Subject

Resource Type

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Zip

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Standards

CCSS4.OA.B.4

CCSS4.OA.A.1

CCSS3.OA.C.7

CCSS3.OA.B.6

CCSS3.OA.B.5

- Product Description
- StandardsNEW

Go on an interactive Thanksgiving adventure as your students practice their one-step multiplication and division problem solving skills! This interactive Powerpoint presentation comes with a companion recording sheet so students can work out the problems before going on the adventure as they collect acorns. Students will point and click as they navigate through Autumn landscapes. Use this as a whole group activity or share it on multiple devices for small group fun.

Includes:

FREE Sample in Preview

Interactive Thanksgiving Adventure Presentation (52 slides)

Recording Sheet

Answer Sheet

Happy Learning!

Abby Sandlin

www.teacherspayteachers.com/store/abby-sandlin

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CCSS4.OA.B.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.

CCSS4.OA.A.1

Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 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.

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.)

Total Pages

51 pages

Answer Key

Included

Teaching Duration

N/A

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