Show numbers in different ways first grade

Showing Numbers in Different Ways Song | Kindergarten

Numberock's Showing Numbers in Different Ways Song is a barn burner of a blue grass tune that is sure to get your students up dancing and moving to the beat as they learn about counting to 10 with numerals, 5 frames, 10 frames, fingers, dominoes, tally marks, and pictures.

Learn the ways we represent numbers as 8 Monkeys escape to freedom from a zoo. Then learn to use your own hands and fingers to count race cars at the Indy 500! After all, "counting numbers can be SO much fun, and numbers are for EVERYONE!"

Grades Targeted | Pre-K, Kindergarten, & 1st Grade

Chorus
Counting numbers can be so much fun!
Numbers are for everyone!

Numerals are an easy way to count.
You have 1, 2, 3, 4, 5 fingers – the right amount.
Words are an easy way to have numbers talk.
We have one, two, three pieces of chalk.
"Five frames" are a way to count numbers, too.
There are two circles in squares, colored blue.
"Ten frames" let us count numbers, it’s true,
like counting eight monkeys escaping the zoo.

Chorus

Number lines make it easier to count,
because the dots line up to the right amount.
Another way to count is with "base ten blocks."
Count them up to see how many you’ve got!
Tallies let us count numbers one by one,
then group them in fives to make counting fun!
Fingers can count numbers, just like tallies,
like counting race cars finishing their rallies.

Chorus

Pictures are another way to show numbers,
like 4 dinosaurs in snoring slumbers.
Other pictures can represent numbers, too,
like tractors or pandas or big bottles of glue!
Dice help us to count by adding their dots.
Roll them to see what number’s on their spots!
Dominoes help us to count while we play games.
With numbers up to twelve, they're not all the same.

Chorus

Numbers help us count the allowance we’ve got.
We’ll know if we can buy something, or maybe not.
On the road they tell us how far we must go,
or even how long it takes for a seed to grow!
Numbers help (all of?) us all of the time.
They let a clock know when it’s time to chime.
They also help keep track of the days.
Numbers help us in so many ways!

Chorus

Want to look at some more excellent resources about Types of Numbers? Check out this helpful resource of counting and cardinality activities which might give you an idea or two that extends beyond Numberock's song and associated lesson resources.

For those that care about this stuff, the song you just watched aligns to the Kindergarten Grade Common Core learning standards K.CC.3, K.CC.4, & K.CC.5. Check out the full spectrum of Kindergarten Counting & Cardinality learning standards. Because let's be honest, who doesn't love reading math standards in their leisure time?

Or continue browsing Numberock's math video content library to discover more engaging math songs. To gain access to Numberock's growing library of premium content, click here.

5 Ways to Represent Numbers that Our Students Must Know

An important part of having a good number sense foundation is knowing that numbers can be represented in a variety of ways.  But it is also important for students to know that each of those different representations means the same thing.  As students learn to see numbers in different ways, it helps them to expand their understanding of the number and what it means.  It's easy for students to see what a number represents when dealing with small numbers like 5, 13 or even 37.  But it's a lot harder for a student to count out a set of 1,359...and impossible when it comes to numbers like 3.42x10^18.   So, instead of relying on the ability to count and see what the number represents, we must give our students other tools to use.  Here are five ways to represent numbers that our students must know.

1.  Standard Form

This one might be obvious, but our students need to know how to write and read numbers in standard form.   Standard form is writing numbers using digits, and in math we most often write numbers in standard form.  Here are some examples of standard form: 138 and 3,297.  As we teach our students how to write numbers in standard form, we should also teach them how to read numbers.

Teaching Tip: Did you know that it is incorrect to say "and" when you come to a comma?  Many people would read this number (3,297) as three thousand and two hundred ninety-seven.  But this is not correct, and if we teach this to our students, we are actually setting them up for misunderstandings in the future.  You see, the word "and" should only be used when reading a number with a decimal.  It should sound like this (3,297.5) three thousand, two hundred ninety-seven and five tenths.  

Standard form might be basic, but it's important as this is how most numbers our students interact with will be written.  They should be able to properly write and read numbers in standard form.  A fun way to practice this is with number cards.   Give each student a set of number cards and include a comma if needed.  Then say a number and have the students build it with the card.  After everyone is done, have them say the number back to you.  

2.  Word Form

The second most common way that students will see numbers in their life is word form.  It is important for students to know that 'thirty-five' and 35 mean the same thing.  It is also important for students to know how to correctly write numbers.  Don't forget the important hyphen starting at number 21!

Play Number Show and Tell.  Give each student a white board and dry erase marker.  Say a number or write the standard form of the number on the board.  Students will write the number in word form. When you say "SHOW" students will hold up their white boards so you can see them.  When you say "TELL" students will say the number.  This is a great way to practice both word form and standard form.

3.  Place Value Chart

Another important way to represent numbers is inside a place value chart.   It is important for students to develop the understanding that the digit '4' does not always mean the same thing.  In fact, where that digit is placed inside the number is very important.  A place value chart is a very helpful tool for seeing and understanding this.

For primary age students, or any students that are adding a new column to the place value chart, it is very helpful to practice saying what each digit in a number represents.  Here's an example:

Students should learn to identify this number by its standard form "two hundred sixty-eight," but also by place value: "2 hundreds, 6 tens, and 8 ones."  By learning to do both, we are helping students to make connections between the different number forms.

4. Expanded Form

After students are comfortable with the place value chart and what it means, teaching students about numbers in expanded form is the logical next step.  I love introducing expanded form to my students because we get up and get a little active.   I have students stand up and say this with me: "Expanded form is when I stretch out a number using addition."  Then we add some motions.  For the words "expanded form,” students clap their hands and hold them together in front of them.  Then, as we say "is when we stretch out a number" student stretch their arms straight out sideways.  Finally, we bring our arms in front of us and cross them like a plus sign as we say "using addition."  After repeating this a couple of times I stop doing it and simply ask, "What is expanded form?"  The kids love showing me that they know the definition and their movements.  Then for the next few days, and periodically throughout the year I was ask "What is expanded form?" and they know just what to do!

After we learn what expanded form is, then we learn how to write it with numbers.  I take the place value chart and add some plus signs to the bottom of it.  Then I add a number and we start our normal routine of saying the number that is written in the chart—first in standard form, then according to its place value.

This time, as we say the number with its place value I stop the class after each digit.  I might get a little melodramatic and say something like, "What did you say?" or "Did you say that this number has 4 hundreds?"  When they answer again, I model how we would write that at the bottom of the chart in a form.  

This is a very concrete way for students to connect place value to expanded form.  As students get older and have experience with skip counting, I also like to connect expanded form with some skip counting practice.  I might say something like "This number has 4 hundreds.  Let's count by 100 four times." 

We would write it into our expanded form and then do the same with the next digit.

5. Pictorial or Object Representation

The final way that I teach my students to represent numbers is with a picture or objects.  In kindergarten and first grade we do a lot of using real objects and counting them into sets.  But as students get older, this becomes more difficult.   One way to help with this is the use of place value blocks.  These blocks are a great way to connect their knowledge of place value to a physical representation of the number.  

The problem is that you often don't get enough blocks in a set to represent numbers higher than 2 or 3 thousand.  Pictures to the rescue!  I love to teach my students to draw a picture to represent the number.  Not only does this take a lot less space and having blocks and manipulatives on hand is not necessary, but it is a great problem-solving technique too.

I teach my students how to use a small square as a 1, a long rectangle as a 10 rod, a large square as 100, and a cube as 1,000.  They love learning to draw a cube!  They will not only use these pictures to represent numbers but there is a very high rate of carry-over when solving word problems too.  

There are more ways to represent numbers than just drawing place value blocks.  Students can see a pictorial representation of numbers through tally marks, ten frames, or even drawing a set of objects.   When students can make a pictorial representation of the number then you know they are well on their way to mastering what the number stands for.

Practice Everyday

While introducing and teaching each of these number representations takes a lesson or two, students need more than this to practice and master these number representations.  That's why I love Number of the Day as a daily math number sense activity.  In just a few minutes a day, students get lots of practice—not only with number representations, but also with a variety of key number sense skills.

You can see that on one Number of the Day activity page, students are working number representations in multiple ways.  Through the course of a week, they will work on all these important number representations.  

Want to learn more about Number of the Day and how you can use it with your students?  Check out this blog post for the ins and outs of this amazing daily math activity.

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Pin this to your favorite classroom Pinterest board so that you can quickly come back and find these number representations tips and ideas to use in your classroom.

Math lesson. 1 class. Addition and subtraction within 20. | The plan of the lesson in mathematics (grade 1) on the topic:

Mathematics lesson

under the program “School of Russia”

in grade 1

“Addition and subtraction within twenty”

Teacher Kamyshnikova S.A

Objectives of the lesson:

1.Summarize the knowledge of addition and subtraction of numbers with the transition to ten

2. Practice problem solving skills, develop skills to work with geometric material.

3. Raise interest in the subject.

Equipment: presentation for the lesson, counting material "Magnetic ladder". For students:

1. Mathematics textbook for grade 1 (part 2), author: M. Moro, notebook

2. Individual boards and markers

3.2 strips of paper of different colors, 1 set per desk.

1. Organizational moment.

Checking readiness for the lesson.

Slide 1 Reading the rules.

2. Motivation for learning activities.

Why study mathematics?

The child reads a poem at the Board

and is beautiful, and is strong

Mathematics Country,

Here work is boiling everywhere,

Everyone calculates something:

How much coal stoves are needed,

and Chocolate Children,

How much stars in heaven

And freckles on the noses.

Guess what we will do today in the lesson (Count, solve problems and examples, measure segments). Announcement of the topic and objectives of the lesson.

Slide 2 will start a lesson from the oral account.

Let's repeat the mathematical terminology

What are numbers called when adding and subtracting?

Read each number expression in different ways and find its values ​​(10 + 6 , 10 - 6) .

What is the name of a number written with one digit? (single digit)

What is the name of a number written with two digits? (two digits)

Work in notebooks (the number and class work are written down in advance).

Calligraphy.

In calligraphy, we will perform samples of single and double digit numbers.

Lot-1, or one,

Very thin, like a knitting needle.

But this is the number 2,

Admire what it is!

Alternate the numbers 1 and 2 to the end of the line

What number within 20 can be written using these numbers (12)

Write the number 12 to the end of the line

Fizminutka for hands.

Slide 3 "Silent game" Working with mathematical fans

What will we do with the first group of numbers? (increase by 3, add 3)

What will we do with the 2nd group of numbers? (decrease by 4, subtract 4)

Calculate verbally and show the answer with a fan.

Mathematical dictation. Calculate and write down the answers in a notebook. 1. add 4

to 7 2.1 slug-3, 2 slug-10, find the sum

3. minuend-12, subtract-3, find the difference

4. find the difference between 16 and 6

5. how many 10 more than 2?

6. Decrease 15 by 10

7. Write down the number that has 1 ten and 9 units

8.11-5

9. What number is greater than 6 by 6?

Work in pairs, mutual check (The teacher dictates the correct answers, the children check and correct each other's mistakes).

Slide 4 name the numbers in descending order and name the word that you get.

2 4 6 8 10 12

A H A D A Z

What is a task? (mathematical text)

In VIDal's explanatory dictionary it is written that a task is something that needs to be solved

A task can be mathematical, life, combat.

Slide 5 What does a mathematical problem consist of?

Conditions

Question

Decision

Answer

Compose 2 problems according to the illustration

There are 4 yellow houses, 7 green ones on the board.

1. the problem of finding the sum must be solved ...

2. the problem of finding the difference must be solved . ..

An entry in the solution notebook for two problems with comments

Physical exercise for the eyes

Independent work

8 girls sang in the choir, and 4 more boys, how many boys sang in the choir?

Collective verification of the problem

Repeat the condition and question of the problem

What solution did you choose?

How did you count? (Knowledge of the composition of a number or addition by parts)

Read the answer.

Repetition of numbers with the transition through the ten.

9+7.8+7.7+7.6+7.

Self-tested solution.

Practical work. Work in pairs.

How can strips of different lengths be compared? (by eye, overlay measurement.)

Use a ruler to measure the length of the strips. (10cm, 12cm).

Draw two lines in your notebook. The length of the first is 10cm and the length of the second is 12cm.

Compare how many cm the first one is shorter than the second one, write down the solution.

The result of the lesson:

Page 35 - GDZ Mathematics Grade 4. Moreau, Bantova. Tutorial part 1

1. Home
2. GDZ
3. 4th grade
4. Maths
5. Moreau, Bantova. Textbook
6. What have you learned. What have we learned
7. Page 35. Part 1

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What did you learn. What have you learned

Question

12. Do division with remainder and check.

Answer

Share with friends on social networks:

Question

13.

Answer

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Question

14. Solve the equations.

Answer

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Question

15. Solve each problem in different ways.

1) 5 bags of rice, 40 kg each, and 5 bags of millet, 35 kg each, were brought to the store. On the first day, 120 kg of rice and 140 kg of millet were sold. How many kilograms of cereal are left to sell?

2) The canteen used 70 liters of milk a day for one week and 80 liters of milk a day for another week. How many liters of milk were consumed during these two weeks if the canteen worked 5 days a week? 6 days?

Answer

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Question

16.

Answer

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Question

17.

Answer

Share with your friends on social networks:

Question

1. How many grades are there in each class? What are the ranks and classes called?

Answer

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Question

2. Show by example that 10 units of any digit form the unit of the next digit.

Answer

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Question

3. Show by example that 1000 units of one class form a unit of the next class.

Answer

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Question

4. How many digits are used to write numbers? Name them. Show how different numbers can be written with the same digits.

Answer

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Question

5. Show by example how the value of a digit changes when its place in a number is changed.

Answer

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Question

6.

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