Grade 1

Directions: Make a graph that shows a possible result of 7 students’ favorite color. Source: Robert Kaplinsky

Directions: Using the digits 1 to 9, at most one time each, fill in the boxes to create a true number sentence with the greatest possible value. Source: Robert Kaplinsky

Directions: Using the digits 1 to 9 at most one time each, place a digit in each box to create two true number sentences. You may reuse all the digits for each number sentence. Source: Robert Kaplinsky

Directions: Using the counting numbers 1 to 6, each only once, fill in the graph and blanks to make the statements true. There are twice as many dogs as cats. There are twice as many cats as birds. There are ___ dogs, ___ cats and ___ birds in class. Source: Bryan Anderson

Directions: Complete the story problem and answer statement. Version 1 (Difficult) Lucy has _____ apples. She has nine _____ (more/less) than Marcus. How many apples does _____ (Lucy/Marcus) have? _____ (Lucy/Marcus) has _____ apples. Version 2 (Medium Difficulty) Lucy has _____ apples. She has nine less than Marcus. How many apples does _____ (Lucy/Marcus) have? _____ (Lucy/Marcus) has _____ apples. …

Directions: Using the digits 1 to 9 at most one time each, place a digit in each box to make the smallest (or largest) sum. Source: Robert Kaplinsky

Directions: Using the digits 1 to 9 at most one time each, fill in the boxes to make the smallest (or largest) difference. Source: Robert Kaplinsky

Directions: Order the squares from shortest to tallest. Order the rectangles from tallest to shortest. Order both the squares and rectangles from tallest to shortest. Source: Bryan Anderson

Directions: Using the same cut pattern for each figure, partition each shape into fourths. Using different cut patterns for each figure, partition each shape into fourths Source: Bryan Anderson

Directions: What shapes could be used to create this picture? Make a list of the shapes needed, and how many of each you would need. Source: Bryan Anderson