ALEX Resources

   View Standards     Standard(s): [MA2019] (3) 1 :

1. Illustrate the product of two whole numbers as equal groups by identifying the number of groups and the number in each group and represent as a written expression.

This learning activity allows the students to develop critical number sense that will help with their understanding of multiplication and equal groupings. In this learning activity, students will be shown a dot image for 3 seconds. Students will have to quickly determine the amount of total dots on the screen before they disappear. This activity helps students develop an understanding of quantity. Students will have to quickly look at the image and determine how many groups are in the image and how many dots are in each group. They will then use mental math to calculate the product of the image.

   View Standards     Standard(s): [MA2019] (3) 1 :

1. Illustrate the product of two whole numbers as equal groups by identifying the number of groups and the number in each group and represent as a written expression.

During this learning activity, students will solve a quality task that allows students to find the product of a given problem using equal grouping. Cookie Monster needs help counting the number of cookies he is baking for the school's bake sale. Students will first build the problem using counters then solve the problem and write the multiplication expression that matches what they built. 

   View Standards     Standard(s): [MA2019] (3) 1 :

1. Illustrate the product of two whole numbers as equal groups by identifying the number of groups and the number in each group and represent as a written expression.

This learning activity should be used as an assessment activity that allows students to explain their thinking to solve problems involving equal groups for multiplication. Students will solve an equal groups multiplication word problem illustrating their thinking. They will then have to defend their answer on an extension problem. 

   View Standards     Standard(s): [ELA2021] (3) 18 :

18. Demonstrate content knowledge built during independent reading of informational and literary texts by participating in content-specific discussions with peers and/or through writing.

[ARTS] VISA (3) 1 :

1) Elaborate on an individual or prompted imaginative idea.

Examples: Create an imaginative mask showing his/her personality.
Look at masks from different cultures such as Chinese, African and Native American.

[MA2019] (3) 1 :

1. Illustrate the product of two whole numbers as equal groups by identifying the number of groups and the number in each group and represent as a written expression.

[MA2019] (3) 3 :

3. Solve word situations using multiplication and division within 100 involving equal groups, arrays, and measurement quantities; represent the situation using models, drawings, and equations with a symbol for the unknown number.

Students will review and solve multiplication of numbers less than 100 using word problems and arrays by creating a prompted work of art.

This activity was created as a result of the Arts COS Resource Development Summit.

   View Standards     Standard(s): [SS2010] LWT2 (2) 7 :

7 ) Explain production and distribution processes.

Example: tracing milk supply from dairy to consumer

•  Identifying examples of imported and exported goods

•  Describing the impact of consumer choices and decisions on supply and demand

[SS2010] GHS (3) 5 :

5 ) Compare trading patterns between countries and regions.

•  Differentiating between producers and consumers

•  Differentiating between imports and exports

Examples: imports—coffee, crude oil

exports—corn, wheat, automobiles

[MA2019] (3) 1 :

1. Illustrate the product of two whole numbers as equal groups by identifying the number of groups and the number in each group and represent as a written expression.

[MA2019] (3) 7 :

7. Use strategies based on properties and patterns of multiplication to demonstrate fluency with multiplication and division within 100.

a. Fluently determine all products obtained by multiplying two one-digit numbers.

b. State automatically all products of two one-digit numbers by the end of third grade

In this video from PBSLearningMedia, Blossom, and Snappy start a band named The Rulers and want to play at Robbie's school party. In order to find out how being in a band works, they visit a performance site to find out about rental fees, a promoter's office, and Ticketmaster.

   View Standards     Standard(s): [MA2019] (2) 2 :

2. Fluently add and subtract within 20 using mental strategies such as counting on, making ten, decomposing a number leading to ten, using the relationship between addition and subtraction, and creating equivalent but easier or known sums.

a. State automatically all sums of two one-digit numbers.

[MA2019] (3) 1 :

1. Illustrate the product of two whole numbers as equal groups by identifying the number of groups and the number in each group and represent as a written expression.

[MA2019] (3) 2 :

2. Illustrate and interpret the quotient of two whole numbers as the number of objects in each group or the number of groups when the whole is partitioned into equal shares.

The game from the STEM Video Game Challenge will help students with learning basic addition, subtraction, multiplication, and division.