Early elementary students can use these math problems to focus on concepts like numbers, shape, position and movement, handling data, and measures -- categories are further divided into subcategories (e.g., number = multiplying and dividing, why 10 is important, and so on). The math problems and teacher support are superb and get top marks; however, navigation can be unwieldy and a bit text-heavy. Teachers should take full advantage of the resources, suggestions for use, and idea banks, but may want to give some of the problems to kids offline. If kids explore the site themselves (to use the interactive elements, for example), teachers should give specific instructions or lots of guidance. Use these problems as prompts to help your kids dive into new math topics, or use them as practice after introducing and teaching a new concept. Individual kids or groups can present their solutions and problem-solving strategies to the class. Have students of different abilities collaborate as they work, and explore the different problem-solving strategies they employ.Continue reading Show less
Key Standards Supported
Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape.4
Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares.
Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.
Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.
Measurement And Data
Order three objects by length; compare the lengths of two objects indirectly by using a third object.
Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.
Tell and write time in hours and half-hours using analog and digital clocks.
Estimate lengths using units of inches, feet, centimeters, and meters.
Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.
Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put- together, take-apart, and compare problems4 using information presented in a bar graph.
Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units.
Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.
Number And Operations In Base Ten
10 can be thought of as a bundle of ten ones — called a “ten.” b.
The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
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).
Operations And Algebraic Thinking
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).
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
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.
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
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.
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