In this assessment task students will work with partners to fill out a 100 chart. A die is rolled. The number rolled becomes the number of numerals students will write.
For this assessment, students are asked about what they would purchase at the store given a set amount of money and prices.
In this lesson, students will compare the efficiency of counting by ones and counting by tens.
In this lesson, students recognize and make use of part–whole relationships within tape diagrams when solving a variety of problem types.
In this lesson, students count and write numbers to 120 and use Hide Zero cards to relate numbers 0 to 20 to 100 to 120.
In this assessment, students demonstrate their ability to use place value understanding and properties of operations to add and subtract, as well as represent and solve problems involving addition and subtraction.
Students play a game in pairs to read and recognize numbers using a 100 chart.
This is the About the Cluster document written by the NC2ML group who created the instructional frameworks. This is a great resource to read while starting to plan for Grade 1 Cluster 1.
In this interactive, students are presented with a blank hundred chart. Students help the monkey find the fireworks by selecting the box which represents the number given by the monkey. The more fireworks students find, the more they will have to launch at the end of the game.
In this assessment, students write missing numerals on the given number “paths."
In this assessment task students will read and answer the riddle, then they will use place value, addition and subtraction to determine the answer to the riddle. An assessment task sheet and rubric are provided.
Students learn the connection between the counting sequence and experience from their daily lives in this daily activity. It also helps give students a sense of how "many" each number is.
Students will observe the base ten representation and choose the correct numeric representation in this interactive.
Students work in teams to follow criteria and constraints to design their own container that holds pompoms (popcorn). When this is completed they need to test and record how many pom-poms their container will hold. Students find that counting and organizing groups of ten is the best way to do this. They record their information on a data analysis sheet and the following day they compare their numbers and amounts.
This assessment is an individual interview assessment checking on students’ rote counting skills to 120 (counting from 1-120 and counting up from any given number).
In this assessment task students will be assessed on rote counting. They will count forward to120 starting from 1 or from any number the teacher chooses with accuracy. An assessment task sheet and rubric are provided.
Similar to Duck, Duck, Goose this game reinforces counting forward from a given number. The game begins with students seated in a circle. The teacher selects a number sequence to practice and begins counting aloud at the start of the counting sequence and walking around the circle. The teacher taps a student on the head and sits in the student's place, the student gets up and continues counting where the teacher left off. The game continues until the teacher calls out a new counting sequence or the counting sequence ends.
Students practice counting forward or backward in this class activity.
This resource is part of Tools4NCTeachers.
This is lesson two in a series of six lessons focused around developing a mathematical community at the beginning of the school year. While this lesson addresses standard NC.1.NBT.7, its primary goal is for students to learn how to work with classmates on activities related to counting and number sense and engage in real-world math situations.
This resource is part of Tools4NCTeachers.
This packet contains exit tickets for standards NBT.1 and NBT.7. Exit tickets are written responses to questions posed at the end of a lesson. They are brief assessments which allow the teacher to determine student understanding of the concepts and skills taught that day. At the beginning of the school year, it may be necessary to display a blank copy of the exit ticket on the board and read aloud to students. As teacher reads, students work independently on their own copy of the exit ticket.