| Sites offering free math worksheets abound on | | | | student completion of problems.[2] Problems |
| the Internet. So what should free math | | | | should use the Courier font. Why? Every |
| worksheets look like? Are you searching for | | | | Courier font character uses the same amount |
| worksheets that have lots of problems for | | | | of space. A comma is the same width as the |
| paper-pencil completion? Or is the illusive | | | | number 5. This means that all of the numbers |
| long division worksheet your quest? Finding | | | | line up perfectly for carrying during |
| the answers to these questions depends | | | | addition and bringing the zero down in |
| largely on personal preferences...and | | | | division.[3] Are the problems too close |
| | | | together? Make sure you can distinguish |
| more importantly who will be completing your | | | | between the problem number and the actual |
| freely printed math worksheets. Here are 10 | | | | problems. The problem numbers should be less |
| criteria to keep in mind when selecting free | | | | obtrusive. Students with and without ADD and |
| arithmetic worksheets to use with | | | | ADHD can become distracted by too many |
| students.[1] Division worksheets are not all | | | | distractions!?[4] Are there too many problems |
| created equal. There are basically two types: | | | | on the page? Some authors attempt to pack in |
| math fact sheets and long division sheets. | | | | the problems, leaving little room for |
| Math fact sheets are easy to create (with the | | | | students to show their work. The opposite can |
| division symbol between the numbers) and | | | | also be the case. Maybe there are not enough |
| require few if any paper calculation from | | | | problems to accurately assess student |
| students. Long division sheets are more | | | | knowledge.[5] Are the digits on the printed |
| difficult to program, e.g., with or | | | | page large or small? In my opinion and within |
| | | | reason, the numbers can never be too large. |
| without remainders, and allow for stepwise | | | | |