualization.**
 * [|Spatial sense: Left, middle, and right (First grade - K.1)]
 * [|Spatial sense: Above, below, top, middle, and bottom (First grade - K.2)]
 * [|Spatial sense: Location in a three-by-three grid (First grade - K.3)] ||
 * 1.DAP Data Analysis and Probability ||
 * * **1.4 The learner will understand and use data and simple probability concepts.**
 * **1.4.01 Collect, organize, describe and display data using line plots and tallies.**
 * [|Numbers and counting up to 10: Tally marks - up to 10 (Kindergarten - C.6)]
 * [|Data and graphs: Record data with tally charts, picture graphs, tables (First grade - L.1)]
 * [|Data and graphs: Interpret data in tally charts, picture graphs, tables (First grade - L.2)]
 * [|Data and graphs: Interpret bar graphs (First grade - L.3)]
 * [|Data and graphs: Which bar graph is correct? (First grade - L.4)]
 * [|Data and graphs: Coordinate graphs (Second grade - R.1)]
 * [|Data and graphs: Interpret bar graphs (Second grade - R.2)]
 * [|Data and graphs: Which bar graph is correct? (Second grade - R.3)]
 * [|Data and graphs: Interpret line plots (Second grade - R.4)]
 * [|Data and graphs: Interpret line graphs (Second grade - R.8)]
 * [|Data and graphs: Which line graph is correct? (Second grade - R.9)]
 * **1.4.02 Describe events as certain, impossible, more likely or less likely to occur.**
 * [|Probability: More or less likely (Kindergarten - P.1)]
 * [|Probability and statistics: More, less, and equally likely (First grade - P.1)]
 * [|Probability and statistics: Certain, probable, unlikely, and impossible (First grade - P.2)] ||
 * 1.ALG Algebra ||
 * * **1.5 The learner will demonstrate an understanding of classification and patterning.**
 * **1.5.01 Sort and classify objects by two attributes.**
 * **1.5.02 Use Venn diagrams to illustrate similarities and differences in two sets.**
 * [|Sorting, ordering, and classifying: Venn diagrams (First grade - Q.1)]
 * **1.5.03 Create and extend patterns, identify the pattern unit, and translate into other forms.**
 * [|Patterns: Recognize patterns (First grade - O.1)]
 * [|Patterns: Describe patterns (First grade - O.2)] ||

<span style="color: #ff0000; font-family: "Comic Sans MS",cursive; font-size: 130%;">**Math Common Core:** [|Addition Word Problems] [|Subtraction Word Problems] [|Bunk Bed Problem] [|Double Decker Bus Problem] [|Making Apple Ten Packs] [|Domino Addition] - Rooster's Off to See the World - One Duck Stuck - One Hunter - The Very Hungry Caterpillar - Two of Everything (Doubles facts) - Domino Addition
 * **OPERATIONS AND ALGEBRAIC THINKING** ||
 * **Represent and solve problems involving addition and subtraction**
 * 1.OA1** 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.
 * Possible Activities:**
 * Possible Read Alouds:** (see task cards in right hand column)

[|Word Problems with 3 Addends] [|Find 3 Cards] [|Three Letter Addends]
 * 1.OA2** 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.

Turn Around Trains Turn Around Dominoes Domino Fact Families
 * Understand and apply properties of operations and the relationship between addition and subtraction**
 * 1.OA3** 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).
 * Possible Activities:**

[|Ten Frame Subtraction]
 * 1.OA4** Understand subtraction as an unknown-addend problem. For example, subtract 10-8 by finding the number that makes 10 when added to 8.
 * Possible Activities:**

[|Show One More] [|Show One Less] [|One More on the 10 Frame] [|One More/One Less Scoop]
 * Add and subtract within 20**
 * 1.OA5** Relate counting to addition and subtraction (e.g. by counting on 2 to add 2).
 * Possible Activities:**

[|Plus One Game (two dice)] [|One Less (11-20)] [|Doubles Facts] [|Make Ten Game] [|Facts of Ten] [|Fact Family House] [|Make 10 on the Ten Frame] [|Number Sentence Match] [|Sums of Ten] [|Make 10 Squares] Dot Card Addition Addition Domino Train I Have...Who Has? (Easy Facts)
 * 1.OA6** 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).
 * Possible Activities:**

[|True or False?] Equal Sums
 * Work with addition and subtraction equations**
 * 1.OA7** 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

[|Find the Missing Number] ||
 * 1.OA8** 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 = □

<span style="background-color: #ffffcc; color: #333333; font-family: arial,san-serif;">**1st Grade Number Activities** [|Missing Numbers Grids 1-50]
 * **NUMBERS AND OPERATIONS IN BASE TEN** ||
 * **Extend the counting sequence**
 * 1.NBT1** 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.

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). [|Make 10 Bundles] [|Teens on the Ten Frame] [|Teens on the Ten Frame Book Template] [|My Double Ten-Frame Riddle] [|Tens and Ones Game] [|Representing Two Digit Numbers with Base 10 Blocks] [|Base Ten Concentration (2 Digit)]
 * Understand place value**
 * 1.NBT2** Understand that the two digits of a two-digit number represent amounts of tens and ones.Understand the following as special cases:
 * Possible Activities:**

[|Ten Frame Compare] Comparing Two Digit Numbers
 * 1.NBT3** Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.
 * Possible Activities:**

[|Subtraction Split] [|Add and Subtract 10 on the Number Line] [|What Number is...?] [|Ten More] [|Adding Sets of Ten] [|Sam's Base 10 Blocks] [|Adding 2 Digit and One Digit Numbers] [|Addition Split (2 digit + multiple of 10)] ||
 * Use place value understanding and properties of operations to add and subtract**
 * 1.NBT4** 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.
 * Possible Activities:**