Math Box for 1st grade - 20 number range
Writing motor skills for numbers 1-20. Connecting numbers with pictorial representations. Knowledge of the number word series (counting forward...
Our system work tools support unified learning and help to actively grasp what is learned with all sen-ses. All items are aligned to the decimal system.
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Writing motor skills for numbers 1-20. Connecting numbers with pictorial representations. Knowledge of the number word series (counting forward...
Recognising the number and its value Comparing numbers in the range 10 and 100 using relations (using specific terms such as "...is less...
Recognize that digits are values that come after the numbers 0-9. Recognize that numbers can be made up of digits Number recognition (visual...
Training of spatial imagination (building patterns; reconstruction of geometric bodies and surfaces). Encouraging creativity, fine motor skills...
Training of spatial imagination (building patterns; reconstruction of geometric bodies and surfaces). Encouraging creativity, fine motor skills...
Addition - adding with and without passing tens Multiplication - multiply division - dividing - distributing Comparison of numbers...
Addition - adding with and without passing tens Multiplication - multiply division - dividing - distributing Comparison of numbers...
Addition - adding with and without passing tens Multiplication - multiply division - dividing - distributing Comparison of numbers...
Addition - adding with and without passing tens Multiplication - multiply division - dividing - distributing Comparison of numbers...
Addition - adding with and without passing tens Multiplication - multiply division - dividing - distributing Comparison of numbers...
Addition - adding with and without passing tens Multiplication - multiply division - dividing - distributing Comparison of numbers...
Addition - adding with and without passing tens Multiplication - multiply division - dividing - distributing Comparison of numbers...
Addition - adding with and without passing tens Multiplication - multiply division - dividing - distributing Comparison of numbers...
Addition - adding with and without passing tens Multiplication - multiply division - dividing - distributing Comparison of numbers...
Addition - adding with and without passing tens Multiplication - multiply division - dividing - distributing Comparison of numbers...
Addition - adding with and without passing tens Multiplication - multiply division - dividing - distributing Comparison of numbers...
Name geometric surface and solid shapes Determine volume with unit cubes Determine number of vertices, edges and faces Convert larger unit to...
Recognize and use structures in number recognition (e.g., 1000 as 10 H or as 100 Z). Use the structure of the tens system (bundling, place...
Recognize and use structures in number recognition (e.g., 1000 as 10 H or as 100 Z). Use the structure of the tens system (bundling, place...
Recognize and use structures in number recognition. Varied exercises for bundling: How many units make a ten-bar? How many tens make a hundreds...
Recognize and use structures in number recognition (e.g., 1000 as 10 H or as 100 T). Use the structure of the tens system (bundling, place...
Recognize and use structures in number recognition. Varied exercises for bundling: How many units make a ten-bar? How many tens make a hundreds...
Acquisition of a comprehensive number concept (e.g. structure of the decimal system). Learning addition, subtraction, multiplication and...
Recognize and use structures in number recognition (e.g., 1000 as 10 H or as 100 Z). Use the structure of the tens system (bundling, place...
Recognize and use structures in number recognition (e.g., 1000 as 10 H or as 100 Z). Use the structure of the tens system (bundling, place...
Recognize and use structures in number recognition (e.g., 1000 as 10 H or as 100 Z). Use the structure of the tens system (bundling, place...
Recognize and use structures in number recognition (e.g., 1000 as 10 H or as 100 Z). Use the structure of the tens system (bundling, place...
Recognize and use structures in number recognition (e.g. 1000 as 10 H or as 100 T). Use the structure of the decimal system (bundling, place...
Recognize and use structures in number recognition (e.g. 1000 as 10 H or as 100 T). Use the structure of the decimal system (bundling, place...
Recognise and use structures in number recognition (e.g. 1000 as 10 H or as 100 T). Use the structure of the decimal system (bundling, place...
Recognize and use structures in number recognition (e.g. 1000 as 10 H or as 100 T). Use the structure of the decimal system (bundling, place...
Recognize and use structures in number recognition (e.g. 1000 as 10 H or as 100 T). Use the structure of the decimal system (bundling, place...
Recognize and use structures in number recognition (e.g. 1000 as 10 H or as 100 T). Use the structure of the decimal system (bundling, place...
Recognize and use structures in number recognition (e.g. 1000 as 10 H or as 100 T). Use the structure of the decimal system (bundling, place...
Recognize and use structures in number recognition (e.g. 1000 as 10 H or as 100 T). Use the structure of the decimal system (bundling, place...
Recognize and use structures in number recognition (e.g. 1000 as 10 H or as 100 T). Use the structure of the decimal system (bundling, place...
Recognize and use structures in number recognition (e.g. 1000 as 10 H or as 100 T). Use the structure of the decimal system (bundling, place...
Recognize and use structures in number recognition (e.g. 1000 as 10 H or as 100 T). Use the structure of the decimal system (bundling, place...
Recognize and use structures in number recognition (e.g. 1000 as 10 H or as 100 T). Use the structure of the decimal system (bundling, place...
Recognize and use structures in number recognition (e.g. 1000 as 10 H or as 100 T). Use the structure of the decimal system (bundling, place...
Realisation that the position of a digit determines its value (place value principle). Development of a comprehensive number concept....
Realisation that the position of a digit determines its value (place value principle). Development of a comprehensive number concept....
Realisation that the position of a digit determines its value (place value principle). Development of a comprehensive number concept....
Realisation that the position of a digit determines its value (place value principle). Development of a comprehensive number concept....
count forwards and backwards from 1 to 20 grasp quantities at a glance decompose quantities (7 decomposed into e.g. 5 and 2) count in steps...
count forwards and backwards from 1 to 20 grasp quantities at a glance decompose quantities (7 decomposed into e.g. 5 and 2) count in steps...
Counting forward and backward from 1 to 100 Addition - adding with and without passing tens multiplication - multiply division - dividing -...
Counting forward and backward from 1 to 100 Addition - adding with and without passing tens multiplication - multiply division - dividing -...
count forwards and backwards from 1 to 20 grasp quantities at a glance decompose quantities (7 decomposed into e.g. 5 and 2) count in steps...
count forwards and backwards from 1 to 20 grasp quantities at a glance decompose quantities (7 decomposed into e.g. 5 and 2) count in steps...
Counting forward and backward from 1 to 100 Addition - adding with and without passing tens multiplication - multiply division - dividing -...
Illustrate arithmetic operations Estimate and then count disordered quantities of tiles (sound number concepts) Laying and decomposing ordered...
Illustrate arithmetic operations Estimate and then count disordered quantities of tiles (sound number concepts) Laying and decomposing ordered...
Illustrate arithmetic operations Estimate and then count disordered quantities of tiles (sound number concepts) Laying and decomposing ordered...
Illustrate arithmetic operations Estimate and then count disordered quantities of tiles (sound number concepts) Laying and decomposing ordered...
Illustrate arithmetic operations Estimating and then counting unordered quantities of tiles (well-founded number concept) Laying out and...
Illustrate arithmetic operations Build up a well-founded concept of numbers Stabilise and expand understanding of mathematical operations...
Made from recycled plastic, these versatile counters can be used in multiple ways to teach numerical values, for example in conjunction with ten...
Made from recycled plastic, these versatile counters can be used in multiple ways to teach numerical values, for example in conjunction with ten...
Made from recycled plastic, these versatile counters can be used in multiple ways to teach numerical values, for example in conjunction with ten...
Made from recycled plastic, these versatile counters can be used in multiple ways to teach numerical values, for example in conjunction with ten...
Formation of a consolidated concept of numbers Internalization of visualization and correct linguistic reproduction Symbolization of the 4...
Recognising numbers without having to count first Counting forwards and backwards Learning to write by tracing the stack numbers Bundling...
Recognising numbers without having to count first Counting forwards and backwards Learning to write by tracing the stack numbers Bundling...
Recognising numbers without having to count first Counting forwards and backwards Learning to write by tracing the stack numbers Bundling...
Recognising numbers without having to count first Counting forwards and backwards Learning to write by tracing the stack numbers Bundling...
Work independently at your own pace Developing solution strategies Draw logical conclusions independently Solve problems individually...
Work independently at your own pace Developing solution strategies Draw logical conclusions independently Solve problems individually...
Work independently at your own pace Developing solution strategies Draw logical conclusions independently Solve problems individually...
Explaining the terms "real" and "improper fractions Applying the terms "numerator" and "denominator Recognise fractions as part of a whole...
Explaining the terms "real" and "improper fractions Applying the terms "numerator" and "denominator Recognise fractions as part of a whole...
Explaining the terms "real" and "improper fractions Applying the terms "numerator" and "denominator Recognise fractions as part of a whole...
Explaining the terms "real" and "improper fractions Applying the terms "numerator" and "denominator Recognise fractions as part of a whole...
Include own experiences on the topic Name the hands (hour and minute hands) and numbers on the clock. Understand why every hour is double (day...
Developing a basic understanding of mathematics Decomposition of numbers (2-20) into two, respectively three subsets Use of technical terms...
as additional and supplementary material for many board/family gamesrecord and compare quantities
Orientation in the number range up to one hundred through flexible counting (forward, backward, in steps). Order and compare numbers. Justify...
Automatically and flexibly apply multiplication tables and their inversions (e.g. 42:7=6 or 42:6=7 as inversions of 6∙7=42). Use calculation...
Orientation in the number range up to one hundred through flexible counting (forward, backward, in steps). Order and compare numbers. Justify...