Title: Let’s Multiply!
Grade level: Third Grade
Objective: Students will recall multiplication facts up to 10 by 10 from memory and be able to recall the.
Prerequisite knowledge/skills: Students will need to have been exposed to multiplication and division prior to this lesson; this lesson is primarily to reinforce previously learned facts. Students will need to know how to write equations for multiplication and division
TEKS: list and state
3.4.F: recall facts to multiply up to 10 by 10 with automaticity and recall the corresponding division facts.
Multiplying: repeated addition Division: repeated division
Instructional resources/materials: Playing cards (only numbers 2-10 in the four suits) Scratch …show more content…
Divide the cards evenly between the two players and all the cards are kept face down until it is time to flip the top card. Each student flips over the top card and puts it in the middle of the two players. The first person multiply the two numbers together correctly gets the two cards. The students can use their scratch paper and pencil to work out the number sentences or draw pictures if needed. The student who collects the two cards should put them face down at the bottom of their pile. Students keep playing until either time has run out or one person runs out of cards. The students should be playing quickly while still being able to accurately multiply the two cards together. Once students are able to mentally multiply the cards without thinking as long or having to write it out, this game can be used as a practice/review as
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During the last 50 hours, Ashley has been working on learning the division facts and has learned to multiply 2 and 3 digit numbers by 1 digit with all combinations of regrouping. In both these areas she has built fluency. She moves through problems quickly with very few errors. The third grade standard is to be able to multiply and divide within 100. Ashley is currently multiplying within 1000.
o Mental math: 20 ÷ 2 (10) Step 2: Solve • Have students solve the division problem using long division for the 1st problem and mental math for the second problem on their chalkboards. Remind students to show all their work for the first problem. • Walk around and check for understanding, ask guiding questions to help students who might need further assistance. • When students have solved the problem, ask students to raise their chalk boards to show you their answers. If correct, students may erase their work.
Students would then have the opportunity to show the multiplication fractions on their own by folding paper into a specified number of sections and coloring the fraction. Done both horizontally and vertically, students will see a small portion of both fractions is colored in by both colors, which is the answer. Students will practice this a few more times, with the teacher circulating the classroom and answering questions, before beginning on the Fraction Flip-It activity. Students will be given a stack of cards, which can be adjusted to increase difficulty, and have the opportunity to practice their new skills. They can complete the activity using the paper folding technique practiced earlier until they feel comfortable without it.
In Math, Scott is working on developing a strategy to help him solve one-digit and two-digit multiplication problems. He has been exposed to the Bow-Tie method for two-digit, grouping and the array strategy for one-digit multiplication. He is doing very well at understanding and using the method to assist him in solving the multiplication problems. There have been improvements in his assessments by creating a strategy that works for him. After Scott has used the strategy over time, he will develop automaticity for solving the multiplication.
Choose and lay down the card you want from your hand and place a chip on the matching space on the game board. Be the first to achieve 5 in a row and you finally win the game. Watch out for the wild Jacks and use this to block your opponent’s way and even a chance to remove their chips. Sequence board game is the most played game and one of the favorite family game collections. It is an easy game to play which can be executed also in teams.
Unit Plan One: Law of Exponents Fauato Aokuso EDCI 556: Transformative Mathematics in the Differentiated Classroom University of Concordia, Portland I want to transform a Unit Plan for Exponents Rules, because exponent is one of the math components that some of the students have trouble solving. Some students have problem with it when they think about repeated addition and repeated multiplication. If I teach the basic rules of exponents, students will understand the difference between the multiplication and exponents. The other problem students mostly have trouble with in exponents is variables. Students need to understand the basics of solving exponential equation with variables.
In the meantime, while they tried to catch the chicken; we made a circle and one person ran outside of the circle as fast as he or she could reach #21. No sooner, my team won the game. The students played another game called 'Bobsled '. In order to play this game; we put the ball in a cup while using a pipe, each person holds the pipe in their hand.
I had to introduce the second game earlier for some students while others were just beginning to play the first game. Managing and knowing how much time to give students to play for each game was challenging for me. All the families were listening to my instructions and directions per game. A family was asking questions about the rules and how to make it challenging for their child. This parent showed interest in the game and I knew that this family would play these games at home.
She demonstrates an understanding of place value from 0 to 100. Rachel has developed mental math strategies such as doubles, make ten, power of ten/nine and one more/less. When Rachel is unsure she will often use her fingers as a tool to support her. She has also explored double-digit addition and subtraction this year. Rachel is able to solve double-digit addition with or without regrouping independently.
I would like you to do this activity in pairs, but if you would like to do it by yourself, that is okay. I am going to hand out a deck of cards that has ten cards in it. This deck has five rhyming pairs on the cards. I want you to decide if you want the cards with the pictures on them to help you read the words or if you want to try it without pictures. You will tell me which you would prefer when I hand them out.
We discuss that 10 pennies is equal to a dime. I then placed a magnetic nickel on our white board and explain that 2 of these have the same value as a dime. I invite the students to draw a number bond on their white board as I draw one on the large
All students had all celebrated a birthday in a similar way with a party and friends/family. When we got to the part of the book where the children were playing in the park, the students brought up stories of how they play in the park. We had a discussion of how the girl is waiting her turn. A male student in the class spoke about pushing his friend down the slide instead of waiting his turn. The last part they connected to was the dice game.
Small calculations of addition and subtraction are involved in such games. Children, who play such games, will eventually become master in doing small calculations. Children are not good at small calculations even. Many parents are not even aware of this; when they will play such board games with their children, they may come to know about this. On children end, they will get to do small calculations with interest and result will be their improved small calculations skills.
Truly understanding fractions and performing operations with fractions can often be difficult for many children and even adults. According to N. Krasa and S. Shunkwiler (2009), “Learning fractions is like stepping into the upside-down world beyond Alice’s looking glass. No wonder children are confused!” (p. 115). Discovering fractions in a way that enhances a student’s number sense is extremely important before the student begins operations with fractions.