STANDARDS AT HOME. 1 st Grade Activities. Standards based activities that bridge the gap between home and school.

Transcription

1 STANDARDS AT HOME 1 st Grade Activities Standards based activities that bridge the gap between home and school. San Francisco Unified School District Office of Parent Relations SFUSD 2008

2 STANDARDS AT HOME 1 st 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

3 STANDARD Table of Contents 1 st Grade Content Standards Letter to Teachers 1 Reading Reading Reading Reading Reading Reading Measurement and Geometry Measurement and Geometry Number Sense Number Sense Number Sense Number Sense PAGE Number Sense San Francisco Unified School District 2

4 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 SFUSD Parent Relations Office Teneh Weller High Expectations Parental Service San Francisco Unified School District 3

5 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 4

6 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 5

7 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. San Francisco Unified School District 6

8 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 San Francisco Unified School District 7

9 --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 San Francisco Unified School District 8

10 --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 9

11 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 10

12 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 11

13 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 12

14 more FINAL SOUND CARDS ock op ore ot out ow uck um unk San Francisco Unified School District 13

15 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. 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. 2. Spread the cards out, face down, on the floor. 3. 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. 4. 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. 5. Play the game until all of the cards are matched. The player with the most matches, wins. 6. Once your child has mastered reading these cards, make a new set with the next 15 words. San Francisco Unified School District 14

16 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. do 27. how 28. new 29. take 30. were 31. an 32. down 33. I 34. no 35. that 36. what 37. and 38. eat 39. if 40. not 41. the 42. when 43. any 44. for 45. in 46. of 47. their 48. which 49. are 50. from 60. will 61. at 62. give 63. just 64. one 65. there 66. with 67. be 68. go San Francisco Unified School District 15

17 69. know 70. or 71. they 72. work 73. been 74. good 75. like 76. other 77. this 78. would 79. before 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 San Francisco Unified School District 16

18 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. 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. 2. Cut the sight word cards and shuffle them. Then place them in a stack. 3. Have your child pull from the top of the stack reading each word out loud. 4. If they have the word on their card, place a marker (a penny or bean) on their BINGO board. 5. The first player to fill in a row wins the game. San Francisco Unified School District 17

19 BINGO Board B I N G O San Francisco Unified School District 18

20 BINGO Word Cards a can her many see us about come San Francisco Unified School District 19

21 here me she very after day him much San Francisco Unified School District 20

22 so was again did his my some we San Francisco Unified School District 21

23 all do how new take were an down San Francisco Unified School District 22

24 I no that what and eat if not San Francisco Unified School District 23

25 the when for any in of their which San Francisco Unified School District 24

26 are from is old them who as get San Francisco Unified School District 25

27 it on then will at give just one San Francisco Unified School District 26

28 there with be go know or they work San Francisco Unified School District 27

29 been good like other this would before had San Francisco Unified School District 28

30 little our three you boy has long out San Francisco Unified School District 29

31 to your but have make put two by San Francisco Unified School District 30

32 he man said up San Francisco Unified School District 31

33 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. an 32. down 33. I 34. no 35. that 36. what 37. and 38. eat 39. if 40. not 41. the 42. when 43. any 44. for 45. in 46. of 47. their 48. which 49. are 50. from San Francisco Unified School District 32

34 Sight Word List #2 (You can use list #1 to play one game and list #2 to play another game.) 51. is 52. old 53. them 54. who 55. as 56. get 57. it 58. on 59. then 60. will 61. at 62. give 63. just 64. one 65. there 66. with 67. be 68. go 69. know 70. or 71. they 72. work 73. been 74. good 75. like 76. other 77. this 78. would 79. before 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 San Francisco Unified School District 33

35 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: nn flower + pot = flowerpot San Francisco Unified School District 34

36 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 San Francisco Unified School District 35

37 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 36

38 cannot can t do not don t I am I m could not couldn t San Francisco Unified School District 37

39 she is she s they are they re does not doesn t we are we re San Francisco Unified School District 38

40 I will I ll you would you d he has he s they have they ve San Francisco Unified School District 39

41 did not didn t that is that s it is it s will not won t San Francisco Unified School District 40

42 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 1 st grade, your child should be reading 60 words per minute from a 1 st 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 41

43 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 1 st grade, your child should be reading 60 words per minute from a 1 st 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 42

44 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 43

45 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 44

46 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 1 st 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 45

47 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 1 st 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 46

48 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 1 st 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 47

49 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 San Francisco Unified School District 48

50 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: San Francisco Unified School District 49

51 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 50

52 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 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 51

53 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 52

54 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 53

55 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 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 54

56 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 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 55

57 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 and so on 3. 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 and so on San Francisco Unified School District 56

58 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 Next, time try jumping by 5 s and then 10 s. San Francisco Unified School District 57