Toss, Count, and Bundle
IMP Grade 1 Activity: Toss, Count and Bundle
Toss, Count, and Bundle
Task 1:
____is ____ filled ten frame(s) and _____ extra.
Task 2:
____ is ____ bundles of 10 and _____ extra.
IMP Grade 1 Activity: Toss, Count and Bundle
name:
date:
#:
On The Line- Terrific 10!
Inside Directions:
• Color each 10 on the number line.
• After you count a number, record how many tens you passed and then how many ones.
1. ____________ is _______________ tens and ___________________ ones.
2. ____________ is _______________ tens and ___________________ ones.
3. ____________ is _______________ tens and ___________________ ones.
4. ____________ is _______________ tens and ___________________ ones.
5. ____________ is _______________ tens and ___________________ ones.
IMP Grade 1 Activity: On The Line- Terrific 10!
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Inside Directions:
• Color each 10 on the number line.
• After you count a number, record how many tens you passed and then how many ones.
6. ____________ is _______________ tens and ___________________ ones.
7. ____________ is _______________ tens and ___________________ ones.
8. ____________ is _______________ tens and ___________________ ones.
9. ____________ is _______________ tens and ___________________ ones.
10. ____________ is _______________ tens and ___________________ ones.
IMP Grade 1 Activity: On The Line- Terrific 10!
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name:
date:
#:
Race to One Hundred
Task 1: Exploring Base 10 blocks
Directions: For each block pictured below, find a strategy to count how many small blocks it is made
of and record that information by filling in the blanks provided.
1.
This block is made of _________ one.
Name of block: ___________
3.
2.
This block is made of _______ one(s).
This block is made of _______ ones.
This block is made of _______ ten(s).
This block is made of _______ ten(s).
This block is made of _______ hundred(s).
Name of block: ___________
Name of block: ___________
IMP Grade One Activity: Race to One Hundred
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Task 2:
Directions: This is a two team/person game. The object of the game is to be the first team to trade
for 1 flats (100). Each team must have a place-value mat, 20 units (ones), 10 longs or rods (tens)
and 1 flats (hundred), and two dice.
1. Team one rolls the two dice.
2. Team one must take out units (ones) to represent the sum of the two numbers. If the units can be
traded for a long or rod (ten), the team yells “trade” and trades 10 units (ones) for a rod (10).
3. Team one lays the appropriate base 10 blocks on their mat.
4. Team two rolls the two dice and repeats steps 2-3.
5. Teams continue taking turns, each time adding the sum of the two dice to the amount already on
the mat. Each time a trade can be made, so that the team uses the fewest base ten blocks
possible, the team must yell “trade” and show the trade made.
Play continues until one team can make a trade for a total of 100 (1 flat). The team to get one flat
first wins!
IMP Grade One Activity: Race to One Hundred
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name:
date:
#:
Counting, Place Value and Patterns
Task 1:
Review Questions
1. What block can you trade 10 ones for? ___________________________
2. What block can you trade 10 tens for? ___________________________
Counting with Base 10 Blocks: Count aloud with your teacher and model each number with your
base 10 blocks on the chart below.
IMP Grade 1 Activity: Counting, Place Value and Patterns
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Task 2:
Place Value Chart
When we need to show someone if we mean 1 one, 1 ten, or 1 hundred, we record the digit (“1” in
this case) in a different location to say this. Below is a place value chart that shows you the name of
the digit in each column.
Place Value Chart
Hundreds
Tens
Ones
Note about language: In English, we don’t read all numbers by stating the digit and then the place
value. We have a different way of saying the name of any number beginning in a “ten”place value.
ex: 200 = 2 “hundreds”= 2 hundred
500 = 5 “hundreds” = 5 hundred
BUT
20 is not read as 2 “tens”, but as twenty.
50 is not read as 5 “tens’, but as fifty. They both mean the same thing, though!
Practice: Write each number your teacher says
a. ____________
b. ____________
c. _______________ d. ________________
IMP Grade 1 Activity: Counting, Place Value and Patterns
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Task 3: Fill in the missing numbers from 0 to 119 on the chart below.
0
10
1
50
100
21
91
32
72
13
4
25
45
6
87
38
9
19
IMP Grade 1 Activity: Counting, Place Value and Patterns
98
69
119
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Task 4: Look at your completed table to answer the questions.
1. What is the same about all the rows?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. What is different about each column?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3. Why is there a “9” in every column?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
IMP Grade 1 Activity: Counting, Place Value and Patterns
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4. Why is there only one “9” on the ones place in every column?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
5. What other patterns do you notice?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
IMP Grade 1 Activity: Counting, Place Value and Patterns
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1.
61
2.
70
IMP Grade 1 Activity: Building Numbers to 120
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3.
15
4.
90
IMP Grade 1 Activity: Building Numbers to 120
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5.
89
6.
67
IMP Grade 1 Activity: Building Numbers to 120
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7.
18
8.
70
IMP Grade 1 Activity: Building Numbers to 120
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9.
1
113
1
3
1
1
3
100
113
10
one hundred thirteen
3
10.
105
IMP Grade 1 Activity: Building Numbers to 120
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11.
120
12.
115
IMP Grade 1 Activity: Building Numbers to 120
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13.
109
14.
100
IMP Grade 1 Activity: Building Numbers to 120
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BUILDING NUMBERS TO 120 WORK MAT
I can show you a number
with my …
¨ Base 10 Blocks
¨ Place Value Cards
number
Base 10 blocks
Hundreds, Tens
and Ones
Place Value Chart
hundreds
tens
____hundreds,
____tens and
____ones
Number Bond
IMP Grade 1 Activity: Building Numbers to 120
Words
ones
name:
date:
#:
How Many Ways to 23?
Task 1: Ways to make 23
Directions: Use the base-ten blocks to answer the following questions.
1. Draw a picture of the blocks that you used and record how many tens
and ones you used.
23 = ___________ tens and ___________ ones
2. Are there other ways to represent 23 with base-ten blocks? Show all
the ways that you found below.
23 = ___________ tens and ___________ ones
23 = ___________ tens and ___________ ones
23 = ___________ tens and ___________ ones
IMP Grade 1 Activity: How Many Ways to 23?
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3. How many ways did you find in all? ______________
Explain to a partner how you know that you have found all the ways to
represent 23 with base-ten blocks.
4. Predict how many ways there are to represent 26 with base 10 blocks.
___________________________________________________________
___________________________________________________________
5. Show all the ways to represent 26 with base-ten blocks.
26 = ___________ tens and ___________ ones
26 = ___________ tens and ___________ ones
26 = ___________ tens and ___________ ones
6. Predict how many ways there are to represent 28 with base-ten blocks.
___________________________________________________________
___________________________________________________________
IMP Grade 1 Activity: How Many Ways to 23?
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7. Find and list all of the ways to represent the number your teacher gives
you.
_____ = ___________ tens and ___________ ones
_____ = ___________ tens and ___________ ones
_____ = ___________ tens and ___________ ones
_____ = ___________ tens and ___________ ones
8. Is there another number you can think can be written 3 different ways?
IMP Grade 1 Activity: How Many Ways to 23?
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9. Why do you think there are
only three ways to build all the
numbers from 20 to 29 with base
10 blocks?
Number
_______________________________
_______________________________
_______________________________
_______________________________
# of Different
Representations
20
21
22
23
24
25
26
27
28
29
10. Predict how many ways there are to build the number 31
with base 10 blocks.
___________________________________________________________
___________________________________________________________
11. Show all the ways to represent 31 with base-ten blocks.
31 = ___________ tens and ___________ ones
31 = ___________ tens and ___________ ones
31 = ___________ tens and ___________ ones
31 = ___________ tens and ___________ ones
IMP Grade 1 Activity: How Many Ways to 23?
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12. Predict how many ways there are to build the number 35
with base 10 blocks.
___________________________________________________________
___________________________________________________________
13.
35 = ___________ tens and ___________ ones
35 = ___________ tens and ___________ ones
35 = ___________ tens and ___________ ones
35 = ___________ tens and ___________ ones
14. How many ways can you build
each number between 30 and 39 using
base 10 blocks? Why?
_______________________________
_______________________________
_______________________________
_______________________________
IMP Grade 1 Activity: How Many Ways to 23?
Number
# of Different
Representations
30
31
32
33
34
35
36
37
38
39
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15. Predict how many ways there are to represent 53 with base-ten
blocks.
___________________________________________________________
___________________________________________________________
Task 2:
Patterns
1. Look at the information in the chart
to the right. What patterns do you
notice?
_______________________________
_______________________________
_______________________________
_______________________________
Number
# of Different
Representations
0-9
10-19
20-29
30-39
40-49
50-59
60-69
70-79
80-89
90-99
2. Why do you think the pattern works? What is happening with the
blocks to explain the pattern?
___________________________________________________________
___________________________________________________________
___________________________________________________________
IMP Grade 1 Activity: How Many Ways to 23?
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3. Predict how many ways there are to represent 89 using base 10
blocks. Explain.
___________________________________________________________
___________________________________________________________
4. Find a number that can be represented 6 different ways with base 10
blocks.
Challenge: How many ways can you represent 117 with base 10
blocks?
IMP Grade 1 Activity: How Many Ways to 23?
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name:
date:
#:
Place Value Equivalent Expression Match
Number
A
B
Ones
Base 10 Blocks
Place Value Chart
tens
14
•••••••
•••••••
•••••••
•••••••
•••••••
C
D
E
IMP Grade 1 Activity: Place Value Equivalent Expression Match
Words
ones
tens
ones
tens
ones
tens
ones
5
3
hundreds
tens
ones
one hundred
fourteen
Page 1 of 1
name:
date:
#:
2-Digit Place Value War
Round 1: 1-digit numbers
Math Symbols
> means Greater Than
< means Less Than
= means Same As
______________ > ________________
______________ > ________________
______________ > ________________
______________ > ________________
______________ < ________________
______________ < ________________
______________ = ________________
______________ = ________________
Round 1Directions:
• Each player has a stack of 10 cards from 0-9, shuffled, lying upside down.
• Each player flips over a card and lays it right side up.
• Decide who has the larger number and make a statement (ex: 4 is greater than 2).
• Record a statement comparing the two numbers using the symbols >, < or =.
• The player with the larger number keeps both cards.
• Play until cards are gone.
IMP Grade 1 Activity: 2-Digit Place Value War
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Round 2: Have the Greater Two-Digit Number
______________ > ________________
______________ > ________________
______________ > ________________
______________ > ________________
______________ < ________________
______________ < ________________
______________ = ________________
______________ = ________________
Round 2 Directions:
• Each player begins with a stack of “ten cards” and a stack of “ones cards”, shuffled and
upside down.
• Each player flips over a “ones card” and lays it on the game board.
• Decide who has the larger number and make a statement (ex: 4 is greater than 2).
• Predict: who will have the largest 2-digit number after the next card flip?
• Each player flips over a tens card and builds their two-digit number on the game board.
• Use Base 10 blocks to build each number.
• Decide who has the larger number and record a statement (ex: 24 < 52).
• The player with the larger 2-digit numbers gets a point and you play again!
IMP Grade 1 Activity: 2-Digit Place Value War
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name:
date:
#:
Hungry, Hungry Block Hippo 2-Digit
Game 1
Directions: This is a two person game. The object of the game is to
have the largest pile of blocks at the end of each round. In each round,
you will roll a die to get the digits of a 2-digit number. After each roll you
must decide where to put the number from the die, or whether not to use
that roll in the number. Two rolls will be used and one roll will not be
used to make the number.
Round 1
1. Roll a single die.
2. Write the digit in one of the places below. The number may not be
moved once it is written.
3. Roll again.
4. Write the digit.
5. Roll a final time
6. Write the digit.
7. Gather base 10 blocks to represent your number.
8. Decide who has the largest pile of blocks and record this using
symbols in the box on the right.
______
______
tens
ones
Who had the largest pile Round 1?
____ ____
me
Unused Number ______
____ ____
my partner
Use <, > or = to compare.
You cannot move a digit
after you write it.
IMP Grade 1 Activity: Hungry, Hungry Block Hippo 2 Digit
Page 1 of 5
Who had the largest pile Round 2?
Round 2:
______
tens
______
ones
____ ____
me
____ ____
my partner
Use <, > or = to compare.
Unused Number ______
You cannot move a digit
after you write it.
___________________________________________________
Round 3:
______
tens
Who had the largest pile Round 3?
______
ones
____ ____
me
____ ____
my partner
Use <, > or = to compare.
Unused Number ______
You cannot move a digit
after you write it.
IMP Grade 1 Activity: Hungry, Hungry Block Hippo 2 Digit
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Round 4:
______
tens
______
Who had the largest pile Round 4?
ones
____ ____
me
Unused Number ______
____ ____
my partner
Use <, > or = to compare.
You cannot move a digit
after you write it.
___________________________________________________
Round 5:
______
tens
Who had the largest pile Round 5?
______
ones
____ ____
me
____ ____
my partner
Use <, > or = to compare.
Unused Number ______
You cannot move a digit
after you write it.
IMP Grade 1 Activity: Hungry, Hungry Block Hippo 2 Digit
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Game 2
Directions: The goal is still to create the largest 2-digit number possible,
but the rules have changed.
1. Roll your die and record the digit in the ones place.
2. Roll your die again and record this digit in the tens place.
3. Represent your 2-digit number with base 10 blocks.
4. You may now choose to trade the location of the digits.
5. Represent this new number with base 10 blocks.
6. Compare who has the greater number between you and your
partner and record this using an inequality statement.
7. Repeat the steps.
Round 1:
Original Number: ________
Trade digits? YES NO
New Number: ________
________
Digits I want to trade: ______ and ______
________
Compare your number to your partner’s:
_________ > _________ Winner Round 1: ____________
Round 2:
Original Number: ________
Trade digits? YES NO
New Number: ________
________
Digits I want to trade: ______ and ______
________
Compare your number to your partner’s:
_________ > _________ Winner Round 2: ____________
IMP Grade 1 Activity: Hungry, Hungry Block Hippo 2 Digit
Page 4 of 5
Round 3:
Original Number: ________
Trade digits? YES NO
New Number: ________
________
Digits I want to trade: ______ and ______
________
Compare your number to your partner’s:
_________ > _________ Winner Round 3: ____________
Round 4:
Original Number: ________
Trade digits? YES NO
New Number: ________
________
Digits I want to trade: ______ and ______
________
Compare your number to your partner’s:
_________ > _________ Winner Round 4: ____________
Round 5:
Original Number: ________
Trade digits? YES NO
New Number: ________
________
Digits I want to trade: ______ and ______
________
Compare your number to your partner’s:
_________ > _________ Winner Round 5: ____________
IMP Grade 1 Activity: Hungry, Hungry Block Hippo 2 Digit
Page 5 of 5
name:
date:
#:
Roll and Build Game
Task 1 (use game board Version A)
Directions: The goal of this game is to order numbers from least to greatest.
1. Enter the number zero, zero (00) on the start of the game board.
2. Roll the two 10-sided dice.
3. Decide in which order you would like to record the digits to make a 2-digit
number. Record this number on the game board to the right of the zeros.
The inequality on this row should read correctly.
4. Roll the two dice again. If you arrange the two-digit to make a number
larger than your last number, record this number in the next spot on the
game board. If you cannot make a larger number, record a tally mark
under the inequality sign on the right of the number you listed and roll
again.
5. Repeat step 4 as many times as possible. Each time you cannot enter a
number, record a tally mark under the inequality sign between the last
number you recorded and the next empty space.
Task 2 (use game board Version A or B)
Directions: The goal of this version is to write as many numbers in order from
least to greatest as possible. You will have 5 minutes.
1. This game is played in a similar fashion, but you will have only 5 minutes.
2. Begin by entering zero, zero (00) on the start of the game board.
3. Roll the two dice. You may choose to use the 2-digits to write a number
larger than zero to record, or you may roll again. You do not have to use
any roll that you do not like. If you do not record a number, place a tally
mark below that inequality sign. You may re-roll as many times as you
like, however, the game will end after 5 minutes.
4. Once you record your second number, roll for your third number. Again,
you may choose to use the 2-digits you roll or you may choose to re-roll.
5. The winner has the greatest number of 2-digit numbers listed from least to
greatest when the 5 minutes are up.
IMP Grade 1 Activity: Roll and Build Game
Page 1 of 3
Analysis Questions:
1) What is the largest possible number you could roll in this game? Did you roll
it? Why do you think that did (or did not) happen?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2) Did you notice any patterns or trends in the number of tally marks you listed
in version 1 of the game? Can you give an explanation as to why you think
those patterns exist?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
3) For version 1, how many numbers were you able to list? Do you think this is
typical? Why or why not? In version 1, what do you think would be the
average number of 2-digit numbers people could list by the time they hit 99?
__________________________________________________________________
4) In version 2, what strategy did you develop to decide when to accept a
number or re-roll? What patterns did you notice in the location of the tally
marks?
__________________________________________________________________
__________________________________________________________________
________________________________________________________________
IMP Grade 1 Activity: Roll and Build Game
Page 2 of 3
Roll & Build Game Board
Version A
END
>
>
<
>
<
>
IMP Grade 1 Activity: Roll and Build Game
>
<
>
<
>
<
START
Page 3 of 3
Roll and Build Game Board
Version B
START
<
<
<
∧
<
<
∨
END
∧
∨
∧
>
∧
∨
>
IMP Grade 1 Activity: Roll and Build Game
>
name:
date:
#:
On The Line- Where’s The Point?
Inside Directions: Determine the value of the point represented by the ? in each diagram below.
1.
0
20
100
?
2.
0
10
20
?
3.
0
5
50
?
4.
0
20
60
IMP Grade 1 Activity: On The Line- Where’s The Point?
?
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5.
0
100
?
6.
0
40
?
7.
20
?
120
8.
80
IMP Grade 1 Activity: On The Line- Where’s The Point?
?
100
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