Download First Grade Math Centers

First Grade Math Centers
Created by Mrs. Wille
Lincoln Elementary School
2009-2010
Hundred Board Fill-Up
Minnesota Standards:
Number and Operation: Count, compare and represent whole numbers up to
120, with an emphasis on groups of tens and ones.
1.1.1.2: Read, write 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.
Focus:
Counting on
Reading numerals to 100
Grouping and counting objects by 10’s
Materials:
1-100 Number Grids
Two types of Counters
Dice
How to Play:
Players share a number grid. They take turns tossing a die and putting that
many counters on the 1-100 number grid. Each player states the number of
counters on the chart, tosses the die and continues to fill in the grid with
his or her counters. Play continues until the chart is full. At the end, the
players collect their own counters, group them into groups of tens and ones,
and count to see who has the most counters.
Writing Number Sentences
Minnesota Standards:
Number and Operation: Use a variety of models and strategies to solve
addition and subtraction problems in real-world and mathematical contexts.
1.1.2.2: Use words, pictures, objects, length-based models (connecting
cubes), numerals and number lines to model and solve addition and
subtraction problems in part-part-total, adding to, taking away form
and comparing situations.
Focus:
Addition
Counting Up
Recognizing larger/smaller numbers
Materials:
Activity Sheet
Two Dice
Connector Cubes
How to Play:
Children will work with a partner to play this game. Each player will roll a
dice. Each player will be responsible for counting out that many connector
cubes. Next, the players will write down the largest number in the first
blanks and the smaller number in the second blank. Together they will count
the cubes to get the sum and double check by counting up.
Names:
Writing Number Sentences
Roll two dice. Write the larges number in the first blank. Write
the smaller number in the second blank. Add the two numbers
together and write the sum.
1.
+
=
2.
+
=
3.
+
=
4.
+
=
5.
+
=
6.
+
=
7.
+
=
8.
+
=
9.
+
=
Make that Number
Minnesota Standards:
Number and Operation: Use a variety of models and strategies to solve
addition and subtraction problems in real-world and mathematical contexts.
1.1.2.2: Use words, pictures, objects, length-based models (connecting
cubes), numerals and number lines to model and solve addition and
subtraction problems in part-part-total, adding to, taking away form
and comparing situations.
Focus:
Identifying larger/smaller numbers
Writing numbers up to 99
Building/modeling numbers up to 99
Materials:
Deck of 40 index cards with #’s 0-9 written on them
Paper
Base 10 blocks
How to Play:
Shuffle the cards and select two cards. Show the smallest number you can
make with the cards, model that number with base 10 blocks, write the
number on your activity sheet, and draw the picture of the base 10 blocks.
Next, show the largest number you can make with the cards, model that
number with base 10 blocks, write the number on your activity sheet, and
draw the picture of the base 10 blocks.
 Enrichment: Have children draw three cards from the deck.
Name:
Make that Number
The smallest number I could make was:
Here is what my number looked like:
Longs
Cubes
The largest number I could makes was:
Here is what my number looked like:
Longs
Cubes
Before and After
Minnesota Standards:
Number and Operation: Use a variety of models and strategies to solve
addition and subtraction problems in real-world and mathematical contexts.
1.1.1.5: Compare and order whole numbers up to 120.
Focus:
Practice identifying numbers that are “1 less” and “1 more” than a given
number
Materials:
Deck of cards (#’s 0-10, 4 each)
How to Play:
One player shuffles the cards and deals 6 cards, one at a time, to each
player. Each player places 2 cards side by side and faceup in front of
himself or herself on the playing surface. Each player holds the remaining 4
cards in his or her hand. The dealer puts the rest of the cards facedown in
a stack. Players take turns. For each turn, a player looks for any number in
his or her hand that comes immediately before or after any faceup numbers
on the playing surface. The player puts the card on top of the faceup
number. The player puts down as many cards as possible in this way. The
player draws as many cards as needed from the stack so that he or she is
holding 4 cards again. If a player can’t place any cards when it is his or her
turn, the player takes 2 cards from the stack and places them faceup on top
of the 2 faceup cards in front of him or her. The player tries to place a
card a second time. If a player still can’t place a card, his or her turn is
over. The game is over when: there are no more cards left in the stack or no
player can place any more cards. The player holding the fewer cards at the
end wins.
High Roller
Minnesota Standards:
Number and Operation: Use a variety of models and strategies to solve
addition and subtraction problems in real-world and mathematical contexts.
1.1.2.1: Use words, pictures, objects, length-based models (connecting
cubes), numerals and number lines to model and solve addition and
subtraction problems in part-part-total, adding to, taking away from
and comparing situations.
Focus:
Practice addition facts
Identifying larger/smaller numbers
Comparing numbers
Materials:
2 Dice
High Roller Game Sheet
How to Play:
One player rolls the dice. He/She writes down the two numbers
from the dice. The player crosses out the smaller number on the
game sheet. The player keeps the die with the largest number
(the high roller) and throws the other die again. The player
writes down the new die number throw and counts on from the
number rolled on the first die to get the sum of the 2 dice. Each
player repeats this process. The winner is the player with the
highest sum in each round.
High Roller
Player 1
=
Player 2
=
=
=
=
=
=
=
=
=
Coin-Dice
Minnesota Standards:
Number and Operation: Count, compare and represent whole
numbers up to 120, with an emphasis on groups of tens and ones.
1.1.1.2: Representations may include numerals, addition and
subtraction, pictures, tally marks, number lines and
manipulatives, such as bundles of sticks and base ten blocks.
Focus:
Identifying coins and their value
Practice making exchanges with pennies, nickels, and dimes
Practice comparing quantities of money
Materials:
60 pennies, 12 nickels, 6 dimes
2 dice
How to Play:
Players put all the coins in a bank. Players take turns. For each
turn, a player rolls both dice and takes as many pennies from the
bank as the total number on the dice. At the end of each turn, a
player makes any possible exchanges from the bank-5 pennies for
a nickel, 5 pennies and 1 nickel for a dime, 2 nickels for a dime, or
10 pennies for a dime. To pick up the last pennies, the total
number on the dice must match the total value of the remaining
coins. The winner is the player who has more money.
Top-It
Minnesota Standards:
Number and Operation: Count, compare and represent whole
numbers up to 120, with an emphasis on groups of tens and ones.
Use a variety of models and strategies to solve addition and
subtraction problems in real-world and mathematical contexts.
1.1.1.5: Compare and order whole numbers up to 120.
1.1.1.6: Use words to describe the relative size of numbers.
1.1.2.1: Use words, pictures, objects, length-based models,
numerals and number lines to model and solve addition and
subtraction problems in part-part-total, adding to, taking
away from and parting situations.
Focus:
Practice comparing numbers
Materials:
Deck of Cards
How to Play:
Each player takes a card from the top of the deck, turns it over,
and says the number on the card. The player who has the larger
number takes both cards. If the 2 cards are the same number,
each player takes another card from the top of the deck. The
player with the larger number then takes all the cards facing up.
The game is over when all the cards have been taken. The player
with the most cards wins.
*Enrichment: Children can play addition top-it by flipping over 2
cards each turn and adding the total. Children can play flipping
over 2 cards each turn and finding the difference.
Roll to $1.00
Minnesota Standards:
Number and Operation: Use a variety of models and strategies to
solve addition and subtraction problems in real-world and
mathematical contexts.
1.1.2.2: Use words, pictures, objects, length-based modes,
numerals and number lines to model and solve addition and
subtraction problems in part-part-total, adding to, taking
away from and comparing situations.
Focus:
Practice making different coin combinations that equal $1.00
Practice identifying the different coins and their values
Materials:
100’s chart
Dice or spinner with the different coins on it
(quarter, dime, nickel, and penny)
4 different color markers
How to Play:
Partners take turns rolling the die or spinning the spinner. The
player then tells the others the name of the coin he/she landed
on along with its value. The player then colors in that many
squares on the 100’s board. After each roll, the player must
choose a different color maker in order to see each different
play they have made. The next player goes and does the same
thing. The first player to reach $1.00 wins. In order to reach
$1.00 you must roll the exact amount. For example, if I had 5
spaces to go to get to $1.00, I would need to roll one nickel.
Monster Squeeze
Minnesota Standards:
Number and Operation: Count, compare and represent whole
numbers up to 120, with an emphasis on groups of tens and ones.
1.1.1.5: Compare and order whole numbers up to 120.
Focus:
Identifying a mystery number
Practice comparing numbers using “larger than” and “smaller than”
descriptors
Materials:
Number line (Can vary the numbers used)
2 meter sticks
2 monster cut-outs
How to Play:
The person who is it picks a number that is on the given number
line. (It may help to have the student write down the number, in
case they forget it) The person who is it then gives a hint as to
what the number is. Example, “I am thinking of a number
between 0 and 20. Players take turns guessing the number. If
the number guessed is too large, the leader says, “No, the number
I am thinking of is smaller than
.” The leader then moves a
monster to cover that number guessed. If the number guessed is
too small, the leader says, “No, the number I am thinking of is
larger than
.” The leader then moves the other
monster to cover that number. Players continue guessing until
the correct number has been “squeezed” between the 2 monsters.
The student who guesses the correct answer thinks of the next
number and becomes the leader next round.
*Variation: One student thinks of the number to be guessed and
responds “larger or smaller” while 2 other students move the
monsters accordingly on the class number line.
Attribute Train
Minnesota Standards:
Geometry and Measurement: Describe characteristics of basic
shapes to compose and decompose other objects in various
contexts.
1.3.1.1: Describe characteristics of two and threedimensional objects, such as triangles, squares, rectangles,
circles, rectangular prisms, cylinders, cones, and spheres.
Focus:
Identifying shapes
Identifying shapes that differ by just 1 attribute
Materials:
One set of attribute blocks
How to Play:
1. The blocks are placed in the center of the playing surface.
Player 1 takes a block and puts it down to start the train.
Player 2 chooses a block that is different in only one way-in
shape, size, or color-from the first block. The second
player adds that block to the train and tells player 1 how it
is different. Player 1 checks to make sure. The players
continue taking turns until no more blocks can be played.
2. The blocks are shared equally among all players in the group.
Player 1 begins the train by laying down a block on the
playing surface. Player 2 adds a block that is different in
only one way. Players continue to take turns. Any player
who does not have a block that is different in only one way
loses that turn. Players continue to play until no more
blocks can be player. The player with the fewest number of
blocks left wins.
Dice-Roll and Tally
Minnesota Standards:
Number and Operation: Count and compare and represent whole
number up to 120, with an emphasis on groups of tens and ones.
1.1.1.7: Use counting and comparison skills to create and
analyze bar graphs and tally charts.
Focus:
Practice tallying numbers
Practice counting and comparing numbers
Practice making predictions about which number will be rolled
most
Materials:
1 dice
Game Sheet
How to Play:
Before players begin they will each make their predictions about
what number they will roll the most. Players will each put a stay
next to their prediction. Players take turns rolling a die and
putting a tally mark next to the appropriate number on their tally
charts. The first player to have at least 5 tally marks next to
each number wins. At the end, each player records the number of
times each number comes up.
Dice-Roll and Tally Game
Tallies
Total
1
2
3
4
5
6
I predict that I will roll
the most.
Which number did you roll the most of?
Which number did you roll the least of?
Penny Plate
Minnesota Standards:
Numbers and Operation: Use a variety of models and strategies
to solve addition and subtraction problems in real-world and
mathematical contexts.
1.1.2.2: Compose and decompose numbers up to 12 with an
emphasis on making ten.
Focus:
To practice finding different combinations of pennies to equal 10
To practice counting up to create a sum of 10
To identify the number of pennies hidden under the plate
Materials:
Plate
10 or 20 pennies (depending on the time of year)
How to Play:
Player 1 turns the plate upside down, hides some of the 10 pennies
under the plate, and puts the rest on top of the plate. Player 2
counts how many pennies on top of the plate and figures our how
many of the 10 pennies are hidden under the plate. If the
number is correct, Player 2 gets a point. Players take turns
repeating this process. Each player keeps a tally of his or her
points. The first player to get to 5 points wins.
Variation: Students can play the game by working together.
Players count out a total number of pennies appropriate to their
level of play. One player grabs a bunch of pennies without
counting them, puts them under the plate, and puts the rest of
the pennies on top of the plate. Players work together to figure
out, or guess, how many pennies are under the plate. If the
number is correct, the players get a team point. The object of
the games is to improve the team total.
Base 10 Exchange
Minnesota Standards:
Number and Operation: 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, write and represent whole numbers up to 120.
Representation may include numerals, addition and
subtraction, pictures, tally marks, number lines and
manipulatives, such as bundles of sticks and base 10 blocks.
Focus:
Practice counting and exchanging with cubes and longs
Identifying numbers in terms of tens and ones
Materials:
Exchange Games Gameboard
2 Dice
Base 10 blocks: 1 flat, 20 longs, and 20 cubes
How to Play:
The bank starts with 1 flat, 20 longs, and 20 cubes. Players take
turns. A player rolls the dice, announces the total number of
dots, takes that number of cubes from the bank, and places the
cubes on the mat. Whenever possible, a player calls out
EXCHANGE, and exchanges 10 cubes for 1 long. The player not
rolling the dice, checks on the accuracy of the transactions. The
first player to make an exchange for a flat (100) wins.
Flat
Exchange Board
Long
Cube
Egg Carton Addition
Minnesota Standards:
Number and Operation: Count, compare and represent whole
numbers up to 120, with an emphasis on groups of tens and ones.
1.1.1.2: Read, write 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.
Focus:
Counting on
Reading numerals to 100
Adding to get a sum
Materials:
1-100 Number Grids
2 chips/markers
Dozen Egg Container with number 0-9 written on each egg
(you will need to repeat 2 numbers twice)
How to Play:
Players share a number grid to help with checking their addition
for accuracy. Players place the 2 chips into the egg carton and
securely close it. The first player shakes the egg carton, opens it
up, and adds the two numbers that the chips are in. The second
player uses the hundreds chart to check for accuracy. If the
player adds correctly he/she earns a point. The second player
then gets to shake, while the first player checks for accuracy.
Players are encouraged to say the bigger number and count on/up.
The game ends when a player reaches ten correct addition
problems. (Enrichment: Children could place 3 chips in the
carton.)
Roll a……..
Minnesota Standards:
Number and Operation: Count, compare and represent whole numbers up to
120, with an emphasis on groups of tens and ones.
1.1.1.2: Read, write 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.
Focus:
Counting on
Counting back
Reading numerals to 100
Materials:
2 Dice
Pencil
Crayons/Markers/Colored Pencils
“Roll a…” Game Sheet
How to Play:
This game can be played with 2-5 players. Each player takes a turn rolling
the two dice. The player then adds up the total sum of the 2 dice, finds the
sum on the Roll a Game Sheet, and draws the corresponding image. The
other players check that players answer for accuracy. If a player rolls a
sum that is not on the sheet, he/she doesn’t do anything for that play. If a
player rolls a sum that they have already rolled, he/she doesn’t do anything
for that play either. The game is over when someone completes their
picture. This game may be modified for just number recognition, number
word recognition, tally recognition, subtraction, odd/even numbers, etc.
When I adapt it to the skill we are working on, I just white out the numbers
and write in what we are working on for that week.
Teachers: Use this dotted outline for students to use as a guide
when drawing things that are rolled before the body is rolled.
Creative Math
Minnesota Standards:
Number and Operation: Count, compare and represent whole numbers up to
120, with an emphasis on groups of tens and ones.
1.1.1.2: Read, write 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.
Focus:
Representing addition and subtraction story problems
Using pictures to show adding and subtracting
Materials:
Journals or a piece of paper
Glue sticks
Scissors
Crayons/markers/colored pencils/paint
Magazines
Stickers
How to Play:
This activity can be done independently or with a group. Children pick a
math story out of the “Math Brain Teaser” box. The children then glue their
story into their journals or onto a piece of paper. Next, each child creates a
picture recreating the story. This may be adding things together to make a
sum or taking things away to find the difference. Children may use any of
the materials listed above to create their math sentence.