- Prepare for Back to School - Propel growth and light the path towards a brighter future.

DreamBox offers over 2,000 lessons with millions of paths through the curriculum. To engage students exactly where they are, it adjusts in real-time, adapting hints, level of difficulty, pace, and sequence.

Edit Content

Using the familiar tool of a math rack to display various quantities from 1-10, students are briefly shown an image of an amount of beads and then asked to choose the number they saw on the numberline. “Quick Images” are an effective strategy to help students learn to conceptualize a number in a variety of ways. This helps students to use numbers flexibly, which is an important facet of number sense.

With a math rack virtual manipulative, students learn that you can build the same number in several different ways, e.g., 10+3 = 7+6. Students can use a variety of strategies to solve these problems, including the commutative property (10+4 = 4+10), doubles or near doubles (10+4 = 7+7), and more.

Virtual tools push students beyond counting by ones to using groups of 2, 3, 5, and 10. After successfully building numbers, students are given more “restrictions,” like building numbers from a number other than 0.

Edit Content

Students’ exploration of measurement continues as they begin to measure the different dimensions of objects using non-standard tools. Using common classroom items as digital manipulatives to calculate the lengths and widths of objects, students also begin to understand that tools need to be rotated depending on the dimension being measured and that different sized tools are going to result in different measurements of the length and width.

Edit Content

Turn hard problems into “friendlier” problems by making one of the addends a multiple of 10. Students start with smaller 2-digit addends, and when they’re ready they use 3-digit addends. It’s an efficient mental math strategy.

Students visualize making jumps on a number line and use a variety of strategies for both addition and subtraction. Strategies include “Making Jumps of 10” (e.g. 79+33 = 79+10+10+10+3) and “Using Landmark Numbers” (e.g. 79+33 = 79+1+20+10+2).

Edit Content

In a series of activities, a given rectangle is covered using smaller rectangles. As grid lines are removed, students work with open arrays. As rectangles are moved, students explore ideas in multiplication: distributive, associative, and commutative properties.

A number line representation ensures students can compare and order fractions apart from any specific part-whole context. Students use landmark fractions and numbers to place fractions on the number line from 0 to 1 and from 0 to 2.

Edit Content

This lesson helps students think conceptually, not procedurally, about subtracting fractions by using the “removal” or “take away” strategy. This enables skill of subtracting mixed numbers and improper fractions fluently, mentally, and easily.

Edit Content

Students add fractions with unlike denominators using money, time, or an open bar model as context. With these contexts, they are able to use familiar contexts and visuals to help them find a common multiple of the denominators in order to add them together.

Edit Content

Students deepen understanding of angle measurement and rotation while fluently reasoning about and using supplementary and vertical angle relationships. Students use deductive reasoning to make rotations, aim for targets, and determine angle measurements.

Edit Content

Students are given a shape with marked angles and side lengths, then asked to create a new shape using scale factor by constructing different types of triangles, quadrilaterals, regular polygons, and scaled polygons.

Edit Content

Edit Content

Edit Content

Edit Content

Edit Content

Edit Content

Edit Content

Edit Content

Edit Content

Edit Content