Here Teachers,Parents and Students can find a collection of games and activities in order to help student to improve understanding in math skills such as the following:

- Addition with four or more digits numbers
- Complete the Addition Sentences up to four digits
- Add three numbers up to three digits each
- Ways to make a number using Addition
- Balance Equations - four or more digits
- Addition patterns over increasing place values

Click on the question mark box and write the answer. If your answers are correct you will win the game.

Fill the boxes with the right shapes in order to create the target number

Make click on a cell to choose. Use Arrows to find the right number. Press the button to answer

Use Arrows and press buttons to create the right operation in order to find the next number and move your car. If your answers are right you win

Place the numbers in each side of the rectangle so that each side adds up to the middle number.

Aristotle's Number Puzzle is number puzzle involving 19 numbers arranged into a hexagon. The goal of the puzzle is to arrange the numbers so each of the 15 rows add up to 38

Fill the empty boxes with the right numbers

Fill in the empty boxes with the right numbers

Place the numbers along the sides of the triangle.Make sure each sum equals the target number.

Fill in the missing digits.

Click a box after pick a number from 1 to 9 so that each horizontal and vertical line adds up to the given sum.

This is a game about Vertical Addition. You can either choose two 4-digit numbers to add or the game chooses two numbers by using random choice. You must find the sum of this addition. This is a step by step procedure (ones,tens,hundreds,thousands)

This is a game about the alphabet Patters Number patterns and Addition. You must translate the Number Pattern to Alphabet Pattern afterwards draw a line in order to connect all the right points in sequence and at the end of game you must count the sum of Distances.

Write the shortest distance to the end of maze avoiding the cats.

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