Arithmetic
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Original simulering og oversettelser |
Innhold
- Multiplikasjon
- Divisjon
- Faktorisering
Beskrivelse
Husker du multiplikasjonstabellene? ...ikke jeg heller. Frisk opp dine evner til multiplikasjon, deling og faktorisering med dette spennende spillet. Ingen kalkulator tillatt!
Eksempel på læringsmål
- Forklar hvordan multiplikasjonstabellene er til hjelp for å forstå multiplikasjon, faktorisering og divisjon.
- Øk nøyaktigheten på multiplikasjon, faktorisering og divisjon.
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.
Versjon 1.0.24
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Trish Loeblein | Ungdomsskole vgs Barneskole Student - intro |
Lekse Remote |
Matematikk Kjemi Fysikk |
| Arithmetic Games (Inquiry Based) |
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Trish Loeblein | Barneskole vgs Ungdomsskole |
Lab Remote Lekse |
Matematikk |
| Juego de Aritmética (Basado en Indagación) |
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Trish Loeblein, traducido por Diana López | vgs Ungdomsskole |
Guided Lekse |
Matematikk |
| Arithmetic (Multiply) |
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Philippe Guegan | Ungdomsskole | Guided | Matematikk | |
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Demo Lab Guided Lekse Discuss |
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| How are products and factors related? | Seda Serpin | Barneskole | Guided Lab |
Matematikk | ||
| Math facts - Using the Multiplication Chart | Tapan Sarkar | Ungdomsskole | Lab | Matematikk | ||
| Discovering divisibility rules | Stacy Larson | Ungdomsskole vgs |
Lab | Matematikk | ||
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