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w ie Pr ev SECOND EDITION TEACHERS GUIDE SEPTEMBER GRADE w ie Pr ev Number Corner September September Sample Display & Daily Planner September Introduction �������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������1 September Calendar Grid Multiplication Models �������������������������������������������������������������������������������������������������������������������5 Introducing the September Calendar Markers ������������������������������������������������������������������������ Day ��������������������������������������������������������������������8 Charting Observations ������������������������������������������������������������������������������������������������������������������ Days 4, 6, ����������������������������������������������������������9 Making Predictions & Writing Equations������������������������������������������������������������������������������������ Days 11, 14, 16, 20 ��������������������������������������������11 Completing the Multiplication Models Page ���������������������������������������������������������������������������� Day 19 ����������������������������������������������������������������13 September Calendar Collector Class Data���������������������������������������������������������������������������������������������������������������������������������15 Introducing the Calendar Collector �������������������������������������������������������������������������������������������� Day ������������������������������������������������������������������18 What Would You Like to Know About Our Class? ��������������������������������������������������������������������� Day ����������������������������������������������������������������� 22 Student Surveys ������������������������������������������������������������������������������������������������������������������������������ Days 6, 11 ��������������������������������������������������������� 24 Which Read-Aloud? ������������������������������������������������������������������������������������������������������������������������ Day 17 ��������������������������������������������������������������� 26 September Computational Fluency Loops & Groups������������������������������������������������������������������������������������������������������ 29 w Introducing Loops & Groups �������������������������������������������������������������������������������������������������������� Day ����������������������������������������������������������������� 30 Loops & Groups Rematch �������������������������������������������������������������������������������������������������������������� Day 13 ��������������������������������������������������������������� 33 Loops & Groups with a Partner ���������������������������������������������������������������������������������������������������� Day 18 ��������������������������������������������������������������� 34 ie September Number Line Up to One Thousand��������������������������������������������������������������������������������������������������������������������� 35 Pr ev Introducing Spud—the Counting Game ����������������������������������������������������������������������������������� Day ����������������������������������������������������������������� 36 Spud Revisited��������������������������������������������������������������������������������������������������������������������������������� Day 10 �������������������������������������������������������������� 38 From Grid to Line ���������������������������������������������������������������������������������������������������������������������������� Day 12 ����������������������������������������������������������������41 Number Riddles ������������������������������������������������������������������������������������������������������������������������������ Day 15 ��������������������������������������������������������������� 42 September Solving Problems Adding Two- & Three-Digit Numbers ������������������������������������������������������������������ 43 Using Doubles to Solve Near Doubles ���������������������������������������������������������������������������������������� Day ����������������������������������������������������������������� 45 Jumping by Friendly Numbers����������������������������������������������������������������������������������������������������� Day ����������������������������������������������������������������� 48 Jumping to Get to a Friendly Number ���������������������������������������������������������������������������������������� Day 16 ��������������������������������������������������������������� 49 September Assessment Baseline Assessment �������������������������������������������������������������������������������������������������������������������������51 Completing Pages & ���������������������������������������������������������������������������������������������������������������� Day ����������������������������������������������������������������� 52 Completing Pages 3–5������������������������������������������������������������������������������������������������������������������� Day ����������������������������������������������������������������� 54 Teacher Masters Number Corner Student Book Pages Pages renumber each month Page numbers correspond to those in the consumable books Scaled Bar Graph Sheet ����������������������������������������������������������������������� T1 Scaled Bar Graph Extension Sheet �������������������������������������������������� T2 Student Survey Planning Sheet ��������������������������������������������������������� T3 Student Scaled Bar Graph ���������������������������������������������������������������������T4 Scaled Picture Graph Sheet����������������������������������������������������������������� T5 Scaled Picture Graph Extension Sheet�������������������������������������������� T6 Picture Graph Markers��������������������������������������������������������������������������� T7 Survey Report Sheet ������������������������������������������������������������������������������ T8 Whole Class Loops & Groups Game Sheet������������������������������������� T9 Partner Loops & Groups Game Sheet �������������������������������������������� T10 Individual Student Number Line 10 to 1,000 ������������������������������ T11 Number Line Clues ������������������������������������������������������������������������������� T12 Problem String Work Space��������������������������������������������������������������� T13 Baseline Assessment���������������������������������������������������������������������������� T14 Multiplication Models ������������������������������������������������������������������������������1 Loops & Groups Record Sheet���������������������������������������������������������������3 Number Corner Grade Teachers Guide © The Math Learning Center | mathlearningcenter�org w ie Pr ev September Sample Display Of the items shown below, some are ready-made and included in your kit; you’ll prepare others from classroom materials and the included teacher masters� Refer to the Preparation section in each workout for details about preparing the items shown� The display layout shown its on a 10’ × 4’ bulletin board or on two 6’ × 4’ bulletin boards� Other conigurations can be used according to classroom needs� If you have extra space to work with, a Number Corner header may be made from bulletin board letters, student-drawn letters, or other materials� 2014 h h | C + Calendar Grid Observations 15 13 70 80 90 100 Graph Title 30 110 120 130 140 150 160 170 180 190 200 28 26 210 220 230 240 250 260 270 280 290 300 310 320 330 340 350 360 370 380 390 400 410 420 430 440 450 460 470 480 490 500 510 520 530 540 550 560 570 580 590 600 610 620 630 640 650 660 670 680 690 700 710 720 730 740 750 760 770 780 790 800 24 22 20 18 16 14 12 10 alone whole class ma l group partner 810 820 830 840 850 860 870 880 890 900 910 920 930 940 950 960 970 980 990 1,000 Different Ways to Work Category Label C t A A L MA E S N Y C 02 av r te K nd of P zza G a hT e Favo ite Sm ll Pets G a hT e C t g r s at M M ch ese pz a m i m L Stude t Sca ed Bar Gra h m m Stud nt Sca ed Bar Gra h C eg r s © Th M pepper ni pz a © © st r M M h m nd pi ea p e pz a za d b How many fingers? 12 60 go Hands 11 50 C 10 40 Sca e Labe How many players? 30 Sma Pets 14 Soccer Team 20 Number of Peop e Days ? 21 veggie pz a ge b l m m Pr ev Weeks Cents ? 15 Ways We Like to Work in Class 10 b Nickels One Thous nd Gr d go How many days? Eyes ? Calendar Collector C Week How many spheres? People Equation x = star x = wheels x = spheres x = squares x = apples x = eyes x = days x = squares loops, hexagons in each loop x = hexagons nickels, 10 cents x = 10 cents soccer team, 11 players x 11 = 11 players x = 12 squares columns of squares loop w th 13 stars in it x 13 = 13 stars weeks, 14 days x = 14 days x = 15 fingers hands, 15 fingers T pe f P za Snowman Description loop with a star in it bike, wheels snowman, spheres column of squares loops, apple in each loop people, eyes week, days columns of squares w Wheels ? Model Loop Ratio Table Picture Array Loops Ratio Table Picture Array Loops Ratio Table Picture Array Loops Ratio Table Picture ie Bikes Date 10 11 12 13 14 15 10 12 Num er of Pe p e c l L b l Wh d h b 20 22 10 12 14 22 Num er of Pe p e ) c l L b l Wh d h b ) Calendar Grid Pocket Chart Calendar Grid Observations Chart One Thousand Grid Calendar Collector Graphs Student Scaled Bar Graphs Remember to consult a calendar for the starting day for this month and year� You might use 24" × 36" chart paper� If you laminate the paper before writing on it, you can reuse it in future months� The One Thousand Grid is 17" wide by 22" tall� Remember to use an erasable marker� These graphs are made from copies of teacher masters with half sentence strips or other strips of paper for labels� If you laminate these elements before writing on them, you can reuse them in future years� You’ll post the irst graph during Activity and a second graph during Activity 4� Number Corner Grade Teachers Guide You’ll record data on these copies of teacher masters while students conduct surveys of their classmates during Activity on days and 11� © The Math Learning Center | mathlearningcenter�org September Daily Planner Calendar Grid Calendar Collector Activity Introducing the September Calendar Markers (p� 5) Activity Introducing the Calendar Collector (p� 18) Update Activity What Would You Like to Know About Our Class? (p� 22) Update Activity Charting Observations (p� 9) Update Activity Charting Observations (p� 9) Update Activity Charting Observations (p� 9) Update 10 Update 11 Activity Making Predictions & Writing Equations (p� 11) 12 Update 13 Update 14 Activity Making Predictions & Writing Equations (p� 11) 15 Update 16 Activity Making Predictions & Writing Equations (p� 11) 17 Update 18 Update 19 Activity Completing the Multiplication Models Page (p� 13) 20 Activity Making Predictions & Writing Equations (p� 11) Computational Fluency Number Line Problem Strings Assessment Activity Introducing Loops & Groups (p� 30) Activity Using Doubles to Solve Near Doubles (p� 45) Activity Introducing Spud— the Counting Game (p� 36) w Activity Student Surveys (p� 24) Activity Student Surveys (p� 24) ie Date Pr ev Day Baseline Assessment, Part (p� 52) Activity Jumping by Friendly Numbers (p� 48) Baseline Assessment, Part (p� 54) Activity Spud Revisited (p� 38) Activity From Grid to Line (p� 41) Activity Loops & Groups Rematch (p� 33) Activity Which Read-Aloud? (p� 26) Activity Number Riddles (p� 42) Activity Jumping to Get to a Friendly Number (p� 49) Activity Loops & Groups with a Partner (p� 34) Note On days when the Calendar Grid is not featured in an activity, a student helper will update it before or after Number Corner Summaries of the update routines appear below Calendar Grid — If the Calendar Grid isn’t one of the featured workouts for the day, the student helper posts the marker before or after the class meets for Number Corner and records the day’s date on the whiteboard� Number Corner Grade Teachers Guide © The Math Learning Center | mathlearningcenter�org September Number Corner Introduction September Overview he workouts in the irst month of school introduce key multiplication concepts and give students opportunities to use surveys to learn a little about their new classmates September’s workouts also provide a review of place value through 1,000 and strategies for adding 2- and 3-digit numbers Activities Day Charting Observations 11, 14, 16, 20 Making Predictions & Writing Equations 19 Completing the Multiplication Models Page 1 Introducing the Calendar Collector 2 What Would You Like to Know About Our Class? 17 SB Introducing the September Calendar Markers 4, 6, 6, 11 G Student Surveys Which Read-Aloud? Extension (Optional) More Student Surveys Pr ev Calendar Collector Class Data The Calendar Collector focuses on collecting information about the class in the form of survey data� During the irst activity, the teacher reviews what surveys are, why people conduct them, and how the results can be displayed� She does a quick survey with the class and works with student input to display the results on a scaled bar graph� Next, the class brainstorms ideas for surveys and each student plans a survey to conduct with classmates� Later, the teacher selects two of the students’ plans and works with the authors to conduct those particular surveys with the class� During the last activity, the teacher conducts one inal survey and leads the class in creating a scaled picture graph to show the results� D w Calendar Grid Multiplication Models The Calendar Grid markers this month introduce key multiplication concepts and models� Each day, a student helper adds a marker to the Calendar Grid pocket chart and records the day’s date on the board� Students make observations about the markers, generate equations to match the visuals, search for and describe emerging patterns in the sequence, and make predictions about future markers based on their observations� Activities ie Workouts Computational Fluency Loops & Groups Students play a game to ind the product of two numbers between and 6� They sketch equal groups and write equations to represent the results� After four turns, they ind the sum of the products� Over the course of the month, the teacher plays the game twice with the whole class, and then has students play it again in pairs� Number Line Up to One Thousand Students learn to play a new counting game, make their own number lines, and use their lines to solve a variety of number riddles� Throughout these activities, the focus is on reading numbers to 1,000 using base ten numerals and expanded form, and looking for and describing patterns in the multiples of 10 and 100 to 1,000 as they appear on a grid and on a number line� Solving Problems Adding Two- & Three-Digit Numbers Students are introduced to problem strings and use them to review strategies for adding 2- and 3-digit numbers� Assessment Baseline The teacher administers a written assessment to the entire class, half in place of Number Corner workouts one day, and the other half in place of workouts a couple of days later� Introducing Loops & Groups 13 Loops & Groups Rematch 18 Loops & Groups with a Partner Introducing Spud—the Counting Game 10 Spud Revisited 12 From Grid to Line 15 Number Riddles Problem String Problem String 16 Problem String Baseline Assessment, Part Completing Pages & Baseline Assessment, Part Completing Pages 3–5 D – Discussion, G – Game, SB – Student Book Number Corner Grade Teachers Guide © The Math Learning Center | mathlearningcenter�org September Introduction Teaching Tips September is the month to establish procedures that ensure Number Corner runs smoothly all year hird graders still need speciic instruction on many classroom routines, including how to move quietly between their tables and the Number Corner discussion area, pick up and put away materials, respond to one another’s thinking respectfully, and discuss in pairs efectively Plan to spend a bit more time on the Number Corner workouts this month while students are learning these routines Target Skills Pacing & Routines Please see the Implementation section of the Bridges Educator site for more detailed advice about routines, planning, teaching strategies, and pacing� he table below shows the major skills and concepts addressed this month It is meant to provide a quick snapshot of the expectations for students’ learning during this month of Number Corner Major Skills/Concepts Addressed CG CC CF NL SP 2.NBT.1 Demonstrate an understanding that the digits in a 3-digit number represent amounts of hundreds, tens, and ones 2.NBT.2 Skip-count by 10s and 100s up to 1,000 2.NBT.3 Read numbers to 1,000 using base-ten numerals and expanded form 2.NBT.6 Add up to four 2-digit numbers using strategies based on place value and properties of operations 3.OA.1 Write story problems or describe problem situations to match a multiplication expression or equation ie 3.OA.3 Solve multiplication story problems with products to 100 involving situations of equal groups and arrays w 3.OA.1 Interpret products of whole numbers 3.OA.9 Identify arithmetic patterns among multiples of 10 to 1,000 Pr ev 3.NBT.2 Use strategies based on place value, properties of operations, or the relationship between addition and subtraction to add luently with sums to 1000 3.MD.3 Make a scaled bar graph or picture graph to represent a data set with several categories 3.MD.3 Solve one- and two-step comparison problems using data shown on a scaled bar or picture graph with several categories 3.MP.1 Make sense of problems and persevere in solving them 3.MP.2 Reason abstractly and quantitatively 2.MP.3 Construct viable arguments and critique the reasoning of others 3.MP.4 Model with mathematics 3.MP.7 Look for and make use of structure CG – Calendar Grid, CC – Calendar Collector, CF – Computational Fluency, NL – Number Line SP – Solving Problems Number Corner Grade Teachers Guide © The Math Learning Center | mathlearningcenter�org September Introduction Assessments his month you will administer a ive-page written Baseline Assessment in two parts: the irst two sheets during one Number Corner period, and the last three during Number Corner a couple of days later he table below lists the skills assessed in each part of the Baseline Assessment Note that these are all skills students should have mastered in second grade his assessment, then, should serve as an early warning system, enabling you to quickly identify students who may need extra support or special services if they haven’t been identiied for such in irst or second grade he Baseline Assessment is a one-time tool, designed to inform your instruction rather than gauge students’ growth over time Quarterly checkups that appear in October, January, March, and May serve a similar purpose: each provides a snapshot of individual students at that particular time of year, with regard to the skills that have been emphasized in Number Corner the couple of months prior to the checkup If you want to gauge students’ growth and progress over time with regard to the Common Core State Standards, you can use the optional Comprehensive Growth Assessment, located in the Grade Number Corner Assessment Guide Skills/Concepts Assessed in the Baseline Assessment Pr ev ie w • Solve two-step addition and subtraction story problems with sums and minuends to 100 involving situations of adding to, putting together, taking from, taking apart, and comparing, with unknowns in all positions (2.OA.1) • Recall from memory all sums of two 1-digit numbers (2.OA.2) • Find the total number of objects in an array with up to rows and columns, using addition, and write an equation to represent the total number (2.OA.4) • Add and subtract within 1,000, using concrete models or drawings and strategies based on place based on place value, properties of operations, or the relationship between addition and subtraction; relate the strategy to a written method (2.NBT.7) • Add and subtract with sums and minuends to 1,000 using strategies that involve adding or subtracting hundreds to or from hundreds, tens to or from tens, and ones to or from ones, composing or decomposing a hundred or a ten as necessary (2.NBT.7) • Explain why strategies for adding and subtracting 2- and 3-digit numbers work, using place value and the properties of operations (2.NBT.9) • Measure the length of an object in centimeters using a ruler (2.MD.1) • Estimate length in centimeters (2.MD.3) • Determine exactly how much longer one object is than another; express the diference between two lengths in terms of a standard unit of length (2.MD.4) • Solve addition and subtraction story problems with sums and minuends to 100 involving lengths given in the same units (2.MD.5) • Represent whole numbers as lengths, as well as whole number sums and diferences on a number line (2.MD.6) • Partition a rectangle into rows and columns of same-size squares, and count to ind the total number (2.G.2) • Partition a circle [rectangle] into or equal parts (2.G.3) • Use the terms halves and half of, thirds and a third of, fourths, quarters, fourth of, and quarter of to talk about the 2, 3, or equal parts into which a circle [rectangle] has been partitioned (2.G.3) • Demonstrate an understanding that equal parts of identical wholes not have to be the same shape (2.G.3) Number Corner Grade Teachers Guide © The Math Learning Center | mathlearningcenter�org September Introduction Materials Preparation Each workout includes a list of required materials by activity You can use the table below to prepare materials ahead of time for the entire month Task Copying Done Run copies of Teacher Masters T1–T7, T9–T18, and T8 (optional) according to the instructions at the top of each master� Run a single display copy of Number Corner Student Book pages 1–2� If students not have their own Number Corner Student Books, run a class set of pages 1–3� Charts Prepare the Calendar Grid Observations Chart according to preparation instructions in the Calendar Grid workout� Prepare the Scaled Bar Graph and Scaled Picture Graphs according to preparation instructions in the Calendar Collector workout� Post the One Thousand Grid from your Number Corner kit on your display board before Number Line Activity (day 5)� Before conducting the Baseline Assessment, organize colored tiles and base ten materials (optional) according to preparation instructions� Special Tasks Set up a classroom area to teach problem strings, following preparation suggestions in the Solving Problems workout� Pr ev ie w Classroom Materials Number Corner Grade Teachers Guide © The Math Learning Center | mathlearningcenter�org September | Computational Fluency Activity & 2 copies for display Partner Loops & Groups Game Sheet Loops Spinner Groups Spinner Player 2: ie Pr ev Find the Sum 4th Turn 3rd Turn 2nd Turn 1st Turn w Player 1: Number Corner Grade Teacher Masters T10 © The Math Learning Center | mathlearningcenter�org September | Number Line Activity class set plus copy for display; see Preparation for assembly instructions NAME 0123 | DATE Individual Student Number Line 10 to 1,000 20 30 40 50 60 70 80 90 100 tab 110 120 130 140 150 160 170 180 190 200 tab 210 220 230 240 250 260 270 280 290 300 tab w 10 ie 310 320 330 340 350 360 370 380 390 400 Pr ev 410 420 430 440 450 460 470 480 490 500 tab tab 510 520 530 540 550 560 570 580 590 600 tab 610 620 630 640 650 660 670 680 690 700 tab 710 720 730 740 750 760 770 780 790 800 tab 810 820 830 840 850 860 870 880 890 900 tab 910 920 930 940 950 960 970 980 990 1000 tab Number Corner Grade Teacher Masters T11 © The Math Learning Center | mathlearningcenter�org September 0123 | Number Line Activity copy for display Number Line Clues Follow the clues one by one to color in some of the numbers on your number line Use a BLUE crayon to color in all the numbers with an in the tens place N Use a RED crayon to color in all the numbers with a in the hundreds place N Use an ORANGE crayon to color in the number that has exactly 13 tens N Use a PINK crayon to color in the number that has exactly 42 tens N Use a BROWN crayon to color in the number that is equal to hundreds plus tens plus ones How many tens are there in this number if you trade in all the hundreds for tens? N Use a PURPLE crayon to color in the number that has a in the tens place and a in the hundreds place How many tens are there in this number if you trade in all the hundreds for tens? N Use a GREEN crayon to color in: Pr ev ie w N N he number that is 200 more than 150 N he number that is 190 less than 400 N he number that is 180 less than 670 Number Corner Grade Teacher Masters T12 © The Math Learning Center | mathlearningcenter�org September | Solving Problems Activity 1–3 copy for display NAME | DATE Pr ev ie w Problem String Work Space Number Corner Grade Teacher Masters T13 © The Math Learning Center | mathlearningcenter�org September | Assessment class set, plus copy for display NAME | DATE Baseline Assessment page of +5 +8 +9 +8 +9 10 +7 + 10 +7 +7 + 10 +5 +5 +4 +5 +3 +3 10 +5 +9 +6 +7 w Solve as many of these addition problems as you can in one minute Add these two numbers Use numbers, pictures, or words to help solve the equation and show your thinking Pr ev 364 + 469 = _ ie Subtract these two numbers Use numbers, pictures, or words to help solve the equation and show your thinking 412 – 236 = _ Number Corner Grade Teacher Masters T14 © The Math Learning Center | mathlearningcenter�org September | Assessment class set, plus copy for display NAME | DATE Baseline Assessment page of Use these two lines to solve the problems below You will also need the centimeter side of a ruler Estimate the length of the shorter line in centimeters _ cm b Measure the shorter line in centimeters _ cm c Estimate the length of the longer line in centimeters Use what you know about the length of the shorter line to help _ cm d Measure the length of the longer line in centimeters _ cm e What is the diference in the lengths of the two lines? How many centimeters longer is one than the other? Write and solve an equation to show ie w a Pr ev My Equation: _ Jake measured two pieces of string he irst string was 43 centimeters long he second string was 26 centimeters long How much longer was the irst string than the second string? Use the number line to show and solve the problem Write your answer on the line below 10 20 30 40 50 he irst string was centimeters longer than the second string Number Corner Grade Teacher Masters T15 © The Math Learning Center | mathlearningcenter�org September | Assessment class set, plus copy for display NAME | DATE Baseline Assessment page of Write an equation to match each story problem Solve the equation Use numbers, pictures, or words to show your thinking here are 26 green marbles and 38 blue marbles in the bag Briana put 15 more marbles in the bag How many marbles are in the bag now? ie w a b Pr ev Equation: _ here were 52 candies in the box DJ ate 24 of the candies hen his friend gave him more candies How many candies does DJ have now? Equation: Number Corner Grade Teacher Masters T16 © The Math Learning Center | mathlearningcenter�org September | Assessment class set, plus copy for display NAME | DATE Baseline Assessment page of w Follow the directions below to partition (split or divide) this rectangle into rows and columns of same-sized squares • Cover the rectangle with square-inch tiles • Record your work by drawing lines or tracing the tiles onto the rectangle How many squares are there in each row? b How many squares are there in each column? _ c Write an equation to tell how many squares in all ie a Pr ev Use this square to the problems below a Partition (split or divide) the square into two equal shares Use your ruler to help if you like b What is the fraction name of each part? _ Number Corner Grade Teacher Masters T17 © The Math Learning Center | mathlearningcenter�org September | Assessment class set, plus copy for display NAME | DATE Baseline Assessment page of Sam had sandwiches that were exactly the same size He cut each sandwich into equal shares, like this Sandwich Sandwich What is the fraction name of each part of Sandwich 1? _ b What is the fraction name of each part of Sandwich 2? _ c Sam says that one of the parts of Sandwich is exactly the same amount as one of the parts of Sandwich Do you agree with Sam? Use pictures, numbers, or words to prove your answer Pr ev ie w a 10 Troy’s grandma made a giant pancake for him and his two little brothers She gave Troy a knife and asked him to split the pancake so all three of the boys get exactly the same amount a Troy isn’t sure how to cut the pancake Draw on this circle to show him how (he dot in the middle of the circle is a blueberry.) b What is the fraction name of each part of the pancake? Number Corner Grade Teacher Masters T18 © The Math Learning Center | mathlearningcenter�org Student Book Pr ev ie w GRADE – SEPTEMBER w ie Pr ev September | Calendar Grid Activity NAME | DATE Multiplication Models page of Draw a line from each of the multiplication models to the matching equation hen ill in the blank to show the answer × = cars tires Pr ev ie w × = × = × = Make a sketch of one of the multiplication models you studied this month to match each expression Choose a diferent model for each expression 2×4 3×5 6×2 Number Corner Grade Student Book © The Math Learning Center | mathlearningcenter�org September | Calendar Grid Activity NAME | DATE Multiplication Models page of One day, Jacob saw ladybugs sitting on a leaf Each ladybug had spots a How many spots in all? Use numbers, labeled sketches, or words to help solve this problem b Which equation matches this problem? Fill in the bubble to show N + = spots N × = 16 spots N + + = 12 spots N – = spots w Write a story problem to match this equation: × = 16 CHALLENGE Pr ev ie here was a tree with branches On each branch there were cages In each cage there were birds How many birds in all? Use numbers, labeled sketches, or words to help solve this problem Show all your work Number Corner Grade Student Book © The Math Learning Center | mathlearningcenter�org September | Computational Fluency Activity NAME | DATE Loops & Groups Record Sheet Students Pr ev Sum 4th Turn 3rd Turn ie w 2nd Turn 1st Turn Teacher Number Corner Grade Student Book © The Math Learning Center | mathlearningcenter�org w ie Pr ev ... in 230 (38 0, 410, 500, 670, and so on)? How you know? Pr ev 110 120 130 140 150 160 170 180 190 200 210 220 230 240 250 260 270 280 290 30 0 31 0 32 0 33 0 34 0 35 0 36 0 37 0 38 0 39 0 400 410 420 430 ... 28 26 210 220 230 240 250 260 270 280 290 30 0 31 0 32 0 33 0 34 0 35 0 36 0 37 0 38 0 39 0 400 410 420 430 440 450 460 470 480 490 500 510 520 530 540 550 560 570 580 590 600 610 620 630 640 650 660 670... 190 200 210 220 230 240 250 260 270 280 290 30 0 31 0 32 0 33 0 34 0 35 0 36 0 37 0 38 0 39 0 400 410 420 430 440 450 460 470 480 490 500 510 520 530 540 550 560 570 580 590 600 610 620 630 640 650 660 670

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