Designed by Chris

Difficulty:

Students are given clock faces with the hands pointing to times at one-hour intervals. Students must write the time in numerals in the space below.

Designed by Chris

Difficulty:

Students are given clock faces with the hands pointing to times at 60-minute intervals. Students must write the time in numerals in the space provided.

Designed by Chris

Difficulty:

Students are given the time on a digital clock, which they then must write into the blank clock faces. Students will need to provide the hour and minute hands, with the minute hand visibly longer than the hour hand.

Designed by Chris

Difficulty:

Students are given the time on a digital clock, which they then must write into the blank clock faces. Students will need to provide the hour and minute hands, with the minute hand visibly longer than the hour hand.

Designed by Chris

Difficulty:

Students are given the time to the whole hour in sentence form. They must then write the time on the digital clock. This version does not require AM or PM time knowledge

Designed by Chris

Difficulty:

Students are given the time in sentence form. They must then write the time on the digital clock. In this version, they must also enter AM or PM.

Designed by Chris

Difficulty:

Students are given the time on digital clocks on the left column and they must write the time in words on the right column.

Designed by Chris

Difficulty:

Students are given the time with “o’clock” in sentence form. They must then write the time on the digital clock on the right column.

Designed by Chris

Difficulty:

Students must draw a line from the digital clock to the analog clock that shows the corresponding time on it, demonstrating ability to understand both digital and analog time.

Designed by Chris

Difficulty:

A multiple-choice option where students must color the clock that shows the time that corresponds to the digital time presented on the left column.

Designed by Chris

Difficulty:

Students are given clock faces with the hands pointing to times at quarter-hour intervals. Students must write the time in numerals.

Designed by Chris

Difficulty:

Students are given clock faces with the hands pointing to times at fifteen minute intervals. Students must write the time in numerals.

Designed by Chris

Difficulty:

Students are given the time on a digital clock, which they then must write into the blank clock faces.

Designed by Chris

Difficulty:

Students are given the time on a digital clock, which they then must write into the blank clock faces.

Designed by Chris

Difficulty:

Students are given the time to the quarter hour in sentence form. They must then write the time on the digital clock.

Designed by Chris

Difficulty:

Students are given the time in sentence form. They must then write the time on the digital clock. In this version, they must also enter AM or PM.

Designed by Chris

Difficulty:

Students are given the quarter-hour time on digital clocks and they must write the time in words.

Designed by Chris

Difficulty:

Students are given the time to the nearest 15 minutes in sentence form. They must then write the time on the digital clock.

Designed by Chris

Difficulty:

Students must draw a line from the digital clock to the analog clock that shows the correct time on it.

Designed by Chris

Difficulty:

A multiple-choice option where students must color the clock that shows the correct time.

Designed by Chris

Difficulty:

Students are given clock faces with the hands pointing to times at thirty-minute intervals. Students must write the time in numerals beneath each image.

Designed by Chris

Difficulty:

Students are given clock faces with the hands pointing to times at half-hour intervals. Students must write the time in numerals beneath each image.

Designed by Chris

Difficulty:

Students are given the time on a digital clock. They then must write the hour and minute hands into the blank clock faces.

Designed by Chris

Difficulty:

Students are given the time on a digital clock. They then must write the hour and minute hands into the blank clock faces. This version also has a lesson included at the top to help with modeling and instruction.

Designed by Chris

Difficulty:

Students are given the time to the half hour in sentence form. They must then write the time on the digital clock. A model is provided at the top with instructions.

Designed by Chris

Difficulty:

Students are given the time in sentence form. They must then write the time on the digital clock. In this version, they must also enter AM or PM.

Designed by Chris

Difficulty:

Students are given the time on digital clocks and they must write the time in words on the column to the right. A model and scaffold is provided at the top of the page.

Designed by Chris

Difficulty:

Students are given the time in sentence form. They must then write the time on the digital clock.v

Designed by Chris

Difficulty:

Students must draw a line from the digital clock on the right to the analog clock on the left that shows the corresponding time on it.

Designed by Chris

Difficulty:

This is a multiple-choice option where students must color the clock that shows the correct time that corresponds with the digital time on the left column.

Designed by Chris

A simple and large blank clock face that students can fill-in or color and display on a wall. Students can draw-in the hour, minute, and second hands for this piece, but if you want moveable hands, use the next template.

Designed by Chris

A simple and large blank clock face with hands that students can cut out and pin to the center to create their own paper clock with moveable hands.

Designed by Chris

A simple and large blank clock face with roman numerals for students learning to tell the time with roman numerals.

Designed by Chris

An A4 sheet with 9 different blank clock faces. Great for worksheets in the classroom where the teacher calls out the time and the students need to write-in the hands.

Designed by Chris

An A4 sheet with 9 different blank clock faces accompanied by digital clocks with AM and PM options. Great for worksheets in the classroom where the teacher calls out the time and the students need to write-in the hands and digital time.

Designed by Chris

A version with medium-sized clock faces for younger students. Four per A4 paper. This can be used to draw-in four different times.

Designed by Chris

A large, completely blank version where students need to write-in the numbers on the clock as well as the hour and minute hands, which can help students to better understand the 12-hour analog clock structure.

Designed by Chris

A large version with the quarter-time numbers in bold and the other numbers light. This can be good for tasks involving telling time to 15 minutes.

Designed by Chris

A large digital clock face with digital numbers that can be cut out and placed over the clock when the teacher calls out the time.

Designed by Chris

This version has nine different digital clocks with number templates that can be colored-in to create the time on each one.

Designed by Demi

Difficulty:

For this version, students need to count up the base tend blocks, then write in the full number as well as the place values.

Designed by Demi

Difficulty:

Students count the blocks then compare their count to a number to determine if the number is true or false. It helps to ensure students pay attention to detail when counting.

Designed by Demi

Difficulty:

Students shade the blocks to reflect the number provided. This task helps confirm that students have a clear understanding of place value.

Designed by Demi

Difficulty:

A straightforward task of adding up base ten blocks up to three place values (up to 999).

Designed by Demi

Difficulty:

This adding to 20 version helps address Kindergarten curriculum requirements. Students write-in the numbers to add, then can do the addition challenge by touch counting. It can be quite difficult for Kinder students, so can also be used in Grade 1.

Designed by Demi

Difficulty:

This adding to 100 version helps address Grade 1 curriculum requirements. Students write-in the numbers to add, then can do the addition challenge by touch counting.

Designed by Demi

Difficulty:

This adding to 1000 version helps address Grade 2 curriculum requirements. Students write-in the numbers to add, then can do the addition challenge by touch counting.

Designed by Demi

Difficulty:

This subtracting within 20 version helps address Kindergarten curriculum requirements. Students write-in the numbers to subtract, then can do the addition challenge by touch counting. As before, this can be hard for Kindergarten, so can also be introduced in Grade 1.

Designed by Demi

Difficulty:

This subtracting within 100 version helps address Grade 1 curriculum requirements. Students write-in the numbers to subtract, then can do the addition challenge by touch counting.

Designed by Demi

Difficulty:

This subtracting within 1000 version helps address Grade 2 curriculum requirements. Students write-in the numbers to subtract, then can do the addition challenge by touch counting.

Designed by Demi

Difficulty:

In this worksheet, students count the top row, then add-on the items in the next row below, then write-in their answers on the right-hand column.

Designed by Demi

Difficulty:

In this version, students start with a number then must count on from that number, with items to touch count toward the final answer.

Designed by Demi

Difficulty:

In this activity, students count the number of dots on each pair of dice to find the answer. They then draw a line to the correct number on the left-hand side.

Designed by Demi

Difficulty:

In this version, students count on from the left-hand box to the right-hand box, then write their answer in the space provided.

Designed by Demi

Difficulty:

In this version, the final answer is provided, but students must write in the number of items in each box to create basic addition sentences.

Designed by Demi

Difficulty:

In this version, students count-on using three numbers. Repeated addition is a focus in Grade 2, so this can be a good extension piece for Grade 1 students who have mastered counting on.

Designed by Demi

Difficulty:

This counting on version has options for both touch counting and number addition.

Designed by Demi

Difficulty:

In this version, students add the two sets of items then circle or color the correct answer from a multiple-choice option.

Designed by Demi

Difficulty:

This version requires students to enter the correct numbers within addition sentences, helping them to master the concept of addition sentences.

Designed by Demi

Difficulty:

In this version, students start with a number then must count on from that number, with items to touch count toward the final answer.

Designed by Demi

Difficulty:

A good touch counting version that gives students the freedom to create their own part-part-whole grid and associated addition sentence. If you have a Kindergarten student, I’d start with this one to see how they fare.

Designed by Demi

Difficulty:

All these part-part-whole grids have one missing element that the student needs to fill-in. This one can help the student to demonstrate understanding of the concept of part-part-whole.

Designed by Demi

Difficulty:

This version requires students to understand the grid and then convert it into an addition sentence for numbers under 20.

Designed by Demi

Difficulty:

A good simple one, this would be a good Kinder extension or lower Grade 1 option.

Designed by Demi

Difficulty:

Many teachers are big fans of cut-and-paste activities, but they’re challenging. A simpler approach could be to give students colored pencils so they can simply color-match the jigsaw piece and its slot on the board.

Designed by Demi

Difficulty:

A twist on the previous cut-and-paste version that’s less messy, here we get students to draw a line from the puzzle to its missing jigsaw piece.

Designed by Demi

Difficulty:

A nice easy part-part-whole challenge with the very fun and motivating activity of solving the riddle!

Designed by Demi

Difficulty:

Word problems are increasingly important in modern math curricula and standardized tests. This version helps you to blend word problems with part-part-whole challenges.

Designed by Demi

Difficulty:

This easier version of the word problem challenge involves pairing word problems with nearly complete part-part-whole grids. The task could be done without the word problem, but adding-in the word problem scaffolds understanding of math in real-life contexts.

Designed by Demi

Difficulty:

A motivating maze challenge, here students are required to complete each grid before they can leave the chamber and head through the maze to the next chamber!

Designed by Demi

Grade: Kindergarten
Common Core Standard: K.OA.A.2
Difficulty:

This is likely the easiest number lines worksheet on our website, and the best one for kindergarten aged students.

Designed by Demi

Grade: Kindergarten – Grade 1
Common Core Standard: K.OA.A.2 – 1.OA.A.1
Difficulty:

This word problem could be used for upper Kinder (with teacher or parental guidance) or Grade 1.

Designed by Demi

Grade: Kindergarten – Grade 1
Common Core Standard: K.OA.A.2 – 1.OA.A.1
Difficulty:

For this version, students must identify the numbers on the number line then touch count their way down the number line. A good one for upper Kindergarten students.

Designed by Demi

Grade: Kindergarten – Grade 1
Common Core Standard: K.OA.A.2 – 1.OA.A.1
Difficulty:

This word problem could be used for upper Kinder (with teacher or parental guidance) or Grade 1.

Designed by Demi

Grade: Kindergarten
Common Core Standard: K.OA.A.2
Difficulty:

This version is all about interpreting number lines. Completion of this worksheet demonstrates understanding of number lines and subtraction word problems.

Designed by Demi

Grade: 1
Common Core Standard: 1.OA.A.1
Difficulty:

This word problem could be used for upper Grade 1. Assistance may be required to read an intepret the word problems.

Designed by Demi

Grade: 1 – Grade 2
Common Core Standard: 1.OA.A.1 – 2.MD.A.6
Difficulty:

While numbers less than 20 are ideal for Grade 1, repeated addition is a Grade 2 challenge, making this worksheet a good transition piece between the two grades.

Designed by Demi

Grade: 1
Common Core Standard: 1.OA.A.1
Difficulty:

A fun one perfectly targeted at Grade 1, this worksheet involves completing the number line challenges before proceeding through the mazes to discover the treasure.

Designed by Demi

Grade: 1
Common Core Standard: 1.OA.A.1
Difficulty:

An ideal middle Grade 1 style piece, students do basic subtraction within 20 using number lines.

Designed by Demi

Grade: 1
Common Core Standard: 1.OA.A.1
Difficulty:

An ideal middle Grade 1 style piece, students must read and interpret the number lines then write out the subtraction sentences for subtraction within 20.

Designed by Demi

Grade: 2
Common Core Standard: 2.MD.A.6
Difficulty:

A typical Grade 2 piece, this one requires students to not only understand number lines, but also draw-in the notches on the number lines!

Designed by Demi

Grade: 2
Common Core Standard: 2.MD.A.6
Difficulty:

Students interpret the number lines for subtraction under 100 and have to complete the provided subtraction sentences.

Designed by Demi

Grade: 2
Common Core Standard: 2.MD.A.6
Difficulty:

An easy Grade 2 version, students are required to interpret the subtraction sentence and represent it on the number line to come up with an answer.

Designed by Demi

Grade: 2
Common Core Standard: 2.MD.A.6
Difficulty:

Another of the easier Grade 2 versions, students have to count the distance between two points to complete the subtraction sentence.

Designed by Demi

Grade: 2
Common Core Standard: 2.MD.A.6
Difficulty:

A great word problem interpretation task with a number line for scaffolding. Great for mastering word problems in preparation for standardized exams.

Designed by Demi

Grade: Kindergarten
Common Core Standard: K.OA.A.2
Difficulty:

A simple addition version for kindergarten, it introduces the concept of number lines to students and shows how they can use number lines to help them to count.

Designed by Demi

Grade: Kindergarten
Common Core Standard: K.OA.A.2
Difficulty:

Slightly harder, this version requires interpretation of already-completed number lines and turn them into addition sentences.

Designed by Demi

Grade: Kindergarten
Common Core Standard: K.OA.A.2
Difficulty:

Students are provided both the number line and addition sentence and they need to use the number line as a scaffold to complete the addition sentence.

Designed by Demi

Grade: Kindergarten
Common Core Standard: K.OA.A.2
Difficulty:

This version requires interpretation of already-completed number lines and turn them into addition sentences.

Designed by Demi

Grade: Kindergarten
Common Core Standard: K.OA.A.2
Difficulty:

This version requires interpretation of already-completed number lines and turn them into addition sentences.

Designed by Demi

Grade: 1
Common Core Standard: 1.OA.A.1
Difficulty:

Students are provided both the number line and addition sentence and they need to use the number line as a scaffold to complete the addition sentence. This version has addition up to 20 to match the Grade 1 curriculum requirement.

Designed by Demi

Grade: 1
Common Core Standard: 1.OA.A.1
Difficulty:

This version has a mix of regular addition problems and repeated addition (3-step addition up to 20). Repeated addition isn’t in the curriculum until Grade 2, but this is a nice easy lead-in to the Grade 2 work.

Designed by Demi

Grade: 1 – 2
Common Core Standard: 1.OA.A.1 – 2.MD.A.6
Difficulty:

This version has a range of repeated addition (3-step addition up to 20) as a good lead-in to Grade 2. Can also be used as a lead-in for the repeated addition learning outcome (2.NBT.B.6).

Designed by Demi

Grade: 1 – 2
Common Core Standard: 1.OA.A.1 – 2.MD.A.6
Difficulty:

This version has a range of repeated addition (3-step addition up to 20) as a good lead-in to Grade 2. Can also be used as a lead-in for the repeated addition learning outcome (2.NBT.B.6).

Designed by Demi

Grade: 1
Common Core Standard: 1.OA.A.1
Difficulty:

Back to nice simple Grade 1 number line addition, this version requires students to “leap” over the thorns!

Designed by Demi

Grade: 2
Common Core Standard: 2.MD.A.6
Difficulty:

A good middle-difficulty Grade 2 number line set with addition up to 100.

Designed by Demi

Grade: 2
Common Core Standard: 2.MD.A.6
Difficulty:

These problems are simple and fit squarely into the Grade 2 learning outcomes, but with the catch that students have to draw their own number lines!

Designed by Demi

Grade: 2
Common Core Standard: 2.MD.A.6
Difficulty:

A good middle-difficulty Grade 2 number line set with addition up to 100.

Designed by Demi

Grade: 2
Common Core Standard: 2.MD.A.6
Difficulty:

A good middle-difficulty Grade 2 number line set with the catch that students don’t need to find the answer – instead, they use the number line to count up the missing addend!

Designed by Demi

Grade: 2
Common Core Standard: 2.MD.A.6
Difficulty:

A good middle-difficulty Grade 2 number line set with each hop drawn in, which may help with scaffolding for struggling students.