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When it comes to teaching first-grade students the common core standards of mathematics, theres no better way to practice than with worksheets geared toward repeatedly applying the same basic concepts such as counting, adding and subtracting without carrying, word problems, telling time, and calculating currency.As young mathematicians progress through their early education, they will be expected to demonstrate comprehension of these basic skills, so its important for teachers to be able to gauge their students aptitudes in the subject by administering quizzes, working one on one with each student, and by sending them home with worksheets like the ones below to practice on their own or with their parent.However, in some cases, students may require additional attention or explanation beyond what worksheets alone can offer—for this reason, teachers should also prepare demonstrations in class to help guide students through the coursework.When working with first-grade students, its important to start from where they understand and work your way up, ensuring that each students masters each concept individually before moving on to the next topic. Click on the links in the rest of the article to discover worksheets for each of the topics addressed. One of the first things first graders have to master is the concept of counting to 20, which will help them quickly count beyond those basic numbers and begin to understand the 100s and 1000s by the time they reach the second grade. Assigning worksheets like Order the Numbers to 50 will help teachers assess whether or not a student fully grasps the number line.Additionally, students will be expected to recognize number patterns and should practice their skills in counting by 2s, counting by 5s, and counting by 10s and identifying whether a number is greater than or less than to 20, and be able to parse out mathematical equations from word problems like these, which may include ordinal numbers up to 10In terms of practical math skills, the first grade is also an important time to ensure students understand how to tell time on a clock face and how to count U.S. coins up to 50 cents. These skills will be essential as students begin to apply two-digit addition and subtraction in the second grade. First-grade math students will be introduced to basic addition and subtraction, oftentimes in the form of word problems, over the course of the year, meaning they will be expected to add up to 20 and subtract numbers below fifteen, both of which wont require the students to re-group or carry the one.These concepts are easiest understood through tactile demonstration such as number blocks or tiles or through illustration or example such as showing the class a pile of 15 bananas and taking away four of them, then asking the students to calculate then count the remaining bananas. This simple display of subtraction will help guide students through the process of early arithmetic, which can be additionally aided by these subtraction facts to 10.Students will also be expected to demonstrate a comprehension of addition, through completing word problems that feature addition sentences up to 10, and worksheets like Adding to 10, Adding to 15, and Adding to 20 will help teachers gauge students comprehension of the basics of simple addition. First-grade teachers may also introduce their students to a base-level knowledge of fractions, geometric shapes, and mathematical patterns, though none of them are required course material until the second and third grades. Check out Understanding 12, this Shape Book, and these additional 10 Geometry worksheets for late Kindergarten and Grade 1.When working with first-grade students, its important to start from where they are. It is also important to focus on thinking concepts. For instance, think about this word problem: A man has 10 balloons and the wind blew 4 away. How many are left?Heres another way to ask the question: A man was holding some balloons and the wind blew 4 away. He only has 6 balloons left, how many did he start with? Too often we ask questions where the unknown is at the end of the question, but the unknown can also be put at the beginning of the question.Explore more concepts in these extra worksheets:Researchers in Ohio have found that frequent use of cell phones by college students is tied to poorer academic performance, anxiety and unhappiness. This is according to a study published in the journal Computers in Human Behavior. The researchers, from the College of Education, Health and Human Services at Kent State University in Ohio, describe how they surveyed more than 500 college students about their cell phone use and compared their responses with their college grades and results of clinical tests they undertook for anxiety and life satisfaction or happiness.Not decrying the usefulness of the smartphone to todays college students, which allows them to stay in touch with family and friends and easily browse the Internet, the researchers suggest there is merit in considering what potential harms they may pose. This is particularly relevant, especially as recent research like the Pew Centers Internet and American Life Project suggests college students are the most rapid adopters of cell phone technology.The majority of the students who took part in the study were undergraduates, equally distributed by class (freshman, sophomore, junior and senior), and there were also 82 self-reported majors.First author Andrew Lepp, associate professor at Kent State, and colleagues compared the participants self-reported cell phone use against their college grades – the students gave them permission to obtain their cumulative college grade point average (GPA) from the universitys official records.Their analysis showed that cell phone use was negatively linked to GPA – the higher the cell phone use, the poorer the grades – and positively linked to anxiety – higher cell phone use was linked to higher anxiety.They also found, perhaps unsurprisingly, that higher GPAs tended to correlate with more happiness, while more anxiety was linked to less happiness. Anxiety and happiness were assessed with two well-known questionnaires for assessing mental health: the Becks Anxiety Inventory and the Satisfaction with Life (SWL) index.Further statistical analysis (path analysis) on these associations encouraged them to suggest cell phone use is linked – via GPA and anxiety – to happiness.They also found that these links were statistically highly significant.However, it should be noted that the study was not designed to determine cause and effect, so no matter how good the statistics, they cannot show for certain that it is cell phone use that leads to anxiety, poorer grades and reduced happiness.While it is plausible that spending a lot of time calling and texting affects academic performance, it could equally be argued that these results suggest students who are more anxious, perform less well in class, and are more unhappy are more likely to use cell phones.So the most the researchers can claim from these findings, is as they cautiously note in their conclusions:These findings add to the debate about student cell phone use, and how increased use may negatively impact academic performance, mental health, and subjective well-being or happiness.Earlier this year, two of the authors led a study that found a link between cell phone use and cardiorespiratory fitness.Taking the studies together, and the gathering weight of similar evidence, the researchers say it is probably a good idea for students nevertheless to review how they are using their smartphones and just think about whether it is interfering with their performance, mental and physical health, overall well-being and happiness.

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