About out Worksheet series
Our supplementary worksheets are meant to add more exercises for each topic presented in the Math In Focus and Primary Mathematics textbooks and workbooks. Teachers can use these exercises after going through each chapter in the workbooks as additional exercises or homework assignment.
About this set of worksheets
This set of worksheets is part of our series to support teachers and students using Singapore Strategies. This pack can be used as a stand-alone product, or as a supplement to your core math curriculum. It can also be used to promote higher order thinking where students are challenged to transfer their basic skills to more demanding questions. The specified item introduced from the Common Core Standards are indicated on each page.
- Addition and Subtraction to 100
This worksheet can be used to supplement
Math in Focus Workbook 1B
- Chapter 13 Addition and Subtraction to 40 (pages 61 to 68)
- Chapter 13 Addition and Subtraction to 40 (pages 69 to 76)
- Chapter 13 Addition and Subtraction Facts to 40 (pages 77 to 88)
- Chapter 16 Numbers to 100 (pages 135 to 152)
- Chapter 17 Addition and Subtraction to 100 (pages 153 to 176)
Primary Mathematics Series (Common Core Edition 1B)
- Chapter 11 Numbers to 40 (pages 22 to 34)
- Chapter 11 Numbers to 40 (pages 35 to 42)
- Chapter 3 Numbers to 20 (pages 43 to 52)
- Chapter 16 Numbers to 120 (pages 104 to 127)
Total pages: 57
Number and Operations in Base Ten (1.NBT)
Extend the counting sequence
A1: Count to 120, read and write numerals and represent a number of objects with a written numeral. (count to 20 in this worksheet)
Understand place value.
B2: Understand that the two digits of a two-digit number represent amounts
of tens and ones. Understand the following as special cases:
a. 10 can be thought of as a bundle of ten ones — called a “ten.”
b. The numbers from 11 to 19 are composed of a ten and one, two,
three, four, five, six, seven, eight, or nine ones.
c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two,
three, four, five, six, seven, eight, or nine tens (and 0 ones).
C3: Compare two two-digit numbers based on meanings of the tens and ones
digits, recording the results of comparisons with the symbols >, =, and <.
Use place value understanding and properties of operations to add
D4: Add within 100, including adding a two-digit number and a one-digit
number, and adding a two-digit number and a multiple of 10, using concrete
models or drawings and strategies based on place value, properties of
operations, and/or the relationship between addition and subtraction;
relate the strategy to a written method and explain the reasoning used.
Understand that in adding two-digit numbers, one adds tens and tens, ones
and ones; and sometimes it is necessary to compose a ten.
D5: Given a two-digit number, mentally find 10 more or 10 less than the
number, without having to count; explain the reasoning used.
D6: Subtract multiples of 10 in the range 10-90 from multiples of 10 in the
range 10-90 (positive or zero differences), using concrete models or
drawings and strategies based on place value, properties of operations,
and/or the relationship between addition and subtraction; relate the
strategy to a written method and explain the reasoning used.