Math Online

Lesson Plans, Interactive Activities,

Worksheets, and Links for Grades K - 12

  

Numbers and Operations

 

Key:  I = Introduced, D = Developing, A = State Assessed, M = Mastered

First Grade

 

Key

 

I/D

Count by 2’s, 5’s, and 10’s to 100.

http://jc-schools.net/PPTs-math.html#k-5_math

www.harcourtachieve.com

D

Count how many objects are in a set by 1’s to 100.

http://jc-schools.net/PPTs-math.html#k-5_math

http://www.bbc.co.uk/schools/numbertime/games/snakes.shtml

I

Count how many objects are in a set by 2’s, 5’s, and 10’s up to 30.

http://www.edbydesign.com/btcount.html

www.harcourtachieve.com

D

Count forward or backward by one beginning with any number less than 100.

I

Identify the place value of a digit in numbers to 99.

D

Read and write numerals up to 100.

http://www.bbc.co.uk/schools/numbertime/games/find_the.shtml

http://www.bbc.co.uk/schools/numbertime/games/mend.shmtl

I

Count by 10’s from any number using a hundreds chart.

I/D

Use concrete objects to model whole numbers to 99 (e.g., base-ten blocks, sticks, and straws).

I

Identify odd and even whole numbers to 50.

I/D

Match halves and fourths to shaded regions of a single object or figure.

http://www.aaamath.com/B/fra16_x2.htm

http://www.primarygames.com/fractions/2a.htm

I

Show 1/2 and 1/4 of a set of objects.

I

Match the spoken, written, concrete, and pictorial representations of 1/2 and 1/4.

http://www.primarygames.com/fractions/2a.htm

I/D

Recognize one whole as two halves or four fourths.

http://www.primarygames.com/fractions/2a.htm

I/D

Count the value of a set of coins up to 50 cents.

http://www.teachingheart.net/moneyp.htm

http://www.playtolearn.com/coins.asp

http://www.primarygames.com/Spending%20Spree/2br.htm

D

Sequence and order whole numbers less than 100.

www.harcourtachieve.com

http://www.bbc.co.uk/schools/numbertime/games/find_the.shtml

http://www.bbc.co.uk/schools/numbertime/games/mend.shmtl

http://www.harcourtschool.com/activity/count/index.htms

I

Represent numbers in flexible ways using a variety of materials (e.g., 23 as 23 ones, 1 ten and 13 ones, and/or 2 tens and 3 ones).

D

Identify and use ordinal numbers up to twelfth.

http://www.janbrett.com/piggybacks/ordinal.htm

I

Compare whole numbers through 100 using the appropriate symbol (e.g., <, >, and =).

I

Use a number line or hundreds grid to find one more or one less than any number to 50.

D

Explain whether the solution to a word problem is reasonable.

D

Solve simple story problems involving addition and subtraction with numbers less than 20.

www.harcourtachieve.com

I

Develop story problems that illustrate basic addition and subtraction facts.

www.harcourtachieve.com

D

Use words, actions, pictures, and concrete objects to solve problems.

D

Use pictures or objects to show one more or one less than any number to 99.

I

Estimate the number of objects in a group and explain the reasoning for the estimate.

I

Explain and justify solutions and strategies in problem solving.

I

Add and subtract up to two-digit whole numbers using various strategies (e.g., counting up or back, taking away, doubles plus one, comparison, number relationships, and modeling).

I

Use calculators in problem-solving situations.

http://www.math.com/students/tools.html

http://www.mathgoodies.com/calculators/calculator.html

Second Grade

Key

 

D

Count a set of objects to 100 by 2’s, 3’s, 5’s, or 10’s.

http://math.rice.edu/~lanius/counting/slideshow.html

http://www.abc.net.au/countusin/games/game2.htm

D

Count forward and backward by one from any number less than 999.

D

Read and write numerals to 999.

D

Identify the place value of a digit in numbers to 999.

http://www.linkslearning.org/Kids/1_Math/2_Illustrated_Lessons/3_Place_Value/index.html

D

Identify odd and even numbers to 100.

http://www.teachrkids.com/examples/odd_even.asp?count=5&number_type=1

http://www.primarygames.co.uk/pg2/ghost2/ghostodd.html

http://www.teachrkids.com/examples/odd_even_advanced.asp?count=5&number_type=1

I

Use concrete models or pictures to show whether a fraction is less than 1/2, more than 1/2, or equal to 1/2.

http://www.aaamath.com/fra.html

D

Match the spoken or written word names and concrete or pictorial representations (parts of regions or parts of sets of objects) of halves, thirds, and fourths.

I

Compare the unit fractions 1/2, 1/3, and 1/4.

D

Determine the value of a collection of coins up to $1.00.

http://teach.fcps.net/trt1/Counting_Money/gransgrocery.htm

http://www.aplusmath.com/cgi-bin/flashcards/money

http://www.aaamath.com/B/g1_211x2.htm

D

Order and sequence whole numbers less than 1000.

D

Compare two numbers using the appropriate symbol (i.e., <, >, and =).

D

Represent numbers to 999 in flexible ways using a variety of materials (e.g., 23 as 23 ones, 1 ten and 13 ones, and/or 2 tens and 3 ones).

D

Use and match numerals to ordinal numbers through twentieth.

D

Develop a story problem that illustrates a given addition or subtraction number sentence.

I

Use the number line to demonstrate addition and subtraction.

I

Write and identify number sentences that describe situations involving addition and subtraction.

I

Write and explain related addition and subtraction sentences.

D

Solve story problems involving numbers to 100.

D

Check for the reasonableness of solutions.

http://math.rice.edu/%7Elanius/counting/index2.html

D

Use calculators in problem-solving situations.

D

Add and subtract efficiently and accurately with single-digit numbers up to sums of 18.

D

Add and subtract two-digit whole numbers using a variety of strategies and representations.

D

Explain and justify solution strategies used in problem solving.

D

Use estimation to justify whether the answer to a computation is reasonable.

Third Grade

Key

 

A

Count by 10’s, 100’s, or 1,000’s.

D

Skip count by 10’s from any whole number less than 1,000.

D

Read and write whole numbers to 9,999.

A

Represent whole numbers to 9,999 with models.

A

Identify whole numbers as odd or even.

A

Identify the place value of a given digit up to thousands.

http://www.funbrain.com/tens/index.html

A

Represent whole numbers up to 10,000 in expanded form (e.g., 1,000’s + 100’s + 10’s + 1’s).

D

Connect the spoken or written word names and concrete or pictorial representations (regions or sets) of fractions with denominators up to ten.

A

Connect written and pictorial representations of fractions with denominators up to ten.

http://www.aaamath.com/fra.html

 http://www.bbc.co.uk/schools/revisewise/maths/number/02_act.shtml

http://nlvm.usu.edu/en/nav/frames_asid_102_g_2_t_1.html

http://www.angliacampus.com/public/sec/maths/fract/

A

Compare fractions with numerators of 1 and denominators up to 10.

http://www.aaamath.com/fra16-fractions.html  http://nlvm.usu.edu/en/nav/frames_asid_102_g_2_t_1.html

http://www.angliacampus.com/public/sec/maths/fract/

I

Compare and order decimal amounts written as money.

A

Recognize the value of combinations of coins and bills up to $5.

A

Determine the correct change from a transaction that is less than $1.00.

http://www.funbrain.com/cashreg/index.html

D

Order and sequence whole numbers up to 4 digits.

A

Compare and order whole numbers up to 9999 using the appropriate symbol (i.e., <, >, and =).

I

Relate skip counting to multiplication.

I

Connect division to sharing situations.

I/D

Demonstrate multiplication using repeated addition (e.g., arrays).

D

Write and identify number sentences that describe situations involving addition, subtraction, and multiplication.

D

Write and explain related addition and subtraction sentences.

A

Solve real-world problems using addition or subtraction of whole numbers.

A

Add and subtract efficiently and accurately with single-digit whole numbers.

http://www.funbrain.com/math/index.html

A

Add efficiently and accurately with two- and/or three-digit whole numbers.

http://www.funbrain.com/math/index.html

http://www.gamequarium.com/addition.html

A

Subtract efficiently and accurately with two- and/or three-digit whole numbers.

http://www.gamequarium.com/subtraction.html

D

Use a variety of thinking strategies to add and subtract whole numbers (e.g., sums of ten, doubles plus one).

D

Explain the reasonableness of a solution to a computation or to a word problem.

A

Use estimation to select a reasonable solution in problem solving (addition and subtraction only).

I

Relate adding doubles to multiplying by two.