Arithmetic

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Arithmetic وێنه‌ی شاشه‌  دابه‌زێن  Embed
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Description

Remember your multiplication tables? Practice your multiplication, division, and factoring skills with this exciting game. No calculators allowed!

Sample Learning Goals

  • 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

Overview of sim controls, model simplifications, and insights into student thinking ( PDF ).

Teacher-Submitted Activities

Arithmetic Games (Inquiry Based) A gold star indicates high-quality, inquiry-based activities that follow the PhET design guidelines. This contribution was designed by PhET. Trish Loeblein HS تاقیگه‌ بیرکاری
Juego de Aritmética (Basado en Indagación) A gold star indicates high-quality, inquiry-based activities that follow the PhET design guidelines. This contribution was designed by PhET. Trish Loeblein, traducido por Diana López MS
HS
Guided
HW
بیرکاری
Alignment of PhET sims with NGSS This contribution was designed by PhET. Trish Loeblein HS دیکه‌ زانستی زه‌وی
ژیناسی
فیزیا
کیمیا
How do PhET simulations fit in my middle school program? This contribution was designed by PhET. Sarah Borenstein MS دیکه‌ زانستی زه‌وی
فیزیا
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کیمیا
CCSS Math Alignment with Sims This contribution was designed by PhET. Amanda McGarry MS
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دیکه‌ بیرکاری
MS and HS TEK to Sim Alignment Elyse Zimmer HS
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Math facts - Using the Multiplication Chart Tapan Sarkar MS تاقیگه‌ بیرکاری
Back to the Basics Nyetta Abernathy MS
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Discovering divisibility rules Stacy Larson HS
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곱셈 나눗셈 연습 SIM 사용설명서 이화국(Wha Kuk Lee) K-5
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Demo
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Operações Aritméticas Fundamentais Georgyana Cidrão; Francisco Régis Vieira Alves K-5 تاقیگه‌
Guided
بیرکاری

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OS X 10.9.5 or later
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Design Team Third-party Libraries سوپاس بۆ
  • Michael Dubson (developer/lead)
  • Trish Loeblein