BLANK NUMBER LINES

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Number Lines NAME ___________________________

0 1 2 3 4 5 6 7 8 9 10

0 1 2 3 4 5 6 7 8 9 10

0 1 2 3 4 5 6 7 8 9 10

0 1 2 3 4 5 6 7 8 9 10

0 1 2 3 4 5 6 7 8 9 10

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Resources for Teaching Math
 Number Institute NAME ______________________________

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

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 REPRODUCIBLE

Table 3.5:
Domain-by-Domain Cross-Grade Analysis

Grade K Grade 1 Grade 2 Grade 3

Counting and Cardinality (K only)

Know number names

and the count sequence.

Count to tell the number

of objects.

Compare numbers.

Operations and Algebraic Thinking

Understand addition Represent and solve Represent and solve Represent and solve
as putting together problems involving problems involving problems involving
and adding to, and addition and subtraction. addition and subtraction. multiplication and
understand subtraction division.
as taking apart and
taking from.

Understand and apply Add and subtract within Understand properties

properties of operations 20. of multiplication and the
and the relationship relationship between
between addition and multiplication and
subtraction. division.

Add and subtract within Work with equal Multiply and divide
20. groups of objects to within 100.
gain foundations for
multiplication.

Work with addition and Solve problems involving

subtraction equations. the four operations,
and identify and explain
patterns in arithmetic.

Number and Operations in Base Ten

Work with numbers 11 Extend the counting

to 19 to gain foundations sequence.
for place value.

Understand place value. Understand place value.

page 1 of 2

Common Core Mathematics in a PLC at WorkTM , Grades K–2 © 2012 Solution Tree Press • solution-tree.com
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 REPRODUCIBLE

Grade K Grade 1 Grade 2 Grade 3

Use place-value Use place-value Use place-value

understanding and understanding and understanding and
properties of operations properties of operations properties of operations
to add and subtract. to add and subtract. to perform multidigit
arithmetic.

Number and Operations—Fractions

Develop understanding
of fractions as numbers.

Measurement and Data

Describe and compare Measure lengths Measure and estimate Solve problems involving
measurable attributes. indirectly and by iterating lengths in standard measurement and
length units. units. estimation of intervals of
time, liquid volumes, and
masses of objects.

Classify objects and Tell and write time. Relate addition and Represent and interpret
count the number of subtraction to length. data.
objects in categories.

Represent and interpret Work with time and Geometric

data. money. measurement:
Understand concepts
of area, and relate area
to multiplication and to
addition.

Represent and interpret Geometric

data. measurement:
Recognize perimeter
as an attribute of plane
figures, and distinguish
between linear and area
measures.

Geometry

Identify and describe Reason with shapes and Reason with shapes and Reason with shapes and
shapes. their attributes. their attributes. their attributes.

Analyze, compare,
create, and compose
shapes.

General Comments

Source: Adapted from NGA & CCSSO, 2010.

page 2 of 2

Common Core Mathematics in a PLC at WorkTM , Grades K–2 © 2012 Solution Tree Press • solution-tree.com
Visit go.solution-tree.com/commoncore to download this page.
 What Time Is It? Board Game
Materials: one number cube, one mini-clock per player, and game pieces
(colored cubes or chips) one for each player
Number of players: Two or more players. Roll the number cube to
determine who moves first. (The player with the lowest number will go first,
then the next highest number and so on.)
How to Play: Each player rolls the number cube to determine the number
of spaces to move. Each player is to use the mini-clock to show the time
described on the space he/she lands on or follow the directions on the space
on which he/she lands. The first player to reach the finish line is the winner.
NOTE: If the player does not show the correct answer on the clock, he/she
loses his/her turn.

Use your Move Cheryl met her best

clock to show backward friend for lunch at
the times one space 11:30 a.m. Lose one
described. turn.
Joshua and
START his brother Marisa plays
went to the with her
Jasmine goes movies at friends until
to bed at 8:00 2:00 p.m. on dinner time at
p.m. each Saturday. 6:30 p.m.
night.

Recess
begins at
10:30 a.m. for
the students Gabriel’s
in Room 100. favorite
subject, math FINISH
Move starts at
forward two 12:30 p.m.
spaces. Peter’s baseball
game starts at 6:00
The p.m.
Watertown
Waterpark
opens at
10:00 a.m. Take an
extra turn.

© 2016 National Council of Teachers of Mathematics

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 CLOCK MATCHING GAME

© 2016 National Council of Teachers of Mathematics

www.nctm.org/profdev
 CLOCK MATCHING GAME

© 2016 National Council of Teachers of Mathematics

www.nctm.org/profdev
 CLOCK MATCHING GAME

© 2016 National Council of Teachers of Mathematics

www.nctm.org/profdev
 CLOCK MATCHING GAME

© 2016 National Council of Teachers of Mathematics

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 Measurement Word Problems

At the beginning of the school year, Mr. Parker measured each student’s height in
inches. He measured each student’s height again at the end of the school year.
Use the table to answer the questions below.

Students Height in August Height in May

Ava 38 inches 50 inches
Gabriel 36 inches 45 inches
James 38 inches 46 inches
Zaara 40 inches 46 inches

 Who was the tallest student in August? Who was the tallest student at the
end of the school year?

 Put the students in order from tallest to shortest for August. Do the same for
May.

 Look at Gabriel and Ava. How much shorter was Gabriel than Ava in May?

 Compare each student’s height in August to his/her height in May. How

much did each student grow from August to May?

 Which student grew the most from August to May?

 What is the difference in the girls’ total heights in May and the boys’ total
heights in May?

 Did the boys or the girls grow the most from August to May?

 Rafael joined the class in May. He is 9 inches taller than Zaara was in
August. How tall is Rafael?

© 2016 National Council of Teachers of Mathematics

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 MONEY WORD PROBLEMS
 Jillian has 25 cents in her coin purse. What coins could she have?

 Manuel has 64 cents in his pocket. What coins could he have?

 Jayla has 4 nickels, 5 dimes, and 8 pennies. How much money does
she have in all?

 Joseph has saved 1 dollar, 5 quarters, 3 dimes, 8 nickels, and 4

pennies in his piggy bank. He buys a toy car that costs $2.50. How
much money does he have left?

 Sierra and her sister are earned money for doing chores. Sierra has 2
quarters, 10 dimes, 5 nickels, and 25 pennies. Her sister has 2
quarters, 5 dimes, 20 nickels, and 25 pennies. Who has more money?

 Ava is saving money to buy a new art kit for $3.50. She has 8
quarters, 6 nickels, and 38 pennies. How much more money does she
need?

 Bernard wants to buy a snack at Field Day. He has $1.00, 1 quarter, 5

dimes, 4 nickels, and 40 pennies. Which snacks can he purchase?

Snack Price
Hot Dog $1.25

Ice Cream Cone .65

Soft Drink .75

Popcorn .50

© 2016 National Council of Teachers of Mathematics

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© 2016 National Council of Teachers of Mathematics
www.nctm.org/profdev
© 2016 National Council of Teachers of Mathematics
www.nctm.org/profdev
© 2016 National Council of Teachers of Mathematics
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Wiggly Worms Activity One
Materials:

 1 set of wiggly worms

 Measurement materials (standard and non-standard)

Directions:
1. Examine the wiggly worms. Compare the lengths of the different colored worms.
Which worm is the shortest? Longest?

2. Order the wiggly worms from shortest to longest.

3. Measure each worm using a standard and non-standard unit of measurement. Record
your findings (length of each worm in standard AND non-standard units) REMEMBER:
A measurement must have a number and a unit. Example: 4 marshmallows long

4. BONUS: What is the difference in length between the shortest and longest worm? Tell
how you found your answer.

© 2016 National Council of Teachers of Mathematics

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 Wiggly Worms Activity Two
Materials:

 1 set of wiggly worms

 Classroom table

Directions:

Task 1: Measure the length of the table using the red worm. Measure the length of the
table using the green worm. Record the lengths:
 The table is ____________ red worms long.
 The table is ___________ green worms long.

Task 2: How many more red worms does it take to measure the length of the table?

 Make a picture to show how you got your answer.

 Write a number sentence.

© 2016 National Council of Teachers of Mathematics

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 Make 25 ₵

Materials:
 Coins (pennies, nickels, and quarters)
 Number cube or dot cube
 Make 25₵ game board

Directions:
The object of the game is to be the first person to make 25₵. In this game you will toss the number
cube to determine the number of pennies to place on the game board. Once you collect five pennies,
you can trade in the pennies for 1 nickel. Once you collect five nickels, you can trade in the nickels for a
quarter and win the game!
1. Toss the number cube to determine who goes first. Players can take turns in order from highest to
lowest number or lowest to highest number.
2. Toss the number cube to determine the number of pennies to place on your game board. For
example, if the cube lands on the number 4, you will place 4 pennies on your game board.
3. Continue playing and trading pennies for nickels until you make 25₵.
Adapted from Box It or Bag it Mathematics
4. CHALLENGE: Can you think of other ways to make 25₵? List as many ways as possible.
5. Play Make $1.00 – Use the Make $1.00 game board and the same procedure to play.
Make 25₵
Make $1.00
 A Word’s Worth

Students use the Word’s Worth chart to find the value of words.
Some things to use:

Find the value of your name. Who has the name highest in value?

Which of this week’s spelling words is worth the most?

Is addition, subtraction, multiplication, or division of greatest

value?
 A Word’s Worth
a b c d e

f g h i j

k l m n o

p q r s t

u v w x y

z
    
     
 
    
 
    
     
 
   
 
   
     
     
 
   
    
 
     
     
      
   
  
 
 
  
 
       
   
   
 
Clock Faces

© 2016 National Council of Teachers of Mathematics

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Effective Mathematics Teaching Practices

©National Council of Teachers of Mathematics. (2014). Principles to Actions: Ensuring

mathematical success for all. Reston, VA: Author.

© 2016 National Council of Teachers of Mathematics

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 Shorter Stick/Longer Stick

Materials:
 Die or number cube
 Unifix or snap cubes
 Longest/Shortest spinner
 Paper clip

Directions:
 Play with a partner.
 Take turns rolling a die.
 Whatever number you roll, take that number of cubes and
connect them.
 Each player takes 3 turns.
 After players have finished their turns, use the paper clip to
spin the spinner. If the spinner lands on Shortest, the player
with the shorter stick wins. If the spinner lands on Longest,
the player with the longer stick wins.
 Measuring with Cuisenaire Rods
Materials:

 Cuisenaire rods
 Rulers or measuring tapes
Directions:

Activity 1: Let’s Get in Order!

1. Order a set of Cuisenaire rods from shortest to tallest.

2. If the white rod is equal to 1, what number is equal to the orange rod? Line up white
rods end to end next to an orange rod to find the value.

3. Use the same method to determine the value of the other rods.

4. Record your findings.

 Measuring with Cuisenaire Rods
Materials:

 Cuisenaire rods
 Rulers or measuring tapes
Directions:

Activity 2: Can You Build It? Yes, you Can!

1. Can you make a Cuisenaire rod train with a length of 10cm? Show your work.

2. How many different ways can you make a Cuisenaire rod train with a length of 10
cm?

3. Use pictures and number sentences to show your work.

 Measuring with Cuisenaire Rods
Materials:

 Cuisenaire rods
 Rulers or measuring tapes
Directions:

Activity 3: Measure Up with Cuisenaire Rods!

1. The white rod has a length of 1cm. What is the length of the orange rod?

2. Determine the length of the other rods. Record your findings.

3. Use the information you learned about the lengths of Cuisenaire rods to fill in the
blanks: The blue rod is ____ cm longer than the dark green rod. The yellow rod is
____ cm shorter than the brown rod.
 MONEY BINGO

© 2016 National Council of Teachers of Mathematics

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 MONEY BINGO

© 2016 National Council of Teachers of Mathematics

www.nctm.org/profdev
 MONEY BINGO

© 2016 National Council of Teachers of Mathematics

www.nctm.org/profdev
 MONEY BINGO

© 2016 National Council of Teachers of Mathematics

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 MONEY BINGO

© 2016 National Council of Teachers of Mathematics

www.nctm.org/profdev
27¢ $0.48

$0.39 $0.62

86¢ 92¢

$0.23 $0.87
59¢ $0.45

$0.98 $0.17

79¢ 64¢

$0.91 $0.83
 fifty-nine
cents

ninety-eight
cents

seventy-nine sixty-four
cents cents

eighty-three
cents
 Pony Bead Ruler

Materials:

 One 18” piece of jute or heavy cord for each ruler

 Tape
 48 pony beads in two colors (24 of each color)
 Recording sheet

Directions:
 Knot one end of the jute/cord close to the end.
 Wrap the opposite end with a piece of tape to keep it from unraveling.
 Thread four beads of one color on the jute/cord.
 Thread four beads of the second color on the jute/cord.
 Alternate colors until you have 12 groups of four beads.
 Tie a knot in the end as close to the beads as possible.

1. Find the objects listed on the recording sheet.

2. Estimate the length of each object in inches.
3. Use the bead ruler to measure and record the measurement.
4. Find the difference between the estimated measurement and
the actual measurement.
 Name ______________________________

Pony Bead Ruler Recording Sheet

Object Estimate Measurement Difference

(in inches) (in inches)

1. Your writing utensil

2. Length of your index

finger

3. Across the seat of your

chair

4. Around your wrist

5. Your hand span

6. Length of your foot

Length of your arm

7. from the inside of the
elbow to your wrist
8. Around your knee
 Time Riddle

Materials:

 Piece of construction paper, 6” x 9”

 two pieces of copy paper, 4¼” x 5½”
 Pen or pencil
 Gluestick
 Clock face (cut from sheet of clock faces)
 Small individual clock

Directions:

 Fold the construction paper in half with the fold on top so

that it is 5½” x 6”.
 Write a riddle on one piece of the copy paper.
Example:
The longer hand is halfway between the four and the five.
The shorter hand is pointing at the seven. What time is it?
 Glue this to the front of the construction paper card.
 Draw the hands on the clock face as described and glue it on
the clean piece of copy paper. Write the time by the clock.
 Glue this piece on the inside of the construction paper card.
 Another student reads the riddle and sets the clock to match
the description. Student states the time.
 Open the card and check to see if the answer is correct.