| Grade | Topic/Standard | Direct Link to Slide | Searchable Topic |
|---|---|---|---|
| K - 2 | K-2 | Open MathRep | Other Math Topic |
| K - 2 | K-2 | Open MathRep | Other Math Topic |
| 7 | Use a picture of an anonymous student error or MathMistakes.org for error analysis.OR using exit ticket -- 7th Grade | Open MathRep | Other Math Topic |
| 1 - HS | 2nd Grade | Open MathRep | Other Math Topic |
| 1 - HS | This is how students begin discussing error analysis. | Open MathRep | Other Math Topic |
| 1 - HS | This is how students begin discussing error analysis. | Open MathRep | Other Math Topic |
| 1 - HS | Credit to Ben Cogswell - Kinder Teacher | Open MathRep | Other Math Topic |
| 1 - HS | Credit to Ben Cogswell - Kinder Teacher | Open MathRep | Other Math Topic |
| 1 - HS | Bubbles in the corners are for hints by the teacher.Credit to Xavier and Nichole (students KCAM 2018-19)Villain design by Nichole (KCAM student 2018-19) Villain Name Credit: 5th Graders KCAM (2018-19)Explanation, error analysis | Open MathRep | Other Math Topic |
| 1 - HS | Bubbles in the corners are for hints by the teacher.Credit to Xavier and Nichole (students KCAM 2018-19)Villain design by Nichole (KCAM student 2018-19) Villain Name Credit: 5th Graders KCAM (2018-19)Explanation, error analysis | Open MathRep | Other Math Topic |
| 1 - HS | Bubbles in the corners are for hints by the teacher.Credit to Xavier and Nichole (students KCAM 2018-19)Villain design by Nichole (KCAM student 2018-19) Villain Name Credit: 5th Graders KCAM (2018-19)Explanation, error analysis | Open MathRep | Other Math Topic |
| 1 - HS | Bubbles in the corners are for hints by the teacher.Credit to Xavier and Nichole (students KCAM 2018-19)Villain design by Nichole (KCAM student 2018-19) Villain Name Credit: 5th Graders KCAM (2018-19)Explanation, error analysis | Open MathRep | Other Math Topic |
| 1 - HS | Bubbles in the corners are for hints by the teacher.Credit to Xavier and Nichole (students KCAM 2018-19)Villain design by Nichole (KCAM student 2018-19) Villain Name Credit: 5th Graders KCAM (2018-19)Explanation, error analysis | Open MathRep | Other Math Topic |
| 1 - HS | Bubbles in the corners are for hints by the teacher.Credit to Xavier and Nichole (students KCAM 2018-19)Villain design by Nichole (KCAM student 2018-19) Villain Name Credit: 5th Graders KCAM (2018-19)Explanation, error analysis | Open MathRep | Other Math Topic |
| 1 - HS | Bubbles in the corners are for hints by the teacher.Credit to Xavier and Nichole (students KCAM 2018-19)Villain design by Nichole (KCAM student 2018-19) Villain Name Credit: 5th Graders KCAM (2018-19)Explanation, error analysis | Open MathRep | Other Math Topic |
| 1 - HS | Idea by Cris McKee created by Lisa Nowakowski @NowaTechieword problems | Open MathRep | Other Math Topic |
| 1 | 1st Grade, sketch and tell, word problems, part part whole | Open MathRep | Other Math Topic |
| 3 - HS | Sous chef, collaborative work | Open MathRep | Other Math Topic |
| 3 - HS | Created by Kristan Morales. Permission was granted to use and store here.notebook | Open MathRep | Other Math Topic |
| 3 - HS | Presentation Template: SlidesManiaDoodles: Jennifer LebanIcons: Omar LópezImages: UnsplashPlease keep this slide or mention us and the other resources used in the footer of a slide.notebook, | Open MathRep | Other Math Topic |
| 8 | Idea by Cris McKee created by Lisa Nowakowski @NowaTechieword problems | Open MathRep | Other Math Topic |
| 8 | Created by: James Kasako inspired by Cris McKee & Lisa Nowakowskiword problems | Open MathRep | Other Math Topic |
| 3 | Today’s Number 1 should be larger than Today’s Number 2.Teacher should decide if the number will be rounded to the nearest 10 or 100.3.NBT.A.13.NBT.A.2 | Open MathRep | 3 Grade Number & Operations in Base Ten |
| 3 | Today’s Number 1 should be larger than Today’s Number 2.Teacher should decide if the number will be rounded to the nearest 10 or 100.3.NBT.A.13.NBT.A.2 | Open MathRep | 3 Grade Number & Operations in Base Ten |
| 3 | Today’s Number 1 should be larger than Today’s Number 2.3.NBT.A.2 | Open MathRep | 3 Grade Number & Operations in Base Ten |
| 3 | Today’s Number 1 should be larger than Today’s Number 2.3.NBT.A.2 | Open MathRep | 3 Grade Number & Operations in Base Ten |
| 3 | Game Board Option: With a pencil and a paper clip, partners take turns spinning. Laminate gameboard. Have students have a whiteboard available to work out problems. Daily Number Paper: Each student has 1 in a plastic sleeve to record answers. Partners need to check each other! | Open MathRep | |
| 3 | Game Board Option: With a pencil and a paper clip, partners take turns spinning. Laminate gameboard. Have students have a whiteboard available to work out problems. Daily Number Paper: Each student has 1 in a plastic sleeve to record answers. Partners need to check each other! | Open MathRep | |
| 3 | 3.NBT.A.2 | Open MathRep | 3 Grade Number & Operations in Base Ten |
| 3 | 3.NBT.A.2 | Open MathRep | 3 Grade Number & Operations in Base Ten |
| 3 | This follows the Multiplication Progression through Common Core. Please view @GFletcy ‘s progression video to learn more: https://vimeo.com/149428217 Slowly progress into each square when students are ready. 3.OA.A.23.OA.B.6 | Open MathRep | 3 Grade Operations & Algebraic Thinking |
| 3 | This follows the Multiplication Progression through Common Core. Please view @GFletcy ‘s progression video to learn more: https://vimeo.com/149428217 Slowly progress into each square when students are ready. As always, I recommend doing it whole group at first so students understand what is expected of them. 3.OA.A.2�This follows the Multiplication Progression through Common Core. Please view @GFletcy ‘s progression video to learn more: https://vimeo.com/149428217 Slowly progress into each square when students are ready. 3.OA.A.23.OA.B.6 | Open MathRep | 3 Grade Operations & Algebraic Thinking |
| 3 | 3.NBT.A.1 | Open MathRep | 3 Grade Number & Operations in Base Ten |
| 3 | 3.NBT.A.1 | Open MathRep | 3 Grade Number & Operations in Base Ten |
| 3 | Use place value understanding and properties of operations to perform multi-digit arithmetic.¹CCSS.MATH.CONTENT.3.NBT.A.1 | Open MathRep | 3 Grade Number & Operations in Base Ten |
| 3 | Use place value understanding and properties of operations to perform multi-digit arithmetic.¹CCSS.MATH.CONTENT.3.NBT.A.1 | Open MathRep | 3 Grade Number & Operations in Base Ten |
| 3 | Use for RTI for students still working on fact fluency (2.OA.2a and b) but also needing to add and subtract three digit numbers (3.NBT.2a and b) with some comparison thrown in (2.NBT.4)Use a ten sided die to roll the digits.The basic subtraction problem could be interpreted as the largest and smallest sum or use the largest and smallest digits. | Open MathRep | 3 Grade Number & Operations in Base Ten |
| 3 | Use for RTI for students still working on fact fluency (2.OA.2a and b) but also needing to add and subtract three digit numbers (3.NBT.2a and b) with some comparison thrown in (2.NBT.4)Use a ten sided die to roll the digits.The basic subtraction problem could be interpreted as the largest and smallest sum or use the largest and smallest digits. | Open MathRep | 3 Grade Number & Operations in Base Ten |
| 3 | Groups, Arrays, and Area - Framework https://www.cde.ca.gov/ci/ma/cf/documents/mathgrade3fwlmg2.pdf3.OA.A.13.OA.A.43.OA.C.7 | Open MathRep | 3 Grade Operations & Algebraic Thinking |
| 3 | Groups, Arrays, and Area - Framework https://www.cde.ca.gov/ci/ma/cf/documents/mathgrade3fwlmg2.pdf3.OA.A.13.OA.A.43.OA.C.7 | Open MathRep | 3 Grade Operations & Algebraic Thinking |
| 3 | Groups, Arrays, and Area - Framework https://www.cde.ca.gov/ci/ma/cf/documents/mathgrade3fwlmg2.pdf3.OA.A.13.OA.A.43.OA.C.7 | Open MathRep | 3 Grade Operations & Algebraic Thinking |
| 3 | Groups, Arrays, and Area - Framework https://www.cde.ca.gov/ci/ma/cf/documents/mathgrade3fwlmg2.pdf3.OA.A.13.OA.A.43.OA.C.7 | Open MathRep | 3 Grade Operations & Algebraic Thinking |
| 3 | Groups, Arrays, and Area - Framework https://www.cde.ca.gov/ci/ma/cf/documents/mathgrade3fwlmg2.pdf3.OA.A.13.OA.A.43.OA.C.7 | Open MathRep | 3 Grade Operations & Algebraic Thinking |
| 3 | Groups, Arrays, and Area - Framework https://www.cde.ca.gov/ci/ma/cf/documents/mathgrade3fwlmg2.pdf3.OA.A.13.OA.A.43.OA.C.7 | Open MathRep | 3 Grade Operations & Algebraic Thinking |
| 3 | 3.OA.A.23.OA.A.4 3.OA.B.53.OA.B.63.OA.C.7 | Open MathRep | 3 Grade Operations & Algebraic Thinking |
| 3 | 3.OA.A.23.OA.A.4 3.OA.B.53.OA.B.63.OA.C.7 | Open MathRep | 3 Grade Operations & Algebraic Thinking |
| 3 | 3.OA.A.23.OA.A.4 3.OA.B.53.OA.B.63.OA.C.7 | Open MathRep | 3 Grade Operations & Algebraic Thinking |
| 3 | 3.OA.A.23.OA.A.4 3.OA.B.53.OA.B.63.OA.C.7 | Open MathRep | 3 Grade Operations & Algebraic Thinking |
| 3 | CCSS 3.OA.B.5, 3.OA.C.7, 3.NBT.A.1, 3.NBT.A.3, 3.OA.D.9Strategies could include doubling, adding another group, subtracting a group, solving a related problem, multiplying by 5 and counting on, etc. | Open MathRep | 3 Grade Operations & Algebraic Thinking |
| 3 | CCSS 3.OA.B.5, 3.OA.C.7, 3.NBT.A.1, 3.NBT.A.3, 3.OA.D.9Strategies could include doubling, adding another group, subtracting a group, solving a related problem, multiplying by 5 and counting on, etc. | Open MathRep | 3 Grade Operations & Algebraic Thinking |
| 3 | 3.MD.A.1 | Open MathRep | 3 Grade Measurement & Data |
| 3 | 3.MD.A.1 | Open MathRep | 3 Grade Measurement & Data |
| 3 | File→ Print settings and preview, 2 slides per page, portrait�3.MD.A.1 | Open MathRep | 3 Grade Measurement & Data |
| 3 | File→ Print settings and preview, 2 slides per page, portrait3.MD.A.1 | Open MathRep | 3 Grade Measurement & Data |
| 3 | 3.NBT.A.23.MD.B.3 | Open MathRep | 3 Grade Number & Operations in Base Ten |
| 3 | 3.NBT.A.23.MD.B.3 | Open MathRep | 3 Grade Number & Operations in Base Ten |
| 3 | Standard: 3.MD.B.3Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. | Open MathRep | 3 Grade Measurement & Data |
| 3 | Standard: 3.MD.B.3Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. | Open MathRep | 3 Grade Measurement & Data |
| 3 | Standard:3.MD.44. Generate measurement data by measuring lengths using rulers marked with halves and fourths of aninch. Show the data by making a line plot, where the horizontal scale is marked off in appropriateunits—whole numbers, halves, or quarters. | Open MathRep | 3 Grade Measurement & Data |
| 3 | Standard:3.MD.44. Generate measurement data by measuring lengths using rulers marked with halves and fourths of aninch. Show the data by making a line plot, where the horizontal scale is marked off in appropriateunits—whole numbers, halves, or quarters. | Open MathRep | 3 Grade Measurement & Data |
| 3 | Reason with shapes and their attributes.3.G.A.13.G.A.2 | Open MathRep | 3 Grade Geometry |
| 3 | Reason with shapes and their attributes.CCSS.MATH.CONTENT.3.G.A.1Reason with shapes and their attributes.3.G.A.13.G.A.2 | Open MathRep | Other Math Topic |
| 3 | Number talk Image from ntimages.weebly.comStandards:3.OA.D.83.OA.D.9 | Open MathRep | 3 Grade Operations & Algebraic Thinking |
| 3 | Number talk Image from ntimages.weebly.comStandards:3.OA.D.83.OA.D.9 | Open MathRep | 3 Grade Operations & Algebraic Thinking |
| 3 | Teachers: If fractions a and b are equivalent give the students a new denominator to find an additional equivalent fraction.Replace the blank bar with the sectioned ones. This will allow students to create their own number line while using the bar as a guide.Standards:3.NF 2.b3.NF 3.a3.NF 3.b3.NF 3.d | Open MathRep | 3 Grade Number & Operations - Fractions |
| 3 | Teachers: If fractions a and b are equivalent give the students a new denominator to find an additional equivalent fraction.Standards:3.NF 2.b3.NF 3.a3.NF 3.b3.NF 3.d | Open MathRep | 3 Grade Number & Operations - Fractions |
| 3 | Teachers: Have students divide the rectangle and circle into equal parts to represent the unit fraction. Fraction a - choose the appropriate fraction line for students to represent the fraction on a number line.Fraction b - have students mark off the lengths and represent fraction b.Standards:3.NF.13.NF.2.a3.NF2.b | Open MathRep | 3 Grade Number & Operations - Fractions |
| 3 | Teachers: Have students divide the rectangle and circle into equal parts to represent the unit fraction. Fraction a - choose the appropriate fraction line for students to represent the fraction on a number line.Fraction b - have students mark off the lengths and represent fraction b.Standards:3.NF.13.NF.2.a3.NF2.b | Open MathRep | 3 Grade Number & Operations - Fractions |
| 3 | Standards: 3.MD.C.53.MD.C.5.A3.MD.C.5.B3.MD.C.63.MD.C.73.MD.C.7.A3.MD.C.7.B3.MD.C.7.C3.MD.C.7.D | Open MathRep | 3 Grade Measurement & Data |
| 3 | Standards: 3.MD.C.53.MD.C.5.A3.MD.C.5.B3.MD.C.63.MD.C.73.MD.C.7.A3.MD.C.7.B3.MD.C.7.C3.MD.C.7.D | Open MathRep | 3 Grade Measurement & Data |
| 3 | 3.OA.A.33.OA.D.8 | Open MathRep | 3 Grade Operations & Algebraic Thinking |
| 3 | 3.OA.A.33.OA.D.8 | Open MathRep | 3 Grade Operations & Algebraic Thinking |
| 3 | 3.OA.A.33.OA.D.8 | Open MathRep | 3 Grade Operations & Algebraic Thinking |
| 5 | Standards:5.NBT.A.15.NBT.A.25.NBT.A.35.NBT.A.3.a5.NBT.A.45.NBT.A.75.NF.B.3 | Open MathRep | 5 Grade Number & Operations in Base Ten |
| 5 | Standards:5.NBT.A.15.NBT.A.25.NBT.A.35.NBT.A.3.a5.NBT.A.45.NBT.A.75.NF.B.3 | Open MathRep | 5 Grade Number & Operations in Base Ten |
| 5 | Standards:5.NBT.A.15.NBT.A.25.NBT.A.35.NBT.A.3.a5.NBT.A.45.NBT.A.75.NF.B.3 | Open MathRep | 5 Grade Number & Operations in Base Ten |
| 5 | Jennifer Emrich- I adapted a 4th grade rep I found to use for more basic place value work at the beginning of 5th gradeStandards:5.NBT.A.15.NBT.A.25.NBT.A.35.NBT.A.3.a5.NBT.A.4 | Open MathRep | 4 Grade Number & Operations in Base Ten |
| 5 | Jennifer Emrich- I adapted a 4th grade rep I found to use for more basic place value work at the beginning of 5th gradeStandards:5.NBT.A.15.NBT.A.25.NBT.A.35.NBT.A.3.a5.NBT.A.4 | Open MathRep | 4 Grade Number & Operations in Base Ten |
| 5 | Standards:5.NBT.A.35.NBT.A.3.B | Open MathRep | 5 Grade Number & Operations in Base Ten |
| 5 | Standards:5.NBT.A.35.NBT.A.3.B | Open MathRep | 5 Grade Number & Operations in Base Ten |
| 5 | Four operations review. Choose three digits from 1-9 to put in the center boxes (use cards, dice, etc). Make the two and three digit numbers from these three digits. Copy the numbers into the color coded boxes to make the problems. Use two different one digit numbers from the original box for the white boxes.CCSS 2.NBT.5a, 3.NBT.2a, 3.NBT.2b, 4.NBT.5, 4.NBT.6, 5.NBT.5 | Open MathRep | 5 Grade Number & Operations in Base Ten |
| 5 | Four operations review. Choose three digits from 1-9 to put in the center boxes (use cards, dice, etc). Make the two and three digit numbers from these three digits. Copy the numbers into the color coded boxes to make the problems. Use two different one digit numbers from the original box for the white boxes.CCSS 2.NBT.5a, 3.NBT.2a, 3.NBT.2b, 4.NBT.5, 4.NBT.6, 5.NBT.5 | Open MathRep | 5 Grade Number & Operations in Base Ten |
| 5 | Four operations review. Choose three digits from 1-9 to put in the center boxes (use cards, dice, etc). Make the two and three digit numbers from these three digits. Copy the numbers into the color coded boxes to make the problems. Use two different one digit numbers from the original box for the white boxes.CCSS 2.NBT.5a, 3.NBT.2a, 3.NBT.2b, 4.NBT.5, 4.NBT.6, 5.NBT.5 | Open MathRep | 5 Grade Number & Operations in Base Ten |
| 5 | Four operations review. Choose three digits from 1-9 to put in the center boxes (use cards, dice, etc). Make the two and three digit numbers from these three digits. Copy the numbers into the color coded boxes to make the problems. Use two different one digit numbers from the original box for the white boxes.CCSS 2.NBT.5a, 3.NBT.2a, 3.NBT.2b, 4.NBT.5, 4.NBT.6, 5.NBT.5 | Open MathRep | 5 Grade Number & Operations in Base Ten |
| 5 | Standards:5.NF.A.1 | Open MathRep | 5 Grade Number & Operations - Fractions |
| 5 | Standards:5.NF.A.1 | Open MathRep | 5 Grade Number & Operations - Fractions |
| 5 | Standards:5.NF.A.1 | Open MathRep | 5 Grade Number & Operations - Fractions |
| 5 | Standards:5.NF.A.1 | Open MathRep | 5 Grade Number & Operations - Fractions |
| 5 | Standards:5.NF.B.35.NF.B.45.NF.B.4.B | Open MathRep | 5 Grade Number & Operations - Fractions |
| 5 | Standards:5.NF.B.35.NF.B.45.NF.B.4.B | Open MathRep | 5 Grade Number & Operations - Fractions |
| 5 | Fraction 1 should have 1 as the numeratorEquivalent fraction should NOT be the same as used for addition/subtraction.Standards:5.NF.A.15.NF.B.45.NF.B.4.a5.NF.B.75.NF.B.7.a5.NF.B.7.b | Open MathRep | 5 Grade Number & Operations - Fractions |
| 5 | Fraction 1 should have 1 as the numeratorEquivalent fraction should NOT be the same as used for addition/subtraction.Standards:5.NF.A.15.NF.B.45.NF.B.4.a5.NF.B.75.NF.B.7.a5.NF.B.7.b | Open MathRep | 5 Grade Number & Operations - Fractions |
| 5 | Standards:5.NBT.A.25.NBT.B.55.NBT.B.6 | Open MathRep | 5 Grade Number & Operations in Base Ten |
| 5 | Standards:5.NBT.A.25.NBT.B.55.NBT.B.6 | Open MathRep | 5 Grade Number & Operations in Base Ten |
| 5 | Standards:5.NBT.A.25.NBT.B.55.NBT.B.65.NBT.B.7 | Open MathRep | 5 Grade Number & Operations in Base Ten |
| 5 | Standards:5.NBT.A.25.NBT.B.55.NBT.B.65.NBT.B.7 | Open MathRep | 5 Grade Number & Operations in Base Ten |
| 5 | Standards:5.MD.35.MD.4 | Open MathRep | 5 Grade Measurement & Data |
| 5 | Standards:5.MD.35.MD.4 | Open MathRep | 5 Grade Measurement & Data |
| 5 | Standards:5.MD.A.1 | Open MathRep | 5 Grade Measurement & Data |
| 5 | Standards:5.MD.A.1 | Open MathRep | 5 Grade Measurement & Data |
| 5 | Standards:5.OA.B.3 | Open MathRep | 5 Grade Operations & Algebraic Thinking |
| 5 | Standards:5.OA.B.3 | Open MathRep | 5 Grade Operations & Algebraic Thinking |
| 5 | Standards:5.NBT.A.35.NBT.A.3.A5.NBT.A.55.NBT.A.65.NBT.A.75.NF.A.1 | Open MathRep | 5 Grade Number & Operations in Base Ten |
| 5 | Standards:5.NBT.A.35.NBT.A.3.A5.NBT.A.55.NBT.A.65.NBT.A.75.NF.A.1 | Open MathRep | 5 Grade Number & Operations in Base Ten |
| 5 | Standards:5.NBT.A.15.NBT.A.25.NBT.A.35.NBT.A.3.a5.NBT.A.45.NBT.A.75.NF.B.3 | Open MathRep | 5 Grade Number & Operations in Base Ten |
| 5 | Standards:5.NBT.A.15.NBT.A.25.NBT.A.35.NBT.A.3.a5.NBT.A.45.NBT.A.75.NF.B.3 | Open MathRep | 5 Grade Number & Operations in Base Ten |
| 5 | Standards:5.NBT.A.15.NBT.A.25.NBT.A.35.NBT.A.3.a5.NBT.A.45.NBT.A.75.NF.B.3 | Open MathRep | 5 Grade Number & Operations in Base Ten |
| 5 | Game Board Option: Laminate gameboard. Have students have a whiteboard available to work out problems. Scoring: If the student picking the number is correct, they get the points. If the student is incorrect AND the opponent can prove them wrong the opponent get the points on the card. Daily Number Paper: Each student has 1 in a plastic sleeve to record answers. Partners need to check each other! | Open MathRep | Other Math Topic |
| 5 | Standards:5.NF.A.25.NF.B.35.NF.B.65.NF.B.7.C�4.OA.A24.OA.A3 | Open MathRep | 5 Grade Number & Operations - Fractions |
| 5 | Standards:5.NF.A.25.NF.B.35.NF.B.65.NF.B.7.C�4.OA.A24.OA.A3 | Open MathRep | 5 Grade Number & Operations - Fractions |
| 5 | Standards:5.NF.A.25.NF.B.35.NF.B.65.NF.B.7.C�4.OA.A24.OA.A3 | Open MathRep | 5 Grade Number & Operations - Fractions |
| 5 | Standards:5.NF.A.25.NF.B.35.NF.B.65.NF.B.7.C�4.OA.A24.OA.A3 | Open MathRep | 5 Grade Number & Operations - Fractions |
| 4 | Standards:4.OA.B.44.NBT.A.24.NBT.A.3 | Open MathRep | 4 Grade Operations & Algebraic Thinking |
| 4 | Standards:5.NBT.A.15.NBT.A.25.NBT.A.35.NBT.A.3.a5.NBT.A.45.NBT.A.75.NF.B.3 | Open MathRep | 4 Grade Operations & Algebraic Thinking |
| 4 | Standards:4.OA.B.44.NBT.A.14.NBT.A.24.NBT.A.3 | Open MathRep | 4 Grade Operations & Algebraic Thinking |
| 4 | Standards:5.NBT.A.15.NBT.A.25.NBT.A.35.NBT.A.3.a5.NBT.A.45.NBT.A.75.NF.B.3 | Open MathRep | 4 Grade Operations & Algebraic Thinking |
| 4 | Standards:4.OA.B.44.NBT.A.14.NBT.A.24.NBT.A.3 | Open MathRep | 4 Grade Operations & Algebraic Thinking |
| 4 | Standards:4.OA.B.44.NBT.A.14.NBT.A.24.NBT.A.3 | Open MathRep | 4 Grade Operations & Algebraic Thinking |
| 4 | To use the spinner, open this in 'present' mode or click image and the link. You will be taken to a new window to spin.Spin the spinner 3 times to get digits. It’s okay if the same digit appears twice. Students can arrange the 3 digits in any order to create 2 3 digit numbers. Standards:4.OA.B.44.NBT.A.14.NBT.A.24.NBT.A.3 | Open MathRep | 4 Grade Operations & Algebraic Thinking |
| 4 | To use the spinner, open this in 'present' mode or click image and the link. You will be taken to a new window to spin.Spin the spinner 3 times to get digits. It’s okay if the same digit appears twice. Students can arrange the 3 digits in any order to create 2 3 digit numbers. Standards:4.OA.B.44.NBT.A.14.NBT.A.24.NBT.A.3 | Open MathRep | 4 Grade Operations & Algebraic Thinking |
| 4 | Standards:4.NF.C.54.NF.C.64.NF.C.7 | Open MathRep | 4 Grade Number & Operations - Fractions |
| 4 | Standards:4.NF.C.54.NF.C.64.NF.C.7 | Open MathRep | 4 Grade Number & Operations - Fractions |
| 4 | This follows the Multiplication Progression through Common Core. Please view @GFletcy ‘s progression video to learn more: https://vimeo.com/149428217 Slowly progress into each square when students are ready. Standards:4.NBT.B.5 | Open MathRep | 4 Grade Number & Operations in Base Ten |
| 4 | This follows the Multiplication Progression through Common Core. Please view @GFletcy ‘s progression video to learn more: https://vimeo.com/149428217 Slowly progress into each square when students are ready. As always, I recommend doing it whole group at first so students understand what is expected of them. Standards:4.NBT.B.5 | Open MathRep | 4 Grade Number & Operations in Base Ten |
| 4 | CCSS 3.OA.B.5, 3.OA.C.7, 3.NBT.A.1, 3.NBT.A.3, 3.OA.D.9Strategies could include doubling, adding another group, subtracting a group, solving a related problem, multiplying by 5 and counting on, etc.Standards:4.NBT.B.5 | Open MathRep | 4 Grade Number & Operations in Base Ten |
| 4 | Standards:4.NBT.B.5 | Open MathRep | 4 Grade Number & Operations in Base Ten |
| 4 | Standards:4.NBT.B.54.OA.B.4 | Open MathRep | 4 Grade Number & Operations in Base Ten |
| 4 | Standards:4.NBT.B.54.OA.B.4 | Open MathRep | 4 Grade Number & Operations in Base Ten |
| 4 | Created by: Jeremiah Ruesch | Open MathRep | Other Math Topic |
| 4 | Print this page out in paper format, and you may give them a digital version later. Modeling how students should answer each section may take a few reps. Once students are ready to “play” give them 10 minutes to figure out. STRESS this is NOT a timed test, the timer is only to limit our time so we don’t spend an entire period doing it. We learn in small chunks over time, especially in skills. If there are any questions connect with me online, and thank you for your time.Standards:4.NBT.A.14.NBT.B.6 | Open MathRep | 1 Grade Number & Operations in Base Ten |
| 4 | Print this page out in paper format, and you may give them a digital version later. Modeling how students should answer each section may take a few reps. Once students are ready to “play” give them 10 minutes to figure out. STRESS this is NOT a timed test, the timer is only to limit our time so we don’t spend an entire period doing it. We learn in small chunks over time, especially in skills. If there are any questions connect with me online, and thank you for your time.Standards:4.NBT.A.14.NBT.B.6 | Open MathRep | 4 Grade Number & Operations in Base Ten |
| 4 | Print this page out in paper format, and you may give them a digital version later. Modeling how students should answer each section may take a few reps. Once students are ready to “play” give them 10 minutes to figure out. STRESS this is NOT a timed test, the timer is only to limit our time so we don’t spend an entire period doing it. We learn in small chunks over time, especially in skills. If there are any questions connect with me online, and thank you for your time.Standards:4.NBT.A.14.NBT.B.6 | Open MathRep | 4 Grade Number & Operations in Base Ten |
| 4 | Print this page out in paper format, and you may give them a digital version later. Modeling how students should answer each section may take a few reps. Once students are ready to “play” give them 10 minutes to figure out. STRESS this is NOT a timed test, the timer is only to limit our time so we don’t spend an entire period doing it. We learn in small chunks over time, especially in skills. If there are any questions connect with me online, and thank you for your time.Standards:4.NBT.A.14.NBT.B.6 | Open MathRep | 4 Grade Number & Operations in Base Ten |
| 4 | Stage 4 has been written, what do the other 3 stages look like given stage 4. Print this page out in paper format, and you may give them a digital version later. Modeling how students should answer each section may take a few reps. Once students are ready to “play” give them 10 minutes to figure out. STRESS this is NOT a timed test, the timer is only to limit our time so we don’t spend an entire period doing it. We learn in small chunks over time, especially in skills. If there are any questions connect with me online, and thank you for your time.Standards:4.NBT.A.14.NBT.B.6 | Open MathRep | 4 Grade Number & Operations in Base Ten |
| 4 | Print this page out in paper format, and you may give them a digital version later. Modeling how students should answer each section may take a few reps. Once students are ready to “play” give them 10 minutes to figure out. STRESS this is NOT a timed test, the timer is only to limit our time so we don’t spend an entire period doing it. We learn in small chunks over time, especially in skills. If there are any questions connect with me online, and thank you for your time.Standards:4.NBT.A.14.NBT.B.6 | Open MathRep | 4 Grade Number & Operations in Base Ten |
| 4 | Four operations review. Choose three digits from 1-9 to put in the center boxes (use cards, dice, etc). Make the two and three digit numbers from these three digits. Copy the numbers into the color coded boxes to make the problems. Use two different one digit numbers from the original box for the white boxes.CCSS 2.NBT.5a, 3.NBT.2a, 3.NBT.2b, 4.NBT.5, 4.NBT.6, 5.NBT.5 | Open MathRep | 4 Grade Number & Operations in Base Ten |
| 4 | Four operations review. Choose three digits from 1-9 to put in the center boxes (use cards, dice, etc). Make the two and three digit numbers from these three digits. Copy the numbers into the color coded boxes to make the problems. Use two different one digit numbers from the original box for the white boxes.CCSS 2.NBT.5a, 3.NBT.2a, 3.NBT.2b, 4.NBT.5, 4.NBT.6, 5.NBT.5 | Open MathRep | 4 Grade Number & Operations in Base Ten |
| 4 | Four operations review. Choose three digits from 1-9 to put in the center boxes (use cards, dice, etc). Make the two and three digit numbers from these three digits. Copy the numbers into the color coded boxes to make the problems. Use two different one digit numbers from the original box for the white boxes.CCSS 2.NBT.5a, 3.NBT.2a, 3.NBT.2b, 4.NBT.5, 4.NBT.6, 5.NBT.5 | Open MathRep | 4 Grade Number & Operations in Base Ten |
| 4 | Four operations review. Choose three digits from 1-9 to put in the center boxes (use cards, dice, etc). Make the two and three digit numbers from these three digits. Copy the numbers into the color coded boxes to make the problems. Use two different one digit numbers from the original box for the white boxes.CCSS 2.NBT.5a, 3.NBT.2a, 3.NBT.2b, 4.NBT.5, 4.NBT.6, 5.NBT.5 | Open MathRep | 4 Grade Number & Operations in Base Ten |
| 4 | Four operations review. Choose three digits from 1-9 to put in the center boxes (use cards, dice, etc). Make the two and three digit numbers from these three digits. Copy the numbers into the color coded boxes to make the problems. Use two different one digit numbers from the original box for the white boxes.CCSS 2.NBT.5a, 3.NBT.2a, 3.NBT.2b, 4.NBT.5, 4.NBT.6, 5.NBT.5 | Open MathRep | 4 Grade Number & Operations in Base Ten |
| 4 | Four operations review. Choose three digits from 1-9 to put in the center boxes (use cards, dice, etc). Make the two and three digit numbers from these three digits. Copy the numbers into the color coded boxes to make the problems. Use two different one digit numbers from the original box for the white boxes.CCSS 2.NBT.5a, 3.NBT.2a, 3.NBT.2b, 4.NBT.5, 4.NBT.6, 5.NBT.5 | Open MathRep | 4 Grade Number & Operations in Base Ten |
| 4 | CCSS 2.NBT.5a, 3.NBT.2a, 3.NBT.2b, 4.NBT.5, 4.NBT.6, 5.NBT.5 | Open MathRep | 4 Grade Number & Operations in Base Ten |
| 4 | CCSS 2.NBT.5a, 3.NBT.2a, 3.NBT.2b, 4.NBT.5, 4.NBT.6, 5.NBT.5 | Open MathRep | 4 Grade Number & Operations in Base Ten |
| 4 | Standards:4.NF.C.54.NF.C.64.NF.C.7 | Open MathRep | 4 Grade Number & Operations - Fractions |
| 4 | Standards:4.NF.C.54.NF.C.64.NF.C.7 | Open MathRep | 4 Grade Number & Operations - Fractions |
| 4 | Standards:4.NF.14.NF.24.NF.3.a4.NF3.b | Open MathRep | 4 Grade Number & Operations - Fractions |
| 4 | Standards:4.NF.14.NF.24.NF.3.a4.NF3.b | Open MathRep | 4 Grade Number & Operations - Fractions |
| 4 | Standards:4.NF.B.3 Understand a fraction a/b with a > 1 as a sum of fractions 1/b.4.NF.B.4 Apply and extend previous understandings of multiplication to multiply a fraction by a whole number. | Open MathRep | 4 Grade Number & Operations - Fractions |
| 4 | Standards:Standards:4.NF.B.3 Understand a fraction a/b with a > 1 as a sum of fractions 1/b.4.NF.B.4 Apply and extend previous understandings of multiplication to multiply a fraction by a whole number. | Open MathRep | 4 Grade Number & Operations - Fractions |
| 4 | Standards:4.OA.B.44.OA.C.5 | Open MathRep | 4 Grade Operations & Algebraic Thinking |
| 4 | Standards:4.OA.B.44.OA.C.5 | Open MathRep | 4 Grade Operations & Algebraic Thinking |
| 4 | Standards:4.G.A.14.G.A.24.G.A.3 | Open MathRep | 4 Grade Geometry |
| 4 | Standards:4.G.A.14.G.A.24.G.A.3 | Open MathRep | 4 Grade Geometry |
| 4 | EOY ReviewStandards:4.NBT.A.24.NBT.A.44.NBT.A.54.NBT.A.6 | Open MathRep | 4 Grade Number & Operations in Base Ten |
| 4 | EOY ReviewStandards:4.NBT.A.24.NBT.A.44.NBT.A.54.NBT.A.6 | Open MathRep | 4 Grade Number & Operations in Base Ten |
| 4 | Standard:4.MD.44. Make a line plot to display a data set of measurements in fractions of a unit ( , , ). Solve problems involving addition and subtraction of fractions by using information presented in line plots. For example, from a line plot fnd and interpret the difference in length between the longest and shortest specimens in an insect collection. | Open MathRep | 4 Grade Measurement & Data |
| 4 | Standard:4.MD.44. Make a line plot to display a data set of measurements in fractions of a unit ( , , ). Solve problems involving addition and subtraction of fractions by using information presented in line plots. For example, from a line plot fnd and interpret the difference in length between the longest and shortest specimens in an insect collection. | Open MathRep | 4 Grade Measurement & Data |
| 4 | 4.OA.A24.OA.A3 | Open MathRep | 4 Grade Operations & Algebraic Thinking |
| 4 | 4.OA.A24.OA.A3 | Open MathRep | 4 Grade Operations & Algebraic Thinking |
| 4 | 4.OA.A24.OA.A3 | Open MathRep | 4 Grade Operations & Algebraic Thinking |
| Algebra 1 & 2 | Note that x is the school day number or number of your choice. The number line is provided to have students plot the number in the bold boxes.graphing, plots, function | Open MathRep | 1 Grade HS. Reasoning with Equations & Inequalities |
| Algebra 1 & 2 | StandardBuild new functions from existing functions. [Including simple radical, rational, and exponential functions; emphasize, a common effect of each transformation across function types.]F.BF.3Identify the effect on the graph of replacing f(x) by f(x)+k, k f(x), f(kx), 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. | Open MathRep | 3 Grade HS Building Functions |
| Algebra 1 & 2 | Link to doc version and 5 day problem set and solutions | Open MathRep | 3 Grade HS. Reasoning with Equations & Inequalities |
| Algebra 1 & 2 | Classifying and Identifying Polynomials - Monomials, Binomials, and Trinomials, oh my!File→ Print settings and preview, 2 slides per page, portrait | Open MathRep | 3 Grade HS Seeing Structures in Expressions |
| Algebra 1 & 2 | Adding and Subtracting - Monomials, Binomials, and Trinomials, oh my!File→ Print settings and preview, 2 slides per page, portrait | Open MathRep | 3 Grade HS Seeing Structures in Expressions |
| Algebra 1 & 2 | Adding, Subtracting, and Multiplying - Monomials, Binomials, and Trinomials, oh my!File→ Print settings and preview, 2 slides per page, portrait | Open MathRep | 3 Grade HS Seeing Structures in Expressions |
| Algebra 1 & 2 | Note that x is the school day number. S | Open MathRep | 1 Grade HS. Reasoning with Equations & Inequalities |
| Algebra 1 & 2 | StandardBuild new functions from existing functions. [Including simple radical, rational, and exponential functions; emphasize, a common effect of each transformation across function types.]F.BF.3Identify the effect on the graph of replacing f(x) by f(x)+k, k f(x), f(kx), 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. | Open MathRep | 3 Grade HS Building Functions |
| Open MathRep | 3 Grade HS Seeing Structures in Expressions | ||
| Algebra 1 & 2 | Reviewing Distribution with FOIL of Binomials:Monday: (2x+3)(2x-3)Tuesday: (x+1)(x-3)Wednesday: (x-2)(x-3)Thursday: (4x + 4)(5x − 8) Friday: (5x + 6)(8x − 4)binomials binomial | Open MathRep | 2 Grade HS Arithmetic with Polynomials & Rational Expressions |
| Algebra 1 & 2 | Systems of Equations: Solving for y (slope intercept form)Monday: 4x+y=2Tuesday: x-y=3Wednesday: 2x-5y=5Thursday and Friday are on the next slide | Open MathRep | 4 Grade HS Seeing Structures in Expressions |
| Algebra 1 & 2 | Monday-Wednesday are on the previous slideSolve by putting in slope-intercept form:Thursday: y-4x=-4 and y-x=-3Friday: 4x+2y=10 and x-y=13slope | Open MathRep | 4 Grade HS Seeing Structures in Expressions |
| Algebra 1 & 2 | Monday: Factor 2x^2-4x-3Tuesday: Factor x^2+10x+24Wednesday: Factor 2x^2+13x+15Thursday: -12x-63+3x^2Friday: -2x^2+15x-27trinomial trinomials | Open MathRep | 2 Grade HS Seeing Structures in Expressions |
| Algebra 1 & 2 | Solving Equations with SubstitutionMonday: x+y=6 and y=3x-2Tuesday: x+y=-1 and y=x+5Wednesday: 2x+y=7 and x-2y=6Thursday: -2x+y=-11 and x+3y=9Friday: 3x+y=5 and 2x+4y=-10 | Open MathRep | 6 Grade HS Seeing Structures in Expressions |
| Algebra 1 & 2 | Solving Equations with EliminationMonday: no school for Veteran’s DayTuesday: substitute/Mental Health trainingWednesday: x+2y=5 and x-2y=1Thursday: 2x+y=7 and 2x-y=3Friday: x+3y=8 and-x+y=2 | Open MathRep | 2 Grade HS Seeing Structures in Expressions |
| Algebra 2 | Note that x is the school day number. Sfunctions, slope | Open MathRep | Other Math Topic |
| Algebra 2 | StandardBuild new functions from existing functions. [Including simple radical, rational, and exponential functions; emphasize, a common effect of each transformation across function types.]F.BF.3Identify the effect on the graph of replacing f(x) by f(x)+k, k f(x), f(kx), 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. | Open MathRep | 3 Grade HS Building Functions |
| Algebra 2 | Quadratics, graph, y coordinate of vertex, | Open MathRep | Other Math Topic |
| Algebra 2 | Reviewing Distribution with FOIL of Binomials:Monday: (2x+3)(2x-3)Tuesday: (x+1)(x-3)Wednesday: (x-2)(x-3)Thursday: (4x + 4)(5x − 8) Friday: (5x + 6)(8x − 4)binomials binomial | Open MathRep | Other Math Topic |
| Algebra 2 | Systems of Equations: Solving for y (slope intercept form)Monday: 4x+y=2Tuesday: x-y=3Wednesday: 2x-5y=5Thursday and Friday are on the next slide | Open MathRep | Other Math Topic |
| Algebra 2 | Monday-Wednesday are on the previous slideSolve by putting in slope-intercept form:Thursday: y-4x=-4 and y-x=-3Friday: 4x+2y=10 and x-y=13 | Open MathRep | Other Math Topic |
| Algebra 2 | Monday: Factor 2x^2-4x-3Tuesday: Factor x^2+10x+24Wednesday: Factor 2x^2+13x+15Thursday: -12x-63+3x^2Friday: -2x^2+15x-27trinomial trinomials | Open MathRep | Other Math Topic |
| Algebra 2 | Solving Equations with SubstitutionMonday: x+y=6 and y=3x-2Tuesday: x+y=-1 and y=x+5Wednesday: 2x+y=7 and x-2y=6Thursday: -2x+y=-11 and x+3y=9Friday: 3x+y=5 and 2x+4y=-10 | Open MathRep | Other Math Topic |
| Algebra 2 | Solving Equations with EliminationMonday: no school for Veteran’s DayTuesday: substitute/Mental Health trainingWednesday: x+2y=5 and x-2y=1Thursday: 2x+y=7 and 2x-y=3Friday: x+3y=8 and-x+y=2 | Open MathRep | Other Math Topic |
| 7 - HS Geometry | Angles, parallel lines, transversals, trig, trigonometry | Open MathRep | Other Math Topic |
| 7 - HS Geometry | Angles, parallel lines, transversals, trig, trigonometry | Open MathRep | Other Math Topic |
| 7 - HS Geometry | Angles, parallel lines, transversals, trig, trigonometry | Open MathRep | Other Math Topic |
| 7 - HS Geometry | Angles, parallel lines, transversals, trig, trigonometry | Open MathRep | Other Math Topic |
| 7 - HS Geometry | Angles, parallel lines, transversals, trig, trigonometry | Open MathRep | Other Math Topic |
| 7 - HS Geometry | Angles, parallel lines, transversals, trig, trigonometry | Open MathRep | Other Math Topic |
| 7 - HS Geometry | Note that x is the school day number. Students are to draw the angle of x degrees using the protractor | Open MathRep | Other Math Topic |
| 7 - HS Geometry & Parallel Lines | Angles, parallel lines, transversals, trig, trigonometry | Open MathRep | Other Math Topic |
| 7 - HS Geometry & Parallel Lines | Angles, parallel lines, transversals, trig, trigonometry | Open MathRep | Other Math Topic |
| Pre- calc & calc | Half angle formulas, tangent, cosine, sine | Open MathRep | Other Math Topic |
| Pre- calc & calc | StandardBuild new functions from existing functions. [Including simple radical, rational, and exponential functions; emphasize, a common effect of each transformation across function types.]F.BF.3Identify the effect on the graph of replacing f(x) by f(x)+k, k f(x), f(kx), 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. | Open MathRep | 3 Grade HS Building Functions |
| Pre- calc & calc | Note that x is the school day number.Pre-calc, pre-calculus functions | Open MathRep | Other Math Topic |
| Pre- calc & calc | Pre-calc, pre-calculus Limit, limits, function, functions | Open MathRep | Other Math Topic |
| Pre- calc & calc | Pre-calc, pre-calculus Limit, limits, function, functions | Open MathRep | Other Math Topic |
| Pre- calc & calc | Pre-calc, pre-calculus Limit, limits, function, functions | Open MathRep | Other Math Topic |
| Pre- calc & calc | Pre-calc, pre-calculus Limit, limits, function, functions, tangent, derivative | Open MathRep | Other Math Topic |
| Pre- calc & calc | Pre-calc, pre-calculus Limit, limits, function, functions, tangent, derivative, integral, integration rules, definite integrals, indefinite integrals | Open MathRep | Other Math Topic |
| 6 | Fraction, percentage | Open MathRep | Other Math Topic |
| 6 | File → Print settings and preview, 2 slides per page, portraitAdditional Ideaspercentage | Open MathRep | Other Math Topic |
| 6 | Place value, addition, add, subtract, subtraction, decimal, power of 10, powers of 10, expanded, prime factors | Open MathRep | Other Math Topic |
| 6 | Division, inverse operation, factors | Open MathRep | Other Math Topic |
| 6 | Example Division, inverse operation, factors | Open MathRep | Other Math Topic |
| 6 | Net area, area, volume, prism, cube | Open MathRep | Other Math Topic |
| 6 | Net area, area, volume, prism, cube | Open MathRep | Other Math Topic |
| 6 | Area, area of triangle | Open MathRep | Other Math Topic |
| 6 | Division, power of 10, powers of 10 | Open MathRep | Other Math Topic |
| 6 | division | Open MathRep | Other Math Topic |
| 6 | For the last box, make sure to identify if you want students to describe the numerator or denominator and if the value will increase or decrease.File→ Print settings and preview, 2 slides per page, portraitFraction, equivalent fractions, | Open MathRep | Other Math Topic |
| 6 | For the last box, make sure to identify if you want students to describe the numerator or denominator and if the value will increase or decrease.File→ Print settings and preview, 2 slides per page, portraitFraction, equivalent fractions, | Open MathRep | Other Math Topic |
| 6 | Ratio, fraction, equivalent ratio | Open MathRep | Other Math Topic |
| 6 | CCSS Addressed:6.RP.A.26.RP.A.3.b6.RP.A.3.dSpecial Directions: This was designed to tie unit rates and unit conversions together for student understanding. The comparison of what is the larger measurement is meant to compare U.S. customary to metric measurements but can also be used for comparing within the same measurement system.Students are asked to find unit rates and use them to answer questions by determining which unit rate is the best to use in certain situations. Since rates compare different units, I included a space to attach units to the “Today’s Numbers” section. | Open MathRep | 6 Grade Ratios & Proportional Relationships |
| 6 | Standards: 6.EE.7, 6.EE.9Daily Information:The teacher needs to provide the four numbers on the top left. Picking Numbers of the Day:Yellow must be smaller than 75Red must be less than 2460 and 90 should be divisible by purple if you want a whole number answer | Open MathRep | 6 Grade Expressions & Equations |
| 6 | Standards: 6.EE.7, 6.EE.9Daily Information:The teacher needs to provide the four numbers on the top left Picking Numbers of the Day:Yellow must be smaller than 75Red must be less than 2460 and 90 should be divisible by purple if you want a whole number answer | Open MathRep | 6 Grade Expressions & Equations |
| 6 | Standards: 6.EE.2a, 6.EE.2b, 6.EE.2c, 6.EE.3, Daily Information:Teacher needs to provide expression of the day, what value to distribute, and what the variables equal | Open MathRep | 6 Grade Expressions & Equations |
| 6 | Standards: 6.EE.2a, 6.EE.2b, 6.EE.2c, 6.EE.3, Daily Information:Teacher needs to provide expression of the day, what value to distribute, and what the variables equal (the parts recorded in blue) | Open MathRep | 6 Grade Expressions & Equations |
| 6 | Standards: 6.RP.1, 6.RP.3a, Daily Information:Teacher provides “today’s ratio”. After completing a few this way, teacher can provide any box on the top row. Teacher provides equivalent ratio application context. Picking Ratio of the Day:Choose a ratio that can be simplified by division. | Open MathRep | 6 Grade Ratios & Proportional Relationships |
| 6 | Standards: 6.RP.1, 6.RP.3a, Daily Information:Teacher provides “today’s ratio”. After completing a few this way, teacher can provide any box on the top row. Teacher provides equivalent ratio application context. (parts recorded in blue)Picking Ratio of the Day:Choose a ratio that can be simplified by division. | Open MathRep | 6 Grade Ratios & Proportional Relationships |
| 6 | Standards: 6.NS.6b, 6.NS.6c, 6.NS.8Daily Information:Teacher provides the x and y values and the points to find the distance between Picking x and y values of the day:Teacher needs to provide two ordered pairs with the same x or y value (in order to find the distance in the last box) | Open MathRep | 6 Grade The Number System |
| 6 | Standards: 6.NS.6b, 6.NS.6c, 6.NS.8Daily Information:Teacher provides the x and y values and the points to find the distance between (values in blue)Picking x and y values of the day:Teacher needs to provide two ordered pairs with the same x or y value (in order to find the distance in the last box) | Open MathRep | 6 Grade The Number System |
| 6 | Students use the ratio challenge cards and solution cards to find matches. Then students use one of the models, addition model, multiplication model, or tape model to illustrate their solution. The model should represent the original ratio in the problem, not the expanded answer. Students may choose to color the models or leave as line drawings.The cards should be printed on cardstock for longer playing life. The game boards can be laminated or placed in sheet protectors and the models drawn using Vis a Vis pens or whiteboard markers. | Open MathRep | Other Math Topic |
| 6 | Students use the ratio challenge cards and solution cards to find matches. Then students use one of the models, addition model, multiplication model, or tape model to illustrate their solution. The model should represent the original ratio in the problem, not the expanded answer. Students may choose to color the models or leave as line drawings.The cards should be printed on cardstock for longer playing life. The game boards can be laminated or placed in sheet protectors and the models drawn using Vis a Vis pens or whiteboard markers. | Open MathRep | Other Math Topic |
| 6 | Standards: 6.EE.7, 6.EE.9Daily Information:The teacher needs to provide the four numbers on the top left. Picking Numbers of the Day:Yellow must be smaller than 75Red must be less than 2460 and 90 should be divisible by purple if you want a whole number answer | Open MathRep | 6 Grade Expressions & Equations |
| 6 | Standards: 6.EE.7, 6.EE.9Daily Information:The teacher needs to provide the four numbers on the top left Picking Numbers of the Day:Yellow must be smaller than 75Red must be less than 2460 and 90 should be divisible by purple if you want a whole number answer | Open MathRep | 6 Grade Expressions & Equations |
| 6 | Standards: 6.EE.2a, 6.EE.2b, 6.EE.2c, 6.EE.3, Daily Information:Teacher needs to provide expression of the day, what value to distribute, and what the variables equal | Open MathRep | 6 Grade Expressions & Equations |
| 6 | Standards: 6.EE.2a, 6.EE.2b, 6.EE.2c, 6.EE.3, Daily Information:Teacher needs to provide expression of the day, what value to distribute, and what the variables equal (the parts recorded in blue) | Open MathRep | 6 Grade Expressions & Equations |
| 6 | Standards: 6.RP.1, 6.RP.3a, Daily Information:Teacher provides “today’s ratio”. After completing a few this way, teacher can provide any box on the top row. Teacher provides equivalent ratio application context. Picking Ratio of the Day:Choose a ratio that can be simplified by division. | Open MathRep | 6 Grade Ratios & Proportional Relationships |
| 6 | Standards: 6.RP.1, 6.RP.3a, Daily Information:Teacher provides “today’s ratio”. After completing a few this way, teacher can provide any box on the top row. Teacher provides equivalent ratio application context. (parts recorded in blue)Picking Ratio of the Day:Choose a ratio that can be simplified by division. | Open MathRep | 6 Grade Ratios & Proportional Relationships |
| 6 | Standards: 6.NS.6b, 6.NS.6c, 6.NS.8Daily Information:Teacher provides the x and y values and the points to find the distance between Picking x and y values of the day:Teacher needs to provide two ordered pairs with the same x or y value (in order to find the distance in the last box) | Open MathRep | 6 Grade The Number System |
| 6 | Standards: 6.NS.6b, 6.NS.6c, 6.NS.8Daily Information:Teacher provides the x and y values and the points to find the distance between (values in blue)Picking x and y values of the day:Teacher needs to provide two ordered pairs with the same x or y value (in order to find the distance in the last box) | Open MathRep | 6 Grade The Number System |
| 6 | Make copies for collaborative groups of 2-4 students. Students work on the examples in each of the circles and discuss the relationship of multiplication and division of whole numbers and decimals to the model in the rectangle. Students present their responses after coming to consensus with their answers. Classmates are then able to challenge answers if not in agreement, justifying their reasons for a challenge. Post completed work around the room. | Open MathRep | Other Math Topic |
| 6 | Print the gameboard on cardstock and laminate. Use small game pieces or pony beads as markers. Each player puts a marker on the Start. Put the cards in a pile face down on the cards space. The first player picks the top card and calculates the equation. The answer is the number of spaces that the player moves forward. Play continues with each player picking a card, telling the answer and moving forward that number of spaces. The winner is the first person to reach the finish. | Open MathRep | Other Math Topic |
| 6 | Print the gameboard on cardstock and laminate. Use small game pieces or pony beads as markers. Each player puts a marker on the Start. Put the cards in a pile face down on the cards space. The first player picks the top card and calculates the equation. The answer is the number of spaces that the player moves forward. Play continues with each player picking a card, telling the answer and moving forward that number of spaces. The winner is the first person to reach the finish. | Open MathRep | Other Math Topic |
| 6 | Word problem, word problems | Open MathRep | Other Math Topic |
| 6 | Word problem, word problems | Open MathRep | Other Math Topic |
| 7 | Decimal, decimals, percent, percentage, compare decimals, graph percent, graph percentage, graph decimal, graph decimals | Open MathRep | Other Math Topic |
| 7 | Ratios, proportions, ratios & proportions, unit ratio, unit ratios, | Open MathRep | Other Math Topic |
| 7 | Ratios, ratio, proportion, proportions, ratios & proportions, graph ratios, graph proportions | Open MathRep | Other Math Topic |
| 7 | Print this page out in paper format, and you may give them a digital version later. Modeling how students should answer each section may take a few reps. Once students are ready to “play” give them 10 minutes to figure out. STRESS this is NOT a timed test, the timer is only to limit our time so we don’t spend an entire period doing it. We learn in small chunks over time, especially in skills. If there are any questions connect with me online, and thank you for your time.Equivalent ratios, equivalent ratio, ratio, ratios | Open MathRep | Other Math Topic |
| 7 | Print this page out in paper format, and you may give them a digital version later. Modeling how students should answer each section may take a few reps. Once students are ready to “play” give them 10 minutes to figure out. STRESS this is NOT a timed test, the timer is only to limit our time so we don’t spend an entire period doing it. We learn in small chunks over time, especially in skills. If there are any questions connect with me online, and thank you for your time.Ratios, ratio, equivalent ratios, compare unit rates, | Open MathRep | Other Math Topic |
| 7 | Rational numbers, plot rational numbers, plot numbers, addition, subtraction, add, subtract, divide, division, multiply, multiplication, equivalent expression, equivalent expressions | Open MathRep | Other Math Topic |
| 7 | Ratios & proportions, ratio, ratios, proportion, proportions, unit rate, unit rates, complex fraction | Open MathRep | Other Math Topic |
| 7 | Signed numbers, add addition, multiply, multiplication, subtract, subtraction, divide, division, | Open MathRep | Other Math Topic |
| 7 | Rational numbers, | Open MathRep | Other Math Topic |
| 7 | 7.EE.A.1 Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients.7.EE.B.3Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations as strategies to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. | Open MathRep | 7 Grade Expressions & Equations |
| 7 | 7.EE.A.1 Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients.7.EE.B.3Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations as strategies to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. | Open MathRep | 7 Grade Expressions & Equations |
| 8 | Rational number, rational numbers, slope, equivalent triangles | Open MathRep | Other Math Topic |
| 8 | Rate comparison, unit rate, slope, equivalent triangles, change in y/change in x, average value | Open MathRep | Other Math Topic |
| 8 | Rate comparison, unit rate, slope, equivalent triangles, change in y/change in x, average value | Open MathRep | Other Math Topic |
| 8 | Parallel lines, transversals, geometry, supplementary, congruent, angle pairs | Open MathRep | Other Math Topic |
| 8 | Slope, graph, graphing, compare points | Open MathRep | Other Math Topic |
| 8 | Slope, graph, graphing, compare points | Open MathRep | Other Math Topic |
| 8 | Slope, graph, graphing, compare points | Open MathRep | Other Math Topic |
| 8 | Parallel lines, transversals, geometry, supplementary, congruent, angle pairs | Open MathRep | Other Math Topic |
| 8 | Parallel lines, transversals, geometry, supplementary, congruent, angle pairs | Open MathRep | Other Math Topic |
| 8 | Parallel lines, transversals, geometry, supplementary, congruent, angle pairs | Open MathRep | Other Math Topic |
| 8 | Parallel lines, transversals, geometry, supplementary, congruent, angle pairs | Open MathRep | Other Math Topic |
| 8 | Parallel lines, transversals, geometry, supplementary, congruent, angle pairs | Open MathRep | Other Math Topic |
| 8 | 8.G.1.a8.G.1.b8.G.1.c8.G.28.G.3 | Open MathRep | 8 Grade Geometry |
| 8 | 8.G.1.a8.G.1.b8.G.1.c8.G.28.G.3 | Open MathRep | 8 Grade Geometry |
| 8 | 7.EE.A.1 Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients.7.EE.B.3Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations as strategies to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. | Open MathRep | 7 Grade Expressions & Equations |
| 8 | 7.EE.A.1 Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients.7.EE.B.3Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations as strategies to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation. | Open MathRep | 7 Grade Expressions & Equations |
| 0 | Standards: K.CC.A.1K.CC.A.3K.OA.A.1 | Open MathRep | K Grade Counting & Cardinality |
| 0 | Standards: K.CC.A.1K.CC.A.3K.OA.A.1 | Open MathRep | K Grade Counting & Cardinality |
| 0 | Standards: K.CC.A.1K.CC.A.3K.OA.A.1 | Open MathRep | K Grade Counting & Cardinality |
| 0 | Standards: K.CC.A.1K.CC.A.3K.OA.A.1 | Open MathRep | K Grade Counting & Cardinality |
| 0 | Standards: K.CC.A.1K.CC.A.3K.OA.A.1K.NBT.A.1 | Open MathRep | K Grade Counting & Cardinality |
| 0 | Standards: K.CC.A.1K.CC.A.3K.OA.A.1K.NBT.A.1 | Open MathRep | K Grade Counting & Cardinality |
| 0 | Standards: K.CC.A.1K.CC.A.3K.OA.A.1 | Open MathRep | K Grade Counting & Cardinality |
| 0 | Standards: K.CC.A.1K.CC.A.3K.OA.A.1 | Open MathRep | K Grade Counting & Cardinality |
| 0 | Standards: K.CC.A.1K.CC.A.3K.OA.A.1In the ‘Build it’ box, have students use connecting cubes and place them in the box | Open MathRep | K Grade Counting & Cardinality |
| 0 | Standards: K.CC.A.1K.CC.A.2K.CC.A.3K.OA.A.1In the ‘Build it’ box, have students use connecting cubes and place them in the box | Open MathRep | K Grade Counting & Cardinality |
| 0 | Standards: K.CC.A.1K.CC.A.2K.CC.A.3K.OA.A.1In the ‘Build it’ box, have students use connecting cubes and place them in the box | Open MathRep | K Grade Counting & Cardinality |
| 0 | Standards: K.CC.A.1K.CC.A.2K.CC.A.3K.OA.A.1 | Open MathRep | K Grade Counting & Cardinality |
| 0 | Standards: K.CC.A.1K.CC.A.2K.CC.A.3K.OA.A.1 | Open MathRep | K Grade Counting & Cardinality |
| 0 | Standards: K.CC.A.1K.CC.A.2K.CC.A.3K.OA.A.1K.OA.A.5 | Open MathRep | K Grade Counting & Cardinality |
| 0 | Standards: K.CC.A.1K.CC.A.2K.CC.A.3K.OA.A.1K.OA.A.5 | Open MathRep | K Grade Counting & Cardinality |
| 0 | Standards: K.CC.A.1K.CC.A.2K.CC.A.3K.OA.A.1K.OA.A.5 | Open MathRep | K Grade Counting & Cardinality |
| 0 | Standards: K.CC.A.1K.CC.A.2K.CC.A.3K.OA.A.1K.OA.A.5 | Open MathRep | K Grade Counting & Cardinality |
| 0 | Standards: K.CC.A.1K.CC.A.2K.CC.A.3K.OA.A.1K.OA.A.5 | Open MathRep | K Grade Counting & Cardinality |
| 0 | Standards: K.CC.A.1K.CC.A.2K.CC.A.3K.OA.A.1K.OA.A.5 | Open MathRep | K Grade Counting & Cardinality |
| 0 | Game Board Option: With a pencil and a paper clip, partners take turns spinning. Laminate gameboard. Have students have a whiteboard available to work out problems. Daily Number Paper: Each student has 1 in a plastic sleeve to record answers. Partners need to check each other! | Open MathRep | Other Math Topic |
| 0 | Game Board Option: With a pencil and a paper clip, partners take turns spinning. Laminate gameboard. Have students have a whiteboard available to work out problems. Daily Number Paper: Each student has 1 in a plastic sleeve to record answers. Partners need to check each other! | Open MathRep | Other Math Topic |
| 0 | Font by fontmeme.comCalendarMoneyCoinsWeatherTally marksTensOnesTens frame | Open MathRep | Other Math Topic |
| 0 | Font by fontmeme.comCalendarMoneyCoinsWeatherTally marksTensOnesTens frame | Open MathRep | Other Math Topic |
| 0 | Font by fontmeme.comCalendarMoneyCoinsWeatherTally marksTensOnesTens frame | Open MathRep | Other Math Topic |
| 0 | Number Path | Open MathRep | Other Math Topic |
| 0 | Number path 1-10 | Open MathRep | Other Math Topic |
| 0 | Number path 1-10With addition and subtraction | Open MathRep | Other Math Topic |
| 0 | Number path 1-20 | Open MathRep | Other Math Topic |
| 0 | Number path 1-10With addition and subtraction | Open MathRep | Other Math Topic |
| 1 | Standards:1.NBT.A.1 | Open MathRep | 1 Grade Number & Operations in Base Ten |
| 1 | Standards:1.NBT.A.1 | Open MathRep | 1 Grade Number & Operations in Base Ten |
| 1 | Beginning of year, numbers to 10This is meant for the beginning of the year. Work with numbers to 10. *Number Sense can be done with the number sentence by having the Number of the Day as an adden or the sum depending on students’ needs and levels.Standards:1.NBT.A.11.NBT.C.4 | Open MathRep | 1 Grade Number & Operations in Base Ten |
| 1 | Beginning of year, numbers to 10This is meant for the beginning of the year. Work with numbers to 10. *Number Sense can be done with the number sentence by having the Number of the Day as an adden or the sum depending on students’ needs and levels.Standards:1.NBT.A.11.NBT.C.4 | Open MathRep | 1 Grade Number & Operations in Base Ten |
| 1 | Game Board Option: With a pencil and a paper clip, partners take turns spinning. Laminate gameboard. Have students have a whiteboard available to work out problems. Daily Number Paper: Each student has 1 in a plastic sleeve to record answers. Partners need to check each other! | Open MathRep | Other Math Topic |
| 1 | Game Board Option: With a pencil and a paper clip, partners take turns spinning. Laminate gameboard. Have students have a whiteboard available to work out problems. Daily Number Paper: Each student has 1 in a plastic sleeve to record answers. Partners need to check each other! | Open MathRep | Other Math Topic |
| 1 | More advanced; numbers to 40. Number line: beginning and end should be on the tens.For > and ______ (initially T supply #, then after time Ss supply #) ____________ < Daily Number Standards:1.NBT.A.11.NBT.B.31.NBT.C.41.NBT.C.51.NBT.C.61.OA.B.31.OA.B.41.OA.C.51.OA.C.6 | Open MathRep | 4 Grade Number & Operations in Base Ten |
| 1 | This one is best when printing.More advanced; numbers to 40. Number line: beginning and end should be on the tens.For > and ______ (initially T supply #, then after time Ss supply #) ____________ < Daily Number Standards:1.NBT.A.11.NBT.B.31.NBT.C.41.NBT.C.51.NBT.C.61.OA.B.31.OA.B.41.OA.C.51.OA.C.6 | Open MathRep | 4 Grade Number & Operations in Base Ten |
| 1 | More advanced; numbers to 40. Number line: beginning and end should be on the tens.For > and ______ (initially T supply #, then after time Ss supply #) ____________ < Daily Number Standards:1.NBT.A.11.NBT.B.31.NBT.C.41.NBT.C.51.NBT.C.61.OA.B.31.OA.B.41.OA.C.51.OA.C.6 | Open MathRep | 4 Grade Number & Operations in Base Ten |
| 1 | Place the 2 numbers that are to be added or subtracted in the top left portion (addends/minuend or subtrahend).Standards:CCSS.MATH.CONTENT.1.OA.C.5 (if adding by 2’s, 5’s, or 10’s)CCSS.MATH.CONTENT.1.OA.C.6CCSS.MATH.CONTENT.1.NBT.B.2CCSS.MATH.CONTENT.1.NBT.B.2.ACCSS.MATH.CONTENT.1.NBT.B.2.BCCSS.MATH.CONTENT.1.NBT.C.4 | Open MathRep | Other Math Topic |
| 1 | Place the 2 numbers that are to be added or subtracted in the top left portion (addends/minuend or subtrahend).Standards:CCSS.MATH.CONTENT.1.OA.C.5 (if adding by 2’s, 5’s, or 10’s)CCSS.MATH.CONTENT.1.OA.C.6CCSS.MATH.CONTENT.1.NBT.B.2CCSS.MATH.CONTENT.1.NBT.B.2.ACCSS.MATH.CONTENT.1.NBT.B.2.BCCSS.MATH.CONTENT.1.NBT.C.4 | Open MathRep | Other Math Topic |
| 1 | Game Board Option: With a pencil and a paper clip, partners take turns spinning. Laminate gameboard. Have students have a whiteboard available to work out problems. Daily Number Paper: Each student has 1 in a plastic sleeve to record answers. Partners need to check each other! | Open MathRep | Other Math Topic |
| 1 | Standards1.OA.B.31.OA.C.51.OA.C.61.OA.D.7 | Open MathRep | 1 Grade Operations & Algebraic Thinking |
| 1 | Standards1.OA.B.31.OA.C.51.OA.C.61.OA.D.7 | Open MathRep | 1 Grade Operations & Algebraic Thinking |
| 1 | Standards1.OA.B.31.OA.C.51.OA.C.61.OA.D.7 | Open MathRep | 1 Grade Operations & Algebraic Thinking |
| 1 | Standards1.OA.B.31.OA.C.51.OA.C.61.OA.D.7 | Open MathRep | 1 Grade Operations & Algebraic Thinking |
| 1 | Standards:1.NBT.A.11.NBT.B.21.NBT.B.2.A1.NBT.B.2.B1.NBT.B.2.C1.NBT.C.5 | Open MathRep | 1 Grade Number & Operations in Base Ten |
| 1 | Standards:1.NBT.A.11.NBT.B.21.NBT.B.2.A1.NBT.B.2.B1.NBT.B.2.C1.NBT.C.5 | Open MathRep | 1 Grade Number & Operations in Base Ten |
| 1 | Standards:1.NBT.A.11.NBT.B.21.NBT.B.2.A1.NBT.B.2.B1.NBT.B.2.C1.NBT.C.5This one varies in that student count by 10s forward and backwards with the number of the day | Open MathRep | 1 Grade Number & Operations in Base Ten |
| 1 | Standards:1.NBT.A.11.NBT.B.21.NBT.B.2.A1.NBT.B.2.B1.NBT.B.2.C1.NBT.B.3 | Open MathRep | 1 Grade Number & Operations in Base Ten |
| 1 | To use the spinner, open this in 'present' mode or click image and the link. You will be taken to a new window to spin.Spin the spinner 2 times to get digits. It’s okay if the same digit appears twice. Students can arrange the 2 digits in any order to create 2 2 digit numbers. Standards:1.NBT.A.11.NBT.B.21.NBT.B.2.A1.NBT.B.2.B1.NBT.B.2.C1.NBT.B.3 | Open MathRep | 2 Grade Number & Operations in Base Ten |
| 1 | Standards:1.NBT.A.11.NBT.B.21.NBT.B.2.A1.NBT.B.2.B1.NBT.B.2.C1.NBT.B.3 | Open MathRep | 1 Grade Number & Operations in Base Ten |
| 1 | CalendarMoneyCoinsWeatherTally marksTensOnesTens frame | Open MathRep | Other Math Topic |
| 1 | CalendarMoneyCoinsWeatherTally marksTensOnesTens frame | Open MathRep | Other Math Topic |
| 1 | Number path 1-10 | Open MathRep | Other Math Topic |
| 1 | Number path 1-10With addition and subtraction | Open MathRep | Other Math Topic |
| 1 | Number path 1-20 | Open MathRep | Other Math Topic |
| 1 | Number path 1-10With addition and subtraction | Open MathRep | Other Math Topic |
| 1 | Number path 21-40With addition and subtraction | Open MathRep | Other Math Topic |
| 1 | Standards:1.OA.A.1 | Open MathRep | 1 Grade Operations & Algebraic Thinking |
| 1 | Standards:1.OA.A.1 | Open MathRep | 1 Grade Operations & Algebraic Thinking |
| 1 | Standards:1.OA.A.1 | Open MathRep | 1 Grade Operations & Algebraic Thinking |
| 2 | Print this page out in paper format, and you may give them a digital version later. Modeling how students should answer each section may take a few reps. Once students are ready to “play” give them 10 minutes to figure out. STRESS this is NOT a timed test, the timer is only to limit our time so we don’t spend an entire period doing it. We learn in small chunks over time, especially in skills. If there are any questions connect with me online, and thank you for your time. Credit: Jeremiah Ruesch2.NBT.A.12.NBT.A.1.A2.NBT.A.22.NBT.A.32.NBT.B.92.OA.C.32.OA.C.4 | Open MathRep | 1 Grade Number & Operations in Base Ten |
| 2 | Print this page out in paper format, and you may give them a digital version later. Modeling how students should answer each section may take a few reps. Once students are ready to “play” give them 10 minutes to figure out. STRESS this is NOT a timed test, the timer is only to limit our time so we don’t spend an entire period doing it. We learn in small chunks over time, especially in skills. If there are any questions connect with me online, and thank you for your time. Credit: Jeremiah Ruesch2.NBT.A.12.NBT.A.1.A2.NBT.A.22.NBT.A.32.NBT.B.92.OA.C.32.OA.C.4 | Open MathRep | 1 Grade Number & Operations in Base Ten |
| 2 | 2.NBT.A.12.NBT.A.1.A2.NBT.A.32.NBT.B.82.OA.C.32.MD.C.8 | Open MathRep | 2 Grade Number & Operations in Base Ten |
| 2 | 2.NBT.A.12.NBT.A.1.A2.NBT.A.32.NBT.B.82.OA.C.32.MD.C.8 | Open MathRep | 2 Grade Number & Operations in Base Ten |
| 2 | 2.NBT.A.12.NBT.A.1.A2.NBT.A.32.NBT.B.82.OA.C.32.MD.C.8 | Open MathRep | 2 Grade Number & Operations in Base Ten |
| 2 | 2.NBT.A.12.NBT.A.1.A2.NBT.A.32.NBT.B.72.NBT.B.82.OA.C.32.MD.C.8 | Open MathRep | 2 Grade Number & Operations in Base Ten |
| 2 | 2.NBT.A.12.NBT.A.1.A2.NBT.A.32.NBT.B.72.NBT.B.82.OA.C.32.MD.C.8 | Open MathRep | 2 Grade Number & Operations in Base Ten |
| 2 | 2.NBT.A.12.NBT.A.1.A2.NBT.A.32.NBT.B.72.NBT.B.82.OA.C.32.MD.C.8 | Open MathRep | 2 Grade Number & Operations in Base Ten |
| 2 | 2.NBT.A.22.NBT.A.32.NBT.B.82.MD.C.8 | Open MathRep | 2 Grade Number & Operations in Base Ten |
| 2 | 2.NBT.A.22.NBT.A.32.NBT.B.82.MD.C.8 | Open MathRep | 2 Grade Number & Operations in Base Ten |
| 2 | 2.MD.C.82.NBT.A.12.NBT.A.1.A2.NBT.A.1.B2.NBT.A.3 | Open MathRep | 2 Grade Measurement & Data |
| 2 | 2.MD.C.82.NBT.A.12.NBT.A.1.A2.NBT.A.1.B2.NBT.A.3 | Open MathRep | 2 Grade Measurement & Data |
| 2 | 2.NBT.B.72.MD.D.10 | Open MathRep | 2 Grade Number & Operations in Base Ten |
| 2 | 2.NBT.B.72.MD.D.10 | Open MathRep | 2 Grade Number & Operations in Base Ten |
| 2 | Reason with shapes and their attributes.CCSS.MATH.CONTENT.3.G.A.12.G.A.12.G.A.22.G.A.3 | Open MathRep | Other Math Topic |
| 2 | Reason with shapes and their attributes.CCSS.MATH.CONTENT.3.G.A.12.G.A.12.G.A.22.G.A.3 | Open MathRep | Other Math Topic |
| 2 | Reason with shapes and their attributes.CCSS.MATH.CONTENT.3.G.A.12.G.A.12.G.A.3 | Open MathRep | Other Math Topic |
| 2 | Reason with shapes and their attributes.CCSS.MATH.CONTENT.3.G.A.12.G.A.12.G.A.3 | Open MathRep | Other Math Topic |
| 2 | To use the spinner, open this in 'present' mode or click image and the link. You will be taken to a new window to spin.Spin the spinner 3 times to get digits. It’s okay if the same digit appears twice. Students can arrange the 3 digits in any order to create 2 3 digit numbers. 2.NBT.A.12.NBT.A.1.A2.NBT.A.1.B2.NBT.A.32.NBT.A.4 | Open MathRep | 3 Grade Number & Operations in Base Ten |
| 2 | To use the spinner, open this in 'present' mode or click image and the link. You will be taken to a new window to spin.Spin the spinner 3 times to get digits. It’s okay if the same digit appears twice. Students can arrange the 3 digits in any order to create 2 3 digit numbers. 2.NBT.A.12.NBT.A.1.A2.NBT.A.1.B2.NBT.A.32.NBT.A.4 | Open MathRep | 3 Grade Number & Operations in Base Ten |
| 2 | Print this page out in paper format, and you may give them a digital version later. Modeling how students should answer each section may take a few reps. Once students are ready to “play” give them 10 minutes to figure out. STRESS this is NOT a timed test, the timer is only to limit our time so we don’t spend an entire period doing it. We learn in small chunks over time, especially in skills. If there are any questions connect with me online, and thank you for your time.2.NBT.A.12.NBT.A.1.A2.NBT.A.22.NBT.A.32.NBT.B.92.OA.C.3 | Open MathRep | 1 Grade Number & Operations in Base Ten |
| 2 | Print this page out in paper format, and you may give them a digital version later. Modeling how students should answer each section may take a few reps. Once students are ready to “play” give them 10 minutes to figure out. STRESS this is NOT a timed test, the timer is only to limit our time so we don’t spend an entire period doing it. We learn in small chunks over time, especially in skills. If there are any questions connect with me online, and thank you for your time.2.NBT.A.12.NBT.A.1.A2.NBT.A.22.NBT.A.32.NBT.B.92.OA.C.3 | Open MathRep | 1 Grade Number & Operations in Base Ten |
| 2 | 2.NBT.A.12.NBT.A.3.2.NBT.A.42.NBT.B.52.NBT.B.7 | Open MathRep | 2 Grade Number & Operations in Base Ten |
| 2 | 2.NBT.A.12.NBT.A.3.2.NBT.A.42.NBT.B.52.NBT.B.7 | Open MathRep | 2 Grade Number & Operations in Base Ten |
| 2 | Use for RTI for students still working on fact fluency (2.OA.2a and b) but also needing to add and subtract three digit numbers (3.NBT.2a and b) with some comparison thrown in (2.NBT.4)Use a ten sided die to roll the digits.The basic subtraction problem could be interpreted as the largest and smallest sum or use the largest and smallest digits. | Open MathRep | 2 Grade Operations & Algebraic Thinking |
| 2 | Use for RTI for students still working on fact fluency (2.OA.2a and b) but also needing to add and subtract three digit numbers (3.NBT.2a and b) with some comparison thrown in (2.NBT.4)Use a ten sided die to roll the digits.The basic subtraction problem could be interpreted as the largest and smallest sum or use the largest and smallest digits. | Open MathRep | 2 Grade Operations & Algebraic Thinking |
| 2 | For this activity, students spin the spinner or teacher assigns a 3 digit number and a 2 digit number to be added together. The student solves the problem. Space is given to solve and write a word problem that relates to the equation.2.OA.C.32.NBT.B.72.NBT.B.9Find the missing sum | Open MathRep | 3 Grade Operations & Algebraic Thinking |
| 2 | For this activity, students spin the spinner or teacher assigns a 3 digit number and a 2 digit number to be added together. The student solves the problem. Space is given to solve and write a word problem that relates to the equation.2.OA.C.32.NBT.B.72.NBT.B.9Find the missing sum | Open MathRep | 3 Grade Operations & Algebraic Thinking |
| 2 | For this activity, students spin the spinner or teacher assigns a 3 digit number and a 2 digit number to be added together. 2.OA.C.32.NBT.B.72.NBT.B.9Find the missing (2nd) adden | Open MathRep | 3 Grade Operations & Algebraic Thinking |
| 2 | For this activity, students spin the spinner or teacher assigns a 3 digit number and a 2 digit number to be added together. 2.OA.C.32.NBT.B.72.NBT.B.9Find the missing (2nd) adden | Open MathRep | 3 Grade Operations & Algebraic Thinking |
| 2 | For this activity, students spin the spinner or teacher assigns a 3 digit number and a 2 digit number to be added together. 2.OA.C.32.NBT.B.72.NBT.B.9Find the missing (1st) adden | Open MathRep | 3 Grade Operations & Algebraic Thinking |
| 2 | For this activity, students spin the spinner or teacher assigns a 3 digit number and a 2 digit number to be added together. 2.OA.C.32.NBT.B.72.NBT.B.9Find the missing (1st) adden | Open MathRep | 3 Grade Operations & Algebraic Thinking |
| 2 | 2.MD.C.7Start with 1 time and change the time accordingly | Open MathRep | 2 Grade Measurement & Data |
| 2 | 2.MD.C.7Start with 1 time and change the time accordingly | Open MathRep | 2 Grade Measurement & Data |
| 2 | 2.MD.C.7Start with 1 time and change the time accordingly | Open MathRep | 2 Grade Measurement & Data |
| 2 | 2.MD.C.7Start with 1 time and change the time accordingly | Open MathRep | 2 Grade Measurement & Data |
| 2 | 2.OA.A.12.MD.C.8 | Open MathRep | 2 Grade Operations & Algebraic Thinking |
| 2 | 2.OA.A.12.MD.C.8 | Open MathRep | 2 Grade Operations & Algebraic Thinking |
| 2 | 2.OA.A.12.MD.C.8 | Open MathRep | 2 Grade Operations & Algebraic Thinking |
| 1 | 🍐 This is a Pear Deck Drawing Slide 🍐 To edit the type of question, go back to the "Ask Students a Question" in the Pear Deck sidebar. | Open MathRep | Other Math Topic |
| 1 | 🍐 This is a Pear Deck Draggable™ Slide. 🍐 To edit the type of question, go back to the "Ask Students a Question" in the Pear Deck sidebar. | Open MathRep | Other Math Topic |
| 1 | 🍐 This is a Pear Deck Drawing Slide 🍐 To edit the type of question, go back to the "Ask Students a Question" in the Pear Deck sidebar. | Open MathRep | Other Math Topic |
| 1 | 🍐 This is a Pear Deck Drawing Slide 🍐 To edit the type of question, go back to the "Ask Students a Question" in the Pear Deck sidebar. | Open MathRep | Other Math Topic |
| 1 | 🍐 This is a Pear Deck Drawing Slide 🍐 To edit the type of question, go back to the "Ask Students a Question" in the Pear Deck sidebar. | Open MathRep | Other Math Topic |
| 1 | 🍐 This is a Pear Deck Drawing Slide 🍐 To edit the type of question, go back to the "Ask Students a Question" in the Pear Deck sidebar. | Open MathRep | Other Math Topic |
| 1 | 🍐 This is a Pear Deck Drawing Slide 🍐 To edit the type of question, go back to the "Ask Students a Question" in the Pear Deck sidebar. | Open MathRep | Other Math Topic |
| 1 | 🍐 This is a Pear Deck Drawing Slide 🍐 To edit the type of question, go back to the "Ask Students a Question" in the Pear Deck sidebar. | Open MathRep | Other Math Topic |
| 1 | Question #5 is slightly different | Open MathRep | Other Math Topic |
| K - 12 | Number talk Image from ntimages.weebly.com | Open MathRep | Other Math Topic |
| K - 12 | Number talk Image from ntimages.weebly.com | Open MathRep | Other Math Topic |