Teach with Mrs Tuttle at Brain Party Inc
9 Followers
Grade Levels
K - 5th
Subjects
Resource Type
Standards
CCSS3.OA.A.1
CCSS3.OA.A.2
CCSS3.OA.A.4
CCSS3.OA.B.6
CCSS3.OA.C.7
Formats Included
- Mov Video File
Teach with Mrs Tuttle at Brain Party Inc
9 Followers
Description
To view the entire MathMosis Professional Development Workshop and obtain free handouts visit http://mathmosis.weebly.com
Welcome to the MathMosis Professional Development Workshop!
Join Jennifer Tuttle, teacher and national award winner, to learn her instructional method called MathMosis. MathMosis teaches skip counting using music, movement and visual number patterns. MathMosis assists students in understanding and memorizing multiplication and division facts. This instructional approach is perfect for developing multiplication readiness for Kindergarten through third grade students and can also serve as a math intervention for fourth and fifth grade students. This workshop is designed for all kindergarten through fifth grade educators and administrators at all levels.
Welcome to the MathMosis Professional Development Workshop!
Join Jennifer Tuttle, teacher and national award winner, to learn her instructional method called MathMosis. MathMosis teaches skip counting using music, movement and visual number patterns. MathMosis assists students in understanding and memorizing multiplication and division facts. This instructional approach is perfect for developing multiplication readiness for Kindergarten through third grade students and can also serve as a math intervention for fourth and fifth grade students. This workshop is designed for all kindergarten through fifth grade educators and administrators at all levels.
Total 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.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.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.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.
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9 Followers
