Category: 1st Grade

In first grade, students typically learn about place value and how to read and write numbers in standard form. For example, the number 24 can be understood as 2 tens and 4 ones. The digit 2 is in the tens place, and the digit 4 is in the ones place. This can be written as 24 or as 20 + 4.

Students may also learn about expanded form, where a number is written as the sum of its place value. For example, the number 24 can be written in expanded form as 20 + 4.

It is also common for first grade students to learn about the value of digits in numbers. For example, in the number 42, the digit 4 is in the tens place and has a value of 40, while the digit 2 is in the ones place and has a value of 2.

It is important for students to understand place value as it helps them to understand the value of digits in numbers and to perform arithmetic operations such as addition and subtraction.

Benefit

Learning about place value is an important foundation for understanding higher levels of math, including arithmetic and algebra. Understanding place value helps students to:

1. Read and write numbers in standard form, expanded form, and word form.
2. Compare and order numbers.
3. Perform operations such as addition, subtraction, and multiplication.
4. Understand the value of digits in numbers and how they contribute to the overall value of the number.

By learning about place value, first grade students will be better equipped to tackle more advanced math concepts in the future. It is a fundamental building block that will help students to develop a strong foundation in math.

Here are ten sample questions to help your first grade student practice place value:

Practices

Questions

1. What is the value of the digit 5 in the number 57?
2. Write the number 82 in expanded form.
3. Write the number 36 in standard form.
4. What is the value of the digit 9 in the number 902?
5. Write the number 74 in expanded form.
6. What is the value of the digit 3 in the number 135?
7. Write the number 25 in standard form.
8. What is the value of the digit 8 in the number 846?
9. Write the number 91 in expanded form.
10. What is the value of the digit 6 in the number 602?

Answers

1. The value of the digit 5 in the number 57 is 50.
2. The number 82 can be written in expanded form as 80 + 2.
3. The number 36 is already written in standard form.
4. The value of the digit 9 in the number 902 is 900.
5. The number 74 can be written in expanded form as 70 + 4.
6. The value of the digit 3 in the number 135 is 30.
7. The number 25 is already written in standard form.
8. The value of the digit 8 in the number 846 is 800.
9. The number 91 can be written in expanded form as 90 + 1.
10. The value of the digit 6 in the number 602 is 600.

10 questions about face value and place value:

1. What is the face value of the digit 5 in the number 75?
2. What is the place value of the digit 3 in the number 803?
3. What is the face value of the digit 9 in the number 9,005?
4. What is the place value of the digit 2 in the number 23,456?
5. What is the face value of the digit 0 in the number 100?
6. What is the place value of the digit 8 in the number 8,902?
7. What is the face value of the digit 1 in the number 1,000?
8. What is the place value of the digit 4 in the number 4,321?
9. What is the face value of the digit 6 in the number 60?
10. What is the place value of the digit 9 in the number 9,000,000?

Answers

Here are the explanations for each of the statements:

1. The face value of the digit 5 in the number 75 is 5. The face value of a digit is the value of the digit itself.
2. The place value of the digit 3 in the number 803 is 3. The place value of a digit is determined by its position in the number. In this case, the digit 3 is in the ones place, which has a value of 3.
3. The face value of the digit 9 in the number 9,005 is 9. The face value of a digit is the value of the digit itself.
4. The place value of the digit 2 in the number 23,456 is 2,000. The place value of a digit is determined by its position in the number. In this case, the digit 2 is in the thousands place, which has a value of 2,000.
5. The face value of the digit 0 in the number 100 is 0. The face value of a digit is the value of the digit itself.
6. The place value of the digit 8 in the number 8,902 is 8,000. The place value of a digit is determined by its position in the number. In this case, the digit 8 is in the thousands place, which has a value of 8,000.
7. The face value of the digit 1 in the number 1,000 is 1. The face value of a digit is the value of the digit itself.
8. The place value of the digit 4 in the number 4,321 is 400. The place value of a digit is determined by its position in the number. In this case, the digit 4 is in the hundreds place, which has a value of 400.
9. The face value of the digit 6 in the number 60 is 6. The face value of a digit is the value of the digit itself.
10. The place value of the digit 9 in the number 9,000,000 is 9,000,000. The place value of a digit is determined by its position in the number. In this case, the digit 9 is in the millions place, which has a value of 9,000,000.

Learning to count and understand numbers is an important part of a first grade education. Counting numbers from 51 to 99 can help first graders develop their number sense and their ability to count and understand the relationships between numbers. It also helps them practice basic math operations, such as addition and subtraction, and understand place value.

Being able to count and understand numbers is an important foundation for more advanced math concepts and skills, and it is a skill that is used in everyday life. For example, counting numbers can be used to keep track of money, to count the number of items in a group, and to measure the distance or duration of events. Overall, being able to count and understand numbers is an important part of being literate and being able to function in society.

Here are the counting numbers from 51 to 99:

51, 52, 53, 54, 55, 56, 57, 58, 59, 60, 61, 62, 63, 64, 65, 66, 67, 68, 69, 70, 71, 72, 73, 74, 75, 76, 77, 78, 79, 80, 81, 82, 83, 84, 85, 86, 87, 88, 89, 90, 91, 92, 93, 94, 95, 96, 97, 98, 99

Here are the counting numbers from fifty-one to ninety-nine written out in words:

• fifty-one
• fifty-two
• fifty-three
• fifty-four
• fifty-five
• fifty-six
• fifty-seven
• fifty-eight
• fifty-nine
• sixty
• sixty-one
• sixty-two
• sixty-three
• sixty-four
• sixty-five
• sixty-six
• sixty-seven
• sixty-eight
• sixty-nine
• seventy
• seventy-one
• seventy-two
• seventy-three
• seventy-four
• seventy-five
• seventy-six
• seventy-seven
• seventy-eight
• seventy-nine
• eighty
• eighty-one
• eighty-two
• eighty-three
• eighty-four
• eighty-five
• eighty-six
• eighty-seven
• eighty-eight
• eighty-nine
• ninety
• ninety-one
• ninety-two
• ninety-three
• ninety-four
• ninety-five
• ninety-six
• ninety-seven
• ninety-eight
• ninety-nine

Here are some common questions about the number 100 that might be asked in first grade:

Questions

1. What is the number 100?
2. How do you write the number 100?
3. What is the place value of the digit 0 in the number 100?
4. How many tens are there in the number 100?
5. How many hundreds are there in the number 100?
6. What is the value of the number 100?
7. How many ones are there in the number 100?
8. What comes after the number 100?
9. What comes before the number 100?
10. How do you count to the number 100?

Answers

1. The number 100 is a counting number.
2. The number 100 is written as “100.”
3. The place value of the digit 0 in the number 100 is 0.
4. There are 10 tens in the number 100.
5. There is 1 hundred in the number 100.
6. The value of the number 100 is 100.
7. There are 0 ones in the number 100.
8. The number 101 comes after the number 100.
9. The number 99 comes before the number 100.
10. To count to the number 100, you can say “one, two, three, four, five, six, seven, eight, nine, ten, eleven, twelve, thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen, twenty, twenty-one, twenty-two, twenty-three, twenty-four, twenty-five, twenty-six, twenty-seven, twenty-eight, twenty-nine, thirty, thirty-one, thirty-two, thirty-three, thirty-four, thirty-five, thirty-six, thirty-seven, thirty-eight, thirty-nine, forty, forty-one, forty-two, forty-three, forty-four, forty-five, forty-six, forty-seven, forty-eight, forty-nine, fifty, fifty-one, fifty-two, fifty-three, fifty-four, fifty-five, fifty-six, fifty-seven, fifty-eight, fifty-nine, sixty, sixty-one, sixty-two, sixty-three, sixty-four, sixty-five, sixty-six, sixty-seven, sixty-eight, sixty-nine, seventy, seventy-one, seventy-two, seventy-three, seventy-four, seventy-five, seventy-six, seventy-seven, seventy-eight, seventy-nine, eighty, eighty-one, eighty-two, eighty-three, eighty-four, eighty-five, eighty-six, eighty-seven, eighty-eight, eighty-nine, ninety, ninety-one, ninety-two, ninety-three, ninety-four, ninety-five, ninety-six, ninety-seven, ninety-eight, ninety-nine, one hundred.”

10 more examples of additions whose result is 100 that might be suitable for first grade:

1. 50 + 50 = 100
2. 25 + 75 = 100
3. 40 + 60 = 100
4. 15 + 85 = 100
5. 30 + 70 = 100
6. 10 + 20 + 30 + 40 = 100
7. 11 + 22 + 33 + 44 = 100
8. 60 + 20 + 10 + 10 = 100
9. 70 + 20 + 10 = 100
10. 80 + 10 + 10 = 100

“Before and after” refers to the concept of ordering events or numbers in time or sequence. In first grade, students might practice this concept by identifying which number comes before or after a given number, or by putting events in order from first to last. Here are a few examples of activities that could help first graders practice the concept of before and after:

1. Number lines: Draw a number line on a piece of paper, with numbers from 1 to 20. Have the student point to a number and say the number that comes before it or after it.
2. Before and after puzzles: Cut out numbers from 1 to 10 and have the student put them in order from least to greatest. Alternatively, you could use pictures or words to create before and after puzzles.
3. Sequencing events: Tell the student a simple story, such as “First I woke up, then I brushed my teeth, then I had breakfast.” Have the student retell the story in the correct order.
4. Calendars: Use a calendar to practice the concept of before and after. Have the student identify the day that comes before or after a given day.

Before and after number questions for first grade students:

Questions

1. What comes before 2?
2. What number comes after 3?
3. What comes before 6?
4. What number comes after 7?
5. What comes before 8?
6. What number comes after 9?
7. What comes before 10?
8. What number comes after 11?
9. What comes before 12?
10. What number comes after 13?

Answers

1. The number that comes before 2 is 1.
2. The number that comes after 3 is 4.
3. The number that comes before 6 is 5.
4. The number that comes after 7 is 8.
5. The number that comes before 8 is 7.
6. The number that comes after 9 is 10.
7. The number that comes before 10 is 9.
8. The number that comes after 11 is 12.
9. The number that comes before 12 is 11.
10. The number that comes after 13 is 14.

Benefit

Learning about before and after numbers is an important skill for first grade students because it helps them understand the concept of place value and the order of numbers. Understanding before and after numbers is also a key component of number sense, which is the ability to understand and use numbers in a variety of contexts. This skill is important because it helps students develop a solid foundation for more advanced math concepts that they will learn in later grades.

Here are a few specific ways that learning about before and after numbers can benefit first grade students:

• It helps students understand the relationships between numbers and how they are connected in a sequence.
• It helps students develop their counting skills and understand how to count in order.
• It helps students learn how to compare numbers and understand which numbers are greater than or less than others.
• It helps students develop their problem-solving skills by allowing them to use their understanding of numbers to solve simple math problems.

In first grade, students typically learn about the concepts of “greater than,” “less than,” and “equal to” as part of their mathematics education. These concepts can be challenging for some students, but with practice, they can be understood and mastered.

“Greater than” means that one number is larger than another number. For example, 5 is greater than 3 because 5 is larger than 3. This can be shown using the symbol “>”. For example, we can write “5 > 3” to mean “5 is greater than 3.”

“Less than” means that one number is smaller than another number. For example, 3 is less than 5 because 3 is smaller than 5. This can be shown using the symbol “<“. For example, we can write “3 < 5” to mean “3 is less than 5.”

“Equal to” means that two numbers are the same. For example, 5 is equal to 5 because they are the same number. This can be shown using the symbol “=”. For example, we can write “5 = 5” to mean “5 is equal to 5.”

In first grade, students usually learn to compare numbers using these concepts and symbols. They may also learn to use them in simple math problems to determine the correct answer.

Greater or Less than and Equal to For 1st Grade Sample question and answer

Ascending order is a way to arrange numbers from smallest to largest. For example, the numbers 1, 3, 5, 7, and 9 are in ascending order.

Descending order is a way to arrange numbers from largest to smallest. For example, the numbers 9, 7, 5, 3, and 1 are in descending order.

15 questions for first graders on ascending and descending order:

Questions

1. Arrange the numbers 2, 4, 6, 8, 10 in ascending order.
2. Arrange the numbers 10, 9, 8, 7, 6 in descending order.
3. Arrange the numbers 3, 5, 1, 4, 2 in ascending order.
4. Arrange the numbers 5, 3, 1, 2, 4 in descending order.
5. Arrange the numbers 6, 4, 2, 1, 3 in ascending order.
6. Arrange the numbers 8, 7, 6, 5, 4 in descending order.
7. Arrange the numbers 10, 8, 6, 4, 2 in ascending order.
8. Arrange the numbers 5, 7, 3, 9, 1 in descending order.
9. Arrange the numbers 2, 3, 4, 5, 6 in ascending order.
10. Arrange the numbers 9, 8, 7, 6, 5 in descending order.
11. Arrange the numbers 1, 4, 2, 5, 3 in ascending order.
12. Arrange the numbers 6, 5, 4, 3, 2 in descending order.
13. Arrange the numbers 3, 1, 2, 4, 5 in ascending order.
14. Arrange the numbers 8, 6, 4, 2, 1 in descending order.
15. Arrange the numbers 5, 1, 3, 2, 4 in ascending order.

Answers

1. 2, 4, 6, 8, 10
2. 10, 9, 8, 7, 6
3. 1, 2, 3, 4, 5
4. 5, 4, 3, 2, 1
5. 1, 2, 3, 4, 6
6. 8, 7, 6, 5, 4
7. 2, 4, 6, 8, 10
8. 9, 7, 5, 3, 1
9. 2, 3, 4, 5, 6
10. 9, 8, 7, 6, 5
11. 1, 2, 3, 4, 5
12. 6, 5, 4, 3, 2
13. 1, 2, 3, 4, 5
14. 8, 6, 4, 2, 1
15. 1, 2, 3, 4, 5

Benefit

Learning about ascending and descending order is an important foundation for first graders to build upon as they continue their education in math. Understanding these concepts can help students understand and compare different quantities, and it is a key concept in math and problem-solving. It can also help students develop their ability to organize and analyze data, which is a valuable skill in many fields.

Additionally, learning about ascending and descending order can help students understand and apply these concepts in real-world situations, such as organizing and comparing lists of items, or understanding and using data in charts and graphs. Understanding these concepts can also help students develop problem-solving and critical thinking skills, as they will need to evaluate and compare different quantities and determine the appropriate order for them.

Few number games that might be suitable for first grade students to help them practice finding and identifying numbers:

1. Number Match: Write a set of numbers on one set of cards and the corresponding number of objects on another set of cards. Have the students match the cards by placing the number card with the correct number of objects.
2. Count the Room: Have the students walk around the classroom and count the number of objects they see that are a certain color, shape, or size. For example, “Count how many red things you can find” or “Find and count all of the circles in the room.”
3. Number Puzzles: Cut out numbers from magazines or printouts and have the students put the numbers in order from least to greatest or greatest to least.
4. Number Scavenger Hunt: Write a list of numbers and hide them around the classroom. Have the students search for the numbers and check them off their list as they find them.
5. Number Line Hop: Use masking tape to create a number line on the floor. Have the students take turns rolling a dice and then hopping to the corresponding number on the number line.

Hidden number in number table

To find a hidden number in a number table, you can look for the number in the grid of rows and columns. For example, if you are looking for the number 17 in the following number table, you would find it in the second row, seventh column:

It is possible to form two different numbers using two different digits. For example, using the digits “1” and “2,” you can form the numbers 12 and 21. These two numbers are different because the digits are arranged in a different order.

Here are a few more examples of two different numbers that can be formed using two different digits:

• Using the digits “3” and “4,” you can form the numbers 34 and 43.
• Using the digits “5” and “6,” you can form the numbers 56 and 65.
• Using the digits “7” and “8,” you can form the numbers 78 and 87.

It’s important to note that the position of the digits in the number can affect its value. For example, the number 12 is greater than the number 21 because the digit “1” is in the tens place and the digit “2” is in the ones place. This means that 12 represents the value of 10 tens and 2 ones, or a total of 12, while 21 represents 2 tens and 1 one, or a total of 21.

Sample Questions

Here is a sample question that could be used to help students practice forming numbers correctly:

Write the number 36 using the digits 3 and 6.

To solve this problem, the student would need to form the number 36 by writing a 3 followed by a 6. It is important that the student pay attention to the order of the digits, as well as the proper stroke and curve formation for each digit. The student should also make sure that the number is the same size and is easy to read.

Here is another sample question:

Write the number 74 using the digits 7 and 4.

To solve this problem, the student would need to form the number 74 by writing a 7 followed by a 4. As with the previous question, it is important that the student pay attention to the order of the digits, as well as the proper stroke and curve formation for each digit. The student should also make sure that the number is the same size and is easy to read.