**First Grade Math**

This book, with over 250 problems, covers the following topics:

Capacity, Fractions, Money, Temperature, Time, Weight, Spatial Sense, Algebra and more!

If you are home schooling (or if you are just trying to get extra practice for your child), then you already know that math workbooks and curriculum can be expensive. Home School Brew is trying to change that! We have teamed with teachers and parents to create books for prices parents can afford. We believe education shouldn’t be expensive.

The problem portion of the book may also be purchased individually in "First Grade Math Problems."

Capacity, Fractions, Money, Temperature, Time, Weight, Spatial Sense, Algebra and more!

If you are home schooling (or if you are just trying to get extra practice for your child), then you already know that math workbooks and curriculum can be expensive. Home School Brew is trying to change that! We have teamed with teachers and parents to create books for prices parents can afford. We believe education shouldn’t be expensive.

The problem portion of the book may also be purchased individually in "First Grade Math Problems."

## Print Copy: First Grade Math

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**Also Available**

**Excerpt**

Algebra

Teaching young children mathematical concepts, such as algebraic thinking, requires that we as teachers and parents make it interesting and motivational. Math is a higher brain function and requires concentration and attention to detail. Algebra is built on sequential steps that are learned and implanted in a student’s long term memory. We start with addition, then build on that with subtraction, then build on that with the next concept, and so on. There is an old saying, “New knowledge builds on top of old knowledge.” This is especially true with math.

Math requires the student to think, to pay attention, and to repeat. Being distracted by other children, television, and other activities hinders the learning process, especially with mathematical equations. Math is learned by concentrated repetition and practice; there aren’t any short cuts. It takes repetition, consistency, effort, and tenacity, which are all traits that will serve the student well in other areas of his/her life. Practice, practice, practice!

Algebra in its simplest form is an equation formulated on basic arithmetic (addition, subtraction, multiplication, and division). For example, if a student knows that 8+2=10 and 2+8=10, then it is easy for them to understand that 10-2=8 and 10-8=2. Then introduce the same problem with blank spaces added: 10-__=8 and 10-___=2. The next step is to add an “x” where the blank spaces were previously: 10-x=8 and 10-x=2. It is only a small jump for the brain to determine that “x” in 10-x=8 is 2 and that “x” in 8+x=10 is 2. As we teach young students basic math, we need to substitute “x” equations into the problems to ease them into algebraic thinking. By teaching the student to make these small transitions from basic arithmetic to algebraic thinking, the child builds an understanding of algebra that will influence how he/she sees math in the succeeding years.

When we are teaching algebra and mathematic principles, the student must commit to memorization the basics so that this information is stored in the long term memory and can be retrieved at a moment’s notice when needed for more complex mathematical thinking. As a part of this process, we need to familiarize students not only with the basic principles of arithmetic, but also with the inversion and variations of each particular problem. As in the example given earlier, the student must instantly know that 8+2=10 is exactly the same a 2+8=10. When this information is rote, the jump to algebraic thinking is smooth and easy.

Teaching young children mathematical concepts, such as algebraic thinking, requires that we as teachers and parents make it interesting and motivational. Math is a higher brain function and requires concentration and attention to detail. Algebra is built on sequential steps that are learned and implanted in a student’s long term memory. We start with addition, then build on that with subtraction, then build on that with the next concept, and so on. There is an old saying, “New knowledge builds on top of old knowledge.” This is especially true with math.

Math requires the student to think, to pay attention, and to repeat. Being distracted by other children, television, and other activities hinders the learning process, especially with mathematical equations. Math is learned by concentrated repetition and practice; there aren’t any short cuts. It takes repetition, consistency, effort, and tenacity, which are all traits that will serve the student well in other areas of his/her life. Practice, practice, practice!

Algebra in its simplest form is an equation formulated on basic arithmetic (addition, subtraction, multiplication, and division). For example, if a student knows that 8+2=10 and 2+8=10, then it is easy for them to understand that 10-2=8 and 10-8=2. Then introduce the same problem with blank spaces added: 10-__=8 and 10-___=2. The next step is to add an “x” where the blank spaces were previously: 10-x=8 and 10-x=2. It is only a small jump for the brain to determine that “x” in 10-x=8 is 2 and that “x” in 8+x=10 is 2. As we teach young students basic math, we need to substitute “x” equations into the problems to ease them into algebraic thinking. By teaching the student to make these small transitions from basic arithmetic to algebraic thinking, the child builds an understanding of algebra that will influence how he/she sees math in the succeeding years.

When we are teaching algebra and mathematic principles, the student must commit to memorization the basics so that this information is stored in the long term memory and can be retrieved at a moment’s notice when needed for more complex mathematical thinking. As a part of this process, we need to familiarize students not only with the basic principles of arithmetic, but also with the inversion and variations of each particular problem. As in the example given earlier, the student must instantly know that 8+2=10 is exactly the same a 2+8=10. When this information is rote, the jump to algebraic thinking is smooth and easy.