This is a general collection of math resources. It is a large collection, but you can use the fliters on the left side of the screen to filter down to the specific education level you are looking for. (You are encouraged to filter by education level, not grade.)
This task helps students understand that when you multiply by a number you always get a bigger number.
The three tasks in this set are not examples of tasks asking students to compute using the standard algorithms for multiplication and division because most people know what those kinds of problems look like. Instead, these tasks show what kinds of reasoning and estimation strategies students need to develop in order to support their algorithmic computations.
The three tasks (including part 1 and part 3) in this set are not examples of tasks asking students to compute using the standard algorithms for multiplication and division because most people know what those kinds of problems look like. Instead, these tasks show what kinds of reasoning and estimation strategies students need to develop in order to support their algorithmic computations.
Preparing food is a great way to spend time together as a family and it’s also a great way for kids to learn valuable math and reading skills.
This short video and interactive assessment activity is designed to teach second graders about representing numbers in expanded form i.
This short video and interactive assessment activity is designed to teach second graders about representing numbers in expanded form II.
This short video and interactive assessment activity is designed to teach third graders about identifying the value of digits based on place value.
This short video and interactive assessment activity is designed to teach fourth graders about identifyinging the value of digits based on place value.
This short video and interactive assessment activity is designed to teach fourth graders about recognizing place value of digits in numbers ii.
A web page and interactive applet showing the definition and properties of a rectangle. The applet shows a rectangle where the user can drag any vertex. The other points then move in such a way that the figure remains a rectangle at all times. A control to hide the details allows a classroom discussion where students can try to infer what the properties are as it is reshaped by the discussion leader. Text on the page has the formal definition and properties of the rectangle with links to related pages. A companion page is http://www.mathopenref.com/rectanglearea.html showing the ways to calculate the area of a rectangle Applet can be enlarged to full screen size for use with a classroom projector. This resource is a component of the Math Open Reference Interactive Geometry textbook project at http://www.mathopenref.com.
An interactive applet and associated web page that show the definition and properties of a rectangle in coordinate geometry. The applet has a rectangle with draggable vertices. As the user re-sizes the rectangle the applet continuously recalculates its width, height and diagonals from the vertex coordinates. Rectangle can be rotated on the plane to show the more complex cases. The grid, coordinates and calculations can be turned on and off for class problem solving. The applet can be printed in the state it appears on the screen to make handouts. The web page has a full definition of a rectangle when the coordinates of the points defining it are known, and has links to other pages relating to coordinate geometry. Applet can be enlarged to full screen size for use with a classroom projector. This resource is a component of the Math Open Reference Interactive Geometry textbook project at http://www.mathopenref.com.
This tasks gives a verbal description for computing the perimeter of a rectangle and asks the students to find an expression for this perimeter. Students then have to use the expression to evaluate the perimeter for specific values of the two variables.
This task is a natural follow up for task Rectangle Perimeter 1. After thinking about and using one specific expression for the perimeter of a rectangle, students now extend their thinking to equivalent expressions for the same quantity.
The purpose of this task is to ask students to write expressions and to consider what it means for two expressions to be equivalent.
An interactive applet and associated web page showing how to find the area and perimeter of a rectangle from the coordinates of its vertices. The rectangle can be either parallel to the axes or rotated. The grid and coordinates can be turned on and off. The area and perimeter calculation can be turned off to permit class exercises and then turned back on the verify the answers. The applet can be printed as it appears on the screen to make handouts. The web page has a full description of the method for determining area and perimeter, a worked example and has links to other pages relating to coordinate geometry. Applet can be enlarged to full screen size for use with a classroom projector. This resource is a component of the Math Open Reference Interactive Geometry textbook project at http://www.mathopenref.com.
This short video and interactive assessment activity is designed to teach third graders an overview of squares and rectangles.
This task is written so that students have opportunities to use different strategies to determine whether a set has an even or odd number of objects.
This task is a reasonably straight-forward application of rigid motion geometry, with emphasis on ruler and straightedge constructions, and would be suitable for assessment purposes.
The goal of this task is to give students an opportunity to experiment with reflections of triangles on a coordinate grid. Students are not prompted in the question to list the coordinates of the different triangle vertices but this is a natural extension of the task.
The goal of this task is to give students experience applying and reasoning about reflections of geometric figures using their growing understanding of the properties of rigid motions. In the case of reflecting a rectangle over a diagonal, the reflected image is still a rectangle and it shares two vertices with the original rectangle.