Description
This zip file contains 14 word doc files. Each file is set up to be printed as a half-page booklet with 4 pages (2 sheets, front and back). Each page in the booklet contains the same facts, but in a different order. Each page in the booklet is numbered (1 through 4) so students can be sure they are on the right page. Most fact quizzes have 30 facts. Quizzes that are titled “focus facts only” have 16 facts. Quiz "h and all fact" has 40 facts. The last quiz, with all facts, has 54 facts. Files are labeled with the facts included and suggested timing for timed quizzes (1, 2, or 3 minutes).
The facts are broken up into 9 groups:
a) Plus 0/Plus 1 (1,2,3,4,5)
b) Plus 0/Plus 1 (6,7,8,9)
c) Doubles to 10 (2,3,4,5)
d) Doubles to 18 (6,7,8,9)
e) 2+3, 2+4, 2+5, 3+4
f) 2+6, 5+3, 3+6, 2+7, 4+5
g) 2+8, 3+7, 4+6, 2+9, 4+7, 3+8, 5+6
h) 3+9, 4+8, 5+7, 4+9, 6+7, 5+8
i) 5+9, 6+8, 7+8, 6+9, 7+9, 8+9
Every day my students complete one page of the fact quiz and trade their pencil for a pen when our timer beeps. We go over the answers together and students make corrections with their red pens. While going over the quizzes, we discuss the strategies students can be using to solve the problems quickly. On Friday, the fact quiz is printed on the back of our weekly math quiz and students are assessed on their knowledge of the facts.
If you do not plan on reviewing the facts everyday as a class, you could differentiate by giving students different booklets. This would allow students to move through the facts at their own pace.
The facts are broken up into 9 groups:
a) Plus 0/Plus 1 (1,2,3,4,5)
b) Plus 0/Plus 1 (6,7,8,9)
c) Doubles to 10 (2,3,4,5)
d) Doubles to 18 (6,7,8,9)
e) 2+3, 2+4, 2+5, 3+4
f) 2+6, 5+3, 3+6, 2+7, 4+5
g) 2+8, 3+7, 4+6, 2+9, 4+7, 3+8, 5+6
h) 3+9, 4+8, 5+7, 4+9, 6+7, 5+8
i) 5+9, 6+8, 7+8, 6+9, 7+9, 8+9
Every day my students complete one page of the fact quiz and trade their pencil for a pen when our timer beeps. We go over the answers together and students make corrections with their red pens. While going over the quizzes, we discuss the strategies students can be using to solve the problems quickly. On Friday, the fact quiz is printed on the back of our weekly math quiz and students are assessed on their knowledge of the facts.
If you do not plan on reviewing the facts everyday as a class, you could differentiate by giving students different booklets. This would allow students to move through the facts at their own pace.
Report this resource to TPT
Reported resources will be reviewed by our team. Report this resource to let us know if this resource violates TPT's content guidelines.
Highlights
Grades
1st - 3rd
Subjects
Standards
CCSS1.OA.B.3
CCSS1.OA.C.5
CCSS1.OA.C.6
Tags
Pages
N/A
Description
This zip file contains 14 word doc files. Each file is set up to be printed as a half-page booklet with 4 pages (2 sheets, front and back). Each page in the booklet contains the same facts, but in a different order. Each page in the booklet is numbered (1 through 4) so students can be sure they are on the right page. Most fact quizzes have 30 facts. Quizzes that are titled “focus facts only” have 16 facts. Quiz "h and all fact" has 40 facts. The last quiz, with all facts, has 54 facts. Files are labeled with the facts included and suggested timing for timed quizzes (1, 2, or 3 minutes).
The facts are broken up into 9 groups:
a) Plus 0/Plus 1 (1,2,3,4,5)
b) Plus 0/Plus 1 (6,7,8,9)
c) Doubles to 10 (2,3,4,5)
d) Doubles to 18 (6,7,8,9)
e) 2+3, 2+4, 2+5, 3+4
f) 2+6, 5+3, 3+6, 2+7, 4+5
g) 2+8, 3+7, 4+6, 2+9, 4+7, 3+8, 5+6
h) 3+9, 4+8, 5+7, 4+9, 6+7, 5+8
i) 5+9, 6+8, 7+8, 6+9, 7+9, 8+9
Every day my students complete one page of the fact quiz and trade their pencil for a pen when our timer beeps. We go over the answers together and students make corrections with their red pens. While going over the quizzes, we discuss the strategies students can be using to solve the problems quickly. On Friday, the fact quiz is printed on the back of our weekly math quiz and students are assessed on their knowledge of the facts.
If you do not plan on reviewing the facts everyday as a class, you could differentiate by giving students different booklets. This would allow students to move through the facts at their own pace.
The facts are broken up into 9 groups:
a) Plus 0/Plus 1 (1,2,3,4,5)
b) Plus 0/Plus 1 (6,7,8,9)
c) Doubles to 10 (2,3,4,5)
d) Doubles to 18 (6,7,8,9)
e) 2+3, 2+4, 2+5, 3+4
f) 2+6, 5+3, 3+6, 2+7, 4+5
g) 2+8, 3+7, 4+6, 2+9, 4+7, 3+8, 5+6
h) 3+9, 4+8, 5+7, 4+9, 6+7, 5+8
i) 5+9, 6+8, 7+8, 6+9, 7+9, 8+9
Every day my students complete one page of the fact quiz and trade their pencil for a pen when our timer beeps. We go over the answers together and students make corrections with their red pens. While going over the quizzes, we discuss the strategies students can be using to solve the problems quickly. On Friday, the fact quiz is printed on the back of our weekly math quiz and students are assessed on their knowledge of the facts.
If you do not plan on reviewing the facts everyday as a class, you could differentiate by giving students different booklets. This would allow students to move through the facts at their own pace.
Report this resource to TPT
Reported resources will be reviewed by our team. Report this resource to let us know if this resource violates TPT's content guidelines.
Reviews
All verified TPT purchases
Great for extra practice!
Good resource for fact practice!
Questions & Answers
Loading
Standards
to see state-specific standards (only available in the US).
CCSS1.OA.B.3
Apply properties of operations as strategies to add and subtract. If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.)
CCSS1.OA.C.5
Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
CCSS1.OA.C.6
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).
Loading



