Subtraction With Virtual Manipulatives
I would use Base Blocks Subtraction found on the National Library of Visual Manipulatives at to work with my class on subtraction.

model 2- and 3-digit addition and subtraction with
regrouping using multiple strategies.

add and subtract 2- and 3-digit numbers without regrouping.

I will introduce this on the white board to the whole class. For example, I will model the problem 135 - 89. We will build 135 with a flat, 3 rods and 5 units in blue.Then I will show 8 rods and 9 units in red. Students will use base ten blocks at their seats.
We will take a rod from the 3 rods and break it into 10 units.Then, on the whiteboard the students visually match the rods and units as they subtract. The renaming is shown along with the answer as the problem is completed. This site also allows the teacher to create new problems. It could be used with second graders through third grade with subtracting in hundreds or across zeros. Students in fourth through sixth graders experiencing problems could also benefit.

As younger children subtract, with this manipulative, they can see the ten rod break apart into 10 units or the flat break apart into ten rods. They can't physically do this with the real minipulatives. it adds a strong visual effect for the students.

Submitted by June Angle

3 Digit Subtraction using Base Blocks

I suggest using this to help teach multi-digit subtraction to 4th grade. Go to the National Library of Virtual Manipulatives, select Number and Operations, grades 3-5. Scroll down to Base Blocks Subtraction. I would begin by solving the problems already provided. I plan to use this to teach 3 digit subtraction, but would begin with 2 digit for practice and to familiarize students with the program before introducing a more difficult portion of subtraction. I would take students through the steps of borrowing from the 10s when there are not enough in the 1s place on the 2 digit problems. Once students seem to understand how the borrowing takes place, as far as breaking the 10s apart into 10 ones, I would move to 3 digit subtraction. I would the repeat the borrowing process as it pertains to borrowing from the hundreds and giving to the tens. I would be sure to make sure students understand that when they borrow they are merely breaking the 100s down into individual parts. Once students have developed some mastery over the process of subtracting three digit numbers, I would let them create their own problems in partners. They will take turns creating a solving each others problems.
Submitted by Ashlie Bailey

· Using the National Library of Manipulatives, use the geoboards to illustrate area and perimeter.
· I would introduce this as a whole group at first. After a few I would have the students create some of their own.
1. Go to
2. Go to Geometry grades 3-5 and to Geoboards.
3. With this site have the students use the “rubber bands” to create rectangles.
4. Once created have then try determine what would their perimeter and area of their rectangle.
5. Then have them click “Measure” and see if they are correct.
Submitted by Tracy Berry

Using the Factor Tree

Using the
Factor Tree (Firework Tree), Determine the Prime Factors.
Using a Factor Tree (Firework Tree), Write an Equation Using Factors from a given Product.
Using the Factor Tree (Firework Tree), Determine the Prime Factors.

1. Click on Number Operations
2. Scroll down to Factor Tree
3. Type a factor below the Product and press Enter
4. A factor is one of two or more numbers, that when multiplied together produce a given product.
5. A Product is an answer to a multipication problem
6. Continue until all factors are found and Factor Tree is completed.
7. A prime number is any number with no divisors other than itself and 1, such as 2 and 11.
8. Your Equation will be located
below the Venn Diagram.
9. Equations are all the factors multiplied together to equal the Product (2*3*2*2=24)
10. Prime Factors are numbers when multiplied together will give us the product.
This lesson is created for a Fourth Grade Classroom.
Key Vocabulary are in Larger print.
Donna D.Dunn Geneva Kent Elemetary Grade 4

Number and Operation - Naming Fractions

Go to the National Library fo Virtual Manipulatives http://nlvm/ Select Number and Operations, grades 3 - 5.
Day 1: Fraction - Visualizing
This is a great introduction to fractions after you have discussed math vocabulary (fraction, numerator, denominator). Students get to illustrate a fraction by dividing a shape and highlighting the appropriate parts. Once a student is finished with a problem, he/she receives automatic feedback about his/her answer. If the answer is incorrect, it directs the student to the part of the answer that needs to be corrected.
Day 2: Fractions - Naming
This is the next step in helping students understand fractions. Students will write the fraction that corresponds to the highlighted portion of a shape. Students type the numerator and denominator. Once again, students are provided immediate feedback concerning their answers. If incorrect, it will state the correct part (using the terms denominator/numerator) and also the area that needs further attention.
Carla Ferrell
4th grade

GEOBOARD 3-5 - Classifying Triangles
I would use the interactive geoboard from the National Library of Virtual Manipulatives to introduce our next mini unit on triangles, and parallelograms in the 4th grade.
Day 1: I will begin by showing how to use the rubberbands to make shapes. I will invite students to come up to make the different triangles that you classify by angles-acute, right, and obtuse. Next, we will measure the angles on the intelliboard with a protractor.
Day 2: We will make the triangles that are classified by side measurement-scalene, isosceles, and equilateral. I will again invite students to come up-construct their triangle, and then measure the sides with a large ruler.
Extension--If the students seem ready, I will point out the "measures" button on the Geoboard. When you click "measures" it shows the area and perimeter of the constructed shape. Because we will be eventually finding the area of the triangles, we might discuss and find the area using the formula 1/2 bh, then click "measures" to check.
I would revisit the geoboard whole class as we continue to work through our unit. I would also allow the students to manipulate the geoboard individually.
LATER in the unit >>>> we could come back to the geoboard to make parallelograms with triangles. The ability to change colors of the shapes on the geoboard helps to see what makes a parallelogram.

ASSESSMENT- This would be a great addition to their formal test assessment on the unit, I could have the students construct each shape we worked on as a performance assessment.
Amanda Flora, 4th grade

Factor Tree Finding the GCF and the LCF Using a Venn Diagram
First you will go to the bottom of your screen and click on two trees. You will see two numbers that you will use to make individual factor trees. Factor both problems. In the Venn diagram, you will first find the common factors between the two problems by dragging the numbers.
After you find the common factors, you will drag the individual factors for each number.
To find the GCF, multiply the common factors together.
To find the LCM, multiply the uncommon factors by the GCF.
Type in your answers in the boxes and check your problems by clicking on check.
This is a great way to teach 4th grade factoring and finding the GCF and the LCF. I would use this before Benchmark testing and the West Test.
Submitted by Donna Goodman, 4th grade Geneva Kent Elementary

Perimeter and Area
This lesson is for use on a Virtual Whiteboard to review Perimeter and Area. I would use the Rectangle Multiplication tool to have students create rectangles with a specified area. For example, they might have to create a rectangle with an area of 24. They would need to slide the base and height to numbers so that when multiplied they equal 24. I would probably have them give me the perimeter of that rectangle as well. This would be a review/bellringer excercise allowing individual students to solve unique problems. I found this tool in Numbers and Operations Grades 3-5.
Ellen Jung-3rd Grade

Base Block Subtraction
I am going to use Base Block Subtraction for reviewing subtraction. I am also using this for students who need modification. This will give them extra help to see how they can subtract and regrouping by moving colored blocks. You can create or use problems already set. Once the students have moved the blocks from the smaller number the blocks disappear and the answer is given. It shows the student what the problem would look like on paper with regrouping. If you are having difficulty the instruction button is on the top right . You can find this through NLVM 3-5 - Numbers and Operations.
Ami Mandt - 3rd Grade

Lesson: Introducing Fractions

Grade 5
On the National Library of Virtual Manipulatives site chose Number and Operation site and click on grades 3-5. Scroll down to Naming fractions.
I plan to use this lesson as a whole group activity using the smart board. The students will write the fraction corresponding to the highlighted portion of a shape.
*Introduce numerator and denominator
*Students should begin by counting each section of the shape this will be the denominator (fill this part in first)
*Explain that the shaded or colored part of the shape will be the numerator or top part of the fraction
repeat process several times
Denise Meadows grade 5

Lesson: Circle 21
Grade: 3-5
(Enrichment for tutoring students grade 3)
On the National Library of Virtual Manipulatives site chose Numbers and Operations for grades 3-5. Scroll down to Circle 21.
I will use this lesson as direct instruction for enrichment purposes. This lesson involves adding positive whole numbers to the sum of twenty one.
This lesson encourages logical analysis while working with addition of numbers up to 21. This lesson will be a prerequsite for the Circle 99 lesson which targets two digit numbers up to 99.
Things you should know:
1. The blue numbers can not be moved.
2. The combination of numbers in each circle must add up to 21.
3. Each circle has 3 sections, a number must be in each section.
The combination of numbers must total 21.
4. When the combination of numbers total 21 the circle changes color.
5. When you get to the last two circles and the numbers won't add up to 21
you must go back and change the combination of numbers until each
circle totals 21.
6. You have been successful when all circles turn colors and total 21.

Money-Making a Dollar For 1st. Grade

Each student will take a turn making a dollar using Math Freeware. The First Grade students are beginning to learn what each coin is and it's value. They need to learn how to add pieces of money to learn the value of money. They need to know that a nickel is worth 5 cents or five pennies, a dime is worth 10 pennies or 10 cents, and a quarter if worth 25 pennies or 25 cents. When adding money the need to know ones place, tens place, and hundreds place. Place-value must be taught first. Our goal in first grade is to teach them the value of each coin and how and what they can purchase with certain coins or $1.00.
Deanna Pottorff
First Grade

Add and Subtract with Base Ten Blocks

On the National Library of Virtual Manipulatives I plan on using the Base Ten Blocks for Addition and Subtraction that is under the Numbers and Operations tab in my room. We have just finished grouping and ungrouping larger numbers and some students still do not see why we have to group at all. Some students begin crossing off numbers that don't need to be ungrouped just because we have been practicing.
I would use this as a whole group activity. I may have students grouped and work as a team to answer the problems on the Intelliboard. This could be a good introduction to ungrouping and grouping.
1. Go to
2. Go to the 3-5 grade area with Number and Operations.
3. Go to the Base Block Addition tab.
4. Pull up the instructions tab and go over with the students so they will know how to lasso the groups of ten.
5. Allow a "playtime" to practice moving the blocks.
6. Have students work as a team to solve the problems. You can give points if you like to make it competitive, especially if this is a review versus a preview.
By using the virtual manipulatives on the Intelliboard all the students can see the actual blocks ungroup themselves "magically" so to speak and hopefully gain a better understanding of why we do this. I would limit the problems at first the the hundreds place value as the thousands get crowded very fast and is harder to count.

My only concern for using the subtraction blocks is the whole idea of cancelling out. Most of the time we are just taking away from the top number and cancelling out has not been taught yet. Some students may be a little familiar with it, so I will have to see how that part goes. Careful attention needs to be paid during instruction time so the blocks do not get so mixed up while they are ungrouping.
My only concern for using the subtraction blocks is the whole idea of cancelling out. Most of the time we are just taking away from the top number and cancelling out has not been taught yet. Some students may be a little familiar with it, so I will have to see how that part goes. Careful attention needs to be paid during instruction time so the blocks do not get so mixed up while they are ungrouping.
Submitted by Crystal Smith for 4th Grade

Counting Money
from the National Library of Virtual Manipulatives.
Click the index Numbers and Operations for grades 3-5. Scroll to the topic Money. The teacher should demonstrate this lesson to the whole class to introduce a lesson about money. This lesson will give the students practice in counting money and making change. The students can practice in small groups working together at the white board. Then they can work on the lessons individually at their computer.
Day 1 How Much Money
Day 2 Pay Exact Amount
Day 3 Make a Dollar
Extension: Have the children create a word problem to go with the problem created.
Sharon Stenson
Third Grade
Spring Hill Elementary

Naming Fractions
Using the website NLVM, under Numbers and Operations, 3-5, I would use the Fraction Naming to help introduce fractions. I would start out as a whole group to show the concept on the virtual whiteboard. Students will be allowed to come up to the board and manipulate the fractions themselves. Once the students are comfortable with the program and concept enough to work on their own, it can be used as a review. I would use it in small groups or bell-ringers. It could also be used as a reteach activity for those still struggling with naming fractions.
Lisa Sydnor
3rd Grade

Time ...What Time Will It Be
Objective: to learn how to calculate elasped time
Activity: This lesson would be appropriate for a small group of children. They would create a story about the two clocks and share how much time elasped from the beginning of the activity to the end of the activity. They would use the clock manipulatives to solve their story problem. Would be a wonderful review before the west test.
Submitted by: Gayle Wolfe Title One Math Teacher

Add and Subtract Integers
To review adding and subtracting positive and negative numbers we will use the resource http// and the virtual manipulatives called "color chips addition " and "color chips subtraction". Using the smartboard we will practice together with the resource provided. Our next step will be to use the red and yellow chips at each students' desk to practice individually. Our final step will be to practice problems with manipulatives, with the method previously taught, called "hills and holes", or to work problems no longer using the manipulatives.
M.O.6.1.4 Analyze and solve problems using integers. We will develop, test, and justify hypothesis to derive the rules of operations with integers.
Trouble shooting-Follow the steps provided at the top of each lesson exactly as indicated to practice the activity or it will not cancel the integers. The postive and negative color chip rules are very different and may cause a problem if worked on the same day.
Grade 6 -Leanne Woods

Probability with a Virtual Spinner
- Lesson plan for 5th grade created by Anita Rowe