A small group card sort to tell the difference between one-step problems and two-step problems (multiplication and division only).
Students learn to tell the difference between one-step and two-step multiplication and division problems by sorting and then solving the problems.
By comparing the two kinds of problems, they learn to recognize the difference in the structure of a one-step problem vs. a two-step problem.
8 problems to sort and a recording sheet.
Use in small groups, during guided math, during tutoring or intervention, and in centers.
This activity includes clear and concise teacher directions, problems on cards, a recording sheet, and conversation starters that give students what they need to have meaningful academic discussions.
Common Core Curriculum alignment
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.
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 × ...
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 pr...
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 roundi...
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.
TeachTransform creates fun math activities that get students involved in real math. We bring decades of education experience to the task, and we believe that students learn best when teachers and students are having fun.
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