Subject

Resource Type

File Type

NOTEBOOK (SMARTboard) File

Standards

CCSS3.OA.C.7

CCSS3.OA.B.6

CCSS3.OA.B.5

CCSS3.OA.A.4

CCSS3.OA.A.2

- Product Description
- StandardsNEW

Welcome to Number Smart ADVANCED Subitizing—Recognizing Multiples! Subtilizing is the immediate recognition of a quantity. It builds number sense and strengthens knowledge of number facts with meaning, not just memorization. Included are slides with various patterns WITHIN patterns of dice, fingers, coins, dominoes, tally marks and ten frames. This set contains over 650 visuals from 2 x 2 through 10 x 10!

•Let your students see the slide as you lower the screen and say the word “subitize” to yourself. Then re-cover the slide with the SmartNotebook screen (already in place and ready to go). Ask students who know how many to raise their hands. You can also try giving students small whiteboards and ask them to write the multiplication (or repeated addition) fact they see.

•After a student answers correctly, ask, “How did you know that?” Or “How did you see that?” Encourage students to use strategies such as counting on, grouping, and how many are missing. and identifying patterns within patterns.

•Subitize whenever you have spare seconds! Even if you only have a minute, your students can benefit from these mental math exercises AND mini-number talks (How did you arrive at your answer?).

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CCSS3.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.

CCSS3.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.

CCSS3.OA.B.5

Apply properties of operations as strategies to multiply and divide. 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.)

CCSS3.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 = ?.

CCSS3.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.

Total Pages

677 pages

Answer Key

N/A

Teaching Duration

Lifelong tool

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