Multiplication Single Digit Mystery Pixel Art Distant Learning

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Multiplication 1 x 1 Digit Mystery Pixel Art Bundle Distance Learning
Why not step up engagement when practicing multiplication facts? This resource includes 4 assignments in Google Sheet™ with a Mystery Pixel Art. There are 20 multiplication facts for students to solve on each one. Once they insert their answers on the corresponding lines and click "return", some of
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Description

Why not step up engagement when practicing multiplication facts? This resource includes a Google Sheet™ with the Mystery Pixel Art. There are 40 multiplication facts for students to solve. Once they insert their answers on the corresponding lines and click "return", some of the art will magically appear.

This activity is great for centers, early finishers, or as a morning work. It is self-correcting and highly engaging!

Teacher Directions

1. Make sure you open the Google Sheets™ file called “Mystery

Art 7” in your Google Drive™. Once you one it, it will remain in your Google Drive™.

2. Go to Google Classroom™ and click on the class that you wish to share this project

with.

3. Go to the ”Classwork” tab and then click create ”Assignment”

4. Give the assignment a title and description if you wish, then click on the “Drive” icon

to add the Mystery Art 7 file to the assignment.

5. Once the file is attached, make sure you go to the drop down menu on the file

attachment and choose “make a copy for each student”.

6. Then click “Assign”.

7. The students will log into Google Classroom™ and go to this new assignment. Make

sure they open this assignment so that it is now in their own Google Drive™. This

usually means they must open it and then click on the box/arrow in the top left corner.

8. Students can now use the answers on the question page to fill in the answers. The

answers go in the answer column of the Sheet. If students correctly type in the

answer, they will see colors pop up on the screen. If they answer all of the questions

correctly, they will see the full picture.

If you ever have any questions, please feel free to email me at lowermountainteachings@gmail.com

Have fun!

Total Pages

Answer Key

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Standards

to see state-specific standards (only available in the US).

CCSSMP5

Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.

CCSSMP4

Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.

CCSSMP1

Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, "Does this make sense?" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.

CCSS3.NBT.A.3

Multiply one-digit whole numbers by multiples of 10 in the range 10–90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations.

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