Designed by Chris

Difficulty:

This is a very easy version, allowing students to touch-count the addition problems to find the answers, which they then write on the right-hand side.

Designed by Chris

Difficulty:

This variation on the previous sheet helps to introduce numbers, allowing students to both touch-count and see the number below.

Designed by Chris

Difficulty:

In this version, students focus on adding two numbers, but they’re provided with a valuable number line to help them touch count.

Designed by Chris

Difficulty:

This simple drill-and-practice version is our first that is numbers only. Students add two numbers that will add up to 10, maximum.

Designed by Chris

Difficulty:

This version combines the two above, where students get just one practice number line that they can refer back to, placed at the top of the page.

Designed by Chris

Difficulty:

Students do the sums (using their fingers, if needed), then draw a line to the correct answer on the right.

Designed by Chris

Difficulty:

In this version, students count up the cookies in the cookie jars, then write-in the addition sentence under each set.

Designed by Chris

Difficulty:

In this ‘number pairs’ version, students have to add the numbers in the two circles connected to the blank circle, then write-in the correct answer in the blank circle.

Designed by Chris

Difficulty:

This version introduces vertical addition, which will be very useful when doing double-digit addition in subsequent years.

Designed by Chris

Difficulty:

This adding with 10 version starts off with only 1 or 2, which can be helpful as an early scaffold.

Designed by Chris

Difficulty:

Count the cookies in the cookie jars! Can also be doubled-up as a coloring-in activity. Have the children touch count the items then write-in the number in the box provided under each jar.

Designed by Chris

Difficulty:

A colored version of the cookie jars sheet, in case you’d prefer a beautiful version and don’t mind using the ink! Have the children touch count the items then write-in the number in the box provided under each jar.

Designed by Chris

Difficulty:

Slightly harder, in this version students need to discern between apples and birds, and touch-count them.

Designed by Chris

Difficulty:

Students can touch-count the objects (up to 20) and write-in the number within the circles on the right of each row. They can also color the objects.

Designed by Chris

Difficulty:

Students need to go through the grid animal by animal to count each of them up. You can encourage the children to select a color for each animal and color-in the grid.

Designed by Chris

Difficulty:

Students touch-count the objects and write-in the number in the box on the bottom-right.

Designed by Chris

Difficulty:

Students touch-count the objects and write-in the number in the circle to the right of each row.

Designed by Chris

Difficulty:

Students touch-count the items then draw a line to the correct number that is encircled on the column to the left.

Designed by Chris

Difficulty:

Students touch-count each color of balloon one by one, then write-in the number of each colored balloon at the bottom.

Designed by Chris

Difficulty:

In this animal themed sheet, students touch-count the number of animals in each of the pens then write their answer in the boxes provided at the bottom of the sheet.

Designed by Chris

Difficulty:

Students touch-count each item and color only as many as the number instructs. This version is black and white so ideal for printing.

Designed by Chris

Difficulty:

Students count all items on the left, write the count in the middle circle, then shade the correct number of blocks on the right.

Designed by Chris

Difficulty:

Students touch-count each item and color only as many as the number instructs. This version is black and white so ideal for printing.

Designed by Chris

Difficulty:

Students touch-count each item then color the correct number from a range of multiple-choice answers.

Designed by Chris

Difficulty:

Students touch-count each item then write-in the correct number on the bottom-right box.

Designed by Chris

Difficulty:

Students touch-count each item then write-in the correct number inside the circle to the right of the box.

Designed by Chris

Difficulty:

Students touch-count each item then draw a line to the correct circled number on the right.

Designed by Chris

Difficulty:

Students color only the number of cookies within the cookie jar that matches the number below. They should not color all cookies

Designed by Chris

Difficulty:

Students write-in the missing numbers on the jars, counting up to 20.

Designed by Chris

Difficulty:

Students write-in the missing numbers on the stars, counting up to 20.

Designed by Chris

Difficulty:

Students count the correct number of each item on the array, returning to the array to count all stars, then oranges, then smiley faces, then apples.

Designed by Chris

Difficulty:

Students just need to color – no writing numbers required!

Designed by Chris

Difficulty:

Slightly harder, this version requires both entering-in numbers and coloring a tens base chart.

Designed by Chris

Difficulty:

Students need to be able to read the number then color that number of objects.

Designed by Chris

Difficulty:

Students count the objects then shade the correct number, showing understanding of the concept of counting.

Designed by Chris

Difficulty:

Students write-in the number that corresponds with the number of objects.

Designed by Chris

Difficulty:

Students write-in the number that corresponds with the number of objects.

Designed by Chris

Difficulty:

Students match the objects box to the circle that has the correct number.

Designed by Chris

Difficulty:

Students color the right number of circles for the number at the start of each line.

Designed by Chris

Difficulty:

Students fill-in the numbers in each star that’s missing a number, showing the ability to count up to ten.

Designed by Chris

Difficulty:

Students fill-in the numbers in each star that’s missing a number, showing the ability to count within ten, and not necessarily from zero!

Designed by Chris

Difficulty:

Students have to discern between each item on the grid, counting the number of each specific item, and writing the answer at the bottom.

Designed by Chris

Difficulty:

Students count the number of dots on the tens frames then write in the correct number inside the circle.

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.

Designed by AAA

Difficulty:

This bubble number is designed for Pre-K children, helping them to familiarize themselves with the number’s shape and form. Encourage your child to color the letter within the lines in their favorite color or group of colors.

Designed by Chris

Difficulty:

In this surprisingly popular version, children engage in an activity that helps them attempt to remember the number’s form and shape. A model is presented on the top-right, and children must then try to find it within the balloons below. Each time they identify a balloon with the number, they must color it. This version is targeted for a Pre-K audience.

Designed by AAA

Difficulty:

This version’s large bubble number is designed for familiarization with the number for pre-K children. They can attempt to trace the number following the tracing guidelines provided, then color the number within the outlines. Lastly, they can also have a go at tracing the word for the number within the handwriting lines at the bottom of the page.

Designed by Chris

Difficulty:

In this version, I’ve provided a range of fun number activities, including tracing within the bubble number (which also contains stroke instructions to help children understand the most efficient way to form the strokes), as well as writing the full word within large dot tracing letters, and coloring the bubble word at the bottom.

Designed by Chris

Difficulty:

This version introduces horizontal handwriting lines to guide children in maintaining consistent size and alignment while writing. By tracing the number repeatedly across these lines, children can develop muscle memory and improve their control. Once they’re comfortable with this format, they can progress to versions without tracing aids for more independent practice.

Designed by AAA

Difficulty:

In this version, students practice the number across four lines, with each line containing the horizontal handwriting scaffold. I’ve also included the “color the balloons” exercise seen in the first worksheet on the list, which helps children to understand what the number means in reality.

Designed by Chris

Difficulty:

On this sheet, children practice both words and numbers. They alternate between practicing the word that represents the number, with a focus on correct spelling, then writing the number itself. You can encourage your child to color the bubble number on the top-right as well, once they’re done.

Designed by AAA

Difficulty:

In this sheet, we focus on spelling the word for the number. Children view the model on the right of each line then copy it with the help of the faint dot tracing letters. Once children have mastered this task, you can move onto the similar sheet later on this page that doesn’t have the dots, allowing for more independent practice.

Designed by Chris

Difficulty:

This worksheet is designed for children ready to practice writing the number independently. The horizontal lines remain for support with size and alignment, but the dotted tracing is removed, requiring children to write the number on their own by following the model provided at the start of each line.

Designed by AAA

Difficulty:

In this version, we practice spelling the word for our focus number, but this time without the dot-tracing guidelines. Children are provided the horizontal handwriting lines to scaffold uniformity of size, but they have to master the form of the words and recall the stroke order correctly. There is also a model word on the left of each line for children to refer to.