# Arithmetic

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### Contidos

• Multiplicación

### Description

Remember your multiplication tables? ... me neither. Brush up on your multiplication, division, and factoring skills with this exciting game. No calculators allowed!

### Obxectivos de Aprendizaxe

• Explain how multiplication tables help understand multiplication, factoring, and division.
• Use an array model to understand multiplication, factoring, and division.
• Increase accuracy in multiplying, factoring and dividing.
• Develop multiple strategies for arithmetic problems.

### 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 2.03

### Teacher Tips

 A guía de profesores (pdf) contén consellos creados polo equipo PhET. ( PDF ).

### Teacher-Submitted Activities

Juego de Aritmética (Basado en Indagación) Trish Loeblein, traducido por Diana López S.O.
BAC
Guided
Deb
Matemáticas
How do PhET simulations fit in my middle school program? Sarah Borenstein S.O. Outro Química
Ciencias da Terra
Bioloxía
Física
MS and HS TEK to Sim Alignment Elyse Zimmer S.O.
BAC
Outro Física
Bioloxía
Química
Math facts - Using the Multiplication Chart Tapan Sarkar S.O. Lab Matemáticas
Back to the Basics Nyetta Abernathy S.O.
11
BAC
Lab
Deb
Matemáticas
Discovering divisibility rules Stacy Larson BAC
S.O.
Lab Matemáticas
곱셈 나눗셈 연습 SIM 사용설명서 이화국(Wha Kuk Lee) 11
S.O.
Deb
Demo
CCs
Física
Matemáticas
ARITHMETIC_DIVISON Arlete Cabral 11 Lab Matemáticas
OBJETO DE APRENDIZAGEM: ARITHMETIC Arlete Moura de Oliveira Cabral e Maria Cleide da Silva Barroso 11 Guided Matemáticas
Operações Aritméticas Fundamentais Georgyana Cidrão; Francisco Régis Vieira Alves 11 Lab
Guided
Matemáticas
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