Create - a - Word Problem
Teaching and Tech in 5th
24 Followers
Grade Levels
3rd - 5th
Subjects
Resource Type
Standards
CCSS3.OA.A.1
CCSS3.OA.A.2
CCSS3.OA.A.3
CCSS3.OA.A.4
CCSS3.OA.B.5
Formats Included
- PDF
Pages
9 pages
Teaching and Tech in 5th
24 Followers
Description
This is great to use for two step word problems. The student shades a part of the circle each time they use it. This is to help them create a two step word problem that they can solve.
I used it because my class was struggling with 3.OA.8 with all four operations. The rules were they have to do Multiplication or Division for one step and Addition or Subtraction for the other step. They had to choose two different numbers as well.
The kids loved it! Because it was able to let them choose their own problem to solve.
I used it because my class was struggling with 3.OA.8 with all four operations. The rules were they have to do Multiplication or Division for one step and Addition or Subtraction for the other step. They had to choose two different numbers as well.
The kids loved it! Because it was able to let them choose their own problem to solve.
Total Pages
9 pages
Answer Key
N/A
Teaching Duration
N/A
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Standards
to see state-specific standards (only available in the US).
CCSS3.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.
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.
CCSS3.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.
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.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.)
Reviews
Questions & Answers
24 Followers
