It is recommended that teachers review activities and read the associated directions and/or lesson plan ideas prior to using them with their students. In some cases, the activities are very open-ended and are best used in conjunction with paper/pencil activities or when students are paired and working on a single computer. If the directions and/or lesson plans are not obvious, a link is provided within the description of the resource.
It is essential that these standards be addressed in contexts that promote problem solving, reasoning, communication, making connections, and designing and analyzing representations.
3.1 Number and Operations: Develop an understanding of fractions and fraction equivalence.
3.1.1
Represent common fractions (e.g., halves, thirds, fourths, tenths) as equal parts of a whole, parts of a set, or points or distances on a number line.
Students must divide a whole unit into the number of parts named by the fraction provided. This activity could be used to provide a visual for the denominator and numerator of a fraction.
Use this resource when first introducing the concept of a numerator and denominator to students. Students could do this activity in partners or independently after teacher demonstrates.
3.1.3
Use fractions to represent numbers that are equal to, less than, or greater than one.
Students explore several representations for fractions (circle, rectangle, and set model) using adjustable numerators and denominators. The decimal and percent values that are equivalent to the fraction are shown.
3.1.4
Solve problems that involve comparing and ordering fractions by using models, benchmarks (0, ½, 1), or common numerators or denominators.
Students build a model of the fraction, check their work, then place the fractions in order on a number line. Useful for demonstration as well as for independent student work.
3.1.5
Identify equivalent fractions using models, including the number line.
Students set the numerators and denominators to show a certain fraction. Fractions bars are stacked on top of each other and provide a visual for comparing fractions and finding equivalent fractions.This could be used after students have already explored fractions using number strips as reinforcement.
Note: There are a number of adds on this site that may be distracting.
3.1.6
Add common fractions with like denominators.
N/A
3.2 Number and Operations, Algebra, and Data Analysis: Develop understandings of multiplication and division, and strategies for basic multiplication facts and related division facts.
3.2.1
Represent and apply the concept of multiplication as repeated addition.
Students solve multiplication facts using repeated addition.
3.2.2
Represent and apply the concept of division as repeated subtraction and forming equal groups.
N/A
3.2.3
Apply models of multiplication (e.g., equal-sized groups, arrays, area models, equal “jumps” on number lines and hundreds charts) and division (e.g., repeated subtraction, partitioning, and sharing) to solve problems.
Students play a game of concentration matching multiplication problems, arrays and answers.
3.2.4
Apply increasingly sophisticated strategies based on the number properties (e.g., place value, commutative, associative, distributive, identity, and zero) to solve multiplication and division problems involving basic facts.
N/A
3.2.5
Apply the inverse relationship between multiplication and division (e.g., 5 x 6 = 30, 30 ÷ 6 = 5) and the relationship between multiples and factors.
Students can play against the computer or against a friend; winning strategies involve distinguishing between numbers with many factors and numbers with few factors. Students are then guided through an analysis of game strategies and introduced to the definitions of prime and composite numbers.
3.2.6
Represent, analyze and extend number patterns using rules that involve multiplication and/or addition (e.g., {3, 6, 9, 12, …}, .{1, 2, 4, 8, …} ).
Students input at least 2 numbers to determine the function being used. Input and output is listed in a table. Some may end up with negative numbers (if so, just have students input a larger number).
3.2.7
Analyze frequency tables, bar graphs, picture graphs, and line plots; and use them to solve problems involving addition, subtraction, multiplication, and division.
Students select from 5 different graph types, design and label graph specifics (title, categories, etc.), enter data, then convert it to a visual graph.
Very nice tutorial right on first page and links to real life graphs.
Teacher/students create a simple pie graph which could be used for a visual representation of any variety of subjects or surveys. Allows for exploration of percentages and fractions using pie charts.
Great resource for students to create their own pie chart quickly, especially if wanting percentages.
Students explore how to slide, turn, and flip polygon shapes they have created and cut apart, on a grid.
Good for demonstration for 2nd grade; 3rd - 5th could use this independently after teacher instruction. Might be a good partner activity.
3.3.3
Identify, describe, compare, analyze, and classify quadrilaterals (square, rectangle, parallelogram, rhombus, and trapezoid) by their sides and angles.
Students explore characteristics of parallelograms and rectangles, and identify what distinguishes a rectangle from a more general parallelogram. Activity can be expanded to explore congruency, comparing the concept of area, etc.
Activities for 3rd grade would be more teacher led, with 4th and 5th more independent. Teacher created sheet might be helpful for recording student data observations.
Students build, draw, and compare two-dimensional shapes to describe, classify, and understand relationships among types of two-dimensional objects using their defining properties.
NOTE: You can use these boards to do everything you would do with a standard geoboard. It would be best used with teacher guidance first and directed student exploration after.
Students use pattern block shapes to create an original quilt patch or one selected from a menu. Tools are available for students to use (spin, flip, eraser, grid) as they build their patches.
This activity helps develop visual spatial skill as students determine how the shape changes when it is flipped or spun.
3.3.4
Identify, describe, and compare pentagons, hexagons, and octagons by the number of sides or angles.
N/A
3.3.5
Investigate and describe the results of decomposing, combining, and transforming polygons to make other polygons.
Students build, draw, and compare two-dimensional shapes to describe, classify, and understand relationships among types of two-dimensional objects using their defining properties.
NOTE: You can use these boards to do everything you would do with a standard geoboard. It would be best used with teacher guidance first and directed student exploration after.
3.3.6
Build, draw, and analyze two-dimensional shapes to understand attributes and properties of two-dimensional space.
Students use pattern block shapes to create an original quilt patch or one selected from a menu. Tools are available for students to use (spin, flip, eraser, grid) as they build their patches.
This activity helps develop visual spatial skill as students determine how the shape changes when it is flipped or spun.
Students make various shapes (square, trapezoid, rectangle, parallelogram, and triangle) using one, two, three, four, five, six, and seven tangram pieces. Extremely challenging.
3.3.7
Determine an appropriate unit, tool, or strategy to find the perimeter of polygons.
N/A
3.3.8
Use attributes and properties of two-dimensional shapes to solve problems including applications involving parallel and perpendicular lines, congruence, symmetry, and perimeter.
Students build, draw, and compare two-dimensional shapes to describe, classify, and understand relationships among types of two-dimensional objects using their defining properties.
NOTE: You can use these boards to do everything you would do with a standard geoboard. It would be best used with teacher guidance first and directed student exploration after.
Students use tiles to create a symmetrical pattern or to finish a symmetrical pattern.
Note: This is a fairly simple activity for students. However, below the activity is a "write about it" section where students record observations and do an off computer activity. It is a great way to introduce reflective symmetry.
Extension and Alternative uses of this manipulative: After students have explored reflections on this page, other problems may be posed:
1. Determine the area of the figure that is shown before building. They need to take into consideration that several pieces are half-units.
2. After building the figure what is the new area of the blue tiles?
3. Show a rotation of the figure.
4. Show the translation of a figure.
This activity requires that the teacher verify what is built on the screen because if you tell the students to built a translation (slide) of the figure, the page will tell the student that the figure is incorrect. I have them identify the kind of transformation they have made before moving on to another figure. It is not possible to translate or rotate all the figure unless four different diagonal pieces are available to work with, sometimes only two diagonals pieces are options. At the end of the session, students do a gallery walk to discuss and determine the kinds of transformation displayed on their classmates' screens. — PA