Standard Addressed:
3rd Grade Mathematics.
Develop Understanding of fractions as numbers.
a. Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.
b. Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6= 2/3. Explain why the fractions are equivalent, e.g., by using a visual fraction model.
Solve Problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects
c. Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram.
Educational Technology Standard Addressed:
Standard 7
Use telecommunications and on-line resources (e.g., email, online discussions, web environments) to participate in collaborative problem-solving activities to develop solutions or products for audiences inside and outside the classroom.
This a good tool for a quick topic introduction, or a fun way of quizzing students. It's brief, so the students don't get bored. It can just be a quick, fun way of doing certain things. Because it's a brief type of tool, it is something that could be introduced easily for the kids to use for their projects as well!
a. Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line.
b. Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6= 2/3. Explain why the fractions are equivalent, e.g., by using a visual fraction model.
Solve Problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects
c. Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram.
Educational Technology Standard Addressed:
Standard 7
Use telecommunications and on-line resources (e.g., email, online discussions, web environments) to participate in collaborative problem-solving activities to develop solutions or products for audiences inside and outside the classroom.
This a good tool for a quick topic introduction, or a fun way of quizzing students. It's brief, so the students don't get bored. It can just be a quick, fun way of doing certain things. Because it's a brief type of tool, it is something that could be introduced easily for the kids to use for their projects as well!
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