Addition Word Problems Booklets

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  1. Thank you for taking a peek at my bundled word problems (to 10) booklets. They can be used during math centers, for Do-Nows, Homework, Fast Finishers, Summer Send Home, etc. I ask my kids to draw pictures to represent the problem, show jumps on number line, write the matching equation, and then so
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Thank you for taking a peek at these addition word problems (to 10) booklets. They can be used during math centers, for Do-Nows, Homework, Fast Finishers, Summer Send Home, etc. I ask my kids to draw pictures to represent the problem, show jumps on number line, write the matching equation, and then solve. Having the number line on the page really helps our young learners. If you’re using this before they’re introduced, you can have kids ignore them.

✿There are TWO books included. The second book is marked HOMEWORK on the cover and mirrors first book exactly except I plugged in different numbers. I like my homework to mirror classwork so it can be completed independently.

✿Each booklet has 7 pages with the possibility of adding more from the blank one included: a cover, five problems, and one page where kids write and solve the problem or where YOU can create/add more if you wanted to lengthen the book.You can add several of the blank (formatted like the rest but with word problem missing) pages if you'd like.

✿I also have a few pages in each book that you can switch out that are set up (depending on book) W=P+P or P=W-P as opposed to the easier and more “traditional” P+P=W and W-P=P.

✿Each book also has a blank page for the kids to make up their own problems

in both P+P=W / W-P=P and W=P+P / P=W-P formats. You can use them for a THIRD book or throughout the year. My kids love making them and swapping them with a friend!

***I have 6 books in this series: Subtraction, Addition, and Mixed to 10 in my store as well as the bundled version AND Missing Numbers: Addition, Subtraction and Mixed as well as a bundle.***

Addition Word Problem Booklets

Mixed Word Problems Booklets

Subtraction Word Problems Booklets

Bundled Word Problems to 10 (Addition, Subtraction, Mixed)


Missing Number (Addition) Word Problem Booklets to 20

Missing Number (Subtraction) Word Problem Booklets to 20

Missing Number (Mixed) Word Problem Booklets to 20

Bundled Missing Number Word Problems Booklets

Check out some of my other products!

❤❤❤SAVE MONEY! A Great Deal!❤❤❤

BUNDLED Punch-a-Bunch: Addition-Subtraction-Mixed Facts

Punch-a-Bunch: Addition Facts (1-20)

Punch-a-Bunch: Subtraction Facts (1-20)

Punch-a-Bunch: Mixed Addition and Subtraction Facts (1-20)

✿Check out my Ninja/Karate themed Master Mathematician Award

✿Check out my All-Star Mathematician Award sports theme!

Superhero Calendar Set (English and Spanish)

Apple Themed Calendar Pieces

Pirate Duckies Calendar Pieces (English & Spanish)

Space Theme Calendar Set

Right before calendar time, I have a math OPEN-ENDED Do-Now Journal. If you're not using open-ended math questions for journals/ do-nows, or homework, you may want to take a peek!

Bundled Open-Ended Math Questions First/Second Grade

See Blog Posting about Open-Ended Questions and see them in action:

The Value of Open-Ended Questions

Check out a few of my other first grade math products:

If you found this product helpful, take a peek at

Practice Makes Perfect: Balancing Equations

Practice Makes Perfect: Addition & Subtraction Worksheets

Practice Makes Perfect: Names for Numbers

Practice Makes Perfect: Highlight Sums and Differences to 10

Bundled Math Practice Makes Perfect

Language Arts:

Book It: Retell It, Write It, Make It! First Day Jitters

Practice Makes Perfect: Their, There, They're

Practice Makes Perfect: Your and You're

Practice Makes Perfect: To, Too, Two Homophone Activities and FunSheets

Practice Makes Perfect Then vs. Than Activities and Worksheets

Total Pages
20 student pages
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to see state-specific standards (only available in the US).
Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.
Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.
Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize-to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents-and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.
Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, "Does this make sense?" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.
Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).


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