Fun with
Numbers!
A 1st Grade Number Sense Unit
Lindsi Shanahan- Kelliher Elementary
[email protected]
Executive Summary
This unit is designed to build number sense through a variety of games and
activities. The unit aligns with the Minnesota K-12 Academic Standards
under the Number and Operation Strand for First Grade. The standards
specifically built into this unit are;
*Count, compare and represent whole numbers up to 120, with an emphasis
on groups of tens and ones.
*1.1.1.1- Use place value to describe whole numbers between 10 and
100 in terms of tens and ones.
*1.1.1.2- Read, writhe and represent whole numbers up to 120.
Representations may include numerals, addition and subtraction,
pictures, tally marks, number lines and manipulatives, such as bundles
of sticks and base 10 blocks.
* 1.1.1.4- Find a number that is 10 more or 10 less than a given number.
*1.1.1.5- Compare and order whole numbers up to 120.
* Use a variety of models and strategies to solved addition and subtraction
problems in real-world and mathematical contexts.
*1.1.2.1-Read, Write and represent whole numbers between 10 and 100
in terms of tens and ones.
*1.1.2.2- Compose and decompose numbers up to 12 with an emphasis
on making ten.
Table of Contents
Lessons
Day 1 ……………………………………………………………… Page 4
Day 2 …………………………………………………………….. Page 5
Day 3 …………………………………………………………….. Page 7
Day 4……………………………………………………………… Page 9
Day 5 ……………………………………………………………. Page 11
Day 6 ……………………………………………………………. Page 13
Day 7 ……………………………………………………………. Page 18
Day 8 ………………………………………………………….… Page 28
Day 9 ……………………………………………………………. Page 32
Day 10 ………………………………………………………….. Page 35
Day 11 …………………………………………………………… Page 37
Day 12 ………………………………………………………….. Page 44
Day 13 ………………………………………………………….. Page 49
Day 14 ………………………………………………………….. Page 51
Day 15 ………………………………………………………….. Page 52
Appendix
Pre-test ………………………………………………………. Page 53
Post-test …………………………………………………….. Page 55
Day 1-Pre-test
MN Academic Standards-1.1.1.1, 1.1.1.2, 1.1.1.4, 1.1.1.5, 1.1.2.1, 1.1.2.2
Objective- To assess the students on their beginning knowledge of number
sense, using Base Ten blocks, finding numbers that are 10 more or less than
a given number and representing numbers in multiple ways.
MaterialsPre-test
Launch- Today we are going to start a new unit but I need to know what you
already know.
Explore- Give the assessment.
Share- Ask the students turn in their assessment, have them explain one of
their answers to you.
Summarize- Over the next couple of weeks we are going to be looking at all
of the number problems in this packet.
Day 2- Longs and Cubes Exploration
MN Academic Standard- Number and Operation 1.1.1.1
Objective- The students will explore creating numbers using base ten
blocks.
MaterialsPlace value mat, longs, cubes, number sticks
Launch- Pass out the place value mat, several longs and cubes to each
student. Ask if anyone knows what it is that was just handed out. Discuss
what they are called and what they are used for. Allow for a few minutes
to “play” with them.
Explore- Today we are going to look at ways to make numbers using the
longs and cubes. Give several single digit numbers and discuss what the
students did to get the number. Then have the students lay a long on their
mat and see how many cubes equal a long. Discuss the results. Give several
2-digit numbers and discuss how the students got their answer. Talk about
the different ways of making the number. Then with their neighbor they
need to pick a number stick from the cup and make that number. When
everyone is finished discuss, repeat as long as there is time.
Share- Have each pair share the number stick they drew and how they
made their number. Count it up as a class.
Summarize- Today we showed how to make numbers using longs and cubes.
Discuss that there was more than one way that students got the answer to
the same number.
Hundreds
Tens
Ones
Day 3- Longs and Cubes Continued
MN Academic Standard- Number and Operation 1.1.1.1, 1.1.1.2
Objective- Students will continue to work with representing numbers as
longs and cubes.
MaterialsPlace value mats, longs, cubes, number generator (see Appendix)
Launch- Using the longs and cubes, who can show me how to make the
number ___. Give several numbers to practice on. Discuss the different
ways students got the same number and how many are in the tens box and
how many are in the ones box.
Explore- Today you are going to work with a partner to make some more
numbers with your longs and cubes. Discuss how the number generator has
a strip of numbers and when moved up and down a different number shows
up in the window. Point out that the tens column is called the tens place
and the ones column is called the ones place. Practice looking finding the
digit in the ones and tens place as a group. With a partner have one
partner make a number with the number generator, and the other partner
has to create it using longs and cubes. Each group needs to record the
number, and draw a picture of the longs and cubes used on the recording
sheet. Then circle the digit in the tens place and underline the digit in the
ones place.
Share- Have each group share one number they looked at and how they
created that number with the longs and cubes. Count each up as a class to
reinforce counting. Look at how many are in the tens box and how many are
in the ones box. Pick a couple of examples to find the different ways to
make that same number.
Summarize- Today we practiced making a lot of different numbers using
the longs and cubes and we looked a several ways to make the same number.
Number Generator
Names ________________
________________
Number
Longs and Cubes
Day 4-Roll a Number
Adapted from: http://pinterest.com/pin/54958057923322641/ on June
20, 2012
MN Academic Standards- 1.1.1.1, 1.1.1.2
Objective- Students will continue to work with representing numbers as
longs and cubes.
MaterialsRoll a Number Record Sheet, 2 number dice, longs, cubes, Place Value Mat
Launch- Today we are going to play a game that uses what we have learned
in the past 2 days about making numbers with longs and cubes. Hand out
the dice, and the Record Sheet.
Explore- You and a partner are going to take turns rolling the dice. The
number on one of the 2 dice will be the first digit of your number and the
other will be the second digit. For example, you roll a 1 and a 6, you get to
decide if you want to make 16 or 61. (You can specify that they make the
largest or smallest number for differentiation.) Write that number in the
top of the box on the record sheet. Then draw the longs and cubes needed
to make that number. Use the longs and cubes if you need to. Then circle
the digit in the tens place and underline the digit in the ones place. Your
partner needs to check your answer; if correct you get one point if
incorrect you do not get any points. The player with the most points wins.
Share- Have several students share one of the numbers they made and
discuss the possible solutions.
Summarize- Today we made a lot of different numbers with longs and cubes
again, and again we found different ways to make the same number!
Roll a Number
Name ______________
Partner’s Name _______________
Day 5- Rubber Ducky, Where are You?
Lesson taken from- http://illuminations.nctm.org/
MN Academic Standards- 1.1.1.2, 1.1.1.3, 1.1.1.5
Objective- The students will practice counting objects and representing
that number with pictures.
Materials30 Rubber Ducky cut-outs with the numbers 1-30 written on the back, a
white board and marker for each student
Launch- Today we are going to take a little break from making numbers with
longs and cubes. Hidden around the room are 30 rubber duck cut-outs, you
are going to try and find as many of them as you can.
Explore- You need to keep track of how many you find on your white board
because we need to leave them in their hiding place so someone else can
find them. There should be no talking because we don’t want everyone else
to know where we found the ducks. Once you think you have found them all
go back to your seat and wait. DON’T SHOW ANYONE HOW MANY YOU
FOUND! When I say “go” you may start looking.
Share- When everyone thinks they have found them all record the number
found. And share how each student kept track of the ones they found.
(dots, tally marks, pictures, numbers, etc) discuss if there are other ways
to keep track. Each student then takes a turn to go and get 1 of the ducks
they found. Flip the ducks over and place them in order on the board.
Discuss which numbers are still missing and see if anyone knows where
another one might still be hiding. When they are all back count them up and
see who was the closest to finding them all.
Summarize- Today we looked at different ways to keep track of numbers
of ducks. These strategies are just another way of representing numbers,
just like with the longs and cubes that we have done the past few days.
Rubber Ducky
© 2010 National Council of Teachers of Mathematics http//illuminations.nctm org
Day 6-What Comes Next?
MN Academic Standards- 1.1.1.5
Lesson cards taken from http://www.doodlebugsteaching.blogspot.com
on June 20, 2012
Objective- The students will work on building their number sense by
finding what number comes next.
MaterialsPlace Value Cards, record sheet
Launch- We have been looking at how to make numbers with longs,
cubes, tally marks, dots, etc. For the next couple of days we are going
to look at the numbers themselves and where they fit on the number
line or on the hundred’s chart.
Explore- I have these animal cards with
Share- Have students share what they did to find what number came
next. (Number line, hundred’s chart, counting out loud, etc.) Make a
list of the ways and leave up for tomorrow. Was it easy to find the
next number?
Summarize- Wow! This is a lot of ways to find numbers. It looks like a
lot of you used ________ strategy.
Day 7- Shiver Me Timbers
MN Academic Standards- 1.1.1.5
Lesson taken from- http://www.teacherspayteachers.com/Store/LisaRichling on June 20, 2012
Objective- The students will continue to work on building their number
sense by finding the missing number in a sequence.
MaterialsPirate Ship Number Cards, Pirate Number Cards, Record Sheet
Launch- Today we are going to continue looking at where the numbers
fit on the number line or in the hundred’s chart.
Explore- I have these cards that have pirate ships on them. The pirate
ships are missing the pirate and you need to find the right pirate for
the ships. The ships have numbers on them and then there is a blank
spot on the card. You need to find the pirate that has the correct
number on him/her to fill in the blank. (Show an example) When you
have them all in the right place there is a record sheet for you to fill in
with the missing numbers.
Share- Have students share how they figured out what number was
missing. (Counting out loud, figured it out in their head, looking at the
number line or hundred’s chart, etc.) Did anyone have a different way?
(Add to yesterday’s list if there are any.)
Summarize- There was a lot of different ways that everyone figured
out which number was missing. Does any one way look better than
another?
!
!"#$%&'(%')#*+%&,--'
!"#
%#
!
"""""""""""""""""""""""""""""""""""""""""!
"#$!%&'()$*!('$!+,*)!()!*$(-!.$+%!)#$/!0&12!)#$&'!
3(4!54!%6))&17!)#$!16/5$'!&1!)#$!'&7#)!*%,)8!
!
"""""""""""""""""""""""""""""""""""""""""!
#$%&!'$()*$+,-!./0.!
$#
!$#
!
!"#$%&'(%')#*+%&,--'
!!#
$$#
!"#
$!#
!
"""""""""""""""""""""""""""""""""""""""""!
"#$!%&'()$*!('$!+,*)!()!*$(-!.$+%!)#$/!0&12!)#$&'!
3(4!54!%6))&17!)#$!16/5$'!&1!)#$!'&7#)!*%,)8!
!
"""""""""""""""""""""""""""""""""""""""""!
#$%&!'$()*$+,-!./0.!
!
!"#$%&'(%')#*+%&,--'
!"#
!&#
!
"""""""""""""""""""""""""""""""""""""""""!
"#$!%&'()$*!('$!+,*)!()!*$(-!.$+%!)#$/!0&12!)#$&'!
3(4!54!%6))&17!)#$!16/5$'!&1!)#$!'&7#)!*%,)8!
!
"""""""""""""""""""""""""""""""""""""""""!
#$%&!'$()*$+,-!./0.!
!%#
!$#
!
!"#$%&'(%')#*+%&,--'
!&#
!"#
$%#
$$#
!
"""""""""""""""""""""""""""""""""""""""""!
"#$!%&'()$*!('$!+,*)!()!*$(-!.$+%!)#$/!0&12!)#$&'!
3(4!54!%6))&17!)#$!16/5$'!&1!)#$!'&7#)!*%,)8!
!
"""""""""""""""""""""""""""""""""""""""""!
#$%&!'$()*$+,-!./0.!
!!"
!&"
!
"""""""""""""""""""""""""""""""""""""""""!
"#$!%&'()$*!('$!+,*)!()!*$(-!.$+%!)#$/!0&12!)#$&'!
3(4!54!%6))&17!)#$!16/5$'!&1!)#$!'&7#)!*%,)8!
!
!"#$%&'(%')#*+%&,--'
!
"""""""""""""""""""""""""""""""""""""""""!
#$%&!'$()*$+,-!./0.!
$%"
!#"
!
!"#$%&'(%')#*+%&,--'
!$#
!"#
!&#
$%#
!
"""""""""""""""""""""""""""""""""""""""""!
"#$!%&'()$*!('$!+,*)!()!*$(-!.$+%!)#$/!0&12!)#$&'!
3(4!54!%6))&17!)#$!16/5$'!&1!)#$!'&7#)!*%,)8!
!
"""""""""""""""""""""""""""""""""""""""""!
#$%&!'$()*$+,-!./0.!
$#
#'#
%&#
!$#
!"#$%&"'()"*+,%-./-%
!(#
!"#
$%#
#$&#
!$#
#!(#
!"#$%&"'()"*+,%-./-%
'$#
!"#
#!!!!"""!)##!!#
''##!!!!""#'*#
#!!!!""'+##()#
(*##("###!!!!"#
#!!!!""(+##*)#
#!!!!"%##$#
&&##&'##!!!!"#
#!!!!"#!!##"!&#
&(##!!!!""&"#
##!!!!""&)##&!#
!"#$%&"'()"*+,%-./-%
&%##&$##!!!!""#
!"##!!!!""!$#
"#$$!#%!&'()!*$'%+!,#-)!-)&!(.//&(-!%01*&/2!
!
!"#$%&'(%')#*+%&,--'
0$1233333333333333333333333%
Day 8- Number Books
MN Academic Standards- 1.1.1.2, 1.1.1.5, 1.1.1.6, 1.1.2.2
Objective- The students will work on representing numbers in various
ways by creating a number book. (The students will continue to work on
these books throughout the remainder of the unit.)
MaterialsNumber Book (fill in numbers that are appropriate for the class, or
differentiate them for different ability levels.)
Launch- The last week and a half we have been looking at ways to
represent a number, now we are going to put that knowledge into a
book.
Explore- Go through the first page as a class, if the students seem
ready to do the next number on their own have them go ahead, if not
do another page together.
Share- When everyone has completed a page have several students
share what they wrote and discuss any differences.
Summarize- We worked really hard today looking at numbers in
different ways. We will do a page or two a day for the next few days.
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
My Numbers
Book
By _____________
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
Word Form-
Tally Marks-
Place ValueAddition-
Subtraction-
Greater Than/
Less Than
Money-
Day 9- 10 More, 10 Less
MN Academic Standards- 1.1.1.4
Activity taken from- www. Petersons-pad.blogspot.com on June 20,
2012
Objective- The students will practice finding the number that his 10
more and 10 less than a given number.
MaterialsBag of numbers (the numbers can be differentiated based on student
ability), record sheet, Number Book
Launch- Give a few minutes to complete a Number Book page. Today we
are going to be finding numbers that are 10 more than a given number
or 10 less than a given number.
Explore- You and your partner are going to get a bag with numbers and
a record sheet. You need to pull out a number, write it down on your
sheet and then find the number that is 10 more and the number that is
10 less than the number you pulled out. Write those numbers on your
record sheet as well.
Share- When the students have completed the sheet have them share
how they found what was 10 more and 10 less than the number. Discuss
the different strategies and list them on the board for tomorrow.
Summarize- We have found several ways to find the number that is 10
more and 10 less. Tomorrow we are going to continue looking at those
numbers.
EĂŵĞͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺͺ!
!"#$%&'#()*#!"#+',,#
WŝĐŬĂŶƵŵďĞƌŽƵƚŽĨƚŚĞďĂŐ͘tƌŝƚĞŝƚŽŶƚŚĞĐŚĂƌƚ͘
dŚĞŶǁƌŝƚĞǁŚĂƚŶƵŵďĞƌŝƐϭϬůĞƐƐĂŶĚϭϬŵŽƌĞ͘!
!"#+',,# )-$.'&# !"#$%&'#
!"#+',,# )-$.'&# !"#$%&'#
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!"#"$%&'%(!)*+,-&.%/&#+0&12
ϱϮ! ϰϰ! ϲϭ! ϳϴ!
ϭϱ! ϯϵ! Ϯϲ! ϴϯ!
ϵϱ! ϮϬ! ϭϬϬ! ϱϴ!
ϭϬ! ϭϬϳ! ϯϯ! ϵϮ!
Day 10- 10 More, 10 Less Continued
MN Academic Standards- 1.1.1.4
Objective- The students will continue to work on finding numbers that
are 10 more and 10 less than a given number.
Materials10 More, 10 Less Rocket worksheet, Number Book
Launch- Give a few minutes to complete a Number Book page.
Yesterday we worked with a partner to find numbers that were 10
more or 10 less than the number we pulled out of the bag. Today I
have a sheet for you to do on your own.
Explore- On the top of the page you need to draw a line from the
rocket to the star that is 10 more than the number on the rocket. At
the bottom of the page you need to draw a line from the rocket to the
alien space ship that is 10 less than the number on the rocket ship.
Share- When the page in complete have students share how they found
the answers and if they did something different than yesterday.
Summarize- If they have not pointed out that looking above or below
on the hundreds chart is a quick way to find that number. If they are
ready for it point out that the digit in the tens place is going up or
down by one with the numbers they found.
✩
10 more or 10 less
Draw a line to add 10 to each number on the rocket.
19
30
16
6
11
20
27
9
17
18
15
8
13
1
25
23
Draw a line to subtract 10 from each number on the rocket.
16
7
4
14
19
0
20
26
17
12
30
28
10
18
© DK Publishing [2010]
29
22
Day 11- I Have, Who Has
MN Academic Standards-1.1.1.1, 1.1.1.2,
Activity taken from- http://firstgradeandfabulous.blogspot.com on
June 20, 2012
Objective- The students will use their knowledge of counting and using
longs and cubes to play a game.
MaterialsI Have, Who Has cards, Number Book, longs and cubes (if needed)
Launch- Give a few minutes to complete a Number Book page. Today we
are going to play a game with counting longs and cubes. It’s been a few
days since we have done anything with longs and cubes, can anyone
remind me what we do with them? Who can show me how me make the
number ___?
Explore- Once a couple of examples have been worked through. Begin
the game. Each student gets a card, the player with the card that says
“I have the first card” begins and then says “Who has 5 longs and 4
cubes?” The student who has the card that says, “I have 54”, “Who has
3 longs, and 2 cubes?” and the game continues until all the cards have
been found.
Share- How did you find the number on your card? Did anyone get
messed up because they made the number a different way with their
longs and cubes?
Summarize- Today we practiced making a lot of different numbers to
check if it matched our card.
!"#$%&"53.""/#0"#$+
!"#$%&"34.""/#0"#$+
6)*+'"7*$-&"$8-"6$9:;0:+
!"#$%&"12.""/#0"#$+
!"#$%&"'#&"()*+'",$*-.""
/#0"#$+
!"#$%&"./)""*#+"#$,
!"#$%&"--)""*#+"#$,
012,3"42$5&"$65"0$789+8,
!"#$%&"'()""*#+"#$,
!"#$%&"(/)""*#+"#$,
!"#$%&"./("")#*"#$+
!"#$%&",-("")#*"#$+
012+3"42$5&"$65"0$789*8+
!"#$%&"''("")#*"#$+
!"#$%&":'("")#*"#$+
!"#$%&"-/)""*#+"#$,
!"#$%&"-.)""*#+"#$,
012,3"42$5&"$65"0$789+8,
!"#$%&"'()""*#+"#$,
!"#$%&":;)""*#+"#$,
!"#$%&"/0)""*#+"#$,
!"#$%&"-.)""*#+"#$,
123,4"53$6&"$76"1$89:+9,
!"#$%&"'()""*#+"#$,
!"#$%&";/)""*#+"#$,
!"#$%&".()""*#+"#$,"/#&"012,/"
3$24)
!"#$%&"-')""*#+"#$,
512,/"62$4&"$74"5$89:+9,
!"#$%&"'()""*#+"#$,
!"#$%&";')""*#+"#$,
Day 12- Place Value Animals
MN Academic Standards-1.1.1.1, 1.1.1.2
Activity taken from-http://www.doodlebugsteaching.blogspot.com on
June 20, 2012
Objective- The students will continue to practice using a given group of
longs and cubes to find the number.
MaterialsNumber Book, Place Value Animal Cards, Recording sheet, longs and
cubes if needed
Launch- Give a few minutes to complete a Number Book page.
Explore- Each of you has been given a couple of cards with longs and
cubes on them. Some of you have the same cards and some of you have
different cards. On your record sheet you need to copy the longs and
cubes in the first box then count them up and write down the number.
Then circle the digit in the tens place and underline the digit in the
ones place.
Share- When everyone is finished have the students find the other
students who had the same cards as them. Have the compare answers
and tell each other how they got their answers.
Summarize- Everyone is getting very good at using longs and cubes to
find the number. Is it getting easier?
Animal Place Value
Name _________________
Longs and Cubes
Number
Day 13- How Many Ways?
MN Academic Standards- 1.1.1.1, 1.1.1.2
Lesson adapted from – “Navigating through Number and Operations in
Prekindergarten- Grade 2”, National Council of Teachers of
Mathematics, 2004
Objective- The students will use their knowledge of making numbers
with longs and cubes to come up with as many ways as they can to make
a given number.
MaterialsNumber Book, longs and cubes, record sheet
Launch- Give a few minutes to complete a Number Book page. For the
last couple of weeks we have been coming up with ways to represent a
number using longs and cubes. Every time we have done that we have
come up with one way on our own but our classmates may have come up
with a different way. Today you are going to work with a partner to
see how many ways you can come up with to represent one number.
Explore- Give each group a number and a record sheet, see how many
different ways you can make your number using longs and cubes. Once
you have found a way write it down and circle it then try to find a
different way.
Share- When everyone is done have each pair share with the class
what their number was and the ways they found to represent that
number. Point out if there are any more.
Summarize- There are many different ways to represent the same
number using longs and cubes. It does not matter which way you do it,
you get the same number.
How Many Ways?
Names __________________
__________________
Day 14-Review-Guess My Number
MN Academic Standards- 1.1.1.1, 1.1.1.2, 1.1.1.4, 1.1.1.5, 1.1.2.1, 1.1.2.2
Objective- To review the number sense topics that have been explored
in the past 3 weeks.
MaterialsNumber Book, longs and cubes if needed, a whiteboard and marker for
each student
Launch- Give a few minutes to complete a Number Book page.
Explore- Pick a number and give a clue about your number (it has ___
longs and ___ cubes, it is 10 less than ____ or 10 more than ____, etc)
Continue with several numbers, then have a few students pick the
number and give the clues. Have the students write the number on
their whiteboard.
Share- Have students share how they figured out the number based on
the clues.
Summarize- We have done so much with numbers and tomorrow is our
last day for this unit so we are going to take a test and see how much
you can do.
Day 15- Post-test
MN Academic Standards- 1.1.1.1, 1.1.1.2, 1.1.1.4, 1.1.1.5, 1.1.2.1, 1.1.2.2
Objective- To assess the students on their ending knowledge of
number sense, using Base Ten blocks, finding numbers that are 10 more
or less than a given number and representing numbers in multiple ways.
MaterialsPost-test
Launch- Today we are going to see how much we learned in the last 3
weeks about numbers.
Explore- Give the assessment.
Share- As the students turn in their test, have them explain an answer
to you.
Summarize- Wow, we have explored a lot with numbers!
Number Sense Pre-test
Name ___________________
Find the missing number.
1. _______ 22
2. 46 _______
4. _______ 68
5. 39 _______ 41
3. 15 ______ 17
What number does the longs and cubes represent?
6.
7.
8.
In the box write the number that is 10 more.
9.
18
10.
54
In the box write the number that is 10 less.
11.
86
12.
32
Number Sense Post-test
Name ___________________
Find the missing number.
1. _______ 18
2. 52 _______
4. _______ 73
5. 61 _______ 62
3. 35 ______ 37
What number does the longs and cubes represent?
6.
7.
8.
In the box write the number that is 10 more.
9.
19
10.
61
In the box write the number that is 10 less.
11.
26
12.
58