# Coolmath

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- algebra
- calculus
- fractions
- geometry

- applying information
- logic
- strategy

###### Pros

Lessons and resources for parents, teachers, and kids of all ages are complemented by games galore.###### Cons

The clunky, old-school interface may be a turnoff for older kids, and many will be drawn to the less skill-based games.###### Bottom Line

Coolmath provides some ammo in the battle against math doldrums if used carefully.None

Coolmath's design is fairly outdated and visually busy, but the games are fun and the overall variety should keep kids engaged.

Kids get examples of how math concepts work and can play dozens of games to test out those lessons, but many games have a dubious learning connection.

There's a helpful section for parents and teachers. The site also links to several other sites, including a math site for younger kids, sites about teen stress management, and other topics.

First and foremost, Coolmath is a good place to send kids who think math is boring. Some of the games, like Beach Reversi, are based on ancient strategy games (in this case, Othello or the ancient Chinese game Go) and could be projected on the board to teach strategy or thinking skills to the whole class. "Brainie" is a cute way to practice addition with negative numbers for individual players, and "Crazy Taxi" helps with cementing multiples. Games appear to all be single-player, but scores could be tracked on a class chart.

Some of the games have great strategy and logic elements, but many don't have direct curricular connections, which could make it difficult to keep kids on track. If teachers take the time to find appropriate games to match the subject matter, they might find some good resources to use as supplemental activities.

Read More Read LessCoolmath shouts "Math is fun!" with a huge collection of lessons, games, tips, flash cards, puzzles, definitions, calculators, math careers, a math survival guide, galleries, and links. Topics range from adding single digits to Pythagorean identities (precalculus).

After lessons, kids can practice solving problems with monster-themed games or try out a huge list of calculators, from compound interest (financial) to a prime number tester. There are quite a few levels of difficulty to be found on the site, from a lemonade-stand game that helps kids with addition and subtraction to a 32-step precalculus lesson. An extremely similar companion site, coolmath4kids.com, has overlapping content but is intended for elementary ages.

Read More Read LessThere is no teacher dashboard and no way to track progress or even statistics beyond a single session, but this keeps in line with the lighthearted tone of the site. There is some good content here, but in the rush to include as many games as possible, there are also a lot of games that could be called "time wasters" -- they may encourage spatial or creative thinking on some level, but teachers probably won't want kids spending much time on them.

While it might take kids a while to get used to the busy, dated visuals and sometimes confusing navigation, the sheer quantity of resources in Coolmath is staggering. Kids could easily get hooked on the games, but they might just as easily go to the lessons for some cool tricks or print out geometric coloring pages. The cartoony characters, bold primary colors, and avalanche of goofy stuff might be a turnoff for older kids who could definitely benefit from the precalculus and trigonometry resources. An update might reach the jaded teen audience, but it also might take away some of the fun.

Read More Read Less## Key Standards Supported

## Arithmetic With Polynomials And Rational Expressions | |

HSA.APR: Perform Arithmetic Operations On Polynomials | |

HSA.APR.1 | Understand that polynomials form a system analogous to the integers, namely, they are closed under the operations of addition, subtraction, and multiplication; add, subtract, and multiply polynomials. |

Rewrite Rational Expressions | |

HSA.APR.7 | (+) Understand that rational expressions form a system analogous to the rational numbers, closed under addition, subtraction, multiplication, and division by a nonzero rational expression; add, subtract, multiply, and divide rational expressions. |

## Congruence | |

HSG.CO: Experiment With Transformations In The Plane | |

HSG.CO.1 | Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment, based on the undefined notions of point, line, distance along a line, and distance around a circular arc. |

## Expressions And Equations | |

6.EE: Reason About And Solve One-Variable Equations And Inequalities. | |

6.EE.5 | Understand solving an equation or inequality as a process of answering a question: which values from a specified set, if any, make the equation or inequality true? Use substitution to determine whether a given number in a specified set makes an equation or inequality true. |

8.EE: Analyze And Solve Linear Equations And Pairs Of Simultaneous Linear Equations. | |

8.EE.8.a | Understand that solutions to a system of two linear equations in two variables correspond to points of intersection of their graphs, because points of intersection satisfy both equations simultaneously. |

Work With Radicals And Integer Exponents. | |

8.EE.1 | Know and apply the properties of integer exponents to generate equivalent numerical expressions. For example, 32 × 3–5 = 3–3 = 1/33 = 1/27. |

## Functions | |

8.F: Define, Evaluate, And Compare Functions. | |

8.F.1 | Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output.1 |

## Geometry | |

8.G: Understand Congruence And Similarity Using Physical Models, Trans- Parencies, Or Geometry Software. | |

8.G.2 | Understand that a two-dimensional figure is congruent to another if the second can be obtained from the first by a sequence of rotations, reflections, and translations; given two congruent figures, describe a sequence that exhibits the congruence between them. |

8.G.4 | Understand that a two-dimensional figure is similar to another if the second can be obtained from the first by a sequence of rotations, reflections, translations, and dilations; given two similar two- dimensional figures, describe a sequence that exhibits the similarity between them. |

## Interpreting Functions | |

HSF.IF: Understand The Concept Of A Function And Use Function Notation | |

HSF.IF.1 | Understand that a function from one set (called the domain) to another set (called the range) assigns to each element of the domain exactly one element of the range. If f is a function and x is an element of its domain, then f(x) denotes the output of f corresponding to the input x. The graph of f is the graph of the equation y = f(x). |

## Measurement And Data | |

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

4.MD.5 | Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement: |

## Number And Operations In Base Ten | |

1.NBT: Understand Place Value. | |

1.NBT.2 | Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: |

Use Place Value Understanding And Properties Of Operations To Add And Subtract. | |

1.NBT.4 | Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, 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 and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. |

2.NBT: Use Place Value Understanding And Properties Of Operations To Add And Subtract. | |

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

2.NBT.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. |

3.NBT: Use Place Value Understanding And Properties Of Operations To Perform Multi-Digit Arithmetic.4 | |

3.NBT.2 | Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. |

5.NBT: Perform Operations With Multi-Digit Whole Numbers And With Decimals To Hundredths. | |

5.NBT.5 | Fluently multiply multi-digit whole numbers using the standard algorithm. |

5.NBT.6 | Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. |

5.NBT.7 | Add, subtract, multiply, and divide decimals to hundredths, 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 and explain the reasoning used. |

Understand The Place Value System. | |

5.NBT.1 | Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left. |

4.NBT: Generalize Place Value Understanding For Multi-Digit Whole Numbers. | |

4.NBT.1 | Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division. |

Use Place Value Understanding And Properties Of Operations To Perform Multi-Digit Arithmetic. | |

4.NBT.4 | Fluently add and subtract multi-digit whole numbers using the standard algorithm. |

4.NBT.5 | Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. |

## Number And Operations—Fractions | |

5.NF: Use Equivalent Fractions As A Strategy To Add And Subtract Fractions. | |

5.NF.1 | Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad + bc)/bd.) |

3.NF: Develop Understanding Of Fractions As Numbers. | |

3.NF.1 | Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b. |

3.NF.3.a | Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line. |

## Operations And Algebraic Thinking | |

1.OA: Add And Subtract Within 20. | |

1.OA.6 | Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). |

Understand And Apply Properties Of Operations And The Relationship Between Addition And Subtraction. | |

1.OA.4 | Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8. |

Work With Addition And Subtraction Equations. | |

1.OA.7 | Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2. |

2.OA: Add And Subtract Within 20. | |

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

3.OA: Multiply And Divide Within 100. | |

3.OA.7 | Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers. |

Understand Properties Of Multiplication And The Relationship Between Multiplication And Division. | |

3.OA.6 | Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8. |

K.OA: Understand Addition As Putting Together And Adding To, And Under- Stand Subtraction As Taking Apart And Taking From. | |

K.OA.5 | Fluently add and subtract within 5. |

## Ratios And Proportional Relationships | |

6.RP: Understand Ratio Concepts And Use Ratio Reasoning To Solve Problems. | |

6.RP.1 | Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, “The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak.” “For every vote candidate A received, candidate C received nearly three votes.” |

6.RP.2 | Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0, and use rate language in the context of a ratio relationship. For example, “This recipe has a ratio of 3 cups of flour to 4 cups of sugar, so there is 3/4 cup of flour for each cup of sugar.” “We paid $75 for 15 hamburgers, which is a rate of $5 per hamburger.”1 |

7.RP: Analyze Proportional Relationships And Use Them To Solve Real-World And Mathematical Problems. | |

7.RP.2 | Recognize and represent proportional relationships between quantities. |

## Reasoning With Equations And Inequalities | |

HSA.REI: Represent And Solve Equations And Inequalities Graphically | |

HSA.REI.10 | Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could be a line). |

## Similarity, Right Triangles, And Trigonometry | |

HSG.SRT: Apply Trigonometry To General Triangles | |

HSG.SRT.11 | (+) Understand and apply the Law of Sines and the Law of Cosines to find unknown measurements in right and non-right triangles (e.g., surveying problems, resultant forces). |

Define Trigonometric Ratios And Solve Problems Involving Right Triangles | |

HSG.SRT.6 | Understand that by similarity, side ratios in right triangles are properties of the angles in the triangle, leading to definitions of trigonometric ratios for acute angles. |

## Statistics And Probability | |

6.SP: Develop Understanding Of Statistical Variability. | |

6.SP.2 | Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape. |

## The Complex Number System | |

HSN.CN: Perform Arithmetic Operations With Complex Numbers. | |

HSN.CN.1 | Know there is a complex number i such that i2 = –1, and every complex number has the form a + bi with a and b real. |

Use Complex Numbers In Polynomial Identities And Equations. | |

HSN.CN.9 | (+) Know the Fundamental Theorem of Algebra; show that it is true for quadratic polynomials. |

## The Number System | |

6.NS: Apply And Extend Previous Understandings Of Numbers To The System Of Rational Numbers. | |

6.NS.5 | Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge); use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation. |

6.NS.6 | Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative number coordinates. |

6.NS.6.b | Understand signs of numbers in ordered pairs as indicating locations in quadrants of the coordinate plane; recognize that when two ordered pairs differ only by signs, the locations of the points are related by reflections across one or both axes. |

6.NS.7 | Understand ordering and absolute value of rational numbers. |

6.NS.7.c | Understand the absolute value of a rational number as its distance from 0 on the number line; interpret absolute value as magnitude for a positive or negative quantity in a real-world situation. For example, for an account balance of –30 dollars, write |–30| = 30 to describe the size of the debt in dollars. |

Compute Fluently With Multi-Digit Numbers And Find Common Factors And Multiples. | |

6.NS.2 | Fluently divide multi-digit numbers using the standard algorithm. |

8.NS: Know That There Are Numbers That Are Not Rational, And Approximate Them By Rational Numbers. | |

8.NS.1 | Know that numbers that are not rational are called irrational. Understand informally that every number has a decimal expansion; for rational numbers show that the decimal expansion repeats eventually, and convert a decimal expansion which repeats eventually into a rational number. |

## Trigonometric Functions | |

HSF.TF: Extend The Domain Of Trigonometric Functions Using The Unit Circle | |

HSF.TF.1 | Understand radian measure of an angle as the length of the arc on the unit circle subtended by the angle. |

Model Periodic Phenomena With Trigonometric Functions | |

HSF.TF.6 | (+) Understand that restricting a trigonometric function to a domain on which it is always increasing or always decreasing allows its inverse to be constructed. |

## Vector And Matrix Quantities | |

HSN.VM: Perform Operations On Matrices And Use Matrices In Applications. | |

HSN.VM.10 | (+) Understand that the zero and identity matrices play a role in matrix addition and multiplication similar to the role of 0 and 1 in the real numbers. The determinant of a square matrix is nonzero if and only if the matrix has a multiplicative inverse. |

HSN.VM.9 | (+) Understand that, unlike multiplication of numbers, matrix multiplication for square matrices is not a commutative operation, but still satisfies the associative and distributive properties. |

Perform Operations On Vectors. | |

HSN.VM.4.c | Understand vector subtraction v – w as v + (–w), where –w is the additive inverse of w, with the same magnitude as w and pointing in the opposite direction. Represent vector subtraction graphically by connecting the tips in the appropriate order, and perform vector subtraction component-wise. |

#### See how teachers are using Coolmath

#### Teacher Reviews

- Basic arcade style games with little to no math connections.1September 15, 2016
- Neither Cool nor Math1February 24, 2016
- Website used for educational games.3October 15, 2014
- Great math games!4September 9, 2014
- Colorful graphics and fun games fight boredom4June 25, 2014