Search every subject world, from Preschool to Grade 12. The first five courses of every subject path are free.
17 courses
Mathematics · Grade 2
Learners add within 100 and then within 1,000 by adding hundreds to hundreds, tens to tens and ones to ones, making a new ten or a new hundred when a place gets full. They add up to four two-digit numbers by looking for friendly pairs, explain why their strategies work, and check answers by estimating.
Mathematics · Grade 2
When there are not enough ones to take away, trade a ten for ten ones. Learners subtract within 100 and then within 1,000 with base-ten models, including tricky numbers with zeros such as 403 − 158, use counting up as a second strategy, and check every subtraction with addition.
Mathematics · Grade 2
Learners solve story problems within 100 by drawing bar (tape) diagrams and writing equations with a symbol for the unknown, wherever the unknown is, including tricky compare stories. They plan and solve two-step problems, then check that their answers make sense in the story.
Mathematics · Grade 2
Four plates with 3 cookies each: learners make and recognise equal groups, find totals by skip counting and repeated addition, and organise objects into arrays of rows and columns (up to 5 by 5). They write repeated-addition equations by rows and by columns and discover that both give the same total, the foundation for multiplication in Grade 3.
Mathematics · Grade 2
Learners name triangles, quadrilaterals, pentagons and hexagons by counting sides and angles and describe cubes by their faces. They split rectangles into rows and columns of same-size squares and count them, and split circles and rectangles into halves, thirds and fourths, discovering that equal shares of the same whole do not have to be the same shape.
Mathematics · Grade 3
Learners revisit place value to 1,000 and then learn to round numbers to the nearest ten and the nearest hundred by deciding which multiple a number is closer to on a number line. They use the halfway rule, avoid the 'round twice' trap, and use rounding to make sensible estimates in real situations.
Mathematics · Grade 3
Learners become fluent with addition and subtraction within 1,000: they connect base-ten models to the written column method (regrouping in each place), subtract across zeros, choose smart strategies such as adjusting 398 to 400 or counting up, check with the inverse operation, and use rounding to judge whether an answer is reasonable.
Mathematics · Grade 3
Multiplication is a fast way to count equal groups. Learners read 5 × 7 as '5 groups of 7', represent products with equal groups, arrays and equal jumps on a number line, and solve story problems about bags, rows and lengths, explaining what each number in the equation means.
Mathematics · Grade 3
Division answers two different questions: how many in each share, and how many groups. Learners share objects equally, make groups of a given size, connect both meanings to the division sign, solve divisions by thinking of the missing factor in a multiplication, and decide which meaning fits each story problem.
Mathematics · Grade 3
Learners use the properties of multiplication as tools: turn-around facts and the rules for 0 and 1, grouping three factors in a helpful order, and breaking a hard fact into two easier facts with an array (8 × 7 = 8 × 5 + 8 × 2). They then build efficient strategies such as doubling and 'ten groups minus one group' for nines.
Mathematics · Grade 3
Learners become fluent with multiplication and division facts within 100 by using known facts and strategies, find unknown numbers in any position of a multiplication or division equation, and multiply one-digit numbers by multiples of ten (4 × 70 = 280) by thinking in tens. Fluency means accurate and strategic, never timed.
Mathematics · Grade 3
Learners plan and solve two-step word problems with any of the four operations, write equations with a letter for the unknown, and check that answers are reasonable by estimating. They then hunt for patterns in the addition and multiplication tables and explain why patterns such as 'four times any number is even' must always be true.
Mathematics · Grade 3
Learners discover that a fraction names equal parts of one whole, build non-unit fractions from unit fractions, and then see that every fraction is also a number with its own place on the number line. A garden-trail scene checks that the idea transfers to a new kind of whole.
Mathematics · Grade 3
Building on fractions as numbers on a line, learners discover that different fractions can name the same amount (1/2 = 2/4 = 4/8), write whole numbers as fractions (4/4 = 1, 3 = 3/1), and compare fractions that share a numerator or a denominator by reasoning about the size of the parts. A pizza puzzle shows why comparisons only make sense for the same whole.
Mathematics · Grade 3
Area is the number of unit squares that cover a shape; perimeter is the distance around it. Learners tile rectangles and connect tiling to multiplying side lengths, split rectangles and L-shapes into parts, find perimeters (including a missing side), and discover that shapes with the same perimeter can have different areas.
Mathematics · Grade 3
Learners tell time to the minute and find elapsed time on a number line, estimate and solve problems with grams, kilograms and liters, read scaled picture graphs and bar graphs where one symbol stands for several, and show lengths measured to the nearest half or quarter inch on a line plot.
Mathematics · Grade 3
Learners sort quadrilaterals into categories by their attributes (rhombuses, rectangles, squares and others), discover that one shape can belong to several categories (every square is a rectangle and a rhombus), split shapes into parts of equal area named by unit fractions, and practise writing mathematical explanations with a claim, a reason and an example or counterexample.
