What’s My Place? What’s My Value?
1st Grade
What’s My Place, What’s My Value should be done 10 minutes every day during your whole group time to help build number sense. After you build a number on the felt, questions about that number can be asked and discussed. The questions to ask (but not limited to) are split up by quarters. See the weekly example schedule below:
Teacher Preparation: Choose 4 questions for the week from the What’s My Place, What’s My Value” Guide or choose questions that will spiral review content and write them on a graphic organizer (click here for blank graphic organizer).
Day One: Build a number with students. Make sure the number you build is appropriate for the question that you are about to ask. Students will then discuss and answer the 4 questions on the graphic organizer.
Day Two: Build a number like in day one. Discuss the 4 questions on the graphic organizer.
Day Three: Build a number. Discuss the 4 questions on the graphic organizer.
Day Four: Build number and discuss the 4 questions on the graphic organizer.
Day Five: Build number. Students will fold paper into 4 sections and answer the 4 questions you worked on that week for the number you just built.
Choose 4 new questions (or keep same ones if needed) and continue the same routine next week.
The questions are as follows:
Sketch the pieces we used to build today's number.
Write the number that is___ less than today's number.
Write the number that is___ more than today's number.
Write the number that is ten more than today's number.
Write the number that is ten less than today's number.
Write today's number in standard form.
Write today's number in word form.
What is the value of the digit in place?
Write today's number in expanded form.
What is the value of the digit in place?
When counting by ones, what numbers go before and after today's number on the number line?
One of the numbers on our number line has ____ tens and ____ ones. Find the number.
The digit in the ____’s place represents______.
Count by _____.
Is today's number odd or even?
What arrangement of digits creates the least value?
What arrangement of digits creates the greatest value?
What are some other ways to build this value?
tens / onesWrite <, >, or = in the square.
Add to today's number.
(sketch)
Where would today's number fit on this number line?
Draw the minimal collection for today's number.
If we order this week's numbers from least to greatest, which number would be ______?
Which of this week's numbers are between _____and _____?
What are some other ways to build this value?
hundreds / tens / onesSketch today's number. Sketch a previous number. Make your numbers equal by adding pieces to your smaller collection.
If you want to have , how many more do you need?
What is the nearest hundred?
What is the nearest ten?
Use a sketch to show how many are missing to make
.
Double today's number.
n + 1 = today's number
What is n?
sketch
n - 1 = today's number
What is n?
sketch
n + 2 = today's number
What is n?
sketch
n - 2 = today's number
What is n?
sketch
n + 3 = today's number
What is n?
sketch
n - 3 = today's number
What is n?
sketch
n + 4 = today's number
What is n?
sketch
n - 4 = today's number
What is n?
sketch
n + 5 = today's number
What is n?
sketch
n - 5 = today's number
What is n?
sketch
n + 6 = today's number
What is n?
sketch
n - 6 = today's number
What is n?
sketch
n + 7 = today's number
What is n?
sketch
n - 7 = today's number
What is n?
sketch
n + 8 = today's number
What is n?
sketch
n - 8 = today's number
What is n?
sketch
n + 9 = today's number
What is n?
sketch
n - 9 = today's number
What is n?
sketch
Subtract from today's number.
If today’s collection represents money, how much money do we have?