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.4

• Anna scored 18 points in 3 games. What might her scores have been for each of the games?

• Juan added three numbers to get 14. What could the three numbers be?

• The sum of a two-digit number and a one digit number is 43? What might the numbers be?

NC.1.NBT.5

• Pam said 86 is ten more than 96. Is she correct? Explain how you know. Use tools (hundred chart, etc.) in your explanation if needed.

• On the hundreds chart start at 36, if you were to move down the hundreds chart 3 spaces, what number would you land on? Did you increase or decrease your number by tens?

• Claudia started at 28. She is counting by tens what are some numbers she might say?

• How does a hundred chart help you when you are adding and subtracting 10 from a number like 57?

• Starting at 94 how many groups of 10 will you subtract to get to 24? How does knowing what is “10 less” than a number help you with this problem?

NC.1.NBT.6

• Starting at 90, count backwards by tens, will you land on 33? How do you know?

• What number on the hundred chart could you start with and count backwards by ten to land on 33?

• What patterns do you see in these equations: 30 - 10 = 20, 90 - 30 = 60, 50 - 40 = 10

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.OA.3

• How would you describe the commutative property to someone from another planet?

• Show me 2 different examples that proves the commutative property.

• What is the relationship between a square and a rectangle? Is a square always a rectangle? Is a rectangle always a square?

• I am a three-dimensional shape. I have two circle faces and one curved surface, what shape am I?

• Choose 2 different attribute blocks. Draw your shapes. Write about all the ways the two shapes are alike and all the ways they are different.

• Create a picture using less than 15 pattern blocks. Record your picture and the number of each shape used.