New Jersey Center for Teaching and Learning

New Jersey Center for Teaching and Learning
Progressive Mathematics Initiative This material is made freely available at and is intended for the non-commercial use of students and teachers. These materials may not be used for any commercial purpose without the written permission of the owners. NJCTL maintains its website for the convenience of teachers who wish to make their work available to other teachers, participate in a virtual professional learning community, and/or provide access to course materials to parents, students and others. Click to go to website:

1st Grade Numbers to 120

Setting the PowerPoint View
Use Normal View for the Interactive Elements To use the interactive elements in this presentation, do not select the Slide Show view. Instead, select Normal view and follow these steps to set the view as large as possible: On the View menu, select Normal. Close the Slides tab on the left. In the upper right corner next to the Help button, click the ^ to minimize the ribbon at the top of the screen. On the View menu, confirm that Ruler is deselected. On the View tab, click Fit to Window. Use Slide Show View to Administer Assessment Items To administer the numbered assessment items in this presentation, use the Slide Show view. (See Slide 17 for an example.)

Table of Contents What is a Number? Number Writing 0-4
click on the topic to go to that section Number Writing 0-4 Number Writing 5-9 Tricky Teens Number Line Number Grid One More, One Less Comparing Numbers Using Symbols to Compare Numbers Skip Counting by 2 Skip Counting by 10 Skip Counting by 5 Odd and Even

What is a Number? Click to return to Table of Contents

A number is a symbol used to show amount
What numbers can you think of? Teacher Instructions: Discuss the definition of a number with the students. Give the students a chance to come to the board and write numbers they know. Accept digits and words.

Numbers can be written in digits or words:
0 zero - 5 five - 1 one - 6 six - Teacher Instructions: Review the numbers on the board by having the students state the name of the number and then as a class count the number of items. 2 two - 7 seven - 3 three - 8 eight - 4 four - 9 nine - 10 ten -

Lets match the digit to the number word
2 one 10 six 9 two 1 seven Teacher Instructions: Work with the students to read the digits and then the number words. After reading all numbers, have students come to the board and draw a line from the numeral to the word. 7 four 4 ten 5 three 8 five 3 eight 6 nine

Numbers are used in many ways
Numbers can be used to count How many desks are on this page?

Numbers are used to compare
Teacher Instructions: As you work through the next few pages, take the time to discuss with the students the many ways we use numbers everyday. A quarter is 24 cents more than a penny 12 > 8

Numbers are used to measure

Numbers are used to show location
21 22 23 24 601 Buffalo Ave Egg Harbor City, NJ 08215

Numbers are used as codes Spragg Elementary School
Spragg Elementary School 601 Buffalo Ave Egg Harbor City, NJ 08215

Numbers are used to order
2nd 10th 1st 4th 5th 6th 8th 3rd 7th 9th

What numbers do you see around the classroom?
What does each number tell us? example: Teacher Instructions: Have students go on a number hunt around the classroom. Ask them to find as many numbers as possible. Then come back together and have students share what they found. A thermometer tells us how hot or cold it is

We use numbers EVERYDAY!
Money Time Birthday Teacher Instructions: Ask students to identify the different pictures they see and the relationship each item has with numbers. As they identify the objects, touch and pull down each object. Date Height Speed Temperature Cooking Weight

1 How many flowers are there?

2 How old are you?

3 How many brothers and sisters do you have?

4 What number is this? two

5 How many boys are in the room?

Number Writing 0-4 Click to return to Table of Contents
Teacher Instructions: This is a very simple lesson. The objective is to explore the numbers 0-5. The main focus is on forming each number properly along with relating the written word to the number of objects.

Zero Teacher Instructions: On the next few pages, model to the students the correct way to form each number. Remember to stress starting at the top line. After forming the number, have students draw pictures, tally marks, dice, addition sentences, subtraction sentences, etc to show each number.

A straight line down. That's very quick!
Number 1 is like a stick, A straight line down. That's very quick! One

For number 2, go right around Then make a line across the ground!
Two

Go right around and what will it be?
Go round again to make a 3! 3 Three

Down and over and down some more
That's the way to make a 4! Four

Teacher Instructions: If your students need introduced to tally marks, use this page and the next. Several Response questions in this unit, use tally marks in them.

Tally Marks Tally marks are another way to represent a number of objects. You might want to introduce tally marks with this story or another of your own. Once there were five caterpillars. They decided to take a nap on a beautiful green leaf. Each caterpillar crawled onto the leaf When it was number 5's turn there was no room for him. So he decided to lay across the other four.

How many tally marks are there?
6 How many tally marks are there? Teacher Instructions: Depending on your students, you many need to introduce students to tally marks.

7 How many pencils do you see?

8 What number is this: ZERO

9 How many erasers are there?

What number does this riddle describe?
10 What number does this riddle describe? Down and over and down some more That's the way to make a_______!

Number Writing 5-9 Click to return to Table of Contents

Go down and around. Then you stop. Finish the 5 with a line on top.
Teacher Instructions: On the next few pages, model to the students the correct way to form each number. Remember to stress starting at the top line. After forming the number, have students draw pictures, tally marks, dice, addition sentences, subtraction sentences, etc to show each number. 5 Five

Make a curve and then a loop. There are no tricks to making a 6!
six

Across the sky and down from heaven
That's the way to make a 7! 7 seven

Make a "S" and then don't wait Climb up again to make an 8!
eight

Make a circle and then a line
That's the way to make a 9! nine

11 How many crayons are blue?

12 How many crayons in all?

13 What number is this: EIGHT

How many tally marks do you see?
14 How many tally marks do you see? Teacher Instructions: Depending on your students, you many need to introduce students to tally marks.

What number does this riddle describe?
15 What number does this riddle describe? Across the sky and down from heaven That's the way to make a _____!

Tricky Teens Click to return to Table of Contents

Tricky Teens A 1 and a 1 make 11 fun
A 1 and a 2 tell twelve what to do A 1 and a 3 send 13 up a tree A 1 and a 4 make 14 shut the door A 1 and a 5 keep 15 alive A 1 and a 6 make 16 pick up sticks A 1 and a 7 send 17 to heaven A 1 and an 8 make 18 great A 1 and a 9 make 19 shine A 2 and a 0 make 20 the hero Teacher Instructions: While reading this poem have students identify the different numbers they hear. After reading the poem model to the students how to form the different teens. Here is a link for a fun song to help as well:

When you see teen on the end of a number word it means ten.
Let's practice reading the "tricky teens" thirteen fourteen fifteen sixteen seventeen eighteen nineteen

13 means 3 more than 10 Teacher Instructions: Use the ten frames to introduce students to the "teens". Have students count the dots individualy and then introduce them to pointing to the ten frame and saying 10 and then count on from 10 for the other dots. *Handout*

14 means 4 more than 10

Read the "tricky" teen. 12 15 18 13 19 17 14 16

Sometimes we can mix up the "tricky teens" with
21, 31, 41, 51, 61, 71, 81, and 91 Just remember that when a number ends with a 1, we can hear "one" except for 11. 21 - Twenty ONE 31 - Thirty ONE 41 - Forty ONE 51 - Fifty ONE 61 - Sixty ONE 71 - Seventy ONE 81 - Eighty ONE 91 - Ninety ONE

Read the numbers. 21 51 81 31 91 71 41 61

16 What number is shown below?

17 Make the number fourteen.

18 How many bikes are parked at the school?

19 How many chairs are in the room?

The number 15 means 10 and _____?
20 The number 15 means 10 and _____?

Number Line Click to return to Table of Contents

Number lines are used to help us count, add, and subtract.
We can also use number lines to compare two numbers. Numbers get bigger as you move towards the right. Teacher Instructions: Draw additional number lines to show the students that it does not matter what direction the line goes.

Don't start counting until you move to the next number.
When counting on a number line, think about hopping from one number to another. Teacher Instructions: Model for the students how to start at a given number and count up any given number of jumps. Don't start counting until you move to the next number.

Start at 2. Count up 5 jumps. Start at 12. Count up 6 jumps. Start at 8. Count up 11 jumps. Start at 6. Count up 8 jumps.

Start at 8. Count back 2 jumps.

Let's make our own number line!
1 6 11 2 4 8 10 13 3 Teacher Instructions: Have students come to the board and fill in the number line by dragging each number to the correct location. 7 12 5 9 14

Let's try a harder one now!
20 22 31 24 28 30 33 26 23 27 21 32 25 29 34

Guess the number Teacher Instructions: Play guess the number by dragging the pencil to cover two numbers. The students will then practice guessing a number between the pencils. After each incorrect guess respond with "No, my number is bigger/smaller than___" and then move the correct pencil to the number they guessed.

21 Put your finger on the number 8. Take 4 hops up. Where did you land?

24 Put your finger on the number 3. Take 1 hop back. Where did you land?

25 Put your finger on the number 6. Take 4 hops back. Where did you land?

Number Grid Click to return to Table of Contents

Numbers on a number grid are in rows and columns.
Teacher Instructions: Model for the students how to move from one row to the next and also how to find a given number. Also discuss patterns they see on the grid such as how each column ends with the same number and each row starts with the same number. To move from row to row, follow the matching colors.

When you move to the right, numbers get bigger by 1.
Teacher Instructions: Demonstrate finding a number and taking jumps up. Allow students the opportunity to come to the board and practice as well.

When you move to the left, numbers get smaller by 1.
Teacher Instructions: Demonstrate finding a number and taking jumps back. Allow students the opportunity to come to the board and practice as well.

When you move down, numbers get bigger by 10.
Teacher Instructions: Demonstrate finding a number and taking jumps down. Allow students the opportunity to come to the board and practice as well.

When you move up, numbers get smaller by 10.
Teacher Instructions: Demonstrate finding a number and taking jumps up. Allow students the opportunity to come to the board and practice as well.

26 Put your finger on the number 26 and take 2 jumps back. Where did you end?

27 Put your finger on the number 17 and take 10 jumps up. Where did you end?

28 Put your finger on the number 40 and take 3 jumps up. Where did you end?

29 Put your finger on the number 45 and take one jump up. Where did you end?

30 Put your finger on the number 81 and take 5 jumps back. Where did you end?

One More, One Less Click to return to Table of Contents

The number that comes after a given number is called one more.
11 is one more than 10 The number that comes before a given number is called one less. 9 is one less than 10

A number line can help us find one more or one less.
To find one more than 4, put your finger on the 4 and move one jump to the right. To find one less than 4, put your finger on the 4 and move one jump to the left.

Let's practice What is one more than 7? What is one less than 9?
Teacher Instructions: Have a student come to the board and circle the given number and then draw the one jump up or back to find one more or one less. What is one less than 9?

What is one less than 4? What is one more than 2?

We can also use a number grid to find one more and one less.
Teacher Instructions: Practice finding numbers on the number grid and then ask students to find one more and one less. One more is one jump to the right One less is one jump to the left

Let's practice What is one more than 65? What is one less than 23?
Teacher Instructions: Have a student come to the board and circle the given number and then draw the one jump up or back to find one more or one less. What is one more than 65? What is one less than 23? What is one less than 71? What is one more than 90?

31 What is one more than 7? Teacher Instructions: Encourage students to use their number line or number grid to find the answer.

32 What is one less than 34?

33 What is one more than 70?

34 What is one more than 3?

35 What is one less than 61?

Comparing Numbers Click to return to Table of Contents

Are there more boys or girls?
Teacher Instructions: Count the number of boys and girls with the students. Circle the number of each on the number line. Have students make guesses on which one they believe has more. Are there more boys or girls?

We can use a number line to compare two numbers
Teacher Instructions: You can move the red and yellow arrows to practice with other numbers. Since 12 comes after 9, 12 is greater than 9. Since 9 comes before 12, 9 is less than 12.

Are there more boys or girls?
Teacher Instructions: Review how we use a number line to compare numbers. Have the students think about their past guess and now make an educated decision. Are there more boys or girls? LET'S LOOK AGAIN!!!

The number with more digits is greater.
When two numbers have a different number of digits, it is easy to compare them. The number with more digits is greater. 9 57

When two numbers have the same number of digits, we need to look at the number on the far left.
The number that has the bigger digit is greater. The number that has the smaller digit is fewer. 89 42 8 is more than 4 so 89 is greater than 42

When two numbers have the same digit on the far left, we need to look at the number to the right.
The number that has the bigger digit is greater. The number that has the smaller digit is less. 67 63 7 is more than 3 so 67 is greater than 63

Which number is greater?
36 Which number is greater? 14 or 9

37 Which number is less? 42 or 47

38 Which number is greater? 23 or 49

Which number is smaller?
39 Which number is smaller? 3 or 7

40 Which number is greater? or 10

Using Symbols to Compare Numbers
Click to return to Table of Contents

Teacher Instructions: Review with students tools we can use to help us compare two numbers. Discuss looking at the ones and tens. Before moving to the next page, write "97 is greater than 52" at the bottom of the page. Make up a few other comparisons and always write out the answer in words.

We can also use symbols to show greater than and less than.
> = > We can also use symbols to show greater than and less than.

= 45 = 45 This symbols means equals to. When two numbers are the same,
we place the equal sign between them. 45 = 45

> 36 > 25 This symbols means greater than.
When the first number is greater than the second number, we place this symbol between them. 36 > 25

> 62 < 87 This symbols means less than.
When the first number is less than the second number, we place this symbol between them. 62 < 87

It is sometimes hard to remember which symbol to use.
Try to think of the sign like an alligator's mouth. The alligator likes to eat bigger things so his mouth is always open towards the bigger number. 62 25 89 99 53 76 23 32

42 Let's Practice 94 > > > > > > > > > >
< < < < < < < < < < < < < < < < < < < < < 24 49 31 30 13 30 18 8 81 81 29 29 92 86 51 64 15 14 79 77 99 27 83 83 41 41

Which number is greater than 28?
41 Which number is greater than 28? A 23 B 29 C 26

Which symbol would you use?
42 Which symbol would you use? A > B < C =

Which number is less than 14?
44 Which number is less than 14? A 41 B 7 C 16

Skip Counting by 2 Click to return to Table of Contents

Skip counting helps us count items quickly.
When we skip count we count by even groups.

How many cat eyes do you see?
Teacher Instructions: As you and the students count the eyes aloud, write the 2 pattern on the line. Engage the students in a conversation about skipping ever other number as a pattern. Do you notice a pattern with the numbers we wrote?

When we count by 2s we skip every other number
Teacher Instructions: During this slide, stress with the students how skipping every other number is like having a ghost that counts with us and the ghost says every other number.

We can count by 2s on a number line
We can count by 2s on a number grid

When skip counting by 2s the numbers always end with 0, 2, 4, 6, or 8
Can you finish underlining the 0, 2, 4, 6, 8 pattern?

Counting by 2s Chant 2, 4, 6, 8 Who do you appreciate? 10, 12, 14, 16
You don't know what you are missing 18, 20, 22, 24 We're going to learn a whole lot more.

Put the numbers in order.
10, 14, 16, 4, 12, 2, 8, 6

Count aloud by 2s.

Let's Practice 0, 2, ___, 6, ___, 10 14, ___, 18, ___, 22 36, 38, ___, 42, ___ 20, ___, 24, 26, ___

What is the missing number?
46 What is the missing number? 0, 2, 4, ___, 8, 10

What is the missing number?
47 What is the missing number? 0, 2, ____, 6, 8, 10

48 What number is missing? 0, 2, 4, 6, ____, 10

49 What number is missing? 6, 8, 10, ____, 14, 16

50 How many eyes do you see?

Counting by 10s is similar to counting by 1s,
except there is a 0 at the end. 10 20 30 40 50 60 70 80 90 100 Teacher Instructions: Ask students what kind of pattern they see. Make emphasis that the tens place goes up one with each count.

After 100, you begin back at 10 but put a hundred first
110 120 130 140 150 160 170 180 190 200 210 220 230 240 250 260 270 280 290 300 310 320 330 340 350 360 370 380 390 400 410 420 430 440 450 460 470 480 490 500

When counting by 10s on a number grid, find the 10 up top and move down the column.

Skip counting by 10s can help us count dimes

How much money do we have?

Let's Practice 10, 20, ____, ____, ____, 60, 70, 80 30, 40, ____, 60, 70, ____, ____, 100 120, ____, 140, ____, ____, 170, 180

51 What number is missing? 10, 20, _____, 40, 50

52 How much money does John have?

53 What number is missing from the number grid?

54 How many toes do you see?

55 What number comes next? 50, 60, 70, ______

When you skip count by fives,
you are moving up 5 jumps on a number line 5 10

Can you help finish skip counting on the number line?

Skip counting by 5s follows a pattern
5 10 15 20 25 30 35 40 45 50 55 60 65 70 75 80 85 90 95 100 What pattern do you see?

A number grid can also help us count by 5s Let's color in the 5s using a red-green pattern

Counting by 5s can help us count nickels

How much money do we have?

We can also use counting by 5s to count tally marks
Can you count the tally marks?

Let's Practice 5, 10, ____, ____, ____, 30, 35, 40 35, 40, ____, 50, 55, ____, ____, 70 60, ____, 70, ____, ____, 85, 90

56 What number is missing? 5, 10, 15, ____, 25, 30

57 How many tally marks are there?

58 How much money does Bill have?

59 What number is missing? 35, 40, 45, 50, _____, 60

60 How many fingers do you see?

Odd and Even Click to return to Table of Contents

How many children do you see? Can you give each child a partner?

Can you place one circle The number 1 is _________.
When a number can be split into groups of 2 it is even. If there is one left over, the number is odd. Let's practice showing numbers 1-9 on the tens frame to check if each number is even. Teacher Instructions: Drag the blue circle to a frame on the 10 frame. If you have ten frames in your classroom, allow children to follow your lead at their seats Start with one dot to represent the number 1. Discuss with the children that one does not have a partner so it is an odd number. Fill in the sentence at the bottom to read "The number 1 is odd". Continue building numbers 2, 3, 4, 5, 6, 7, 8, 9, & 10 on the next few pages. Stop after each number to discuss if the number is odd or even. Can you place one circle on the 10 frame? The number 1 is _________.

Can you place two circles The number 2 is _________.
on the 10 frame? The number 2 is _________.

Can you place three circles The number 3 is _________.

Can you place four circles The number 4 is _________.

Can you place five circles The number 5 is _________.

Can you place six circles The number 6 is _________.

The number 7 is _________.
Can you place seven circles on the 10 frame? The number 7 is _________.

Can you place eight circles The number 8 is _________.

Can you place nine circles The number 9 is _________.

Can you place ten circles The number 10 is _________.

Review Even Numbers 2, 4, 6, 8, 10 Odd Numbers 1, 3, 5, 7, 9 Teacher Instructions: Help children explore the idea that there is an odd/even pattern with numbers in order. Also explore that even numbers are also numbers we use when we count by 2's. Do you notice any patterns with odd and even numbers? Do you notice anything interesting about even numbers?

If a number has more than one digit, such as 56 and 137, we determine if it is odd or even based on the digit on the far right. Examples: 74 To determine if 74 is odd or even, we need to look at the 4 since it is on the far right. The number 4 is even so 74 and all other numbers that end with a 4 are even. 53 To determine if 53 is odd or even, we need to look at the 3 since it is on the far right. The number 3 is odd so 53 and all other numbers that end with a 3 are odd.

Think back to our boys and girls.
Is there an even or odd number of kids? How did you figure it out?

Let's Practice 1. Is there an even or odd number of chairs in the classroom? 2. Is there an even or odd number of computers? 3. Is there an even or odd number of windows? 4. Is there an even or odd number of boys? 5. Is there an even or odd number of girls?

Odd & Even Song Odd numbers 1, 3, 5 Odd numbers 7 and 9
Even numbers 0, 2, 4 Even numbers 6 & 8 Even numbers 0, 2, 4 6 and 8

Sort the Numbers 8 5 19 16 10 1 4 74 41 2 6 25 9 7 38 3 ODD EVEN

Is the number 5 odd or even?
61 Is the number 5 odd or even? A odd B even

62 Which number is even? A 3 B 4 C 7

65 Which number is odd? A 12 B 16 C 13

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