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K-5 Math Worksheets & Printables

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Kindergarten math worksheets.

Help your students develop basic addition skills with these practice worksheets. This will help you teach your students how to write and calculate simple equations.

These practice worksheets help you teach your students how to match numbers, patterns, shapes, and objects.

Give your students practice identifying patterns and sequencing numbers 1-20.

These worksheets will help you teach your students how to draw and identify basic shapes and what makes each shape unique.

These activities will help your students learn how to subtract and calculate simple equations.

These worksheets will give your students practice at counting, adding and subtracting numbers.

Teach your students how to measure what is bigger, smaller, thicker, and thinner with these practice worksheets.

Give students practice identifying objects in different positions such as in between, below, above and more.

Give your students practice at identifying certain objects and sorting them into groups based on color, number and shape.

Help your students practice writing different numbers and words. These basic skills will develop the foundation of all math skills for the future.

1st Grade Math Worksheets

Give your students the necessary addition practice they need with these addition worksheets. These activities will give your students a chance to practice their addition skills.

These counting activities will help your students practice their addition and subtraction skills while counting objects, shapes and numbers.

These fraction worksheets will help introduce your students to the subject. With practice your students will start to understand how fractions work and how to add and subtract them.

Teach your these simple graphing fundamentals will help your students understand more complicated subjects like algebra and measurements.

Give your students practice at adding, subtracting and counting money. These activities will help your students learn how to use coins and dollars of different values and how to find their total amount.

Teach your students how to use place value and how they can practice using 1,10, and 100.

Introduce your students the basics to estimation and probability to create estimates and judge the probability of math equations and word problems.

These worksheets will give your students practice at solving word problems. This will help your students learn how to pay attention to details and develop their critical thinking skills.

Test your students ability to compare quantities and values of numbers using coins, objects and charts.

Teach your students the basics of geometry and how it is used to create and measure shapes.

Teach your students how to tell time using an analog or digital clock. Also these worksheets will give your students practice at

These worksheets will help your students practice their shape and number pattern identification skills.

These activities will give your students a chance to practice their subtraction skills which is crucial to their development in other subjects in math.

Give your students practice with numbers. They'll practice counting by 10's, tracing numbers, place values, and more.

2nd Grade Math Worksheets

Help your students develop their addition skills with these practice worksheets as well as identifying number patterns, adding by increments and double digits, practicing word problems, and more.

These worksheets will improve your students' counting skills, as well as identifying number patterns, multiplication skills, chart reading, and more.

These worksheets will help students improve their skills with fractions. They will learn to shade in the correct proportion, identify, and write out fractions.

These worksheets will introduce and improve your students' knowledge on reading tables and charts, grid placement and location, bar graphs, pictographs, and more.

Use these worksheets to give students practice with money. They will focus on word problems, addition, tables, and more.

These pattern worksheets will improve your students ability in identifying, counting, and creating patterns.

Sharpen students' matching and sorting skills with these worksheets. Students will focus on matching fractions, working with Venn diagrams, and sorting shapes.

Give students practice solving word problems with these worksheets. They will also practice other math skills in these word problems including working with money, addition, subtraction, and more.

Students will practice comparing and ordering numbers with these worksheets. They will work with graphs and tables, odd and even numbers, and more while sharpening their ordering skills.

Help your students develop their division skills with these worksheets. They will learn long division, dividing by different numbers, and practice their times tables charts.

Students will learn and practice their skills with geometry and shapes with these worksheets. They will further their understanding of fractions, sorting, 2- and 3-dimensional shapes, and more.

Help students develop their skills with measurement and telling time with these worksheets. These worksheets focus on measurement tools, specifying lengths, understanding a clock face, reading a calendar, and more.

Help students develop their multiplication skills with these worksheets. Students will focus on learning multiplication with different numbers and learning their times tables charts.

Students will test their knowledge on place values with these worksheets. They will also practice writing and reading numbers.

These worksheets will improve basic subtraction skills as well as identifying number patterns, subtracting by increments and double digits, practicing word problems, and more.

3rd Grade Math Worksheets

Students will gain better knowledge of addition with these worksheets. These worksheets focus on 2- and 3-digit addition problems, measurements, and measurements.

Implement these worksheets in your math lessons to help your students practice converting, rounding, and ordering decimals.

These worksheets will allow students to practice long division, mixed division, remainders, as well as word problems to hone their division skills.

These fraction worksheets will help your students focus on adding, simplifying, comparing, subtracting, and writing fractions.

These worksheets will introduce your students to geometry and develop your student's knowledge of their geometric concepts and shapes.

Students will practice reading and working with bar graphs, tables, and other types of charts.

Students will focus on the understanding the appropriate units of measurement like area, length, and volume, as well as all aspects of telling time.

Students will work on their money skills with these worksheets. They can practice adding, subtracting, calculating change, counting, and dividing all with the concept of money.

Test your students' times table skills, multiplying by multiple digit numbers, long and mixed multiplication, and more with these multiplication worksheets.

These worksheets work students skills on ordering, place value, rounding, and writing numbers.

Give students the practice to work on their estimation and probability skills with these worksheets.

Help students expand on their knowledge of geometry by identifying shapes and number patterns and work on their times tables.

Students will practice their subtraction skills with these worksheets that focus on money problems, subtracting multiple digit numbers, and choosing the correct operation.

Students will have a chance to practice all the major mathematical operations while solving these word problem worksheets.

4th Grade Math Worksheets

These worksheets focus on the more advanced concepts of addition. This includes addition of fractions, decimals, addends, perimeters, and number sequences to solve specific equations.

These comparing values worksheets will give students practice comparing and ordering numbers with decimals,areas and large numbers.

These decimal worksheets will help your students practice adding, subtracting, multiplying, dividing, and ordering sets of decimals. This will teach your students how to solve equations with decimals in them.

These division worksheets are great practice for your students to master their division skills including averages, conversions, remainders and factors.

These rounding and estimation worksheets focus on rounding money, numbers, and decimals as well as estimating the sums and differences of money.

These fraction worksheets will help students advance their skills on adding, simplifying, subtracting, and converting fractions.

Students will advance their geometry skills with these worksheets. These printables focus on acute and obtuse angles, areas of rectangles and squares, polygons, cubes, symmetry and more.

Teach your students how to integrate data and equations into charts, graphs and tables. Learning how to graph is a very important part of grasping more advanced math concepts such as algebra, geometry and calculus.

These measurement worksheets will improve your students' ability to order seats, understand perimeters and areas of shapes, comparing and converting tables and length, and much more.

Improve your students' money skills with these money math worksheets. These focus on adding decimals, column addition, estimation, rounding, and more.

Students will learn and practice more advanced forms of multiplication such as multiplying multi-digit numbers, fractions, division, and practice speed tests of the times tables.

These worksheets will improve students' skills with identifying patterns and advancing their knowledge of the times tables.

These place value worksheets will help students order sets of decimals, place values of decimals and whole numbers, and more.

Advance your students' knowledge of subtraction with these worksheets that focus on subtracting decimals and fractions, large numbers, and much more.

These fourth grade word problem worksheets will enhance students' skills with word problems while touching on other math concepts like addition, subtraction, decimals, and more.

Fifth Grade Math Worksheets

These worksheets will help your students learn and practice more advanced forms of addition such as adding fractions, decimals, perimeters and more.

Have your students practice comparing and ordering numbers with decimals, comparing areas, ordering large numbers, and more with these worksheets.

These data analysis worksheets will help teach your students how to plot, read, and manipulate data and bar graphs.

Test your students ability to add, subtract, multiply and divide decimals. This practice will help your students fully understand how to use decimals in equations.

These worksheets will allow students to practice their division skills by finding averages, conversions, division with remainders, factors, as well as practice with times tables.

Give your students practice with estimating numbers using money, decimals, and estimating sums.

Have your students practice adding, simplifying, subtracting, and converting fractions while they learn how to find equivalent fractions, identifying numbers, and ordering sets.

Students will advance their geometry skills with these worksheets by finding acute and obtuse angles, areas of rectangles and squares, quadrilaterals, cubes, symmetry and more.

These measurement worksheets will improve your students' ability to measure perimeters, find the area of shapes, and compare and convert measurements.

In these multiplication worksheets students will learn and practice multiplying multi-digit numbers, fractions, and implementing division into multiplication equations.

Improve your students' skills with identifying patterns and advancing their knowledge of the times tables and number sequencing.

These word problem worksheets will enhance students' skills with word problems while touching on other math concepts like addition, subtraction, decimals, and more.

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TeacherVision Editorial Staff

The TeacherVision editorial team is comprised of teachers, experts, and content professionals dedicated to bringing you the most accurate and relevant information in the teaching space.

IM K–5 Math™ certified by Illustrative Mathematics ®

Im k–5 math.

Meets all expectations in all three EdReports Gateways

Learn more about IM K–5 Math v.I with this in-depth look at our new K–5 curriculum. Tour the teacher materials, demonstrate the lesson structure from warm-up to cool down, and see how centers support math fluency.

See why educators love IM K–5 Math.

This curriculum has taken all of the fantastic instructional routines teachers were pulling from multiple sources and tied them up with a great big bow into a rigorous, coherent curriculum resource! Students are talking about math like they never have before, and students who would typically not speak up in math class now join the conversation.

— Catherine Castillo, Elementary Numeracy Coordinator for Springfield Public Schools, MO

As a teacher of 25 years, I always worked on creating a strong class community. I had never considered nor had the tools to develop a safe, supportive, inclusive mathematical community until I used IM K–5  in the alpha and beta pilots. IM K–5 changed my math instruction and changed the way my students see themselves. They see themselves as mathematicians who are enjoying doing and talking about math. 

— Maureen O’Connell, Math Specialist, Ipswich Public Schools, MA

Here’s what students from a grade 4 class at Wanda Gray Elementary said:

“The fractions are so much fun.”

“My favorite part of math this year is everything.”

“I like working with a partner.”

“I like figuring out what mistake the students in the book made (error analysis).”

“Working with a partner helps me get to know them better and we understand more when we work together.”

— Students at Wanda Gray Elementary, Springfield, MO

With IM K–5 every single student can access grade-level math. Students don’t get pulled out for math anymore. They get to be part of the classroom because the curriculum is designed to invite all learners into the lesson with multiple opportunities to use manipulatives, have conversations, share their thinking, and explore the mathematics. It is the most inviting, rigorous, and exciting curriculum I’ve ever taught and it’s amazing how much students can learn and feel successful in math.

— Nancy Sirois, K–5 Math Coach, Gerald E. Talbot Community School in Portland, ME

What makes IM K–5 unique for teachers is that it is an educative curriculum. Teachers are learning so much right along with their students. There are so many layers to it. . . community and equity, mathematical understandings, the Five Practices, language routines, and more. I feel like there are years worth of professional learning and development built right into what is presented, and we can put it into practice as we learn together. It’s amazing.

— Ann Neely, Elementary Program Coordinator, Mathematics, South Williamsport, PA

Ready to get started with IM K–5 Math ™ ?

IM K–5 Math Design Features

IM K–5 Math supports :

A coherent progression of learning.

IM K–12 Math™ is fully aligned to the focus, rigor, and coherence of the standards, and has been given the stamp of approval by EdReports, earning perfect scores in the areas of Focus & Coherence and Rigor & Mathematical Practices. The scope and sequence of units, activities, and representations are designed to help students develop a deep understanding of mathematical concepts, build fluency with procedures, and solve mathematical problems that reflect their lived experiences.

Academic language development

Math vocabulary is developed through the process of actively exploring and learning mathematics. Students make sense of mathematical concepts using informal language before academic terms are introduced. Embedded within the curriculum are Mathematical Language Routines to support academic language development for all learners. These routines also provide opportunities for English Learners to engage in the specialized academic language demands of reading, writing, speaking, listening, conversing, and representing in math.

Culturally responsive pedagogy

Materials are designed to affirm students as they build positive mathematical identities. Units and lessons begin by inviting students to use their prior mathematical knowledge, funds of knowledge, language, and culture to make sense of new mathematical concepts. Activities offer collaborative learning opportunities and instructional routines that center student thinking and encourage students to bring their whole selves to math class. Grades K–5 courses (and coming soon to 6–12 courses) include problem-solving contexts that positively reflect ethnically diverse cultures and support the implementation of culturally relevant and responsive pedagogy.

Teacher learning

Units and lessons include narratives that describe the mathematical work that will unfold, and activities and lessons include a synthesis that assists the teacher with ways to help students incorporate new insights gained into their big-picture understanding. Formative assessments help create clear pathways to address student outcomes. Teacher-facing materials support teachers to develop, refine, and reflect on instructional practices.

IM K–5 Math MeetsExpectationsin All EdReports Gateways

The IM K–5 Math certified curriculum is rigorous, problem-based, and fully aligned to the standards, with coherence across grade bands.

The curriculum is available in both print and digital versions. IM K–5 Math is highly rated by EdReports for meeting all expectations across all three review gateways. Read the full analysis for Kendall Hunt and Imagine Learning .

Ready to Get Started with the IM Certified Experience?

Already using IM, but want to learn more?

Reach out to your IM Certified partner to schedule professional learning , order print materials or digital subscriptions.

IM K–5 MATH FEATURED CONTENT

Featured IM K–5 Math Blog Posts

With that e-mail, we were off and running in the most exciting race of my professional career. We later agreed to deliver a pilot-ready version of grades 6–8 for the 2016–17 school year, rolling out units just in time as the year progressed, and delivered a final version in the summer of 2017, along with aligned professional learning. 

Amanda Gorman recited her poem, “The Hill We Climb,” on Inauguration Day. Her words were not only inspiring, but a piercing call to action. I thought about my work at IM and wondered what a commitment to “all cultures, colors, characters, and conditions of man” meant in my role.

We are never more “on” than when we are teaching a lesson. All of our senses are heightened and all of our energy is focused on understanding students and being understood by the students we are teaching.

IM K–5 Blog Posts From the Authors

Many people have an aversion to word problems. They cringe at the mention of them. In elementary classrooms, teachers often report that this is what their students struggle with most.

What do we do with curious students who are ready, willing, and able to go further with math ideas? Some students cannot wait to dig deeper into the mathematics they are studying in class.

From the start of the year, we want students to know they are capable of engaging in grade-level mathematics. In the Opportunity Myth (2018), data shows that there is an opportunity gap for historically marginalized students to engage with this content in their math classes.

IM K–5 Math Blog Posts From the IM Community

When we consider early childhood mathematics this familiar song comes to mind. In our hurried society where more is more, childhood expectations have been pushed to earlier and earlier ages.

One way is through instructional routines like “Which One Doesn’t Belong” and “Notice and Wonder.” These routines give structure to time and interactions. Within the structure, there are opportunities to have time to think deeply and a predictable way to share and deepen thinking with partners and the whole class.

Last spring, I was approached by our Math Coordinator and asked about piloting a new math program. I knew my staff was ready for building-wide consistency and we were ready to try something new. I easily said yes!

IM K–5 Math Blog Post Series

What does it mean to know mathematics?

A world where all learners know, use, and enjoy mathematics. Perhaps the most mysterious verb in the IM vision—a world where all learners know, use, and enjoy mathematics—is the first one: know.

What Does It Mean to Use Mathematics?

Our vision at Illustrative Mathematics is a world where all learners know, use, and enjoy mathematics. In my last post I picked up that first verb and talked about what it means to know mathematics.

What does it mean to enjoy mathematics?

When I started this series of blog posts on what it means to know, use, and enjoy mathematics, I thought this one would be the easiest. Math is fun, right? How could you not enjoy mathematics? I certainly do—

Fluency Development Within and Across the Grades in IM K–5 Math™, part 1: Addition and Subtraction

“When do students practice their math facts? How is math fluency assessed?” We appreciate these questions for a couple of reasons…

Fluency Development Within and Across the Grades in IM K-5 Math™, part 2: Addition and Subtraction

Because of the problem-based structure of our curriculum, students’ ideas play an integral role in the progression of learning in IM K–5 Math™.

Fluency Development Within and Across the Grades in IM K–5 Math™, part 3: Multiplication and Division

When designing IM K–5 Math™, we thought deeply about the potential impact of our curriculum on students’ mathematical identities.

Fluency Development Within and Across the Grades in IM K–5 Math™, part 4: Multiplication and Division

As a problem-based curriculum, IM K–5 Math™ aims to offer all students opportunities to problem-solve and think critically about new learning.

IM K–5 Math On-Demand Webinars

Family Engagement, Collaboration, and Support

Families play a crucial role in student learning, and at IM, we believe that students should be empowered to recognize and explore math in the world...

Access to Mathematics through Language

In IM K–5 Math™, vocabulary is formally introduced after students have had time to make sense of mathematical ideas and learn new concepts. Join us...

Racial Justice in Math Education

Join our distinguished panel of scholars and educators as they examine ways to disrupt patterns of racial inequity in mathematics education and...

Experience IM K–5 Math: A Focus on Student Thinking

At IM, we built our curriculum on the principle that all students are capable of using what they know to learn and solve problems. Students learn...

Experience IM K–5 Math: A Roundtable Celebration with the Authors

Celebrate with Illustrative Mathematics’s CEO William McCallum and the authors of IM K-5 Math at an extraordinary event, where they reunite and...

Comparing IM K–5 Math and IM 6–12 Math — What’s New?

While IM K–5 Math shares many similarities with our 6–8 and 9–12 curricula, all of the units have been geared towards meeting the unique needs of...

Advancing English Learners in IM K–5 Math

Join Erin Smith, advisor and lead for supports for English learners, to take a look at enhancements included in the IM K–5 Math designed to advance...

IM K–5 Math as a Support for Culturally Responsive Pedagogy

When developing IM K–5 Math, the authors wanted to make sure that all students—regardless of race, ethnicity, language, gender, ability, and...

Learn All About IM K–5 Math v.I

Learn more about IM K–5 Math v.I with this in-depth look at our new K–5 curriculum. Tour of the teacher materials, demonstrate the lesson structure...

Imagine IM, from Imagine Learning, offers the comprehensive IM® v.360 curriculum with enhanced resources. Imagine IM includes classroom-ready print books designed for usability. The digital experience offers customizable lessons, interactive tools, assessments, and exclusive features like digital centers and videos. Imagine Learning is IM’s original premium partner and supports districts to ensure implementation with integrity.

Kendall Hunt is an IM Certified Partner and print provider of the upgraded IM® v.360 curriculum. The Kendall Hunt version will be the pure, untouched print version – one that is unaltered, unedited, and aligns directly with IM’s free digital version. In addition to this upgraded print version, Kendall Hunt offers professional learning opportunities aligned with customer needs.

IM® v.360 powered by Kiddom unites ground-breaking technology with Illustrative Mathematics’ high-quality curriculum.  Kiddom empowers educators to customize, implement, and measure the impact of IM® v.360 on a simple, powerful platform. A full suite of digital tools and functionality creates dynamic, engaging learning experiences for students, while real-time data supports informed instructional choices.

Kristin Gray

K–5 Director of Curriculum and Professional Learning, IM K–5 Math v.I

Kristin’s continuous curiosity around students’ mathematical ideas drives her work in writing instructional materials that create a coherent mathematical story for all students. She is a National Board Certified 22-year veteran teacher of grades 5, 7, and 8, and was a Teaching Channel Laureate. 

Kristin has a B.S. in Elementary Education with a concentration in Mathematics from the University of Delaware, an M.Ed. in Applied Technology in Education, and is the 2014 Presidential Awardee for Excellence in Mathematics and Science Teaching.

Having served as a curriculum writer on IM 6–8 Math, and as the IM K–5 Math Director of Curriculum and Professional Learning, she is committed to providing opportunities for teachers and students to find joy in learning.

Marni Greenstein

Grade K–3 Lead, IM K–5 Math v.I

Marni has also worked with UnboundEd as a facilitator, supporting teachers and leaders to address systemic racism and disrupt patterns of injustice in mathematics education through strong curriculum, deep content knowledge, and belief in students.

Dionne Aminata

Grade 2–5 Lead, IM K–5 Math v.I

Dionne began her career in education in 2001 as an elementary teacher at LAUSD in Los Angeles, CA, then taught middle school math in Brooklyn, NY, and later served as an instructional coach to new teachers with New York City Teaching Fellows. 

Dionne then spent six years as a math content specialist with Aspire Public Schools in Los Angeles, where she led K–8 teachers and leaders through the transition to Common Core State Standards, the adoption of a new math curriculum, and the implementation of equitable teaching practices in mathematics.

Dionne has also worked as a facilitator at UnboundEd’s Standards Institutes, helping teachers and leaders from across the country deepen their understanding of the Common Core Standards and engage in critical conversations about systemic bias and racism in math education. 

Dionne successfully supported implementation of the IM K–5 Math beta pilot at LAUSD in 2020–21. She earned her undergraduate degree in Sociology and Business at UCLA. She has an MBA in Entrepreneurship and Global Marketing from Babson College, and a Masters in Math Education from CUNY Brooklyn College.

Alex Clayton

Kindergarten Lead, IM K–5 Math v.I

Alex believes that both teachers and instructional materials should empower students to develop their ideas and mathematical identities. She worked as a kindergarten teacher in New Orleans before joining the IM team as the kindergarten lead. 

Brianne Durst

Grade K–2 Writer and Coherence Reviewer, IM K–5 Math v.I

Brianne believes that all students deserve the chance to learn mathematics as a subject that makes sense, that this sense-making should be done individually as well as within a math community, and that students need to believe in the value of sharing and reflecting upon their ideas as well as the ideas of others in their math community.

She was a classroom teacher in grades 2 and 4 for a total of 12 years before becoming a math coach. She spent 5 years as a math coach and interventionist for grades K–2 at Community Roots Charter School in Brooklyn, NY. She is also a member of the Math Collective, a group that offers professional learning materials and experiences to teachers in New York City.

Brianne led the Grade 1 revisions for v.I and continues to work at IM as a K–5 Curriculum Specialist. Through her work with IM, she is able to help provide students with a mathematics experience that makes sense and encourages learning with a community of peers.

Sara Baranauskas

Grade 1 Lead, IM K–5 Math v.I

Sara began her career as a grade 6 language arts teacher. When she transitioned to grade 5, her love of teaching mathematics blossomed. With decades of educational experience, Sara is now the K–12 STEM coordinator for two districts in Connecticut. In 2015, she was selected as a LearnZillion National Dream Team Coach, where she collaborated with teachers to develop units for grades 1 and 2.

Deborah Peart

Grade 2 Lead, IM K–5 Math v.I

Now based in Florida, Deborah taught for over 25 years in New York, Connecticut, and Georgia in the public and private sectors. Deborah is the founder of My Mathematical Mind and speaks on a variety of topics related to math identity and literacy connections to mathematics. 

Blending her training in yoga and mindfulness with mathematics instruction, Deborah advocates for a mindful approach to teaching mathematics in order to address math anxiety, build confidence, and support the development of positive math identities. She has dedicated her career to helping other educators approach teaching in innovative ways that allow students to see themselves as valued mathematical thinkers and lifelong learners.

Grade 3 Lead, IM K–5 Math v.I

Zack spent 16 years as a teacher and instructional coach with Pinellas County Schools in Florida, where he coached and presented professional development at the district, state, and national levels. He currently serves on the board of directors for the Florida Council of Teachers of Mathematics (FCTM) and was the lead writer on the FCTM Access and Equity Position Statement .

Zack’s work on the IM K–5 curriculum leveraged both his extensive background in mathematics education and his dedication to ensuring quality instruction for every student.

Kaneka Turner

Grade 4 Lead, IM K–5 Math v.I

Kaneka has been a leader inside and outside of the classroom for decades. Her journey as an educator includes experience as a classroom teacher, teacher of gifted education, elementary math coach, Title I elementary math specialist, and district math specialist. In addition to her work in local school districts, she has also served teachers as an author facilitator of math professional learning for more than 18 years.

Her work on the IM K–5 curriculum amplified her dedication to changing lives through teaching, coaching, curriculum development, and professional learning.

Yenche Tioanda

Grade 3–4 Writer and Coherence Reviewer, IM K–5 Math v.I

Yenche is passionate about learning and helping others learn. Her adventures in mathematics education began in Philadelphia, where she taught high school students as a member of Teach For America and later served as a founding teacher of Science Leadership Academy. 

Since then, she has strived to create meaningful learning experiences—in mathematics and beyond—as a curriculum designer, leader of professional learning communities, academic director, and consultant to schools and non-profit organizations.

Yenche served as the lead author of the grade 6 course in the IM 6–8 curriculum, the lead for Algebra 1 in the IM 9–12 curriculum, and a writer for the IM K–5 curriculum.

Yenche holds a BA in Architecture from Washington University in Saint Louis, an MArch from Harvard Design School, and an MS in Education from the University of Pennsylvania. 

Sarah Caban

Grade 5 Lead, IM K–5 Math v.I

Sarah started her teaching career on an island off the coast of Maine, teaching in a K–8 one-room schoolhouse, then she spent four years teaching grade 4. Since 2001, she has been a K–12 math coach and coordinator. She also presents professional development at local, state, and national conferences.

Sarah facilitated professional learning for the IM middle school curriculum, and her work as a grade 5 lead puts her passion for listening and collaboration at the heart of every lesson she designs, teaches, and places in a teacher’s hand. She believes that all students learn math by doing math together, and sees great value in listening to students’ ideas.

Noelle Conforti Preszler

Grade K–5 Writer and Coherence Reviewer, Managing Editor, IM K–5 Math v.I

Noelle values students’ experiences with mathematics and works to create classrooms where students feel they belong and know their mathematical ideas are honored.

She is a mathematics educator with a Ph.D. from the University of Washington and over 10 years of undergraduate teaching experience, including 8 years teaching pre-service teachers in K–8 math content courses.

Along with writing and reviewing lessons across K–5 at IM, Noelle served as the Instructional Designer for the project. Her work focused on thinking carefully about the educative aspects of IM K–5 and its coherence across grades. Noelle led the final content and print book reviews for IM K–5 Math v.I. She continues her work at IM as Managing Editor, K–5 Curriculum. 

Michael Nakamaye

IM Mathematician in Residence, IM K–5 Math v.I

Mike is Mathematician in Residence at Illustrative Mathematics. He is the only author who has written classroom materials for every grade of IM curricula. 

He has a BA in French from Gonzaga University and PhD in Mathematics from Yale. He taught mathematics at Harvard and the University of New Mexico for over 20 years, including pre-service elementary and secondary teacher courses. 

Mike still loves French literature as well as cycling and the music of Rossini. His ideal time is attending the Rossini Opera Festival (by night), biking along the beautiful Italian coast (by morning), and taking a nap or dreaming about mathematical ideas (in the afternoon).

Liz Ramirez

VP of Implementation Programs

Liz unequivocally believes that education is an essential means of empowerment. This conviction guides her passion for advancing access and equity in the field of mathematics education for students and for teachers.

Liz led the strategic direction and development of IM’s research-based frameworks for enhancing access for both English learners and students with disabilities within IM K–12 math. The associated resources and professional learning have equipped IM teachers with math language routines that facilitate discourse and language development, as well as access-supporting instructional strategies grounded in the Universal Design for Learning guidelines. 

Liz also managed several projects focused on the development of tools, resources, and guidance to help districts establish the conditions necessary to successfully implement the IM curriculum.

As the vice president of implementation programs, Liz leads the strategy and development of IM programs for teachers, coaches, instructional leaders, and partner organizations. Liz and her team are committed to the continued advancement of IM’s professional learning for teachers and support for the districts and organizations that serve them.

William G. McCallum

CEO and Cofounder

Bill McCallum has dedicated his life to helping teachers, educators, mathematicians, and policymakers show fidelity to both mathematical coherence and student learning.

He is an Emeritus Distinguished Professor of Mathematics at The University of Arizona, where he researches number theory and arithmetical algebraic geometry, authors textbooks, and advises researchers and policymakers. Bill’s work as a lead writer of the Common Core State Standards in Mathematics earned him the Award for Distinguished Public Service from the American Mathematical Society and the Dolciani Award from the Mathematical Association of America.

As CEO and cofounder of Illustrative Mathematics, Bill chairs the organization’s board of directors, helping craft IM’s strategic direction and contributing to the curricula. He also represents IM to funders, at speaking events, and in workshops.

Kristin Umland

President and Cofounder

Kristin Umland believes that by coordinating the expertise of teachers, mathematicians, mathematics educators, and business professionals, we can help all students realize their mathematical potential.

Before joining the IM team, she was an associate professor in the Department of Mathematics and Statistics at the University of New Mexico (UNM). After joining UNM with a PhD in Mathematics, she carried out research in mathematics education, taught pre-service and in-service elementary and secondary teachers, and conducted education outreach at the local, state, and national level. A recipient of both the Louise Hay Award and the AMS Impact Award, Kristin’s goal has always been to improve the mathematical and pedagogical quality of children’s learning experiences.

Ditch Those Math Worksheets. The Case for Teaching Real-World Problem Solving in K-5

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The designers for Monte Vista Elementary School’s proposed outdoor classroom had some key questions to answer: What materials could they use while staying under the district’s $10,000 budget? How much square footage would work? How would they produce the scalable models the client wanted?

Those critical questions—which could have been considered at a local architecture firm—were part of just another math assignment in Robbi Berry’s 5th grade class at the Las Cruces, N.M, school . The prototypes the students created in class ultimately helped inform the work of the professional architects hired for the job.

And the project helped Berry’s students master some important 5th grade math concepts—such as adding and subtracting multidigit numbers with decimals. And the students did it without having to plod through boring math worksheets.

This problem-solving approach to teaching math to elementary school kids makes the subject much more intriguing and relevant, Berry and other educators say. It allows students to experience math the way it is used in real life, rather than as a pile of equations with no meaningful context.

It’s never too early to begin having kids learn math this way, experts say.

Today’s elementary school students need to learn how to analyze, reason, and make complex decisions to improve their chances of success later in life, said Jo Boaler, a professor of education at Stanford University.

In the world of work, “it is not very useful to be somebody who has memorized methods to [answer] textbook questions, because the work that is in our world is very different from that,” she said. “In whatever job you go into, you need to problem solve, think critically, make connections between different areas. And we’re just not helping our students develop those kinds of capabilities” in most schools.

The benefits of a real-world problem-solving approach can stick with students for years, Boaler said. For a study published in 2017 in the Journal for Research in Mathematics Education , she followed a group of high school students who were learning math through real-world problem solving and another group—with similar socioeconomic characteristics—who were taught math in a more traditional way. (Boaler has not conducted similar research with elementary students.)

Eight years later, the students who had been exposed to the problem-solving methods were in higher-skill jobs and more likely to be looking at upward mobility in their careers than those who were taught more traditionally. The ones who had learned the traditional way said they saw math all around them in their professional lives but felt that their K-12 education had left them unprepared to use it for professional success.

What’s more, the problem-solving approach gives teachers the opportunity to introduce students to all kinds of possible careers.

Berry’s students, for instance, wear all sorts of professional hats to tackle math problems that she makes up based on real problems people face in the working world.

They’ve been event planners tasked with coordinating transportation to a wedding with 76 guests and four cars that can hold differing numbers of passengers. They’ve designed a house for a very picky client—played by Berry, doing her best posh lady voice. The house had to be built to certain specifications: a particular range of square footage, number of rooms, and sizes for those rooms.

The strategy gives students insight into how professional mathematicians think, Berry said. “Real mathematicians [see] a problem in the world, and they use math to solve it.”

More than one right answer, more than one right method

While those tasks make sense for 5th graders, kindergartners—and even preschoolers—can learn math through problem solving, Boaler said. She pointed to a lesson she created, called “foot parade,” in which children see pictures of the feet of different types of animals and are told to select as many creatures as they need to reach a particular number of feet. A cat and a bird, for instance, would be a total of six feet.

In the Howard County public schools in Maryland, elementary school math classes typically kick off with a problem-solving exercise, such as a discussion of a level-appropriate “target” number. For instance, students have a few minutes to brainstorm as many equations as possible to reach the number 147. Correct answers could be 100 plus 47, 823 minus 676, or other combinations of numbers. Students then share their answers in groups.

They must collaborate and recognize there are usually multiple ways to solve a problem, skills people in the working world exercise every day.

The goal is to expose “kids to different ways of thinking, without telling kids, ‘here’s the different ways you have to think,’ ” said John SanGiovanni, the district’s elementary math coordinator.

These math problems often have multiple correct answers, and multiple pathways for getting to a solution. That’s exciting for kids, Boaler said. “One of the things that has [turned] off so many kids [to math] is that [they] think it’s a subject with one answer and one method,” she said.

Whether the math problems are as intricate as Berry’s outdoor classroom challenge—or simpler, like Howard County’s “target number” exercise—the underlying goal is to “create interest and wonder,” and help students unlock the concepts behind operations like addition, subtraction, multiplication, and division, SanGiovanni said.

When students veer off in the wrong direction, it’s a chance to learn, Berry said.

“Mistakes grow our brain, we celebrate them,” she said. Going over a misstep is “when we have the best conversations.”

If a kid gets tripped up, Berry will ask the student privately if they are OK sharing their process with the class as a “favorite mistake.” If they aren’t, Berry will still share their work, but pretend the blunder was her own.

Should teachers throw out their worksheets?

Teachers using the real-world problem-solving approach can present the problem without initially giving instruction in the operations they might use to solve it, such as multiplication, Boaler said. That’s the reverse of how it’s done in a typical classroom where teachers say, “ ‘here are your methods, now do some questions that practice them.’ ”

Flipping that traditional process on its head means giving students a rich problem first. Then, once they’ve given it some thought, a teacher can introduce methods that might help students find a solution.

“At that point, kids are interested. They’re like, ‘Oh, yeah, I need that method.’ Whereas, when you show them the methods first kids are like, ‘Why? Why am I doing this?’” Boaler said.

SanGiovanni agrees with that perspective, to a point. But in his mind, the occasional worksheet still has its place. “Ten [math] problems on a paper from time to time, it’s probably good for maintenance of a skill,” he said.

Plus, he emphasized that most kids won’t be able to learn all they need to know just by solving a big problem, he said. “There has to be some explicit instruction about some of the math,” he said. “You can’t just discover it all.”

The problem-solving approach can be problematic for some

Teaching math this way can be a lot to ask of teachers, students, and even parents.

Many teachers learned the subject through more traditional methods back in their student days, such as practicing math problems on worksheets before applying that knowledge to real world situations. They’re skeptical that young kids can learn this way, SanGiovanni said.

“Some of our teachers [believe] that you can’t solve this huge problem or this really cool problem, because you don’t know how to add three plus four yet, or better yet, you don’t know how to do it quickly,” he said. They say they “don’t feel like I can take the time” for the real world problem-solving approaches.

It’s also tough for some teachers to give up control, said Latrenda Knighten, a mathematics instructional coach in Baton Rouge, La.

“It is scary because you don’t know what answers you’re going to get,” she said. Children may get frustrated with the open-ended process, or a class discussion may veer off topic if every kid is encouraged to talk about the problem in their own way.

Another big hurdle: “There isn’t always access to good materials that frame lessons in [real world] problems,” SanGiovanni said.

While Boaler and others have created excellent resources , he said, “you teach kids for an hour and a half of math every day,” he said. “That means you need 180 lessons, or 180 [real world] problems. And I know that some of those problems could be two or three days. But just the sheer volume isn’t there.”

Teacher preparation programs often don’t help prospective educators teach math through rich problem solving, particularly at the elementary level, he added.

District and school administrators may also push back against the approach. They worry students taught this way aren’t going to perform well on standardized tests, though those assessments increasingly measure students’ problem-solving abilities, Knighten said. “If we allow children to really internalize the concept, so that it sticks, you’re going to see [good test scores] because they’re going to make sense of it.”

Teachers get grief from parents, too, SanGiovanni said. “A lot of parents say they want their kids to be able to think and reason. They just don’t want it to look different from the way they learned,” he said.

Berry is quick to point out the real-world problem solving approach was not the way the subject was taught when she was a student. That, she said, is largely why she grew up hating math and now makes it her mission for students to love it by the time they leave her classroom.

“Sitting in a seat, just doing problems out of a textbook, or me walking the kids through step by step on how to do a procedural. That, to me, is not authentic learning,” she said. “I don’t want them just to be test takers. I want them to be productive citizens when they leave me.”

Coverage of STEM, problem solving, and entrepreneurial thinking is supported in part by a grant from The Lemelson Foundation, at www.lemelson.org . Education Week retains sole editorial control over the content of this coverage. A version of this article appeared in the May 04, 2022 edition of Education Week as Ditch Those Math Worksheets

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22 Free Packets of Math Word Problems | K-5 | Printable

Math word problems.

Word problems are an essential part of math time. These free word math problems give you numerous options for making them part of your school day.

Many are interactive and have children solving on number lines, making arrays, or using ten frames. Here is an assortment of the free math word problem printables that are here on this site.

You know those math sheets that you do a ton of problems that are all the same, and then at the bottom, there are two-word problems. You don’t even have to think about them, you just do what you did on the last 20 problems.

Well, today we are here to talk about word problems. But not those type.

We are talking about word problems that get our children thinking and exploring math. Word problems that require them to model their thinking, and write out different equations.

So here are FREE word math problems that will help you implement this in your schoolroom.

A Word Problem Every Day

Not that math scores are everything, but the year my fifth-grade team spent time working doing a word problem daily, our math score dramatically improved.

This daily math practice wasn’t meant to prep for a test. It was simply to get children thinking and using different skills to solve real-life problems. They were required to model it, write out equations, and sometimes we asked them to write out how they solved it.

What resulted was a group of children that had a much better understanding of math….and as a result, their test scores improved.

I want to encourage you to try out some word problems this week, and not just on what you are studying. Through in some word problems on skills you have previously covered. It is a great way to review.

Enjoy these free word math problems.

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