MULTIPLYING BY 2 - MATH PARK - VIDEO/EASEL LESSON #201

Rated 3.67 out of 5, based on 3 reviews

3.7 (3 ratings)

Lucky Cat Productions

25 Followers

Grade Levels

2nd - 3rd, Homeschool

Subjects

Math, Basic Operations, Mental Math

Resource Type

Activities, Assessment

Standards

CCSS3.NBT.A.3

CCSS3.OA.A.1

CCSS3.OA.A.3

CCSS3.OA.A.4

CCSS3.OA.B.5

Formats Included

Streaming Video
(cannot be downloaded)
Supporting Information
Easel Activity
Easel Assessment

Duration

11:01

$2.50

Wish List

$2.50

Wish List

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Lucky Cat Productions

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Easel Activity Included

This resource includes a ready-to-use interactive activity students can complete on any device. Easel by TPT is free to use! Learn more.

Easel Assessment Included

This resource includes a self-grading quiz students can complete on any device. Easel by TPT is free to use! Learn more.

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Supporting Information

This is an additional download that supports the video.

Description

Standards

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Description

Would you like to find new ways of teaching the concept of multiplication and strategies for learning the multiplication facts? Give MATH PARK a try! This NO-PREP VIDEO LESSON and follow-up EASEL ACTIVITIES can give your students the differentiated help they need.

The concepts and skills taught in MATH PARK 201 include:

Understanding that multiplication is repeated addition
Colorful video illustrations of multiplication to clarify understanding
Strategies for multiplying by 2
Online and print opportunities to practice multiplying by 2

Here’s what’s included:

A fifteen-minute teaching VIDEO LESSON
A printable TEACHER GUIDE for making the video lesson more effective
Four interactive EASEL ACTIVITIES to reinforce the concepts/skills
An automatically graded EASEL ASSESSMENT for teacher feedback

Here’s what satisfied teachers, parents, and grandparents are saying:

“Loved it! I have a 8-year-old who is having trouble with math. I was randomly introduced to Math Park and my daughter loves it. She gets it! Wow!!!! I am so amazed how she just knows how to multiply numbers now!!! I am very happy to have been introduced to this video!!! What’s next? Spelling maybe? 

Victoria Morelos

Mother of an 8 year old

Los Angeles, California

“Math Park is an amazing math tool every teacher should have in the classroom. Math Park helps students improve their math skills interactively with tons of fun. My students enjoyed it and did not stop asking to watch it over and over again.”

Susana Cano

Third Grade Teacher

Los Angeles, California

I hope you will give MATH PARK a try in your classroom or home!

I would greatly appreciate your REVIEW/RATING of this MATH PARK lesson.

Please consider following me at: https://www.teacherspayteachers.com/Store/Lucky-Cat-Productions

Thanks,

Robert
email: luckycatproductions@gmail.com

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Standards

to see state-specific standards (only available in the US).

CCSS3.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.

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.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.)

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