3rd Grade Math Activity: Metric Mango Tree (measurement; number sense)Mango Math Group
A sample math lesson from Mango Math's 3rd grade math curriculum.
Mango Math provides grade level math games and activities that reinforce core math concepts. Our activities are designed to enhance and compliment existing curriculum and are aligned with NCTM standards. Our innovative and fun math curriculum products are designed to assist teachers, resource room instructors, home school organizations, and parents build positive attitudes towards math while reinforcing key math skills.
for more information visit www.mangomathgroup.com
STI Course A Closer Look at Singapore Math by Yeap Ban HarJimmy Keng
This weekend course conducted at Scarsdale Teachers Institute, New York focused on the use of anchor problem to enhance the teaching and learning of mathematics.
3rd Grade Math Activity: Metric Mango Tree (measurement; number sense)Mango Math Group
A sample math lesson from Mango Math's 3rd grade math curriculum.
Mango Math provides grade level math games and activities that reinforce core math concepts. Our activities are designed to enhance and compliment existing curriculum and are aligned with NCTM standards. Our innovative and fun math curriculum products are designed to assist teachers, resource room instructors, home school organizations, and parents build positive attitudes towards math while reinforcing key math skills.
for more information visit www.mangomathgroup.com
STI Course A Closer Look at Singapore Math by Yeap Ban HarJimmy Keng
This weekend course conducted at Scarsdale Teachers Institute, New York focused on the use of anchor problem to enhance the teaching and learning of mathematics.
This resource contains ideas for teaching Y3 students multiplication and division. Even though it is aimed at Y3 using the Australian Curriculum the hands-on-activities can be applied to other year levels. This resource also contains ideas for using iPads and QR codes.
This is a list of mathematical activities related to parity for students in grades K - 3.
A video of the authors running it is available at:
http://www.mathcircles.org/content/playing-parity
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Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
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Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Introduction to AI for Nonprofits with Tapp Network
3rd grade multiplication final product
1.
2. Interpret products of whole numbers, e.g., interpret 5 x 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 x 7.
MGSE3.OA.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 (How many in each group?), or as a number of shares when
56 objects are partitioned into equal shares of 8 objects each (How many groups can you make?). For example,
describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8.
MGSE3.OA.3
Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and
measurement quantities,‡ e.g., by using drawings and equations with a symbol for the unknown number to
represent the problem.
MGSE3.OA.4
Determine the unknown whole number in a multiplication or division equation relating three whole numbers using
the inverse relationship of multiplication and division. For example, determine the unknown number that makes the
equation true in each of the equations, 8 x ? = 48, 5 = □ ÷ 3, 6 x 6 =?.
MGSE3.OA.5
Apply properties of operations as strategies to multiply and divide. Examples: If 6 x 4 = 24 is known, then 4 x 6 =
24 is also known. (Commutative property of multiplication.) 3 x 5 x 2 can be found by 3 x 5 = 15, then 15 x 2 = 30,
or by 5 x 2 = 10, then 3 x 10 = 30. (Associative property of multiplication.) Knowing that 8 x 5 = 40 and 8 x 2 = 16,
one can find 8 x 7 as 8 x (5 + 2) = (8 x 5) + (8 x 2) = 40 + 16 = 56. (Distributive property.)
MGSE3.OA.9
Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using
properties of operation. 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.
3. Day 1
Subject: Math Technology Needs/Uses: pretest, pencil, K-W-L chart
Topic: Multiplication
Grade Level: 3rd Assessment:
• Performance Assessment
• Written Response
Lesson Length:
40 minutes
Task/Objective: Multiplication Pre-Assessment: Students will take a pre-assessment to see what knowledge
they may already have in regards to multiplication. Students will also begin K-W-L chart on multiplication.
Process (strategies & activities): Explain to students they will be taking a pre-test on multiplication. In order to
put them at ease, tell students the test will be graded but not recorded in the gradebook. Explain that the pre-
test allows the teacher to know what the students may already know. The pre test will be the same exact test as
the final test at the end of the unit, but do not let the students know that. After completing the pretest, students
will take 5 minutes to begin a K-W-L chart on what they know about multiplication and what they want to learn
about multiplication.
I Can Statements: I can fill out a K-W-L chart about multiplication.
Resources: https://testmoz.com/675422
6. Day 2
Subject: Math Technology Needs/Uses:
Computer, Projector, Speakers
Topic: Multiplication
Grade Level: 3rd Assessment:
• Performance Assessment
Lesson Length:
40 minutes
Task/Objective: Begin introduction to multiplication by watching a Brainpopjr.com video on arrays. An array
is a model to help one write a multiplication problem. Multiplication is repeated addition.
Process (strategies & activities): Collect K-W-L charts. Go to Brainpop.com and Brainpopjr.com and type in
multiplication and arrays. Watch the two videos to introduce this topic. At the end of each video, recap by
having the class take the quiz at the end of the video for a participation grade. Each student that answers a
question right gets a piece of candy.
I Can Statements: I can explain how to solve a multiplication problem by using an array.
Resources: https://www.brainpop.com/math/numbersandoperations/multiplication/,
https://jr.brainpop.com/math/multiplicationanddivision/arrays/
7. Day 3
Subject: Math Technology Needs/Uses:
Paper, Pencil, Whiteboard, Dry Erase Markers
Topic: Multiplication
Grade Level: 3rd Assessment:
• Personal Communication
Lesson Length:
40 minutes
Task/Objective: Students will answer review questions from the Brainpop.com video. After, students will do
the assigned array worksheet.
Process (strategies & activities): If the class understands and feels confident knowing how to make an array,
then pass this work sheet out. Have the class make the assigned arrays and ask questions when needed.
This is a group activity so let them work together. I will do the first two as examples on the white board. After
that, the students will get into groups to work together on this worksheet. When there are 10 minutes left in
class, I will go over the answers with the class. Any missed answers must be redone for homework the next
day.
I Can Statements: I can explain how to solve a multiplication problem by using an array.
Resources: https://www.superteacherworksheets.com/
9. Day 4
Subject: Math Technology Needs/Uses: Flash cards 8 by 10, Pencil,
Note sheet, construction paper (3 colors)
Topic: Multiplication
Grade Level: 3rd Assessment:
• Written Response
Lesson Length:
40 minutes
Task/Objective: The class will receive notes on a layout consisting of what to know/memorize and make
flashcards for all of the multiples on the sheet. The problem will be on the front, and they will put the answer
on the back. We will review them at the end of class. This is a grade. Study 15 minutes every night with a
parent or guardian to memorize these. Use a different color of construction paper for each multiple set.
Process (strategies & activities): Multiplication is all about memorization and practice, so now it’s time to
learn the times tables 1-3. Go over homework as a class. Pick a student at random to come up and answer a
question about arrays on the board. Collect all worksheets afterwards. Pass out the notes and have the class
begin making their cards.
I Can Statements: I can memorize multiples of 0-3 by studying my flashcards.
Resources: http://imgc.allpostersimages.com/images/P-1200-1200-100/63/6337/EEN7100Z/posters/multiplication-
table-education-chart-poster.jpg
12. Day 5
Subject: Math Technology Needs/Uses: Note cards, partner, candy
Topic: Multiplication
Grade Level: 3rd Assessment:
• Personal Communication
• Selected Response
Lesson Length:
40 minutes
Task/Objective: The students will play a card game in groups of two. One person will hold the card with the
question and their partner will try and figure out the right answer. There will be 3 minutes for each partner to
get as many correct answers as they can. The winner of each pair will get a piece of candy. We will switch
partners after every round.
If time permits at the end of class, the students will be divided into 2 teams to play SLAP.
Process (strategies & activities): Explain the card game, and how to play SLAP.
I Can Statements: I can work with a partner and name all the multiples of 1-3 with the help of the flashcards I
made.
Resources: None
13. SLAP Game
The teacher will pick a multiple to practice and
lay out, in random order, pieces of paper with a
different product on each page. One team will
be sitting on each side of the answer cards. The
teacher will call one student from each team to
compete against one another. The teacher will
call out a multiplication problem and the first
team to slap the card and call out the correct
answer will receive a point.
14. Day 6
Subject: Math Technology Needs/Uses: Paper, pencil, note cards (2
colors),
Topic: Multiplication
Grade Level: 3rd Assessment:
• Performance Assessment
• Written Response
Lesson Length:
40 minutes
Task/Objective: Pop quiz over how well the students have been studying on their own. When the
students finish their quiz, they will pick up the note sheet for multiples 4 and 5 and start making their note
cards.
Process (strategies & activities): Start the class with a 15 question timed quiz of multiples 1-3. Pop quiz the
students to see how well they’ve been studying on their own. Introduce multiples of 4 and 5. When everyone is
finished with the quiz, go over the answers then start going over 4’s and 5’s.
I Can Statements: I can name all the multiples of 1-3 without looking at my note sheet.
Resources: None
18. Day 7
Subject: Math Technology Needs/Uses: Note cards, partner, candy
Topic: Multiplication
Grade Level: 3rd Assessment:
• Selected Response
• Personal Communication
Lesson Length:
40 minutes
Task/Objective: We will play the card game we did with 1-3, but instead with 4-5 in groups of two. One
person will hold the card with the question and their partner will try and figure out the right answer. They will
have 3 minutes each to get as many correct. The winner of the two with the most correct will get a piece of
candy. We will switch partners after every round. Again, if there is time the students will play SLAP.
Process (strategies & activities): Go over quiz from yesterday. Let the students ask any questions about the
pop quiz from yesterday. Students will take home their quiz to study so they know exactly which ones they are
struggling with.
I Can Statements: I can remember the multiples of 4 and 5 without looking at my note sheet.
Resources: None
19. Day 8
Subject: Math Technology Needs/Uses: Paper, glue, scissors,
crayons
Topic: Multiplication
Grade Level: 3rd Assessment:
• Selected Response
• Personal Communication
• Written Response
Lesson Length:
40 minutes
Task/Objective: Each student will be given a cut and paste worksheet that will be due at the end of the class.
This is an individual assignment. If they color it and make it fancy, they can earn up to 5 bonus points on the
test. They may use their note sheets if they get stuck on a problem.
Process (strategies & activities): Pass out the cut-out activity for students to work individually as a review.
Must be turned in by the end of class. You may answer any questions they have, but make sure they looked
at their notes first.
I Can Statements: I can recite all the multiples of 1-5
Resources: http://www.superteacherworksheets.commultiplicationcut/
20.
21.
22. Day 9
Subject: Math Technology Needs/Uses: Computer, BYLD, internet,
smart board, internet
Topic: Multiplication
Grade Level: 3rd Assessment:
• Selected Response
• Personal Communication
Lesson Length:
40 minutes
Task/Objective: For the first 10 minutes of class, students will review note cards with a partner. After the 10
minutes is up, the children will use either their BYLD or a class computer to play KAHOOT! to review for the
test tomorrow.
Process (strategies & activities): Teacher will log into the KAHOOT! game and show their students how to log
in and enter the game pin number. Students must use nick names to enter the game. Make it clear that the nick
names must be school appropriate.
I Can Statements: I can recite all the multiples needed for the test tomorrow.
Resources: https://play.kahoot.it/#/k/a709aa9a-693a-4bc6-a1af-d010acd1ac00
23. Day 10
Subject: Math Technology Needs/Uses: Computer
Topic: Multiplication
Grade Level: 3rd Assessment:
• Performance Assessment
Lesson Length:
40 minutes
Task/Objective: TEST DAY. The teacher will have reserved the computer lab for the day. Students will have the
whole class period to complete this test. The teacher will be monitoring the computer screens. Students will not
be able to talk. This is an individual assignment. Any student who talks or cheats will have to take the test
during recess by themselves.
Process (strategies & activities): I have reserved the computer lab for the day, and I will be monitoring the
computer screens.
I Can Statements: I can take a test on the introduction of multiplication without needing to use any sources.
Resources: testmoz.com/675422