Teaching Resource Pack

Number Talks Teaching Resource Pack - Grade 1

Zip File | 8 resources | Grades: 1

A collection of number talks teaching resources that support meaningful and highly engaging conversations in the mathematics classroom.

Number talks are daily math activities that allow students to have meaningful and highly engaging conversations about mathematics. Incorporating these short, ten-minute daily exercises into your classroom routine not only helps students develop mental math and flexible thinking about numbers and operations, but also provides opportunities for them to investigate and apply mathematical connections and relationships.

This teaching resource pack supports number talks in the classroom with a range of task cards, a set of hand signal posters, and sentence starters for students to use in their conversations.

Curriculum

CCSS.MATH.CONTENT.1.OA.B.3

Apply properties of operations as strategies to add and subtract.2 Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 ...
CCSS.MATH.CONTENT.1.OA.C.6

Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - ...
CCSS.MATH.CONTENT.1.OA.D.7

Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 - 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.
CCSS.MATH.CONTENT.1.OA.D.8

Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = _ - 3, 6 + 6 = _.
CCSS.MATH.CONTENT.1.NBT.B.2

Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:
CCSS.MATH.CONTENT.1.NBT.B.3

Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and
CCSS.MATH.CONTENT.1.NBT.C.4

Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship b...
CCSS.MATH.CONTENT.1.NBT.C.5

Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.
CCSS.MATH.CONTENT.1.NBT.C.6

Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addit...

Math 1.2(B)

Use concrete and pictorial models to compose and decompose numbers up to 120 in more than one way as so many hundreds, so many tens, and so many ones;
Math 1.2(E)

Use place value to compare whole numbers up to 120 using comparative language;
Math 1.3(A)

Use concrete and pictorial models to determine the sum of a multiple of 10 and a one-digit number in problems up to 99;
Math 1.3(D)

Apply basic fact strategies to add and subtract within 20, including making 10 and decomposing a number leading to a 10;
Math 1.3(E)

Explain strategies used to solve addition and subtraction problems up to 20 using spoken words, objects, pictorial models, and number sentences; and
Math 1.5(C)

Use relationships to determine the number that is 10 more and 10 less than a given number up to 120;
Math 1.5(E)

Understand that the equal sign represents a relationship where expressions on each side of the equal sign represent the same value(s);
Math 1.5(F)

Determine the unknown whole number in an addition or subtraction equation when the unknown may be any one of the three or four terms in the equation; and

Author

Natalie

Teach Starter Publishing

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