The purpose of this study systematically analyzed the teaching and learning support features offered by virtual manipulatives, thereby providing fundamental data for the effective use of digital tools in mathematics education. Eleven highly utilized virtual manipulatives were selected. We analyzed their functionality according to four categories (lesson design, learner exploration, assessment and feedback, and instructor convenience), which reframe Choppin et al.’s (2014) digital typology to fit the context of virtual manipulative tools. The results revealed that most virtual manipulatives offered basic lesson design support features, such as curriculum integration, digital manipulative tool templates, and worksheets. However, features such as simultaneous collaborative learning, process recording, and teacher dashboards were only offered on some virtual manipulatives. The analytical framework and findings presented in this study provide practical guidance for teachers in selecting and utilizing virtual manipulative tools appropriate to their course objectives and learner characteristics.