Worksheets and Whiteboard Resources for Elementary Math
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Math Topics K 5 Using and Applying Math Puzzles

Grade 3 (3.G.A.1) Reason with shapes and their attributes.
Ages 8 - 9

Carroll Diagram (2D)

SUPPORTS 3.G.A.1: Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.

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Grade 3 (3.OA.C.7) Multiply and divide within 100.
Ages 8 - 10

Frog Venn Diagram

SUPPORTS 3.OA.C.7: Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.

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Grade 4 (4.G.A.1) Draw and identify lines and angles, and classify shapes by properties of their lines and angles.
Ages 8 - 10

Perpendicular Pruning

MEETS 4.G.A.1: Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.

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Grade 4 (4.OA.A.3) Use the four operations with whole numbers to solve problems.
Ages 8 - 10

Mystery Number

SUPPORTS 4.OA.A.3: Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.

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Grade 4 (4.OA.C.5) Generate and analyze patterns.
Ages 10 - 11

Baffling Beads

SUPPORTS 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.

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