This correlation lists the recommended Gizmos for this province's curriculum standards. Click any Gizmo title below for more information.
B: : Number
B1: : By the end of each grade, students will: demonstrate an understanding of numbers and make connections to the way numbers are used in everyday life
2.1.1: : Whole Numbers
B1.1: : By the end of each grade, students will: read, represent, compose, and decompose whole numbers up to and including 100 000, using appropriate tools and strategies, and describe various ways they are used in everyday life
Modeling Whole Numbers and Decimals (Base-10 Blocks)
Model numbers with base-10 blocks. Drag flats, rods, and individual cubes onto a mat to model a number. Blocks can be exchanged from one area of the mat to the other. Four sets of blocks are available to model a variety of whole numbers and decimals.
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Use base-10 blocks to model, add, and subtract whole numbers. Learn about place value using flats (hundreds), rods (tens), and cubes (ones). Group or ungroup blocks as needed to add or subtract. This regrouping is often called "carrying" when adding, and "borrowing" when subtracting.
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B1.3: : By the end of each grade, students will: represent equivalent fractions from halves to twelfths, including improper fractions and mixed numbers, using appropriate tools, in various contexts
Adding Fractions (Fraction Tiles)
Add fractions with the help of the Fractionator, a fraction-tile-making machine in the Gizmo. Model sums by placing the tiles on side-by-side number lines. Explore the usefulness of common denominators in adding. Express sums as improper fractions or mixed numbers.
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Explore fractions using the Fractionator, the machine that makes fraction tiles. Compare fractions and find equivalent fractions by arranging the tiles on two horizontal rows. Explore simplifying fractions. Add fractions and express sums as improper fractions or mixed numbers.
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Develop understanding of fractions by making modern paintings. Find different ways to divide a canvas into equal-sized sections. Make paintings to represent simple fractions and to find fractions that are equivalent to one-half.
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Extend understanding of fractions by making modern paintings in the style of Piet Mondrian. Create and analyze paintings with different-sized sections. Compare the sizes of unit fractions. Find creative ways to color one-half of a painting. This can be a nice introduction to adding fractions with unlike denominators.
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Plant flowers in two gardens to help develop fraction sense. The two gardens act as number lines, from 0 to 1. Use the flowers in the gardens to compare fractions and to explore equivalent fractions. Chalk marks can be drawn to divide the garden into equal sections.
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Explore fractions greater than one with the Fractionator, a fraction-tile-making machine in the Gizmo. Create sums of fraction tiles on two number lines. Sums greater than one are shown as improper fractions on the top number line, and as mixed numbers on the bottom number line.
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Model and compare fractions using area models. Set the denominators with the arrow buttons, and then set the numerators with the arrow buttons or by clicking in the models. Compare fractions visually, on a number line, or numerically using the least common denominator.
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Create a set of stuffed animals: monkeys, giraffes, and rabbits. Toys can be painted red, green, or blue. Describe the makeup of the set (animals or colors) with fractions. Arrange the toys into groups to simplify the fractions.
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B1.4: : By the end of each grade, students will: compare and order fractions from halves to twelfths, including improper fractions and mixed numbers, in various contexts
Equivalent Fractions (Fraction Tiles)
Explore fractions using the Fractionator, the machine that makes fraction tiles. Compare fractions and find equivalent fractions by arranging the tiles on two horizontal rows. Explore simplifying fractions. Add fractions and express sums as improper fractions or mixed numbers.
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Develop understanding of fractions by making modern paintings. Find different ways to divide a canvas into equal-sized sections. Make paintings to represent simple fractions and to find fractions that are equivalent to one-half.
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Extend understanding of fractions by making modern paintings in the style of Piet Mondrian. Create and analyze paintings with different-sized sections. Compare the sizes of unit fractions. Find creative ways to color one-half of a painting. This can be a nice introduction to adding fractions with unlike denominators.
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Plant flowers in two gardens to help develop fraction sense. The two gardens act as number lines, from 0 to 1. Use the flowers in the gardens to compare fractions and to explore equivalent fractions. Chalk marks can be drawn to divide the garden into equal sections.
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Model and compare fractions, decimals, and percents using area models. Each area model can have 10 or 100 sections and can be set to display a fraction, decimal, or percent. Click inside the area models to shade them. Compare the numbers visually or on a number line.
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Model and compare decimals using area models. Set the number of sections in each model to 1, 10, or 100, and then click in the models to shade sections. Compare decimals visually and on a number line.
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Modeling Whole Numbers and Decimals (Base-10 Blocks)
Model numbers with base-10 blocks. Drag flats, rods, and individual cubes onto a mat to model a number. Blocks can be exchanged from one area of the mat to the other. Four sets of blocks are available to model a variety of whole numbers and decimals.
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Drive a desert highway searching for buried treasure. Learn to use the car's tens, ones, tenths, and hundredths gears, along with a GPS system (number line), to find the right place to dig. Plot your findings on a zoomable number line map. Can you become a master Treasure Hunter?
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B1.7: : By the end of each grade, students will: describe relationships and show equivalences among fractions, decimal numbers up to hundredths, and whole number percents, using appropriate tools and drawings, in various contexts
Fraction, Decimal, Percent (Area and Grid Models)
Model and compare fractions, decimals, and percents using area models. Each area model can have 10 or 100 sections and can be set to display a fraction, decimal, or percent. Click inside the area models to shade them. Compare the numbers visually or on a number line.
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B2: : By the end of each grade, students will: use knowledge of numbers and operations to solve mathematical problems encountered in everyday life
2.2.1: : Properties and Relationships
B2.1: : By the end of each grade, students will: use the properties of operations, and the relationships between operations, to solve problems involving whole numbers and decimal numbers, including those requiring more than one operation, and check calculations
Equivalent Algebraic Expressions I
Grumpy’s Restaurant is now hiring! As a new chef at this underwater bistro, you’ll learn the basics of manipulating algebraic expressions. Learn how to make equivalent expressions using the Commutative and Associative properties, how to handle pesky subtraction and division, and how to identify equivalent and non-equivalent expressions.
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B2.2: : By the end of each grade, students will: recall and demonstrate multiplication facts from 0 × 0 to 12 × 12, and related division facts
Chocomatic (Multiplication, Arrays, and Area)
Use the Chocomatic to design candy bars made out of chocolate squares. Use multiplication to find the number of squares in each chocolate bar. Build collections of chocolate bars that all have the same number of squares. Solve multiplication problems by joining two smaller chocolate bars into a large bar.
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The alien school children from the planet Zigmo travel to distant planets on a field trip. The goal is to select a bus size so that all buses are full and no aliens are left behind. This is a nice illustration of division with remainders.
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B2.4: : By the end of each grade, students will: represent and solve problems involving the addition and subtraction of whole numbers that add up to no more than 100 000, and of decimal numbers up to hundredths, using appropriate tools, strategies, and algorithms
Adding Whole Numbers and Decimals (Base-10 Blocks)
Use base-10 blocks to model two numbers. Then combine the blocks to model the sum. Blocks of equal value can be exchanged from one area of the mat to the other to help understand carrying when adding. Four sets of blocks are available to model different place values.
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You are the captain of an interplanetary cargo ship, delivering important supplies to the outer planets. The cargo can be stored in barrels, crates, and holds. (There are 10 barrels in a crate, and 10 crates in a hold.) Model multi-digit subtraction by unloading cargo on each planet.
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Live a frog's life as you hop along a number line in search of flies. Learn how addition and subtraction can be represented as movement along a number line. Fred the frog may even help you get better at adding and subtracting two-digit numbers in your head by decomposing them into tens and ones.
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Subtracting Whole Numbers and Decimals (Base-10 Blocks)
Use base-10 blocks to model a starting number. Then subtract blocks from this number by dragging them into a subtraction bin. Blocks of equal value can be exchanged from one section of the mat to the other to help understand regrouping and borrowing. Four sets of blocks are available to model different place values.
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Play an addition card game! The goal is to create a sum that is as close as possible to the target sum. Students will deepen their understanding of place value as they get better at playing the game. Many game options allow students to vary the game for more practice. The game can be played with one or two players.
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Use base-10 blocks to model, add, and subtract whole numbers. Learn about place value using flats (hundreds), rods (tens), and cubes (ones). Group or ungroup blocks as needed to add or subtract. This regrouping is often called "carrying" when adding, and "borrowing" when subtracting.
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B2.5: : By the end of each grade, students will: add and subtract fractions with like denominators, in various contexts
Adding Fractions (Fraction Tiles)
Add fractions with the help of the Fractionator, a fraction-tile-making machine in the Gizmo. Model sums by placing the tiles on side-by-side number lines. Explore the usefulness of common denominators in adding. Express sums as improper fractions or mixed numbers.
5 Minute Preview
Explore fractions greater than one with the Fractionator, a fraction-tile-making machine in the Gizmo. Create sums of fraction tiles on two number lines. Sums greater than one are shown as improper fractions on the top number line, and as mixed numbers on the bottom number line.
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Represent a quantity given by a shaded region as an improper fraction and as a mixed number. Experiment with different shaded regions sliced differently.
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B2.8: : By the end of each grade, students will: multiply and divide one-digit whole numbers by unit fractions, using appropriate tools and drawings
Dividing Fractions
Divide fractions using area models. Adjust the numerators and denominators of the divisor and dividend and see how the area model and calculation change.
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Multiply two fractions using an area model. Vary the vertical area to change one fraction and vary the horizontal area to change the other. Then examine the intersection of the areas to find the product.
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B2.9: : By the end of each grade, students will: represent and create equivalent ratios and rates, using a variety of tools and models, in various contexts
Part-to-part and Part-to-whole Ratios
Compare a ratio represented by an area with its percent, fraction, and decimal forms.
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C1: : By the end of each grade, students will: identify, describe, extend, create, and make predictions about a variety of patterns, including those found in real-life contexts
3.1.1: : Patterns
C1.1: : By the end of each grade, students will: identify and describe repeating, growing, and shrinking patterns, including patterns found in real-life contexts
Finding Patterns
Build a pattern to complete a sequence of patterns. Study a sequence of three patterns of squares in a grid and build the fourth pattern of the sequence in a grid.
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In the Pattern Flip carnival game, you are shown a pattern of cards. The first cards are face-up so you can see the pattern, and the rest are face-down. Can you guess which animals are on the face-down cards? Use one of the preset patterns, or make your own custom pattern. Good luck!
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C1.2: : By the end of each grade, students will: create and translate growing and shrinking patterns using various representations, including tables of values and graphs
Finding Patterns
Build a pattern to complete a sequence of patterns. Study a sequence of three patterns of squares in a grid and build the fourth pattern of the sequence in a grid.
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Function Machines 2 (Functions, Tables, and Graphs)
Drop a number into a function machine, and see what number comes out! You can use one of the six pre-set function machines, or program your own function rule into one of the blank machines. Stack up to three function machines together. Input and output can be recorded in a table and on a graph.
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In the Pattern Flip carnival game, you are shown a pattern of cards. The first cards are face-up so you can see the pattern, and the rest are face-down. Can you guess which animals are on the face-down cards? Use one of the preset patterns, or make your own custom pattern. Good luck!
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C1.3: : By the end of each grade, students will: determine pattern rules and use them to extend patterns, make and justify predictions, and identify missing elements in repeating, growing, and shrinking patterns
Finding Patterns
Build a pattern to complete a sequence of patterns. Study a sequence of three patterns of squares in a grid and build the fourth pattern of the sequence in a grid.
5 Minute Preview
In the Pattern Flip carnival game, you are shown a pattern of cards. The first cards are face-up so you can see the pattern, and the rest are face-down. Can you guess which animals are on the face-down cards? Use one of the preset patterns, or make your own custom pattern. Good luck!
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C1.4: : By the end of each grade, students will: create and describe patterns to illustrate relationships among whole numbers and decimal tenths and hundredths
Function Machines 2 (Functions, Tables, and Graphs)
Drop a number into a function machine, and see what number comes out! You can use one of the six pre-set function machines, or program your own function rule into one of the blank machines. Stack up to three function machines together. Input and output can be recorded in a table and on a graph.
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In the Pattern Flip carnival game, you are shown a pattern of cards. The first cards are face-up so you can see the pattern, and the rest are face-down. Can you guess which animals are on the face-down cards? Use one of the preset patterns, or make your own custom pattern. Good luck!
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C2: : By the end of each grade, students will: demonstrate an understanding of variables, expressions, equalities, and inequalities, and apply this understanding in various contexts
3.2.1: : Variables and Expressions
C2.1: : By the end of each grade, students will: translate among words, algebraic expressions, and visual representations that describe equivalent relationships
Using Algebraic Expressions
Translate algebraic expressions into English phrases, and translate English phrases into algebraic expressions. Read the expression or phrase and select word tiles or symbol tiles to form the corresponding phrase or expression.
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C2.4: : By the end of each grade, students will: solve inequalities that involve one operation and whole numbers up to 50, and verify and graph the solutions
Exploring Linear Inequalities in One Variable
Solve inequalities in one variable. Examine the inequality on a number line and determine which points are solutions to the inequality.
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D1: : By the end of each grade, students will: manage, analyse, and use data to make convincing arguments and informed decisions, in various contexts drawn from real life
4.1.2: : Data Visualization
D1.3: : By the end of each grade, students will: select from among a variety of graphs, including stacked-bar graphs, the type of graph best suited to represent various sets of data; display the data in the graphs with proper sources, titles, and labels, and appropriate scales; and justify their choice of graphs
Mascot Election (Pictographs and Bar Graphs)
A brand new school is opening and it is time to elect the school mascot! Students can choose the Eagle, Lion, Bear, or Wolf. Voting results can be displayed in a table, tally chart, pictograph, bar graph, circle graph, or dot plot. You can change student votes by selecting a group of students and clicking a mascot.
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D1.4: : By the end of each grade, students will: create an infographic about a data set, representing the data in appropriate ways, including in relative-frequency tables and stacked-bar graphs, and incorporating any other relevant information that helps to tell a story about the data
Mascot Election (Pictographs and Bar Graphs)
A brand new school is opening and it is time to elect the school mascot! Students can choose the Eagle, Lion, Bear, or Wolf. Voting results can be displayed in a table, tally chart, pictograph, bar graph, circle graph, or dot plot. You can change student votes by selecting a group of students and clicking a mascot.
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Test your reaction time by catching a falling ruler or clicking a target. Create a data set of experiment results, and calculate the range, mode, median, and mean of your data. Data can be displayed on a list, table, bar graph or dot plot. The Reaction Time 1 Student Exploration focuses on range, mode, and median.
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D1.5: : By the end of each grade, students will: determine the mean and the median and identify the mode(s), if any, for various data sets involving whole numbers and decimal numbers, and explain what each of these measures indicates about the data
Describing Data Using Statistics
Investigate the mean, median, mode, and range of a data set through its graph. Manipulate the data and watch how the mean, median, mode, and range change (or, in some cases, how they don't change).
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Build a data set and find the mean, median, and mode. Explore the mean, median, and mode illustrated as frogs on a seesaw, frogs on a scale, and as frogs stacked under a bar of variable height.
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Movie reviewers rate movies on a scale of 0 to 10. Each movie comes with a set of reviews that can be changed by the user. The mean of a data set can be explored using a see-saw balance model. Students can also find the median, mode, and range of the data set.
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Test your reaction time by catching a falling ruler or clicking a target. Create a data set of experiment results, and calculate the range, mode, median, and mean of your data. Data can be displayed on a list, table, bar graph or dot plot. The Reaction Time 1 Student Exploration focuses on range, mode, and median.
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Test your reaction time by catching a falling ruler or clicking a target. Create a data set of experiment results, and calculate the range, mode, median, and mean of your data. Data can be displayed on a list, table, bar graph or dot plot. The Reaction Time 2 Student Exploration focuses on mean.
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D1.6: : By the end of each grade, students will: analyse different sets of data presented in various ways, including in stacked-bar graphs and in misleading graphs, by asking and answering questions about the data, challenging preconceived notions, and drawing conclusions, then make convincing arguments and informed decisions
Reaction Time 1 (Graphs and Statistics)
Test your reaction time by catching a falling ruler or clicking a target. Create a data set of experiment results, and calculate the range, mode, median, and mean of your data. Data can be displayed on a list, table, bar graph or dot plot. The Reaction Time 1 Student Exploration focuses on range, mode, and median.
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Test your reaction time by catching a falling ruler or clicking a target. Create a data set of experiment results, and calculate the range, mode, median, and mean of your data. Data can be displayed on a list, table, bar graph or dot plot. The Reaction Time 2 Student Exploration focuses on mean.
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D2: : By the end of each grade, students will: describe the likelihood that events will happen, and use that information to make predictions
4.2.1: : Probability
D2.1: : By the end of each grade, students will: use fractions to express the probability of events happening, represent this probability on a probability line, and use it to make predictions and informed decisions
Spin the Big Wheel! (Probability)
Step right up! Spin the big wheel! Each spin can result in no prize, a small prize, or a big prize. The wheel can be spun by 1, 10, or 100 players. Results are recorded on a frequency table or a circle graph. You can also design your own wheel and a sign that describes the probabilities for your wheel.
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D2.2: : By the end of each grade, students will: determine and compare the theoretical and experimental probabilities of an event happening
Spin the Big Wheel! (Probability)
Step right up! Spin the big wheel! Each spin can result in no prize, a small prize, or a big prize. The wheel can be spun by 1, 10, or 100 players. Results are recorded on a frequency table or a circle graph. You can also design your own wheel and a sign that describes the probabilities for your wheel.
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Experiment with spinners and compare the experimental probability of a particular outcome to the theoretical probability. Select the number of spinners, the number of sections on a spinner, and a favorable outcome of a spin. Then tally the number of favorable outcomes.
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E1: : By the end of each grade, students will: describe and represent shape, location, and movement by applying geometric properties and spatial relationships in order to navigate the world around them
5.1.1: : Geometric Reasoning
E1.1: : By the end of each grade, students will: identify geometric properties of triangles, and construct different types of triangles when given side or angle measurements
Classifying Triangles
Place constraints on a triangle and determine what classifications must apply to the triangle.
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E1.3: : By the end of each grade, students will: draw top, front, and side views of objects, and match drawings with objects
3D and Orthographic Views
Arrange blocks in a three-dimensional space so that the top view, front view, and side view match the target top view, front view, and side view.
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E1.4: : By the end of each grade, students will: plot and read coordinates in the first quadrant of a Cartesian plane using various scales, and describe the translations that move a point from one coordinate to another
City Tour (Coordinates)
Go sightseeing in fictional cities all over the world. Learn about coordinates on a graph by navigating around these cities on a grid-like city map. Some landmarks are shown on the map. For others, you are only given the coordinates. Can you find all of them?
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Operate an elevator in an old apartment building. Pick up and drop off residents where they want to go. A line graph shows where the elevator traveled over time. Operate the elevator either by using the standard up and down controls, or by building a graph to program where you want it to go.
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E1.5: : By the end of each grade, students will: describe and perform translations, reflections, and rotations up to 180° on a grid, and predict the results of these transformations
Rotations, Reflections, and Translations
Rotate, reflect, and translate a figure in the plane. Compare the translated figure to the original figure.
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E2: : By the end of each grade, students will: compare, estimate, and determine measurements in various contexts
5.2.1: : The Metric System
E2.1: : By the end of each grade, students will: use appropriate metric units to estimate and measure length, area, mass, and capacity
Cannonball Clowns (Number Line Estimation)
Launch clowns from a circus cannon and try to hit the target. Drag digit cards on the control panel to set the launch distance and choose an appropriate unit of distance. After practicing your clown-launching skills on a number line, move on to the Big Top, Football Field, School Buses, the Golden Gate Bridge, and more!
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E2.2: : By the end of each grade, students will: solve problems that involve converting larger metric units into smaller ones, and describe the base ten relationships among metric units
Cannonball Clowns (Number Line Estimation)
Launch clowns from a circus cannon and try to hit the target. Drag digit cards on the control panel to set the launch distance and choose an appropriate unit of distance. After practicing your clown-launching skills on a number line, move on to the Big Top, Football Field, School Buses, the Golden Gate Bridge, and more!
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E2.5: : By the end of each grade, students will: use the area relationships among rectangles, parallelograms, and triangles to develop the formulas for the area of a parallelogram and the area of a triangle, and solve related problems
Area of Parallelograms
Examine and manipulate a parallelogram and find its area. Explore the relationship between the area of a parallelogram and the area of a rectangle using an animation.
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Use a dynamic triangle to explore the area of a triangle. With the help of an animation, see that any triangle is always half of a parallelogram (with the same base and height). Likewise, a similar animation shows the connection between parallelograms and rectangles.
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E2.6: : By the end of each grade, students will: show that two-dimensional shapes with the same area can have different perimeters, and solve related problems
Fido's Flower Bed (Perimeter and Area)
Construct models of gardens on a grid using squares of sod. Fence the gardens to find and compare perimeters. Work with pre-built gardens made of 36 squares each to compare perimeters of shapes with equal areas.
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Students assume the role of a scientist trying to solve a real world problem. They use scientific practices to collect and analyze data, and form and test a hypothesis as they solve the problems.
