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The New York State Education Department is no longer supporting the EngageNY.org website and it will no longer be available for use after April 15, 2022. NYSED encourages educators to download any EngageNY content they wish to use in the future.

All ELA and mathematics curriculum files will be available at the links below, and will remain free and licensed under the Creative Commons Attribution-NonCommercial-ShareAlike (CC BY-NC-SA) license.

Archived EngageNY Curriculum Files:

Grades 3-8 ELA and Mathematics Test Materials:
Questions regarding this change may be directed to the EngageNY Help Desk.

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The New York State Education Department is no longer supporting the EngageNY.org website and it will no longer be available for use after April 15, 2022. NYSED encourages educators to download any EngageNY content they wish to use in the future.

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Module 3, Topic D, Lesson 13

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Formula volume of a right rectangular prism 

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Formula volume of a right rectangular prism 

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Story Problems

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4.OA.3 - Assessment Tasks: Grade 4 Mathematics

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Great Ideas for projects

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2.OA.C.3 - Assessment Tasks: Grade 2 Mathematics

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2.OA.C.3: Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends.

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Begin your journey into the world of statistics with some warm-up questions about data sets.

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2.NBT.B.8 - Assessment Tasks: Grade 2 Mathematics

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PARCC Released Task

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Number lines with rounding

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4.NBT.3 - Assessment Tasks: Grade 4 Mathematics

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2.NBT.B.8 - Assessment Tasks: Grade 2 Mathematics

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5.NBT.5 - Assessment Tasks: Grade 5 Mathematics

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5.NBT.5 - Assessment Tasks: Grade 5 Mathematics

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2.NBT.A.4 - Assessment Tasks: Grade 2 Mathematics

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2.NBT.A.3 - Assessment Tasks: Grade 2 Mathematics

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2.NBT.A.2 - Assessment Tasks: Grade 2 Mathematics

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2.NBT.A.1 - Assessment Tasks: Grade 2 Mathematics

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1.NBT.A.1 - About the Math, Learning Targets, and Increasing Rigor: Grade 1 Mathematics

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Spanish worksheets on time.

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Topic C Lesson 22 (word problems for subtraction)

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Converting Feet and Inches

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Convert to smaller units (in, ft, yd, & mi)

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Practice converting a US customary measure of length to a smaller unit.

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http://www.commoncoresheets.com/Measurement.php

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Illustrative math

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Providing instructional and assessment tasks, lesson plans, and other resources for teachers, assessment writers, and curriculum developers since 2011.

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5th grade Math Worksheets: Conversions: capacity | GreatSchools

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The conversion table on this math worksheet shows your child how to convert ounces, cups, pints, quarts, and gallons, then gives your child the chance to practice converting these measurements.

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CCSS 2.MD.8 Worksheets, Counting Coins Worksheets, Money Wordproblems Worksheets

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CCSS 2.MD.8 Worksheets, Counting Coins Worksheets, Money Wordproblems Worksheet

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2.MD.D.10 - Assessment Tasks: Grade 2 Mathematics

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Download and print 5.MD.C.5 worksheets to help kids develop this key fifth grade Common Core math skill.

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2.MD.D.9 - Assessment Tasks: Grade 2 Mathematics

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Worksheets on telling/writing the hour and half hour

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2.MD.C.8 - Assessment Tasks: Grade 2 Mathematics

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Sort by Grade or Strand

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CCSS 2.MD.1 Worksheets, Measuring Worksheets

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CCSS 2.MD.1 Worksheets, Measuring Worksheets

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Sort by Grade or Strand

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2.MD.C.7 - About the Math, Learning Targets, and Increasing Rigor: Grade 2 Mathematics

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Sort by Grade or Strand

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Sort by Grade or Strand

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Sort by Grade or Strand

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Sort by Grade or Strand

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2.MD.A.4 - Assessment Tasks: Grade 2 Mathematics

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Sort by Grade or Strand

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Download and print 2.MD.A.1 worksheets to help kids develop this key second grade Common Core math skill.

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2.MD.A.3 - Assessment Tasks: Grade 2 Mathematics

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https://www.teacherspayteachers.com/Product/Second-Grade-Measurement-Activities-and-Assessments-3110755

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2.MD.A.2 - Assessment Tasks: Grade 2 Mathematics

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Module 2, Topic A, Lesson 1

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2.MD.A.1 - Assessment Tasks: Grade 2 Mathematics

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2.MD.D | Second Grade Math Worksheets | Biglearners

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Common Core Aligned Worksheets for Core Standard: CCSS.MATH.CONTENT.2.MD.D Printables for Second Grade Math.

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2.NBT.B.9 - Assessment Tasks: Grade 2 Mathematics

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Line Plot - Grade 2 Common Core Standards - MrNussbaum.com

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https://www.teacherspayteachers.com/Product/2nd-Grade-Math-Unit-1-Number-Sense-to-1000-3859991

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2.NBT.B.5 - Assessment Tasks: Grade 2 Mathematics

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https://www.teacherspayteachers.com/Product/Second-Grade-Measurement-Unit-2278448

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Practice creating line plots (dot plots) from data sets.

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This link has a lot of resources to support math instruction

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Standards are by grade level Standards are listed by Domain, Cluster and Numbered Standard Mathematical Practices are highlighted Critical Areas are addressed Under Additional Resources tab the Key...

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Hands On

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8 Measurement Games for 3rd Graders (Educational Fun Activities for Kids Online)

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Looking for educational fun activities for students / kids to help them learn math? Splash Math offers cool interactive problem solving Measurement Games for 3rd Graders online aligned with Common Core Standards.

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Interactive Fraction Equivalency Electronic Activity NFA3c and 

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Interactive Fraction Equivalency Electronic Activity NFA3c and 

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This applet allows you to create equivalent fractions by dividing and shading squares or circles, and match each fraction to its location on the number line.

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Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram.

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Spanish work sheets for geometry with academic vocabulary(names of shapes.)

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Quotient Game

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Quotient Tournament | Worksheet | Education.com

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Division problems stand off against one another as they compete to win in this fourth grade math worksheet.

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Students can work with a given number performing different activities

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Act 1: Spark Curiosity

Hold up the small square and the big square and ask them:

What do you notice? What do you wonder?

After allowing students some time to generate some things they notice and some wonderings, allow them to share with their neighbours. Finally, select some students to share with the entire group.

As usual, we will acknowledge all that the students share.

Act 2 - Give Some Information

Our first wonder we will go with is:

How many small squares do you think it will take to cover the big square?

Act 3 - See If It Works!

Since my 5-year-old daughter Taliah found this activity in my bag, I figured I'd try it out on her and her 3-year-old brother, Landon.

Here's a video of what they did.

I was actually really impressed with how Taliah used her spatial reasoning skills to determine how many of the small squares she needed to cover the big square!

Fuel Sense Making!

At this point, it might be useful to consolidate with students that the 4 small squares required to cover the big square can be considered 4 parts of the whole. These 4 parts can be called "fourths". While we might use the word "quarters" when referring to fourths quite often, I would suggest holding off on that word at least for now.

If your students have had exposure to whole numbers on a number line, then this could be a great spot to relate the area model we are working with to a linear model using a number line.

You will notice that I have intentionally avoided the use of standard notation (i.e.: 1/4, 2/4) of a fraction to highlight the unit fraction of "1 fourth". You can read more about the importance of the unit fraction through the work of Cathy Bruce and the Fraction Learning Pathway. Helping students understand that when we are working with fractions, we are counting a certain "unit" or equal partition of the whole. In this case, we are counting fourths as "0 one fourths, 1 one fourths, 2 one fourths, 3 one fourths, ..." and so on. If students can recognize early on that they are counting fractional pieces in the same manner they would count candies, cheerios, or books, it would seem logical that they could better connect the idea of fractions as simply a unit of measure.

Over time, you might gradually move from a unit of "one fourth" to "fourths":

And when students are ready, we can make a smooth transition from writing the unit in words to standard fraction notation.

In Ontario, this transition happens in Grade 4.

Task #2 - Partitioning into Triangles

Next, I asked the same question, but this time with triangular pieces that are half the size of the small squares:

How many triangles would it take to cover the big square?

Here's a video of what Landon did initially.

So, not quite what I was hoping for, but he did manage to cover the entire square using a combination of 4 triangles and 1 square. I thought that was pretty telling as to the spatial reasoning he was using in order to cover up the whole.

And, as children often do when another is receiving attention, Taliah copied his design initially.

However, as you'll see in this video, Taliah determined the number of triangles it would take to cover the square by only placing 1 on the big square. She then visualized how many other pieces she would need coming up with an answer of 8.

I attempted to help her make the connection that 4 pieces of a whole are called "fourths" and 8 pieces of a whole are called "eighths", but when she bumped her triangles off the square, her attention was lost. Will have to try to come back to this in one of the later activities.

Task #3 - Partitioning into Smaller Squares

Although I'm not set on a specific order of the next few tasks, I thought that sticking with a smaller square would be best for them despite there being more partitions (16 total).

So, the question now is:

How many of the really small orange squares will it take to cover the big white square?

Here's a video of what Taliah and Landon did.

As you saw in the video, Taliah again used only one of the parts to determine how many it would take to cover the whole.

We even managed to make the connection between a whole partitioned into 4 parts being called "fourths" and when we partition the whole into 16 parts, we call them "sixteenths". You may have also caught her say a "oneth" - referencing what I assume was the big white square. Makes me wonder whether we want to maybe use a bit of slang calling wholes "oneths" and halves as "twoths" (prounounced "tooths"). Worth thinking about, I think.

I then asked her to prove it by handing her a big pile of small squares (sixteenths).

Something worth noting is that in the Ontario curriculum is the fractional pieces students are expected to work with in each grade level.

For example, the specific partitioning mentioned in the following grades are as follows:

Grade 1 - halves; fourths or quarters

Grade 2 - halves; fourths or quarters; eighths

Grade 3 - halves; thirds; fourths or quarters;
*specifying the use of more than one fractional piece (e.g.: one half; three thirds; two fourths or two quarters)without using numbers in standard fractional notation

Grade 4 - halves; thirds; fourths or quarters; fifths; tenths;
*specifying the use of standard notation and the use of the word denominator to represent the number of partitions of the whole for the first time in the curriculum

Grade 5 - denominators of 2, 4, 5, 10, 20, 25, 50, and 100

Grade 6 - denominators of 2, 4, 5, 10, 20, 25, 50, and 100

In Grade 7 and 8 there are no explicit references to which denominators should be used, which suggest that students should be working to become flexible with any denominator.

With this said, by no means does the curriculum suggest that we hold students back from pressing their thinking. For example, while my daughter is not expected to work with sixteenths for quite some time, it is to my advantage as a teacher to press her for understanding when she is ready. I can certainly assess her on her progress based on her own learning needs, but should not formally evaluate her via a mark, grade or report card on this specific learning.

Task #4 - Partitioning into Small Rectangles

Interestingly enough, when I gave Taliah the whole partitioned into rectangular pieces, her visualization / spatial reasoning skills let her down.

She initially believes that it will take 16 to cover the white square. So, I toss a pile of blue rectangles at her and let her get to work. Here's a video showing what she came up with.

I thought this task was a great example of how important concrete materials come into play when we are discovering new ideas in mathematics. Taliah was using her visualization skills to help guide her thinking earlier. Now that the number of partitions are increasing and the shape of the partitions are becoming more difficult to visualize for her, she is forced to go back to the concrete manipulative (cutouts of the shapes) in order to guide her thinking.

Fuel Sense Making: What Happens to the Name When The Whole Changes?

It would be really easy for me to walk away from this task thinking my kids have done some great work with fractions (and I think I'd be right). However, we are constantly leaving money on the table in our classrooms and I almost left some here in this case.

Next, I wanted to see if Taliah was thinking in absolute or relative terms. If she was thinking in absolute terms, she might believe that the green squares were ALWAYS fourths and the small orange squares were ALWAYS sixteenths. If she is thinking in relative terms, then she would know that the name of each piece would change based on what we were comparing it to. This is super heavy, so I wasn't really expecting much.

Boy, was I wrong. Check out the video here.

As you see in the video, she seems to be able to think in relative terms. Something that is so important for students as they develop their fractional, multiplicative and proportional reasoning skills over the next handful of years.

Student Samples Submitted

Check out all of the great samples of student thinking shared from around the web! Keep them coming!

First, Lisa Burke submitted a video of her son, Henry engaging in some pretty awesome fractional thinking:

Then, we had Ms. Cruickshank from John Campbell Public School submit a great video series of student thinking. Definitely worth the 9 minute watch:

Thanks to everyone for submitting student work samples. Would love to see more!

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Cover It Up! | Sparking Curiosity to Explore Fractions and the Area Model

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Hold up the small square and the big square and ask them: What do you notice? What do you wonder? After allowing students some time to generate some things they notice and some wonderings, allow them to share with their neighbours. Finally, select some students to share with the entire group.

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Time Intervals Word Problems

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Providing instructional and assessment tasks, lesson plans, and other resources for teachers, assessment writers, and curriculum developers since 2011.

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Providing instructional and assessment tasks, lesson plans, and other resources for teachers, assessment writers, and curriculum developers since 2011.

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Providing instructional and assessment tasks, lesson plans, and other resources for teachers, assessment writers, and curriculum developers since 2011.

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Providing instructional and assessment tasks, lesson plans, and other resources for teachers, assessment writers, and curriculum developers since 2011.

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Providing instructional and assessment tasks, lesson plans, and other resources for teachers, assessment writers, and curriculum developers since 2011.

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2013-09-12 21:24:00 GMT

Khan Academy just launched our Spanish website!

There are approximately 6 billion non-English speakers in the world. In order to provide free resources to anyone in the world, we have spent the past year making it possible for our entire website experience to be translated into any written world language.

By launching the Spanish version of the website, we are now providing access to half a billion Spanish speakers around the world. In the coming months and years we will translate our website into other languages.

Spanish-speaking learners can now:

1. Grow with our personalized math experience

Using the new learning dashboard (launched in August), learners receive personalized recommendations on what to work on next, have access to over 100,000 math practice problems, and can track their progress.

2. Explore tutorials in other topics

Our tutorials cover a range of subject areas, including physics, chemistry, biology, art history and more. These tutorials are currently being translated into Spanish.

3. Learn with a mentor

Learners can sign up a parent, mentor, or teacher to help guide their path. These coaches can access real-time dashboards to identify where learners are and where they need help.

If you are a registered user and want to change your language to Spanish, just select "Español" as your preferred language at the bottom of the homepage. Please note that the Spanish website is a work in progress. As Khan Academy creates new content in English (which we do on a daily basis), translators will be working to translate this content to Spanish.

Help us spread the word! Share our Spanish website with Spanish-speaking individuals or educational organizations.

Want to help translate? Apply to become a translator for any language.
¡Khan Academy acaba de lanzar nuestro sitio en Español!
Hay aproximadamente 6 mil millones de personas que no hablan inglés en el mundo. Para proveer recursos libres a cualquier persona en el mundo hemos pasado el último año traduciendo la experiencia que ofrece nuestro sitio a cualquier idioma escrito del mundo.

Con el lanzamiento de la versión del sitio en Español, estamos ahora proporcionando acceso a 500 millones de personas que hablan Español alrededor del mundo. En los siguientes meses y años traduciremos nuestro sitio a otros idiomas.

Las personas que hablan Español ahora pueden:

1. Crecer con nuestra experiencia personalizada en matemáticas.

Usando nuestro nuevo panel de aprendizaje (lanzado en agosto), los estudiantes reciben recomendaciones personalizadas sobre qué trabajar, teniendo acceso a más de 100,000 problemas prácticos de matemáticas y pueden dar seguimiento a su progreso.

2. Explorar tutoriales de otros temas.

Nuestros tutoriales cubren una amplia gama de áreas, incluyendo física, química, biología, historia del arte y más. Estos tutoriales actualmente están siendo traducidos a Español.

3. Aprender con un tutor.

Los estudiantes pueden inscribirse con un tutor o maestro quién le ayudará a guiar su camino. Los tutores pueden acceder a paneles en tiempo real para identificar en donde están los alumnos y donde necesitan ayuda.

Si eres un usuario registrado y quieres cambiar tu idioma a Español, selecciona "Español" en la parte inferior de la página principal. Ten en cuenta que la página en Español es un trabajo en proceso. Como Khan Academy crea nuevo contenido en inglés (lo cual hacemos a diario) los traductores estarán trabajando para traducir estos contenidos al Español.

¡Ayúdanos a difundir ésta noticia! Comparte nuestro sitio en Español con personas u organizaciones educativas de habla hispana.

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2013-09-12 21:24:00 GMT Khan Academy just launched our Spanish website! There are approximately 6 billion non-English speakers in the world. In order to provide free resources to anyone in the world, we have spent the past year making it possible for our entire website experience to be translated into any written world language.

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Providing instructional and assessment tasks, lesson plans, and other resources for teachers, assessment writers, and curriculum developers since 2011.

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https://www.illustrativemathematics.org/content-standards/3/NF/A/3/tasks/880

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Providing instructional and assessment tasks, lesson plans, and other resources for teachers, assessment writers, and curriculum developers since 2011.

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Providing instructional and assessment tasks, lesson plans, and other resources for teachers, assessment writers, and curriculum developers since 2011.

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Word Problems

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Mixed Word Problems | Worksheet | Education.com

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Your fourth grader will hardly realize she's learning as she completes some entertaining mixed word problems to help out with birthday party logistics.

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Measurement

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Student can work with a given number performing different activities

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Comparing objects MD.A2

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Addition, Subtraction, Multiplication, and Division fluency.

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Math - flash card practice for elementary level math (add, subtract, multiply, divide)

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Project Search | Project Based Learning | BIE

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The projects you will find here have been curated by BIE and were gathered from online project libraries. If any of the links don't work go directly to the organization's website. These projects are meant to inspire your own ideas or may be adapted to fit the needs of your classroom.

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Equivalent Fractions

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To begin, I review important information discussed in the previous day's lesson. On the Smart board, I model for the students how to divide a circle into equal size pieces. I remind the students that in order to compare fractions, we must be referring to the same whole. I make this point clear by drawing two rectangles of the same size. When you divide your region into pieces, they must be even size pieces. This same concept applies to a number line. A number line represents the whole. If I want to use number lines to see if 1/3 and 2/6 are equivalent, I can't draw one long number line, then the second number line shorter than the first. They must be the same length and with pieces of equal length.

I let the students know that I am exposing them to different tools that they can use to be successful with fractions. You can find equivalent fractions with fraction strips as we did the previous day. I let them know that they may also find equivalent fractions with number lines.

I read the slide in the Number lines and Equivalent Fractions.pptx displayed on my Smartboard aloud. "Peter drove 1/4 of the distance to his mom's house. What is another name for 1/4? Let's try eighths." In order to use a number line, first divide the number line into fourths and eighths. You will divide the number line into the number represented by the denominator. If the denominator is an even number, you can divide the number line in half for your benchmark.

I model by dividing the number line into fourths. (The number line in the power point is already divided, but I want the students to see how it is done step by step, therefore, I used the white board to model.) Modeling for students is very important because some students are visual learners. They need to see what output is expected of them. I put 1/4 on the number line. I ask, "What comes next?" The students respond chorally. A lot of the students said 1/5. I remind them that the number line was divided into fourths, therefore, we should count by fourths. I remind the students that a fraction is part of a whole, therefore, it falls between the numbers 0 and 1. I label these two numbers on the number line. Together, we labled 1/4, 2/4, 3/4, and 1. I explain to the students that we do not have to write 4/4 because any number over itself equals 1. If you have 4 out of 4, you have 1 whole. (I model this by drawing a circle, dividing it into fourths, then shading all four pieces.)

Next, on the white board, I draw another number line below the first one. As the students watch, I divide this number line into eighths. I explain that because the denonimator is an 8, which is an even number, I can divide the number line in half. I label 0 and 1 on the number line. Together, we name the other fractions that go on the number line.

I ask the students to look at the two number lines. "Which two fractions are equivalent?" They tell me 2/8 and 1/4. I let the students know that they are correct. I further explain (for those few students that did not respond chorally with the others) that the way we know that they are equivalent is because they are lined up at the same point on the number lines. (I circle the two numbers so that there will be no misunderstanding about what I mean.)

I let the students know that they will have the opportunity to use a number line in groups. I encourage them not to get discouraged because number lines can be a difficult tool to master. I remind them of the fact that the more you practice on anything, the easier it becomes.

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To begin, I review important information discussed in the previous day's lesson. On the Smart board, I model for the students how to divide a circle into equal size pieces. I remind the students that in order to compare fractions, we must be referring to the same whole.

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Measurement Comparing

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3-5 Formative Instructional and Assessment Tasks - 3.NF.1-3.NF.3

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3-5 Formative Instructional and Assessment Tasks Home

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different ready made activities by standards

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Represent and solve problems involving addition and subtraction

2.OA.A.1 Use addition and subtraction within 100 to solve one and two step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g. by using drawings and equations with a symbol for the unknown number to represent the problem.

2.OA.B.2 Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.

Work with equal groups of objects to gain foundations for multiplication

2.OA.C.3 Determine whether a group of objects (up to 20) has an odd or even number of members, e.g. by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends.

2.OA.C.4 Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.

NUMBER AND OPERATIONS IN BASE TEN

2.NBT.A.1 Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones. Understand the following as special cases:
a. 100 can be thought of as a bundle of ten tens - called a "hundred."
b. The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, nine hundreds (and 0 tens and 0 ones).

2.NBT.A.2 Count within 1000; skip count by 5s,10s, and 100s.

2.NBT.A.3 Read and write numbers to 1000 using base-ten notation, number names, and expanded form.

2.NBT.A.4 Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols.

Use place value understanding and properties of operations to add and subtract

2.NBT.B.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

2.NBT.B.6 Add up to four two-digit numbers using strategies based on place value and properties of operations.

2.NBT.B.7 Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.

2.NBT.B.8 Mentally add 10 or 100 to a given number 100-900 and mentally subtract 10 or 100 from a given number 100-900.

2.NBT.B.9 Explain why addition and subtraction strategies work, using place value and the properties of operations.

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Looking for math centers for your 2nd Grade classroom? Grab lots of FREE 2nd Grade Number centers here!

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