Math practice for first grade
FREE 1st Grade Printable Math Worksheets & First Grade Mad Minutes!
1st grade • 1st grade Math • Addition • FREE Printables • MathAugust 5, 2021
by Beth Gorden
Help your first grader get the math practice they need to achieve fluency with addition and subtraction by using these super cute, free printable, 1st grade math worksheets. These first grade math worksheets are a great way for grade 1 students to have fun practicing math with Mad Minutes Math Game. Simply print 1st grade worksheets pdf file and you are ready to practice with math worksheets grade 1 any time! Plus instructions for how to turn free math worksheets into a fun math game – MAD MINUTES!
1st grade Math Worksheets
We are always looking for fun ways for our kids to practice math. It is so important to get a firm foundation in preparation for higher math. So we try to make math practice for grade 1 students fun so they look forward to and enjoy adding and subtracting single and double digit numbers. These 1st grade math worksheets are handy, no-prep free 1st grade worksheets! Plus by turning these free first grade math worksheets into a fun math kids will be engaged as you make learning fun! Whether you are a parent, teacher, or homeschooler – you will love these grade 1 math worksheets to help kids practice addition and practice subtraction. Use these free math worksheets for 1st grade as extra practice, summer learning, math center in your classroom, or supplement to your homeschool math curriculum.
First Grade Math Worksheets
Start by scrolling to the bottom of the post, under the terms of use, and click on the text link that says >> _____ <<. The mad minutes pdf 1st grade file will open in a new window for you to save the freebie and print the template.
1st grade worksheets
I remember doing Mad Minutes growing up. I was pretty good at Math, and I loved the chance to challenge myself and show up my classmates (not nice I know ).
My first grader is good at math, but he gets lazy doing the work. Making practicing his addition and subtraction a fun game seems do the trick.
Mad minutes can be done timed or untimed. These are great for adding some extra practice.
- basic addition
- 0-20 addition
- basic subtraction
- subtraction 0-20
- combined subtraction & addition worksheets
Math worksheets grade 1
I highly recommend putting these mad minutes pdf 1st grades in page protectors or laminating to use over and over! (Note: I’ve noticed that off brand laminator sheets do not wipe clean as nicely. We will be sticking with the Scotch laminator sheets going forward!)
If you have older children, here are the links to FREE Mad Minutes for older grades:
- 2nd grade Mad Minutes
- 3rd grade Mad Minutes
- 4th grade Mad Minutes
1st grade math
So how in the world do you play Mad Minutes math game? Give you child a printable 1st grade math worksheets upside down.
Now time how long it takes them to complete their worksheets.
They are called MAD minute because it can be done in one minute, but the goal is not only math practice, improved accuracy, and math fluency —> but for your child to become more confident in math!
Write down on the back of the worksheet how long it took them to complete it. That is their benchmark. Correct the free 1st grade math worksheets together to make sure they learn the correct answer to the addition and subtraction equations.
Math Minutes in 1st grade
Now have your first grader do the same worksheet again Tuesday. Write down their new time; don’t be surprised if their time is slightly longer today…. usually the accuracy goes up some but it gets a little slower on day 2.
Day 3, repeat with the same mad minutes worksheet for grade 1. Again, write down their time and accuracy. Repeat this on day 4 and on Day 5 challenge your student to beat their time and accuracy.
You will be amazed at how both their speed and accuracy improves over the week.
Don’t worry! The subsequent Grade 1 math worksheets will review equations they have already completed to ensure they retain mastery!
First grade worksheets
If you have a 1st grader and you are looking for more fun, hands on 1st grade Worksheets, games and activities to make learning fun – you will love these resources!
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- Learn about Animal Classifications for Kids with these free printable cootie catchers
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- HUGE Ocean Animals for Kids Unit
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- Learn about LOTS of life cycles for kids (panda, spider, watermelon, bee, sunflower, spider, and more!)
- TONS of fun Human Body for Kids activities, expeirments, and free printables too!
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United States Lesson for Kids
Help children learn about the great country of the United States with these free printables.
Plus don’t miss all our fun, free, and immersive history lessons for kids
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- American Symbols Worksheets
- Explore American History for kids including lots of fun, hands on activities and free printables
- 4 week lesson about Early Explorers for Kids
- The Colonial America for Kids lesson takes kids on a journey back to the first permanent settlement in America – Jamestown.
Students will learn about colonial life with lots of hands on projects like eating Gruel, making a Wattle & Daub house, and creating a tin lantern will make the settlement come alive. - We will make westward expansion for kids come alive for kids as they learn facts about the time period from about 1783-1898. In addition to learning about the Oregon trail, pony express, gold rush, transcontinental railroad, students will also learn to match animal trails, map the united states, and learn about North American animals too.
- Pennant History Posters to see US History At-a-Glance
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1st grade math minutes pdf
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>> 1st Grade Mad Minutes here <<
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About the author
Beth Gorden
Beth Gorden is the creative multi-tasking creator of 123 Homeschool 4 Me.
As a busy homeschooling mother of six, she strives to create hands-on learning activities and worksheets that kids will love to make learning FUN! She has created over 1 million pages of printables to help teach kids ABCs, science, English grammar, history, math, and so much more! Beth is also the creator of 2 additional sites with even more educational activities and FREE printables - www.kindergartenworksheetsandgames.com and www.preschoolplayandlearn.com
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Guidelines for teachers starting to work on the course of mathematics L.
G. Peterson Learning to Learn Grade 1 Consultation 1. Lessons 1 – 15
First of all, we recommend that you read the Introductory Consultation for Grade 1 Teachers.
- One of the most important tasks of the first lessons is to form in children the desire to go to school, understanding by each of them that a lot can be learned at school and that the child will succeed. During this period of training, the principle of psychological comfort is the main one. Therefore the material of the first lessons of is chosen in such a way as to arouse interest in children, and so that every child can be successful in something. In the course of the 1st grade there is an adaptation period. The use of technology of the activity method and the lessons of the over-subject course "The World of Activity" allow all students, without exception, to be involved in the educational process, regardless of the level of training. With the help of such a systematic organization of the educational process, by the end of the first month of training, first-graders are aware of their position as a student, distinguish between the role of the teacher and the role of the student in the educational process, understand the need to comply with the rules of conduct in the classroom, depending on the role of the teacher, learn to interact with each other.
Thus, students begin to form universal learning activities (UUD) and the ability to learn from the first days of training.
- The textbook material is divided into separate lessons. However, this breakdown only highlights the steps children take and does not necessarily correspond to a school hour. A thorough study with all children of 2-4 key tasks related to the study of a new topic is necessary. The teacher selects assignments for daily activities with children depending on the specific working conditions and the objectives of the lesson.
You can find sample planning of teaching material on our website and in the teaching materials
- Program: Mathematics L.G. Peterson, Learning to Learn. 1st class
- L.G. Peterson Mathematics. 1 class. Guidelines. Teacher's Guide"
- L.G. Peterson Mathematics. Work programs. Subject line of textbooks "Perspective" grades 1-4".
Moscow: Education, 2011
- The main goal of the first fifteen lessons is the development of thinking, memory, speech, creativity in children, the formation of positive motivation for learning. These lessons refer to the "pre-number" part of the study course. Their peculiarity is that special attention is paid to the training of mental operations, speech, the formation of positive self-determination for the learning process. In these lessons, children master oral numbering, perform tasks to search for patterns, to identify similarities and differences in objects. Particular attention is paid to rhythmic games , which already in the 1st grade help children learn to count through 2, 3, 4, etc. up to 9, thus preparing a solid base for their further study in the 2nd grade of the multiplication table. During the entire adaptation period, in addition to tasks aimed at the general development of children, they practice oral counting and writing skills, they get acquainted with operations with groups of objects that underlie the operations of addition and subtraction of natural numbers.
Thus, all of them will be prepared for the study of natural numbers and operations with them.
You can get acquainted with one of the options for conducting rhythmic games in the manual
L.G. Peterson Mathematics. 1 class. Guidelines. Teacher's Guide" on page 276.
- Goal Lesson 1 on the topic: “Properties of objects: color, shape, size, material, etc.” to form a positive motivation for children to attend school, to form an idea about the mathematics textbook. From the first lesson, work begins on the development of mental operations: analysis, synthesis, comparison, generalization, analogy. The teacher shows the children different objects, and they try to notice and name as many of its properties as possible (for example: a saucer is blue, round, placed under a cup, glass, etc.). The ability to highlight the properties of objects forms the ability of students to capture certain patterns. Tasks are given for highlighting the properties of one object, finding signs of similarity and difference between several objects.
Already at the first lesson, you can start teaching children rhythm games . So far, we should only talk about a rhythmic pattern (simultaneous execution of counting movements: clap your hands, touch each other's palms, etc.). The score is kept in chorus for each movement to 10 and back. In this case, multiples of 2 are pronounced at the moment of touching with the palms.
- Purpose 2 lessons on the topic: "Square, circle, triangle, rectangle" clarify the names of the simplest flat figures, and train the ability to distinguish them. In this lesson, the accumulation of the primary experience of self-examination and self-control begins: for the first time, children are invited to independently check the correctness of their own work. First-graders correlate figures with objects that have the appropriate shape (for example, a circle - the bottom of a glass, etc.), are built, making up the given figures. The selected figures are fixed in the form of reference signal , which shows not only the studied forms, but also the fact that the shape of the figures does not depend on other features, such as color, size.
- Purpose 3 lessons on the topic "Changing color and shape" - formation of the ability to change the color and shape of geometric shapes, clarifying the idea of the order of objects.
Focus on 4 lesson on topic "Resizing" is given to the difference between figures in size and the establishment of the order of increase and decrease. Initially, this difference is fixed when comparing objects that are the same in shape, color, purpose, but different in size. Then you should move on to comparing the size of the figures "Geometric Lotto". In the process of performing tasks with these figures, one should pay attention to the development of children's speech and the variability of their thinking.
- At lessons 5-6 on the topics: “Composing a group according to a given attribute” and “Separating a part of a group » generalizing concepts are studied (for example: lion, hippopotamus, monkey, animals).
First, you can show the children sets of pictures for which you need to find a common name (for example: table, chair, bed - furniture). Then invite students to name other items included in the specified group (for example: a wardrobe, a sofa, these are also pieces of furniture). In these lessons, comparison of two collections (sets) of objects takes place. In this case, the repetition of items in the set is allowed. Sets (groups, "bags") are equal if they consist of the same objects or figures, regardless of their order.
- At lessons 7–8 on topics: “Comparison of groups of subjects. Signs \u003d and ≠ "," Drawing up equal and unequal groups " the teacher introduces children to the signs \u003d and ≠: if the gifts are the same, then the sign \u003d is put between them, and if they are not the same, the sign ≠.
- At lessons 9-10 on the topic: "Addition of groups of objects" students get acquainted with the operation underlying the addition of natural numbers, and with the commutative property of this operation, learn to write the addition of groups of objects using the signs +, = , designate groups of objects using letters, name the components of addition.
The main idea of these lessons: to add up means to combine groups of objects. Children must firmly grasp that the terms are parts of the sum, and the sum is the whole. To fix these concepts, you can use notation: we underline the parts, and we circle the whole with a closed line. Although the names of the addition components have been introduced into speech practice, it is not yet worth trying to get each student to memorize them. It is much more important that children understand the meaning of the transformations being performed, even if they express it in their own words.
- At lessons 11–12 on the topic: “Subtraction of groups of objects. Sign - " students should learn the main idea that: subtract - it means to remove (move) part of this group of objects and find the rest. As in the study of addition, children must clearly understand that the minuend is the whole, and the subtrahend and the difference are its parts.
The idea of subtraction is formed on the basis of the organization of objective actions of children with geometric shapes. In order for the children to see more clearly that the difference-expression also denotes the remaining figures, you can draw an arrow showing that the circle from the first bag was removed, set aside. This lesson will focus on the meaning of subtraction and the relationship between its components : the minuend is the whole, while the subtrahend and the difference are the parts. This relationship, as before, can be written in letters: F - K \u003d T. Students come to the conclusion that if one of the two parts is subtracted from the whole, then the other part remains. The central idea of these lessons, which is of fundamental importance for the further development of the course, is to teach children how to write letters of the relationship between addition and subtraction and how to explain these records. This ability underlies the formation of counting skills, is used later for teaching the solution of text problems, equations, forms in children the ability to generalize the recording of observed patterns using letter symbols.
- At lesson 13 on topic “Above, below. Connection between addition and subtraction” begins the development of the combinatorial line , which is associated with consideration of the “above – below” relations. Already in previous lessons, students quite often encountered tasks that allowed different solutions.
- At lessons 14 and 15 on the topics: “Order”, “Earlier, later” students fix the ordinal count to 10, and realize that the number named during the count is also ordinal , because it indicates the order of items when counting (first, second, third, etc.), and quantitative , because it indicates the number of all counted items. For this purpose, ordinal numbers are associated with their quantitative representation. You can invite a group of students to pay in order, name their serial number, correlate the last serial number with the number of children in this group.
At lesson 15 comparison of ordinal and cardinal numbers is associated with the clarification of the time relations "earlier" - "later", the concepts of "yesterday", "today", "tomorrow", "the day after tomorrow", "the day before yesterday" and their ideas about the basic units of time, acquaintances from everyday life (year, month, day, hour, minute).
- By the end of the preparatory (“pre-numerical”) part of the course, first-graders understand their position as a student, they have formed primary ideas about self-examination and self-control. They are able to solve problems to find simple patterns, describe the properties of objects, combine into a single whole, break into parts, establish relationships of equality and inequality, sets of objects, compare using pairing, write using signs = and ≠, establish the relationship between addition and subtraction, write four equalities using letters and explain their meaning. By this time, all children have already mastered oral numbering within 20, rhythmic counting through 2.
- At subsequent lessons, the knowledge and skills acquired by children in the past time are systematically consolidated and deepened. To do this, each lesson includes tasks for repeating the studied material. The forms of work can be very diverse: collective, group and individual, oral work, work in notebooks in a cage or on a printed basis, individual independent work, work in groups, in pairs, etc. In rhythmic exercises, counting after 2 is necessary gradually move to the account after 3.
Types of tasks
1. What is interesting here? What did you notice? (Students should identify as many features as possible of the presented object, picture, group of objects, etc.)
2. Find the similarities and differences (objects, pictures, etc.). What changed?
3. Change the shape's color, shape, size; color and shape; color and size, etc.
4. Reduce (enlarge).
5. What is extra?
6. Break apart (by color, shape, size, material, purpose, etc.
).
7. Find a pattern and continue the series.
8. Find the broken pattern.
9. Make 2 equal bags.
10. Add (subtract) 2 bags. Name the action components.
11. Pick up the items in the unknown bag (added, reduced, subtracted).
12. Choose an appropriate action sign instead of an asterisk.
- We draw your attention to the fact that the result of the work on the program of the mathematics course "Learning to learn" will be much higher if the teacher uses didactic system of activity Peterson (“School 2000 ...”), choosing the level of implementation of the technology of the activity method available to you: basic , technological , system-technological . The basic level is easily mastered by any teacher already at the initial acquaintance with the didactic system "School 2000 ..." and becomes a launching pad for the teacher's self-development when mastering the activity method in its entirety.
Detailed lesson recommendations for the lesson you will find
- Peterson “Mathematics. 1 class. Guidelines. Teacher's Guide" on pp. 31-65, 276-277, 278-285.
- In the scenarios of lessons for the math textbook "Learning to learn", grade 1.
(CD with presentations, handouts and demos).
To get acquainted with the didactic system of the activity method, we suggest you study the following literature Activity method of teaching: educational system “School 2000…” .
.." . - “It is better to see once than hear ten times.” We invite you to our advanced training courses at the Center for Systemic-Activity Pedagogy “School 2000…” AIC and PPRO. Classes in the courses are conducted in such a way that each teacher “lives through” all the stages of the technology of the activity method: independently sets a goal in accordance with his knowledge and capabilities, finds a way to solve the problem, overcomes the difficulties that have arisen, and corrects his actions. You will not only get acquainted with the content and technology of the activity method, but also gain your own experience of activity learning in the role of a “student” and the knowledge of how to organize the educational process in a new way so that children can go from difficulty to self-discovery of the “new” knowledge for them. system of course preparation and methodological literature has been published, which allows the teacher to prepare for the implementation of the activity method of teaching in courses or in absentia.
This system is built in such a way that each student, based on their capabilities, can choose their own pace of mastering the technology, going from basic courses to courses for methodologists, grow professionally and successfully implement the Federal State Educational Standard.
We wish you good luck and creative success!
We are together, so we will succeed!
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