Here are five pieces of digital content a teacher might choose from StarrMatica’s library to support and enhance the teaching of: CCSS.MATH.CONTENT.2.MD.D.10 *Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph.*

Students can create and print a bar graph of data they have collected.

Select Hard to help Molly read a bar graph. Choose Really Hard to help Molly answer questions about a bar graph.

Students can create and print a picture graph of data they have collected.

Help the Cybersquad clean up the infection of nasty bugs by using the bugs to create a bar graph.

Students gather data, organize data, and display data while working for a business in this realistic game.

]]>Here are five pieces of digital content a teacher might choose from StarrMatica’s library to support and enhance the teaching of: CCSS.MATH.CONTENT.5.MD.C.4 *Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units.*

Students learn the meaning of volume and how to calculate it with cubes and numbers.

Students find the volume of a rectangular prism using cubes with the help of an animation.

Students create a cube with a chosen width, depth, and height. They can then reveal or hide its volume.

Use this isometric drawing tool to create shapes with different volumes.

Students use calculation to find the volume of food boxes for animals.

]]>

Here are five pieces of digital content a teacher might choose from StarrMatica’s library to support and enhance the teaching of: CCSS.MATH.CONTENT.4.OA.C.5 *Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule “Add 3″ and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way.*

Students learn how to find the core of a pattern and how to solve, shape, picture, symbol, and number patterns with this animated tutorial.

Challenge yourself to complete each pattern of numbers or shapes.

Students learn how to identify and extend a number pattern with an interactive tutorial.

Students use their number pattern know-how to crack the Mission 2110 codes.

Help Digit open the safe by choosing the correct number, color and shape to continue the pattern.

]]>Here are five pieces of digital content a teacher might choose from StarrMatica’s library to support and enhance the teaching of: CCSS.MATH.CONTENT.1.MD.B.3 *Tell and write time in hours and half-hours using analog and digital clocks.*

Students can move the analog clock hands. Then show or reveal the digital time. AM and PM are demonstrated by the screen becoming darker and lighter with a sun and a moon moving across the screen.

Students can watch these tutorials to learn to tell time to the nearest hour and half hour.

Students practice telling time to the nearest hour and half hour on an analog clock.

Students practice telling time to the nearest hour and half hour on a digital clock.

Students race to match each digital and analog time as quickly as they can.

]]>

Here are four pieces of digital content a teacher might choose from StarrMatica’s library to support and enhance the teaching of: CCSS.MATH.CONTENT.K.CC.C.6 *Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.*

Students learn how to compare numbers and objects to learn to identify which is more than, greater than, less than, and equal to.

Students learn to pair two groups of objects to comparison count.

Students help feed pets by choosing the group of food that is more than less than, smaller than, larger than, or greater than.

Who’s Hungry Comparing Treats II

Students help feed pets by choosing the correct symbol (<, >, =) to compare two groups of food.

]]>

Here are five pieces of digital content a teacher might choose from StarrMatica’s library to support and enhance the teaching of: CCSS.MATH.CONTENT.5.G.B.3 Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category.

Students learn the attributes of several shapes, and where they can be found in real life. They then learn how to categorize shapes as parallelograms and quadrilaterals with this animated tutorial.

Share part of a shape with students and ask them to determine all of the categories and subcategories the shape would belong to based on the attribute shown.

Students sort shapes into a Carroll diagram based on their individual and shared attributes.

Students choose a Venn diagram and then sort shapes into it based on their individual and shared attributes.

Students use a cannon to short shapes according to a specific characteristic. A higher order thinking question is asked at the end of each round to help the students draw a conclusion about the relationship between the two groups of shapes.

]]>Here are five pieces of digital content a teacher might choose from StarrMatica’s library to support and enhance the teaching of: CCSS.MATH.CONTENT.4.OA.B.4 *Find all factor pairs for a whole number in the range 1-100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1-100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1-100 is prime or composite.*

The Mystery of the Million Dollar Muffins

Students choose the ingredients marked with multiples of the number mentioned in the recipe for the item they are to bake

Students use a magnifying glass to identify objects that are marked with number prints showing factors, multiples, the greatest common factor, or the least common multiple of the given number(s).

Students select a number and their opponent must find the factors. Then, they switch roles. They can play against the computer or a friend.

The Mystery of the Mixed Up Multiples

Students choose the cup marked with the number that does not belong with the rest of the group to uncover the hidden ball.

Students learn about prime factorization. Then, use what you have learned to replace missing photos in an album by completing factor trees.

]]>Here are five pieces of digital content a teacher might choose from StarrMatica’s library to support and enhance the teaching of: CCSS.MATH.CONTENT.2.NBT.B.8 *Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900.*

Help Farmers Wink and Blink pack apples to send to the farmer’s market by adding a group of ten or taking away a group of ten presented in a ten frame.

Help Farmers Wink and Blink keep track of their hay bales so the animals have enough food for the winter by adding or subtracting 10 bales or 1 bale on the hundreds chart.

Students kick the soccer ball that is labeled with the number that is 10 less than the given number.

Students choose the shell that is labeled with the number that is 10 more than the given number.

Students see how quickly they can add 10 to the target number.

]]>

Here are five pieces of digital content a teacher might choose from StarrMatica’s library to support and enhance the teaching of: CCSS.MATH.CONTENT.1.MD.A.2 *Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. *

Students estimate and then measure how tall objects are with non-standard measuring tools.

Estimate and Measure with Chef Pierre

Students estimate and measure the length of Chef Pierre’s pans using cinnamon rolls.

Students estimate how many of a non-standard measuring tool it takes to measure a larger dinosaur. Then measure to check your estimate.

Students estimate and then measure crystals with non-standard measuring tools.

Read the following books with your students to explore non-standard measuring. In the first book, Several small worms use their varying lengths to measure the vegetables in a garden. In the second book, three friends–Laura, Juan, and Sarah–compete in a sand castle building contest and measure their castles with spoons, shovels, and bare feet.

*Inchworm and A Half* By: Elinor J. Pinczes

*Super Sand Castle Saturday* By: Stuart J. Murphy

Here are five pieces of digital content a teacher might choose from StarrMatica’s library to support and enhance the teaching of: CCSS.MATH.CONTENT.K.CC.B.5 *Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects.*

Students learn how to count objects with this animated tutorial.

Use the objects as counters and arrange them in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration. Or ask your students to choose an object and place a number from 1-20 of them on the mat.

Students count the number of each identified animal in the picture and can immediately check their answers.

Students help Lecky catch a given number of balloons and can immediately check their answers.

Students count the number of a given color of balloon as they float around the screen and can immediately check their answers.

]]>