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.
Time usually assessed:
Ongoing skill
First Quarter: 0-30
Second Quarter: 0-60
Third Quarter: 0-90
Fourth Quarter:0-120
Activities to do at home not using technology:
Create a set of number cards 0 - 100. Have your child draw a card and begin counting forward from that number until you call stop. Then have your child draw another number and continue counting forward.
Using a hundreds chart, have your child locate a number on the chart. Then give him a second number in which to stop counting. Have your child begin counting, while pointing to the number that he is saying until he reaches the second number.
Links to online activities/videos that practice this activity:
Link to a practice assessment or a very detailed explanation of how this is assessed:
The student will also have to draw a given number of objects (34 circles) and count how many objects are given.
1.NBT.2
Understand that the two digits of a two digit number represent amounts of tens and ones. Understand the following as special cases:
1. 10 can be thought of as a bundle of ten ones-called a “ten.”
2. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
3. 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).
Time usually assessed:
2nd Nine Weeks
Activities to do at home not using technology:
Using straws, create a number 0 - 100 by counting out that many straws. Using a rubber band, bundle each group of ten. Practice counting the bundles by 10’s then counting the remaining straws and write an equation (60 + 8 = 68).
Hand your child bundles of 10 straws and some individual straws. Have your child count out the number by counting by tens and then adding on the rest.
Links to online activities/videos that practice this activity:
1.NBT.3
Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.
Activities to do at home not using technology:
Write down two numbers between 0 - 100. Have your child use a yellow crayon to highlight the number in the tens place. This will help him see the numbers clearly in order to compare. Have your child highlight the ones place in a different color.
Play “Greater or Less Than.” Make three cards, one with the less than (<) sign, one with the greater than (>) sign and one with an equal (=) sign. Then play a game in which you put down two numbers written on index cards. Ask your child to put the correct sign between the numbers and do this as fast as possible. Have them read the number sentence they created. Ex. "57 is greater than 12."
Links to online activities/videos that practice this activity:
Link to a practice assessment:
1.NBT.4
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 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. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones’ and sometimes it is necessary to compose a ten.
Time usually assessed:
3rd-4th Nine Weeks
Activities to do at home not using technology:
Write an addition problem on a piece of paper vertically. Place a sheet of paper over the tens place, where only the numbers in the ones place are showing. Have your child add the ones place first then shift the paper over to cover the ones place showing only the tens place. Have your child then add the tens place. Have your student practice using the saying “10 or more bring the ten next door, 9 or less let it rest.”
Have your child practice using problem solving strategies that he has learned (e.g., counting on, counting back, making a ten, doubles facts, doubles +1)
Links to online activities/videos that practice this activity:
Link to a practice assessment:
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.
Time usually assessed:
3rd Nine Weeks
Activities to do at home not using technology:
Begin by using a 100 chart. Place a counter or coin on a number. Have your child count up or count back 10. Help him understand that ten more than a number is the number directly beneath the number he started with and that ten less will be the number directly above the number he started with.
Show your child that when adding or subtracting 10 from a given number, that only the tens place will change. The ones place will remain the same.
Start with the 100s chart. As your child gets more confident, do it mentally (in your head). They will not have a 100s chart for the test.
Links to online activities/videos that practice this activity:
Link to a practice assessment:
1.NBT.6
Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 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.
Time usually assessed:
Third 9 weeks
Activities to do at home not using technology:
Practice counting to 10.
Mentally subtract 10 from other multiples of 10.
Thought process: 50 - 20. 50 is 5 tens. 20 is 2 tens.
5 - 2 = 3, so 50 - 20 = 30.
Use popsicle sticks to represent 10s and practice subtracting multiples of ten. (ex. 90-20, 80-30, 50-20)
Links to online activities/videos that practice this activity:
Link to a practice assessment: