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Kindergarten: Adding up to 10 using pictures and visuals 

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Kindergarten: Adding up to 10 using pictures and visuals 

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Math Games, a site run by TeachMe, Inc., provides students with an opportunity to practice their addition skills. The site presents addition sentences with picture representations. The student then types in the sum or is given four multiple choice options and clicks on the correct sum. The picture representations are helpful for early learners and for those who may not be comfortable creating their own drawings to find a sum. Another benefit is that the site has larger pictures and a scratch pad so that students can label the numbers and work on the problem by hand, if needed. In addition, it is not word heavy so emerging readers will not feel overwhelmed and confused about what they must do on the site. For educators, this site allows the skill to be shared on Remind and Google Classroom and the teacher can create an assessment or an assignment. For those who need an extra challenge for this topic, the site offers two levels with the second level consisting of some higher addends than the previous level.

An additional assessment that can be used with this website could be “My Favorite No” (Vierstra, 2015). Since inputting a wrong answer does not lead to an explanation, but rather, another question, the teacher could take a look at the question and either pose the same question or a similar one. Then, he/she can ask students for help working through and fixing the problem.

CCSS K.OA. A.1 , K.OA.A.2 , K.OA.A.5

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kindergarten  free math games practice common core standards

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This site offers a plethora of online manipulatives purposed for many types of mathematical situations and problems. The part-part whole model allows the opportunity for students to find the missing addend through the use of counters, colorful bears, etc. Students can move the counters into one of the part sections and also the whole section. Then, they can have a visual to help them count the total and then how many more are needed for the empty part section.
An additional assessment that can be used for this topic is True or False? The teacher can pose a problem such as 3 + _

= 8 and have students use the manipulatives to find the missing part. Afterwards, the addition sentence of    _   = 3 + 5   can be shown, the whole found, and depending on the answer students have found, students can have a discussion amongst each other or whole class on whether their responses are true or false (Carpenter, 2003).

CCSS CCSS.MATH.CONTENT.1.OA.B.3, CCSS.MATH.CONTENT.1.OA.B.4, CCSS.MATH.CONTENT.1.OA.D.8

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2nd Grade: Work with equal groups of objects to gain foundations for multiplication 

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2nd Grade: Work with equal groups of objects to gain foundations for multiplication 

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The eduplace.com site is one which was introduced to us in Module 3. It features a work mat and numerous icons which can be used to represent numbers that are being computed. This site can help students gain a better understanding of what it means to be even or odd and also in creating rectangular arrays. By manipulating the icons, students can pair them up which will allow them to determine whether a given number is even (each has a partner) or odd (an extra; not all have a partner) and they can also use them to create arrays with equal rows and columns. Some special features include a variety of interesting and colorful manipulatives, multiple styles of work mats, and audible explanations of the buttons and functions. As an alternative assessment, the teacher could have a student choose a number between 1-20 and then ask the students to show that number in pairs on their work mat (assuming they have 1:1 devices) or illustrate on a piece of paper in the style of the eduplace.com site.

CCSS CCSS.MATH.CONTENT.2.OA.C.3, CCSS.MATH.CONTENT.2.OA.C.4, CCSS.MATH.CONTENT.2.OA.A.1

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3rd Grade: Properties of Operations used to multiply or divide 

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3rd Grade: Properties of Operations used to multiply or divide 

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Mathplayground.com has been used a few times throughout the semester. As you explore the site, you’ll notice that one of the options allows for building a model to help with various word problems or other things. In third grade, students move along from using the properties of operations in addition and subtraction to using them in multiplication and division. This site can provide a visual representation of what these properties mean. The students themselves manipulate the blocks to create different arrays based on the properties or what a given problem is asking them to do to solve. Some beneficial features include the ability to change the color of the blocks, resize the blocks, label information on the work space, move to full screen for any visual impairments, and generate practice problems or type your own in and have the work space below. In addition, you can check your answer and the site provides a model for guidance. To assess, you can display a question asking students to show you one of the properties through their modeling (EX: 5 x 3, model this using blocks. Then, model the Commutative Property with this.) as a type of an Exit Ticket (Vierstra, 2016).
CCSS CCSS.MATH.CONTENT.3.OA.B.5 , CCSS.MATH.CONTENT.3.OA.B.6 , CCSS.MATH.CONTENT.3.OA.C.7

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4th Grade: Generating patterns with a given rule 

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4th Grade: Generating patterns with a given rule 

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A challenge for many fourth graders is CCSS 4.OA.C.5 in which they must look at an input/output table or something similar and call upon their skills of addition, subtraction, multiplication, division, fraction work, etc. to determine the rule that the table follows. Often there is trial and error, testing rules of divisibility, and looking for any connection between the numbers possible. Some students might believe they must stick to only one operation, however, there are times when a rule might include two or more operations to link the numbers. The site https://www.mathplayground.com/functionmachine.html  offers practice with this skill and also allows a student to set a level they are comfortable with and even control the input unless he/she would rather the computer generate it and set a maximum number. With these options in place, it will be more accessible for students with special needs and also presents a way to be challenged for those with higher level math skills. Since they can control the input and level, for a quick assessment, I would use hand signals with thumbs up, sideways, or thumbs down (Vierstra, 2015). In a timely manner, you could double check the level set and adjust or hone in on whether they have computer generated inputs or their own and plan from there on how best to help the student.

CCSS CCSS.MATH.CONTENT.4.OA.C.5, CCSS.MATH.CONTENT.4.OA.B.4, CCSS.MATH.CONTENT.4.NBT.B.4

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Discover algebraic thinking with a function machine at MathPlayground.com!