Common Sense Review
Updated April 2016
EducationCity
Common Sense Rating
4
Teacher Rating
(3 Teacher Reviews)
4
Price
Free to Try, Paid
This grade range is a recommendation by the Common Sense Education editorial team, not the developer/publisher.
Grades
Pre-K-6 Platforms
Website
Subjects
English Language Arts
- letter or word recognition
- reading
- spelling
- vocabulary
- addition
- division
- multiplication
- subtraction
- animals
- astronomy
- ecosystems
- plants
- reading comprehension
- vocabulary
Skills
Character & SEL
- self-control
- perseverance
- evaluating media messages
- using and applying technology
- programming and coding
- problem solving
- thinking critically
Purpose
CurriculumTargeted Practice 
Activities include whiteboard lessons, tests, games, and critical-thinking questions.
Some activities also include additional teacher resources, such as lesson plans and worksheets.
Clear, concise game instructions are written and read aloud by a narrator.
Teachers can use a helpful Standards Map to see which activities correspond to the learning principles they're trying to stress.
Users can adjust many aspects of the site to suit their preferences.
Pros
Stylish interactives will keep kids' attention and offer an educational takeaway aligned to Common Core standards.Cons
The amount of additional teaching materials and information varies per topic.Bottom Line
Games and activities can help reinforce key math, language, and science concepts for elementary schoolers.
Setup Time
5-15 minutes
Additional Pricing Details
Schools can purchase a single building license that includes all subjects, grade levels, and onsite training for $5,500. A la carte pricing is available for individual subjects and grade levels beginning at $180. A la carte pricing adjusts based on the number of students you wish to include in the subscription.
$180 - $5,500
$180 - $5,500
Teacher Dashboard
Teachers can upload a CSV file or copy and paste a spreadsheet to add students and make changes to lists at the start of the school year. They can view individual student activity and create groups that will receive different homework assignments. They can also set up MyCity areas with specific activities for small groups of students.
Tech Notes
Works on any modern browser; Adobe Flash required.
Common Sense Rating
4
Engagement
Is the product stimulating, entertaining, and engrossing? Will kids want to return?
4
Educational activities are fun, but learning is always the central purpose. Narrators and characters help make the experience feel personal. Interactives walk kids through each step and offer hints. PlayLive lets kids play against other students.
Pedagogy
Is learning content seamlessly baked-in, and do kids build conceptual understanding? Is the product adaptable and empowering? Will skills transfer?
4
Most activities feature a strong educational focus. Students learn through interactives, games, critical-thinking questions, whiteboard activities, and more. Teachers can track their progress and pick activities for students or groups.
Support
Does the product take into account learners of varying abilities, skill levels, and learning styles? Does it address both struggling and advanced students?
4
Many activities include worksheets and additional lesson ideas. Teachers can choose activities based on how they relate to learning goals and standards. In-product hints, noted by purple question marks, help users learn more about each feature.
How Can Teachers Use It?
Teachers can use the Standards Map to determine which games would work best in conjunction with a particular unit or lesson. The map offers a visual, easy way to sort through the site's activities and includes information on how each relates to Common Core standards. Many activities include additional teaching materials, such as worksheets, activity suggestions, and tests. Other tools help teachers monitor progress. Teachers can compare individual student performance to the overall class or see what activities a student has completed with the SuccessTracker. They can view assignments by date, look at usage statistics for the school, and email themselves reports on the class that are grouped by student and activity.
Teachers can also set up an unlimited number of MyCity sections, which let them select activities that relate to specific learning objectives, add comments, and store the activities in one area for students to easily access. The Set Homework option lets teachers send individual assignments.
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What's It Like?
EducationCity includes activities and teaching resources that tie into pre-K through sixth-grade Common Core standards, Next Generation Science standards, and other specific standards. Students can learn about a wide variety of math (in English and Spanish), language, science, and computer-science topics. These topics range from pre-kindergarten counting, letter recognition, and positive behavior lessons to algebraic concepts, Greek and Latin word origins, and writing styles for sixth-graders. Several grade levels also include instruction for English-language learners.
Some items are marked as potential whiteboard activities teachers can present in class; students can also play activities on their own in a school computer lab or at home. Free topical resources are released monthly to help teachers celebrate historical dates and holidays. These include such items as lesson plans, activities, posters, and reference sheets.
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Is It Good For Learning?
EducationCity's activities illustrate lessons in cute, clever ways, featuring high-quality graphics and characters that help personalize the experience. Activities start with a brief lesson on a topic, such as capitalization, then let students test out their new skill. They can often follow along as a narrator reads instructions, and students get a second chance to correct mistakes. Their scores can be logged in the system for future reference.
The program really has few drawbacks. The amount of additional teaching materials and information varies per game; in some, educators can access lesson suggestions, worksheets, and other follow-up activity ideas. Other games are primarily stand-alone activities. Likewise, some sections have more activities than others. However, the site's helpful Standards Map provides a good overview of the learning principles each activity can reinforce, so educators can make the most of EducationCity's resources.
Read More Read LessKey Standards Supported
Language | |
| L.1: Conventions of Standard English | |
| L.1.1 | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. |
| L.1.1i | Use frequently occurring prepositions (e.g., during, beyond, toward). |
| L.1.2b | Use end punctuation for sentences. |
| L.2: Conventions of Standard English | |
| L.2.1 | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. |
| L.2.2 | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |
| Knowledge of Language | |
| L.2.3a | Compare formal and informal uses of English. |
| L.3: Conventions of Standard English | |
| L.3.1a | Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. |
| L.3.1f | Ensure subject-verb and pronoun-antecedent agreement.* |
| L.3.2a | Capitalize appropriate words in titles. |
| L.3.2f | Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. |
Reading Foundational Skills | |
| RF.1: Phonological awareness | |
| RF.1.2 | Demonstrate understanding of spoken words, syllables, and sounds (phonemes). |
| RF.2: Phonics and Word recognition | |
| RF.2.3b | Know spelling-sound correspondences for additional common vowel teams. |
Measurement And Data | |
| K.MD: Describe And Compare Measurable Attributes. | |
| K.MD.1 | Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. |
| K.MD.2 | Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. |
| Classify Objects And Count The Number Of Objects In Each Category. | |
| K.MD.3 | Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.3 |
| 1.MD: Tell And Write Time. | |
| 1.MD.3 | Tell and write time in hours and half-hours using analog and digital clocks. |
| 2.MD: Work With Time And Money. | |
| 2.MD.8 | Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have? |
| 3.MD: Solve Problems Involving Measurement And Estimation Of Intervals Of Time, Liquid Volumes, And Masses Of Objects. | |
| 3.MD.1 | Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram. |
Number And Operations In Base Ten | |
| K.NBT: Work With Numbers 11–19 To Gain Foundations For Place Value. | |
| K.NBT.1 | Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. |
| 1.NBT: Extend The Counting Sequence. | |
| 1.NBT.1 | Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. |
| 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: |
| 1.NBT.2.a | 10 can be thought of as a bundle of ten ones — called a “ten.” b. |
| 1.NBT.2.b | The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. |
| 1.NBT.2.c | The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). |
| 1.NBT.3 | Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. |
| 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. |
| 1.NBT.5 | Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. |
| 1.NBT.6 | Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), 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. |
| 2.NBT: Understand Place Value. | |
| 2.NBT.1.a | 100 can be thought of as a bundle of ten tens — called a “hundred.” |
| 2.NBT.2 | Count within 1000; skip-count by 5s, 10s, and 100s. |
| Use Place Value Understanding And Properties Of Operations To Add And Subtract. | |
| 2.NBT.6 | Add up to four two-digit numbers using strategies based on place value and properties of operations. |
| 3.NBT: Use Place Value Understanding And Properties Of Operations To Perform Multi-Digit Arithmetic.4 | |
| 3.NBT.1 | Use place value understanding to round whole numbers to the nearest 10 or 100. |
| 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. |
| 3.NBT.3 | Multiply one-digit whole numbers by multiples of 10 in the range 10–90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations. |
| 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. |
| 4.NBT.2 | Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons. |
| 4.NBT.3 | Use place value understanding to round multi-digit whole numbers to any place. |
| 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. |
| 4.NBT.6 | Find whole-number quotients and remainders with up to four-digit dividends and one-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: 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. |
| 5.NBT.2 | Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10. |
| 5.NBT.3 | Read, write, and compare decimals to thousandths. |
| 5.NBT.3.a | Read and write decimals to thousandths using base-ten numerals, number names, and expanded form, e.g., 347.392 = 3 × 100 + 4 × 10 + 7 × 1 + 3 × (1/10) + 9 × (1/100) + 2 × (1/1000). |
| 5.NBT.3.b | Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons. |
| 5.NBT.4 | Use place value understanding to round decimals to any place. |
| 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. |
Number And Operations—Fractions | |
| 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.2 | Understand a fraction as a number on the number line; represent fractions on a number line diagram. |
| 3.NF.2.a | Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line. |
| 3.NF.2.b | Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line. |
| 3.NF.3 | Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. |
| 3.NF.3.a | Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line. |
| 3.NF.3.b | Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3). Explain why the fractions are equivalent, e.g., by using a visual fraction model. |
| 3.NF.3.c | 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. |
| 3.NF.3.d | Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model. |
| 4.NF: Extend Understanding Of Fraction Equivalence And Ordering. | |
| 4.NF.1 | Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. |
| 4.NF.2 | Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model. |
| Build Fractions From Unit Fractions By Applying And Extending Previous Understandings Of Operations On Whole Numbers. | |
| 4.NF.3 | Understand a fraction a/b with a > 1 as a sum of fractions 1/b. a. |
| 4.NF.3.a | Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. |
| 4.NF.3.b | Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8. |
| 4.NF.3.c | Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction. |
| 4.NF.3.d | Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem. |
| 4.NF.4 | Apply and extend previous understandings of multiplication to multiply a fraction by a whole number. |
| 4.NF.4.a | Understand a fraction a/b as a multiple of 1/b. For example, use a visual fraction model to represent 5/4 as the product 5 × (1/4), recording the conclusion by the equation 5/4 = 5 × (1/4). |
| 4.NF.4.b | Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number. For example, use a visual fraction model to express 3 × (2/5) as 6 × (1/5), recognizing this product as 6/5. (In general, n × (a/b) = (n × a)/b.) |
| 4.NF.4.c | Solve word problems involving multiplication of a fraction by a whole number, e.g., by using visual fraction models and equations to represent the problem. For example, if each person at a party will eat 3/8 of a pound of roast beef, and there will be 5 people at the party, how many pounds of roast beef will be needed? Between what two whole numbers does your answer lie? |
| Understand Decimal Notation For Fractions, And Compare Decimal Fractions. | |
| 4.NF.5 | Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100.4 For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100. |
| 4.NF.6 | Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram. |
| 4.NF.7 | Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model. |
| 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.) |
| 5.NF.2 | Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions |
| Apply And Extend Previous Understandings Of Multiplication And Division To Multiply And Divide Fractions. | |
| 5.NF.3 | Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem. For example, interpret 3/4 as the result of dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3, and that when 3 wholes are shared equally among 4 people each person has a share of size 3/4. If 9 people want to share a 50-pound sack of rice equally by weight, how many pounds of rice should each person get? Between what two whole numbers does your answer lie? |
| 5.NF.4 | Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. |
| 5.NF.4.a | Interpret the product (a/b) × q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a × q ÷ b. For example, use a visual fraction model to show (2/3) × 4 = 8/3, and create a story context for this equation. Do the same with (2/3) × (4/5) = 8/15. (In general, (a/b) × (c/d) = ac/bd.) |
| 5.NF.4.b | Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths, and show that the area is the same as would be found by multiplying the side lengths. Multiply fractional side lengths to find areas of rectangles, and represent fraction products as rectangular areas. |
| 5.NF.5 | Interpret multiplication as scaling (resizing), by: |
| 5.NF.5.a | Comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication. |
| 5.NF.5.b | Explaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given number (recognizing multiplication by whole numbers greater than 1 as a familiar case); explaining why multiplying a given number by a fraction less than 1 results in a product smaller than the given number; and relating the principle of fraction equivalence a/b = (n×a)/(n×b) to the effect of multiplying a/b by 1. |
| 5.NF.6 | Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem. |
| 5.NF.7 | Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions.1 |
| 5.NF.7.a | Interpret division of a unit fraction by a non-zero whole number, and compute such quotients. For example, create a story context for (1/3) ÷ 4, and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that (1/3) ÷ 4 = 1/12 because (1/12) × 4 = 1/3. |
| 5.NF.7.b | Interpret division of a whole number by a unit fraction, and compute such quotients. For example, create a story context for 4 ÷ (1/5), and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that 4 ÷ (1/5) = 20 because 20 × (1/5) = 4. |
| 5.NF.7.c | Solve real world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions, e.g., by using visual fraction models and equations to represent the problem. For example, how much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 1/3-cup servings are in 2 cups of raisins? |
Operations And Algebraic Thinking | |
| K.OA: Understand Addition As Putting Together And Adding To, And Under- Stand Subtraction As Taking Apart And Taking From. | |
| K.OA.1 | Represent addition and subtraction with objects, fingers, mental images, drawings2, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. |
| K.OA.2 | Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. |
| K.OA.3 | Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). |
| K.OA.4 | For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. |
| K.OA.5 | Fluently add and subtract within 5. |
| 1.OA: Represent And Solve Problems Involving Addition And Subtraction. | |
| 1.OA.1 | Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.2 |
| Add And Subtract Within 20. | |
| 1.OA.5 | Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). |
| 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). |
| 2.OA: Represent And Solve Problems Involving Addition And Subtraction. | |
| 2.OA.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.1 |
| 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. |
| Work With Equal Groups Of Objects To Gain Foundations For Multiplication. | |
| 2.OA.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.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. |
| 3.OA: Represent And Solve Problems Involving Multiplication And Division. | |
| 3.OA.1 | Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7. |
| 3.OA.2 | Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8. |
| Solve Problems Involving The Four Operations, And Identify And Explain Patterns In Arithmetic. | |
| 3.OA.9 | Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends. |
The Number System | |
| 6.NS: Compute Fluently With Multi-Digit Numbers And Find Common Factors And Multiples. | |
| 6.NS.2 | Fluently divide multi-digit numbers using the standard algorithm. |
| 6.NS.3 | Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation. |
| 6.NS.4 | Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. Use the distributive property to express a sum of two whole numbers 1–100 with a common factor as a multiple of a sum of two whole numbers with no common factor. For example, express 36 + 8 as 4 (9 + 2). |
| 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.a | Recognize opposite signs of numbers as indicating locations on opposite sides of 0 on the number line; recognize that the opposite of the opposite of a number is the number itself, e.g., –(–3) = 3, and that 0 is its own opposite. |
| 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.6.c | Find and position integers and other rational numbers on a horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a coordinate plane. |
| 6.NS.7 | Understand ordering and absolute value of rational numbers. |
| 6.NS.7.a | Interpret statements of inequality as statements about the relative position of two numbers on a number line diagram. For example, interpret –3 > –7 as a statement that –3 is located to the right of –7 on a number line oriented from left to right. |
| 6.NS.7.b | Write, interpret, and explain statements of order for rational numbers in real-world contexts. For example, write –3 oC > –7 oC to express the fact that –3 oC is warmer than –7 oC. |
| 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. |
| 6.NS.7.d | Distinguish comparisons of absolute value from statements about order. For example, recognize that an account balance less than –30 dollars represents a debt greater than 30 dollars. |
| 6.NS.8 | Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate. |
| Apply And Extend Previous Understandings Of Multiplication And Division To Divide Fractions By Fractions. | |
| 6.NS.1 | Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi? |
Key Standards Supported
Biological Evolution: Unity and Diversity | |
2-LS4 | |
| 2-LS4-1 | Make observations of plants and animals to compare the diversity of life in different habitats. |
3-LS4 | |
| 3-LS4-1 | Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago. |
| 3-LS4-2 | Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing. |
| 3-LS4-3 | Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. |
| 3-LS4-4 | Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change. |
Earth and Human Activity | |
K-ESS3 | |
| K-ESS3-1 | Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live. |
| K-ESS3-2 | Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather. |
| K-ESS3-3 | Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment. |
3-ESS3 | |
| 3-ESS3-1 | Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard. |
4-ESS3 | |
| 4-ESS3-1 | Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment. |
| 4-ESS3-2 | Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans. |
5-ESS3 | |
| 5-ESS3-1 | Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment. |
Earth’s Place in the Universe | |
1-ESS1 | |
| 1-ESS1-1 | Use observations of the sun, moon, and stars to describe patterns that can be predicted. |
| 1-ESS1-2 | Make observations at different times of year to relate the amount of daylight to the time of year. |
2-ESS1 | |
| 2-ESS1-1 | Use information from several sources to provide evidence that Earth events can occur quickly or slowly. |
4-ESS1 | |
| 4-ESS1-1 | Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time. |
5-ESS1 | |
| 5-ESS1-1 | Support an argument that differences in the apparent brightness of the sun compared to other stars is due to their relative distances from Earth. |
| 5-ESS1-2 | Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky. |
Earth’s Systems | |
K-ESS2 | |
| K-ESS2-1 | Use and share observations of local weather conditions to describe patterns over time. |
| K-ESS2-2 | Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs. |
2-ESS2 | |
| 2-ESS2-1 | Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land. |
| 2-ESS2-2 | Develop a model to represent the shapes and kinds of land and bodies of water in an area. |
| 2-ESS2-3 | Obtain information to identify where water is found on Earth and that it can be solid or liquid. |
3-ESS2 | |
| 3-ESS2-1 | Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season. |
| 3-ESS2-2 | Obtain and combine information to describe climates in different regions of the world. |
4-ESS2 | |
| 4-ESS2-1 | Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation. |
| 4-ESS2-2 | Analyze and interpret data from maps to describe patterns of Earth’s features. |
5-ESS2 | |
| 5-ESS2-1 | Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. |
| 5-ESS2-2 | Describe and graph the amounts and percentages of water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth. |
Ecosystems: Interactions, Energy, and Dynamics | |
2-LS2 | |
| 2-LS2-1 | Plan and conduct an investigation to determine if plants need sunlight and water to grow. |
| 2-LS2-2 | Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants. |
3-LS2 | |
| 3-LS2-1 | Construct an argument that some animals form groups that help members survive. |
5-LS2 | |
| 5-LS2-1 | Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. |
Energy | |
K-PS3 | |
| K-PS3-1 | Make observations to determine the effect of sunlight on Earth’s surface. |
| K-PS3-2 | Use tools and materials to design and build a structure that will reduce the warming effect of sunlight on an area. |
4-PS3 | |
| 4-PS3-1 | Use evidence to construct an explanation relating the speed of an object to the energy of that object. |
| 4-PS3-2 | Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. |
| 4-PS3-3 | Ask questions and predict outcomes about the changes in energy that occur when objects collide. |
| 4-PS3-4 | Apply scientific ideas to design, test, and refine a device that converts energy from one form to another. |
5-PS3 | |
| 5-PS3-1 | Use models to describe that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun. |
From Molecules to Organisms: Structures and Processes | |
K-LS1 | |
| K-LS1-1 | Use observations to describe patterns of what plants and animals (including humans) need to survive. |
1-LS1 | |
| 1-LS1-1 | Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs. |
| 1-LS1-2 | Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive. |
3-LS1 | |
| 3-LS1-1 | Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death. |
| 3-LS1-2 | Use evidence to support the explanation that traits can be influenced by the environment. |
4-LS1 | |
| 4-LS1-1 | Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. |
| 4-LS1-2 | Use a model to describe that animals’ receive different types of information through their senses, process the information in their brain, and respond to the information in different ways. |
5-LS1 | |
| 5-LS1-1 | Support an argument that plants get the materials they need for growth chiefly from air and water. |
Heredity: Inheritance and Variation of Traits | |
1-LS3 | |
| 1-LS3-1 | Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. |
3-LS3 | |
| 3-LS3-1 | Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms. |
| 3-LS3-2 | Use evidence to support the explanation that traits can be influenced by the environment. |
Motion and Stability: Forces and Interactions | |
K-PS2 | |
| K-PS2-1 | Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object. |
| K-PS2-2 | Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull. |
3-PS2 | |
| 3-PS2-1 | Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. |
| 3-PS2-2 | Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion. |
| 3-PS2-3 | Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other. |
| 3-PS2-4 | Define a simple design problem that can be solved by applying scientific ideas about magnets. |
5-PS2 | |
| 5-PS2-1 | Support an argument that the gravitational force exerted by Earth on objects is directed down. |
Waves and Their Applications in Technologies for Information Transfer | |
1-PS4 | |
| 1-PS4-1 | Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. |
| 1-PS4-2 | Make observations to construct an evidence-based account that objects can be seen only when illuminated. |
| 1-PS4-3 | Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. |
| 1-PS4-4 | Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. |
4-PS4 | |
| 4-PS4-1 | Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move. |
| 4-PS4-2 | Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen. |
| 4-PS4-3 | Generate and compare multiple solutions that use patterns to transfer information. |
What's inside EducationCity
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EducationCity: Learn EnglishBoost language skills with collection of activities, lessons, gamesCommon Sense Rating 4Teacher Rating Not Yet RatedEnglish Language LearningGrade Pre-K-5
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EducationCity: MathFab mix of activities and other resources for early elementary classesCommon Sense Rating 4Teacher Rating Not Yet RatedMathGrade Pre-K-6
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EducationCity: Language ArtsSolid set of browsable, standards-aligned games, activities, lessonsCommon Sense Rating 4Teacher Rating Not Yet RatedEnglish Language ArtsGrade Pre-K-6
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EducationCity: ScienceEngaging graphics and activities, but teachers need more to meet the NGSSCommon Sense Rating 2Teacher Rating Not Yet RatedScienceGrade Pre-K-5
See how teachers are using EducationCity
Teacher Reviews
- Fun way for students to learn concepts. Covers standards in all subject areas.4September 30, 2015
- Multifaceted practice activities for reading, math, and science4July 26, 2014
- Great support tool that tracks your students progress.4October 30, 2013
