Arithmetic

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Arithmetic Skjermbilde  Last ned  Innbygging
  • Multiplikasjon
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Innhold

  • Multiplikasjon

Beskrivelse

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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 2.03

Lærertips

Last ned lærertips PDF Oversikt over sim-kontroller, modellforenklinger, og innsikt i elevenes tenkning ( PDF ).

Aktiviteter sendt inn av lærere

Arithmetic Games (Inquiry Based) A gold star indicates high-quality, inquiry-based activities that follow the PhET design guidelines. Dette bidraget ble designet av PhET. Trish Loeblein vgs Lab Matematikk
Juego de Aritmética (Basado en Indagación) A gold star indicates high-quality, inquiry-based activities that follow the PhET design guidelines. Dette bidraget ble designet av PhET. Trish Loeblein, traducido por Diana López vgs
Ungdomsskole
Guided
Lekse
Matematikk
Alignment of PhET sims with NGSS Dette bidraget ble designet av PhET. Trish Loeblein vgs Annet Geofag
Kjemi
Biologi
Fysikk
How do PhET simulations fit in my middle school program? Dette bidraget ble designet av PhET. Sarah Borenstein Ungdomsskole Annet Kjemi
Geofag
Biologi
Fysikk
MS and HS TEK to Sim Alignment Elyse Zimmer vgs
Ungdomsskole
Annet Kjemi
Fysikk
Biologi
Math facts - Using the Multiplication Chart Tapan Sarkar Ungdomsskole Lab Matematikk
Back to the Basics Nyetta Abernathy Barneskole
vgs
Ungdomsskole
Lab
Lekse
Matematikk
Discovering divisibility rules Stacy Larson Ungdomsskole
vgs
Lab Matematikk
곱셈 나눗셈 연습 SIM 사용설명서 이화국(Wha Kuk Lee) Ungdomsskole
Barneskole
Demo
Lekse
BS
Matematikk
Fysikk
Operações Aritméticas Fundamentais Georgyana Cidrão; Francisco Régis Vieira Alves Barneskole Lab
Guided
Matematikk

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Designteam Tredjepartsbiblioteker Takk til
  • Michael Dubson (developer/lead)
  • Trish Loeblein