Grade 1 Math Blackline Masters - · PDF fileBucket Pull Materials: Numeral cards 1 to 20 Spinner or teacher-created die Directions: Spin the spinner to determine the game rule. Students
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Materials: Game Grid for each student Game markers Number Cards Directions: Decide on a target number (5 to 20)
Write all the numbers between 0 and the target number on the grid below. Put one number in each square. Numbers can be written more than once.
Cover the compatible/complementary number of the number that is called out. Cover one number at a time. If the target number is 10 and 6 is called out, the player would cover 4. The first player to get three in a row is the winner.
Variation: Make the grid larger and the winner who gets four
in a row is the winner.
BLM 1.N.4.6
How Many More? (continued)
Target Number:
BLM 1.N.4.6
How Many More? (continued)
1 2 3 4 5
6 7 8 9 10
11 12 13 14 15
16 17 18 19 20
BLM 1.N.4.6
7
8
9
1
2
3
4
5
6
Clothesline Numbers BLM 1.N.4.7
13
14
15
16
17
18
10
11
12
Clothesline Numbers (continued)
BLM 1.N.4.7
19
20
21
22
23
24
25
26
27
Clothesline Numbers (continued)
BLM 1.N.4.7
28
29
30
31
32
33
34
35
36
Clothesline Numbers (continued)
BLM 1.N.4.7
37
38
39
40
41
42
43
44
45
Clothesline Numbers (continued)
BLM 1.N.4.7
46
47
48
49
50
51
52
53
54
Clothesline Numbers (continued)
BLM 1.N.4.7
55
56
57
58
59
60
61
62
63
Clothesline Numbers (continued)
BLM 1.N.4.7
64
65
66
67
68
69
70
71
72
Clothesline Numbers (continued)
BLM 1.N.4.7
73
74
75
76
77
78
79
80
81
Clothesline Numbers (continued)
BLM 1.N.4.7
82
83
84
85
86
87
88
89
90
Clothesline Numbers (continued)
BLM 1.N.4.7
91
92
93
94
95
96
97
98
99
Clothesline Numbers (continued)
BLM 1.N.4.7
100
Clothesline Numbers (continued)
BLM 1.N.4.7
70
80
90
10
20
30
40
50
60
Clothesline Numbers: Multiples of 10
BLM 1.N.4.8
100
Clothesline Numbers: Multiples of 10 (continued)
BLM 1.N.4.8
Dot Cards to 20
BLM 1.N.5&6&8.1
Dot Cards to 20 (continued)
BLM 1.N.5&6&8.1
Dot Cards to 20 (continued)
BLM 1.N.5&6&8.1
Dot Cards to 20 (continued)
BLM 1.N.5&6&8.1
Dot Cards to 20 (continued)
BLM 1.N.5&6&8.1
Dot Cards to 20 (continued)
BLM 1.N.5&6&8.1
Dot Cards to 20 (continued)
BLM 1.N.5&6&8.1
Dot Cards to 20 (continued)
BLM 1.N.5&6&8.1
Dot Cards to 20 (continued)
BLM 1.N.5&6&8.1
Dot Cards to 20 (continued)
BLM 1.N.5&6&8.1
Dot Cards to 20 (continued)
BLM 1.N.5&6&8.1
Dot Cards to 20 (continued)
BLM 1.N.5&6&8.1
Dot Cards to 20 (continued)
BLM 1.N.5&6&8.1
Dot Cards to 20 (continued)
BLM 1.N.5&6&8.1
More, Less, or the Same
Note: To make a sample spinner, place the point of the pencil on the centre of a
circle, and spin the paper clip around the pencil point.
My set had (more than, less than or the same as) my
partner.
BLM 1.N.5&6&8.3
Mo
re
an
d L
ess
The
re a
re m
ore
____
____
__ th
an _
____
____
_ an
d __
____
____
. T
here
are
less
___
____
___
than
___
____
___
and
____
____
__.
BLM
1.N
.5&6
&8.4
Handfuls
Directions: Take a handful of objects, estimate, and then count the objects. Record your estimate and actual amount below. At the end of the activity, write a goal based on what you have done.
Object Estimate Actual My estimate was: • too small • just right • too large
My Goal:
BLM 1.N.5&6&8.5
Bucket Pull Materials: Numeral cards 1 to 20 Spinner or teacher-created die Directions: Spin the spinner to determine the game rule. Students take turns drawing a numeral card from a bucket or container, apply the rule and say the new number. Note: To make a sample spinner, place the point of the pencil on the centre of a circle,
and spin the paper clip around the pencil point.
BLM 1.N.5&6&8.6
1 more 2 less
2 more 1 less
Bucket Pull (continued)
Recording Sheet
Number Rule • 1 more • 1 less • 2 more • 2 less
New Number
BLM 1.N.5&6&8.6
Bucket Pull (continued)
1 2 3 4 5
6 7 8 9 10
11 12 13 14 15
16 17 18 19 20
BLM 1.N.5&6&8.6
Double Ten-Frame Board
BLM 1.N.5&6&8.7
I have Who has
I have Who has
I have Who has
I have Who has
Putting the Pieces Together: I Have… Who Has…
Blank Game Cards
BLM 1.N.5&6&8.8
Putting the Pieces Together: I Have… Who Has… (continued)
Ten-Frame Cards
BLM 1.N.5&6&8.8
Putting the Pieces Together: I Have… Who Has… (continued)
Ten-Frame Cards
BLM 1.N.5&6&8.8
Putting the Pieces Together: I Have… Who Has… (continued)
Ten-Frame Cards
BLM 1.N.5&6&8.8
Putting the Pieces Together:
I Have… Who Has… (continued)
I have..Who has.. Planning Sheet
I have Who has
I have Who has
I have Who has
I have Who has
I have Who has
I have Who has
I have Who has
I have Who has
I have Who has
BLM 1.N.5&6&8.8
Collection Count
Organize your collections into groups and record. Our number is
Group size Number of groups Leftovers
BLM 1.N.7.1
Spinner : 1 – 10 Note: To make a sample spinner, place the point of the pencil on the centre of a circle,
and spin the paper clip around the pencil point.
BLM 1.N.7.2
BL
M 1
.N.9
&10.
1 N
um
be
r F
ra
me
s
BL
M 1
.N.9
&10.
1 N
um
be
r F
ra
me
s
BL
M 1
.N.9
&10.
1 N
um
be
r F
ra
me
s
BL
M 1
.N.9
&10.
1 N
um
be
r F
ra
me
s
BL
M 1
.N.9
&10.
1 N
um
be
r F
ra
me
s
Tria
ng
ula
r F
lash
ca
rd
s
B
LM 1
.N.9
&10.
2
Tria
ng
ula
r F
lash
ca
rd
s (
co
nti
nu
ed
)
B
LM 1
.N.9
&10.
2
Tria
ng
ula
r F
lash
ca
rd
s (
co
nti
nu
ed
)
B
LM 1
.N.9
&10.
2
Tria
ng
ula
r F
lash
ca
rd
s (
co
nti
nu
ed
)
BLM
1.N
.9&1
0.2
Tria
ng
ula
r F
lash
ca
rd
s (
co
nti
nu
ed
)
BLM
1.N
.9&1
0.2
Tria
ng
ula
r F
lash
ca
rd
s (
co
nti
nu
ed
)
BLM
1.N
.9&1
0.2
Tria
ng
ula
r F
lash
ca
rd
s (
co
nti
nu
ed
)
BLM
1.N
.9&1
0.2
Tria
ng
ula
r F
lash
ca
rd
s (
co
nti
nu
ed
)
BLM
1.N
.9&1
0.2
Tria
ng
ula
r F
lash
ca
rd
s (
co
nti
nu
ed
)
BLM
1.N
.9&1
0.2
Tria
ng
ula
r F
lash
ca
rd
s (
co
nti
nu
ed
)
BLM
1.N
.9&1
0.2
Tria
ng
ula
r F
lash
ca
rd
s (
co
nti
nu
ed
)
BLM
1.N
.9&1
0.2
Tria
ng
ula
r F
lash
ca
rd
s (
co
nti
nu
ed
)
BLM
1.N
.9&1
0.2
Tria
ng
ula
r F
lash
ca
rd
s (
co
nti
nu
ed
)
BLM
1.N
.9&1
0.2
Tria
ng
ula
r F
lash
ca
rd
s (
co
nti
nu
ed
)
BLM
1.N
.9&1
0.2
Tria
ng
ula
r F
lash
ca
rd
s (
co
nti
nu
ed
)
BLM
1.N
.9&1
0.2
Tria
ng
ula
r F
lash
ca
rd
s (
co
nti
nu
ed
)
BLM
1.N
.9&1
0.2
Tria
ng
ula
r F
lash
ca
rd
s (
co
nti
nu
ed
)
BLM
1.N
.9&1
0.2
Tria
ng
ula
r F
lash
ca
rd
s (
co
nti
nu
ed
)
BLM
1.N
.9&1
0.2
Tria
ng
ula
r F
lash
ca
rd
s (
co
nti
nu
ed
)
BLM
1.N
.9&1
0.2
Tria
ng
ula
r F
lash
ca
rd
s (
co
nti
nu
ed
)
BLM
1.N
.9&1
0.2
Tria
ng
ula
r F
lash
ca
rd
s (
co
nti
nu
ed
)
BLM
1.N
.9&1
0.2
Pattern Observation Checklist
Student
Cop
ies
patte
rn
Des
crib
es
patte
rn
Exte
nds
patte
rn
Iden
tifie
s pa
ttern
co
re
Cre
ates
pa
ttern
Comment
BLM 1.PR.1&2.1
Action Cards
BLM 1.PR.1&2.2
Reproduced from Edmonton Public Schools, Resource Development Services, Maximizing Grade One Math (Edmonton, AB: Edmonton Public Schools, 2007), p. 79. Reproduced with permission.
Action Cards (continued)
BLM 1.PR.1&2.2
Baratta-Lorton, Mary. “Unifix Snap and Clap Pattern.” Math Their Way Black-Line Masters. 7 (1995). www.center.edu/BLACKLINES/blacklines.shtml. Reproduced with permission.
Pa
tte
rn
De
tecti
ve
Ce
ntr
e
BL
M 1
.PR.
1&2.
3
Pa
tte
rn
De
tecti
ve
Ce
ntr
e (
co
nti
nu
ed
)
BL
M 1
.PR.
1&2.
3
Pu
ttin
g t
he
Pie
ce
s T
og
eth
er
Re
pre
se
nti
ng
Pa
tte
rn
s
BL
M 1
.PR.
1&2.
4
Pa
tte
rn
s:
Pu
ttin
g t
he
Pie
ce
s T
og
eth
er
Re
pre
se
nti
ng
Pa
tte
rn
s (
co
nti
nu
ed
)
BL
M 1
.PR.
1&2.
4
Pu
ttin
g t
he
Pie
ce
s T
og
eth
er:
Re
pre
se
nti
ng
Pa
tte
rn
s G
ro
up
Assig
nm
en
t
Nam
e of
gro
up m
embe
rs:
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
___
Repr
esen
t the
pat
tern
bel
ow in
as
man
y di
ffere
nt w
ays
as y
ou c
an.
Be re
ady
to p
rese
nt y
our w
ork
to th
e cl
ass.
Th
ink
abou
t rep
rese
ntin
g th
e pa
ttern
as:
soun
ds
action
s
pict
ures
mat
erials
shap
es
lett
ers
BL
M 1
.PR.
1&2.
5
Tru
e o
r F
als
e G
am
e
Star
t
Fin
ish
BLM
1.P
R.3&
4.1
Assessment Observation
Student
Len
gth
Mas
s (w
eigh
t)
Vol
ume
(cap
acity
)
App
ropr
iate
L
angu
age
BLM 1.SS.1.1
Jo
urn
al
Le
arn
ing
Lo
g E
ntr
y
N
ame:
___
____
____
____
____
____
____
____
____
____
__
Fi
nd a
n ob
ject
that
is s
hort
er th
an y
our p
enci
l and
one
that
is lo
nger
than
you
r pen
cil.
Dra
w a
nd w
rite
abo
ut w
hat y
ou
foun
d.
____
____
____
____
____
____
_ is
long
er th
an m
y pe
ncil.
___
____
____
____
____
____
____
____
____
____
____
_ __
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
___
BLM
1.S
S.1.2
____
____
____
____
____
____
_ is
sho
rter
than
my
penc
il. _
____
____
____
____
____
____
____
____
____
____
__
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
_
Ba
lan
ce
Sca
les
BLM
1.S
S.1.3
More or Less
Name: __________________________ Choose 2 containers, estimate which holds more, record. Check by filling the container. Choose 2 more containers and repeat.
Containers Estimate Which Holds
More?
More Less
BLM 1.SS.1.4
Comparison Centre
________________________ Centre
1. ______________ has a larger ______________ than
______________ . 2. ______________ has a smaller ______________than
______________. 3. ______________ has the same area as ____________.