Beautiful math worksheets. Made in seconds.

These worksheets practice addition facts where the total is never more than 10.

Sums to 20 cover every single-digit addition fact a student needs.

Adding three numbers encourages students to look for pairs that are easy to combine first, such as 7 + 3 or 5 + 5.

In every problem on these sheets, the ones digits add up to 9 or less and so do the tens digits.

Every problem on these sheets requires at least one carry, so students cannot avoid the step they are learning.

Three-digit addition combines everything students know about place value: ones, tens and hundreds.

Four-digit addition is mostly about accuracy and neat alignment.

These sheets practice taking away from numbers up to 10.

These worksheets cover every subtraction fact with numbers up to 20.

In each problem, every digit on top is at least as large as the digit below it, so no borrowing is needed.

Each problem requires borrowing from the tens column because the ones digit on top is smaller than the one below (for example 52 − 27).

These sheets mix three-digit subtraction problems that need no regrouping, one regrouping or regrouping across several columns.

Four-digit subtraction practices borrowing across several places, including through zeros.

Each sheet asks every fact of the 2 times table from 2 × 0 to 2 × 12 in a random order, with factors sometimes swapped (for example 7 × 2) so students do not simply count up..

Each sheet asks every fact of the 3 times table from 3 × 0 to 3 × 12 in a random order, with factors sometimes swapped (for example 3 × 3) so students do not simply count up..

Each sheet asks every fact of the 4 times table from 4 × 0 to 4 × 12 in a random order, with factors sometimes swapped (for example 3 × 4) so students do not simply count up..

Each sheet asks every fact of the 5 times table from 5 × 0 to 5 × 12 in a random order, with factors sometimes swapped (for example 3 × 5) so students do not simply count up..

Each sheet asks every fact of the 6 times table from 6 × 0 to 6 × 12 in a random order, with factors sometimes swapped (for example 3 × 6) so students do not simply count up..

Each sheet asks every fact of the 7 times table from 7 × 0 to 7 × 12 in a random order, with factors sometimes swapped (for example 3 × 7) so students do not simply count up..

Each sheet asks every fact of the 8 times table from 8 × 0 to 8 × 12 in a random order, with factors sometimes swapped (for example 3 × 8) so students do not simply count up..

Each sheet asks every fact of the 9 times table from 9 × 0 to 9 × 12 in a random order, with factors sometimes swapped (for example 3 × 9) so students do not simply count up..

Each sheet asks every fact of the 10 times table from 10 × 0 to 10 × 12 in a random order, with factors sometimes swapped (for example 3 × 10) so students do not simply count up..

Each sheet asks every fact of the 11 times table from 11 × 0 to 11 × 12 in a random order, with factors sometimes swapped (for example 3 × 11) so students do not simply count up..

Each sheet asks every fact of the 12 times table from 12 × 0 to 12 × 12 in a random order, with factors sometimes swapped (for example 3 × 12) so students do not simply count up..

Mixed facts are the real test of multiplication fluency: students cannot rely on the pattern of a single table.

These drills include the 11 and 12 times tables, which are still expected in many schools (for example in England by the end of Year 4)..

This is the first step of the standard multiplication algorithm: multiply the ones, carry, then multiply the tens and add the carried digit.

Multiplying a three-digit number by a single digit involves carrying twice in a row, which is where students need practice keeping track of the carried digits..

Two-digit by two-digit multiplication introduces partial products: multiply by the ones digit, then by the tens digit (with a zero placeholder), then add.

Long multiplication of a three-digit number by a two-digit number is a fifth-grade standard (Common Core 5.NBT.B.5).

Every problem is the reverse of a multiplication fact up to 10 × 10, so all answers are whole numbers.

These sheets extend division facts to the 11 and 12 times tables.

Each problem divides a three-digit number by a single digit and comes out exactly.

Every problem on these sheets leaves a remainder, written in the answer key as "R" (for example 47 R3).

Four-digit dividends add more cycles of the long division algorithm and frequently produce zeros in the quotient, a common source of errors..

Dividing by a two-digit number requires estimating each quotient digit, for example by rounding 47 to 50.

Each fraction can be reduced, and the answer key gives it in lowest terms.

Students compare two fractions with different denominators, either by finding a common denominator or by cross-multiplying.

When denominators are the same, only the numerators are added.

Subtract the numerators and keep the denominator.

Students must first rewrite both fractions with a common denominator, ideally the least common multiple.

The larger fraction always comes first, so answers are positive.

Multiply the numerators together and the denominators together, then simplify.

To divide by a fraction, multiply by its reciprocal ("keep, change, flip").

All numbers have two decimal places so the decimal points line up in columns.

Subtraction of decimals with two places, aligned on the decimal point.

Multiply as if there were no decimal points, then count the decimal places in both factors to place the point in the answer.

A gentle introduction to decimal multiplication: one factor is a whole number from 2 to 9, the other has one decimal place..

Missing addend problems connect addition and subtraction and are an early form of algebra: 7 + ? = 12 is the same question as 12 − 7..

Look at the ones digit: 5 or more rounds up, 4 or less rounds down.

Look at the tens digit to decide whether to round up or down.

Rounding larger numbers is useful for estimating sums and products.

Students compare two numbers from 100 to 9,999 by looking at place value from the left.

Writing 4,072 as 4,000 + 70 + 2 makes place value visible, including the role of zero..

Negative numbers are written in parentheses when they follow an operation sign, for example 5 − (−8).

Same signs give a positive product, different signs a negative one.

Each problem is built from a multiplication fact, so every quotient is a whole number.

Each expression has three numbers and two operations.

Expressions mix problems with and without parentheses so students learn when brackets change the answer, for example (3 + 4) × 2 versus 3 + 4 × 2..

An exponent tells how many times the base is multiplied by itself: 4³ = 4 × 4 × 4 = 64.

Percentages are chosen so that answers are whole numbers, which keeps the focus on the method: 10% is one tenth, 25% is one quarter, 50% is one half..