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 2ís, 5ís, and 10ís 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 1ís 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 2ís, 5ís, and 10ís 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 10ís 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 2ís, 3ís, 5ís, or 10ís.

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 10ís, 100ís, or 1,000ís.

D

Skip count by 10ís 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., 1,000ís + 100ís + 10ís + 1ís).

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.

http://www.hbschool.com/activity/con_math/g03c07.html

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

http://www.quia.com/mc/4918.html

I

Use known multiplication facts to determine a related product (e.g., 9 x 7 is 7 less than 10 x 7).

A

Use the multiplication facts 0, 1, 2, 5, and 10 efficiently and accurately. 

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

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

http://games.funschool.com/game.php?g=1122

http://www.oswego.org/ocsd-web/games/Ghostblasters1/gbcd.html

http://www.aplusmath.com/Games/Concentration/Multiplication_Concentration.html

D

Explain and justify solution strategies used in problem solving.

D

Select and use an appropriate strategy to solve word problems (e.g., organized list, guess and check, diagram, and table).

I

Mentally calculate the sum or difference of any two numbers up to 100.

D

Use strategies, including rounding, to estimate in story problems.

Fourth Grade

Key

 

A

Read and write numbers from hundred-thousands to hundredths.

http://www.funbrain.com/numwords/index.html (write)

http://www.scienceacademy.com/BI/wn.htm (read)

http://www.homeschoolmath.net/as4/numbers_million.php

https://mail.lakotaonline.com/~elana.slagle/4thStreet/Resources/placevalcht.pdf

A

Represent whole numbers to 9999.

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

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

http://www.funbrain.com/numwords/

A

Identify the place value of a given digit from hundred-thousands to hundredths.

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

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

http://www.quia.com/hm/41141.html

http://www.aaamath.com/B/dec51bx2.htm

A

Compare and order whole numbers to 9999 using the appropriate symbols (>, <, and =).

http://www.aaaknow.com/cmpk1cx2.htm  comparing

 http://www.aaaknow.com/cmp11bx2.htm ordering

http://www.aaamath.com/B/cmpk1dx2.htm

http://www.ezschool.com/Games/G1-G3Compare.html

http://www.bbc.co.uk/skillswise/numbers/wholenumbers/whatarenumbers/writingbignumbers/

A

Identify fractions as parts of whole units, as parts of sets, as locations on number lines, and as divisions of whole numbers.

http://www.harcourtschool.com/activity/bowling_for_fractions/

http://www.visualfractions.com/EnterFraction.html

A

Generate equivalent forms of whole numbers, commonly used fractions, and decimals.

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

http://www.quia.com/jg/66061.html

A

Represent numbers as both improper fractions and mixed numbers.

http://visualfractions.com/MixtoFrac.html (mixed numbers on number line)

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

http://www.aaamath.com/fra57c1-mixed2fractld.html

D

Use concrete or pictorial representations to compare and order commonly used fractions.

D

Use concrete and pictorial representations to compare decimals.

D

Use various models and equivalent forms to represent, order, and compare whole numbers and commonly used fractions and mixed numbers (e.g., number lines, base ten blocks, expanded notation, Venn diagrams, and hundreds boards).

A

Represent whole numbers up to 10,000 in expanded form (1,000ís + 100ís +10ís +1ís).

http://www.quia.com/cc/279741.html (concentration game)

http://www.aaamath.com/B/add31dx1.htm

http://www.tlsbooks.com/expandedform1.htm

http://www.aaamath.com/plc31d-placevalue-add.html

D

Demonstrate knowledge and understanding of grade level mathematical terms.

D

Explain the relationship between addition and subtraction.

I

Explain the relationship between multiplication and division.

I

Explain how addition, subtraction, multiplication, and division affect the size and order of numbers.

D

Estimate the results of whole-number computations.

A

Use estimation to select a reasonable solution to a whole number computation involving addition, subtraction, or multiplication.

http://www.aaamath.com/B/add38ax1.htm

http://www.quia.com/hm/41141.html

A

Add and subtract fractions with like denominators.

http://www.mathsisfun.com/fractions_addition.html

A

Multiply efficiently and accurately with single-digit whole numbers.

http://www.dositey.com/muldiv/mul1ss5.htm (how to multiply step by step)

http://www.bbc.co.uk/skillswise/numbers/wholenumbers/

D

Divide efficiently and accurately with single-digit whole numbers.

A

Add and subtract decimals (includes monetary units).

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

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

I

Multiply decimals (includes monetary units).

I

Select appropriate methods and tools for computing with whole numbers (e.g., mental computation, estimation, calculators, paper and pencil, guess and check).

A

Solve one-step real-world problems involving addition or subtraction of whole numbers and/or decimals.

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

A

Solve one-step real-world problems involving multiplication of whole numbers and/or decimals.

I

Identify missing information and/or too much information in word problems.

I

Apply logical reasoning to solve real-world problems.

D

Select the appropriate computational and operational method to solve word problems.

D

Solve story problems using whole numbers, fractions, and decimals (includes money).

 

Fifth Grade
Key

 

A

Read and write numbers from millions to thousandths.

A

Identify the place value of a given digit from millions to thousandths.

A

Represent whole numbers and two-place decimals in expanded form.

A

Represent, compare, and order whole numbers and decimals to thousandths.

D

Order and compare (<, >, or =) whole numbers, fractions, mixed numbers, and decimals using models (e.g., number lines, base ten blocks, Venn diagrams, and hundreds boards).

A

Compare and order fractions using the appropriate symbol (<, >, and =).

D

Demonstrate knowledge and understanding of grade level mathematical terms.

D

Represent proper fractions, improper fractions, and mixed numbers using concrete objects, pictures, and the number line.

A

Connect symbolic representations of proper and improper fractions to models of proper and improper fractions.

A

Represent numbers as both improper fractions and mixed numbers.

D

Identify and change improper fractions to mixed numbers and vice versa.

A

Generate equivalent forms of commonly used fractions, decimals, and percents (e.g., 1/10, 1/4, 1/2, .75, 50%).

D

Recognize relationships among commonly used fractions and decimals.

A

Multiply a fraction by a multiple of its denominator (denominator less than or equal to 10).

M

Use commutative, associative, and identity properties.

D

Explain and demonstrate the inverse nature of addition and subtraction.

D

Explain and demonstrate the inverse nature of multiplication and division.

D

Explain how addition, subtraction, multiplication, and division affect the size and order of numbers.

D

Select appropriate methods and tools for computations (e.g., mental computation, estimation, calculators, and paper and pencil).

I

Explain why one form of a number might be more useful for computation than another form.

A

Use estimation to determine a reasonable solution to a whole number computation.

A

Add, subtract, multiply, and divide whole numbers (multipliers and divisors no more than two-digits).

A

Add, subtract, and multiply decimals.

A

Add and subtract commonly used fractions.

D

Identify missing information and/or too much information in real-world problems.

A

Solve one- or two-step real-world problems involving addition, subtraction, and/or multiplication of whole numbers and decimals.

D

Solve real-world problems using decimals (including money), fractions, and percents.

 

Seventh Grade

Key

 

M

Identify the place value of a given digit.

I

Develop meaning for perfect squares (e.g., 1, 4, 9, and 16).

I

Develop meaning for square roots.

I

Use exponential notation for powers of whole numbers.

I

Use a variety of models to demonstrate the relationships within the real number system (e.g., Venn diagrams, webs).

A

Represent numbers using a variety of equivalent forms (i.e., mixed numbers, fractions, decimals, percents, and integers).

http://www.mathgoodies.com/puzzles2004/

http://www.coolmath4kids.com/calculators/alcohol.html

http://www.coolmath4kids.com/calculators/percentage.html

http://www.coolmath4kids.com/calculators/salestax.html

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

A

Compare rational numbers using the appropriate symbol (<, >, and =).

http://www.gamequarium.com/math.htm

A

Connect rational numbers to locations on a number line.

A

Connect percents greater than 100 and percents less than one to real-world situations.

A

Use ratios to represent quantitative relationships.

D

Understand and use ratios and proportions to represent quantitative relationships.

A

Identify the opposite and the reciprocal of a rational number.

D

Use concrete, pictorial, and symbolic representations for integers, including locations on a number line.

D

Apply number theory concepts to solve problems (e.g., divisibility, factors, multiples, composite numbers, prime numbers, prime factorization, and relatively prime).

A

Identify prime and composite numbers up to 50.

http://www.mathgoodies.com/puzzles2004/

http://www.coolmath4kids.com/calculators/prime.html

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

A

Compute efficiently and accurately with whole numbers, fractions, and decimals.

http://www.coolmath4kids.com/calculators/payment.html

http://www.coolmath4kids.com/fractions/index.html

D

Understand the meaning and effects of arithmetic operations with fractions and decimals.

D

Use models to demonstrate meaning and effects of arithmetic operations with integers.

M

Apply the associative and commutative properties of addition and multiplication to simplify computations with integers, fractions, and decimals.

A

Apply order of operations when computing with whole numbers (no more than two parentheses and no exponents).

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

D

Apply order of operations when computing with decimals and fractions.

M

Understand and use the inverse relationships of addition and subtraction and multiplication and division to simplify computations and solve problems.

D

Select and use appropriate methods and tools for computing with whole numbers, fractions, decimals, percents, and integers in problem solving situations (e.g., mental computation, estimation, calculators, number line, computers, and paper and pencil).

D

Analyze procedures for computing with fractions, decimals, and integers.

D

Estimate the results of rational number computations in real-world situations.

A

Use estimation strategies to select a reasonable solution to a computation involving rational numbers.

D

Determine if the results of rational number estimates and computations are reasonable.

A

Select a reasonable solution to a real-world division problem in which the remainder must be considered.

A

Solve one- and two-step real-world problems involving whole numbers, fractions, and decimals.

http://www.fema.gov/kids/dizmath.htm

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

D

Solve two-step real-world problems involving percents.

D

Develop methods for solving problems involving proportions (e.g., scaling, and finding equivalent ratios).

 

Eighth Grade

Key

 

M

Recognize the place value of a given digit.

I

Use exponents to express a monomial written in expanded form.

A

Determine the square roots of perfect squares (<169).

D

Use a variety of models to demonstrate the relationships within the real number system (e.g., Venn diagrams and webs).

A

Work flexibly with fractions, decimals, and percents to solve one- and two-step word problems.

D

Compare and order fractions, decimals, and percents.

A

Compare rational numbers using the appropriate symbol (<, >, and =).

D

Locate and specify whole numbers, fractions, decimals, percents, and integers on the number line.

A

Determine the approximate locations of rational numbers on a number line.

D

Develop meaning for percents greater than 100 and less than one and identify examples.

M

Use appropriate mathematical language and symbols to express numerical relationships (e.g., <, >, and =).

D

Understand and use ratios and proportions to represent quantitative relationships.

A

Use ratios and proportions to represent real-world situations (i.e., scale drawings and probability).

A

Use exponential, scientific, and calculator notation to represent large numbers in real-world situations.

A

Identify the opposite and the reciprocal of a rational number.

M

Use concrete, pictorial, and symbolic representations of integers.

D

Apply number theory concepts to solve problems (e.g., divisibility, factors, multiples, composite numbers, prime numbers, prime factorization, and relatively prime).

D

Understand the meaning and effects of arithmetic operations with fractions, decimals, and integers.

M

Use the associative and commutative properties of addition and multiplication to simplify computations with integers, fractions, and decimals.

D

Use the distributive property to simplify computations with integers, fractions, and decimals.

A

Apply order of operations in computing with rational numbers using no more than two parentheses and exponents 1 and 2.

http://education.jlab.org/smdeluxe/question.php?40178656

http://www.mathcats.com/explore/reallybignumbers.html

D

Understand and use the inverse relationships of addition and subtraction, multiplication and division, and squaring and finding square roots to simplify computations and to solve problems.

D

Select and use appropriate methods and tools for computing with whole numbers, fractions, decimals, percents, and integers in problem-solving situations (e.g., mental computation, estimation, calculators, computers, and paper and pencil).

A

Compute efficiently and accurately with whole numbers, fractions, decimals, and percents.

M

Develop and analyze procedures for computing with fractions, decimals, and integers.

A

Use estimation strategies to select a reasonable solution to a real-world problem involving computing with rational numbers.

D

Judge the reasonableness of the results of rational number estimates and computations.

D

Solve multi-step real-world problems involving whole numbers, fractions, decimals, and percents.

D

Solve multi-step real-world problems involving whole numbers, fractions, decimals, and percents.

I

Raise rational numbers to whole number powers.

D

Develop, analyze, explain, and use methods for solving problems involving proportions (e.g., scaling and finding equivalent ratios).

A

Calculate rates involving cost per unit to determine the best buy.

 

 

Algebra I

 

 

 

Student Performance Indicator

1.1.1

Demonstrate an understanding of the subsets, properties, and operations of the real number system

1.1.2

Demonstrate an understanding of the relative size of rational and irrational numbers

http://www.visualfractions.com/EnterFraction.html

1.1.3

Articulate, model, and apply the concept of inverse

1.1.4

Describe, model, and apply inverse operations

1.1.5

Apply number theory concepts

http://amby.com/educate/ord-op/

1.1.6

Connect graphical and symbolic representations of absolute value

1.1.7

Use real numbers to represent real-world applications

1.1.8

 

Use a variety of notations appropriately

http://www.aplusmath.com/Flashcards/sqrt.html

http://www.quia.com/mc/65631.html

http://cstl.syr.edu/fipse/Algebra/Unit2/expo.htm

1.1.9

Select and apply an appropriate method for computing with real numbers, and evaluate the reasonableness of results

1.1.10

Perform operations on algebraic expressions and informally justify the procedures chosen

http://regentsprep.org/Regents/math/polymult/Smul_bin.htm

1.1.11

Perform operations on matrices in real-world problem solving

Amie Lambert               Jefferson County Schools