Grade 1 : Math Question bank/workbook

Grade 1 : Math workbook

These worksheets help students to process skills for everyday life. They are pictorial so that grade 1 kids find it interesting and apply their knowledge to solve problems.

The worksheets in this section teach some simple mathematical skills like matching digits with the words and counting numbers. Some worksheets have comparison and also write the missing numbers.

The difficulty level of the worksheets will increase in the subsequent posts ; so keep visiting the website for more practice.

So lets kickstart with these simple interesting worksheets.









Grade 4 Maths : Simple equations

Balance as a model of an equation

This article discusses how to use a balance to model simple linear equations in pre-algebra or algebra 1. On this page, we only deal with positive integers;

An equation is basically saying that two things (expressions, to be exact) are EQUAL. Since in a balanced situation the two sides of the balance hold equal weight, we can model simple equations with a balance.

In the pictures below, each circle represents one and the block represents the unknown x. To find out what the block weighs, you can

  • add the same amount (circles or blocks) to BOTH sides
  • take away the same amount from BOTH sides

That way both sides will maintain the balance or “the equality”.

x + 3 = 5

If this is a balanced situation…

x = 2

…so is this!
(We took away three circles from BOTH sides.)

3+ 2 = 2x + 6

Take away two blocks (two x‘s) from both sides. The balance will stay balanced.

x + 2 = 6

Take away 2 circles from both sides.The balance will stay balanced.

x = 4

Here is the solution!

Without the scale model, the solving process looks like this:

 3x + 2
=  2x + 6
(take away 2x from both sides)
x + 2
= 6
(take away 2 from both sides)
x = 4


In some situations you have to divide both sides of the equation by the same number.  When is that? It’s in the fortunate situation where there are ONLY x’s (blocks) on one side but there are more than one.

2x = 8

If you take away half of the things on the left side, and similarly half of the things on the right side, the balance will stay balanced.

= 4

3x = 9

Think about it! If one is a balanced situation…

= 3

…so is the other (and vice versa)! We simply divided both sides by 3.

Combining the operations

The allowed operations are:

  • Add the same amount to both sides (either x‘s or ones)
  • Subtract the same amount from both sides (either x‘s or ones)
  • Multiply both sides by the same number (but not by zero)
  • Divide both sides by the same number (but not by zero)

(There are others, too, but they are not needed in simple equations.)

The goal is to FIRST add and subtract until we have ONLY x‘s (blocks) on one side and ONLY ones (circles) on the other. Then, if you have more than one block, you need to divide so as to arrive to the situation with only one block on the one side, which is the solved equation!

Multiplying both sides can occur if you have a fractional block (less than one block) on one side. For example, the equation  1/4x = 13  is solved by multiplying both sides by 4.  Try let your students model the equation 1/2x + 14 = 20 using a balance; they can solve it with it. More advanced students can ponder what to do about the equation 2/3x = 12.

Example of both subtracting and dividing

In this example we use all the abovementioned operations: taking away from both sides of the equation and dividing the equation by the same number.

4x + 2 = 2x + 5First we get rid of the blocks on the right side by taking away two blocks from both sides.

2x + 2 = 5Then we eliminate the circles on the left side by removing 2 circles from both sides.

2x = 3Now there are only blocks on one side and only circles on the other. To find out what 1 block weighs, we take half of both sides.

x = 1 1/2The solution is that 1 block weighs 1 1/2 circles.

Try substituting this value x = 1 1/2 into the original equation 4x + 2 = 2x + 5 and check if the equation becomes true!

Example exercises

These equations are simple enough that you can solve them using a balance model. ALWAYS check your solution by substituting it into the original equation.

  1. 2x + 3 = 5
  2. 2+ 5 = x + 9
  3. 3x + 2 = 2x + 4
  4. 3x + 3 = 5 + x
  5. 5x + 4 = 3x + 6
  6. 6x + 2 = 3x + 6
  7. 6x + 3 = 2x + 5

Grade 3 Maths (imo): Fractions


Some Basic Terms and Rules of Fractions

  • The numbers in a fraction are called the numerator, on the top, and the denominator, on the bottom. numerator/denominator
  • Proper fractions have a numerator smaller than the denominator.
    Examples include 1/23/4 and 7/8.
  • Improper fractions have a numerator larger than the denominator.
    Examples include 5/43/2 and 101/7.

fraction types

Comparing Fractions

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Grade 4 Maths (IMO) : Division

Let’s talk about what division really is — it is repeated subtraction; much the way multiplication is repeated addition.

Let’s say I have the basic problem 16 ÷  4.  I could start with 16 and then subtract 4, subtract another 4, another 4, and another 4 until I run out and reach zero.  I would have to do this 4 times. If I had 16 cookies that I wanted to share equally among 4 friends, I could do the “one for you, one for you, one for you, and one for you” process and still end up with 4 cookies for each.

But what about 375 ÷ 50? If I don’t know how to divide by double digit numbers, the repeated subtraction process might actually be a good choice . . . at least showing some number sense to know that 375 divided by 50 means “How many 50’s in 375?” I know if I subtract 50 six times, I still have 75 left. I can subtract another 50 and I have 25 left over. So 375 ÷ 50 = 7 with a remainder of 25.

Dividing using the distributive law

Division Possible Split Calculation Answer
69 ÷ 3 60 + 9 (60 ÷ 3) = 20(9 ÷ 3)  = 3 20 + 3 = 23
391 ÷ 3 390 + 1  (390 ÷ 3) = 130(1 ÷ 3) = cannot be divided 130 with Remainder 1

 Long Division

Before a child is ready to learn long division, he/she has to know: Continue reading

Grade 3 Maths (IMO) : Number sense

Place value and Face value

Face value of a digit  is the digit itself whereas Place value can be termed as the location of the digit in the numeral.

The value of a place in the place value chart is 10 times the value of the place just to its right.

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Grade 3 Maths (IMO) : Multiplication Strategies

Multiplication Strategies

A quick look at the grade 2 lesson on introduction to multiplication

Taming the tables – Tips to introduce multiplication

While multiplying always remember :

An even number  x an even number = an even number

An odd number x an even number = an even number

An odd number x an odd number = an odd number

Distributive property of multiplication

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Grade 3 Maths (IMO) : Addition strategies

Listing down some methods to simplyfy addition.

  • Doubles (such as 6 + 6)
  • Near doubles: Try adding a double and the remainder. Solve 7 + 6,  (6 + 6+ 1) or (7 + 7 – 1).
  • Making a ten or a multiple of 10: To add 7 + 6, I can take 3 from the 6 and put it with the 7 to make 10 and 3. This holds good even with multiples of 10 like 20, 30 40, etc
  • 1 more, 1 less: Show problems such as: 8 + 1, 51 + 1, and 6 – 1, 22-1
  • Place value Decomposition: 35 + 22 can be decomposed into tens and ones 30+20 added to 5+2. Or 35 – 22 can be decomposed to 30-20 plus 5-2.

Pictorial representation of the strategies above :



Taming the tables – Tips to introduce multiplication

Some tips and tricks to start multiplication which will help you in  knowing  your times tables. I followed this approach with my daughter (she is in grade 1 rt now) and am very happy with the results. She does not have any apprehensions of which table is asked and does a quick mental maths if she does not know the answer.

Tips to approach the concept of multiplication :

I explained these concepts using lego pieces . You can use anything small and handy.

  1. Now that the kids know 2 digit addition the best approach to start multiplication is by asking them to do  repeated addition. Ask them to count the objects in groups of 2 then 3 and so on.
  2. Once they are thorough with repeated addition you can ask them to do skip counting.
  3. Ask them to divide the total number of objects into equal groups.
  4. Arrange the total number of objects in an array of row and column.

Below is a figure to illustrate how multiplication can be introduced to kids.

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Grade 3 Maths : Geometrical shapes

Geometrical shapes


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Grade 2 Math : Money

Images of indian currency




2re 5re1


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