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班級

三年級數學暑期複習

由 36 位學習者完成
年齡 7-10
自訂進度課程
在這門 8 課的自定進度課程中,學生將複習和練習三年級數學中學到的技能。
平均評分:
4.8
評論數量:
(348 評論)

25 預錄課程
8 教師支援週
自行選擇何時開始
1 年內容存取權

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訪問一整年的課程材料。
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包含什麼

25 預錄課程
8 週
教師的支持
1 年訪問權
到內容
評估
Letter grades can be given upon request. Grades are taken from their best practice games and from the quizzes at the end of each section.
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課堂經歷

英語程度 - 未知
美國 3 年級
Beginner - Advanced 等級
Each week students will get a series of videos on the scheduled topics. In addition, worksheets and practice activities are provided. Once the students feel confident, they can take an online assessment to find out if they've mastered the concept. 

Activities Include:
Kahoot games against classmates
Blooket Challenges against classmates
Boom Cards 
Interactive Nearpod lessons
Worksheets (online and printable) with teacher feedback
Pixel Art challenges
Education.com assignments and games

Week 1:
All things Multiplication and Division
--Concept of multiplication and division
--Multiplication and division practice
--Strategies to try when you're stuck
--Letters and symbols in multiplication and division equations
--Multiplication and division word problems
--Associative property of multiplication
--Multiplying by tens

Week 2:
Addition, Subtraction, and Estimation
--Rounding to nearest 10 or 100
--Estimate to add and subtract multi-digit numbers
--Adding with regrouping within 1000
--Subtracting with regrouping within 1000
--Addition and subtraction word problems

Week 3:
Fractions
--Fractions in contexts
--Fractions on the number line
--Fractions and whole numbers
--Equivalent fractions and comparing fractions

Week 4:
Arithmetic Patterns and problem solving
--2-step expressions
--Estimation word problems
--One and two-step word problems
--Patterns 

Week 5: 
Area 
--Count unit squares to find area
--Area formula
--Multiply to find area
--Area and the distributive property
--Decompose figures to find area

Week 6:
Perimeter
--Finding Perimeter
--Perimeter of polygons with missing side lengths
--Perimeter word problems

Week 7:
Measurement
--Time on number line
--Telling time
--Elapsed time
--Mass
--Volume

Week 8:
Represent and interpret data
--Picture graphs
--Bar graphs
--Line plots with fractions

學習目標

Represent and solve problems involving multiplication and division.
CCSS.MATH.CONTENT.3.OA.A.1
Interpret products of whole numbers, e.g., interpret 5 × 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 × 7.
CCSS.MATH.CONTENT.3.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.
CCSS.MATH.CONTENT.3.OA.A.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.1
CCSS.MATH.CONTENT.3.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 = ?
Understand properties of multiplication and the relationship between multiplication and division.
CCSS.MATH.CONTENT.3.OA.B.5
Apply properties of operations as strategies to multiply and divide.2 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.)
CCSS.MATH.CONTENT.3.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.
Multiply and divide within 100.
CCSS.MATH.CONTENT.3.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.
Solve problems involving the four operations, and identify and explain patterns in arithmetic.
CCSS.MATH.CONTENT.3.OA.D.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.3
CCSS.MATH.CONTENT.3.OA.D.9
Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. 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.
Use place value understanding and properties of operations to perform multi-digit arithmetic.¹
CCSS.MATH.CONTENT.3.NBT.A.1
Use place value understanding to round whole numbers to the nearest 10 or 100.
CCSS.MATH.CONTENT.3.NBT.A.2
Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.
CCSS.MATH.CONTENT.3.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.
Use place value understanding and properties of operations to perform multi-digit arithmetic.¹
CCSS.MATH.CONTENT.3.NBT.A.1
Use place value understanding to round whole numbers to the nearest 10 or 100.
CCSS.MATH.CONTENT.3.NBT.A.2
Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.
CCSS.MATH.CONTENT.3.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.
Solve problems involving measurement and estimation.
CCSS.MATH.CONTENT.3.MD.A.1
Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram.
CCSS.MATH.CONTENT.3.MD.A.2
Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l).1 Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem.2
Represent and interpret data.
CCSS.MATH.CONTENT.3.MD.B.3
Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step "how many more" and "how many less" problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.
CCSS.MATH.CONTENT.3.MD.B.4
Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units— whole numbers, halves, or quarters.
Geometric measurement: understand concepts of area and relate area to multiplication and to addition.
CCSS.MATH.CONTENT.3.MD.C.5
Recognize area as an attribute of plane figures and understand concepts of area measurement.
CCSS.MATH.CONTENT.3.MD.C.5.A
A square with side length 1 unit, called "a unit square," is said to have "one square unit" of area, and can be used to measure area.
CCSS.MATH.CONTENT.3.MD.C.5.B
A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units.
CCSS.MATH.CONTENT.3.MD.C.6
Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).
CCSS.MATH.CONTENT.3.MD.C.7
Relate area to the operations of multiplication and addition.
CCSS.MATH.CONTENT.3.MD.C.7.A
Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths.
CCSS.MATH.CONTENT.3.MD.C.7.B
Multiply side lengths to find areas of rectangles with whole-number side lengths in the context of solving real world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning.
CCSS.MATH.CONTENT.3.MD.C.7.C
Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a and b + c is the sum of a × b and a × c. Use area models to represent the distributive property in mathematical reasoning.
CCSS.MATH.CONTENT.3.MD.C.7.D
Recognize area as additive. Find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts, applying this technique to solve real world problems.
Geometric measurement: recognize perimeter.
CCSS.MATH.CONTENT.3.MD.D.8
Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters.
Reason with shapes and their attributes.
CCSS.MATH.CONTENT.3.G.A.1
Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.

教學大綱

6 單位
25 課程
超過 8 週
單位 1: Class Introduction
課 1:
Class Introduction
單位 2: Operations
課 2:
Unit 2, Introduction
課 3:
Basic Multiplication and Division
2 作業
課 4:
Adding and Subtracting
3 作業

其他詳情

父母的引導和規範
In this class we use Blooket and Gimkit, IXL, Education.com, and Google Slides
先決條件
Students should have completed lessons found in most third grade classrooms, including multi-digit addition and subtraction, regrouping in addition and subtraction, and the concepts of multiplication, division, and fractions.
供應清單
I recommend students take notes and complete work using a dedicated notebook.
外部資源
除了 Outschool 教室外,本課程也使用:

提供自

已加入 May, 2020
4.8
348評論
教師檔案
教師專業知識和證書
We are so excited to share with our students the things we are passionate about. Our classes include:

*social studies
*math concepts
*language arts
*project based instruction
*unique history and biographies
*circle times
*civics

TEACHERS:
Kristina Rinard (Owner)
I was an elementary school teacher for 8 years and a vice principal for 5 (I promise I won't give you my principal look). Since then, I get to share my love for education with preservice teachers as an adjunct professor at the university level. Teaching Certificates include Elementary Education, Cross-Categorical Special Education, Social Studies, Language Arts, and Google Certified Level 1. My degrees include a Bachelors in Elementary Education/Special Education  from Northwest Missouri State, a Masters in Teaching from Webster University, and a Specialist Degree in School Administration from Northwest Missouri State.

Mike Rinard (Civics)

Erin Rynard (Classes for ages 3-8)

Reagan Burgess (Cheerleading)

TEACHING PHILOSOPHY:
We believe that students learn through personal action. Though we frequently use standards to guide instruction, we work to make our classrooms student-centered. Our classes often feature games and investigative activities. 

Students of all backgrounds and learning abilities are welcome in our classrooms. If there is an accommodation you'd like us to make for your child, please reach out. Our classrooms are safe spaces. 

INFORMATION:
We'd be happy to set up a private section for homeschool pods or groups of students wanting to create a consistent experience together. Just shoot us a message and we will work something out!

評論

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