first-grade-math-webtools

1st Grade Interactive Math Skill Builders

10 can be thought of as a bundle of ten ones — called a “ten.”

Numbers and Operations in Base 10

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.

Place Value

Counting Planet

Google Results

Select the number to count by

1.NBT.2a

Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:

10 can be thought of as a bundle of ten ones - called a ten.

Base Ten

Exploring Ones, Tens, and

Hundreds with Base Ten Blocks

1st Grade Interactive Math Skill Builders

1.NBT.2b

Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:

1st Grade Interactive Math Skill Builders

Count the base ten blocks and click the matching number.

1.NBT.2c

Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:

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).

1NBT.3

Compare two two-digit numbers based on meaning of the tens and ones digits, recording results of comparisons with the symbols >, =, <.

1.NBT.4

Use place value understanding and properties of operations to add and subtract

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 upon 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.

Balance Bears

Pair or have students work individually to solve problems based on properties of operations.

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.

1.NBT.6

Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range of 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.

Function Machine

Set input number, numbers for operations and explain answer in notes.

Operations and Algebraic Thinking

1.OA.1

Represent and solve problems involving addition and subtraction.

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.

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.

Word Problems

1.OA.3

Apply properties of operations as strategies to add and subtract.3 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). Students need not use formal terms for these properties.

Number Sentence

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.

1.OA.5

Add and subtract within 20.

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).

Calculation Balance

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.

1.0A.8

Determine the unknown whole number in an addition or subtraction equation relating 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 = ___.

Stop the clock

Measurement and Data

1.MD.1

Measure lengths indirectly and by iterating length units

Award Ceremony

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-sized 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.

1.MD.3

Tell and write time

Tell and write time in hours and half-hours using analog and digital clocks

Telling Time

The Clock

1.MD.4

Represent and interpret data

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

1.G.1

Reason with shapes and their attributes

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.

Quadrilaterals

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.

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.

1.G.3