1st Grade Operations and Algebraic Thinking
This page provides examples of 1st Grade Number Activities aligned with the Common Core State Standards.
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.
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.
Word Problems with 3 Addends
Find 3 Cards
Three Letter Addends
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).
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.
Ten Frame Subtraction
Add and subtract within 20
1.OA5 Relate counting to addition and subtraction (e.g. by counting on 2 to add 2).
Show One More
Show One Less
One More on the 10 Frame
One More/One Less Scoop
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).
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
True or False?
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 = □
Find the Missing Number
Number 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.
Missing Numbers Grids 1-50
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:
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.NBT3 Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.
Ten Frame Compare
Comparing Two Digit Numbers
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.
1.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.
Mixed operations: Ten more or less (First grade - F.7)
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 Activities
Measure lengths indirectly and by iterating length units
1.MD1 Order three objects by length; compare the lengths of two objects indirectly by using a third object.
Which is Longest?
Scoop and Order
1.MD2 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 is being measured is spanned by a whole number of length units with no gaps or overlaps.
Tell and write time
1.MD3 Tell and write time in hours and half-hours using analog and digital clocks
My Favorite Time of Day
Time Barrier Game
Time Barrier Game Grid
Represent and interpret data
1.MD4 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 another.
1st Grade Geometry Activities
Reason with shapes and their attributes
1.G1 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.
Comparing Polygons Writing Template
My 3D Shapes Book
Comparing 3D Shapes Writing Template
Read Aloud Task Cards:
When a Line Bends a Shape Begins
1.G2 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.
Pattern Block Numbers
Pattern Block Triangles
Fold a Square
Cover a Hexagon
Math Read Aloud Task Card: Grandfather Tang's Story
1.G3 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.
Make a Pizza