Arithmetic
See simulatsioon pole veel sellesse keelde tõlgitud. Ingliskeelne versioon on saadaval allpool.
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Manusta
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Original Sim and Translations |
Sisu
- Multiplication
- Division
- Factoring
Description
Kas sa mäletad veel korrutustabelit?...Mina ka mitte. Selle mänguga saad värskendada oma korrutamise, jagamise ja astendamise oskusi. Kalkulaatori kasutamine keelatud!
Näidis-õpieesmärgid
- Selgitab, kuidas korrutustabel aitab mõista korrutamist, astendamist ja jagamist.
- Suurendab korrutamise, astendamise ja jagamise täpsust.
Standards Alignment
Common Core - Math
3.OA.A.1
Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.
3.OA.A.2
Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8.
3.OA.A.4
Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = _ ÷ 3, 6 × 6 = ?
3.OA.B.5
Apply properties of operations as strategies to multiply and divide.2 Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.)
3.OA.B.6
Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8.
3.OA.C.7
Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.
3.OA.D.9
Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends.
Version 1.0.24
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Teacher-Submitted Activities
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Trish Loeblein | PK ÜÕ-Sissejuhatus KK K-5 |
Remote KT |
Keemia Füüsika Matemaatika |
| Arithmetic Games (Inquiry Based) |
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Trish Loeblein | K-5 KK PK |
KT Remote Pr |
Matemaatika |
| Preguntas de razonamiento para todas las simulaciones HTML5 |
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Diana López | K-5 L PK ÜÕ-Kõrgem tase ÜÕ-Sissejuhatus KK |
Discuss KT |
Keemia Matemaatika Astronoomia Füüsika |
| Juego de Aritmética (Basado en Indagación) |
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Trish Loeblein, traducido por Diana López | PK KK |
KT Guided |
Matemaatika |
| Arithmetic (Multiply) |
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Philippe Guegan | PK | Guided | Matemaatika | |
| How do PhET simulations fit in my middle school program? |
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Sarah Borenstein | PK | Muu | Keemia Bioloogia Maateadus Füüsika |
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| SECUNDARIA: Alineación PhET con programas de la SEP México (2011 y 2017) |
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Diana López | PK KK |
Muu | Keemia Matemaatika Füüsika Bioloogia |
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| PREPARATORIA: Alineación de PhET con programas de la DGB México (2017) |
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Diana López | KK ÜÕ-Sissejuhatus |
Muu | Keemia Matemaatika Füüsika |
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| PRIMARIA: Alineación con programas de la SEP México (2011 y 2017) |
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Diana López | PK K-5 |
Discuss Demo Guided KT Pr |
Füüsika Astronoomia Keemia Matemaatika |
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| MS and HS TEK to Sim Alignment | Elyse Zimmer | PK KK |
Muu | Füüsika Keemia Bioloogia |
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| How are products and factors related? | Seda Serpin | K-5 | Pr Guided |
Matemaatika | ||
| Math facts - Using the Multiplication Chart | Tapan Sarkar | PK | Pr | Matemaatika | ||
| Discovering divisibility rules | Stacy Larson | KK PK |
Pr | Matemaatika | ||
| Fixação da técnica de assertividade | Francisco Aislan da Silva Freitas, Gilvandenys Leite Sales | K-5 | Pr | Matemaatika | ||
| Atividade de Aritmética | Ramon Albuquerque | PK KK |
KT Pr Guided |
Matemaatika |
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