帮助your students as they learn their multiples with this 0-100 number line.
打印数字线,然后沿虚线切割。将数字线连接在一起以表示0至100。
数字线显示了2s,3s,5s和10s的倍数。在向学生讲授乘法事实时,可以使用它。
帮助your students as they learn their multiples with this 0-100 number line.
打印数字线,然后沿虚线切割。将数字线连接在一起以表示0至100。
数字线显示了2s,3s,5s和10s的倍数。在向学生讲授乘法事实时,可以使用它。
业务策略的属性应用到μltiply 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 × ...
在范围1-100中找到所有因子对的所有因素对。认识到整数是其每个因素的倍数。确定范围1-100中给定的整数是否是给定的一位数字的倍数。确定是否...
通过使用多种方法来表示乘法事实,例如重复添加,相等大小的组,阵列,区域模型,在数字线上相等的跳跃以及跳过计数;
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