GRADE 1 Building Conceptual Understanding and Fluency Through Games F O R T H E C O M M O N C O R E STAT E STA N DA R D S I N M AT H E M AT I C S PUBLIC SCHOOLS OF NORTH CAROLINA State Board of Education | Department of Public Instruction K-12 MATHEMATICS http://www.ncpublicschools.org/curriculum/mathematics/ GRADE 1 • NC DEPARTMENT OF PUBLIC INSTRUCTION Building Conceptual Understanding and Fluency Through Games Developing fluency requires a balance and connection between conceptual understanding and computational proficiency. Computational methods that are over-practiced without understanding are forgotten or remembered incorrectly. Conceptual understanding without fluency can inhibit the problem solving process. – NCTM, Principles and Standards for School Mathematics, pg. 35 WHY PLAY GAMES? People of all ages love to play games. They are fun and motivating. Games provide students with opportunities to explore fundamental number concepts, such as the counting sequence, one-to-one correspondence, and computation strategies. Engaging mathematical games can also encourage students to explore number combinations, place value, patterns, and other important mathematical concepts. Further, they provide opportunities for students to deepen their mathematical understanding and reasoning. Teachers should provide repeated opportunities for students to play games, and let the mathematical ideas emerge as they notice new patterns, relationships, and strategies. Games are an important tool for learning. Here are some advantages for integrating games into elementary mathematics classrooms: •Playing games encourages strategic mathematical thinking as students find different strategies for solving problems and it deepens their understanding of numbers. •Games, when played repeatedly, support students’ development of computational fluency. •Games provide opportunities for practice, often without the need for teachers to provide the problems. Teachers can then observe or assess students, or work with individual or small groups of students. •Games have the potential to develop familiarity with the number system and with “benchmark numbers” – such as 10s, 100s, and 1000s and provide engaging opportunities to practice computation, building a deeper understanding of operations. •Games provide a school to home connection. Parents can learn about their children’s mathematical thinking by playing games with them at home. For students to become fluent BUILDING FLUENCY Developing computational fluency is an expectation of the Common Core State Standards. Games provide opportunity for meaningful practice. The research about how students develop fact mastery indicates that drill techniques and timed tests do not have the power that mathematical games and other experiences have. Appropriate mathematical activities are essential building blocks to develop mathematically proficient students who demonstrate computational fluency (Van de Walle & Lovin, Teaching Student-Centered Mathematics Grades K-3, pg. 94). Remember, computational fluency includes efficiency, accuracy, and flexibility with strategies (Russell, 2000). ability to do mathematics. The kinds of experiences teachers provide to their students clearly play a major role in determining the extent and quality of students’ learning. Students’ understanding can be built by actively engaging in tasks and experiences designed to deepen and connect their knowledge. Procedural fluency and conceptual understanding can be developed through problem solving, reasoning, and argumentation (NCTM, Principles and Standards for School Mathematics, pg. 21). Meaningful practice is necessary to develop fluency with basic number combinations and strategies with multi-digit numbers. Practice should be purposeful and should focus on developing thinking strategies and a knowledge of number relationships rather than drill isolated facts (NCTM, Principles and Standards for School Mathematics, pg. 87). Do not subject any student to computation drills unless the student has developed an efficient strategy for the facts included in the drill (Van de Walle & Lovin, Teaching Student-Centered Mathematics Grades K-3, pg. 117). Drill can strengthen strategies with which students feel comfortable – ones they “own” – and will help to make these strategies increasingly automatic. Therefore, drill of strategies will allow students to use them with increased efficiency, even to the point of recalling the fact without being conscious of using a strategy. Drill without an efficient strategy present offers no assistance (Van de Walle & Lovin, Teaching Student-Centered Mathematics Grades K-3, pg. 117). CAUTIONS Sometimes teachers use games solely to practice number facts. These games usually do not engage children for long because they are based on students’ recall or memorization of facts. Some students are quick to memorize, while others need a few moments to use a related fact to compute. When students are placed in situations in which recall speed determines success, they may infer that being “smart” in mathematics means getting the correct answer quickly instead of valuing the process of thinking. Consequently, students may feel incompetent when they use number patterns or related facts to arrive at a solution and may begin to dislike mathematics because they are not fast enough. in arithmetic computation, they must have efficient and accurate methods that are supported by an understanding of numbers and operations. “Standard” algorithms for arithmetic computation are one means of achieving this fluency. – N CTM, Principles and Standards for School Mathematics, pg. 35 Overemphasizing fast fact recall at the expense of problem solving and conceptual experiences gives students a distorted idea of the nature of mathematics and of their – S eeley, Faster Isn’t Smarter: Messages about Math, Teaching, and Learning in the 21st Century, pg. 95 Computational fluency refers to having efficient and accurate methods for computing. Students exhibit computational fluency when they demonstrate flexibility in the computational methods they choose, understand and can explain these methods, and produce accurate answers efficiently. – NCTM, Principles and Standards for School Mathematics, pg. 152 Fluency refers to having efficient, accurate, and generalizable methods (algorithms) for computing that are based on well-understood properties and number relationships. – N CTM, Principles and Standards for School Mathematics, pg. 144 i GRADE 1 • NC DEPARTMENT OF PUBLIC INSTRUCTION INTRODUCE A GAME A good way to introduce a game to the class is for the teacher to play the game against the class. After briefly explaining the rules, ask students to make the class’s next move. Teachers may also want to model their strategy by talking aloud for students to hear his/her thinking. “I placed my game marker on 6 because that would give me the largest number.” Games are fun and can create a context for developing students’ mathematical reasoning. Through playing and analyzing games, students also develop their computational fluency by examining more efficient strategies and discussing relationships among numbers. Teachers can create opportunities for students to explore mathematical ideas by planning questions that prompt students to reflect about their reasoning and make predictions. Remember to always vary or modify the game to meet the needs of your leaners. Encourage the use of the Standards for Mathematical Practice. HOLDING STUDENTS ACCOUNTABLE While playing games, have students record mathematical equations or representations of the mathematical tasks. This provides data for students and teachers to revisit to examine their mathematical understanding. After playing a game, have students reflect on the game by asking them to discuss questions orally or write about them in a mathematics notebook or journal: 1. What skill did you review and practice? 2.What strategies did you use while playing the game? 3.I f you were to play the game a second time, what different strategies would you use to be more successful? 4.How could you tweak or modify the game to make it more challenging? A Special Thank-You The development of the NC Department of Public Instruction Document, Building Conceptual Understanding and Fluency Through Games was a collaborative effort with a diverse group of dynamic teachers, coaches, administrators, and NCDPI staff. We are very appreciative of all of the time, support, ideas, and suggestions made in an effort to provide North Carolina with quality support materials for elementary level students and teachers. The North Carolina Department of Public Instruction appreciates any suggestions and feedback, which will help improve upon this resource. Please send all correspondence to Kitty Rutherford (kitty.rutherford@dpi.nc.gov) or Denise Schulz (denise.schulz@dpi.nc.gov) GAME DESIGN TEAM The Game Design Team led the work of creating this support document. With support of their school and district, they volunteered their time and effort to develop Building Conceptual Understanding and Fluency Through Games. Erin Balga, Math Coach, Charlotte-Mecklenburg Schools Kitty Rutherford, NCDPI Elementary Consultant Robin Beaman, First Grade Teacher, Lenoir County Denise Schulz, NCDPI Elementary Consultant Emily Brown, Math Coach, Thomasville City Schools Allison Eargle, NCDPI Graphic Designer Leanne Barefoot Daughtry, District Office, Johnston County Renée E. McHugh, NCDPI Graphic Designer Ryan Dougherty, District Office, Union County Paula Gambill, First Grade Teacher, Hickory City Schools Tami Harsh, Fifth Grade teacher, Currituck County Patty Jordan, Instructional Resource Teacher, Wake County Tania Rollins, Math Coach, Ashe County Natasha Rubin, Fifth Grade Teacher, Vance County Dorothie Willson, Kindergarten Teacher, Jackson County 3 ii First Grade – Standards 1. D eveloping understanding of addition, subtraction, and strategies for addition and subtraction within 20 – Students develop strategies for adding and subtracting whole numbers based on their prior work with small numbers. They use a variety of models, including discrete objects and length-based models (e.g., cubes connected to form lengths), to model add-to, take-from, put-together, take-apart, and compare situations to develop meaning for the operations of addition and subtraction, and to develop strategies to solve arithmetic problems with these operations. Students understand connections between counting and addition and subtraction (e.g., adding two is the same as counting on two). They use properties of addition to add whole numbers and to create and use increasingly sophisticated strategies based on these properties (e.g., “making tens”) to solve addition and subtraction problems within 20. By comparing a variety of solution strategies, children build their understanding of the relationship between addition and subtraction. 2. Developing understanding of whole number relationship and place value, including grouping in tens and ones – Students develop, discuss, and use efficient, accurate, and generalizable methods to add within 100 and subtract multiples of 10. The compare whole numbers (at least to 100) to develop understanding of and solve problems involving their relative sizes. They think of whole numbers between 10 and 100 in terms of tens and ones (especially recognizing the numbers 11 to 19 as composed of a ten and some ones). Through activities that build number sense, they understand the order of the counting numbers and their relative magnitudes. OPERATIONS AND ALGEBRAIC THINKING Represent and solve problems involving addition and subtraction. 1.OA.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 objects, drawings, and equations with a symbol for the unknown number to represent the problem. (Note: See Glossary, Table 1.) 1.OA.2 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. Understand and apply properties of operations and the relationship between addition and subtraction. 1.OA.3 Apply properties of operations as strategies to add and subtract. (Note: Students need not use formal terms for these properties.) Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) 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 of addition.) 1.OA.4 Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. Add and subtract within 20. 1.OA.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). 1.OA.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). 3. D eveloping understanding of linear measurement and measuring lengths as iterating length units – Students develop an understanding of the meaning and processes of measurement, including underlying concepts such as iterating (the mental activity of building up the length of an object with equal-sized units) and the transitivity principle for indirect measurement. (Note: students should apply the principle of transitivity of measurement to make direct comparisons, but they need not use this technical term.) 4. Reasoning about attributes of, and composing and decomposing geometric shapes – Students compose and decompose plane or solid figures (e.g., put two triangles together to make a quadrilateral) and build understanding of part-whole relationships as well as the properties of the original and composite shapes. As they combine shapes, they recognize them from different perspectives and orientations, describe their geometric attributes, and determine how they are alike and different, to develop the background for measurement and for initial understandings of properties such as congruence and symmetry. MATHEMATICAL PRACTICES 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. Work with addition and subtraction equations. 1.OA.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. 1.OA.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 = o – 3, 6 + 6 = o. NUMBER AND OPERATIONS IN BASE TEN Extend the counting sequence. 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. Understand place value. 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). 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 <. Use place value understanding and properties of operations to add and subtract. 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. 1.NBT.5 G iven 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. MEASUREMENT AND DATA Measure lengths indirectly and by iterating length units. 1.MD.1 Order three objects by length; compare the lengths of two objects indirectly by using a third object. 1.MD.2 Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. Tell and write time. 1.MD.3 Tell and write time in hours and half-hours using analog and digital clocks. Represent and interpret data. 1.MD.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. GEOMETRY Reason with shapes and their attributes. 1.G.1 Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. 1.G.2 Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. (Note: Students do not need to learn formal names such as “right rectangular prism.”) 1.G.3 Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. Table of Contents GRADE 1 • NC DEPARTMENT OF PUBLIC INSTRUCTION Table of Contents Operations and Algebraic Thinking Waddle, Waddle, Splat!. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Nutty Buddies 1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Nutty Buddies 1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Plus “1”. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Shorty Forty. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Outer Space Chase. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . King Steven. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Color Caper. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Cover Up. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Double Up. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A Bunch of Fun. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Bear Races. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Concentration 1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Move It Addition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Moooove It! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Target Twelve. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Four’s A Winner. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Gone Fishing 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Gone Fishing 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Gone Fishing 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . True or False?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Balance Your Partner. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Under the Rug. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . What’s My Number. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.OA.1 and 1.OA.2. . . . . . . . . . . . . . . . . . . . . . 2 1.OA.3 and 1.OA.6. . . . . . . . . . . . . . . . . . . . . . 6 1.OA.3 and 1.OA.6. . . . . . . . . . . . . . . . . . . . . . 7 1.OA.5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 1.OA.5 and 1.OA.6. . . . . . . . . . . . . . . . . . . . . . 9 1.OA.5 and 1.OA.6. . . . . . . . . . . . . . . . . . . . . 10 1.OA.6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 1.OA.6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 1.OA.6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 1.OA.6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 1.OA.6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 1.OA.6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 1.OA.6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 1.OA.6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 1.OA.6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 1.OA.6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 1.OA.6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 1.OA.6 and 1.NBT.2. . . . . . . . . . . . . . . . . . . . 34 1.OA.6 and 1.NBT.2. . . . . . . . . . . . . . . . . . . . 35 1.OA.6 and 1.NBT.2. . . . . . . . . . . . . . . . . . . . 38 1.OA.7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41 1.OA.7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44 1.OA.8 and 1.OA.4. . . . . . . . . . . . . . . . . . . . . 45 1.OA.8 and 1.OA.4. . . . . . . . . . . . . . . . . . . . . 46 Number and Operations in Base Ten Skidoo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Scoop-De-Doo. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Nifty Fifty . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Gone Fishing 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Gone Fishing 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Gone Fishing 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Big Cheese. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.NBT.1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47 1.NBT.2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48 1.NBT.2 and 1.NBT.4. . . . . . . . . . . . . . . . . . . 49 1.NBT.2 and 1.OA.6. . . . . . . . . . . . . . . . . . . . 34 1.NBT.2 and 1.OA.6. . . . . . . . . . . . . . . . . . . . 35 1.NBT.2 and 1.OA.6. . . . . . . . . . . . . . . . . . . . 38 1.NBT.3. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50 Measurement and Data Tick Tock Clock 3 in a Row. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.MD.3. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55 Time Concentration. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.MD.3. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 Geometry XXXXX. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . XXX. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . XX 1 Operations and Algebraic Thinking • 1.OA.1 and 1.OA.2 GRADE 1 • NC DEPARTMENT OF PUBLIC INSTRUCTION Waddle, Waddle, Splat! Building Fluency:adding and subtracting within 20 Materials: gameboard, markers, word problem cards, paper or manipulatives Number of Players: 2-3 Directions: 1.Place the word problem cards face down on the gameboard. 2.Player 1 chooses the top word problem from the deck and reads it to Player 2. 3.If Player 2 adds to solve the problem, they waddle forward 1 space. If Player 2 subtracts to solve the problem, they waddle forward 2 spaces. 4.Players take turns drawing cards and solving problems. 5.The first player to waddle to the pond is the winner. Variation/Extension: Students solve problems in their math notebooks. Boo Hoo! Waddle back 1 space Caught in the current. Move Forward 1 space. Lucky Duck! Move Forward 1 space. WINNER Stop to play in the waterfall. Lose a turn! START Word Problem Cards 2 WADDLE, WADDLE, SPLAT! CONTINUED, Page 2 GRADE 1 • NC DEPARTMENT OF PUBLIC INSTRUCTION There are eight buses in the school. If four are sent to pick up children, how many buses are still at school? Alli went to the store. She bought three red apples and five yellow apples. How many apples did Alli buy? 8-4=4 3+5=8 A zoo has 11 black bears and 8 brown bears. How many bears are at the zoo? Samantha had five hair bows. If she gave two hair bows to her friend, how many hair bows does she have left? 11+ 8 =19 Emily and John bought nine purple flowers and five white flowers. How many flowers did they buy? 9 + 5 =14 Julie baked 8 chocolate chip cookies, 3 sugar cookies and 2 peanut butter cookies. How many cookies did Julie bake? 8 + 3 +2 =13 5 -2 = 3 Carson and Ellie counted eight birds in the tree at school. Later they saw eight birds in a tree at home. How many birds did they see that day? 8 + 8 =16 Sam has nine balloons, 6 are pink and the rest are purple. How many balloons are purple? 9-6=3 7 ducks, 2 frogs and 1 swan are swimming in the pond. How many animals are in the pond? Jason ate seven cookies and Madison ate two cookies. How many more cookies did Jason eat than Madison? 7+2+1=10 7-2 = 5 3 WADDLE, WADDLE, SPLAT! CONTINUED, Page 3 GRADE 1 • NC DEPARTMENT OF PUBLIC INSTRUCTION Ian bought 3 packs of baseball cards. Each pack has 4 cards. How many cards does Ian have? Pierce got three new CDs on his birthday. He already had nine CDs. How many CDs does he have now? 4 + 4 + 4 =12 3 + 9 =12 I saw 2 cats and 1 dog outside. How many legs did I see? Seven birds were sitting on a tree branch. A ‘BANG’ scared some of them away. Now there are three on the branch. How many birds were scared away? 8 + 4 =12 or 4 + 4 + 4 =12 7- 3 = 4 Sixteen umbrellas are by the front door. Five of the umbrellas are red. The rest are yellow. How many umbrellas are yellow? 16 - 5 =11 Six girls and three boys went to school. How many more girls than boys went? 6-3=3 At the pet store I saw 5 hamsters, 6 fish and 4 lizards for sale. How many pets did I see for sale? 5 + 6 + 4 =19 Harry bought seven erasers and two pencils. How many more erasers than pencils did Harry buy? 7-2 = 5 Mom had three blue hats and nine pink hats. How many hats did she have? 3 + 9 =12 Wilma ran five miles on Tuesday and three miles on Thursday. How many more miles did Wilma run on Tuesday than Thursday? 5-3=2 4 WADDLE, WADDLE, SPLAT! CONTINUED, Page 4 Maci has fifteen pocketbooks. Amber has eight pocketbooks. How many more pocketbooks does Maci have than Amber? 15 - 8 =7 GRADE 1 • NC DEPARTMENT OF PUBLIC INSTRUCTION There were three cars. Three people were in each car. How many people were there in all? 3+3+3=9 The kids had three footballs and eight baseballs. How many balls did the kids have? Olivia ate 1 potato, 7 green beans and 6 baby carrots. How many vegetables did Olivia eat? 3 + 8 =11 1+7+ 6 =14 Five cookies were on the table. Cameron ate some cookies. Then there were three cookies. How many cookies did Cameron eat? Tonya invites 15 friends to her party. Two of her friends were unable to come to her party. How many of Tonya’s friends will come to her party? 5-3=2 15 -2 =13 Alli has some marbles in her pocket. Five of the marbles are pink. The other eight are yellow. How many marbles does Alli have in her pocket? Thomas played 3 baseball games one week. He played 6 baseball games the next week. He played 0 baseball games the third week. How many baseball games did Thomas play? 5 + 8 =13 Robin made 7 phone calls on Saturday. She made 3 phone calls on Sunday. How many more phone calls did Robin make on Saturday than on Sunday? 7- 3 = 4 3+6+0=9 Two frogs were sitting on a log. Six more frogs hop there. How many frogs are there now. 2+ 6 = 8 5 Operations and Algebraic Thinking • 1.OA.3 and 1.OA.6 GRADE 1 • NC DEPARTMENT OF PUBLIC INSTRUCTION 6 Nutty Buddies 1 Building Fluency: adding within 20 Materials: gameboard, pair of dice, 15 game markers per player Number of Players: 2 Directions: 1.Each player places all of their game markers on any number on their gameboard. There may be more than one marker on a number. 2.Each player takes a turn rolling the dice and finding the sum. 3.The player may remove one cube from the sum that was rolled. 4.If there is not a marker to take off the gameboard, the player loses the turn. 5.The player that clears their gameboard first is the winner. Variation/Extension: Players can roll the dice and subtract that sum from 14. PLAYER 1 2 3 4 5 6 7 8 9 10 11 12 PLAYER 2 2 3 4 5 6 7 8 9 10 11 12 Operations and Algebraic Thinking • 1.OA.3 and 1.OA.6 GRADE 1 • NC DEPARTMENT OF PUBLIC INSTRUCTION 7 Nutty Buddies 2 Building Fluency: adding within 20 Materials: gameboard, 3 die, 16 game markers per player Number of Players: 2 Directions: 1.Each player places all of their game markers on any number on their gameboard. There may be more than one marker on a number. 2.Each player takes a turn rolling the dice and finding the sum. 3.The player may remove one cube from the sum that was rolled. 4.If there is not a marker to take off the gameboard, the player loses the turn. 5.The player that clears their gameboard first is the winner. PLAYER 1 Variation/Extension: Players can roll the dice and subtract that sum from 21. 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 PLAYER 2 3 Operations and Algebraic Thinking • 1.OA.5 GRADE 1 • NC DEPARTMENT OF PUBLIC INSTRUCTION Plus “1” Building Fluency: relate counting to addition and subtraction Materials: gameboard, die, 12 markers for each player Number of Players: 2 Directions: 1.Players take turns. 2.Each turn, a player rolls the die and adds 1 to the number of dots. 3.The player covers the sum on his gameboard. 4.Only one number may be covered at a turn. 5.If the sum is already covered, the player loses a turn. 6.The first player to cover all sums is the winner. Variation/Extension: Use a blank gameboard to create a different game. Students can add a different number, use a different die (1-9) or digit cards. 2 2 2 2 3 3 3 3 4 4 4 4 5 5 5 5 6 6 6 6 7 7 7 7 PLAYER 1 PLAYER 2 8 Operations and Algebraic Thinking • 1.OA.5 and 1.OA.6 GRADE 1 Shorty Forty Building Fluency: adding and subtracting within 20 Materials: pair of dice, 40 cubes per player Number of Players: 2-4 Directions: 1.Players take turns 2.Each turn, a player rolls the dice and adds the number together. 3.Then, the player subtracts the sum from 20. 4.The player collects that number of cubes. 5.As cubes are collected, players should compose tens when able. 6.The first player to reach 4 tens is the winner Variation/Extension: Players can change the number of tens that need to be composed. • NC DEPARTMENT OF PUBLIC INSTRUCTION 9 Operations and Algebraic Thinking • 1.OA.5 and 1.OA.6 GRADE 1 • NC DEPARTMENT OF PUBLIC INSTRUCTION Outer Space Chase Building Fluency: adding and subtracting within 20 Materials: gameboard, pair of dice, game marker for each player Number of Players: 2-3 Directions: 1.Players take turns. 2.Each turn, a player rolls the dice and adds the numbers. 3.Then, the player subtracts the sum from 12. 4.If the difference is on the next star, the player may move ahead. 5.If the difference is not on the next star, the player loses their turn. 6.The game continues until a player reaches the flying saucer. Variation/Extension: Players can change the number of die they use and subtract from a different number. 2 4 9 5 6 2 1 8 4 10 1 7 8 6 11 7 3 0 10 Operations and Algebraic Thinking • 1.OA.6 GRADE 1 • NC DEPARTMENT OF PUBLIC INSTRUCTION King Seven Building Fluency: adding within 20 Materials: gameboard, pair of dice, game marker for each player Number of Players: 2 Directions: 1.Players take turns rolling the dice and adding. 2.If the sum is larger than seven, player 1 moves one space. 3.If the sum is smaller than seven, player 2 moves one space. 4.If the sum is seven exactly, no one moves. 5.The first person to reach the crown is the winner. PLAYER 2 PLAYER 1 Variation/Extension: Players could roll 3 die. If the sum is greater than 10, Player 1 moves. If the sum is smaller than 10, Player 2 moves. If the sum is exactly 10, no one moves. 7 11 Operations and Algebraic Thinking • 1.OA.6 GRADE 1 • NC DEPARTMENT OF PUBLIC INSTRUCTION Cover Up Building Fluency: adding/subtracting within 20 Materials: gameboard for each player, cubes, die Number of Players: 2-3 Directions: 1.Players take turns. 2.Each turn, a player rolls a die, collects that number of markers, and places the markers on their gameboard. 3.Each turn, the player tells how many markers are on their gameboard. 4.Then, the player tells how many more markers they need to cover the board completely. 5.The first player to cover the board exactly is the winner. Variation/Extension: Players can begin with the gameboard covered and remove cubes on each roll. Then tell how many cubes are on the board and how many more need to be removed to uncover the board completely. 12 Operations and Algebraic Thinking • 1.OA.6 GRADE 1 • NC DEPARTMENT OF PUBLIC INSTRUCTION Double Up Building Fluency: adding within 20 Materials: gameboard, set of dominoes, colored game markers for each player Number of Players: 2 Directions: 1. Place all the dominoes face down. 2.Players take turns drawing a domino and adding the dots. 3.If a player finds a double, the player puts a marker on the matching double on the gameboard. 4.Play continues until all doubles are found. The winner is the player with the most doubles. Variation/Extension: Players can remove the 11 and 12 domino, then play by drawing two dominoes and adding the two dominoes together. Each player could write the number sentence in their math notebook. 13 Operations and Algebraic Thinking • 1.OA.6 GRADE 1 • NC DEPARTMENT OF PUBLIC INSTRUCTION A Bunch of Fun Building Fluency: subtracting within 20 Materials: gameboard, pair of dice, game markers Number of Players: 2 Directions: 1.Players take turns. 2.Roll the dice. 3.Subtract the smaller number from the larger number. 4.Cover the difference on a grape in your bunch. 5.The winner is the person that covers all of their grapes first. Variation/Extension: Use one die and subtract from 10. Create your own gameboard. PLAYER 1 PLAYER 2 4 3 2 1 0 4 5 3 2 1 4 3 2 1 0 4 5 3 2 1 14 A BUNCH OF FUN CONTINUED, Page 2 GRADE 1 • NC DEPARTMENT OF PUBLIC INSTRUCTION PLAYER _____ PLAYER _____ 15 Operations and Algebraic Thinking • 1.OA.6 GRADE 1 • NC DEPARTMENT OF PUBLIC INSTRUCTION 16 Bear Races Building Fluency: subtracting within 10 Materials: gameboard, one die, one marker per player Number of Players: 2-3 Directions: 1.Players take turns. 2.Roll the die. 3.Subtract that number from 10. 4.Move the marker than many spaces. 5.The player that reaches the finish first is the winner. Variation/Extension: Players can roll two dice, add them together, and move that many spaces. Players can roll two die, subtract that number from 20, and move that many spaces. Time Out, Go Back 3 Spaces. START Good Work! Go Ahead 2 Spaces. Go Back 2 spaces. FINISH Great! Roll Again! Delay! Lose a Turn. Too Fast! Go Back 2 Spaces. Mud Slide! Go Back 3 Spaces. Detour! Lose a Turn. A Prize! Move Ahead 3 spaces. Delay, Go Back 1 Space. Lucky! Roll Again! Oops! Go Back 1 Space. Wait Here 1 Turn. Lose a Turn! Wrong Way, Go Back 4 Spaces. Operations and Algebraic Thinking • 1.OA.6 GRADE 1 Concentration 1 Building Fluency: adding within 20 Materials: set of number facts cards (predetermine which number facts students should work with), set of digit cards (cards should match number fact cards) Number of Players: 2-4 Directions: 1.Place the cards face down on the table. 2.Players take turns drawing two cards. 3.If the cards match, the player keeps the cards. 4.The winner is the player with the most cards when all the cards are matched. Variation/Extension: Change the number of cards or the sets of cards for the game. • NC DEPARTMENT OF PUBLIC INSTRUCTION 17 CONCENTRATION 1 CONTINUED, Page 2 GRADE 1 • NC DEPARTMENT OF PUBLIC INSTRUCTION 1+1 1+7 1+13 1+19 1+2 1+8 1+14 2+2 1+3 1+9 1+15 2+3 1+4 1+10 1+16 2+4 1+5 1+11 1+17 2+5 1+6 1+12 1+18 2+6 2+7 2+13 3+3 3+9 18 CONCENTRATION 1 CONTINUED, Page 3 GRADE 1 • NC DEPARTMENT OF PUBLIC INSTRUCTION 2+8 2+14 3+4 3+10 2+9 2+15 3+5 3+11 2+10 2+16 3+6 3+12 2+11 2+17 3+7 3+13 2+12 2+18 3+8 3+14 4+4 4+5 4+8 4+11 5+5 4+6 4+9 4+12 19 CONCENTRATION 1 CONTINUED, Page 4 GRADE 1 • NC DEPARTMENT OF PUBLIC INSTRUCTION 5+6 4+7 4+10 4+13 3+15 4+14 5+13 6+12 3+16 4+15 5+14 6+13 3+17 4+16 5+15 6+14 5+7 6+6 8+10 7+11 5+8 6+7 8+11 7+12 5+9 6+8 7+7 7+13 20 CONCENTRATION 1 CONTINUED, Page 5 GRADE 1 • NC DEPARTMENT OF PUBLIC INSTRUCTION 5+10 6+9 7+8 8+12 5+11 6+10 7+9 8+8 5+12 6+11 7+10 8+9 9+9 9+10 9+11 10+10 2 3 6 7 20 20 20 20 20 20 20 20 21 CONCENTRATION 1 CONTINUED, Page 6 GRADE 1 • NC DEPARTMENT OF PUBLIC INSTRUCTION 4 4 6 7 5 5 6 7 8 8 8 8 9 9 9 9 10 10 10 10 10 11 11 11 11 11 12 12 22 CONCENTRATION 1 CONTINUED, Page 7 GRADE 1 • NC DEPARTMENT OF PUBLIC INSTRUCTION 12 12 12 12 13 13 13 13 13 13 14 14 14 14 14 14 14 15 15 15 15 15 15 15 16 16 16 16 23 CONCENTRATION 1 CONTINUED, Page 8 GRADE 1 • NC DEPARTMENT OF PUBLIC INSTRUCTION 16 16 16 16 17 17 17 17 17 17 17 17 18 18 18 18 18 18 18 18 18 19 19 19 19 19 19 19 24 CONCENTRATION 1 CONTINUED, Page 9 19 GRADE 1 19 20 • NC DEPARTMENT OF PUBLIC INSTRUCTION 20 25 Operations and Algebraic Thinking • 1.OA.6 GRADE 1 • NC DEPARTMENT OF PUBLIC INSTRUCTION Move It Addition Building Fluency: adding within 20 Materials: gameboard, 8 markers of one color for each player, pair of dice Number of Players: 2 Directions: 1. Players take turns. 2.Roll the dice and add the dots to find the sum. 3.Place a marker on that number. 4.If the number already has an opponent’s marker on it, the player may “move” that marker off the board and return the marker to the opponent. 5.The game ends when one player has used all of their markers. Variation/Extension: There is an additional game board with larger numbers. Players can use number cards 0-9 and draw two cards. 2 9 7 6 7 10 3 8 8 4 9 5 6 11 5 10 12 7 4 9 26 MOVE IT ADDITION CONTINUED, Page 2 GRADE 1 • NC DEPARTMENT OF PUBLIC INSTRUCTION 18 14 12 4 16 4 10 11 4 7 8 3 6 10 5 10 14 8 18 4 27 Operations and Algebraic Thinking • 1.OA.6 GRADE 1 • NC DEPARTMENT OF PUBLIC INSTRUCTION 28 Moooove It! Building Fluency: subtracting within 20 Materials: gameboard, eight markers of one color for each player, pair of dice Number of Players: 2 Directions: 1.Player take turns. 2.Roll the dice and subtract the smaller number from the larger number. 3.Place a marker on that number. 4.If the number already has an opponent’s marker on it, the player may “move” that marker off the board and return it to the opponent. 5.The winner is the player that has used all his or her markers. Variation/Extension: Roll the dice and subtract from 20; use an additional game board 5 1 3 0 2 5 4 4 0 3 1 2 2 2 4 0 1 3 5 3 MOOOOVE IT! CONTINUED, Page 2 GRADE 1 • NC DEPARTMENT OF PUBLIC INSTRUCTION 18 14 12 4 16 4 10 11 4 7 8 3 6 10 5 10 14 8 18 4 29 Operations and Algebraic Thinking • 1.OA.6 GRADE 1 • NC DEPARTMENT OF PUBLIC INSTRUCTION Target Twelve Building Fluency: adding within 20 using up to 3 addends Materials: three die for each player, 25 cubes, recording sheet Number of Players: 2 12 Directions: 1.Each player rolls 2 dice. 2. They should record the addition problem on their recording sheet. 3.The player may decide to keep the sum or to roll a third die and add. 4.The winner of the round is the player whose sum (from either 2 or 3 die) is closest to 12. 5.The winner collects a cube. 6.The first person to collect 12 cubes is the winner. Variation/Extension: Play to a different sum. ROLL 1 Number Sentence Sum ROLL 2 Number Sentence Sum 2+3 5 2+3+4 9 6+5 11 Closest to 12 30 TARGET TWELVE CONTINUED, PAGE 2 GRADE 1 • NC DEPARTMENT OF PUBLIC INSTRUCTION PLAYER _______ ROLL 1 Number Sentence Sum ROLL 2 Number Sentence Sum Closest to 12 31 Operations and Algebraic Thinking • 1.OA.6 GRADE 1 • NC DEPARTMENT OF PUBLIC INSTRUCTION Four’s A Winner Building Fluency: adding within 20 Materials: gameboard, two paperclips, different colored game markers for each player Number of Players: 2 Directions: 1.Player 1 picks two numbers. 2.Put the paperclips on those numbers. 3.Add the numbers to find the sum. 4.Put a marker on the sum. 5.Player 2 moves one paperclip to a new number. 6.Add the numbers to find the sum and put a marker on that sum. 7.The winner is the first player to get four in a row. Variation/Extension: Players can add numbers together and subtract the sum from 20. Players can create their own gameboard. Players cannot cross paperclips. 16 1 12 13 4 6 17 8 9 10 2 13 14 5 16 10 8 11 2 13 15 6 7 18 9 0 1 2 3 4 5 6 7 8 9 32 FOUR’S A WINNER CONTINUED, Page 2 GRADE 1 • NC DEPARTMENT OF PUBLIC INSTRUCTION 0 1 2 3 4 5 6 7 8 9 33 Operations and Algebraic Thinking • 1.OA.6 & Number and Operations in Base Ten • 1.NBT.2 GRADE 1 • NC DEPARTMENT OF PUBLIC INSTRUCTION 34 Gone Fishing 1 6 Building Fluency: adding within 12 3 4 Materials: gameboard, pair of dice, 8 markers for each player Number of Players: 2 7 7 9 8 Directions: 1.Players take turns. 2.Roll the dice, add the numbers, and mark the sum on the gameboard. 3.The winner is the first player to get 8 markers on the board. Variations: Use playing cards and remove all the face cards. Try to cover 10 spots. 8 4 10 2 11 10 7 9 8 7 8 11 5 6 7 7 9 3 10 5 Operations and Algebraic Thinking • 1.OA.6 & Number and Operations in Base Ten • 1.NBT.2 GRADE 1 • NC DEPARTMENT OF PUBLIC INSTRUCTION 19 Gone Fishing 2 Building Fluency: adding within 20 16 18 20 14 16 13 Directions: 1.Players take turns. 2.Roll the number cube, add the numbers, and mark the sum on the gameboard. 3.The winner is the first player to get 8 markers on the board. 14 Number of Players: 2 15 Materials: gameboard, number cubes (included), 8 markers for each player 35 Variations: Use playing cards and remove all the face cards. Try to cover 10 spots. 19 17 13 15 14 17 20 13 14 15 17 18 16 18 19 19 20 15 17 13 20 18 16 GONE FISHING 2 CONTINUED, Page 2 GRADE 1 • NC DEPARTMENT OF PUBLIC INSTRUCTION 7 9 8 9 8 7 36 GONE FISHING 2 CONTINUED, Page 3 GRADE 1 • NC DEPARTMENT OF PUBLIC INSTRUCTION 6 7 8 10 11 9 37 GONE FISHING 3 CONTINUED, Page 3 GRADE 1 • NC DEPARTMENT OF PUBLIC INSTRUCTION 7 ones 5 ones 8 ones 7 ones 5 ones 6 ones 38 Operations and Algebraic Thinking • 1.OA.6 & Number and Operations in Base Ten • 1.NBT.2 GRADE 1 • NC DEPARTMENT OF PUBLIC INSTRUCTION 39 GONE FISHING 3 CONTINUED, Page 2 GRADE 1 • BUILDING CONCEPTUAL UNDERSTANDING & FLUENCY THROUGH GAME 40 Operations and Algebraic Thinking • 1.OA.7 GRADE 1 • NC DEPARTMENT OF PUBLIC INSTRUCTION 41 True or False? Building Fluency: understand the meaning of the equal sign Materials: gameboard, game cards, marker for each player Number of Players: 2-4 Directions: 1.Players take turns. 2.Draw a card and determine if the equation is true or false. 3.If the equation is true, the player moves forward 2 spaces. 4.If the equation is false, the player moves forward 1 space. 5.The winner is the player that reaches the finish line first. Skip a space! Variation/Extension: Students can rewrite false equations to make them true or create their own cards. START Move forward 1 space! Place Cards Here Skip a space! FINISH Move forward 1 space! Go back 4 spaces! Lose a turn! Move back 2 spaces! 14 - 9 = 5 12 - 8 = 5 5+2=4+4 3+6=1+5 7 + 6 = 15 - 2 8 + 7 = 15 3+5=2+6 1+8=4+5 3+3=9 4-2=9-5 4+7=9+2 2+3=7+1 GRADE 1 • 4+2=1+6 3+4=4+3 7-2=8-5 4+5=9 TRUE OR FALSE? CONTINUED, Page 2 NC DEPARTMENT OF PUBLIC INSTRUCTION 42 5-2=3 8-2=6 9-5=3 10 - 5 = 4 6+4=5+5 11 - 2 = 9 9-4=5 8-2=7 3+2=0+5 9-6=3 3-2=1 GRADE 1 • 11 - 4 = 7 12 - 5 = 9 12 - 6 = 6 8-4=3 TRUE OR FALSE? CONTINUED, Page 3 NC DEPARTMENT OF PUBLIC INSTRUCTION 43 TRUE OR FALSE? CONTINUED, Page 3 GRADE 1 • NC DEPARTMENT OF PUBLIC INSTRUCTION 44 Operations and Algebraic Thinking • 1.OA.7 GRADE 1 • NC DEPARTMENT OF PUBLIC INSTRUCTION Balance Your Partner Building Fluency: understand meaning of the equal sign Materials: gameboard, pair of dice, pencil or marker Number of Players: 2 Directions: 1.Player 1 rolls the dice. 2.Player 1 writes the two numbers rolled in the first two spaces on the gameboard. 3.Player 2 “balances” the equation by writing two numbers that will have the same sum as the first side. 4.Player 1 checks to be sure the equation is balanced. 5.Players take turns rolling the dice and balancing equations. Variation/Extension: Write equations in math notebooks + + = = + + + + = = + + + + = = + + + + = = + + 45 Operations and Algebraic Thinking • 1.OA.8 and 1.OA.4 GRADE 1 • NC DEPARTMENT OF PUBLIC INSTRUCTION Under the Rug Building Fluency: Determining the unknown whole number Materials: 10 counters, rug Number of Players: 2 Directions: 1. Place 10 counters on the rug. 2.Player 1 turns away or hides their eyes. 3.Player 2 takes some of the 10 counters and hides them under the rug. 4.Player 1 must figure out how many are “under the rug.” 5.The student should record on the recording sheet. 6.Students take turns and repeat until the recording sheet is complete. Variation/Extension: Modify to facts to 20 by using 20 counters. + = 10 10 - = + = 10 10 - = + = 10 10 - = + = 10 10 - = + = 10 10 - = + = 10 10 - = + = 10 10 - = + = 10 10 - = 46 UNDER THE RUG CONTINUED, Page 2 GRADE 1 • BUILDING CONCEPTUAL UNDERSTANDING & FLUENCY THROUGH GAMES 47 Operations and Algebraic Thinking • 1.OA.8 and 1.OA.4 GRADE 1 • NC DEPARTMENT OF PUBLIC INSTRUCTION What’s My Number? Building Fluency: Determining the unknown whole number Materials: digit cards 1-10 Number of Players: 3 Directions: 1. Students play in groups of 3. 2.Player 1 is the “adder” and players 2 and 3 are the “addends”. 3.The addends will sit next to each other facing the adder. 4.Each addend will draw a digit card without looking at it and hold it up to their noses. 5.The adder will add the 2 digits together and tell the 2 addends the sum. 6.The addends will then face each other and look at each other’s digit card and try to determine what their digit is. 7.The first player to guess their digit wins both digits. 8.The winner is the player with the most digit cards when all the cards have been used. That player then becomes the adder. Variation/Extension: Students can write equations in their math notebooks. 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10 48 Number and Operations in Base Ten • 1.NBT.1 GRADE 1 • NC DEPARTMENT OF PUBLIC INSTRUCTION Skidoo Building Fluency: Counting to 120 Materials: gameboard, game markers for each player Number of Players: 2-3 Directions: 1. Players take turns placing up to 5 markers on consecutive spaces on the gameboard. 2.As a player places markers on the board, he must say the counting numbers in sequence beginning where the last player left off. 3.Players may not skip numbers or spaces. 4.The player who places a marker on 120 is the winner. Variation/Extension: Students can chnage the number of markers. 1 120 49 Number and Operations in Base Ten • 1.NBT.2 GRADE 1 • NC DEPARTMENT OF PUBLIC INSTRUCTION Scoop-De-Doo Building Fluency: place value understanding Materials: gameboard for each player, game markers, beans or other manipulative, spoon Number of Players: 2-4 Directions: 1. Players take turns scooping a spoonful of beans and placing the beans on the mat in the ones places. 2.When possible, players should trade 10 ones for a ten. 3.When a player trades 10 ones for a ten, he should place a marker on one of the tens and replace the beans in the pot. 4.The first player to have 9 tens is the winner. Variation/Extension: Player could draw models in their math notebook. 10 10 10 10 10 10 10 10 10 1 1 1 1 1 1 1 1 1 1 50 Number and Operations in Base Ten • 1.NBT.2 and 1.NBT.4 GRADE 1 Nifty Fifty Building Fluency: composing tens Materials: die, cubes (50 for each player) Number of Players: 2-3 Directions: 1. Players take turns. 2.Rolls the die and add the number on the die and 4. (4 + ?) 3.Players should collect that number of cubes. 4.As cubes are collected, players should compose tens when able. 5.The first player to reach 5 tens is the winner. Variation/Extension: Students can play to a different number of 10s. • NC DEPARTMENT OF PUBLIC INSTRUCTION 51 Number and Operations in Base Ten • 1.NBT.3 GRADE 1 • NC DEPARTMENT OF PUBLIC INSTRUCTION Big Cheese Building Fluency: comparing two digit numbers Materials: 2 sets of numbers cards 11-99 Number of Players: 2-4 Directions: 1. Shuffle and stack cards face down on the gameboard. 2.Each player draws one card from the stack and places it face up. 3.The player with the number that is largest takes the cards. 4.If there is a tie, those players turn over another card and the player with the highest number takes the cards. 5.The game ends when all the cards are drawn. 6.The winner is the player with the most cards. Variation/Extension: The player with the number that is smaller takes both cards. Limit the series of cards to numbers that are appropriate for the level of the students. PLAYER 1 PLAYER 3 PLACE CARDS HERE PLAYER 2 PLAYER 4 52 BIG CHEESE CONTINUED, Page 2 GRADE 1 • NC DEPARTMENT OF PUBLIC INSTRUCTION 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 53 BIG CHEESE CONTINUED, Page 3 GRADE 1 • NC DEPARTMENT OF PUBLIC INSTRUCTION 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 54 BIG CHEESE CONTINUED, Page 4 GRADE 1 • NC DEPARTMENT OF PUBLIC INSTRUCTION 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 55 BIG CHEESE CONTINUED, Page 5 GRADE 1 • NC DEPARTMENT OF PUBLIC INSTRUCTION 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 56 Measurement and Data • 1.MD.3 GRADE 1 • NC DEPARTMENT OF PUBLIC INSTRUCTION Tick Tock Clock 3 in a Row Building Fluency: tell time in hours and half hours Materials: gameboard, two sets of time cards and ten markers of one color per player Number of Players: 2 Directions: 1. Players take turns. 2.Draw a time card from the deck and cover that time on the gameboard with a marker. 3.If no clock with that time is available, the player loses a turn. 4.The winner is the first player to get three markers in a row. Variation/Extension: Players could try to get 4 in a row. 57 TICK TOCK CLOCK 3 IN A ROW CONTINUED, Page 2 GRADE 1 • NC DEPARTMENT OF PUBLIC INSTRUCTION 6:00 3:00 1:30 2:00 3:30 9:00 1:00 5:00 8:00 8:00 10:00 2:00 4:30 3:00 10:30 9:30 6:00 5:00 11:00 4:00 58 Measurement and Data • 1.MD.3 GRADE 1 Time Concentration Building Fluency: tell time in hours and half hours Materials: game cards Number of Players: 2 Directions: 1. Place all cards face down on the table. 2.Players take turns. 3.Choose two cards and tell the time. 4.If the cards match, the player keeps the cards. 5.If they do not match, the player turns the cards over. 6.The winner is the player with the most matches. Variation/Extension: Players can play with cards face up. • NC DEPARTMENT OF PUBLIC INSTRUCTION 59 TIME CONCENTRATION CONTINUED, Page 2 GRADE 1 • NC DEPARTMENT OF PUBLIC INSTRUCTION 10:00 10:30 11:00 11:30 12:00 12:30 1:00 1:30 2:00 2:30 3:00 3:30 4:00 4:30 5:00 5:30 6:00 6:30 60 TIME CONCENTRATION CONTINUED, Page 3 GRADE 1 • NC DEPARTMENT OF PUBLIC INSTRUCTION 8:30 9:00 9:30 7:00 7:30 8:00 61

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