Maths mentals year 1: First Grade Mental Math Worksheets

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Maths Mentals Maker | Teach Starter

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F — 6

Easily create daily maths mentals worksheets for your students to complete.

Our amazing Maths Mentals Generator widget will save you bucket loads of time with your planning and prep! These age-appropriate maths questions will keep your students’ brains firing. Number, shape, chance and data… your students will have no excuse for not practicing their maths general knowledge.

How to Use the Maths Mentals Maker in Your Classroom

Select when and how frequently to test your students! With this wonderful math questions generator you can choose the days of the week to hold a test, as well as the number of weeks you want to run your maths mental quiz. For even more customisation, you can choose your school font and year level.

The maths problems widget is perfect to create a daily maths warm-up routine or as a pre-test to see how much knowledge your students have before you teach a new topic.

Instructions for Using the Maths Mentals Generator

Follow these simple steps to create your own random maths problems:

  1. Select the font, number of weeks, and days
  2. Adjust the question difficulty by changing the Year Level
  3. Click the download button in the top right-hand corner
  4. Open the PDF file you have just downloaded in Adobe Reader


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Targeting Maths Australian Curriculum Edition — Mental Maths: Year 1 — Pascal Press Educational Resources and Supplies

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Part of the series Targeting Maths Australian Curriculum Edition — Mental Maths.

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In line with updated curriculums for the 2023 / 2024 school year, we are excited to announce the launch of our new Targeting Mental Maths 2022 Editions for years 1, 2 & 3. The new editions are fully update, and have all the features that educators love about Targeting Mental Maths.

When children can solve problems in their heads, they feel more confident in their own abilities. The development of mental computation progesses through a range of strategies that can be improved by regular practice. The Targeting Mental Maths series targets the structured development of the children’s mental maths strategies.

The Year 1 Targeting Mental Maths book has been written to complement the Targeting Maths Australian Curriculum Year 1 Student Book. The two-page weekly units run parallel to the contents in the student book. Units are divided into four terms of work and each term ends with a Revision Unit. There are 32 units in total.

A unit consists of two facing pages. The left-hand page has three groups of quick mental exercises that constantly practise the necessary maths facts. The right-hand page always starts with an explanation and practice of a mental strategy. This is followed by exercises that include work on space, measurement, position, number, data, chance etc. The page concludes with a problem of the week.

ISBN 9781922887238
Publisher Pascal Press
Product Type Student Books,
Year Level Year 1,
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These are the «gray cardinals» of the best mathematicians in Russia — director of Lyceum No. 239 Maxim Pratusevich and teacher Kirill Sukhov

Science and education

Physmatlyceum No. 239 is a phenomenon among educational brands not only in St. Petersburg, but throughout Russia. For more than 40 years, students of the school have been winning medals at international math olympiads every year. In 2023, the 239th school topped the ranking of the best physics and mathematics schools in the country, and three of its students took gold at the international Romanian Master of Mathematics tournament. For the last 14 years, the lyceum has been headed by Maxim Pratusevich, in this position he was recognized as the best school director in Russia. And 5 years ago, Kirill Sukhov, a lyceum teacher, headed the Russian team in mathematics Olympiad. Under his leadership, our Olympiads are regaining their leading positions after a decline in the late 2010s. This year, teachers became laureates of the TOP50. The most famous people of St. Petersburg» — 2023 in the nomination «Science and Life».

Maxim Pratusevich

Director of the Presidential Physics and Mathematics Lyceum No. 239

Let’s start with the building we are in. What is its history?

The school has existed on this site since 1736, when, by order of Anna Ioannovna, the Annenschule school was formed at the Church of St. Anna (Annenkirche). The current building was erected by the architect Dutak in 1865. Later, according to the project of Leonty Benois, the assembly hall was rebuilt, which is now an architectural monument. Even later, a sports hall was added — the first gym in the schools of the Russian Empire. He, by the way, is the birthplace of domestic basketball, here at 19In 08, the country’s first basketball game was held.

But the history of school No. 239 began, as far as I know, not here?

Yes, the first address is Chernomorsky lane, house 1. There, in 1918, a school was founded for the children of employees of the People’s Commissariat of Food. In 1922, the school, then a seven-year school, moved to the Lobanov-Rostovsky house, the famous house with lions from The Bronze Horseman.

It was in this building that the school, already ten years old, worked throughout the blockade. Many famous graduates studied here, for example, Alisa Brunovna Freindlich, whose father, by the way, graduated from Annenshule. Left the house with lions 239- me in the 1960s. She changed two more addresses until she moved here in 1975 to the Annenschule building.

How did the former seven-year school turn into the country’s best gymnast?

It all started in the 1960s. School education was made 11 years old to add work experience to the program. Schools arose on this wave, where computer work was such a practice. One of them was the 239th, its graduates received the working specialty «computer programmer».

Trained IT people before it became mainstream?

Yes! We had our own computer at school already in 1963. And since machine time was then in short supply, the school even carried out contractual work: it calculated something for the collective farms. Mathematics was needed for this work, so here they began to study it in depth.

Our student won the first diploma of the International Olympiad in Mathematics in 1964. The 239th became a recognizable brand, then it only remained not to “sink”, which, probably, we succeed. From 19On the 81st, every year at our school there was at least one medalist of the International Olympiad in Mathematics. I think that there are few schools in the world that can boast of this.

When did you first come here?

In 1987, when I entered the 9th grade. My brother graduated from this school before me, he was a classmate of Perelman. I was going to become a historian or a chemist, but my parents said that after this school I would go anywhere.

It was here that our teacher Vladimir Vasilyevich Bakrylov instilled in me a love for mathematics, who had been working at the school since the winter of 1941 years old. He was then specially recalled from the front so that he would release the class of his father, who died in the blockade.

Why, after the 239th, did you decide to enter the Pedagogical Institute named after. Herzen? Any doors were open for you…

Well, yes, I even successfully passed the entrance exams for mathematics and mathematics at Leningrad State University, I already received an invitation, but I still wanted to teach. Therefore, between the university and Herzen, I chose pedagogical.

To return to 239 latera teacher?

Look, no. I had great-hearted plans for going to the people. It’s funny to remember. I read the memoirs of the great ballerinas of the Soviet era: Vecheslova, Karsavina, they all wrote that they did not understand mathematics at the Vaganov School and tried their best to dodge. And for this it was necessary to dance very well, because those who danced very well were taken to rehearsals of the corps de ballet of the Kirov Theater, removing them from mathematics lessons. Thus, the poor teaching of mathematics served the national ballet in good stead.

And I thought that I would come to Vaganovskoye and show them how wonderful mathematics is. But my classmate dissuaded me, he taught mathematics to young dancers and explained that no one needs it. Meanwhile, I did not lose connections with the 239th, in 1991 I was called to lead a mathematical circle, and in April 1992 an order was issued for my employment as a teacher.

“Since 1981, every year we have had at least one medal winner of the International Mathematics Olympiad”

Early nineties! You came to school at a difficult time…

Everything was easier here — salaries were not delayed, teachers were fed, they were given vouchers for lunch in the canteen. But most importantly, no one bothered, everyone could do what they wanted. It was then that I came up with many pedagogical techniques that I still use today.

But you didn’t have your own computer yet?

Why? Were! In 1988, a Yamaha PC was brought here, colored, with floppy disks and mice. Actually, it was a miracle! The Internet was dug here at 1994 year.

Then the teachers complained not only about poverty, but also about the motivation of students. Like, they often said that more teachers would earn at the car wash without any studies…

Then we didn’t have such problems. This argument does not work for people who are used to thinking two or three steps ahead. Paradoxically, the problem appears now when students say they will become bloggers or will mine cryptocurrency. I even had to write a book about cryptocurrency to explain to them what it is and why it should not be done.

And why?

This is a lottery, and the lottery brings profit only to its organizers.

In 2009, you became a director and the first thing you did was open the 5th-6th grades, although earlier you were admitted to the school from the 7th. Why did you do it?

The level of training in ordinary schools has dipped. And the 5-7th grades are a very important thing, if you didn’t learn math well then, it will be very difficult to become a programmer in the 11th grade.

I read that in the 239th they teach well not only mathematics, but also humanities. Why bother a programmer with history?

We don’t train programmers, we train those who can become programmers… Or maybe an actor or a composer.

Are all these graduates equally valuable to you?

Of course. I have many students that I can be proud of, and not all of them are mathematicians. There is a restaurateur, and another of my graduates became a rabbi.

“We [at 239] do not train programmers, we train those who can become programmers… Or maybe an actor or a composer”

And the last question: they say you have a whole collection of toy pigs… Unexpectedly!

Yes, there is one. It began with the fact that in 2003 the children brought one large pig to the office, and then they began to bring “children” to it. So they bred, now, probably, about a hundred have accumulated. Where does such an idea come from? Don’t know. One could ask the 2003 students, but I guess they don’t remember. Maybe something to do with «put the pig on».

The most unusual in my collection is a Lego pig. She was brought by the president of the Lego Corporation. In the summer of 2018, he was at our school, I was in the Tver forests, and he communicated with me via Skype from my office.

The following year, impressed by what he saw, he brought all the regional vice presidents to the 239th and said that the last time he understood what I should give, he gave me a pig made of Lego pieces. It now hangs the gold medal of the World Robotics Competition.

Kirill Sukhov

Lyceum No. 239 teacher, head coach of the Russian school team in mathematics

How did you get into the world of mathematical Olympiads?

In the 5th grade, my mother brought me to my first Olympiad, as a result of which I ended up in the district mathematical circle. In the 6th I got to the city Olympiad, from where I was taken to a circle, which was in the 239th school. And so it rolled … In 1998, I entered the 8th grade here, and in the spring of 1999 I got to my first «Vseros» (All-Russian Olympiad in mathematics. — Approx. ed.).

I remember that before him I was kicked out of the math circle for a couple of months for my behavior. But I had more time, and I took it to solve Olympiad problems. As a result, if before the expulsion I was the fifth or sixth in the circle, then after I became the first. Therefore, when I was driving the Vseros, I had mixed feelings. On the one hand, I was confident in myself, on the other hand, I understood that I was in the 8th grade, and I would have to compete with ninth graders. I didn’t sleep for half the night before the first round and in the end I got only a prize, then I took it as a handout. But in the 10th grade I won, after which in the 11th I went to the international Olympiad in Glasgow.

This was my first trip abroad, and with the feeling that I represent my Motherland. Plus, I was worried that if I didn’t win, but brought silver or bronze, then everyone would point fingers at me. In the end, everything was fine and I got my gold, but I remember the feeling of nervousness well. And now my job as a coach is, among other things, to ensure that children go to the Olympics without this feeling.

“To learn hockey, you have to play hockey. To win at the Olympiads, you need to solve Olympiad problems. Four hours twice a day0003

Very similar to classic sports…

This is sport! It’s just that the muscles are more complicated!

Who comes to it?

Various children. It is clear that there are those who are kissed by God, who could not be prevented from being at the international Olympiad. In any case, if they were born in St. Petersburg. But there are very few of them, even among the winners. The rest is a healthy balance of talent and work.

How do Olympiads train?

Trivial — to learn hockey, you have to play hockey. To win at the Olympiads, you need to solve Olympiad problems. Four hours twice a day.

We have classical topics: algebra, geometry, combinatorics, number theory. It’s like different sports skills that are needed at the Olympics all at the same time. We meet regularly and solve problems on each of these topics. When working at the training camp, there are also classes “about something else”. For example, what to do if there is half an hour left before the end of the Olympiad, but you have not solved the problem. Or what to do in the first half hour of the competition.

And this training is the same in all countries? Or are there national schools?

Of course, there are features. For example, this year 160 tenth-graders from Russia and three from China took part in Vseros. The last problem in algebra — an inequality with several variables — was not solved by any of ours, the Chinese solved all three.


They know how to solve problems where technical methods are needed, when you write a lot and think at the same time. We do not like this, they prefer combinatorics, where, ideally, nothing needs to be done. You just sit, think — and the problem seems to be solved by itself. Or if technique, then without much thought. I don’t know where this comes from, maybe we have such a mentality, to wait for it to work out on its own.

What is the secret of our Olympiad school? Yet not every country has so many awards?

If we talk about Russia, then we have a cult of the Olympics, unlike, for example, in France, where it is completely out of fashion.

If you go down one level and talk about the 239th school, then this is a combination of strong school preparation and long-standing traditions of the mathematical circle, which support each other. Parents bring their children to this school because they are sure that they will not be disappointed with the result. And then these strong children get into the circle, from where they go to the Olympiad, which further strengthens the reputation of the school.

“My job as a coach is, among other things, to ensure that children go to the Olympics without feeling nervous”

How did you lead the Russian team?

I have been going to the training camp with the team since 2012, and in 2016 I became an assistant to the team leader. Then in 2015-2017 we had three unsuccessful performances (in 2017 we were 11th in the team standings), and it became obvious that something needed to be changed, which I was offered to do.

And what did you change?

Almost everything! We increased the number of classes, introduced additional fees, created a formalized system where the composition of the team determines only the number of points scored by applicants. Neither my nor anyone else’s opinion matters.

It seems to work! In any case, in March, all participants received gold at the Romanian Master of Mathematics Olympiad. What do you expect from the International Mathematical Olympiad?

What am I waiting for or what would I like? Looking forward to a decent performance. And I would like all six members of the team to score maximum points at the International Olympiad. Last year, only one of ours succeeded. If everyone reaches the maximum, it will be possible to retire.

By alexxlab

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