I-CANyons Parent Toolkit for First Grade Mathematics
Numbers and Operations Base Ten: I CAN...
Standard
Count to 120.
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Core Standard
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.
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In Other Words
Student will be able to orally count to 120, starting at any number. Example: 86, 87,88,etc.
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If Mastered
Parent chooses a number 0-120 and has the child start counting at that number and stop counting at 120. Example: Parent says "78", child says "79, 80, 81, ...120."
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If Not Yet Mastered
If student is struggling on counting 1-20, go to www.sheppardsoftware.com and click on Math Games, then click on Early Math, then play Count Numbers 1-20. Once student has mastered counting 1-20, practice counting 20-50 with parent listening and correcting mistakes, and continue 50-100 in the same way, count on with 100-120. Once student starts counting over 100 make sure child says "one hundred one" not "one hundred and one", the" and" indicates a decimal. Math Activity- Missing Numbers to 50. Count 1- 20, then play missing numbers to 20. Next, count to 30 , then play missing numbers to 30. Next, count to 50 then play missing numbers to 50: www.sheppardsoftware.com Skip Counting Cards: http://www.k-5mathteachingresources.com/support-files/skipcountingcards.pdf
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Standard
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Core Standard
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.
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In Other Words
Student will be able to write numbers using correct form from 0-120.
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If Mastered
Parent chooses a number 0-120 and has the child starts writing at that number and stops writing at 120. Example: Parent says write "78", child writes "79, 80, 81, ...120."
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If Not Yet Mastered
Parent writes the numbers 1-20, and has the child copy the numbers. Repeat until the child can write numbers 1-20 one their own. Repeat this process from numbers 20-50, 50-100, and 100-120. Allow the child to write numbers 0-120 on their own, correct and re-teach as needed. Skip Counting Pathways: http://www.k-5mathteachingresources.com/support-files/skipcountingpathsset1.pdf
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StandardUnderstand place value to the 10's place.
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Core Standard
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). |
In Other Words
Student will be able to use objects and illustrations to build a two digit number showing groups of 10s in the tens place and ones in the ones place.
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If Mastered
Parent and child create 10's sticks by gluing 10 beans onto a popsicle stick. Student makes nine, 10's sticks. Parent states a two digit number child makes number using 10's sticks and single beans. The following video shows how to use 10 sticks: https://www.teachingchannel.org/videos/popsicle-stick-math.
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If Not Yet Mastered
Parent and child create 10's sticks by gluing 10 beans onto a popsicle stick. Student makes nine, 10's sticks. Parent states a two digit number and models how to make the number using the 10's sticks and single beans and then has child create the number. Parent repeats this process until child can build a two digit number on their own. The following video shows how to use 10 sticks: https://www.teachingchannel.org/videos/popsicle-stick-math. Math Activity- Build a Train: http://www.k-5mathteachingresources.com/support-files/build-a-train.pdf
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Standard
Compare two-digit numbers using symbols (<, =, >).
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Core Standard
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 <.
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In Other Words
Compare numbers using greater than, equal, or less than.
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If Mastered
Have your child do activities from the link: http://ccssmath.org/?s=1.NBT.3.
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If Not Yet Mastered
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Standard
Understand addition to 100 using models.
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Core Standard
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.
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In Other Words
Students will be able to add a two digit number to another two digit number without regrouping.
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If Mastered
Go to www.sheppardsoftware.com, then click on Math Games, then go to Basic Operations, play Fruit Shoot Addition-Level 6.
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If Not Yet Mastered
Go to www.sheppardsoftware.com, then click on Math Games, then go to Basic Operations, play Fruit Shoot Addition-Level 4, relax mode. Parent writes down the addition problem, lining up the tens and ones place and solves the problem with child. Repeat process until child can add on their own. Once child has mastered Level 4, repeat the same process with Level 6.
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StandardAdd and subtract by groups of 10.
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Core Standard1.NBT.5 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.
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. |
In Other WordsStudent will be able to add and subtract multiples of 10 from numbers 10-90.
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If MasteredGo to www.sheppardsoftware.com, then click on Math Games, then go to Basic Operations, play Fruit Shoot Subtraction-Level 3.
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If Not Yet Mastered1.NBT.5 http://ccssmath.org/?page_id=201
1.NBT.6 Go to www.sheppardsoftware.com, then click on Math Games, then go to Basic Operations, play Fruit Shoot Subtraction-Level 3, relax mode. Parent writes down the subtraction problem, lining up the tens and ones place and solves the problem with child. Repeat process until child can subtract on their own. |
