Software for teachers,
by teachers.

What worksheets will it produce?

The Worksheet King produces a wide range of worksheets that can be used time and again in the classroom to improve your students’ core skills.

Worksheet Features Addition   Creates general addition worksheets suitable for the entire primary age range (5 to 11) - whether your children are just beginning to add by combining two groups of objects, or need to practise adding a range of decimal numbers or currencies. Problems can be presented horizontally or vertically. You can specify whether you want to use whole numbers, decimals or money. Practise “reversed” addition problems to improve your children’s understanding of the = sign (for example, ? = 5 + 2) For younger children, specify problems that don’t require any ‘carrying’ You can specify how long you want the problem to be (i.e. you are not limited to problems with two numbers, such as 5 + 2 = ?, but could generate 5 + 2 + 3 = ?, or even  5 + 2 + 3 + 5 + 6 = ?) Money can be presented in a number of ways to help familiarise your children with notation (eg. £5.99, £5 or 50p, depending on the ability of your students.) You can even insist on “round numbers”, such as £2.00 or £5.00. For older children, use different currencies, such as dollars, euros or yen - or even create your own! Subtraction Creates general subtraction worksheets, suitable for the entire primary age range (5 to 11). Problems can be presented horizontally or vertically. You can specify whether you want to use whole numbers, decimals or money. For younger children, insist that answers to problems are always positive. Practise “reversed” subtraction problems to improve your children’s understanding of the = sign (for example, ? = 8 - 3) For younger children, specify problems that don’t require any ‘regrouping’ You can specify how long you want the problem to be (i.e. you are not limited to problems with two numbers, such as 8 - 2 = ?, but could generate 8 - 2 - 1 = ?, or even  15 - 2 - 3 - 1 - 2 - 1 = ?) Money can be presented in a number of ways to help familiarise your children with notation (eg. £5.99, £5 or 50p, depending on the ability of your students.) You can even insist on “round numbers”, such as £2.00 or £5.00. Multiplication Creates general multiplication worksheets, suitable for more able infant children and juniors (7 to 11). Problems can be presented horizontally or vertically. You can specify whether you want to use whole numbers, decimals or money. Practise “reversed” multiplication problems to improve your children’s understanding of the = sign (for example, ? = 8 x 3) Money can be presented in a number of ways to help familiarise your children with notation (eg. £5.99, £5 or 50p, depending on the ability of your students.) You can even insist on “round numbers”, such as £2.00 or £5.00. Division Creates general division worksheets, suitable for more able infant children and juniors (7 to 11). Problems can be presented horizontally or vertically. You can specify whether you want to use whole numbers, decimals or money. For younger children, insist that the problems do not contain remainders. Practise “reversed” division problems to improve your children’s understanding of the = sign (for example, ? = 8 ÷ 3) Money can be presented in a number of ways to help familiarise your children with notation (eg. £5.99, £5 or 50p, depending on the ability of your students.) You can even insist on “round numbers”, such as £2.00 or £5.00. Key facts practise Creates key facts practise worksheets, invaluable for learning the everyday number facts that build confidence and speed when working with numbers. Suitable for the entire primary age range (5 to 11). Include any combination of addition, subtraction, multiplication and division problems on the same page. Specify exactly the numbers you wish to use - useful for investigating what happens when you add 11 to a number, or when you multiply a number by 10. Practise “reversed” problems to improve your children’s understanding of the = sign (for example, ? = 7 + 3 or ? = 10 - 5). Halving and doubling key facts practise Practise common halves and doubles key facts.  Suitable for more able infant children and juniors (7 to 11). Includes common halving and doubling key facts. You can combine halving and doubling problems on the same page. Problems can be reversed to improve your children’s understanding of the = sign (for example, ? = half of 8, instead of Half of 8 = ?). You can specify exactly the numbers you wish to practise - useful for investigating the relationship between doubles and halves. Doubles and near doubles. Creates worksheets that help children see the relationship with doubling and addition, and doubles and near doubles. Suitable for more able infant children and juniors (7 to 11). Specify the range of numbers you would like to double (or near double). You can combine doubles and near doubles problems on the same page. Practise “reversed” problems to improve your children’s understanding of the = sign (for example, ? = 7 + 7 or 7 + 7 = ?). Problems can be presented horizontally or vertically. You can say exactly how “far away” a near double will be from the exact double to challenge more able children. Function machines. Function machines are perfect for investigating patterns of calculations, and help children understand the inverse operation (i.e. see there is relationship between 5 + 3 = 8 and 8 - 3 = 5.)  Suitable for more able infant children and juniors (7 to 11). You can specify whether you want your function machines to include one or two step problems. Include addition, subtraction, multiplication or division problems. You can say whether you want the student to work out the input, the output or the “function” at the top of the machine. Vary the number of inputs on each function machine. Addition missing number problems. Missing number problems encourage children to develop their number bonds, and to think about how they can use the inverse operation to solve a problem.  A missing number might be: 3 + ? = 9. Suitable for more able infant children and juniors (7 to 11).  You can specify how long you want the problem to be (ie. you are not limited to problems with two numbers, such as 3 + ? = 10,  but could generate 3 + ? + 2 = 10, or even  3 + 1 + 1 + 1 + ? = 10) You can say where you want the missing number to be (for example, 3 + ? = 10 or ? + 7 = 10). Mix up missing number problems with traditional addition problems to really reinforce your children’s understanding of the = sign (for example, both 3 + ? = 10 and 5 + 5 = ? type problems on the same page). You can even include missing number problems that have been reversed - such as 10 = 3 + ? You can specify whether you want to use whole numbers, decimals or money. Subtraction missing number problems. Children find subtraction missing number problems much more demanding than addition. A subtraction problem might be: 8 - ? = 3. Suitable for the most able infant children and juniors (7 to 11). You can specify how long you want the problem to be (ie. you are not limited to problems with two numbers, such as 10 - ? = 4,  but could generate 10 - ? - 2 = 4, or even  10 - 3 - 1 - 1 - ? = 2) You can say where you want the missing number to be (for example, 10 - ? = 4 or ? - 7 = 2). You can insist that the answer is positive, to aid less able children. Mix up missing number problems with traditional subtraction problems to really reinforce your children’s understanding of the = sign (for example, both 9 - ? = 6 and 6 - 5 = ? type problems on the same page). You can even include missing problems that have been reversed - such as 2 = 6 - ? You can specify whether you want to use whole numbers, decimals or money. Repeated addition The repeated addition worksheet introduces younger children to the idea of adding the same number over and over. It can be used to practise early times tables, and encourages the idea that counting in steps of ‘X’ is the same as repeated addition. An example of a repeated addition problem might be: 2 + 2 + 2 + 2 + 2 = ?  Suitable for infants and young juniors (5 to 8). You can specify how long you want the problem to be. Problems can be presented horizontally or vertically. Practise “reversed” addition problems to improve your children’s understanding of the = sign (for example, ? = 2 + 2 + 2 + 2) Deriving number facts One of the most powerful concepts in mathematics is being able to see patterns in calculations.  For example, “if I know 6 + 3 = 9, I also know 60 + 30 = 90”. This worksheet encourages students to see those relationships by asking them to solve pairs of calculations. For example: 8 + 8 = ? and 800 + 800 = ?, or 5 x 3 = ? and 5 x 30 = ?. This worksheet is suitable for the most able infant children and juniors (7 to 11). Include pairs of addition, subtraction and multiplication problems. You can say whether your want the more difficult problem to be 10 times, 100 times or a 1000 times bigger. Also specify problems that are 10 times smaller to encourage your students to make links between whole numbers and decimals. Practise “reversed” problems to improve your children’s understanding of the = sign (for example, ? = 30 x 2). Reveal the answer to the base question to help less able or younger pupils reach the answer to the more difficult one (for example, 6 - 2  = 4, so 60 - 20 = ?). Addition and multiplication squares Addition and multiplication squares are a tried and tested method of practising key facts, and helping students see the relationship in patterns of calculations.  Suitable for more able infants and juniors (7 to 11). You can specify the range of numbers to include on your number square, so you don’t have to start from 1 and finish at 10.  Create number squares that go from 6 to 12, or -5 to 5. Shuffle columns and rows to hide patterns of calculations, making the square more difficult to complete. Alternatively, reveal the answers to some or all of the squares to highlight key patterns. Addition chains The addition chain worksheet helps younger and less able children (5 to 8) make the important jump from practical addition (combining groups of objects to work out the answer to a problem) to counting on (starting at a number, then counting “on” in their heads to the answer).  An example question might be: 3 + 1 + 1 + 1 + 1 = ?. When presented backwards, these problems can also help children see that addition can be done in any order (for example, in 1 + 1 + 1 + 20 = ?, it is best to start from the twenty and then add the preceding 1’s.) Addition chains can also be used to look at patterns in repeated addition problems, such as 35p + 10p + 10p + 10p = ?. Suitable for the infant and younger junior children. Specify any chain number to practise, including negative numbers. Say where you want the base number to be, to encourage children to tackle calculations in the most appropriate order, instead of always left to right. You can specify whether you want to use whole numbers, decimals or money. Graph paper Really useful for producing graph paper of exactly the right size (instead of rifling through the back of stock cupboards and stacks of old paper!) Indicate any square size or colour, and a range of line styles. You can include axes in any of nine positions on the graph. Also group squares into “divisions” to make counting across the graph easy (eg. you could block squares into groups of 5, or 10.) Grid worksheet Save time messing about with the “table” function on your word processor (and never quite getting the cells all the same size.)  Invaluable for shape and space work. You can specify exactly how many squares you want on your grid (for example, 10x10 or 20x12). Include horizontal and vertical mirror lines for practising symmetry work. Draw triangles on your grid instead of squares, producing reflection worksheets that would challenge even the most able junior children. Dotted grid This worksheet encourages children to think about how shapes are constructed, getting them to focus on corners rather than lines (an important preparatory step before learning to reflect and translate shapes on a graph). You can specify exactly how many points you want on your grid (for example, 20x20 or 15x5). Dots can be drawn as circles, discs or squares of any colour. Dots can be arranged in triangles instead of squares.