Grade 1 math Practice workbook - KIPP Nashville · Grade 1 Math Workbook: KIPP Nashville First Grade Elementary Math 11 Practice Workbook D 1.NBT.B.2 – Understand that the two digits

0 Grade 1 Math Workbook: KIPP Nashville First Grade Elementary Math

GRADE 1 MATH

PRACTICE WORKBOOK KIPP Nashville First Grade Elementary Math


Practice Workbooks Elementary Math – Grade 1 Contents Practice Workbook A .................................................................................................................................... 3

1.NBT.A.1 – Count to 120, starting at any number less than 120. In this range, read and write

numerals and represent a number of objects with a written numeral. ................................................... 3

Practice Workbook C ..................................................................................................................................... 6

1.OA.C.7 – Understand the meaning of the equal sign, and determine if equations involving addition

and subtraction are true or false. ............................................................................................................. 6

1.OA.C.8 – Determine the unknown whole number in an addition or subtraction equation relating

three whole numbers................................................................................................................................ 8

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: a) 10 can be thought of as a bundle of ten ones –

called a “ten.” b) the numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six,

seven, eight, or nine ones. c) The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three,

four, five, six, seven, either, or nine tens (and 0 ones) ........................................................................... 11

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 <. ...................................................... 14

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 being used. ............................................................................... 17

1.NBT.C.6 – Subtract multiples of ten 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 addition and subtraction; relate the

strategy to a written method and explain the reasoning used. ............................................................. 19

Practice Workbook E ................................................................................................................................... 21

1.MD.C.4 – Organize, represent, and interpret data with up to three categories; ask and answer

questions about the total number of data points, how many in each category, and how many more or

less in one category than in another. ..................................................................................................... 21

1.MD.A.1 – Order three objects by length; compare the lengths of two objects indirectly by using a

third object. ............................................................................................................................................. 26


1.MD.A.2 – Express the length of an object as whole number of length units, by laying multiple

copies of a shorter object end to end; understand that then length measurement of an object is the

umber of same-size length units that span it with no gaps or overlaps. ................................................ 27

1.MD.B.3 – Tell and write time in hours and half-hours using analog and digital clocks. .................... 31

1.G.A.3 – Partition circles and rectangles into two and four equal shares, describe the shares using

the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of.

Describe the whole as two of, or four of the shares. Understand for these examples that

decomposing into more equal shares creates smaller shares. ............................................................... 36

Practice Workbook F ................................................................................................................................... 38

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 between addition and

subtraction; relate the strategy to a written method and explain the reasoning used. Understand that

in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to

compose a ten. ........................................................................................................................................ 38


Practice Workbook A

1.NBT.A.1 – Count to 120, starting at any number less than 120. In this range, read and

write numerals and represent a number of objects with a written numeral.

Directions: Fill in the number that comes next in each sequence.

85, 86, 87, 88, 89, _________

39, 40, 41, 42, 43, _________

95, 96, 97, 98, 99, _________

101, 102, 103, 104, 105, _________

105, 106, 107, 108, 109, _________

Directions: Fill in the rest of the chart.

51 52 53 54 55 56 57 58 59

31 32 33 34 35 36


91 92 93 94 95 96 97 98

71 72 73 74 75 76 77


Directions: Fill in the rest of the chart.

21 22 23 24 25 26 27 28 29

Practice Workbook C

1.OA.C.7 – Understand the meaning of the equal sign, and determine if equations

involving addition and subtraction are true or false.

Directions: Circle TRUE or FALSE to tell about the equation.

Equations True OR False

7 + 6 = 14 True False

2 + 2 + 2 = 6 True False

10 – 5 = 5 True False




8 - 3 = 6 True False

14 – 6 =9 True False



20 – 7 =15 True False




4 + 1 = 2 + 3 True False

2 + 5 = 4 + 3 True False

6 + 4 = 4 + 6 True False

2 + 7 = 8 + 3 True False

9 + 1 = 6 + 3 True False

5 + 1 = 6 + 0 True False

8 + 1 = 3 + 6 True False

6 + 2 = 4 + 3 True False

12 + 3 = 5 + 9 True False

5 + 6 = 7 + 4 True False

Grade 1 Math Workbook: KIPP Nashville First Grade Elementary Math

7



14 – 6 = 12 – 4 True False

10 – 5 = 5 – 0 True False

7 – 3 = 8 – 2 True False

12 – 6 = 14 – 6 True False

16 – 6 = 17 – 7 True False

8 – 3 = 12 – 6 True False

17 – 9 = 19 – 11 True False

6 – 2 = 8 – 4 True False

13 – 6 = 14 – 7 True False

19 – 5 = 17 – 3 True False

Directions: Make Each Equation TRUE by writing the missing addend.

4 + 6 = _____+ 8

5 + _____ = 4 + 4

_____ + 3 = 4 + 1

0 + 7 = 6 + _____

9 + 1 = 4 + _____

8 + _____ = 0 + 9

2 + 3 = _____ + 2

_____ + 7 = 8 + 2

6 + 3 = _____ + 4

5 + _____ = 4 + 3


8

1.OA.C.8 – Determine the unknown whole number in an addition or subtraction equation

relating three whole numbers.

Directions: Write a related addition and subtraction number sentence for each number bond.

10

7

3

9

6

3

6

3

5

2


9

10

4

8

6

5

3

7

3

4

1

3

6

3

3


10

2

3

9

2

12

4

9

7

8

3

13

3


11

Practice Workbook D

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: a) 10 can be thought of as a

bundle of ten ones – called a “ten.” b) the numbers from 11 to 19 are composed of a ten

and one, two, three, four, five, six, seven, eight, or nine ones. c) The numbers 10, 20, 30,

40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, either, or nine tens

(and 0 ones)

Directions: Answer each question.

1. What does the 2 mean in the number 28?

28 A. 12 B. 200 C. 20 D. 2

2. Which number has 6 tens? A. 46 B. 96 C. 62 D. 59

3. How many tens are in 58?

A. 50 B. 8 C. 5 D. 80

4. Which number has 7 ones and 4 tens?

A. 74 B. 704 C. 47 D. 407

5. Which number is represented?

6. Show the number 57 in tens and ones?


12


67 A. 67 B. 7 C. 70 D. 700

8. Which number has 4 tens? A. 46 B. 94 C. 52 D. 56


A. 3 B. 7 C. 30 D. 70

10. Which number has 6 ones and 8 tens?

A. 68 B. 806 C. 86 D. 608


____________

12. Show the number 39 in tens and ones.


13


89

_________________

14. Which number has 7 ones? A. 76 B. 56 C. 57 D. 75


A. 9 B. 7 C. 90 D. 70

16. Which number has 5 tens and 4 ones?

A. 45 B. 54 C. 504 D. 405


________________

18. Show the number 83 in tens and ones.


14

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 <.

Directions: Answer each question.

1. Which number is more than 52 but less than 63?

a. 65 b. 59 c. 49 d. 70

2. Which number belongs in the blank?

______ > 75

A. 72 B. 78 C. 67 D. 75

3. Fill in the blanks with the correct symbol.

43 ____ 34

92 ____ 57

92 _____ 95

27 ____ 61

4. Which number would make this statement true?

______ < 56

A. 65 B. 72 C. 49 D. 58

5. Circle all of the numbers that would make this statement true:

_____ < 71

A. 58 B. 71 C. 86 D. 49


______ = 78

A. 72 B. 78 C. 67 D. 75


15

7. Which number is more than 37, but

less than 47?

a. 65 b. 59 c. 49 d. 40


______ > 89

A. 72 B. 88 C. 67 D. 90


58____ 85 37____ 47 23 _____ 17 66____ 66


______ < 33

A. 65 B. 27 C. 49 D. 58


_____ < 56

A. 55 B. 71 C. 86 D. 49


______ = 33

A. 72 B. 78 C. 33 D. 75


16

13. Which number is more than 85 but less than 98?

a. 93 b. 99 c. 49 d. 84


______ > 29

A. 32 B. 28 C. 17 D. 9


36____ 25 90____ 80 24 _____37 67____ 66


______ < 33

A. 65 B. 27 C. 49 D. 58


_____ < 56

A. 55 B. 71 C. 86 D. 49


______ = 33

A. 72 B. 78 C. 33 D. 75


17

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 being used.

Directions: Write the number that is 10 more than the given number.

57 +10 80 +10

34 +10 56 +10

21 41

89 77

63 29

48 62

72 35

90 79

Directions: Write the amount that is 10 less than the given number.

57 -10 80 -10

34 -10 56 -10

21 41

89 77

63 29

48 62

72 35

90 93


18

Directions: Write the amount that is 10 more than the given number.

15 +10 11 +10

23 +10 73 +10

76 48

31 52

49 35

66 84

81 77

90 19

Directions: Write the amount that is 10 less than the given number

15 -10 11 -10

23 -10 73 -10

76 48

31 52

49 35

66 84

81 77

90 19


19

1.NBT.C.6 – Subtract multiples of ten 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 addition

and subtraction; relate the strategy to a written method and explain the reasoning used.

Directions: Subtract.

Equation Answer

80 – 60 =

70 – 30 =

90 – 50 =

40 – 20 =

60 – 50 =

50 – 30 =

30 – 10 =

20 – 20 =

80 – 50 =

70 – 20 =

90 – 40 =

40 – 10 =

60 – 40 =

50 – 20 =

30 – 20 =

20 – 10 =

80 – 80 =

70 – 50 =

90 – 70 =

40 – 40 =

60 – 10 =

50 – 40 =

30 – 30 =


20

Directions: Subtract.

Equation Answer

80 – 30 =

70 – 10 =

90 – 20 =

40 – 10 =

60 – 20 =

50 – 40 =

30 – 20 =

20 – 0 =

80 – 20 =

70 – 10 =

90 – 20 =

40 – 30 =

60 – 20 =

50 – 40 =

30 – 30 =

20 – 20 =

80 – 30 =

70 – 20 =

90 – 40 =

40 – 10 =

60 – 20 =

50 – 10 =

30 – 20 =


21

Practice Workbook E

1.MD.C.4 – Organize, represent, and interpret data with up to three categories; ask and

answer questions about the total number of data points, how many in each category, and

how many more or less in one category than in another.

i


22

ii


23

iii

8.

9.


24

iv

10.

11.

12.


25

v

13.

14.

15.

16.


26

1.MD.A.1 – Order three objects by length; compare the lengths of two objects indirectly

by using a third object.


27

1.MD.A.2 – Express the length of an object as whole number of length units, by laying

multiple copies of a shorter object end to end; understand that then length

measurement of an object is the umber of same-size length units that span it with no

gaps or overlaps.

2. Use centimeter cubes to measure the length of this marker. How

many centimeters cubes long is the marker?

_______________

3. Marta is trying to measure this piece of string. Help her find the

length of the string, in centimeter cubes.

________________cm cubes


28

Directions: Use ruler to measure each object in inches. Record your measurements.

Object Length (inch tiles)


29

Directions: Circle Yes or No to tell if each measure tells the length of the line.

a.

b.

c.

d.

Directions: Use an inch tiles to measure each snake to the nearest inch.

Directions: For numbers 7-10, measure with inch tiles.

1. How long is the board? ______________

6 centimeters Yes No





30

2. How long is the crayon?__________________

3. How long is the eraser?____________________

4. How long is the snake? ______________


31

1.MD.B.3 – Tell and write time in hours and half-hours using analog and digital clocks.

1. What time is shown on the clock?

____ : ____

____ : ____

____ : ____

____ : ____

____ : ____

____ : ____

____ : ____

____ : ____

vi


32

2. What time is shown on the clock?

____ : ____

____ : ____

____ : ____

____ : ____

____ : ____

____ : ____

____ : ____

____ : ____

vii


33

Directions: Circle the clock that matches the time shown.



34



viii


35

Directions: Draw hands on the clock to show the time.

9:30

6 o’clock

4 o’clock

Half past 3

Half past 2

12:30

10:00

12:00

ix


36

1.G.A.3 – Partition circles and rectangles into two and four equal shares, describe the

shares using the words halves, fourths, and quarters, and use the phrases half of, fourth

of, and quarter of. Describe the whole as two of, or four of the shares. Understand for

these examples that decomposing into more equal shares creates smaller shares.

Directions: X all of the shapes that show ½ colored in.

x

Directions: Show different ways to divide the rectangle into halves.


37

Directions: Show different ways to divide the square into fourths.

Directions: X all of the shapes that show ¼ colored in.

xi

Directions: Show different ways to divide the rectangle into quarters.


38

Directions: Color one half of the square and one quarter of the circle.

Practice Workbook F

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

between addition and subtraction; relate the strategy to a written method and explain

the reasoning used. Understand that in adding two-digit numbers, one adds tens and

tens, ones and ones; and sometimes it is necessary to compose a ten.

Directions: Add.

72+7=

48+7=

43+3=

88+6=

58+2=

73+9=

62+4=

55+8=

83+5=

66+5=


39

93+6=

37+9=

Directions: Add.

72+10=

40+11=

40+23=

88+10=

58+20=

73+20=

60+34=

55+30=

83+10=

60+23=

70+16=

30+51=


40

Directions: Add.

72+9=

48+10=

43+20=

88+7=

50+24=

6+28=

52+9=

50+37=

73+18=

66+25=

3+29=

3+55=

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Grade 1 math Practice workbook - KIPP Nashville · Grade 1 Math Workbook: KIPP Nashville First Grade Elementary Math 11 Practice Workbook D 1.NBT.B.2 – Understand that the two digits