● For your Common Core curriculum.
● Grades 3-5 Use these uniquely designed cards to reinforce the content from the Common Core State Standards.
● Students solve the problem on their own card, then students with the same answer form collaborative groups for further problem-solving activities.
● Cards can also be used individually or in small groups.
● Includes 120 - 4 in.
● x 6 in.
● cards (40 per grade level) and teacher’s guide with complete instructions and suggestions for problem-solving lessons for the collaborative groups.
● CCSS Product Alignment 3.OA.1 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.
● 3.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, 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.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.
● 3.OA.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 x ?
● = 48, 5 = _ ÷ 3, 6 x 6 = ?
● 3.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.) 3.OA.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.7 Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 x 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.8 Solve two-step word problems using the four operations.
● Represent these problems using equations with a letter standing for the unknown quantity.
● Assess the reasonableness of answers using mental computation and estimation strategies including rounding.
● 4.OA.1 Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 x 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5.
● Represent verbal statements of multiplicative comparisons as multiplication equations.
● 4.OA.2 Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.
● 4.OA.3 Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted.
● Represent these problems using equations with a letter standing for the unknown quantity.
● Assess the reasonableness of answers using mental computation and estimation strategies including rounding.
● 4.OA.4 Find all factor pairs for a whole number in the range 1-100.
● Recognize that a whole number is a multiple of each of its factors.
● Determine whether a given whole number in the range 1-100 is a multiple of a given one-digit number.
● Determine whether a given whole number in the range 1-100 is prime or composite.
● 4.OA.5 Generate a number or shape pattern that follows a given rule.
● Identify apparent features of the pattern that were not explicit in the rule itself.
● For example, given the rule “Add 3” and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers.
● Explain informally why the numbers will continue to alternate in this way.
● 5.OA.1 Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.
● 5.OA.2 Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them.
● For example, express the calculation “add 8 and 7, then multiply by 2” as 2 x (8 + 7).
● Recognize that 3 x (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product.
● 5.OA.3 Generate two numerical patterns using two given rules.
● Identify apparent relationships between corresponding terms.
● Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane.
● For example, given the rule “Add 3” and the starting number 0, and given the rule “Add 6” and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence.
● Explain informally why this is so.
1. 주문하신 물품의 총 결제금액이 15만원 이상 (환율의 변동에 따라 다를 수 있음) 이면 과부가세가 발생합니다. 관부가세는 고객님께서 부담하시는 금액으로 문자를 통해 입금내역이 발송되며 해당 관세사로 입금하시면 통관처리됩니다.
2. 해외구매 특성상 주문에서 배송까지는 평균 10~15일이 소요됩니다. 간혹 현지 제품 수급에 따라 부득이하게 시일이 더 소요 될 수 있으니 구매시 좀 더 여유있게 주문하시길 권합니다.
3. 해외 내수품인 관계로 A/S에 대해서는 별도의 책임을 지지 않습니다.
4. 해외배송 특성상 주문접수후 배송상태가 배송준비중으로 넘어간 경우 해외에서 국내로의 배송이 이루어지고 있다는 뜻입니다. 따라서 배송준비중으로 배송상태가 넘어간 경우 취소및 반품이 불가하므로 이점 양해 부탁드립니다.
5. 타 해외구매대행 사이트에서 주문하신 물건과 주문날짜가 겹치지않도록 주의해 주십시오. 통관날짜가 같을 경우 합산관세가 부가되게 됩니다.