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Math Apps. These free apps are based on the visual models featured in Bridges in Mathematics. Apps are available in multiple versions: a web app for all modern browsers, and downloadable versions for specific operating systems and devices (such as Apple iOS for iPad).
- Math Clock
This virtual version of the manipulative is an open-ended...
- Open Web APP
Geoboard is a tool for mathematical exploration. Stretch...
- Number Frames
Number Frames help students structure numbers to five, ten,...
- Number Pieces by The Math Learning Center
Number Pieces helps students develop a deeper understanding...
- Number Rack by The Math Learning Center
Number Rack facilitates the natural development of...
- Money Pieces by The Math Learning Center
Money Pieces help students visualize and understand money...
- APP Activities
Bridges in Mathematics; Number Corner; Bridges Intervention;...
- Math Vocabulary Cards by The Math Learning Center
Math Vocabulary Cards helps students deepen their conceptual...
- Math Clock
Welcome to the Bridges Writable PDFs App! Select your grade to begin. K 1 2 3 4 5 1 2 3 4 5
Use the pieces to represent single-, double-, and triple-digit numbers. Join pieces together or break pieces apart to visualize regrouping. Build arrays with number pieces to explore multiplication and division.
Bridges is a PK-5 math curriculum that engages students in developing conceptual understanding and fluency with visual models and tasks. Explore Bridges apps, free education resources, podcasts, and more from MLC.
The Math Learning Center offers resources and tools to support math education for students and educators.
Each Bridges in Mathematics Third Edition classroom package includes printed Teachers Guides, manipulatives, games and activities, and access to the Bridges Educator Site. Download PDFs.
Bridges fosters collaboration while incorporating familiar mathematical and instructional routines. The integration of Math Learning Center apps with the curriculum provides flexibility for how students engage with sessions.
