GeoGebra Resources for Wayne Township


Most of these resources are designed to be used whole-class or small group, with a teacher-facilitated discussion. They are not designed to be used by individual students on a device, although that might be appropriate under certain conditions.

All resources shared here were created with GeoGebra (Classic 5) by John Ulbright. For questions, comments, instructional ideas, or suggestions, please send John an email or tweet (@julbright).

Note for non-Hoosiers: The strand names are taken from the Indiana Academic Standards, which are based upon but not identical to Common Core State Standards.

Recently added materials

(1st - 2nd grade) This is meant to help students see the relationship between coins and numbers. Begin the discussion by asking them what they notice as you cycle through the different versions of splitting up the 100 (controlled by the "Switcher" slider). The work to make connections between the bundles/groups and various coins. See right for a potential prompt.

(5th grade) Designed to accompany this Open Middle-style task. Can you arrange the 9 numbers to maximize (or minimize) the total area of the four shapes? Can you make the areas as equal as possible?

(3rd - 4th Grade) Use this resource to explore various fraction relationships, particularly how fractions can be composed and decomposed and the relationship between improper and mixed number forms. Make predictions about the result of a "little jump" (a unit fraction) and a "big jump" (a whole).

(Pre-K and K) A simple tool to develop understanding of numbers and relationships. Use this for number talks and many other activities.

(3rd - 6th Grade) This resource is intended to get students to use proportional reasoning to estimate quotients. Use the sliders to generate random dividends and divisors, or input your own numbers. Start by dragging the numbers to the correct locations, then predict the number of "jumps" to land on the dividend.

(4th Grade) This resource uses an array approach to help students understand the relationship between the mixed number and improper forms of a fraction. Can students figure out the pattern?

(3rd - 5th Grade) This is designed to help students connect division algorithms to the "action" that is actually taking place. As students develop repeated subtraction or partial quotient approaches, use this to support them thinking "What is happening here?" as they represent the problem mathematically and attend to the meaning of the quantities.

(K - 2nd Grade) Explore ideas around equality, decomposition, missing addends, and more! Up the ante by finding the mystery number.

(4th and 5th Grade) This uses an area model approach for multiplication. Use as a tool to support students as they learn multi-digit multiplication, or take an inquiry approach by clicking "Randomize" and working slowly, carefully to figure out the two factors. What's the fewest pieces of information you need?

(3rd - 7th Grade) Use the sliders to adjust the addends, then consider the size of the sum relative to the two bounds you are given. "Would the sum be closer to ___ or ___? How do you know?" As the level of precision increases, the level of mathematical reasoning increases with it. And the GRAND purpose behind this is to get students using an estimation strategy called front-end addition. Consider building this around a central question of "How do we make our estimates more precise?"