elearning day 1 grade 1 2020-2021

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eLearning Day 1 Grade 1 2020-2021

Please see the standards-based activities to complete with your child on the eLearning Day. Have your

child complete activities for each area to count as attendance. Child’s Name: ________________________ Teacher: ________________________

First Grade Math Activities: Complete the activities below. Check and initial the items your child completes. Complete all Problems of the Day

I Can Statements

_______ Problem Solving I have some yellow and black crayons … My friend said that I could only make one pattern with these. Is she correct? Explain and show other ways to create a pattern using these colors. Show your work.

_______ Lesson: “Hundred Chart Pattern” We know that counting by 10s is a pattern (10, 20, 30, 40…) but can you find other counting patterns? Are there any other patterns you observe using the chart? Have students look for other patterns in the hundreds chart.

_______ Independent Practice: Adding 10 Use the hundreds chart to add ten to the following numbers: 43 ______ 16 ________ 3 _________ 24 ______ 41 ________ 78 _________

_______ Dreambox: Access Dreambox Learning and complete a minimum of 15 minutes of instruction. Please refer to login information sent home previously.

I can add ten to any number using the hundreds chart

1.ATO.9 Create, extend and explain using pictures and words for: b. growing patterns (between 2 and 4 terms/figures)

1.NSBT.4 b. add a two-digit number and a multiple of 10.

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Hundreds Chart

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First Grade Math Activities: Complete the activities below. Check and initial the items your child completes.

I Can Statements

_______ Problem Solving My mom baked 26 cookies . . She said needed to bake 10 more. How many cookies will she have baked? Explain using pictures and/or words.

_______ “Hundred Chart Pattern” Review in what direction we “travel” when adding ten to a number (up, down, left, right). Practice adding 10 to five numbers on the hundreds chart and record your answers.

_______ Adding Multiples of 10 Students can add multiples of ten just like they add ten by going down the row of the hundreds count. Add 23+20. Put your finger on 23. Jump down 10 (33), jump down another 10 (10+10=20). What number did you land on? (43). Use the hundreds chart to solve the following equations using multiples of 10 16 + 20 = ______ 41 + 20 = ________ 19 + 10 = ________ 24 + 30 = ______ 17 + 20 = ________ 31 + 10 = _______


I can add ten to any number using the hundreds chart



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First Grade Math Activities: Complete the activities below. Check and initial the items your child completes.

I Can Statements

_______ Problem Solving Ms. Walker has 14 students . 20 more students came to her class. How many students are in her class now? Explain your answers using pictures and/or words.

_______ Independent Practice: Adding multiples of ten Write the pattern, then solve (example 16 + 30 (16 26 36 46) = 46 22 + 30 = _____ (22 ___ ___ ____ ) 62 + 20 = ____ ( 62 ____ ____ ) 54 + 20 = _____ ( 54 ____ ____ ) 37 + 40 = _____ (37 ____ ____ ____ ____ ) 14 + 10 = ______ ( 14 ____ ) 25 + 30 = _____ ( 25 ____ ____ _____ )


I can add multiples of ten to any number using the hundreds chart



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First Grade Math Activities: Please complete the activities below. Check and initial the items your child completes.

I Can Statements

_______ Problem Solving 46 birds are sitting in a tree. 10 flew away. How many birds are left in the tree? Explain your answer using pictures and/or words. _______ Lesson We’ve been adding multiples of ten using a hundreds chart, what happened each time we added ten to a number. When we add ten, the tens place goes up a number but the ones does not change. I wonder what will happen when we subtract a ten? Find 46 on the numbers chart. “When we take away ten do we count forward or backward?” Count backwards “ten.” What did you notice? When we take away ten, the tens place is one number less, we move up a row. Does the ones place change? _______ Subtracting Ten Use the hundreds chart to practice subtracting ten. 34 _______ 17 ________ 93 ________ 29 _______ 44 ________ 65 ________


I can subtract two-digit numbers and multiples of ten

1.ATO.5 Recognize how counting relates to addition and subtraction.

1.NSBT.5 Determine the number that is 10 more or 10 less than a given number through 99 and explain the

reasoning verbally and with multiple representations, including concrete models.

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I Can Statements

_______ Problem Solving 46 birds are sitting in a tree. 10 flew away. How many birds are left in the tree? Explain your answer using pictures and/or words. _______ Lesson We’ve been adding multiples of ten using a hundreds chart, what happened each time we added ten to a number. When we add ten, the tens place goes up a number but the ones does not change. I wonder what will happen when we subtract a ten? Find 46 on the numbers chart. “When we take away ten do we count forward or backward?” Count backwards “ten.” What did you notice? When we take away ten, the tens place is one number less, we move up a row. Does the ones place change? _______ Subtracting Ten Use the hundreds chart to practice subtracting ten. 34 _______ 17 ________ 93 ________ 29 _______ 44 ________ 65 ________






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I Can Statements

_______ Problem Solving There were 56 hens in the chicken coop. 10 hens flew the coop. How many hens were left?

_______ Lesson When using a hundreds chart to subtract tens we move up a row. The tens place decreases (is less) and the ones place does not change. We can subtract more than one ten, or multiples of ten. Let’s practice 65-20. Put your finger on 65, staying in the same row but moving upward, count by 10’s until you get to twenty (10, 20). What number did you land on? (45). Let’s try another one: 49-30. Place your finger on 49. Moving upward, count: 10, 20, 30. What number did you land on? (19). _______ Subtracting multiples of 10 Use the hundreds chart to practice subtracting ten. 43-20 = _______ 71- 20 = ________ 39 – 20 = ________ 67 – 30 = _______ 82 – 30 = ________ 37 – 20 = ________






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I Can Statements

_______ Problem Solving In my basket I had 24 eggs. 10 eggs cracked . How many eggs were not cracked ?

_______ Lesson We’ve been working a lot with adding and subtracting tens using the hundreds chart, today we will use ten sticks and ones (attached) or popsicle sticks and beans to add and subtract tens. Listen to this story problem. There are 16 cars in the parking lot. 20 more cars drive up. How many cars are in the parking lot now? How many cars were there in the parking lot? (16). Build that number with your manipulatives. How many cars drove up? Are we adding or taking away? (adding) Have a discussion about what to add (ten sticks or ones). Count by 10’s as we add the ten sticks (10, 20). How many cars are there in the parking lot now? _______ Student Practice: Use hundreds chart or manipulatives to add/subtract 10 (Find 1 Less, 1 More, 10 Less, 10 More).


I can subtract two-digit numbers and using concrete items

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Child’s Name: ________________________ Teacher: ________________________


I Can Statements

I can add two-digit with one-digit numbers I can use strategies to add using place value I can make ten-groups with leftovers

_______ Problem Solving My friend ate 14 tacos .. Then she ate 7 more. How many tacos did she eat? Explain your thinking using pictures and/or words. ______ Lesson: Adding two digit and one-digit numbers Discuss the word story above. Model for students how to use ten sticks and ones (or base ten models) to make 34. Add 7 ones. Count the ones. Ask students if they can make another ten with the leftover ones. Count the new tens and ones.

_______ Adding It Up Use interactive spinner https://wordwall.net/resource/43862/maths/two-digit-number-wheel and dice to generate one two-digit number and one one-digit number. Write an equation for the numbers that were generated and find the sum using base ten drawings.



Math Standards: 1.NSBT.4 Add through 99 using concrete models, drawings, and strategies based on place value to: a. add a two-digit number and a one-digit number, understanding that sometimes it is necessary to compose a ten (regroup). 1.ATO.1 Solve real-world/story problems using addition (as a joining action and as a part-part-whole action) and subtraction (as a separation action, finding parts of the whole, and as a comparison) through 20 with unknowns in all positions

https://wordwall.net/resource/43862/maths/two-digit-number-wheel

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Adding 2-Digit and 1-Digit Numbers

Use a paperclip to use as a spinner. Spin a two-digit number. Then spin a one-digit number. Add the numbers. Write the equation.

Name: __________________________________________________________________________________________________

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I Can Statements

I can add two-digit with one-digit numbers I can use strategies to add using place value I can make ten-groups with leftovers

_______ Problem Solving 28 pigs roll in the mud. 3 more pigs join them. How many pigs are rolling in the mud? ______ Lesson: Adding two digit and one-digit numbers When adding large numbers, take the larger number and count on to find the sum. If drawing base ten blocks, count the tens and then count the ones. If the ones equal more than ten, circle a group of ten and add a ten stick. Count the new tens and ones that are left over.

_______ Practice: 36 + 7 = _____ 28 + 6 = _____ 13 + 9 = _____ 57 + 9 = _____ 42 + 4 = _____ 29 + 6 = _____



Math Standards: 1.NSBT.4 Add through 99 using concrete models, drawings, and strategies based on place value to: a. add a two-digit number and a one-digit number, understanding that sometimes it is necessary to compose a ten (regroup). 1.ATO.1 Solve real-world/story problems using addition (as a joining action and as a part-part-whole action) and subtraction (as a separation action, finding parts of the whole, and as a comparison) through 20 with unknowns in all positions

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I Can Statements

I can use a strategy to solve I can explain how an unknown in an equation was determined using physical models, drawings, number lines, and/or number charts.

_______ Problem Solving 17 children are in my class. If 8 are boys, how many are girls? Justify your answers using pictures and/or words. Write an equation for your word problem. ______ Lesson: Missing Addends Sometimes when we have a problem situation, not all the information is known. Using a part-part whole bar or a math mountain can help us to problem solve. The long part of the bar is the total (the whole). The smaller bars are for the parts. Listen to this story problem. “The apple tree in the backyard has 16 apples. 9 of the apples are red and the rest are yellow. How many yellow apples are in the tree? Let’s think, what do we know? (16 applesl, 9 are red). What information is missing? (yellow apples). We know the total number of apples, plug that number in the whole bar. We also know that we have some red apples and some yellow apples, those are my parts. Count from the part to the whole to find the number of yellow apples.

_______ Solve Solve the word problems below _______ Dreambox: Access Dreambox Learning and complete a minimum of 15 minutes of instruction. Please refer to login information sent home previously.


Math Standards: 1.ATO.1 Solve real-world/story problems using addition (as a joining action and as a part-part-whole action) and subtraction (as a separation action, finding parts of the whole, and as a comparison) through 20 with unknowns in all positions. 1.ATO.5 Recognize how counting relates addition and subtraction. 1.ATO.8 Determine the missing addend in addition and subtraction equations within 20.

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Missing Addends word problems

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One More, One Less, Ten More, Ten Less

10 More, 10 Less Quiz

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Resources

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Base Ten Blocks

elearning day 1 grade 1 2020-2021

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