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Nelson Education > School > Mathematics K-8 > Math Focus > Grade 3 > Teacher Centre > Web Quests > Chapter 8
 

Web Quests

Chapter 8: Multiplication

Trading Cards

INTRODUCTION

Trading cards can be fun to play with and share with friends. They usually have pictures and information on them about characters, athletes, animals, or just about anything.

 

THE TASK

Imagine you have some character trading cards. There is a magazine contest happening where you can win two tickets to a comic book show. To win, you have to collect 30 of these trading cards. You and your friend want to go to the comic book show together, so you want to see if you have at least 30 cards altogether. You decide to share the tickets if you win.

 

THE PROCESS

 

  1. Visit Collector Cards to see how many trading cards your friend already has. Then imagine you put out your trading cards in rows of 4s and 5s, too. You made 3 more rows of 4 cards and 1 more row of 5 cards.
  2. Write a multiplication sentence for the rows of 5 cards. Make sure you include your cards and your friend’s.
  3. Write a multiplication sentence for the rows of 4 cards.
  4. How many cards do you and your friend have altogether?
  5. Could you arrange these cards into equal rows of 5 cards? Explain.
  6. How could you arrange the cards into rows of 5 and rows of 3?

RESOURCES

Website:

Collector Cards

Materials:

pencil

grid paper

 

ASSESSMENT

Mathematical Processes

Work meets standard of excellence

Work meets standard of proficiency

Work meets acceptable standard

Work does not yet meet acceptable standard

Communication

• provides a precise and insightful explanation of mathematical concepts

and/or procedures related to multiplication

• uses effective and specific mathematical language, symbols, and conventions to enhance communication about multiplication

• provides a clear and logical explanation of mathematical concepts and/or procedures related to multiplication

 

• uses appropriate and correct mathematical language, symbols, and conventions to support communication about multiplication

• provides a partially clear explanation of mathematical concepts and/or procedures related to multiplication

• uses mathematical language, symbols, and conventions to partially support communication about multiplication

• provides a vague and/or inaccurate explanation of mathematical concepts and/or procedures related to multiplication

 

• uses mathematical and nonmathematical language and conventions incorrectly and/or inconsistently which interfere with communication about multiplication

Reasoning

• draws out insightful and logical conclusions and recognizes inappropriately drawn conclusions without prompting

• draws out logical conclusions and recognizes inappropriately drawn conclusions when prompted

• draws out simple, logical conclusions and recognizes inappropriately drawn conclusions when prompted

• does not draw out appropriate conclusions from a mathematical situation

Connections

• demonstrates a sophisticated ability to transfer knowledge and skills to new contexts

• demonstrates a consistent ability to transfer knowledge and skills to new contexts

• demonstrates some ability to transfer knowledge and skills to new contexts

• demonstrates a limited ability to transfer knowledge and skills to new contexts

Problem Solving

• develops a thorough plan for solving the problem

• chooses an efficient and effective strategy: may demonstrate creativity and innovation in his/her approach

• verifies solution and accurately determines appropriateness of the response

 

 

• draws insightful conclusions based on all available evidence

• develops a workable plan for solving the problem

• chooses an appropriate and workable strategy

 

 

• verifies solution and reasonably determines appropriateness of the response

 

 

• draws appropriate conclusions based on relevant evidence

• develops a basic plan for solving the problem

• chooses a simplistic and/or routine strategy

 

 

• attempts to verify solution and determine appropriateness of the response, sometimes correctly, sometimes incorrectly

• draws basic conclusions based on sufficient evidence

• develops a minimal and/or flawed plan for solving the problem

• chooses an inappropriate or unworkable strategy

 

 

• has difficulty verifying solution

 

 

 

• draws faulty conclusions based on insufficient evidence

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