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Learn More  # MATH FACTS | 25 Basic Time Tests (Add, Subtract, Multiply, Divide) | Gr. 2-7    2nd - 7th, Homeschool
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25 pages
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### Description

Mental Math - Basic Math Facts - Math Number Sense | 25 Basic Facts Time Tests (Addition, Subtraction, Multiplication, Division) | Grades 2-7.

With more basic facts than a courtroom witness, these 25 number sense time tests build foundations for successful mental math. Use for diagnosis, practice, or review on a routine basis.

• Addition – emphasizing numbers 1-6

• Addition – emphasizing numbers 6-9

• Addition – general practice numbers 1-9

• Addition – general practice numbers 1-9

• Addition – general practice numbers 1-9, double

• Subtraction – emphasizing numbers 1-6

• Subtraction – emphasizing numbers 6-9

• Subtraction – general practice numbers 1-9

• Subtraction – general practice numbers 1-9

• Subtraction – general practice numbers 1-9, double

• Multiplication – emphasizing numbers 1-6

• Multiplication – emphasizing numbers 6-12

• Multiplication – general practice numbers 1-12

• Multiplication – general practice numbers 1-12

• Multiplication – general practice numbers 1-12, double

• Division – emphasizing numbers 1-6

• Division – emphasizing numbers 6-12

• Division – general practice numbers 1-12

• Division – general practice numbers 1-12

• Division – general practice numbers 1-12, double

• Mixed Review – add & subtract numbers 1-9

• Mixed Review – add & subtract, fill in the blank

• Mixed Review – multiply & divide numbers 1-12

• Mixed Review – multiply & divide, fill in the blank

• Mixed Review – add, subtract, multiply, divide (numbers 1-12)

Who doesn't like a little math anxiety?

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Total Pages
25 pages
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Teaching Duration
30 minutes
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### Standards

to see state-specific standards (only available in the US).
Look for and express regularity in repeated reasoning. Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation (𝑦 – 2)/(𝑥 – 1) = 3. Noticing the regularity in the way terms cancel when expanding (𝑥 – 1)(𝑥 + 1), (𝑥 – 1)(𝑥² + 𝑥 + 1), and (𝑥 – 1)(𝑥³ + 𝑥² + 𝑥 + 1) might lead them to the general formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results.
Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression 𝑥² + 9𝑥 + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(𝑥 – 𝑦)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers 𝑥 and 𝑦.
Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends.
Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.
Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8.