# Math Live!

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- geometry
- patterns
- probability
- shapes

- applying information
- making conclusions
- part-whole relationships
- problem solving

###### Pros

Provides exceptional math concept instruction and includes solid assessments, rubrics, and keys.###### Cons

Students may need some teacher direction, assessments are printable only, and content corresponds to Canadian objectives (including use of metric measurements).###### Bottom Line

High-quality instruction and insightful assessments make this a go-to site for teaching middle-grade math concepts.None

Students join animated characters as they solve age-appropriate, periodically silly math problems. Though slow-paced at times, the interactive format helps keep all students involved.

Math concepts are clearly explained; lessons include key vocabulary, models, and embedded practice problems. Although not adaptive, the site is geared toward building students' conceptual understanding.

Progress within a lesson is easy to view, but included assessments are only printable. Students get support when they're wrong but can move on without fixing errors.

Math Live! stands out among educational websites as a tool for guiding students toward better conceptual understanding. The site adeptly covers math concepts and provides quality (if only printable) assessments. The site is best used to help your students understand –- not memorize –- topics.

In a self-paced classroom, students working individually or in small groups can learn online while teachers work with others. For those using a flipped-class approach, the site can be used to introduce topics at home while classroom time is used for practice. The site’s curriculum includes relevant, high-quality activities and assessments. These can work as both pre- and post-tests, assessing student readiness as well as measuring understanding. The site even includes sample responses to help instructors predict different levels of math reasoning. The parent and teacher notes provide some great suggested extensions and real-world applications.

Read More Read LessMath Live! has an animated cast of characters who help students learn more than 20 significant math concepts, from place value to probability. After selecting a topic, students proceed through five to ten short segments in which the characters introduce a problem, explain the concepts, and provide interactive practice. Where most online math explorations tend to focus on drills and memorization, Math Live! stands out for its attempts to cover the conceptual side of different math topics.

Math problems range from the expected (“How can we divide these balloons for the school dance?) to the quirky (“What fraction of the kittens will wear sweaters?”). The animated crew speaks clearly and thoughtfully, and vocabulary is clearly spelled out for easy note-taking. The site also includes printable activities and assessments, complete with keys, rubrics, and even sample responses.

Read More Read LessMath Live! engages students with age-appropriate content and clear, yet concise, instruction. What’s unique is the quality and depth of instruction; in a field of math online explorations geared toward drills and memorization, Math Live! stands out for its conceptual coverage of topics. Students will receive immediate feedback as they practice math problems that aim to build true understanding. Unfortunately, the online practice doesn't adapt based on student input; the site could be a more powerful learning tool if next steps were tailored to responses. Also, teachers should know that the site doesn't electronically record student progress, nor does it provide feedback about students' answers on the site.

Ultimately, students can demonstrate mastery through the printable activities and assessments (provided within the site). Don’t be fooled by this old-school approach! The assessments are of exceptional quality; they focus on conceptual understanding and ask students to explain their thinking. The included rubrics and sample student responses will help both new and experienced teachers promote and monitor their students' math reasoning.

Read More Read Less## Key Standards Supported

## Geometry | |

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. |

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

4.G.2 | Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles. |

5.G: Graph Points On The Coordinate Plane To Solve Real-World And Mathematical Problems. | |

5.G.1 | Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate). |

5.G.2 | Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation. |

## Measurement And Data | |

3.MD: 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. |

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

3.MD.5 | Recognize area as an attribute of plane figures and understand concepts of area measurement. |

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

3.MD.7 | Relate area to the operations of multiplication and addition. |

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. |

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: |

Solve Problems Involving Measurement And Conversion Of Measurements From A Larger Unit To A Smaller Unit. | |

4.MD.1 | Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two- column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ... |

4.MD.3 | Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor. |

5.MD: Geometric Measurement: Understand Concepts Of Volume And Relate Volume To Multiplication And To Addition. | |

5.MD.3 | Recognize volume as an attribute of solid figures and understand concepts of volume measurement. |

5.MD.4 | Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units. |

5.MD.5 | Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. |

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

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.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. |

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. |

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 | Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. |

## Operations And Algebraic Thinking | |

4.OA: Gain Familiarity With Factors And Multiples. | |

4.OA.4 | Find all factor pairs for a whole number in the range 1–100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1–100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1–100 is prime or composite. |

Generate And Analyze Patterns. | |

4.OA.5 | Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule “Add 3” and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way. |

## Statistics And Probability | |

7.SP: Investigate Chance Processes And Develop, Use, And Evaluate Probability Models. | |

7.SP.5 | Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a probability around 1/2 indicates an event that is neither unlikely nor likely, and a probability near 1 indicates a likely event. |

7.SP.6 | Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability. For example, when rolling a number cube 600 times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times. |

## The Number System | |

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

6.NS.3 | Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation. |