GeoGebra Resources for Wayne Township
LAST UPDATED: 5/10/19
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.
Note for non-Hoosiers: The strand names are taken from the Indiana Academic Standards, which are similar but not identical to Common Core State Standards.
Recently added materials
(3rd-4th grade) Use this simple applet to compare two fractions. Adjust the denominators, then drag the point to whatever fraction you're interested in. The points (and number text) will turn purple when the fractions are equivalent.
(3rd & 5th grade) Enter two whole numbers, then move the slider to see what happens when each is the dividend and divisor. (Works better with smaller numbers). Meant to help students understand the significance of dividend and divisor, including situations where the quotient would be a fraction.
(Game with 1st-4th grade math, depending on settings) A 2-player, GeoGebra version of Sara VanDerWerf's game. You will place (up to) 25 numbers in the grid. You score by placing (by clicking) matching numbers in adjacent squares. Decide whether you want to play a timed or untimed game, and whether you'd like the scores to be calculated by sums or products. See Sara's blog post for more information.
(Kindergarten) See numbers 0 - 20 expressed in ten frames, base 10 blocks, number line, and numerals. Intended to help students see the significance of a group of ten across representations. "How does this show us a group of ten? How does it show us the ones place?"
(K - 2nd grade) Enter any number of hundreds, tens, and ones to see that number drawn in any of three ways. One way of using this is to help students see the difference between a digit and its value. For example, a student might say the number 63 has 60 tens and 3 ones. If you enter that in this applet, you can see a number represented as...
- 60 tens and 3 ones ("How I typed it")
- 6 hundreds and 3 ones ("Standard place value")
- 603 ones ("All ones")
(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.
(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).
(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.
(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?"