STANDARDS AT HOME
1st Grade Activities
Standards based activities that bridge the gap between home and
school.
San Francisco Unified School District
Office of Parent Relations
©SFUSD 2008
STANDARDS AT HOME
1st Grade Activities
Standards-based activities that bridge the gap between home and
school.
The Standards at Home (SAH) Project was developed by the Office of Parent Relations to give parents tools
to successfully partner with their children’s school to support classroom learning. The Office of Parent
Relations was fortunate to work with Teneh Weller of the High Expectations Parental Service to create these
activities. Teneh Weller is a former teacher at SFUSD’s George Washington Carver Elementary and has
recently become a full-time parent educator. The SAH Project is partially funded by a generous grant from
the Walter and Elise Haas Fund.
San Francisco Unified School District
Office of Parent Relations
©SFUSD 2008
© San Francisco Unified School District
1
Table of Contents
1st Grade Content Standards
STANDARD
PAGE
Letter to Teachers
1
Reading 1.6
2
Reading 1.7
8
Reading 1.11
12
Reading 1.13
32
Reading 1.16
39
Reading 2.1
41
Measurement and Geometry 1.1
43
Measurement and Geometry 1.2
45
Number Sense 1.1
46
Number Sense 1.2
49
Number Sense 1.5
50
Number Sense 2.1
52
Number Sense 2.4
54
© San Francisco Unified School District
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Dear Teachers,
For many of our students, a little extra practice is all they need
to improve their performance in a specific content area.
Parents are often willing to support their child’s learning at
home. All they need are quick and easy activities that will help
their children master the content standards. The Standards At
Home activities place this resource right at your fingertips!
As you complete report cards for your students, identify areas
where they need extra reinforcement. For several of the
content standards listed on your report card, we are providing
activities that parents can use at home with their children. The
activities are designed to allow parents to support what you
teach in the classroom by using everyday life experiences as
learning opportunities.
While the activities are intended to be self-explanatory, if you
go over them with your parents, you will most likely increase
their effectiveness.
We truly hope these activities support you in our endeavors to
improve student achievement.
Sincerely,
Deena Zacharin
Teneh Weller
SFUSD Parent Relations Office
High Expectations Parental Service
© San Francisco Unified School District
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Standards At Home
Go Rhyme!
1st Grade Standard:
Reading 1.6
Creates/ States series of rhyming words
Background Information:
Rhyming words are words that end with the same sound (i.e. cat, chat,
sat, mat). The words do not need to have the same end spelling (i.e. fly,
cry, high).
In this activity, you and your family can play a fun game while helping
your child learn more about rhyming words.
What To Do:
1.
Get a pack of index cards to create a deck. Write the given list of
rhyming words on the index cards. Write one word on each
card.
2.
Shuffle the deck of rhyme words. Deal 5 cards per player and place
the remaining cards in the center of the table, face down.
3.
The player to the left of the dealer begins by asking another player,
“Do you have a word that rhymes with ____?” They should
choose one of the words in their hand.
4.
If the person has the rhyming word, they give it to the player who
asked the question. That player places their match down and
asks another player for another rhyming word.
5.
If the player does not have a match, they say, “Go Rhyme!” and
the player picks a card from the deck. It is now the next player’s
turn.
6.
When a player runs out of cards, the game is over. Whoever has the
most matches, wins.
© San Francisco Unified School District
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WORD FAMILIES
cab
main
bank
feed
lab
pain
sank
speed
back
bake
cap
bell
pack
cake
lap
fell
bag
ham
bat
best
rag
swam
that
guest
fail
can
day
dew
mail
fan
tray
few
kick
fill
fine
link
lick
hill
line
pink
knight
bin
king
sip
light
fin
ring
dip
knob
slob
truck
duck
© San Francisco Unified School District
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Standards At Home
The Rhyme Time Race
1st Grade Standard:
Reading 1.6
Creates/ States series of rhyming words
Background Information:
Rhyming words are words that end with the same sound (i.e. cat, chat,
sat, mat). The words do not need to have the same end spelling (i.e. fly,
cry, high).
In this activity, you and your family can race to see who can come up
with the most rhyming words. On the next page you will find a list of word
families that will help you play the game.
What To Do:
1. This is a race to see who can come up with the most rhyming words
for a particular word.
2.
Choose a simple word (i.e. pot) and challenge your child to a race.
3.
Take turns coming up with a rhyming word. The word must be an
actual word and not an imaginary word.
4.
The last person that is able to come up with a word wins the round.
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WORD FAMILIES
--ab
cab, lab, blab, crab, flab, grab, scab, slab, stab
--ack
back, pack, quack, rack, black, crack, shack, snack, stack, track
--ag
bag, rag, tag, brag, flag
--ail
fail, mail, jail, nail, pail, rail, sail, tail, snail, trail
--ain
main, pain, rain, brain, chain, drain, grain, plain, Spain, sprain, stain, train
--ake
bake, cake, fake, lake, make, quake, rake, take, wake, brake, flake,
shake, snake
--am
ham, Sam, clam, slam, swam
--an
can, fan, man, pan, ran, tan, van, bran, plan, than
--ank
bank, sank, yank, blank, crank, drank, thank
--ap
cap, lap, map, nap, rap, tap, clap, flap, scrap, slap, snap, strap, trap, wrap
--at
bat, cat, fat, hat, mat, rat, sat, brat, chat, flat, spat, that
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--ay
day, may, pay, say, clay, play, pray, spray, stay, tray
--eed
feed, need, seed, weed, bleed, freed, greed, speed
--ell
bell, fell, sell, tell, well, yell, shell, smell, spell, swell
--est
best, guest, nest, pest, rest, test, vest, west, chest, crest
--ew
dew, few, knew, new, blew, chew
--ick
kick, lick, pick, quick, sick, brick, chick, click, stick, thick, trick
--ight
knight, light, might, night, right, sight, tight, bright, flight, fright, slight
--ill
fill, hill, pill, will, chill, drill, grill, skill, spill, thrill
--in
bin, fin, pin, sin, win, chin, grin, shin, skin, spin, thin, twin
--ine
fine, line, mine, nine, pine, vine, wine, shine, spine, whine
--ing
king, ring, sing, wing, bring, cling, spring, sting, string, swing, thing
--ink
link, pink, sink, wink, blink, drink, shrink, stink, think
--ip
dip, hip, lip, rip, sip, tip, chip, clip, drip, flip, grip, ship, skip, strip, trip, whip
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--ob
knob, mob, rob, blob, slob, snob
--ock
knock, lock, dock, rock, sock, block, clock, frock, shock, stock
--op
cop, hop, mop, pop, top, chop, crop, drop, flop, plop, shop, stop
--ore
bore, more, sore, tore, wore, chore, score, shore, snore, store
--ot
got, dot, hot, knot, lot, not, plot, shot, spot
--out
grout, scout, shout, spout, sprout
--ow
cow, how, now, brow, chow, plow
--uck
buck, duck, luck, cluck, stuck, truck
--um
gum, hum, drum, plum, slum
--unk
junk, chunk, drunk, shrunk, stunk, trunk
-y
by, my, cry, dry, fly, fry, shy, sky, spy, try, why
© San Francisco Unified School District
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Standards At Home
Word Swap
1st Grade Standard:
Reading 1.7
Changes target sounds to change words.
Background Information:
Learning patterns within words help a child to identify words and read
fluently. For example, if a child knows that /at/ spells “at”, they are able to
change the beginning letter to form new words like “hat”, “sat”, and
“mat”.
In this activity, you and your child will have a little fun working on the skill of
changing initial sounds to create new words.
What To Do:
1.
Cut out the “initial sound” cards and place them in a stack.
2.
Cut out the “final sound” cards and place them in a separate stack.
3.
Choose one final sound card and have your child create words by
placing different initial sound cards in front of the final sound card. The
words can be nonsense words as long as they can sound them out.
4.
Each time they create a new word they should sound it out. Provide
assistance when needed.
© San Francisco Unified School District
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INITIAL SOUND CARDS
b
c
d
f
g
h
j
k
l
m
n
p
qu
r
s
t
v
w
y
z
© San Francisco Unified School District
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FINAL SOUND CARDS
ab
ack
y
ail
ain
ake
am
an
ank
ap
at
ay
eed
ell
est
ew
ick
ight
ill
ine
ing
ink
ip
ob
© San Francisco Unified School District
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more FINAL SOUND CARDS
ock
op
ore
ot
out
ow
uck
um
unk
© San Francisco Unified School District
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Standards At Home
Sight Word Memory
1st Grade Standard:
Reading 1.11
Reads common irregular sight words.
Background Information:
There are many English words that you cannot sound out. You have to just
memorize words like “said, was, or would”. These are called sight words.
When asked, your child should be able to recite these words in 3 seconds or
less.
In this memory game, your child will practice his sight words and have a lot of
fun as well.
What To Do:
1.
2.
3.
4.
5.
6.
Get a stack of index cards. Choose 15 of the given sight words to use in
each game. Write the words on the index cards and make two sets of
each card. So when you finish, you will have 30 cards, with each word
written twice.
Spread the cards out, face down, on the floor.
Have your child turn over one card and read it aloud. They choose a
second card looking for the same word. Make sure they read each card
aloud.
If they find a match, they can take both cards and continue to look for
pairs. I f they do not make a match, they turn the cards back over. It is
now the next person’s turn. Try to remember the position of the cards.
Play the game until all of the cards are matched. The player with the
most matches, wins.
Once your child has mastered reading these cards, make a new set with
the next 15 words.
© San Francisco Unified School District
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Sight Word List
1. a
2. can
3. her
4. many
5. see
6. us
7. about
8. come
9. here
10. me
11. she
12. very
13. after
14. day
15. him
16. much
17. so
18. was
19. again
20. did
21. his
22. my
23. some
24. we
25. all
51. is
52. old
53. them
54. who
55. as
56. get
57. it
58. on
59. then
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
41.
42.
43.
44.
45.
46.
47.
48.
49.
50.
60.
61.
62.
63.
64.
65.
66.
67.
68.
do
how
new
take
were
an
down
I
no
that
what
and
eat
if
not
the
when
any
for
in
of
their
which
are
from
will
at
give
just
one
there
with
be
go
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69.
70.
71.
72.
73.
74.
75.
76.
77.
78.
79.
80.
81.
82.
83.
84.
know
or
they
work
been
good
like
other
this
would
before
had
little
our
three
you
85. boy
86. has
87. long
88. out
89. to
90. your
91. but
92. have
93. make
94. he
95. put
96. two
97. by
98. man
99. said
100. up
© San Francisco Unified School District
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Standards At Home
Sight Word BINGO
1st Grade Standard:
Reading 1.11
Reads common irregular sight words.
Background Information:
There are many English words that you cannot sound out. You have to just
memorize words like “said, was, or would”. These are called sight words.
When asked, your child should be able to recite these words in 3 seconds
or less.
This activity is a BINGO game that will help your child learn their sight
words.
Materials Needed:
•
•
•
•
•
blank BINGO board for each player
marker
25 pennies or beans for each player
sight word list (note that there are two lists, for two different games)
sight word cards
What To Do:
1.
2.
3.
4.
5.
Give each player a blank BINGO board. Have your child choose
and write 25 different words from the list in the 25 BINGO boxes. Do
not repeat any words.
Cut the sight word cards and shuffle them. Then place them in a
stack.
Have your child pull from the top of the stack reading each word
out loud.
If they have the word on their card, place a marker (a penny or
bean) on their BINGO board.
The first player to fill in a row wins the game.
© San Francisco Unified School District
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BINGO Board
B
I
N
© San Francisco Unified School District
G
O
18
BINGO Word Cards
a
can
her
many
see
us
about
come
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here
me
she
very
after
day
him
much
© San Francisco Unified School District
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so
was
again
did
his
my
some
we
© San Francisco Unified School District
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all
do
how
new
take
were
an
down
© San Francisco Unified School District
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I
no
that
what
and
eat
if
not
© San Francisco Unified School District
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the
when
for
any
in
of
their
which
© San Francisco Unified School District
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are
from
is
old
them
who
as
get
© San Francisco Unified School District
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it
on
then
will
at
give
just
one
© San Francisco Unified School District
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there
with
be
go
know
or
they
work
© San Francisco Unified School District
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been
good
like
other
this
would
before
had
© San Francisco Unified School District
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little
our
three
you
boy
has
long
out
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to
your
but
have
make
put
two
by
© San Francisco Unified School District
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he
man
said
up
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Sight Word List #1
(You can use list #1 to play one game and list #2 to play another game.)
1. a
2. can
3. her
4. many
5. see
6. us
7. about
8. come
9. here
10. me
11. she
12. very
13. after
14. day
15. him
16. much
17. so
18. was
19. again
20. did
21. his
22. my
23. some
24. we
25. all
26. do
27. how
28. new
29. take
30. were
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
41.
42.
43.
44.
45.
46.
47.
48.
49.
50.
an
down
I
no
that
what
and
eat
if
not
the
when
any
for
in
of
their
which
are
from
© San Francisco Unified School District
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Sight Word List #2
(You can use list #1 to play one game and list #2 to play another game.)
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.
is
old
78.
79.
would
before
them
who
as
get
it
on
then
will
at
give
just
one
there
with
be
go
know
or
they
work
been
good
like
other
80. had
81. little
82. our
83. three
84. you
85. boy
86. has
87. long
88. out
89. to
90. your
91. but
92. have
93. make
94. he
95. put
96. two
97. by
98. man
99. said
100. up
this
© San Francisco Unified School District
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Standards At Home
Picture It
1st Grade Standard:
Reading 1.13
Reads compound words and contractions
Background Information:
A compound word is two words put together to form one word. The two
separate words often gives hints as to what the word means. For example
day + care = daycare.
In this activity your child will have fun drawing to gain a better
understanding of compound words and their meaning.
What To Do:
1.
Pick a word from the compound word list. Have your child read the
word aloud.
2.
Ask your child what two words make up the word (flower + pot =
flowerpot).
3.
Write the two words as shown in the example below. Have your
child illustrate each word that makes up the compound word.
Example:
flower
+
pot
=
flowerpot
nn
© San Francisco Unified School District
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Standards At Home
Contraction Memory
1st Grade Standard:
Reading 1.13
Reads compound words and contractions
Background Information:
A contraction is created when a number of words are combined into a
new word. For example, “can’t” is created by combining the two words
“can” and “not”. The words are joined with an apostrophe which
replaces eliminated letters.
In this activity your child will use her memory skills find matches that form
contractions.
What To Do:
1.
Cut out the given cards. Some cards have two words on them
that are used to form contractions. Some cards have actual
contractions on them.
2.
Shuffle the cards and spread them out on the floor.
3.
Have your child turn over one card and read it aloud. They
choose another card looking for the same word each time they
turn over a card
4.
Have your child turn over one card and read it aloud. They
choose another card trying to pair contraction cards with the
two words that form that contraction.
5.
If they find a match, they can take both cards and continue to
look for pairs. I f they do not make a match, they turn the cards
back over. Here is an example of a match.
can not
can’t
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6.
It is now the next person’s turn. Try to remember the position of
the cards.
7.
Play the game until all of the cards are matched. The player with
the most matches, wins.
© San Francisco Unified School District
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cannot
can’t
do not
don’t
I am
I’m
could
not
couldn’t
© San Francisco Unified School District
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she is
she’s
they are they’re
does not doesn’t
we are
we’re
© San Francisco Unified School District
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I will
I’ll
you
would
you’d
he has
he’s
they
have
they’ve
© San Francisco Unified School District
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did not
didn’t
that is
that’s
it is
it’s
will not
won’t
© San Francisco Unified School District
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Standards At Home
Beat the Clock
1st Grade Standard:
Reading 1.16
Reads aloud with natural fluency.
Background Information:
Fluency is the ability to read with ease. By the end of the 1st grade, your
child should be reading 60 words per minute from a 1st grade level text.
Your child receives decodable books in school. These are great tools for
improving fluency. Reading these each night will help your child reach the
fluency benchmark.
What To Do:
1.
Get a decodable from your child’s teacher. This is a book on
your child’s reading level that is used in class to introduce new
spelling sounds.
2.
Have your child read the decodable book using a timer to see
how long it takes.
3.
Have them repeat reading the decodable a second time. See if
they can beat their time.
4.
Continue reading the same decodable each day until they read
it without stopping at any word. It should sound like running
water rather that dripping water.
© San Francisco Unified School District
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Standards At Home
Word War
1st Grade Standard:
Reading 1.16
Reads aloud with natural fluency.
Background Information:
Fluency is the ability to read with ease. By the end of the 1st grade, your
child should be reading 60 words per minute from a 1st grade level text.
Knowing sight words with automatically will improve their fluency.
What To Do:
1.
Cut out the sight word cards provided below.
2.
Shuffle a stack of sight words and place them in a pile between
two players.
3.
Flip the top card over. Whoever can say the word correctly first,
gets the card. (If an adult is playing with a child, the adult should
wait 3 seconds before answering.)
4.
When the stack is finished, count to see who was able to read
the most words.
5.
The player with the most cards, wins.
© San Francisco Unified School District
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Standards At Home
I Told It, Now You Tell It
1st Grade Standard:
Reading 2.1
Understands sequence and logical order.
Background Information:
Being able to retell a story’s events builds comprehension (understanding
what you read). It also is important for children to be able to put events
into order (sequence). Time order words are words a writer uses to tell
when an event takes place in a story (i.e. first, then, next, finally, etc.).
This is a simple activity that helps your child master the important skill of
sequencing.
What To Do:
1.
Read a story to your child.
2.
Have your child retell the story in his own words. Prompt them to
use time order words (first, then, next, finally, etc.) to help them
sequence the events in the story.
© San Francisco Unified School District
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Standards At Home
What Are the Steps?
1st Grade Standard:
Reading 2.1
Understands sequence and logical order.
Background Information:
Being able to retell a story’s events builds comprehension. It also is
important for children to be able to put events into a logical order
(sequence).
Time order words are words a writer uses to indicate when an event takes
place in a story (i.e. first, then, next, finally, etc.).
In this activity, your child will demonstrate their understanding of
sequencing by describing how to do something in a logical, sequential
order.
What To Do:
1.
Have your child explain how to do something they like to do for
example, they can explain how to make a peanut butter and
jelly sandwich or how to get to school.
2.
Encourage them to use time order words as they explain (i.e. first,
next, then, finally, etc.)
© San Francisco Unified School District
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Standards At Home
Compare and Weigh
1st Grade Standard:
Measurement and Geometry 1.1
Compares length, weight, and volume of two or more objects.
Background Information:
In the 1st grade, your child learns to look at two or more objects and
compare their weight, length and volume. Exploring the weight, length,
and volume of objects at home can help students be more successful in
school.
Weight is how much something weighs. Length is how long something is
and volume is the amount of space an object takes up.
In this activity, your child will compare the weight of two objects.
What To Do:
1.
Pick two non-breakable objects and have your child predict
which object is heavier. Ask her why she thinks that the object is
heavier.
2.
Take both objects and have your child hold them out in front of
them at the same height. Then drop the objects at the same
time.
3.
The object that hits the ground first, is the heavier object.
4.
Repeat three times to ensure accuracy.
5.
To reinforce your conclusion, use a scale to determine the true
weight of each object.
© San Francisco Unified School District
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Standards At Home
Compare and Measure
1st Grade Standard:
Measurement and Geometry 1.1
Compares length, weight, and volume of two or more objects.
Background Information:
In the 1st grade, your child learns to look at two or more objects and
compare their weight, length and volume. Exploring the weight, length,
and volume of objects at home can help students be more successful in
school.
Weight is how much something weighs. Length is how long something is
and volume is the amount of space an object takes up.
In this activity, your child will determine and compare the length of two
objects.
What To Do:
1.
Pick two objects and have your child predict which object is
longer.
2.
Take a piece of string and measure the first object by cutting the
string the same length as the object.
3.
Take that same piece of string and compare that piece of string
to the second object.
4.
Have your child determine if their prediction was correct.
5.
You may also use a measuring tape or a ruler and actually
measure both objects to reinforce your conclusion.
© San Francisco Unified School District
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Standards At Home
What Time Is It?
1st Grade Standard:
Measurement and Geometry 1.2
Can tell time to the nearest half-hour and relate time to events.
Background Information:
In the 1st grade, your child will be learning to tell time to the nearest ½
hour. So they should be able to tell you when it is 1:30, 8:30, or 10:00.
It is also important that they are able to associate specific events with
particular times of the day. For example, they should know that bedtime is
at 8:30 and identify for themselves when it is time to go to bed.
In this activity, your child will practice telling time to the nearest ½ hour in
a fun and interactive way.
What To Do:
1.
Get an analog clock. They are under $5.00 at WalMart. Write
down a schedule for your child. Include activities like playtime,
bathtime, bedtime, dinnertime, etc.
2.
Write down the times you want your child to complete each
task. Use times to the nearest ½ hour (either __:30 or __:00).
3.
Once you have established a schedule, they should go the
analog clock on their own, identify what time it is, and complete
the tasks.
4.
Gives them a quarter each time they are able to complete a
task at the correct time.
5.
They can use the quarters to buy an activity or a treat. For
example, a TV show or getting a scoop of ice cream.
6.
Reuse the same quarters the next time you play.
© San Francisco Unified School District
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Standards At Home
Bowls of Beans
1st Grade Standard:
Number Sense 1.1
Counts and groups objects in 1’s and 10’s.
Background Information:
When a child is counting or grouping objects by 1’s, they are simply
counting 1, 2, 3, 4, etc. When they are counting our grouping objects by
10’s they are counting 10, 20, 30, 40, etc. Grouping items by 10’s helps
students better understand number sense.
In this activity, your child will practice counting objects into groups of 10.
What To Do:
1. Get a piece of large construction paper from your child’s teacher.
2.
Have your child count out 100 beans.
3.
Then ask her to count out 10 beans and glue them in a group on
the construction paper.
4.
Have her draw a circle around the group of 10 beans and write 10
under the circle.
5.
Continue counting out groups of 10 beans and gluing them down.
Write 20 under the second circle, 30 under the third circle and so
on. Keep going until you have 10 sets of 10 or 100 beans.
10
20
30
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48
Standards At Home
Hopscotch
1st Grade Standard:
Number Sense 1.1
Counts and groups objects in 1’s and 10’s.
Background Information:
When a child is counting or grouping objects by 1’s, they are simply
counting 1, 2, 3, 4, etc. When they are counting our grouping objects by
10’s they are counting 10, 20, 30, 40, etc. Grouping items by 10’s helps
students better understand number sense.
In this activity, you will get outside and have a little fun playing Hopscotch
with your child.
What To Do:
1. Get some sidewalk chalk and create a Hopscotch pattern on your
sidewalk, driveway or local playground.
2.
Have your child count by 10’s and write a numbers in each box.
Start with 10 for the first box, 20 for the second box and so on until
you reach 100. It should look like this:
10
20
30
40
50
60
70
80
0
90
100
© San Francisco Unified School District
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3.
Play Hopscotch by jumping in each square while shouting out the
numbers as you go. When you land on two numbers, shout out both
numbers.
© San Francisco Unified School District
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Standards At Home
Number War
1st Grade Standard:
Number Sense 1.2
Can compare and order numbers up to 100.
Background Information:
In school, your child is asked to compare numbers to determine which is
the greatest and which is the least. They also are given several numbers
and asked to place them in order from least to greatest or from greatest
to least.
In this activity, you and your child will play a fun card game and practice
determining which number is greater.
What To Do:
1. You will need a deck of cards for this game. Remove the 10’s and
face cards from the deck.
2.
Have two players sit at a table or on the floor across from each
other.
3.
Deal all of the cards until the deck is gone. Do not look at your
cards.
4.
Both players then take two cards from the top of their pile and form
the greatest number they can make. For example, if you pick up a
5 and a 9, the greatest number you can create is 95.
5.
Both players show their numbers.
6.
Whoever has the greater number, collects all four cards and places
them on the bottom of their stack.
7.
Continue playing until one person has all of the cards.
© San Francisco Unified School District
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Standards At Home
Money, Money, Money
1st Grade Standard:
Number Sense 1.5
Understands coin value and combinations
Background Information:
It is important for your child to understand the value of each coin and
how to count combinations of coins.
In this activity, you will use coins to determine the value of coin
combinations.
What To Do:
1. Go over the value of each coin (quarter, dime, nickel and penny).
For example, a quarter is 25 cents.
2.
Have your child count coins that you place in front of them. At first,
you should use a group of the same coins. For example, 3 nickels or
4 quarters.
3.
As they improve, start giving them combinations of coins. They
should always count the coins with the greatest value first. For
example, if you have 2 quarters, 1 dime, and 2 nickels, you would
count 25, 50, 60, 65, 70.
© San Francisco Unified School District
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Standards At Home
Stores R Us
1st Grade Standard:
Number Sense 1.5
Understands coin value and combinations
Background Information:
It is important for your child to understand the value of each coin and
how to count combinations of coins.
In this activity, you will play a fun game called “Stores R Us” that uses
money and objects.
What To Do:
1. Give your child a few dollars in coins. Give him some quarters, some
dimes, some nickels and some pennies. The money is for the
purpose of the game and your child will give it back at the end.
2.
Discuss the value of each coin. Practice counting combinations of
coins before you begin playing the game.
3.
Label several objects around the house with a price tag (up to
$1.00).
4.
Have your child pick out an item and pay you in coins for that item.
5.
When your child gets good at the game, encourage him to pay
you with the fewest number of coins as possible. (For example, if
and item costs 67 cents, they would pay with 2 quarters, 1 dime, 1
nickel, and 2 pennies rather than 6 dimes and 7 pennies.)
6.
As an extra challenge, ask your child to come up with different
combinations of coins to pay for the same object.
© San Francisco Unified School District
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Standards At Home
Add’em Up
1st Grade Standard:
Number Sense 2.1
Knows addition and subtraction facts (sums to 20)
Background Information:
Your child should know their addition and subtraction facts automatically.
This means they can give an answer to a problem in less than 3 seconds.
In the first grade, they learn their addition facts with sums to 20.
9 + 9 has a sum of 18. Your child should be able to add any two numbers
that add up to 20 or less.
In this activity, you will use ordinary playing cards to help your child master
addition and subtraction facts.
What To Do:
1. Get a deck of cards. Remove the Aces, Jokers and face cards.
Each card is worth the number on the card.
2.
Have two players sit at a table or on the floor across from each
other.
3.
Deal all of the cards until the deck is gone. Do not look at your
cards.
4.
Place the cards faced down on the table in front of each player.
5.
Without looking, each player takes a card from their deck and
places it in the center of the table. Whoever can add the two
numbers first, gets the two cards and places them at the bottom of
their pile of cards. (Note: Give your child 3 seconds before
answering.)
6.
Continue playing until one player has acquired all of the cards.
© San Francisco Unified School District
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Standards At Home
Add the Dice
1st Grade Standard:
Number Sense 2.1
Knows addition and subtraction facts (sums to 20)
Background Information:
Your child should know their addition and subtraction facts automatically.
This means they can give an answer to a problem in less than 3 seconds.
In the first grade, they learn their addition facts with sums to 20.
9 + 9 has a sum of 18. Your child should be able to add any two numbers
that add up to 20 or less.
In this activity, you will play a simple game with dice to help your child
learn their addition facts.
What To Do:
1. Get two dice.
2.
Take turns rolling the dice.
3.
Whoever can add the two dice together first, earns a point. (Note: If
you are playing with your child, give them 3 seconds before
answering.)
© San Francisco Unified School District
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Standards At Home
Pop-Up!
1st Grade Standard:
Number Sense 2.4
Can skip count by 2’s, 5’s, and 10’s
Background Information:
It is important to make sure your child understands how to skip count. It is
the building block to learning multiplication, division, telling time, counting
money and much more.
In this activity, your child will learn to skip count while getting exercise.
What To Do:
1.
Start in a squatted position and start skip counting by 5’s.
2.
Every time you come to a multiple of 10, jump up in the air and then
return to a squatted position. It will look like this.
5
3.
2
10
15
20
25
30
and so
on…
Repeat, counting by 2’s. Every time you come to a power of 10,
jump up in the air and then return to a squatted position. It will look
like this.
4
6
8
10
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and so
on…
56
Standards At Home
Jump It Out!
1st Grade Standard:
Number Sense 2.4
Can skip count by 2’s, 5’s, and 10’s
Background Information:
It is important to make sure your child understands how to skip count. It is
the building block to learning multiplication, division, telling time, counting
money and much more.
In this activity, your child will learn to skip count while jump roping.
What To Do:
1. Get a jump rope (or two if you want to do it with your child).
2.
Count by 2’s as you jump. Say a different number each time you
jump (2, 4, 6, 8, 10, 12, etc.). Count until you get to 100.
3.
Next, time try jumping by 5’s and then 10’s.
© San Francisco Unified School District
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