Series

Cyberchase

170 episodes

The PBS Kids math adventure arrives here in two shapes. Half-hour episodes send the CyberSquad against Hacker across Cyberspace with a math idea buried in the plot. Fractions unlock a swirling portal, a balance scale reveals an unknown weight, penguins hold a fair vote and tally the results. Several push past math into fungi as nature's recyclers or what a crew does when the technology it depends on quits. Shorter standalone segments handle single skills: telling time, adding mixed numbers with unlike denominators. Mostly grades 3 through 6, though the segments and the gentler holiday episodes reach lower.

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what this series covers

What Cyberchase covers

170 episodes in the library, tagged for Pre-K–6th. Heaviest coverage: Math, Science and Social-Emotional Learning. Between them they line up with 93 distinct standards across 7 frameworks.

Episodes per grade

Pre-K: 5
K: 9
1st: 11
2nd: 30
3rd: 157
4th: 160
5th: 157
6th: 90

Episodes per subject

Math: 108
Science: 71
Social-Emotional Learning: 5
Technology: 5
Health: 3
For Fun: 1
Social Studies: 1

NGSS (Science) 25

3-LS4-4Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.
5-ESS3-1Obtain and combine information about ways individual communities use science ideas to protect the Earth's resources and environment.
2-LS2-1Plan and conduct an investigation to determine if plants need sunlight and water to grow.
4-ESS3-1Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment.
4-PS3-2Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.
3-5-ETS1-1Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.

+ 19 more

2-LS4-1Make observations of plants and animals to compare the diversity of life in different habitats.
3-ESS2-1Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.
4-ESS2-1Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation.
4-PS3-4Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.
2-ESS2-1Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land.
2-ESS2-3Obtain information to identify where water is found on Earth and that it can be solid or liquid.
2-LS2-2Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants.
3-LS4-3Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.
3-PS2-4Define a simple design problem that can be solved by applying scientific ideas about magnets.
5-LS1-1Support an argument that plants get the materials they need for growth chiefly from air and water.
5-LS2-1Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.
1-PS4-1Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate.
2-PS1-1Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties.
3-5-ETS1-2Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
3-ESS3-1Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard.
3-LS2-1Construct an argument that some animals form groups that help members survive.
4-LS1-1Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
4-PS4-1Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move.
K-ESS3-3Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.

Common Core — Math 48

3.MD.B.3Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories; solve one- and two-step "how many more" and "how many less" problems.
3.G.A.1Understand that shapes in different categories may share attributes, and that the shared attributes can define a larger category; recognize rhombuses, rectangles, and squares as examples of quadrilaterals.
3.MD.A.1Tell and write time to the nearest minute and measure time intervals in minutes; solve word problems involving addition and subtraction of time intervals.
2.NBT.A.2Count within 1000; skip-count by 5s, 10s, and 100s.
K.CC.B.5Count to answer "how many?" questions about as many as 20 things arranged in a line, array, or circle, or as many as 10 things in a scattered configuration.
2.MD.A.1Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.

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3.MD.A.2Measure and estimate liquid volumes and masses of objects using standard units of grams, kilograms, and liters; solve one-step problems involving these quantities.
3.MD.C.5Recognize area as an attribute of plane figures and understand concepts of area measurement.
3.NBT.A.1Use place value understanding to round whole numbers to the nearest 10 or 100.
3.NF.A.1Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.
3.NF.A.3Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.
4.MD.A.1Know relative sizes of measurement units within one system of units; express measurements in a larger unit in terms of a smaller unit.
4.OA.C.5Generate a number or shape pattern that follows a given rule; identify apparent features of the pattern that were not explicit in the rule itself.
1.NBT.A.1Count to 120, starting at any number less than 120. Read and write numerals and represent a number of objects with a written numeral.
3.MD.C.6Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).
3.MD.D.8Solve real-world and mathematical problems involving perimeters of polygons, including finding an unknown side length.
3.OA.A.3Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities.
4.MD.A.3Apply the area and perimeter formulas for rectangles in real-world and mathematical problems.
1.OA.A.1Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing.
1.OA.A.2Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20.
2.MD.C.7Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.
3.OA.D.9Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations.
4.NF.A.2Compare two fractions with different numerators and different denominators by creating common denominators or numerators, or by comparing to a benchmark fraction.
4.NF.B.3Understand a fraction a/b with a > 1 as a sum of fractions 1/b; decompose a fraction into a sum of fractions with the same denominator; add and subtract mixed numbers.
2.G.A.1Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces; identify triangles, quadrilaterals, pentagons, hexagons, and cubes.
2.NBT.A.3Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.
2.NBT.B.5Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
2.OA.C.4Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total.
3.MD.C.7Relate area to the operations of multiplication and addition.
3.NF.A.2Understand a fraction as a number on the number line; represent fractions on a number line diagram.
3.OA.A.4Determine the unknown whole number in a multiplication or division equation relating three whole numbers.
4.G.A.1Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines; identify these in two-dimensional figures.
4.MD.A.2Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money.
4.MD.B.4Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8); solve problems involving addition and subtraction of fractions using the data.
4.NBT.B.5Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value.
4.NF.A.1Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models; use this principle to recognize and generate equivalent fractions.
4.NF.B.4Apply and extend previous understandings of multiplication to multiply a fraction by a whole number.
4.NF.C.6Use decimal notation for fractions with denominators 10 or 100.
5.G.A.1Use a pair of perpendicular number lines (axes) to define a coordinate system; understand that the first number in an ordered pair indicates how far to travel along the x-axis.
5.G.B.3Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category.
5.G.B.4Classify two-dimensional figures in a hierarchy based on properties.
5.NBT.A.3Read, write, and compare decimals to thousandths using base-ten numerals, number names, expanded form, and >, =, < symbols.
5.NBT.B.5Fluently multiply multi-digit whole numbers using the standard algorithm.
5.NF.A.1Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions with a common denominator.
5.NF.B.3Interpret a fraction as division of the numerator by the denominator; solve word problems involving division of whole numbers leading to fraction or mixed-number answers.
K.CC.A.1Count to 100 by ones and by tens.
K.G.A.1Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.
K.G.A.2Correctly name shapes regardless of their orientations or overall size.

Social Studies (C3 / NCSS) 1

D2.Civ.2.3-5Explain how a democracy relies on people's responsible participation, and draw implications for how individuals should participate.

CASEL (Social-Emotional) 5

CASEL.RS.2Build and keep positive relationships and friendships.
CASEL.RS.3Practice teamwork and solve problems collaboratively.
CASEL.RDM.2Identify solutions to personal and social problems.
CASEL.RDM.6Reflect on your role in the well-being of your family, classroom, and community.
CASEL.RSRelationship skills: build and keep healthy relationships and work well with other people.

National Health Education 1

NHES.1Standard 1: Students comprehend functional health knowledge to enhance health.

ISTE (Technology) 6

ISTE.1.4.aDesign process: follow a deliberate design process to generate ideas and possible solutions.
ISTE.1.4.bDesign constraints: choose digital tools with an eye to limits, tradeoffs, and calculated risks.
ISTE.1.4.cPrototypes: build, test, and improve prototypes through cycles of revision.
ISTE.1.4.dOpen-ended problems: stick with problems that have no single right answer.
ISTE.1.5.aProblem definitions: state a problem in a way that data analysis or an algorithm could help solve.
ISTE.1.5.dAlgorithmic thinking: put steps in order to solve a problem, and recognize what can be automated.