# Geoboard, by The Math Learning Center

- geometry
- shapes
- fractions

###### Pros

Versatile representation of a physical board, with handy digital tools.###### Cons

Missing lesson plans and detailed tips on how to best use this tool.###### Bottom Line

Useful alternative to traditional geoboards with some added digital features.None

Design is clean and straightforward. The color fill, text tool, and ability to save work make it more interesting for kids.

It's an electronic version of a real geoboard with options for flipping and rotating; drawing tools and other features make it a step up from a traditional geoboard.

There's a help screen with illustrated directions. Lesson plans and suggestions for how to extend learning beyond the digital experience are missing.

Many math curriculum programs, such as Everyday Math, require the use of traditional physical geoboards. Geoboard by the Math Learning Center simply provides a digital version. Just as with real geoboards, students can work individually or in groups to create shapes. This tool also allows teachers to project the virtual geoboard onto a screen for whole-class demonstrations and instruction.

Teachers will have to add their own lessons and learning activities, as nothing is built in. For example, teachers could use the virtual geoboard to explore area but will have to provide all the instruction necessary to teach this concept. But the numbered grids, drawing tools, and math text tool are useful for modeling these concepts with the app. Students can also save their work using the print screen option on their device. The iPad's screen capture function involves pressing the power button and home button simultaneously.

Read more Read lessGeoboard by The Math Learning Center offers kids a virtual geoboard on which they can wrap bands around pegs to build and contort shapes. Students can choose from a small board (with widely spaced pegs) or a larger board (with pegs that are close together), and grid lines on the boards can be displayed with numbers to help kids calculate area and perimeter. There's also an option for a circular board so kids can explore angles, fraction models, and time measurements.

There are eight band colors to choose from, and the colors can be changed even after they are used on the board. Students can copy and move shapes around the board to explore concepts like symmetry, transformations, and congruency. Drawing tools for annotations and a math text tool for incorporating equations are useful for instruction.

Read more Read lessA geoboard is a great tool for learning about a number of topics: geometry, area, perimeter, angles, fractions, symmetry, and more. Geoboard by The Math Learning Center is simply a virtual version; with a few added digital tools. Kids can use the text tool to create a mathematical expression that describes their geoboard creation. This allows kids to see that multiple representations are thinking tools, and each one tells us something different about the same mathematical concept.

Geoboard by The Math Learning Center misses a real opportunity to offer all sorts of possible teaching and learning content. Kids can shade the shapes they build, but there’s no discussion or suggestion about why this option is useful or what kids can learn from shading their shapes. It would also be great if the app could help kids calculate the perimeter and area of shapes that they've created. The numbered grids are great for doing this with squares and rectangles, but formulas for other shapes would be useful. In its current state, the app doesn't allow kids to share their creations with others.

Read more Read less## Key Standards Supported

## Geometry | |

K.G: Identify And Describe Shapes (Squares, Circles, Triangles, Rectangles, Hexagons, Cubes, Cones, Cylinders, And Spheres). | |

K.G.1 | Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. |

K.G.2 | Correctly name shapes regardless of their orientations or overall size. |

K.G.3 | Identify shapes as two-dimensional (lying in a plane, “flat”) or three- dimensional (“solid”). |

Analyze, Compare, Create, And Compose Shapes. | |

K.G.4 | Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length). |

K.G.5 | Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. |

K.G.6 | Compose simple shapes to form larger shapes. For example, “Can you join these two triangles with full sides touching to make a rectangle?” |

1.G: Reason With Shapes And Their Attributes. | |

1.G.1 | Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. |

1.G.2 | Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape.4 |

1.G.3 | Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. |

2.G: Reason With Shapes And Their Attributes. | |

2.G.1 | Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces.5 Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. |

2.G.2 | Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. |

2.G.3 | Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape. |

3.G: Reason With Shapes And Their Attributes. | |

3.G.1 | Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories. |

3.G.2 | Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape. |

4.G: Draw And Identify Lines And Angles, And Classify Shapes By Properties Of Their Lines And Angles. | |

4.G.1 | Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures. |

5.G: Classify Two-Dimensional Figures Into Categories Based On Their Properties. | |

5.G.3 | Understand that attributes belonging to a category of two- dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles. |

## Measurement And Data | |

3.MD: Geometric Measurement: Understand Concepts Of Area And Relate Area To Multiplication And To Addition. | |

3.MD.5.a | A square with side length 1 unit, called “a unit square,” is said to have “one square unit” of area, and can be used to measure area. |

3.MD.5.b | A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units. |

3.MD.6 | Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units). |

Geometric Measurement: Recognize Perimeter As An Attribute Of Plane Figures And Distinguish Between Linear And Area Measures. | |

3.MD.8 | Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters. |

4.MD: Geometric Measurement: Understand Concepts Of Angle And Measure Angles. | |

4.MD.7 | Recognize angle measure as additive. When an angle is decomposed into non-overlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown angles on a diagram in real world and mathematical problems, e.g., by using an equation with a symbol for the unknown angle measure. |

#### See how teachers are using Geoboard, by The Math Learning Center

#### Teacher Reviews

- Online Interactive Bridges Math Support5January 28, 2016
- Great replacement with no rubber bands3February 20, 2015
- One of my favorite math apps!5July 11, 2014
- A free geoboard app to use in your classroom. No rubberbands!4June 17, 2014
- Geoboard is a great addition to Geometry activities in grades K-6.4March 18, 2014