Pros: There's some usable content here and there; look for the basic math practice generator (ArithmAttack) and the math logic games.
Cons: Many of the practice sets don’t work, the site is awash with ads disguised as content, and there’s nothing here that's really unique.
Bottom Line: Unless there's something specific you need here, skip it; the emath world offers many other options that are less exasperating and free of ad concerns.
As with any site that contains rotating ads, be cautious as some could be inappropriate for your students. Repeatedly reloading the page (in advance) may help you feel more confident about what will appear for your students. The basic math practice generator (ArithmAttack) is a great tool that can be added to one’s own website (or also found at other sites). Teachers from upper elementary through high school can use this tool for transition times, quick practice, and class challenges. You can extend the practice here by having students track their scores graphically in their notebook.
Middle and high school math teachers will like the site’s algebra worksheet generator, which offers both print and online versions. Teachers choose the number of math problems from different categories (distributive, quadratic) and can even set the coefficients to be fractions. These could make for great practice resources for class warmups and homework reviews – even in advanced classes.
Continue reading Show lessMath.com is an informational and instructional math site that provides some lessons and practice problems across several topics, as well as games and other resources (calculators, tables). Users' first impression will undoubtedly be influenced by the prominent ad space on the homepage. In fact, across the site, half (or more) of most pages is ad space. The ads are largely mathrelated, so distinguishing among links is difficult.
The “practice” tab is the main access point for math content, providing sequential lessons and practice sets in prealgebra, algebra, geometry, and everyday math. While the textbased lessons are usable, most practice sets are nonoperational, and unit tests don’t include answers. Other topics (calculus, for example) include links to related formulas, etc. The site also offers games and other resources – including a “Wonders of Math” page with topics like tessellations and fractals. While there's a lot here, broken links abound.
First and foremost, teachers should know that Math.com's rotating ads could be inappropriate for schoolkids; these may or may not be blocked by a school's content filters. If you still choose to try the site, you'll find math lessons equivalent to a mediocre textbook – not great, perhaps confusing, but not “wrong" per se. The practice problems are another story, though. Kids might get frustrated when the “Next Problem” doesn’t load, or when the site provides incorrect feedback (calling some correct answers "wrong").
Other features are better, though. The sudokus (under Games) are easy to use and include lots of levels, from easy to challenging. The tables, formulas, and glossaries are all functional references. The site’s calculators include interesting tools for prime numbers, circles, and percent. Be advised: Teachers will find many links in the teacher section outdated or invalid.
Overall Rating
Engagement Would it motivate students and hold their interest? Is it visually appealing? Would it inspire teachers to try something new or change their instruction?
Unimpressive style and uninspiring content may quickly bore kids, and nonworking practice problems are bound to frustrate. Some math games provide excitement and practice, but most can be better found on their original (adfree) sites.
Pedagogy Does the tool help teachers promote a more studentcentered experience? Will students gain conceptual understanding or think critically? Does it deepen teachers’ pedagogical thinking?
Reasonable math lessons are provided for some topics, and extras – like the glossary – are usable. But the site becomes a bust for learning when kids attempt the many practice problems that don’t load or aren’t correct.
Support Can students and teachers get assistance when they need it? Is it created with people of different abilities and backgrounds in mind? Is learning reinforced and extended beyond the digital experience?
Lack of good organization makes the few helpful components (glossary, tables) difficult to find. The “hint” buttons provided with the practice problems don’t always work, and those that do are vague at best.
Key Standards Supported
Arithmetic With Polynomials And Rational Expressions
 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.
 HSA.APR.2
Know and apply the Remainder Theorem: For a polynomial p(x) and a number a, the remainder on division by x – a is p(a), so p(a) = 0 if and only if (x – a) is a factor of p(x).
 HSA.APR.3
Identify zeros of polynomials when suitable factorizations are available, and use the zeros to construct a rough graph of the function defined by the polynomial.
 HSA.APR.4
Prove polynomial identities and use them to describe numerical relationships. For example, the polynomial identity (x2 + y2)2 = (x2 – y2)2 + (2xy)2 can be used to generate Pythagorean triples.
 HSA.APR.5
(+) Know and apply the Binomial Theorem for the expansion of (x + y)n in powers of x and y for a positive integer n, where x and y are any numbers, with coefficients determined for example by Pascal’s Triangle.1
 HSA.APR.6
Rewrite simple rational expressions in different forms; write a(x)/b(x) in the form q(x) + r(x)/b(x), where a(x), b(x), q(x), and r(x) are polynomials with the degree of r(x) less than the degree of b(x), using inspection, long division, or, for the more complicated examples, a computer algebra system.
 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.
Building Functions
 HSF.BF.3
Identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), f(kx), and f(x + k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Include recognizing even and odd functions from their graphs and algebraic expressions for them.
 HSF.BF.4
Find inverse functions.
 HSF.BF.4.a
Solve an equation of the form f(x) = c for a simple function f that has an inverse and write an expression for the inverse. For example, f(x) =2 x3 or f(x) = (x+1)/(x–1) for x ≠ 1.
 HSF.BF.4.b
(+) Verify by composition that one function is the inverse of another.
 HSF.BF.4.c
(+) Read values of an inverse function from a graph or a table, given that the function has an inverse.
 HSF.BF.4.d
(+) Produce an invertible function from a noninvertible function by restricting the domain.
 HSF.BF.5
(+) Understand the inverse relationship between exponents and logarithms and use this relationship to solve problems involving logarithms and exponents.
Creating Equations
 HSA.CED.1
Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions.
Expressions And Equations
 6.EE.1
Write and evaluate numerical expressions involving wholenumber exponents.
 6.EE.2.b
Identify parts of an expression using mathematical terms (sum, term, product, factor, quotient, coefficient); view one or more parts of an expression as a single entity. For example, describe the expression 2 (8 + 7) as a product of two factors; view (8 + 7) as both a single entity and a sum of two terms.
 8.EE.5
Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways. For example, compare a distancetime graph to a distancetime equation to determine which of two moving objects has greater speed.
 8.EE.7
Solve linear equations in one variable.
 8.EE.8
Analyze and solve 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.
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
 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., xaxis and xcoordinate, yaxis and ycoordinate).
 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.
 8.G.1
Verify experimentally the properties of rotations, reflections, and translations:
 8.G.1.a
Lines are taken to lines, and line segments to line segments of the same length.
 8.G.1.b
Angles are taken to angles of the same measure.
 8.G.1.c
Parallel lines are taken to parallel lines.
 8.G.6
Explain a proof of the Pythagorean Theorem and its converse.
 8.G.7
Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in realworld and mathematical problems in two and three dimensions.
 8.G.9
Know the formulas for the volumes of cones, cylinders, and spheres and use them to solve realworld and mathematical problems.
Interpreting Functions
 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).
Linear, Quadratic, And Exponential Models
 HSF.LE.1
Distinguish between situations that can be modeled with linear functions and with exponential functions.
 HSF.LE.1.a
Prove that linear functions grow by equal differences over equal intervals, and that exponential functions grow by equal factors over equal intervals.
 HSF.LE.5
Interpret the parameters in a linear or exponential function in terms of a context.
Number And Operations In Base Ten
 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 onedigit 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.1
Recognize that in a multidigit 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.4
Fluently add and subtract multidigit whole numbers using the standard algorithm.
 4.NBT.5
Multiply a whole number of up to four digits by a onedigit whole number, and multiply two twodigit 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 wholenumber quotients and remainders with up to fourdigit dividends and onedigit 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.1
Recognize that in a multidigit 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.3
Read, write, and compare decimals to thousandths.
 5.NBT.3.a
Read and write decimals to thousandths using baseten 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.
 5.NBT.5
Fluently multiply multidigit whole numbers using the standard algorithm.
 5.NBT.6
Find wholenumber quotients of whole numbers with up to fourdigit dividends and twodigit 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.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.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.
 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.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.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 50pound 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.)
Operations And Algebraic Thinking
 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 wholenumber 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.
 3.OA.5
Apply properties of operations as strategies to multiply and divide.2 Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.)
 3.OA.6
Understand division as an unknownfactor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8.
 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 onedigit numbers.
 3.OA.8
Solve twostep word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.3
 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.
 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 onedigit number. Determine whether a given whole number in the range 1–100 is prime or composite.
 5.OA.1
Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.
 5.OA.2
Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation “add 8 and 7, then multiply by 2” as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product.
Reasoning With Equations And Inequalities
 HSA.REI.3
Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.
 HSA.REI.4
Solve quadratic equations in one variable.
 HSA.REI.4.a
Use the method of completing the square to transform any quadratic equation in x into an equation of the form (x – p)2 = q that has the same solutions. Derive the quadratic formula from this form.
 HSA.REI.4.b
Solve quadratic equations by inspection (e.g., for x2 = 49), taking square roots, completing the square, the quadratic formula and factoring, as appropriate to the initial form of the equation. Recognize when the quadratic formula gives complex solutions and write them as a ± bi for real numbers a and b.
 HSA.REI.5
Prove that, given a system of two equations in two variables, replacing one equation by the sum of that equation and a multiple of the other produces a system with the same solutions.
 HSA.REI.6
Solve systems of linear equations exactly and approximately (e.g., with graphs), focusing on pairs of linear equations in two variables.
 HSA.REI.7
Solve a simple system consisting of a linear equation and a quadratic equation in two variables algebraically and graphically. For example, find the points of intersection between the line y = –3x and the circle x2 + y2 = 3.
 HSA.REI.8
(+) Represent a system of linear equations as a single matrix equation in a vector variable.
 HSA.REI.9
(+) Find the inverse of a matrix if it exists and use it to solve systems of linear equations (using technology for matrices of dimension 3 × 3 or greater).
Seeing Structure In Expressions
 HSA.SSE.1
Interpret expressions that represent a quantity in terms of its context.
 HSA.SSE.1.a
Interpret parts of an expression, such as terms, factors, and coefficients.
 HSA.SSE.1.b
Interpret complicated expressions by viewing one or more of their parts as a single entity. For example, interpret P(1+r)n as the product of P and a factor not depending on P.
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