First Grade Math Centers

Created by Mrs. WilleLincoln 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 onReading numerals to 100Grouping and counting objects by 10’s

Materials:1-100 Number GridsTwo types of CountersDice

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:AdditionCounting UpRecognizing larger/smaller numbers

Materials:Activity SheetTwo DiceConnector 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 SentencesRoll 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 numbersWriting numbers up to 99Building/modeling numbers up to 99

Materials:Deck of 40 index cards with #’s 0-9 written on themPaperBase 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:

The largest number I could makes was:

Here is what my number looked like:

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

Longs Cubes

Longs Cubes

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 factsIdentifying larger/smaller numbersComparing numbers

Materials: 2 DiceHigh 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

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:

Player 1 Player 2

=

=

= =

= =

= =

=

=

Identifying coins and their valuePractice making exchanges with pennies, nickels, and dimesPractice comparing quantities of money

Materials: 60 pennies, 12 nickels, 6 dimes2 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 $1.00Practice identifying the different coins and their values

Materials: 100’s chartDice 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 numberPractice comparing numbers using “larger than” and “smaller than” descriptors

Materials: Number line (Can vary the numbers used)2 meter sticks2 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 three- dimensional objects, such as triangles, squares, rectangles, circles, rectangular prisms, cylinders, cones, and spheres.

Focus:Identifying shapesIdentifying 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 numbersPractice counting and comparing numbersPractice making predictions about which number will be rolled most

Materials: 1 diceGame 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 10To practice counting up to create a sum of 10To identify the number of pennies hidden under the plate

Materials: Plate10 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 longsIdentifying numbers in terms of tens and ones

Materials: Exchange Games Gameboard2 DiceBase 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.

Exchange BoardFlat 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 onReading numerals to 100Adding to get a sum

Materials:1-100 Number Grids2 chips/markersDozen 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 onCounting backReading numerals to 100

Materials:2 DicePencilCrayons/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 problemsUsing pictures to show adding and subtracting

Materials:Journals or a piece of paperGlue sticksScissorsCrayons/markers/colored pencils/paintMagazinesStickers

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.