Home | Language | Mathematics | Science and Technology | Social Studies | Health and Physical Education | The Arts | Computers | Homework Calendars | Resources | Sites for Teachers | My Class

1+1

Graphing

Geometry

Measurement

100 Day Activities

• 100 Days in School Activities
• 100 Days in School Ideas
• 100 Days Project - (Related to Howard Gardner's "Seven Modes of Learning")
• 100th Day of School Activities
• 100 Days of School Activities
• 100th Day of School Celebration
• Use KidPix to stamp 100
• 100 Day Poems
• 100th Day of School Poems (CanTeach)
• 100 Day Art Projects
• Printables

Books to Read:

Worksheets

• Free Math Worksheets
• Ed Helper Grade One Worksheets
• Worksheet Factory

Word Search for Number Words

Compare and Order Whole Numbers to 100

What's My Number - Uses a number line and a game similar "to 20 questions." Teacher draws a number line, thinks of a number, students try to discover what number he/she is thinking of by asking greater than/less than questions

Teaching Addition

Addition and Subtraction Facts to 20

Subtracting With Dr. Suess

Fact Families

Fan Numbers

Tens and Ones

Tens and Ones and the Popcorn Ghost

Word Problems

Additional Grab Two - a fun game involving addition

Counting by 2s, 5s, 10s

Have the children sit in a circle.  Count by tens, let's say.  Each child says one number....10, 20, 30,.....to 100.  The child who says 100 is out.  Play continues until there is one child left.  I do it by fives to 50, and by twos to 20, but it also can be extended.  The kids love it, and are hearing the counting over and over again.  You can also easily spot the children who don't know it.
Corinne

We play the same game except we do it that anyone who is on a 10 is out.  It works great for all skip counting since you do 10's in all of them.  So if you are counting around in a standing circle - 2, 4, 6, 8, 10 - the child who said 10 is out - they sit down in their spot - keep going - 12, 14, 16, 18, 20 - that child is out.  It's funny to watch because you see them trying to figure out where they are going to be and some of them figure out they'regoing to be out - it's so funny!  
Amy

Even and Odd Numbers - . When doing even/odd numbers, I used the book Even Steven and Odd Todd to introduce even and odd numbers. Then we made a booklet with half even numbers (ex. 2 dogs, 4 bells, etc.) and flip the booklet over and all those pages had odd numbers. Mrs. Ritter's First Grade Critters http://www.myschoolonline.com/md/20646_ritter

Number Sentences

In this activity the children must determine if they are to add or subtract.

1. Tell the students a number story (e.g., There were five ducks in a pond and two flew away. How many ducks were left in the pond?).
2. Have the students write the corresponding number sentence on their chalkboards (e.g., 5 - 2 = 3).
3. When everyone is finished, write the correct answer on the board.
4. Repeat, using a combination of addition and subtraction stories.

Adding On

When solving addition facts (e.g., 9 + 5), the students are encouraged to add on from the larger number. I tell them to put the 9 in their heads and count on five more. To practice this skill, which is difficult at first for many students, we practice on the chalkboards.

1. Tell the students that they are to solve the addition facts by counting on and are to write the answer only.
2. Give the students an addition fact (e.g., 9 + 5).
3. Have the students write their answer and then put their hands on their head.
4. When everyone is finished, have the students join you in solving the problem together out loud ( this last step is necessary for the students who find this concept difficult).

Option: If you have the students sitting in groups at tables, you can make this a game. Following each question, give 1 point to the table who is finished first ( you will know, because every student at the table will have their hands on their head). At the end of the activity, the table with the most points is the winner.

Place Value

. Have ready several towers of unifix cubes grouped in tens and some in ones.

1. In one hand, display one ten tower. In the other hand (on your finger tips works well), display 4 single unifix cubes.
2. Have the children write the number demonstrated by the cubes (e.g, 14).
3. When everyone is finished, write the correct answer on the chalkboard as you are talking your way through the problem (e.g, 1 ten and 4 ones, and we say 14).
4. Repeat this activity using a different combination of tens and ones.

Option: To begin the activity have the children draw a line down the center of their chalkboards and write tens on one side and ones on the other side. They will record their numbers in the appropriate columns.