Math Web Sites
Math Area
Operations & Algebraic Thinking
CCSS.Math.Content.2.OA.B.2
Fluently add and subtract within 20 using
mental strategies.2 By end of Grade 2,
know from memory all sums of two onedigit numbers.
Operations & Algebraic Thinking
CCSS.Math.Content.2.OA.A.1
Use addition and subtraction within 100
to solve one- and two-step word
problems involving situations of adding
to, taking from, putting together, taking
apart, and comparing, with unknowns in
all positions, e.g., by using drawings and
equations with a symbol for the unknown
number to represent the problem.1
Web Site Address
http://www.mathgametime.com/games/
jet-ski-addition-race
http://mrnussbaum.com/best-mathfriends-grades-k-2/
Number & Operations in Base Ten
http://gregtangmath.com/play?game=pl
CCSS.Math.Content.2.NBT.A.1
acevalue
Understand that the three digits of a
three-digit number represent amounts of
Select “Whole Numbers” then 3-place,
hundreds, tens, and ones; e.g., 706 equals
you select Easy or Hard
7 hundreds, 0 tens, and 6 ones.
Features of the Site
 Race your parents or friends jet
skis! Whoever answers correctly
and faster wins the race!
 You may play with up to three
friends! There’s no clock timer!
You race the computer via jet ski
opponents or other live players,
which is MUCH more fun than
watching a clock count up or
down.
If you’re using in the classroom,
let students play in groups against
each other (you can play
classmates up to 4 students).
 I chose this because of the race v.
timer aspect, and because you can
play with other students.
 I also like that students don’t have
to worry about finding the
numbers on a keypad or
keyboard, which trips up many
students. The choices are available
to click with a mouse.
 This is one of the most fun math
games that I played in this
category.
 What a challenge this is! Students
practice
determining
what
operation
to
use,
which
information is relevant and how to
solve in various types of story
problems.
 Published for K-2, younger
students may require assistance
reading the problem and some
modeling to show how to solve
(draw a diagram, write what you
know, etc.).
 Best of all, no timer! Just gradeappropriate word problems to get
your brain sizzling!!
 I chose this game because it was
challenging!
 Try not to get tripped up!
 Students will have to use
knowledge of place value to
answer questions correctly.
 Game asks students indicate how
many tens, ones and hundreds are
in a given number, but you must
be careful! The questions switch
the order when asking how many
ones, tens and hundreds. You
must look carefully and think
before answering!
Math Web Sites
Measurement & Data
http://mrnussbaum.com/cashout/
CCSS.Math.Content.2.MD.C.8
Solve word problems involving dollar
bills, quarters, dimes, nickels, and
pennies, using $ and ¢ symbols
appropriately. Example: If you have 2
dimes and 3 pennies, how many cents do
you have?
Geometry
CCSS.Math.Content.2.G.A.3
Partition circles and rectangles into two,
three, or four equal shares, describe the
shares using the words halves, thirds,
half of, a third of, etc., and describe the
whole as two halves, three thirds, four
fourths. Recognize that equal shares of
identical wholes need not have the same
shape.
http://www.harcourtschool.com/activity
/cross_the_river/
 Practice making change!
 This game is great because it’s
customizable to be easy or
difficult, to show you how much
change to make or to let you
figure it out, and whether or not
to have hints.
 Students practice figuring out
what change to give (optional) and
what bills/coins to select to make
appropriate change.
 The hard level is VERY
challenging!
 I chose this game because of the
variety of ways you can customize
the difficulty.
 This is where the California
raisins went! This little raisin guy
is cute. You will love helping him
get across the river by identifying
fractions in rectangles, circles and
squares.
 When your raisin friend reaches
the other side of the river, you get
a surprise!
 Other sites had more fancy
interactive games (pizza shop,
etc.) but they had more complex
fractions, and some were only
circles or only rectangles.
 I would consider those for
enrichment. This best matches the
standard.