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NC.1.OA.1

• Gail and Bill found 12 seashells on the beach. Some of them were shaped like cones. The rest of them were shaped like half circles. How many could have been shaped like cones? How many could have been shaped like half circles?\

• Maria has eight more crayons than Brian. Maria has 10 crayons. How many crayons does Brian have? Use this answer to solve the next question.

• Ana has 4 crayons. If she puts her crayons with Brian and Maria’s crayons, will they have enough crayons to fill a box that holds 16 crayons? How do you know?

• Jim had sixteen toy cars. He went to the toy store with his father. His father bought him some more cars. When Jim got home, he counted his cars and then he had 20. How many cars did his father buy for him?

• On Monday, Cara made 5 cupcakes. On Tuesday, Cara made some more. She had 11 cupcakes altogether. How many cupcakes did Cara make on Tuesday?

NC.1.NBT.2

• How many different ways can you represent 82 using tens and ones?

• Does 4 tens and 8 ones have the same value as 3 tens and 18 ones? Explain your thinking.

• Do 2 tens and 6 ones have the same value as 2 ones and 6 tens? Use models and/or hundreds chart to help explain your answer.

• A two-digit number has more tens than ones. What could the number be? What is another possibility?

• The sum of the digits of a two-digit number is12. Use a hundred chart, what could the number be? What is another possibility?

• How are the numbers 30 and 35 alike? How are they different?

• Kendra made a two-digit number with a 6 in the ones place. What possible numbers could she have made?

NC.1.NBT.3

• A number is about 110, but it’s not 110. What might it be?

• How are 62 and 26 alike and different?

• One number is a lot more than another one. Both numbers are greater 50. What could the two numbers be?

• My number is more than 16, but less than 34, use your hundred chart to tell me what my number could be?

• Pick two digits from 4, 9, and 7 to create the largest possible two-digit number. Now pick two digits to create the smallest possible two-digit number.

• Summer and Tara are comparing numbers. Summer wrote 59 and Tara wrote 112. Summer says you start at the left when comparing numbers, so she says her number is largest because 5 is greater than 1. Tara says her number is largest because it has more digits. Who is correct and why? Use what you know about place value to explain your answer.

• What are three numbers that are greater than 90 but less than 120? Prove one of your answers by representing the number.

NC.1.MD.4

• How could you sort a group of toys (stuffed animals, balls, and trains) and make a graph to show how many toys are in the different groups?

• Think about a question you might ask your classmates to which there are three possible answers. Conduct a survey and then graph the results by using either a pictograph or a bar graph.

NC.1.NBT.3

• A number is about 110, but it’s not 110. What might it be?

• How are 62 and 26 alike and different?

• One number is a lot more than another one. Both numbers are greater 50. What could the two numbers be?

• My number is more than 16, but less than 34, use your hundred chart to tell me what my number could be?

• Pick two digits from 4, 9, and 7 to create the largest possible two-digit number. Now pick two digits to create the smallest possible two-digit number.

• Summer and Tara are comparing numbers. Summer wrote 59 and Tara wrote 112. Summer says you start at the left when comparing numbers, so she says her number is largest because 5 is greater than 1. Tara says her number is largest because it has more digits. Who is correct and why? Use what you know about place value to explain your answer.

• What are three numbers that are greater than 90 but less than 120? Prove one of your answers by representing the number.

NC.1.OA.2

• Brady read for three days. At the end of the third day, Brady had read a total of 20 pages. How many pages could he have read on the first, second and third days? What is another possibility?

• There are chickens, sheep and pigs in a barn. There are 18 animals total in the barn. How many chickens, sheep and pigs could be in the barn?

• Maria has 14 fish in her fish tank. Some are angelfish, goldfish, and neon fish. How many angelfish, goldfish, and neon fish could she have?

• John has a box of 18 donuts. There are three different types of donuts in the box, chocolate, sugar, and strawberry. John knows there are 8 chocolate donuts. How many of sugar and strawberry donuts could John have?

• The carnival takes tickets for the following rides: ferris wheel is 6 tickets, the swings are 5 tickets and the magic carpet ride is 8 tickets. How many tickets will Mark need to go on each ride once?

• There are 3 bananas, 4 apples, and 4 oranges in a fruit bowl. Are there more or less than 10 pieces of fruit in the bowl? Explain how you know.

NC.1.OA.7

• Sally said 1+4=5+3. Sam says she is wrong. Who is correct? Use numbers, pictures and/or words to show your thinking.

• Consider this problem: 3+7=10. What does the equal sign mean?

• Trisha said 11=13 - 4 is not true. How could Trisha fix this problem to make it true?

NC.1.OA.8

• I am thinking of two numbers on the number line that have a difference of 5. What could the two numbers be? How do you know?

• If the sum of two numbers is 13, what could the two addends be? How do you know?

• Use the digits 3, 4, 5, 6 & 7 to make the following equations true. Each digit may be used only once. (_ + 6 = 12, 5 - _ = 2, 4 = _ - 3, 6 = 2 + _13 - ___ = 8)

• A ribbon is 14 inches long. Jan used some ribbon to wrap a gift. How much ribbon could be left?. How many inches of ribbon did Jan use? Write a number sentence to show how you solved the problem.

NC.1.MD.1

• Kara and Emily both measured the same marker but got different lengths. How could this have happened? (different unit of measure- one used large paper clips and the other student used small paper clips)

• How can you figure out the length of different objects when you don’t compare them side by side? Provide an example to support your answer.

NC.1.MD.2

• How can you describe how long your pencil is to a friend without using a ruler?

• Which is longer, the distance from your elbow to your wrist or the length of your foot? Use models and tools to support your answer.

• Both Nolan and Ben measured the length of the teacher’s desk using large paper clips. Nolan rushed and was careless and came up with a measurement of 46 paper clips. Ben was careful to lay the paper clips end to end, without overlaps or gaps. Ben’s measurement is 42 paper clips. Who do you think is right and why do you think that?