Grade 1 Mathematics Learning Kit Week 4 13112020

Mathematics - Week 4 Grade 1
Grade
One Mathematics Learning Kit
Instruction for Parents and Students
● Students should complete at least one of the scheduled
activities for each day, (days 1 to 4)
● On Day 5, revisit the incomplete activities
● Parents should reflect on support given to his/her child based
on the week’s activities.
● Read the directions carefully before completing each activity
Name: ____________________
School: ____________________
Date: ____________________
Day 1
Topic: Tens and Ones
Welcome
Welcome to another exciting day of learning Math.
Today You Will Need:
 Pencils
 A notebook
 Ten frames
 Coloured counters
Read the instructions carefully before completing each activity
Key Vocabulary:
group, ten, ones, unit
Assessment for and of Learning
Before you begin, please draw one of the faces beside each
statement to show how much you can already do. When you are
finished with the day’s activities, complete the After section.
Objective: Explore the How Successful am I?

ten make one principle
using the base ten
representation (tens
and ones) include the
use of ten frames.
I can: Now After
1. Tell how many ten

make one.
Parents’ Voice
2. Use ten frames to
model numbers.
Which ‘I can’ What will I do to improve
statement do I need
help with?
Numbers are made up of digits 0 -9.

We can make groups of ten by grouping objects.
Mary has twelve single apples. She wants to make groups of ten (10).
Let us help Mary!
We can count out 10 apples to make a group.
Let us count the apple below…. 1,2,3,4,5,6,7,8,9,10

Yes, we have 10 apples in our group, but we have 2 single apples left.
Can we make a group of 10 with the 2 apples that are left?
No, we cannot!
The 2 apples that are left represent ones or units.
In the number 12, we can make 1 group of 10 and 2 ones
So, 12 is 1 group of ten (10) and 2 ones
We can use a ten-frame and coloured counters to represent numbers

in groups.
When all the spaces on the frame are covered, we have a group of 10
Let us use our ten frames to show the number 12
1 group of 10 2 ones
Therefore 12 is ___group
1 of tens and ____
2 ones
Or 12 ones.
Activity 1
Group these sets as tens and ones.
15 is ______ group of 13 is ______group of 10

10 and ____ ones. and ____ ones.
18 is _____ group of
10 and ____ ones
Activity 2
Show the following number on the ten frames given.
Write the number shown on the ten frames.

Activity 3
Complete the table below.
Trace Build it Break

it it
How many
tens?
___________
How many
ones
___________
How many
tens?
1
_________
How many
ones?
2
__________
How many
tens?
__________
How many
ones?
_________
_
How many
tens?
1
__________ _
How many
ones
__________
Further Practice
Read the clues and write the answer.
Riddle Answer
I have 2 groups of tens and 4 ones.
What number am I?
I have 36 mangoes. How many groups
of ten do I have?
Another name for ones is ___.
If I take 1 group of 10 from 35.
What is my number?
Summary
Numbers are made up of digits 0 -9.
We can make groups of ten by grouping objects
We can use a ten-frame and coloured counters to represent
numbers in groups.
When all the spaces on the frame are covered, we have one
group of 10
Day 2
Topic: Tens and Ones
Welcome
Welcome to another exciting day of learning Math.
Today You Will Need:
 Pencils
 A notebook
 Base ten pieces
Read the instructions carefully before completing each activity
Key Vocabulary:
Tens, ones, grouping, base ten pieces
finished with the day’s activities, complete the After section.
Objective: use base ten How Successful am I?

pieces to model
numbers and tell the
number of tens and
ones are in each
number.
I can: Now After
1. Tell how many

tens and ones are
in a number.
2. Use base ten

Parents’ Voice
pieces to model
numbers.
Which ‘I can’ What will I do to improve

statement do I need
help with?
Number can be group as tens and ones.

Base ten pieces can be used to show how many groups of ten
and how many groups of one are in a number.
The base ten pieces have units and longs.
Let us look at the picture below and count the units (ones)
10 ones = 1 group of 10
Remember to point on each unit as we count.

Let us count…. 1,2,3,4,4,6,7,8.9.10
Yes, 10 ones (units) make 1 long.
Tens Ones
Did you know?
We can use a place value (tens and ones)
chart to show groups of tens and ones in a
number.
Example: Mark collected 15 marbles. He wants to make groups of 10.

Can we help Mark to do this?
Yes, we can use both the base ten pieces and the place value chart
(tens and Ones) to show this.
Let us try?
1 group of 10 and 5 ones
To show this on our place value chart (Tens and Ones), we place the
group of 10 in the tens column and place the ones (unit) in the one
column.
Tens Ones
1 5
Activity 1
Match the base ten pieces with its correct number.
Activity 2
In each row, colour to tell the place of each number circled

(tens or ones)
Activity 3
Place each number on the place value chart correctly.
Further Practice
Use the base ten pieces to tell the tens and one for each number.
Write the number.
Summary
Numbers can be group as tens and ones.

Base ten pieces can be used to show how many groups of tens
and how many ones are in a number.
We can use a place value (tens and ones) chart to show groups
of tens and ones in a number.
Key Vocabulary:
Tens, ones, grouping, base ten pieces
Parent Reflection
Parent Motivation
Parent Signature:
Day 3
Topic: Number Notation
Welcome
Hey Kids!! Today’s lesson is about using base ten pieces to
model numbers, using numerals to write to tell the number and
explain which number is larger or smaller.
Key Vocabulary:
Base ten (Group of 10)
Ones, tens, larger, smaller

Before you begin, please draw one of the faces beside each statement to show
how much you can already do. When you are finished with day’s activities,
complete the after section.
Objectives: How Successful am I?
Day 3
Use base ten pieces to

model numbers
(representations)
Use numerals to write to

tell the number
Explain which number is

larger or smaller
I can Now After

Parent Voice
1. Use base ten pieces
to model numbers.
2. Use numerals to
write to tell You can group ones
numbers to make tens.
3. Explain which
number is larger or
smaller
Which I can statement do What will I do to improve

I need help with?
You can group 10 ones as 1 ten. The base ten blocks
are used to show these groups.

10 ones = 1 ten
40 ones = 4 tens
You can also group tens and ones.
16 ones - How many groups of 10? 1 ten

How many are left? 6 ones
1 ten and 6 ones 10 and 6 = 16
The place of a digit in a number tells its value. The digits in 29 are 2
and 9.
29 is a 2 digit number, with groups of tens or groups of tens and
ones. The place value for 29
1 ten, 1 ten 9 ones

2 tens and 9 ones
20 and 9 ones = 29
This can help you to tell which number is larger or smaller.
Compare the tens. If

the tens are the same
(equal), compare the
ones.
For example: Which is larger 37 or 24?
37 (3 tens 7 ones) 24 (2 tens 4 ones)

Compare 3 tens to 2 tens…
3 tens are greater than 2 tens
So 37 is greater than 24.
37 > 24
Greater than (>) is when the value is bigger than another. For
example: 40 > 23
Which is smaller 32 or 35?

3 tens 2 ones 3 tens 5 ones

32 35
Compare the tens. They are the same.
Compare the ones.
So 2 ones are less than 5 ones.
Therefore 32 is less than 35

32 < 35
Less than (<) is when the value is smaller than another. For
example: 23 < 40
Activity 1
Tell how many.
= =
20 ones
How many group with 10? 2
How many left ? 0

20 ones = 2 tens 0 ones
How many groups of 10? _______
How many are left? 0
_____ ones = ____tens ____ ones
=
=
____ones = _ tens __ones

32 ones = 3 tens 2 ones
_____ tens _____ ones
_____ and ______ = ______
______ tens _____ ones
_______ and ______ = _____
Explain how 26 is different from 62.

26
62
___________________________________________________
___________________________________________________
______________________________
Activity 2
Draw base ten pieces to show how many.
10 ones = 1 ten 3 tens 6 ones
10 and 0 = 10 30 and 6 = 36
_______ tens ______ ones
_____ and ____ = ______
_______ tens ______ ones
_____ and _____ = ______
________ ten ______ one
_______ and ____ = _______
__________ tens ____ ones
______ and ____ = ______

Write two 2-digit numbers. such as 67, and tell how many tens and
how many ones (6 tens and 7 ones).
Activity 3
Different tens, circle the larger number.
Same tens, go to the ones. Then use the larger one.
31 is greater than 20
Instructions: Draw and to show the number.

Circle the greater number.
Example:
3 tens 1 one 2 tens 0 one

30 and 1 = 31 20 and 0 = 20
How many tens? 3 How many tens? 2
1.
2 tens 4 ones = 24 1 ten 1 one = 11
2.
O tens 4 ones = _______ 4 tens 0 ones = _______
3.
3 tens 5 ones = ______ 3 tens 6 ones = ______
1. Use greater than or less than on each line ______ correctly.
Draw and
20 and 6 = 26 is less than 30 and 8 = 38
1 ten ________ 0 ten 5 ones

20 ______ 10 and 5
10 and 7 _______ 31
2. How can you tell that 28 is greater than 26?
___________________________________________________
___________________________________________________
Further Practice
Instructions:
Use and . Write >, < or = on each ______.
_________
________
31 20 10 47
25 _____ 26
1 41
Underline the is greater than, is less than, or is equal to.
1. 17 < 31
17 is less than 31
17 s equal to 31
2. 36 = 36
36 is less than 36
36s equal to 36
3. 64 > 23
64 is less than
64 is equal to 23
4. Explain why 26 is greater than 25.

5. Write a number. ______________
Use and to show the number.
Write 2 numbers that are less than that number.

________________
Write 2 numbers that are greater than the number.

_______________
Write the number equal to the number.____________
6. Manuel is scooping marbles into a bag at the toy store. Manuel’s

mother says he must take less than marbles. Show the greatest
number he can take.
______ < 25
Explain why that number was used.

___________________________________________________
___________________________________________________
Summary
 You can group 10 ones as 1 ten. The base ten blocks can be
used to show group of tens; group of tens and ones.

 1 ten and 6 ones can be written as 10 and 6 = 16.
 The place of a digit in a number tells its value. The digits in 29

are 2 and 9. The place value for 29 = 2 tens and 9 ones
20 and 9 ones = 29
 Numbers are compared to tell which is greater than (>), less
than (<) or equal to (=). Keep in mind the place value of each
digit and each number value.
Parent Reflection
Parent Motivation
Parent Signature:
Day 4
Topic: Base Ten and Number Names
Welcome
This lesson is about using base ten pieces to model numbers, order
the numbers in ascending or descending order and using words to
write number names
Resources:
- Clean book page or sheet of paper to work out answers
Key Vocabulary: blocks, ascending, descending, numeral, number,

one, two, three, four, five, six, seven, eight, nine, ten, eleven, twelve,
thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen,
twenty.

finished with the day’s activities, complete the after section.
Objective: Use base How Successful am I?

ten pieces to model
numbers.
Order the numbers in
ascending
or descending order
Use words to write
number names
I can Now After
1. I can count from 1-

20.
2. Identify how much

is in a set/group.
Which I can statement What will I do to improve

do I need help with?
Base ten
blocks
provide a
fun,
hands-on
way to learn how to represent numbers.
Ascending Order – when we place numbers in order from smallest to

largest. Example: the numbers, 7, 12, 10, 5, 1. Arranged in ascending
order are 1, 5, 7, 10, 12.
Descending Order – when we place numbers in order from largest to

smallest. Example: the numbers, 6, 23, 2, 34, 15. Arranged in
ascending order are 34, 23, 15, 6, 2.
What is a number name?

Just like everything in the world, numerals too have a number name.
In math, numerals have names in words.
Numerals Number Name Numerals Number Name

1 one 11 eleven
2 two 12 twelve
3 three 13 thirteen
4 four 14 fourteen
5 five 15 fifteen
6 six 16 sixteen
7 seven 17 seventeen
8 eight 18 eighteen
9 nine 19 nineteen
10 ten 20 twenty
Activity 1
What number do these blocks represent? Write the numeral, and

the number name.
1. numeral: _____ number name: ____ ____
2. numeral: ____ number name: ___________

3. Numeral: ____ number name: ___________
4. Numeral: ____ number name: ___________
Activity 2
A. Place the numerals in ascending order. Write only the numerals
for the answer.
13
10 4
thirteen
ten four
ascending order: _______________

B. Place the numerals in descending order. Write only the
numerals for the answer.
7
11 seven 16
eleven sixteen
descending order: _______________
Activity 3
Count and match the base ten blocks to the correct number name.
ten
A.
eighteen
B.
six
C.
eight
D.
fourteen
E.
Further Practice
Colour the blocks in each box to represent the number shown.
Summary
Base ten blocks provides kids with a fun, hands-on way to learn how
to represent numbers.
Ascending Order - Arranging numbers in ascending order means to

arrange them from smallest to largest.
Descending Order - Arranging numbers in descending order means

to arrange them from largest to smallest.
What is a number name?

Just like everything in the world, numerals too have a number name.
In math, numerals have names in words.
Parent Reflection
Zone of Regulation Reflection

How will you know that you are successful in guiding your
child for the week?
Please draw one of the faces beside each statement to show
how much you have succeeded in guiding your child
I was able to:-
❖ make sure that my child managed his/her

time well
❖ ensure my child checked off each activity

when he/she is finished
❖ sign my child activity menu before bringing it

back to school
❖ ensure my child completed the success

criteria Sheet before and after each activity
❖ provide the material my child needed to

complete each activity
❖ understand all the instructions clearly so

that I could guide my child effectively
❖ give my child continued support
Write at least one sentence to affirm your commitment to give your

child the needed support.
Parent Motivation
I will________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
Parent Signature:

Grade 1 Mathematics Learning Kit Week 4 13112020

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Mathematics - Week 4 Grade 1

● Students should complete at least one of the scheduled

activities for each day, (days 1 to 4)

● On Day 5, revisit the incomplete activities

● Parents should reflect on support given to his/her child based

on the week’s activities.

● Read the directions carefully before completing each activity

Topic: Tens and Ones

Welcome to another exciting day of learning Math.

Today You Will Need:

Read the instructions carefully before completing each activity

group, ten, ones, unit

Assessment for and of Learning

Objective: Explore the How Successful am I?

I can: Now After

1. Tell how many ten

Numbers are made up of digits 0 -9.

We can count out 10 apples to make a group.

Let us count the apple below…. 1,2,3,4,5,6,7,8,9,10

Can we make a group of 10 with the 2 apples that are left?

The 2 apples that are left represent ones or units.

In the number 12, we can make 1 group of 10 and 2 ones

So, 12 is 1 group of ten (10) and 2 ones

We can use a ten-frame and coloured counters to represent numbers

Let us use our ten frames to show the number 12

Group these sets as tens and ones.

15 is ______ group of 13 is ______group of 10

Write the number shown on the ten frames.

Trace Build it Break

Read the clues and write the answer.

I have 2 groups of tens and 4 ones.

I have 36 mangoes. How many groups

Another name for ones is ___.

If I take 1 group of 10 from 35.

Topic: Tens and Ones

Welcome to another exciting day of learning Math.

Today You Will Need:

 Base ten pieces

Read the instructions carefully before completing each activity

Tens, ones, grouping, base ten pieces

Assessment for and of Learning

Objective: use base ten How Successful am I?

I can: Now After

1. Tell how many

2. Use base ten

Which ‘I can’ What will I do to improve

Number can be group as tens and ones.

Remember to point on each unit as we count.

Example: Mark collected 15 marbles. He wants to make groups of 10.

1 group of 10 and 5 ones

Match the base ten pieces with its correct number.

In each row, colour to tell the place of each number circled

Place each number on the place value chart correctly.

Write the number.

Numbers can be group as tens and ones.

Tens, ones, grouping, base ten pieces

Topic: Number Notation

Assessment for and of Learning

Objectives: How Successful am I?

Use base ten pieces to

Use numerals to write to

Explain which number is

15 is group of 13 is group of 10

_ ones = tens ones

_ tens _ ones

_ and = ____

__ tens _ ones

_ and = _

_ tens ones

_ and = __

_ tens ones

___ and _ = ____

__ ten one

_ and = _

______ tens ones

and =

O tens 4 ones = _ 4 tens 0 ones = _

3 tens 5 ones = 3 tens 6 ones =