Mathematics Grade 1
Extension Projects
with Investigations
2009
These projects are optional and are meant to be a springboard for ideas to
enhance the Investigations curriculum. Use them to help your students apply
what they have learned each quarter and to expand their math skills. This is
just the beginning of this process.
•
Numbers &
Operation
•
•
•
Recognize and create patterns; use rules to describe patterns.
Use number sentences involving addition and subtraction basic
facts to represent and solve real-world and mathematical
problems; create real-world situations corresponding to number
sentences.
•
Describe characteristics of basic shapes. Use basic shapes to
compose and decompose other objects in various contexts.
Use basic concepts of measurement in real-world and
mathematical situations involving length, time and money.
Algebra
Geometry &
Measurement
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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.
•
Mathematics Grade 1
Extension Projects with Investigations
Page 1
Grade 1
Unit 1
Quarter 1 Project
Unit 2 (Investigations 1 and 2)
How Many of Each?
Making Shapes and Designing Quilts
Strand
MN Benchmark (2007)
Number
&Operation
Count, with and without objects, forward and backward
from any given number up to 120. (Q1: back from 21)
Count, with and without objects, forward and backward
from any given number up to 120. (Q1: up to 21)
Number
&Operation
Number
&Operation
Number
&Operation
Number
&Operation
Geometry
&Measurement
Geometry
&Measurement
Compare and order whole numbers up to 100.
(Q1: up to 19)
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 comparing situations.
Compose and decompose numbers up to 12 with an
emphasis on making ten. (Q1: up to 8)
Compose and decompose two- and three dimensional
figures such as triangles, squares, rectangles, circles,
rectangular prisms, cylinders, cones and spheres. (Q1:
2D figures)
Describe characteristics of two-and three dimensional
objects, such as triangles, squares, rectangles, circles,
rectangular prisms, cylinders, cones and spheres. (Q1:
2D figures)
Benchmark #
1.1.1.3
1.1.1.3
1.1.1.5
1.3.1.2
1.3.1.1
1.1.2.1
1.1.2.2
Website for number sense games:
http://www.asij.ac.jp/elementary/gr1web/mathgames.htm
Website for shape games:
http://www.gamequarium.com/shapes.html
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Mathematics Grade 1 – Quarter 1
Extension Projects with Investigations
Page 2
Grade 1
Quarter 1
Project Purpose:
Number Sense and Geometry
and Measurement
Ask, Record, and Graph It!
Students will:
• Collect data by asking 15 people which shape they like the best.
• Use tally marks to keep track of the information.
• Transfer that information to a graph.
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Extension Projects with Investigations
Page 3
Name:
Shapes
Which shape do you like?
Shape
Tally
circle
triangle
rectangle
trapezoid
hexagon
square
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Extension Projects with Investigations
Page 4
Name:
“Which Shape Do You Like?” Graph
Color in the graph to go with your tallies.
Shapes People Like
circle
triangle
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rectangle
trapezoid
Mathematics Grade 1 – Quarter 1
Extension Projects with Investigations
hexagon
square
Page 5
Name:
What’s in Your Classroom?
Students will:
•
•
•
•
•
Collect data by looking around their classroom.
Make a list of things they can count.
Count how many of each item there is.
Use tally marks to keep track of the information.
Transfer that information to a graph.
Make a list of things in your classroom that you can count. (Examples: chairs,
desks, tables, windows, lights, posters, people etc.)
Things I can count
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Extension Projects with Investigations
Tally
Page 6
Name:
What’s in My Classroom?
Things in My Classroom
(words and pictures)
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Extension Projects with Investigations
Page 7
Name:
How Many Letters In Your Name?
Students will:
• Collect data by counting the letters in 10 people’s names. (They can use
family, classmates, friends, teachers, famous people etc.)
• Make a list of ten people and count the letters in each name.
• Transfer that information to a graph. The graph will be in rank order from
least number of letters to most.
Name ____________________Letters in a Name
Data:
Name
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Extension Projects with Investigations
Number of Letters
Page 8
Name:
Letters in a Name Graph
Put the numbers from your table in order from smallest to largest.
Color in the graph
____ ____ ____ ____ ____ ____ ____ ____ ____ ___
Shortest
name
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Longest
name
Mathematics Grade 1 – Quarter 1
Extension Projects with Investigations
Page 9
Units 2 (Investigation 3)
Unit 3
Unit 4
Solving Story Problems
What Would You Rather Be?
Grade 1
Quarter 2 Project
Strand
Number &
Operation
Number &
Operation
Number &
Operation
Number &
Operation
Number &
Operation
Number &
Operation
Number &
Operation
Number &
Operation
Algebra
MN Benchmark (2007)
Count, with and without objects, forward and backward from
any given number up to 120. (Q2:
back from 65)
Compare and order whole numbers up to 100. (Q2: up to 65)
Count, with and without objects, forward and backward from
any given number up to 120. (Q2: up to 65)
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
comparing situations.
Compose and decompose numbers up to 12 with an emphasis
on making ten. (Q2: up to 15)
Read, write and represent whole numbers up to 120 (Q2: up to
65).
Use counting and comparison skills to create and analyze bar
graphs and tally charts
Use counting and comparison skills to create and analyze bar
graphs and tally charts
Represent real-world situations involving addition and
subtraction basic facts, using objects and number sentences.
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Mathematics Grade 1 – Quarter 2
Extension Projects with Investigations
Benchmark #
1.1.1.3
1.1.1.5
1.1.1.3
1.1.2.1
1.1.2.2
1.1.1.2
1.1.1.7
1.1.1.7
1.2.2.1
Page 10
Grade 1
Quarter 2
Project Purpose:
Number Sense
Real World Word Problems
Project #1 – Making 15
Students will:
• Use their counting skills.
• Create their own addition equations when 15 is the sum.
• Illustrate their equations.
Project #2 – Blast Off!
Students will:
•
•
•
•
Use their counting skills.
Count backwards from any number.
Create their own rockets.
Use the dice to write a number with tens and ones.
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Extension Projects with Investigations
Page 11
Name:
Making 15
How many ways can you make 15? Try it!
Write the equation and draw the pictures to go with it.
13 dogs + 2 cats = 15 animals
____ _____________+ ____ _______________
= ____ _________________
____ _____________+ ____ _______________
= ____ _________________
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Extension Projects with Investigations
Page 12
Name:
More Making 15 Problems
____ _____________+ ____ _______________
= ____ _________________
____ _____________+ ____ _______________
= ____ _________________
____ _____________+ ____ _______________
= ____ _________________
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Page 13
Blast Off!
Make your rocket blast off to outer space!
1. Get a partner or a group of three people.
2. The first person shakes two dice. Decide what number should go in
the first box and what number should go in the second box.
3. Count backwards from that number.
4. Instead of saying “zero,” say, “Blast off!”
5. After each blast off, you get to go to the next planet.
6. Play until you get back to the SUN.
Use this for your rocket, or make your own!
*Teachers: Enlarge the Blast Off planet table page to fit on 11 X 17 paper so
students will have room to draw their own planets and rockets will fit.
Websites for counting backwards:
•
http://www.apples4theteacher.com/dot2dot.html
http://www.mathsyear2000.org/magnet/minus/space/index.html
•
http://fen.funbrain.com/cgi-bin/dots.cgi?A1=s&A2=4&A4=2&COBR=4
•
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Extension Projects with Investigations
Page 14
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Extension Projects with Investigations
Page 15
Name(s)
BLAST OFF!
•
•
•
•
•
•
Put your rocket on the sun...we know it would burn up, but we’re just having fun
counting backwards!
Roll the dice.
Put one number in each box.
Count backwards from that number.
Say “Blast Off!” when you get to zero.
Move to the next planet. Go to Neptune and back to the sun.
You made it back
 to the sun!
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Extension Projects with Investigations
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Blast off!
Draw a picture of each planet in the boxes. Then put your rocket in the Sun box. (Yes,
you would burn up in real life, but this is pretend!) Move to each planet as you do your countdown.
The Sun (the big fiery star in the middle of our
solar system)
Mercury (the hottest planet - orange)
Venus (the cloudy yellow planet)
Earth (where we live...brown, blue, and green)
Mars (the red planet)
Jupiter (the biggest planet that’s yellow, brown,
red and white)
Saturn (the yellow planet with rings)
Uranus (the green planet that is on its side)
Neptune
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(the blue planet that’s cold)
Mathematics Grade 1 – Quarter 2
Extension Projects with Investigations
Page 17
Unit 5 (Investigation 1)
Unit 6
Unit 7
Fish Lengths and Animal Jumps
Number Games and Crayon Puzzles
Color, Shapes, and Number Patterns
Grade 1
Quarter 3
Strand
Geometry and
Measurement
Number &
Operation
Number &
Operation
Number &
Operation
Algebra
MN Benchmark (2007)
Measure the length of an object in terms of
multiple copies of another object.
Compose and decompose numbers up to 12
with an emphasis on making ten.
Use words to describe the relative size of
numbers.
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 comparing situations.
Use number sense and models of addition and
subtraction, such as objects and number lines
to identify the missing number in an equation.
Such as
3+__=7,
2+4=___,
or 5= ___ - 3
Benchmark #
1.1.2.2
1.1.2.2
1.1.1.6
1.1.2.1
1.2.2.3
Website for using the hundreds chart:
(There are MANY ideas here).
http://letsplaymath.wordpress.com/2008/09/22/things-to-do-hundred-chart/
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Mathematics Grade 1 – Quarter 3
Extension Projects with Investigations
Page 18
Grade 1
Quarter 3
Project Purpose:
Number Sense
Decompose Numbers
Pictures, Models Number Lines
Project #1
Decomposing numbers
Students will:
•
•
•
Discover there are many ways to make a number.
Prove their findings
Use real objects (chips, cubes, blocks etc.) and transfer that information using pictures.
2+2
3+1
2+1+1
4+0
Example: How
many ways can you
make
4?
1+1+1+1
How many ways can you make 5? 10? 15? 20?
You can 2 or MORE addends!
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Page 19
Name
Decomposing
My number
I found _____ ways to make that number.
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Page 20
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Page 21
Project #2
Hundreds Chart
Students will:
• See patterns on the hundreds chart.
• Use the hundreds chart to add and subtract.
• Play Hundreds Chart Nim to increase fluency with number sense, adding, and
subtracting.
Hundreds Chart
1
2
3
4
5
6
7
8
9
10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 67 68 69 70
71 72 73 74 78 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90
91 92 93 94 95 96 97 98 99 100
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Extension Projects with Investigations
Page 22
Name
Hundreds Patterns
Addition
•
•
•
Roll two dice.
Write the numbers.
Add them together.
+ ______ = ______ Put a cube on that number on the hundreds chart.
Add 10 to the first number.
(2 is now 12, 5 is now 15, 18 is now 18)
______ + ______ = ______ Put a different color cube on that number on the
hundreds chart.
Add 20 to the first number.
(2 is now 22, 5 is now 25, 8 is now 28)
______ + ______ = ______ Put a different color cube on that number on the
hundreds chart.
Add 30 to the first number.
______ + ______ = ______ Put a different color cube on that number on
the hundreds chart.
Add 40 to the first number.
______ + ______ = ______ Put a different color cube on that number on the
hundreds chart.
Add 50 to the first number.
______ + ______ = ______ Put a different color cube on that
number on the hundreds chart.
Add 60 to the first number.
______ + ______ = ______ Put a different color cube on that
number on the hundreds chart.
Add 70 to the first number.
______ + ______ = ______ Put a different color cube on that
number on the hundreds chart.
Color the numbers with the cubes on your hundreds chart.
What pattern do you see?
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Extension Projects with Investigations
Page 23
Name
Hundreds Patterns
Subtraction
•
•
•
Roll two dice.
Write the numbers.
Add them together.
- ______ = ______
Put a cube on that number on the
hundreds chart.
Add 10 to the first number.
(2 is now 12, 5 is now 15, 18 is now 18)
______ - ______ = ______ Put a different color cube on that
number on the hundreds chart.
Add 20 to the first number.
(2 is now 22, 5 is now 25, 8 is now 28)
______ - ______ = ______ Put a different color cube on that
number on the hundreds chart.
Add 30 to the first number.
______ - ______ = ______ Put a different color cube on that
number on the hundreds chart.
Add 40 to the first number.
______ - ______ = ______ Put a different color cube on that
number on the hundreds chart.
Add 50 to the first number.
______ - ______ = ______ Put a different color cube on that
number on the hundreds chart.
Add 60 to the first number.
______ - ______ = ______ Put a different color cube on that
number on the hundreds chart.
Add 70 to the first number.
______ - ______ = ______ Put a different color cube on that
number on the hundreds chart.
Color the numbers with the cubes on your hundreds chart.
What pattern do you see?
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Extension Projects with Investigations
Page 24
Hundred Chart Game
Hundred Chart Nim...the Hundreds Chart Game
Source - http://letsplaymath.wordpress.com/2007/11/12/hundred-chart-nim
2007 November
Math concepts: addition and subtraction within 100, logical strategy
Number of players: 2 or 3
Equipment: printed hundred chart and tokens with which to mark numbers
Set Up
Place the hundred chart and a small pile of tokens where both players can reach them.
How to Play
1. The first player chooses any number from 1 to 15 and places a token on that square of the
hundred chart.
2. On each succeeding turn, the player adds either 5, 10, or 15 to the most recently marked
number and places a new token on his sum. Play alternates until no more tokens can be placed.
3. The player who places the last legal token (on one of the squares from 96-100) wins the
game.
Variations – these are GREAT! Try them.
1 — Allow players to add any number from 1 to 20 on each turn. The player who reaches 100
wins the game.
2 — Count Down: Start at 100 and subtract 5, 10, or 15 per turn. The player who reaches zero
wins the game.
3 — Mental Math: Try the game (or either variation above) without a hundred chart, keeping
track of the numbers in your head.
Comments
Nim is a traditional folk game of uncertain origin (similar games are played in many places
around the world). This version of Nim gives young children a chance to build fluency with
double-digit arithmetic, an important foundation for their future study of mathematics.
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Extension Projects with Investigations
Page 25
Unit 8
Unit 9
Unit 5 (Inv2)
Grade 1
Quarter 4
Twos, Fives, and Tens
Blocks and Boxes
(Fish Lengths and Animal Jumps)
Strand
Number &
Operation
Number &
Operation
Number &
Operation
Number &
Operation
Number &
Operation
Number &
Operation
Number &
Operation
Algebra
Algebra
Geometry and
Measurement
Geometry and
Measurement
Geometry and
Measurement
Geometry and
Measurement
MN Benchmark (2007)
Count, with and without objects, forward and backward
from any given number up to 120.
Compare and order whole numbers up to 100.
Recognize the relationship between counting and addition
and subtraction. Skip count by 2s, 5s, and 10s.
Compose and decompose numbers up to 12 with an
emphasis on making ten.
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.
Use place value to describe whole numbers between 10
and 100 in terms of groups of tens and ones.
Find a number that is 10 more or 10 less than a given
number.
Use addition or subtraction basic facts to represent a given
problem situation using a number sentence.
Determine if equations involving addition and subtraction
are true.
Compose and decompose two- and three dimensional
figures such as triangles, squares, rectangles, circles,
rectangular prisms and cylinders.
Describe characteristics of two- and three dimensional
objects, such as triangles, squares, rectangles, circles,
rectangular prisms, cylinders, cones and spheres.
Identify pennies, nickels and dimes and find the value of a
group of these coins, up to one dollar.
Tell time to the hour and half-hour
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Mathematics Grade 1 – Quarter 4
Extension Projects with Investigations
Benchmark #
1.1.1.3
1.1.1.5
1.1.2.3
1.1.2.2
1.1.1.2
1.1.1.1
1.1.1.4
1.2.2.4
1.2.2.2
1.3.1.2
1.3.1.1
1.3.2.3
1.3.2.2
Page 26
Grade 3
Quarter 3
Project Purpose:
Number Sense and
Geometry and Measurement
Project #1
Count by 2, 5, 10
• Students will count by twos, using pictures.
• Students will count by fives, using hands.
• Students will count by tens, using dimes.
Project #1 Time
•
Students will keep track of what they are doing every 30 minutes for two hours
(or a school day or a whole day).
Websites about counting by 2, 5, and 10:
• http://members.learningplanet.com/act/count/free.asp
• http://www.cleverisland.com/teachers/counting/story/6.asp
Websites about counting money:
• http://www.apples4theteacher.com/java/counting/money.html
Websites about telling time:
• http://www.primarygames.com/time/start.htm
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Extension Projects with Investigations
Page 27
Name
Counting by Twos
Look around you. Find things that come in pairs.
Keep track of all the pairs by writing or drawing.
Keep track of how many things you have. Count to 20 or 40 or 100!
Example:
2
4
6
8
4
6
8
10
Now it’s your turn!
2
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Extension Projects with Investigations
10
Page 28
Name
Counting by Fives
Look at your hands. There are five fingers on each hand.
Keep track of all the fingers by drawing one hand in each box. Count to 100!
5
10
Do the following problems.
65 – 20 = ____
15 + 45 = ____
50 – 25 = ____
15
20
90 + 10 = ____
75 – 30 = ____
45 + 30 = ____
85 – 15 = ____
30 + 30 = ____
95 – 40 = ____
Make up 3 problems of your own using numbers on the chart.
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Page 29
Name
Counting By Tens
Coins are worth different amounts. One dime = 10¢
Keep track of all the value by drawing one dime in each box.
Count to $4.00!
= 10¢
10
10¢
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10
10
10
20¢
30¢
40¢
Mathematics Grade 1 – Quarter 4
Extension Projects with Investigations
10
Page 30
Name
Two Hours of Time
Keep track of what you are doing for a two hours. Set a timer for every 30
minutes and draw a picture of what you are doing when the timer goes off.
Time (analog)
Use red for the hour hand
and blue for the minute
hand.
What I’m doing
Time (digital)
(draw the picture and/or
write it down)
Start
:
:
:
:
:
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Extension Projects with Investigations
Page 31
Name
Keeping Track of a Day
Keep track of what you are doing for a whole day.
Set a timer for every 30 minutes and draw a picture of what you are doing when
the timer goes off.
Time (analog)
Time (digital)
What I’m doing
(draw the picture and/or
write it down)
Use red for the hour hand
and blue for the minute
hand.
Start
:
:
:
:
:
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Extension Projects with Investigations
Page 32
:
:
:
:
:
:
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Extension Projects with Investigations
Page 33