3 класс карточки по теме порядок действий: Картотека (3 класс) по теме: Карточки с ваыражениями на порядок действий
52 – 24 : 6 • 8 =_______ 94 – 45 : 9 • 8 =_______ 58 + 56 : ( 14 – 7 ) =______ 94 – ( 12 – 3 ) • 6 =_______ 72 – ( 38 + 26 ) : 8 =_____ 45 : 5 + 4 • 9 =________ 7 • 7 + 6 • 6 =________ 28 : 7 + 18 : 2 =_______ 7 • 8 + 24 : 3 =________ 80 – 56 : 7 – 72 =______ 9 • 7 – 60 – 3 =________ 27 – 4 • 3 + 5 • 4 =_______ 8 • 2 + 35 : 5 – 4 • 5 =______ 6 • 3 : 2 + 7 • 7 – 36 =_____ 2 • ( 28 : 7 ) • 5 – 6 =_____ 99 –3• (18 – 12): 9–24 :4 =__ 63 : 9 + (54 – 47) • 6 =____ ( 14 + 3 • 7 ) : 7 + 37 =____ 48 : 8 + ( 65 – 56 ) • 5 =____ (36 : 9 +23)–3 • 6 +20 : 5=__ | 100 – 81 : 9 • 5 =_______ (64 : 8 + 24) : 4 =_______ ( 63 : 9 • 3 + 4 ) : 5 =______ (45 + 9 ) : 9 • 7 =_______ 90 – 36 + 42 : 6 =_______ ( 73 + 27 ) : 10 • 6 =______ 54 : 6 • 2 : 3 =_______ ( 7 + 5 • 7 ) : 7 + 43 =______ 6 • 6 + 6 • 8 – 42 =_______ (5 • 5 + 15 ) : 8 + 12 =_____ ( 70 – 9 + 2 ) : 9 • 8 =______ ( 15 + 15 ) : 5 • 9 =_______ ( 54 : 6 • 9 + 9 ) : 10 =_____ ( 72 : 8 ) • 4 + 44 =______ 6 • 2 : 3 • 9 + 71 =______ ( 57 + 18 : 6 ) : 10 =_____ ( 3 • 8 + 12 ) : 6 =____ 52 + 9 • 3 – 4 • 8 =_____ 5 • ( 71 – 68 ) + 6 • 9 =____ 8 • 5 + 3 • 6 =______ | 8 • 8 + 2 •7 =_______ 5 • 9 + 6 • 4 =_______ 7 • 8 – 4 • 7 =_______ 9 • 6 + 5 • 8 =_______ 7 • 7 + 6 • 8 =________ 6 • 7 – 81 : 9 =________ 54 : 9 + 7 • 7 =_______ 48 : 8 • 7 =________ 9 • 7 – 4 • 5 =_______ 8 • 9 – 4 • 7 =_______ 3 • 8 – 6• 3 =_______ 8 • 4 – 9 • 2 =_______ 9 • 9 – 6 • 7 =______ 4 • 5 – 54 : 9 =______ 63 : 9 + 6 • 8 =_______ 64 : 8 • 9 =______ 8 • 7 + 4 • 3 =_____ 3 • 9 + 7 • 7 =_____ 4 • 6 + 6 • 6 =______ 3 • 5 + 4 • 9 =______ |
1. РЕШИ ВЫРАЖЕНИЯ, РАССТАВИВ ПОРЯДОК ДЕЙСТВИЙ:
45 : 5 + 36 : 4 – 6=27 + 7 · 8 – 35 : 35=
42 : 6 + 28 – 3 · 6=
9 · 7 – 3 · 7 + 29 – 24 : 4=
2. РЕШИ ВЫРАЖЕНИЯ, РАССТАВИВ ПОРЯДОК ДЕЙСТВИЙ:
48 : 6 + 33 – 54 : 9 + 7 · 4=15 + 21 : 21 · 5 – 27 : 9 · 2=
6 · 5 : 3 + 48 : 6 : 4 · 6 + 3 · 9=
100 – 6 · 4 : 3 · 9 – 19 + 7 · 5=
3. РЕШИ ВЫРАЖЕНИЯ, РАССТАВИВ ПОРЯДОК ДЕЙСТВИЙ:
100 – 21 : 7 · 0 + 5 · 4=2 · 5 + 24 : 6 + 18 : 3 · 9=
9 · 5 – 19 + 6 · 6 – 3 · 4=
7 · 6 + 35 : 7 · 5 – 16 : 2 : 4 · 5=
4. РЕШИ ВЫРАЖЕНИЯ, РАССТАВИВ ПОРЯДОК ДЕЙСТВИЙ:
32 : 4 · 6 : 8 + 6 · 3 – 17=5 · 8 + 4 · 6 + 15 – 14=
36 : 6 + 18 : 9 + 20 – 12 + 6 · 4=
27 : 3 – 35 : 7 + 8 · 0 + 5 · 5=
5. РЕШИ ВЫРАЖЕНИЯ, РАССТАВИВ ПОРЯДОК ДЕЙСТВИЙ:
42 : 6 · 3 + 11 + 24 : 4 – 7 =90 — 7 · 5 – 24 : 8 · 5=
6 · 5 – 12 : 6 · 3 + 49=
6. РЕШИ ВЫРАЖЕНИЯ, РАССТАВИВ ПОРЯДОК ДЕЙСТВИЙ:
32 : 8 · 5 + 48 : 6 : 2 · 5=50 – 45 : 9 · 3 + 16 : 8 · 9=
1 · 8 + 25 – 24 : 4 · 2 + 14=
48 : 6 · 4 + 6 · 7 – 23 + 16=
7. РЕШИ ВЫРАЖЕНИЯ, РАССТАВИВ ПОРЯДОК ДЕЙСТВИЙ:
42 : 7 + (19 + 11) : 5 – 2 · 6=60 – (23 + 22) : 5 – 6 · 3 + 35=
(23 – 19) · 4 + 18 : 3 + (8 + 22) =
(82 – 82) : 2 · 7 + 7 · 7 — (63 – 27)=
8. РЕШИ ВЫРАЖЕНИЯ, РАССТАВИВ ПОРЯДОК ДЕЙСТВИЙ:
= (50 – 23) : 3 + 8 · 5 – 6 · 5 =3 · 4 + 9 · 6 – (27 + 9) : 4 · 5= (5 · 6 – 3 · 4 — 48 : 6) · 7 – 13=
9. РЕШИ ВЫРАЖЕНИЯ, РАССТАВИВ ПОРЯДОК ДЕЙСТВИЙ:
9 · 4 – 6 · 4 : (33 – 25) · 5=3 · (12 – 8) : 2 + 8 · 9 – 38=
(5 · 9 — 25) : 4 · 8 – 4 · 7 =
9 · (2 · 5) – 48 : 48 · 3 + 7 · 6 =
10. РЕШИ ВЫРАЖЕНИЯ, РАССТАВИВ ПОРЯДОК ДЕЙСТВИЙ:
(8 · 6 – 36 : 36) — 6 · 3 + 5 · 1= 7 · 4 + 9 · 4 – (2 · 7 + 54 : 6)=(75 – 27 : 9 + 8) : 8 · 4=
(7 · 4 + 33) – 3 · 6 : 9=
11. РЕШИ ВЫРАЖЕНИЯ, РАССТАВИВ ПОРЯДОК ДЕЙСТВИЙ:
( 7 · 4 – 16) : 6 + 7 · 5 – (85 – 85) : 2 · 5=5 · 7 + (18 + 14) : 4 – 28 : 4 + 27 : 3 – (17 + 31) : 6=
12. РЕШИ ВЫРАЖЕНИЯ, РАССТАВИВ ПОРЯДОК ДЕЙСТВИЙ:
(58 – 31) : 3 – 2 + (58 – 16) : 6 + 8 · 5 – (60 – 42) : 3 =(9 · 7 + 56 : 7) – (2 · 6 – 4) · 3 + 0 : 9=
13. РЕШИ ВЫРАЖЕНИЯ, РАССТАВИВ ПОРЯДОК ДЕЙСТВИЙ:
(8 · 5 + 28 : 7) + 12 : 2 – 6 · 5 + (13 – 5) · 4 + 5 · 4=(7 · 8 – 14 : 14) + (7 · 4 + 12 : 6) – 10 : 5 + 63 : 9=
14. РЕШИ ВЫРАЖЕНИЯ, РАССТАВИВ ПОРЯДОК ДЕЙСТВИЙ:
(7 · 4 + 28 : 7) + 14 : 2 – 6 · 6 + (18 – 9) · 3 + 2 · 6=(3 · 8 – 24 : 6) + (5 · 3 + 12 : 12) – 15 : 5 + 54 : 6=
(5 ∙ 9 + 36 – 27) – (51 – 10 · 4) =
35 + (7 ∙ 4 + 47 – 25) : 10 =
18 : 2 ∙ 10 : 9 : 2 ∙ 7 : 35 ·1 =
80 : 10 · 3 : 6 ∙ 5 : 2 ∙ 7 : 10 ∙ 5 =
(64 – 26) + (35 : 7 + 45) : 10 =
70 – (32 + 19) + 24 – (60 : 10 + 28) =
24 : 6 + 42 : 7 =
56 : 8 – 35 : 5 =
40 – 24 : 8 =
21 : 3 + 28 :7 =
18 : 2 ∙ 10 : 9 : 2 ∙ 7 : 35 ·1 =
80 : 10 · 3 : 6 ∙ 5 : 2 ∙ 7 : 10 ∙ 5 =
(64 – 26) + (35 : 7 + 45) : 10 =
70 – (32 + 19) + 24 – (60 : 10 + 28) =
24 : 6 + 42 : 7 =
56 : 8 – 35 : 5 =
40 – 24 : 8 =
21 : 3 + 28 :7 =
18 : 2 ∙ 10 : 9 : 2 ∙ 7 : 35 ·1 =
80 : 10 · 3 : 6 ∙ 5 : 2 ∙ 7 : 10 ∙ 5 =
(64 – 26) + (35 : 7 + 45) : 10 =
70 – (32 + 19) + 24 – (60 : 10 + 28) =
24 : 6 + 42 : 7 =
56 : 8 – 35 : 5 =
40 – 24 : 8 =
21 : 3 + 28 :7 =
18 : 2 ∙ 10 : 9 : 2 ∙ 7 : 35 ·1 =
80 : 10 · 3 : 6 ∙ 5 : 2 ∙ 7 : 10 ∙ 5 =
(64 – 26) + (35 : 7 + 45) : 10 =
70 – (32 + 19) + 24 – (60 : 10 + 28) =
24 : 6 + 42 : 7 =
56 : 8 – 35 : 5 =40 – 24 : 8 =
21 : 3 + 28 :7 =
18 : 2 ∙ 10 : 9 : 2 ∙ 7 : 35 ·1 =
80 : 10 · 3 : 6 ∙ 5 : 2 ∙ 7 : 10 ∙ 5 =
(64 – 26) + (35 : 7 + 45) : 10 =
70 – (32 + 19) + 24 – (60 : 10 + 28) =
24 : 6 + 42 : 7 =
56 : 8 – 35 : 5 =
40 – 24 : 8 =
21 : 3 + 28 :7 =
70 : 7 + 6 · 8 – 42 : 7 =
24 : 6 · 3 : 2 · 5 : 3 · 7 =
92 – (40 – 21 + 37) + 46 =
72 : 9 ∙ 3 : 6 ∙ 4 : 16 ∙ 8 =
35 : 5 · 4 : 7 · 9 : 6 =
9 · 4 : 6 · 7 : 42 · 64 : 8 =
(4 ∙ 9 + 28) – (27 : 3 + 15) =
82 – 44 · 0 – 82 =
(31 + 61 – 47) · 0 =
18 : 2 : 9 ∙ 27 : 3 ∙ 8 : 72 =
24 : 6 · 3 : 2 · 5 : 3 · 7 = |
92 – (40 – 21 + 37) + 46 = |
72 : 9 ∙ 3 : 6 ∙ 4 : 16 ∙ 8 = |
35 : 5 · 4 : 7 · 9 : 6 = |
9 · 4 : 6 · 7 : 42 · 64 : 8 = |
(4 ∙ 9 + 28) – (27 : 3 + 15) = |
82 – 44 · 0 – 82 = |
(31 + 61 – 47) · 0 = |
18 : 2 : 9 ∙ 27 : 3 ∙ 8 : 72 = |
24 : 6 · 3 : 2 · 5 : 3 · 7 = |
92 – (40 – 21 + 37) + 46 = |
72 : 9 ∙ 3 : 6 ∙ 4 : 16 ∙ 8 = |
35 : 5 · 4 : 7 · 9 : 6 = |
9 · 4 : 6 · 7 : 42 · 64 : 8 = |
| (4 ∙ 9 + 28) – (27 : 3 + 15) = |
82 – 44 · 0 – 82 = |
(31 + 61 – 47) · 0 = |
18 : 2 : 9 ∙ 27 : 3 ∙ 8 : 72 = |
24 : 6 · 3 : 2 · 5 : 3 · 7 = |
92 – (40 – 21 + 37) + 46 = |
72 : 9 ∙ 3 : 6 ∙ 4 : 16 ∙ 8 = |
35 : 5 · 4 : 7 · 9 : 6 = |
9 · 4 : 6 · 7 : 42 · 64 : 8 = |
(4 ∙ 9 + 28) – (27 : 3 + 15) = |
82 – 44 · 0 – 82 = |
(31 + 61 – 47) · 0 = |
18 : 2 : 9 ∙ 27 : 3 ∙ 8 : 72 = |
24 : 6 · 3 : 2 · 5 : 3 · 7 = |
92 – (40 – 21 + 37) + 46 = |
72 : 9 ∙ 3 : 6 ∙ 4 : 16 ∙ 8 = |
35 : 5 · 4 : 7 · 9 : 6 = |
9 · 4 : 6 · 7 : 42 · 64 : 8 = |
(4 ∙ 9 + 28) – (27 : 3 + 15) = |
82 – 44 · 0 – 82 = |
(31 + 61 – 47) · 0 = |
18 : 2 : 9 ∙ 27 : 3 ∙ 8 : 72 = |
34 · 2 – 48 : 8 = |
56 : 7 + 42 : 6 = |
5 · (18 : 3) + 58 = |
8 ∙ 9 + (70 – 56) = |
48 : 6 + 24 : 6 = |
9 · (12 : 6) + 47 = |
6 · 2 + (90 – 73) = |
63 : 7 + 28 : 7 = |
48 : 8 · 2 : 3 · 0 : = |
56 : 8 + 7 · 7 = |
45 : (33 – 24) ∙ 6 =
63 + 27 : (30 : 10) =
60 – 54 : 6 =
60 – 18 : 2 ∙ 3 =
96 – (35 – 5) : 6 =
49 : 6 ∙ 3 : 0 =
72 : 8 + 63 : 7 + 81 : 9 =
60 : 2 + 60 : 3 + 100 : 2 =
27 : 3 ∙ 2 : 6 ∙ 3 ∙ 4 =
54 : 6 – 15 : 15 = |
0 : 12 + 13 ∙ 2 = |
18 : 1 ∙ 0 + 99 = |
56 : (24 : 4 · 3 : 9) + (40 – 25 : 25) = |
64 – (80 – 38 – 29) + (90 – 46 + 17) = |
4 · (71 – 58) – (60 – 40 : 4) = |
46 + (91 – 76) + 19 – (63 – 38) = |
35 + 57 – (62 – 29) – (71 – 48) = |
56 – 8 – 9 – ( 7 + 24) = |
56 : (15 – 7) + 4 =
9 ∙ (5 + 4) : 9 =
13 + (60 – 6) : 9 =
42 : 6 + 7 ∙ 4 =
72 + (40 – 4) : 9 =
63 : 7 + (20 – 5) – (9 + 6) =
18 + 36 : 9 + 6 ∙ 8 – 50 =
5 ∙ (4 + 3) + 19 – 10 =
(18 + 36) : 9 + 6 ∙ 8 – 40 =
7 · (18 : 3) – 32 : 4 =
67 – 9 : 3 · 9 + 28 =
45 : 5 + 12 : 4 ∙ 6 =
16 + 560 : 7 – 21 =
72 : (44 – 8) + 5 =
49 : 7 + 18 – 9 =
98 – 6 ∙ 4 + 17 =
630 : 7 + 40 : (4 ∙ 2) =
6 ∙ 4 : ( 560 : 70) ∙ 5 =
85 – 6 ∙ 8 : 4 =
(26 – 6) ∙ 5 : 4 =
7 ∙ 4 : 2 – 8 =
54 : 9 ∙ 7 – 20 =
420 : 7 · 8 – 24 : 6 =
47 – 30 : 5 + 7 · 7 =
20 : 4 ∙ 8 + 28 : 4 ∙ 7 =
14 + 12 : 6 · 8 – 45 : 5 =
6 · 2 : 3 · 7 – 81 : 9 =
18 + 27 : 3 · 8 – 8 · 8 =
4 ∙ (18 : 9) ·7 – 64 : 8 = |
7 · 3 + (28 + 8) : 6 · 5 = |
80 – (25 : 5 + 9) : 2 – 13 = |
2 · 9 – 36 : (3 · 8 : 6) = |
4 · 4 : 2 + (30 – 15) : 3 = |
(12 + 9 · 4) : 6 – 5 = |
20 – 3 · 3 · 2 + 48 : 8 · 5 = |
4 · 9 – 6 · 6 + 56 : 8 · 6 = |
12 + (9 · 4 : 6 – 5) = |
2 · 2 · 5 – 72 : 8 + 9 · 9 =
12 + 9 · 4 : (6 – 5) =
9 · 8 – (5 · 2 – 8) – 6 · 6 : 4 =
40 : 8 + 3 · 2 · 6 : 4 – 7 =
5 · (9 – 6) + 14 : 2 =
(5 · 5 – 7) : 9 + 7 · 8 – 81 : 9 =
3 · 3 · 7 – (7 · 2 – 1) + 28 : 7 =
5 · 9 – (6 + 14) : 2 =
5 · 3 + 5 · 6 + 5 · 7 =
(9 ∙ 6 – 5) : 7 + 3 ∙ 3 ∙ 9 – 12 = |
5 · 9 – (6 +14) : 2 = |
62 + (7 · 4 + 4) : 8 – 54 : 6 ∙ 3 = |
7 ∙ 4 + 28 – 17 + 32 : 8 + 7 = |
(72 : 8 + 3) · (15 – 6) = |
7 · 9 – 18 : 9 = |
81 : 9 – 21 : 7 + 40 : 5 = |
9 · 9 – 7 · 3 + 8 · 5 = |
7 · 4 + (28 -170 + 32 : 8 + 7 = |
5 · (27 : 9) · 10 – 640 : 80 =
5 · 50 : 10 + (45 – 15) : 3 =
9 · 4 – (35 + 14) : 7 · 3
6 · (36 : 40 ∙ 10 – 560 : 70 =
7 ∙ 4 – 32 : 4 + 10 =
6 ∙ 60 ∙ 10 + (65 – 5) : 6 ∙ 3 =
7 · 5 + 4 · 9 – 26 =
42 : 7 + 58 – 23 — 2 ∙ 7
32 + (74 – 20) : 9 ∙ 7 =
1 вариант
__________________________
37 – ( 24 – 20) х 2 = _____
( 50 : 5 – 5 ) х 3 = _______
27 : 3 + 4 х 2 = ________
100 – 8 х 4 = __________
78 – 3 х 8 = ________
1 вариант
__________________________
37 – ( 24 – 20) х 2 = _____
( 50 : 5 – 5 ) х 3 = _______
27 : 3 + 4 х 2 = ________
100 – 8 х 4 = __________
78 – 3 х 8 = ________
2 вариант
__________________________
24 : 3 + 5 х 3 _______
79 – 5 х 4 = _______
30 : (2 х 5 ) + 68 = ________
31 – 3 х 4 + 5 = __________
23 + 2 х 6 = ________
2 вариант
__________________________
24 : 3 + 5 х 3 _______
79 – 5 х 4 = _______
30 : (2 х 5 ) + 68 = ________
31 – 3 х 4 + 5 = __________
23 + 2 х 6 = ________
ПОРЯДОК ВЫПОЛНЕНИЯ ДЕЙСТВИЙ В ЧИСЛОВОМ ВЫРАЖЕНИИ
1. Запиши выражение.
2. Определи порядок действий.
3. Найди значение этого выражения. В выражениях без скобок умножение и деление выполняются по порядку, слева направо. В выражениях без скобок, сначала выполняются действия умножения и деления, а затем действия сложения и вычитания.
В выражениях со скобками сначала выполняются действия в скобках, затем действия умножения и деления по порядку, потом действия сложения и вычитания по порядку.
Решить в отдельной тетради :
1. Реши выражения.
90 – 27 : 9 • 6 + 2 • 4
40 – 10 : 5 • 3 : 2 : 3 + 10
20 – 24 : 3 + 18 – 2 • 6
7 • 3 + 21 : 7 • 5 – 16 : 2 : 4 • 3
2. Реши выражения.
60 – (8 • 3 – 18 : 2) : 5 • 3 + 3 • 9
40 – 15 : 3 + 27 : 3 – 3
10 + 21 : 3 – 15 : 5 + 9 • 3 + 9 • 2
(27 – 19) • 3 + 18 : 3 + (8 + 7) : 5 – 17
3. Реши выражения.
50 + 15 : 5 + 16 : 2 – 3
9 • 3 – 19 + 6 • 3 – 3 • 5
9 • (6 : 2) – 24 : 8 • 3 + 7 • 3 – 34
90 – 7 • 3 – 24 : 8 • 5
4. Реши выражения.
50 – 3 • 8 – 2 • 7 + 13 – 11
3 • 6 + 16 : 2 : 4 • 7 – 19
(7 • 3 + 33) – 3 • 6 : 2
3 • (12 – 8) : 2 + 3 • 9 – 33
5. Реши выражения.
50 – 15 : 5 • 3 + 16 : 8 • 5
60 – (13 + 2) : 5 – 6 • 3 + 25
3 • 8 – 4 • 3 + 2 • 8 – 11
6. Реши выражения.
6 • 3 + 18 : 2 : 3 • 7 – 9 • 2
16 : 2 : 2 • 3 : 2 • 3
9 • 3 – 12 : 2 • 3 + 49
7. Реши выражения.
8 • 2 + 23 – 24 : 8 • 3 + 17
2 • 4 + 24 : 3 + 18 : 6 • 9
90 – (20 – 24 : 3) : 4 • 6 + 3 • 5
(82 – 74) : 2 • 3 + 7 • 3 – 19 + (64 – 36) : 4
8. Реши выражения.
3 • 4 + 9 • 3 – (15 + 9) : 8 • 5
(50 – 23) : 3 + 8 • 3 – 6 • 2 + (6 + 15) : 3
3 • 6 + 9 • 2 – (2 • 7 + 12 : 6 • 5)
(5 • 3 – 3 • 2 + 18 : 3) + (82 – 79) • 7 – 13
№ 1 82 – (68 – 29) 45 + 2 х 9 (80 – 63) + 48 (51 – 44) х 2 91 – 16 : 2 8 х (79 – 77) № 2 10 : 5 х 9 12 : 3 х 2 9 х 2 : 3 № 3 49 + 3 х7 – 16 4 х 3 – 3 х 7 24 : (42 – 34) + 18 | № 1 (90 – 74) + 58 35 + 7 х 2 93 – (78 – 39) (88 – 86) х 2 81 – 16 : 8 (61 – 59) х 7 № 2 18 : 2 х 3 12 : 6 х 7 3 х 4 : 6 № 3 24 : (52 – 44) + 19 2 х 8 + 3 х 9 58 + 3 х 5 — 27 | № 1 82 – (68 – 29) 45 + 2 х 9 (80 – 63) + 48 (51 – 44) х 2 91 – 16 : 2 8 х (79 – 77) № 2 10 : 5 х 9 12 : 3 х 2 9 х 2 : 3 № 3 49 + 3 х7 – 16 4 х 3 – 3 х 7 24 : (42 – 34) + 18 | № 1 (90 – 74) + 58 35 + 7 х 2 93 – (78 – 39) (88 – 86) х 2 81 – 16 : 8 (61 – 59) х 7 № 2 18 : 2 х 3 12 : 6 х 7 3 х 4 : 6 № 3 24 : (52 – 44) + 19 2 х 8 + 3 х 9 58 + 3 х 5 — 27 | № 1 82 – (68 – 29) 45 + 2 х 9 (80 – 63) + 48 (51 – 44) х 2 91 – 16 : 2 8 х (79 – 77) № 2 10 : 5 х 9 12 : 3 х 2 9 х 2 : 3 № 3 49 + 3 х7 – 16 4 х 3 – 3 х 7 24 : (42 – 34) + 18 | № 1 (90 – 74) + 58 35 + 7 х 2 93 – (78 – 39) (88 – 86) х 2 81 – 16 : 8 (61 – 59) х 7 № 2 18 : 2 х 3 12 : 6 х 7 3 х 4 : 6 № 3 24 : (52 – 44) + 19 2 х 8 + 3 х 9 58 + 3 х 5 — 27 |
Укажи порядок действий Укажи порядок действий Укажи порядок действий
21 : 3 ∙ 6 – (18 + 14) : 863 : (81 : 9) + (8 ∙ 7 – 2) : 6
64 : 2 : 4 + 9 ∙ 7 – 9 ∙ 1
37 ∙ 2 + 180 : 9 – 36 : 12
52 ∙ 10 – 60 : 15 ∙ 1
72 : 4 + 58 : 2
5 ∙ 0 : 25 + (72 : 1 – 0) : 9
21 : (3 ∙ 7) – (7 ∙ 0 + 1) ∙ 1
6 : 6 + 0 : 8 – 8 : 8
91: 7 + 80 : 5 – 5 : 5
64 : 4 – 3 ∙ 5 + 80 : 2
(19 ∙ 5 – 5) : 30
19 + 17 ∙ 3 – 46
(39 + 29) : 4 + 8 ∙ 0
(60 – 5) : 5 + 80 : 5
54 – 26 + 38 : 2
63: (7 ∙ 3) ∙ 3
(160 – 70) : 18 ∙ 1
200 – 80 : 5 + 3 ∙ 4
(29 + 25) : (72 : 8)
75 : 25 + 3 ∙ 17
80 : 16 + 660 : 6
3 ∙ 290 – 800
950 : 50 ∙ 1 – 0
(48 : 3) : 16 ∙ 0
90 – 6 ∙ 6 + 29
5 ∙ (48 – 43) + 15 : 5 ∙ 7
54 : 9 ∙ 8 – 14 : 7 ∙ 4
63 : 7 ∙ 4 + 70 : 7 ∙ 5
24 : 6 ∙ 7 – 7 ∙ 0
21 : 7 ∙ 8 + 32 : 8 ∙ 4
27 : 3 ∙ 5 + 26 – 18 ∙ 4
54 : 6 ∙ 7 – 0 : 1
45 : 9 ∙ 6 + 7 ∙ 5 – 26
28 : 7 ∙ 9 + 6 ∙ (54 – 47)
6 ∙ (9 : 3) – 40 : 5
21 ∙ 1 – 56 : 7 – 8
9 ∙ (64 : 8) – 18 : 18
3 ∙ (14 : 2) – 63 : 9
4 ∙ 8 + 42 : 6 ∙ 5
0 ∙ 4 + 0 : 5 + 8 ∙ (48 : 8)
56 : 7 + 7 ∙ 6 – 5 ∙ 1
31 ∙ 3 — 17 – 80 : 16 ∙ 1
57 : 19 ∙ 32 – 11 ∙ 7
72 – 96 : 8 + 60 : 15 ∙ 13
36 + 42 : 3 + 23 + 27 ∙ 0
56 : 14 ∙ 19 – 72 : 18
(86 – 78 : 13) ∙ 4
650 – 50 ∙ 4 + 900 : 100
630 : 9 + 120 ∙ 5 + 40
980 – (160 + 20) : 30
940 – (1680 – 1600) ∙ 9
29 ∙ 2 + 26 – 37 : 2
72 : 3 + 280 : (14 ∙ 5)
300 : (5 ∙ 60) ∙ (78 : 13)
63 + 100 : 4 – 8 ∙ 0
84 : 7 + 70 : 14 – 6 : 6
45 : 15 – 180 : 90 + 84 : 7
32 + 51 + 48 : 6 ∙ 5
54 : 6 ∙ 2 – 70 : 14
38 : 2 – 48 : 3 + 0 ∙ 9
30 : 6 ∙ 8 – 6 + 3 ∙ 2
(95 : 19) ∙ (68 : 2)
(300 – 8 ∙ 7) ∙ 10
1 : 1 – 0 ∙ 0 + 1 ∙ 0 – 1 ∙ 1
(80 : 4 – 60 : 30) ∙ 5
2 ∙ (120 : 6 – 80 : 20)
56 : 4 + 96 : 3 – 0 ∙ 7
20 + 20 : 4 – 1∙ 5
(18 + 14) : 8 – (7 ∙ 0 + 1) ∙ 1
(8 ∙ 7 – 2) : 6 + 63 : (7 ∙ 3)
(50 – 5) : 5 + 21 : (3 ∙ 7)
19 + 17 ∙ 3 – 60 : 15 ∙ 1
80 : 5 + 3 ∙ 5 + 80 : 2
54 : 9 ∙ 8 – 64 : 4 + 16 ∙ 0
72 ∙ 10 – 64 : 2 : 4
84 – 36 + 38 : 2
91 : 13 + 80 : 5 – 5 : 5
300 – 80 : 5 + 6 ∙ 4
950 : 190 ∙ 1 + 14 : 7 ∙ 4
(39 + 29) : 17 + 8 ∙ 0
(120 – 30) : 18 ∙ 1 – 7 5 : 25
210 : 30 ∙ 60 – 0 : 1
90 – 6 ∙ 7 + 3 ∙ 17
240 : 60 ∙ 7 – 7 ∙ 0
60 : 60 + 0 : 80 – 80 : 80
720 : 40 + 580 : 20
9 ∙ 7 – 9 ∙ 1 + 5 ∙ 0 : 25
21 : 7 ∙ 6 + 32 : 4 ∙ 5
80 : 16 + 66 : 6 – 63 : (81 : 9)
(19 ∙ 5 – 5) : 30 + 70 : 7
15 : 5 ∙ 7 + 63 : 7 ∙ 5
54 : 6 ∙ 7 – (72 : 1 – 0) : 9
3 ∙ 290 – 600 – 5 ∙ (48 – 43)
(300 – 89 ∙ 7) ∙ 10 – 3 ∙ 2
(80 : 4) + 30 ∙ 2 + 180 : 9
30 : 6 ∙ 8 – 6 + 48 : 3 + 0 ∙ 9
(95 : 19) ∙ (68 : 34) – 60 : 30 ∙ 5
27 : 3 ∙ 5 – 48 : 3
3 ∙ 290 – 800 + 950 : 50
80 : 16 + 660 : 6 ∙ 1 – 0
90 – 6 ∙ 6 + 15 : 5 ∙ 7
5 ∙ (48 – 43) + (48 : 3) :16 ∙ 0
280 : (14 ∙ 5) + 630 : 9 ∙ 0
300 : (50 ∙ 6) ∙ (78 : 6)
36 : ( 4 + 2 ) + 5 * 7 = | 81 : 9 — ( 4 + 3 ) * 7 = | 12 : ( 8 — 5 ) + 3 * 10 = |
92 + ( 9 — 4 ) * 2 — 24 = | ( 64 — 32 ) : 8 — 21 : 7 = | 56 : ( 9 — 2 ) + 8 * 3 = |
46 : ( 20 — 18 ) + 5 * 3 + 22 = | ( 64 — 8 ) : 7 + ( 15 — 2 ) * 4 = | 32 : ( 8 — 6 ) : 8 + 12 = |
18 : 9 + 81 — 4 * 3 = | 45 : 5 — 8 + 5 * 6 = | 64 : 8 — 24 : 3 + 21 = |
80 : 8 — 6 * 2 + 28 = | 58 — 40 : 8 — 21 : 7 = | 63 : 9 + 32 : 4 * 5 = |
48 : 6 — 20 : 10 — 3 + 29 = | 64 : 8 — 36 — 7 * 4 + 67 = | 56 : 8 — 40 : 8 + 32 = |
2 : ( 2 + 4 ) + 8 * 9 = | 81 : 9 + ( 8 — 5 ) * 7 = | 16 : ( 8 — 4 ) + 7 * 9 = |
19 + ( 9 — 4 ) * 5 — 14 = | ( 80 — 32 ) : 8 — 18 : 6 = | 50 : ( 9 — 4 ) + 7 * 8 = |
32 : ( 21 — 17 ) + 9 * 4 + 26 = | ( 64 — 28 ) : 2 + ( 18 — 9 ) * 3 = | 36 : ( 8 — 2 ) + 8 * 6 = |
24 : 4 + 39 — 6 * 2 = | 49 : 7 — 7 + 42 : 6 = | 64 : 8 — 24 : 3 + 32 = |
72 : 8 — 5 * 6 + 44 = | 154 — 35 : 7 — 24 : 6 = | 70 : 7 + 27 : 9 * 5 = |
78 : 2 — 20 : 4 — 13 + 38 = | 72 : 8 + 59 — 2 * 8 — 32 = | 40 : 5 — 64 : 8 + 18 = |
36 : ( 5 + 4 ) + 8 * 3 = | 90 : 9 — ( 3 + 7 ) * 9 = | 12 : ( 6 — 3 ) + 4 * 9 = |
45 + ( 18 — 9 ) * 3 — 14 = | ( 60 — 30 ) : 5 — 24 : 8 = | 18 : ( 9 — 7 ) + 8 * 8 = |
44 : ( 20 — 16 ) + 7 * 6 + 23 = | ( 64 — 8 ) : 7 + ( 26 — 24 ) * 8 = | 30 : ( 8 — 6 ) : 5 + 32 = |
36 : ( 14 -11 ) + 6 * 8 = | 90 : 9 + ( 5 + 3 ) * 8 = | 18 : ( 9 — 6 ) + 8 * 9 = |
94 + ( 9 — 7 ) * 6 — 28 = | ( 60 — 32 ) : 7 + 21 : 3 = | 56 : ( 9 — 1 ) + 9 * 4 = |
56 : ( 20 — 12 ) + 5 * 7 + 45 = | ( 90 — 1 ) : 9 + ( 17 — 14 ) * 8 = | 30 : ( 8 — 3 ) : 6 + 34 = |
Карточки по математике для 3 класса
Карточка №1
1. Реши примеры:
123 + 305 =
89 + 702 =
416 + 305 =
18 + 605 =
350 + 19 =
534 + 67 =
789 + 123 =
239 + 301 =
403 + 555 =
4. Реши примеры:
605 — 399 =
894 — 698 =
416 — 105 =
345 — 205 =
350 — 419 =
784 — 675 =
777 — 389 =
695 — 496 =
897 — 555 =
5. Вставь вместо многоточия … множитель, чтобы выражение стало верным:
. * 9 = 63
5 *. = 45
. * 8 = 64
7 *. = 28
. * 6 = 42
4 *. = 32
8 *. = 64
9 *. = 54
3 *. = 12
6. Вставь вместо многоточия … делитель, делимое или частное, чтобы выражение стало верным:
. : 9 = 6
45 :. = 5
. : 8 = 8
27 : 3 =.
. : 3 = 6
14 :. = 2
16 :. = 4
. : 9 = 3
32 : 8 =.
7. Реши уравнение, соблюдая порядок арифметических действий:
16 : 4 + 8 — 5 * 2 =
45 : 9 — 4 + 3 * 5 =
72 : 8 — 18 : 3 + 10 =
90 : 9 — 5 * 2 + 23 =
54 — 32 : 8 — 14 : 7 =
72 : 9 + 24 : 8 * 3 =
46 : 2 — 20 : 5 — 3 + 14 =
64 : 8 — 15 — 2 * 4 + 20 =
32 : 8 — 56 : 8 + 12 =
8. Реши уравнение, соблюдая порядок арифметических действий:
36 : ( 4 + 2 ) + 5 * 7 =
81 : 9 — ( 4 + 3 ) * 7 =
12 : ( 8 — 5 ) + 3 * 10 =
92 + ( 9 — 4 ) * 2 — 24 =
( 64 — 32 ) : 8 — 21 : 7 =
56 : ( 9 — 2 ) + 8 * 3 =
46 : ( 20 — 18 ) + 5 * 3 + 22 =
( 64 — 8 ) : 7 + ( 15 — 2 ) * 4 =
32 : ( 8 — 6 ) : 8 + 12 =
9. Сравни длины, вставив вместо многоточия. знаки «<«, «>» или «=»:
10 мм. 1 см 1 мм
1 дм 1 см 1 мм. 111 мм
1 см 5 мм. 16 мм
1 дм 1 см. 11 см
15 мм. 2 см
20 мм. 2 см 2 мм
36 мм. 3 см 6 мм
4 дм 3 мм. 41 см
23 мм. 3 см
10. Начерти прямоугольник, стороны которого равны 3 см и 6 см. Найди периметр прямоугольника.
11. Реши задачу:
Вова и Вася собирают марки. У Вовы есть 134 марки, а у Васи — на 64 марки больше, чем у Вовы. Сколько всего марок у ребят?
Карточка №2
3. Реши примеры:
13 + 732 =
234 + 568 =
402 + 215 =
246 + 683 =
279 + 128=
269 + 567 =
358 + 84 =
289 + 367=
438 + 503 =
4. Реши примеры:
568 — 341 =
602 — 543 =
423 — 349 =
372 — 297 =
394 — 121 =
573 — 389 =
842 — 569 =
695 — 289 =
85 — 523 =
5. Вставь вместо многоточия … множитель, чтобы выражение стало верным:
. * 8 = 72
6 *. = 36
. * 7 = 35
9 *. = 81
. * 4 = 24
8 *. = 32
8 *. = 72
3 *. = 24
6 *. = 30
6. Вставь вместо многоточия … делитель, делимое или частное, чтобы выражение стало верным:
. : 7 = 8
50 : 10 =.
. : 9 = 9
49 :. = 7
. : 3 = 9
18 : 2 =.
14 :. = 2
. : 8 = 3
30 : 6 =.
7. Реши уравнение, соблюдая порядок арифметических действий:
18 : 9 + 81 — 4 * 3 =
45 : 5 — 8 + 5 * 6 =
64 : 8 — 24 : 3 + 21 =
80 : 8 — 6 * 2 + 28 =
58 — 40 : 8 — 21 : 7 =
63 : 9 + 32 : 4 * 5 =
48 : 6 — 20 : 10 — 3 + 29 =
64 : 8 — 36 — 7 * 4 + 67 =
56 : 8 — 40 : 8 + 32 =
8. Реши уравнение, соблюдая порядок арифметических действий:
42 : ( 2 + 4 ) + 8 * 9 =
81 : 9 + ( 8 — 5 ) * 7 =
16 : ( 8 — 4 ) + 7 * 9 =
19 + ( 9 — 4 ) * 5 — 14 =
( 80 — 32 ) : 8 — 18 : 6 =
50 : ( 9 — 4 ) + 7 * 8 =
32 : ( 21 — 17 ) + 9 * 4 + 26 =
( 64 — 28 ) : 2 + ( 18 — 9 ) * 3 =
36 : ( 8 — 2 ) + 8 * 6 =
9. Сравни длины, вставив вместо многоточия. знаки «<«, «>» или «=»:
12 мм. 1 см 1 мм
1 дм 1 см 8 мм. 118 мм
1 см 5 мм. 15 мм
2 дм 1 см. 21 см
19 мм. 2 см 1 мм
21 мм. 2 см 3 мм
1 дм 36 мм. 13 см 6 мм
3 дм 3 мм. 31 см
34 мм. 3 см
10. Начерти прямоугольник, стороны которого равны 8 см и 5 см. Найди периметр прямоугольника.
11. Реши задачу:
Нина и Валя собирали цветы на лугу. Нина собрала 203 цветка, а Валя — на 42 цветка меньше, чем собрала Нина. Сколько всего цветов собрала Валя?
Карточка №3
3. Реши примеры:
493 + 173 =
129 + 384 =
393 + 248 =
384 + 287 =
338 + 268 =
539 + 267 =
389 + 257 =
234 + 358 =
368 + 115 =
4. Реши прмеры:
545 — 356 =
843 — 653 =
544 — 235 =
334 — 267 =
313 — 215 =
462 — 457 =
777 — 125 =
695 — 655 =
897 — 345 =
5. Вставь вместо многоточия … множитель, чтобы выражение стало верным:
. * 5 = 35
8 *. = 48
. * 9 = 63
7 *. = 49
. * 6 = 36
8 *. = 72
9 *. = 18
. * 5 = 50
4 *. = 16
6. Вставь вместо многоточия … делитель, делимое или частное, чтобы выражение стало верным:
. : 3 = 8
81 : 9 =.
. : 7 = 8
25 :. = 5
28 : 3 =.
18 :. = 3
36 :. = 4
. : 8 = 3
42 :. = 6
7. Реши уравнение, соблюдая порядок арифметических действий:
24 : 4 + 39 — 6 * 2 =
49 : 7 — 7 + 42 : 6 =
64 : 8 — 24 : 3 + 32 =
72 : 8 — 5 * 6 + 44 =
154 — 35 : 7 — 24 : 6 =
70 : 7 + 27 : 9 * 5 =
78 : 2 — 20 : 4 — 13 + 38 =
72 : 8 + 59 — 2 * 8 — 32 =
40 : 5 — 64 : 8 + 18 =
8. Реши уравнение, соблюдая порядок арифметических действий:
36 : ( 5 + 4 ) + 8 * 3 =
90 : 9 — ( 3 + 7 ) * 9 =
12 : ( 6 — 3 ) + 4 * 9 =
45 + ( 18 — 9 ) * 3 — 14 =
( 60 — 30 ) : 5 — 24 : 8 =
18 : ( 9 — 7 ) + 8 * 8 =
44 : ( 20 — 16 ) + 7 * 6 + 23 =
( 64 — 8 ) : 7 + ( 26 — 24 ) * 8 =
30 : ( 8 — 6 ) : 5 + 32 =
9. Сравни длины, вставив вместо многоточия. знаки «<«, «>» или «=»:
122 мм. 12 см 2 мм
1 дм 1 см. 111 см
1 см 5 мм. 14 мм
3 дм 1 см. 31 см 1 мм
16 мм. 16 см
20 мм. 2 см 1 мм
46 мм. 4 см 6 мм
5 дм 8 мм. 58 см
22 мм. 3 см
10. Начерти прямоугольник, стороны которого равны 7 см и 1 см. Найди периметр прямоугольника.
11. Реши задачу:В первой группе детского сада есть 246 игрушек, а во второй группе на — 72 игрушки меньше, чем в первой. Сколько игрушек во второй группе детского сада?
Карточка №4
3. Реши примеры:
439 + 421 =
189 + 422 =
366 + 435 =
185 + 623 =
340 + 193 =
462 + 165 =
723 + 453 =
449 + 312 =
312 + 521 =
4. Реши примеры:
622 — 324 =
934 — 748 =
623 — 325 =
455 — 221 =
467 — 442 =
934 — 644 =
864 — 345 =
345 — 478 =
821 — 632 =
5. Вставь вместо многоточия … множитель, чтобы выражение стало верным:
. * 2 = 18
6 *. = 42
. * 8 = 72
6 *. = 24
. * 8 = 40
5 *. = 35
9 *. = 81
7 *. = 70
4 *. = 24
6. Вставь вместо многоточия … делитель, делимое или частное, чтобы выражение стало верным:
12 : 2 =.
18 :. = 3
. : 7 = 6
28 :.2 =.
. : 3 = 9
16 :. = 4
16 :. = 8
. : 9 = 8
40 : 10 =.
7. Реши уравнение, соблюдая порядок арифметических действий:
35 : 5 — 8 + 8 * 7 =
42 : 6 — 14 + 8 * 5 =
64 : 8 — 24 : 3 + 16 =
81 : 9 — 4 * 2 + 28 =
84 — 32 : 4 — 28 : 7 =
45 : 9 + 32 : 8 * 4 =
66 : 2 — 25 : 5 — 8 + 56 =
56 : 8 + 57 — 8 * 4 + 27 =
48 : 8 + 72 : 9 + 12 — 18 =
8. Реши уравнение, соблюдая порядок арифметических действий:
36 : ( 14 -11 ) + 6 * 8 =
90 : 9 + ( 5 + 3 ) * 8 =
18 : ( 9 — 6 ) + 8 * 9 =
94 + ( 9 — 7 ) * 6 — 28 =
( 60 — 32 ) : 7 + 21 : 3 =
56 : ( 9 — 1 ) + 9 * 4 =
56 : ( 20 — 12 ) + 5 * 7 + 45 =
( 90 — 1 ) : 9 + ( 17 — 14 ) * 8 =
30 : ( 8 — 3 ) : 6 + 34 =
9. Сравни длины, вставив вместо многоточия. знаки «<«, «>» или «=»:
11 мм. 1 см 1 мм
1 дм 1 см 0 мм. 111 мм
1 см 8 мм. 16 мм
1 дм 1 см. 110 см
18 мм. 2 см
21 мм. 2 см 3 мм
38 мм. 3 см 7 мм
4 дм 3 мм. 40 см
67 мм. 6 см 7 мм
12. Реши задачу:
В магазин привезли 489 коробки с печеньем и коробки с шоколадом, которых привезли на 124 штуки меньше, чем коробок с печеньем. Сколько коробок с шоколадом привезли в магазин?
13. Реши задачу:
Коля собрал в саду 9 яблок. Его старший брат Андрей собрал в 4 раза больше яблок, чем Коля. Сколько яблок собрал Андрей?
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«Карточки по математике для 3 класса»
Карточка №1
1. Реши примеры:
123 + 305 = | 89 + 702 = | 416 + 305 = |
18 + 605 = | 350 + 19 = | 534 + 67 = |
789 + 123 = | 239 + 301 = | 403 + 555 = |
4. Реши примеры:
605 — 399 = | 894 — 698 = | 416 — 105 = |
345 — 205 = | 350 — 419 = | 784 — 675 = |
777 — 389 = | 695 — 496 = | 897 — 555 = |
5. Вставь вместо многоточия … множитель, чтобы выражение стало верным:
… * 9 = 63 | 5 * … = 45 | … * 8 = 64 |
7 * … = 28 | … * 6 = 42 | 4 * … = 32 |
8 * … = 64 | 9 * … = 54 | 3 * … = 12 |
6. Вставь вместо многоточия … делитель, делимое или частное, чтобы выражение стало верным:
… : 9 = 6 | 45 : … = 5 | … : 8 = 8 |
27 : 3 = … | … : 3 = 6 | 14 : … = 2 |
16 : … = 4 | … : 9 = 3 | 32 : 8 = … |
7. Реши уравнение, соблюдая порядок арифметических действий:
16 : 4 + 8 — 5 * 2 = | 45 : 9 — 4 + 3 * 5 = | 72 : 8 — 18 : 3 + 10 = |
90 : 9 — 5 * 2 + 23 = | 54 — 32 : 8 — 14 : 7 = | 72 : 9 + 24 : 8 * 3 = |
46 : 2 — 20 : 5 — 3 + 14 = | 64 : 8 — 15 — 2 * 4 + 20 = | 32 : 8 — 56 : 8 + 12 = |
8. Реши уравнение, соблюдая порядок арифметических действий:
36 : ( 4 + 2 ) + 5 * 7 = | 81 : 9 — ( 4 + 3 ) * 7 = | 12 : ( 8 — 5 ) + 3 * 10 = |
92 + ( 9 — 4 ) * 2 — 24 = | ( 64 — 32 ) : 8 — 21 : 7 = | 56 : ( 9 — 2 ) + 8 * 3 = |
46 : ( 20 — 18 ) + 5 * 3 + 22 = | ( 64 — 8 ) : 7 + ( 15 — 2 ) * 4 = | 32 : ( 8 — 6 ) : 8 + 12 = |
9. Сравни длины, вставив вместо многоточия … знаки «» или «=»:
10 мм … 1 см 1 мм | 1 дм 1 см 1 мм … 111 мм | 1 см 5 мм … 16 мм |
1 дм 1 см … 11 см | 15 мм … 2 см | 20 мм … 2 см 2 мм |
36 мм … 3 см 6 мм | 4 дм 3 мм … 41 см | 23 мм … 3 см |
10. Начерти прямоугольник, стороны которого равны 3 см и 6 см. Найди периметр прямоугольника.
11. Реши задачу:
Вова и Вася собирают марки. У Вовы есть 134 марки, а у Васи — на 64 марки больше, чем у Вовы. Сколько всего марок у ребят?
Карточка №2
3. Реши примеры:
13 + 732 = | 234 + 568 = | 402 + 215 = |
246 + 683 = | 279 + 128= | 269 + 567 = |
358 + 84 = | 289 + 367= | 438 + 503 = |
4. Реши примеры:
568 — 341 = | 602 — 543 = | 423 — 349 = |
372 — 297 = | 394 — 121 = | 573 — 389 = |
842 — 569 = | 695 — 289 = | 85 — 523 = |
5. Вставь вместо многоточия … множитель, чтобы выражение стало верным:
… * 8 = 72 | 6 * … = 36 | … * 7 = 35 |
9 * … = 81 | … * 4 = 24 | 8 * … = 32 |
8 * … = 72 | 3 * … = 24 | 6 * … = 30 |
6. Вставь вместо многоточия … делитель, делимое или частное, чтобы выражение стало верным:
… : 7 = 8 | 50 : 10 = … | … : 9 = 9 |
49 : … = 7 | … : 3 = 9 | 18 : 2 = … |
14 : … = 2 | … : 8 = 3 | 30 : 6 = … |
7. Реши уравнение, соблюдая порядок арифметических действий:
18 : 9 + 81 — 4 * 3 = | 45 : 5 — 8 + 5 * 6 = | 64 : 8 — 24 : 3 + 21 = |
80 : 8 — 6 * 2 + 28 = | 58 — 40 : 8 — 21 : 7 = | 63 : 9 + 32 : 4 * 5 = |
48 : 6 — 20 : 10 — 3 + 29 = | 64 : 8 — 36 — 7 * 4 + 67 = | 56 : 8 — 40 : 8 + 32 = |
8. Реши уравнение, соблюдая порядок арифметических действий:
42 : ( 2 + 4 ) + 8 * 9 = | 81 : 9 + ( 8 — 5 ) * 7 = | 16 : ( 8 — 4 ) + 7 * 9 = |
19 + ( 9 — 4 ) * 5 — 14 = | ( 80 — 32 ) : 8 — 18 : 6 = | 50 : ( 9 — 4 ) + 7 * 8 = |
32 : ( 21 — 17 ) + 9 * 4 + 26 = | ( 64 — 28 ) : 2 + ( 18 — 9 ) * 3 = | 36 : ( 8 — 2 ) + 8 * 6 = |
9. Сравни длины, вставив вместо многоточия … знаки «» или «=»:
12 мм … 1 см 1 мм | 1 дм 1 см 8 мм … 118 мм | 1 см 5 мм … 15 мм |
2 дм 1 см … 21 см | 19 мм … 2 см 1 мм | 21 мм … 2 см 3 мм |
1 дм 36 мм … 13 см 6 мм | 3 дм 3 мм … 31 см | 34 мм … 3 см |
10. Начерти прямоугольник, стороны которого равны 8 см и 5 см. Найди периметр прямоугольника.
11. Реши задачу:
Нина и Валя собирали цветы на лугу. Нина собрала 203 цветка, а Валя — на 42 цветка меньше, чем собрала Нина. Сколько всего цветов собрала Валя?
Карточка №3
3. Реши примеры:
493 + 173 = | 129 + 384 = | 393 + 248 = |
384 + 287 = | 338 + 268 = | 539 + 267 = |
389 + 257 = | 234 + 358 = | 368 + 115 = |
4. Реши прмеры:
545 — 356 = | 843 — 653 = | 544 — 235 = |
334 — 267 = | 313 — 215 = | 462 — 457 = |
777 — 125 = | 695 — 655 = | 897 — 345 = |
5. Вставь вместо многоточия … множитель, чтобы выражение стало верным:
… * 5 = 35 | 8 * … = 48 | … * 9 = 63 |
7 * … = 49 | … * 6 = 36 | 8 * … = 72 |
9 * … = 18 | … * 5 = 50 | 4 * … = 16 |
6. Вставь вместо многоточия … делитель, делимое или частное, чтобы выражение стало верным:
… : 3 = 8 | 81 : 9 = … | … : 7 = 8 |
25 : … = 5 | 28 : 3 = … | 18 : … = 3 |
36 : … = 4 | … : 8 = 3 | 42 : … = 6 |
7. Реши уравнение, соблюдая порядок арифметических действий:
24 : 4 + 39 — 6 * 2 = | 49 : 7 — 7 + 42 : 6 = | 64 : 8 — 24 : 3 + 32 = |
72 : 8 — 5 * 6 + 44 = | 154 — 35 : 7 — 24 : 6 = | 70 : 7 + 27 : 9 * 5 = |
78 : 2 — 20 : 4 — 13 + 38 = | 72 : 8 + 59 — 2 * 8 — 32 = | 40 : 5 — 64 : 8 + 18 = |
8. Реши уравнение, соблюдая порядок арифметических действий:
36 : ( 5 + 4 ) + 8 * 3 = | 90 : 9 — ( 3 + 7 ) * 9 = | 12 : ( 6 — 3 ) + 4 * 9 = |
45 + ( 18 — 9 ) * 3 — 14 = | ( 60 — 30 ) : 5 — 24 : 8 = | 18 : ( 9 — 7 ) + 8 * 8 = |
44 : ( 20 — 16 ) + 7 * 6 + 23 = | ( 64 — 8 ) : 7 + ( 26 — 24 ) * 8 = | 30 : ( 8 — 6 ) : 5 + 32 = |
9. Сравни длины, вставив вместо многоточия … знаки «» или «=»:
122 мм … 12 см 2 мм | 1 дм 1 см … 111 см | 1 см 5 мм … 14 мм |
3 дм 1 см … 31 см 1 мм | 16 мм … 16 см | 20 мм … 2 см 1 мм |
46 мм … 4 см 6 мм | 5 дм 8 мм … 58 см | 22 мм … 3 см |
10. Начерти прямоугольник, стороны которого равны 7 см и 1 см. Найди периметр прямоугольника.
11. Реши задачу:В первой группе детского сада есть 246 игрушек, а во второй группе на — 72 игрушки меньше, чем в первой. Сколько игрушек во второй группе детского сада?
Карточка №4
3. Реши примеры:
439 + 421 = | 189 + 422 = | 366 + 435 = |
185 + 623 = | 340 + 193 = | 462 + 165 = |
723 + 453 = | 449 + 312 = | 312 + 521 = |
4. Реши примеры:
622 — 324 = | 934 — 748 = | 623 — 325 = |
455 — 221 = | 467 — 442 = | 934 — 644 = |
864 — 345 = | 345 — 478 = | 821 — 632 = |
5. Вставь вместо многоточия … множитель, чтобы выражение стало верным:
… * 2 = 18 | 6 * … = 42 | … * 8 = 72 |
6 * … = 24 | … * 8 = 40 | 5 * … = 35 |
9 * … = 81 | 7 * … = 70 | 4 * … = 24 |
6. Вставь вместо многоточия … делитель, делимое или частное, чтобы выражение стало верным:
12 : 2 = … | 18 : … = 3 | … : 7 = 6 |
28 : .2 = … | … : 3 = 9 | 16 : … = 4 |
16 : … = 8 | … : 9 = 8 | 40 : 10 = … |
7. Реши уравнение, соблюдая порядок арифметических действий:
35 : 5 — 8 + 8 * 7 = | 42 : 6 — 14 + 8 * 5 = | 64 : 8 — 24 : 3 + 16 = |
81 : 9 — 4 * 2 + 28 = | 84 — 32 : 4 — 28 : 7 = | 45 : 9 + 32 : 8 * 4 = |
66 : 2 — 25 : 5 — 8 + 56 = | 56 : 8 + 57 — 8 * 4 + 27 = | 48 : 8 + 72 : 9 + 12 — 18 = |
8. Реши уравнение, соблюдая порядок арифметических действий:
36 : ( 14 -11 ) + 6 * 8 = | 90 : 9 + ( 5 + 3 ) * 8 = | 18 : ( 9 — 6 ) + 8 * 9 = |
94 + ( 9 — 7 ) * 6 — 28 = | ( 60 — 32 ) : 7 + 21 : 3 = | 56 : ( 9 — 1 ) + 9 * 4 = |
56 : ( 20 — 12 ) + 5 * 7 + 45 = | ( 90 — 1 ) : 9 + ( 17 — 14 ) * 8 = | 30 : ( 8 — 3 ) : 6 + 34 = |
9. Сравни длины, вставив вместо многоточия … знаки «» или «=»:
11 мм … 1 см 1 мм | 1 дм 1 см 0 мм … 111 мм | 1 см 8 мм … 16 мм |
1 дм 1 см … 110 см | 18 мм … 2 см | 21 мм … 2 см 3 мм |
38 мм … 3 см 7 мм | 4 дм 3 мм … 40 см | 67 мм … 6 см 7 мм |
12. Реши задачу:
В магазин привезли 489 коробки с печеньем и коробки с шоколадом, которых привезли на 124 штуки меньше, чем коробок с печеньем. Сколько коробок с шоколадом привезли в магазин?
13. Реши задачу:
Коля собрал в саду 9 яблок. Его старший брат Андрей собрал в 4 раза больше яблок, чем Коля. Сколько яблок собрал Андрей?
90000 105 Report Card Comments to Use and Adapt 90001 90002 Just about every teacher agrees: report card comments are important. But there are few who actually look forward to writing them. 90003 90002 Why? 90003 90002 Because every instructor knows working under tight deadlines to create upwards of 20 unique and detailed reports is not exactly straightforward (or particularly fun). 90003 90002 And while no one at your school knows your students better than you do, writing valuable report card comments for each of them can be a huge challenge.90003 90002 That’s why we created a list of 90011 105 sample report card comments 90012 to help you find ideas, inspiration, and insights while writing your own assessments. 90003 90002 The 105 report card comments in this list will help you: 90003 90016 90017 Instill a growth mindset in students 90018 90017 Write stronger leads and use livelier language in your evaluations 90018 90017 Build stronger home-to-school connections through written assessments 90018 90017 Choose the right phrasing when writing positive and negative report card comments 90018 90025 90002 90003 90028 Character Traits (Positive Comments) 90029 90016 90017 ________ is confident, positive and a great role model for his / her classmates.90018 90017 ________ is frequently among the first to help and mentor other classmates. He / she is a valuable part of the classroom. 90018 90017 ________ has shown excellent ability to set goals and be persistent in achieving them. 90018 90017 ________ is interested in his / her own learning, listens attentively, and makes a solid effort to avoid distractions that could interrupt the learning process. 90018 90017 ________ is accountable and responsible. He / she makes smart decisions, admits mistakes and listens to opportunities to improve.90018 90017 ________ relates well to classmates and is appreciative of different perspectives and experiences. 90018 90017 ________ manages his / her emotions maturely and responds to feedback appropriately. 90018 90017 ________ always looks for ways to be helpful in the classroom. 90018 90017 ________ is dependable and reliable, follows directions effectively, and follows through on his / her commitments to him / herself and others. 90018 90017 ________ is thoughtful, insightful and thorough in written and verbal communication, and has a talent for expressing his / her ideas clearly.90018 90017 ________ works well with classmates in group work and often takes a leadership role. 90018 90017 ________ shows a positive attitude with classmates in group projects and activities, and both takes and gives suggestions and directions effectively. 90018 90017 ________ shows maturity when solving problems with classmates and uses good communication. 90018 90017 ________ excels at applying what he / she learns in the classroom to real-world and real-life situations. 90018 90017 It has been a pleasure to have _______ ‘s enthusiasm, positivity and maturity in my class.90018 90017 ________ is an enthusiastic member of the class and shows willingness to learn. 90018 90017 ________ shows responsible behavior, works well with a group and shows appreciation for the efforts of classmates. 90018 90017 ________ is focused during class and contributes ideas willingly. 90018 90017 ________ performs independent work with confidence and focus. 90018 90017 ________ works independently and takes pride in work done well. 90018 90025 90016 90017 ________ is focused in class and willingly participates in group discussion.90018 90017 ________ is very conscientious and shows excellent effort and care with daily work. 90018 90017 ________ demonstrates a willing and conscientious effort in his / her daily work. 90018 90017 ________ shows a conscientious effort to learn. 90018 90017 ________ has done a great job facing and overcoming big challenges this year. Please continue to nurture and encourage this behavior over the summer. 90018 90025 90016 90017 ________ shows responsibility and follows directions whenever they are given.90018 90017 ________ listens to and follows directions precisely and attentively. 90018 90017 ________ follows directions promptly and accurately. 90018 90025 90002 90003 90028 Character Traits (Needs Improvement) 90029 90016 90017 ________ is encouraged to demonstrate more responsible attitudes and behavior in the classroom. 90018 90017 ________ needs to show more appropriate behavior when interacting with classmates. 90018 90017 ________ needs to pay attention to the use of appropriate language at all times 90018 90017 ________ requires encouragement to listen attentively during group sharing times.90018 90017 ________ needs to listen to directions more attentively during lessons. 90018 90017 ________ would benefit from showing a greater desire to contribute ideas in class. 90018 90017 ________ needs frequent reminders to be attentive during instructions and lessons. 90018 90017 ________ needs to improve his / her cooperation in group settings. He / she should work on voicing feelings and opinions and listening to others. 90018 90017 ________ needs to improve his / her work with others.He / she must ensure to accept a share of the work when participating in a group assignment. 90018 90017 ________ needs to improve on working independently and be sure to ask for assistance only when it is needed. 90018 90017 ________ often struggles to focus in class, which harms his / her ability to engage well with class activities and assignments. 90018 90017 ________ is encouraged to use time wisely to finish tasks in the time required. 90018 90017 ________ is encouraged to be more responsible in completing tasks without needing regular reminders.90018 90017 ________ needs to show by the quality of work and use of class time that he / she is properly engaged in the learning process. 90018 90017 ________ consistently needs reminders to use time effectively. 90018 90025 90028 Math (General Comments) 90029 90016 90017 ________ is having considerable difficulty with math. I recommend he / she work on studying ________ and ________. This extra practice will help him / her feel more relaxed when doing math in the classroom. Please contact me if you need materials to get him / her started.90018 90017 ________ has a good understanding of all math concepts taught so far this year. He / she continues to turn in excellent assignments and especially enjoys hands-on math activities. 90018 90017 ________ has a positive attitude towards math but continues to have trouble in a few key areas. He should practice every evening at home. Areas that need extra attention are ________ and ________. 90018 90017 ________ demonstrates a good understanding of all math concepts studied and communicates with clarity and good justification of reasoning.90018 90017 ________ needs to work on increasing his / her speed in math facts. He / she should continue with daily practice with a focus on addition, subtraction, multiplication and division. 90018 90017 ________ seems to need continuous encouragement in math. He / she continues to struggle with basic math concepts for his / her grade level. 90018 90017 ________ is having a difficult time in certain areas of math. Areas in need of extra work are ________. Working on these problem areas every night would help improve his / her learning outcomes.90018 90017 ________ is struggling to keep up in math. He / she could benefit from practicing the multiplication table and should also continue to practice the long division process. 90018 90017 ________ is easily distracted during math lessons and behavioral issues are interfering with his / her learning. We will be working on more difficult subjects and he / she will struggle if he / she does not pay attention in class. 90018 90017 ________ is having trouble with math tests. He / she does well on assignments, but does not seem to retain information for tests.I always give a week’s notice before tests, so please be sure ________ studies and adequately prepares for them as they approach. 90018 90025 90002 90003 90028 Addition and Subtraction 90029 90016 90017 ________ is able to calculate addition and subtraction facts to 18 with confidence and accuracy. 90018 90017 ________ is becoming more able to calculate addition and subtraction facts to 18 with confidence and accuracy. 90018 90017 ________ requires more time and practice in calculating addition and subtraction facts to 18 90018 90017 ________ needs to put more effort into learning to calculate addition and subtraction facts to 18.90018 90025 90028 Skip Counting 90029 90016 90017 ________ is able to skip count forward and backward by twos, fives, tens, and hundreds to complete short patterns. 90018 90017 ________ is learning to skip count forward and backward by twos, fives, tens, and hundreds to complete short patterns. 90018 90017 ________ needs practice with skip counting forward and backward by twos, fives, tens, and hundreds to complete short patterns. 90018 90017 ________ needs considerable practice with skip counting forward and backward by twos, fives, tens, and hundreds to complete short patterns.90018 90025 90028 Place Value 90029 90016 90017 ________ is able to demonstrate place value concepts to give meaning to numbers from zero to 1000, identifying ones, tens, and hundreds. 90018 90017 ________ is developing an understanding of place value concepts to give meaning to numbers zero to identifying ones, tens, and hundreds. 90018 90017 ________ requires more time and practice to demonstrate place value concepts to give meaning to numbers 0 to 1000, identifying ones, tens, and 100s.90018 90025 90028 Comparing Numbers 90029 90016 90017 ________ is able to compare numbers to тисячі using terms such as greater or less and greatest or least. 90018 90017 ________ is learning to compare numbers to 1000 using terms such as greater or less and greatest or least. 90018 90017 ________ requires support to compare numbers to тисячу using terms such as greater or less and greatest or least. 90018 90017 ________ demonstrates a limited understanding in comparing numbers to 1000 using terms such as greater or less and greatest or least.90018 90025 90028 Addition with regrouping 90029 90016 90017 ________ can demonstrate and explain the process of addition of whole numbers up to 100, with and without regrouping. 90018 90017 ________ requires ongoing support to demonstrate and explain the process of addition of whole numbers up to 100 with and without regrouping. 90018 90017 ________ requires considerable attention and individual instruction to demonstrate and explain the process of addition of whole numbers up to 100 with and without regrouping.90018 90025 90016 90017 ________ is able to complete word problems using one- and two-digit addition, showing his / her work and writing a full sentence answer. 90018 90017 ________ is becoming more confident in his / her ability to complete word problems using one- and two-digit addition, showing his / her work and writing a full sentence answer. 90018 90025 90002 90003 90028 Language (General) 90029 90016 90017 ________ ‘s (comprehension, spelling, reading) has greatly improved, but he / she still needs extra work in (comprehension, spelling, reading).Please contact me if you need supplemental learning materials to use at home for practice. 90018 90017 ________ is conscious of putting care into his / her daily writing work, and frequently goes beyond the minimum requirements for assignments. 90018 90017 ________ has trouble with his handwriting. I believe he / she can form letters well, but has to slow down and take a little more time. Neater handwriting will improve his / her schoolwork overall. 90018 90017 ________ makes a good effort to make his / her handwriting legible.He / she is able to print on the lines, use good spacing, and form letters correctly. 90018 90017 ________ needs to focus on her spelling. More improvement is needed in the areas of (dictation, weekly spelling tests, sentence structure). Daily practice at home will help improve his / her results. 90018 90017 ________ shows the ability to quickly use spelling, punctuation and grammar rules that were recently taught. He / she is able to quickly learn new skills and is eager to apply them to his / her writing.90018 90017 ________ is having considerable difficulty with reading, particularly with fluency and comprehension. 90018 90017 ________ speaks well in front of the class, but requires improvement in written language. He / she is having trouble with (dictation, copying words correctly, story writing, creating logical sequences). Further practice is needed in this area. 90018 90017 ________ continues to make excellent progress in spelling and reading. He / she works hard to submit work that is free of grammatical errors.90018 90017 ________ has difficulty remembering previously discussed writing skills and often makes errors with punctuation, grammar, and overall sentence structure. Basic writing skills need improvement. 90018 90025 90028 90243 Reading Responses 90244 90029 90016 90017 ________ is able to offer direct responses to his / her readings and supports ideas with sound reasoning and specific examples. 90018 90017 ________ is learning to offer more direct responses to her reading experiences supported by reasons, examples, and details.90018 90017 ________ needs frequent support to offer direct responses to his / her reading experiences supported by reasons, examples, and details. 90018 90025 90028 90243 Reading comprehension 90244 90029 90016 90017 ________ shows good ability when completing reading comprehension tests. 90018 90017 ________ would benefit from extra practice with reading aloud and discussion of content. 90018 90017 ________ consistently demonstrates comprehension of short spoken texts by answering questions, and explaining the events described.90018 90017 ________ consistently reads grade-level material independently. 90018 90017 ________ uses good editing skills and correctly places capitals, quotation marks, question marks, apostrophes, commas, and periods. 90018 90017 ________ is doing a good job of breaking a story into paragraphs 90018 90017 ________ determines various forms of writing and identifies important ideas through the development of insightful questions and answers. 90018 90017 ________ is able to analyze character actions, story plots, and shows strong fluency with reading.90018 90025 90002 90003 90028 Response Journal 90029 90016 90017 ________ uses correct spelling, grammar and punctuation when writing simple sentences. 90018 90017 ________ is encouraged to show increased attention to the use of correct spelling, grammar and punctuation with general writing skills. 90018 90017 ________ needs more time and practice in the use of correct spelling, grammar and punctuation with general writing skills. 90018 90017 ________ requires considerable assistance to achieve the correct spelling, grammar and punctuation when writing simple sentences.90018 90025 90028 Note taking 90029 90016 90017 ________ shows an excellent understanding of note taking from lectures and readings in preparation for tests and assignments. 90018 90017 ________ requires ongoing support to develop an understanding of note taking from lectures and readings in preparation for tests. 90018 90025 90028 Top 11 Tips for Effective Report Card Comments 90029 90300 90243 1. Give yourself extra time and start writing comments early 90244 90303 90002 Somewhere around the halfway point to your deadline for report cards, you should take time at the end of each week to reflect — and jot down notes — about your students ‘performance.90003 90002 90003 90002 What are their strengths and weaknesses? How well do they socialize with classmates? How is their class participation? 90003 90002 Even just a few minutes of note taking in the weeks preceding report card deadlines will help to ease your stress when the time comes to write your final comments. 90003 90002 Moreover, having a dated log of information detailed throughout the school year will help you remember how students are performing throughout each week. 90003 90002 This will also help to engage and reassure parents who want relevant and detailed commentary about their child’s performance at school.90003 90300 2. Use free, curriculum-aligned apps for teachers 90303 90002 If you’re a math teacher, try Prodigy Game to make writing report card comments stress free! 90003 90002 90003 90002 Prodigy is a free, curriculum-aligned math game used by more than a million teachers in 90,000 schools around the world. 90003 90002 It offers content from every major math topic from 1st to 8th grade. Because Prodigy automatically tracks student progress throughout the year, 90011 writing report card comments is a breeze 90012! When the time comes to write report card comments, you’ll have full, detailed reports on all your students ‘achievement, with all the numbers on recent usage, performance, trouble spots as well as quick overviews for assignments and placement test progress.90003 90002 90003 90300 90243 3. Be encouraging, informational and professional 90244 90303 90002 Although every report card can not be glowingly positive, do strive to write in an encouraging and informational tone. As you write negative report card comments, use encouraging language that focuses on the student’s opportunity for improvement. 90003 90002 90003 90002 For example, instead of describing a student struggling with listening as a «bad listener,» remark that the student «would benefit from listening more carefully.»90003 90002 If appropriate, frame a negative comment in terms of what students are doing well — and consider how this more successful characteristic can help them bolster performance in other areas. 90003 90300 90243 4. Use a consistent format 90244 90303 90002 Lead your report card comments with the positive comments, followed by areas that need more attention. 90003 90002 90003 90002 Choosing the right format for reporting information will simplify the entire process, while resulting in a clearer and more organized final product.If you are unclear about your school’s format for report cards, request samples or consult with other teachers or staff members to clarify. 90003 90300 90243 5. Be honest 90244 90303 90002 Being open and honest about a student’s performance requires tact and consideration with regard to how you 90357 express 90358 those comments. Be transparent, and remain mindful that your goal is to improve your students ‘learning experience. 90003 90002 90003 90002 Openness and honesty are key to ensuring that experience is the best it can be.If possible, discuss what intervention strategies you can use to help improve the student’s learning outcomes. 90003 90002 As elementary teacher Donna Donaghue remarks in her book 90357 A Guide for Beginning Elementary Teachers: Getting Hired and Staying Inspired 90358 90357: 90358 90003 90370 90002 If there is a problem, most parents will be grateful to you for telling them and will want to help you correct it as soon as possible. Many problems that show up at school are also problems noticed at home, so your comments will not surprise parents.Ideally, at some point prior to receiving the progress report, parents have already discussed the problem with you. 90003 90373 90300 90243 6. Move on if you get stuck 90244 90303 90002 If you get stuck completing the comments for a particular student, move on to your other students and return to it later. You will likely have more trouble completing comments for students who have multiple areas needing further improvement and attention. 90003 90002 90003 90002 Feel free to move on and return to those students periodically or as you find the right language to express your insights.90003 90300 7. Keep parents and guardians in mind 90303 90002 While every report card comment is ultimately about your student, think of your students ‘parents as much as possible and offer suggestions for their participation. 90003 90002 90003 90002 As you make note of your students ‘strengths and weaknesses, endeavor to include practical insights into how parents can involve and support their child at home. If possible, make reference to how you use differentiated instruction to support the student in question.90003 90002 Simple examples of tips for parents include: 90003 90016 90017 90016 90017 «Encourage your child to read.» 90018 90017 «Find homework help for your child if needed.» 90018 90017 «Ensure that your child completes their homework.» 90018 90017 «Help your child with organization skills at home.» 90018 90017 «Help your child prepare for math tests by focusing their skills in addition and subtraction.» 90018 90025 90018 90025 90002 As high school educator and teaching comprehension expert Anne Goudvis writes in her book 90357 Strategies That Work: 90358 90003 90370 90002 it is important that you include the parents in your comment so they know the child’s education is a joint mission.Sometimes you need to sound firm so that parents know you need their help and that you will not allow their child to continue inappropriate behavior. 90003 90373 90300 8. Try not to repeat yourself 90303 90002 It is unlikely that your students or parents will compare their report card comments, but it is still a best practice to aim for unique commentary for each student that reflects each, individual learning outcome. 90003 90002 90003 90300 9. Proofread, even if you do not want to 90303 90002 Report card time is perhaps your busiest period of the year, and it is understandable that you want to simply get them over with.90003 90002 Despite this, you should make sure to double check all your comments before hitting print and handing them out. All your communications to parents are a reflection of you as a teacher, and should mirror the care and attention you show your students in class. 90003 90300 10. Notify parents 90303 90002 Make use of your school’s parent portal or email system to let parents know — as needed — that report card time is coming up. 90003 90002 90003 90002 This will help parents be prepared, and will also ensure that any important questions they may have are addressed before the final report cards are delivered.90003 90300 90243 11. Use specific examples 90244 90303 90002 Record and use classroom anecdotes in your assessments. No matter how involved you are in your students ‘progress, it can still be difficult to produce specific examples related to their performance if you have not recorded them along the way. 90003 90002 90003 90002 When you notice a positive or negative skill, ability, strength, or weakness in a class activity or assignment, be sure to note it down so that you may refer to it in your report card comments.Likewise, consider noting a sample of a student’s work every week or two. 90003 90002 To help with ease of access, keep ongoing files of this work in a personal folder or use a digital tool such as a Google Doc. 90003 90028 90011 Effective Report Card Comments: Key Considerations 90012 90029 90002 Report card comments should aim to deliver feedback to students and parents that is 90357 personalized, detailed, 90358 and 90357 meaningful 90358. 90003 Writing report card comments does not have to be stressful.Use these strategies to create livelier, more meaningful evaluations. 90016 90017 Effective report card comments emphasize and discuss: 90016 90017 The specific elements of knowledge, skills, and other outcomes recognized in the curriculum that are the most pertinent to a student’s achievement or development in the period of assessment 90018 90017 The specific, notable strengths that a student has shown and should attempt to 90357 continue 90358 to show 90018 90017 The major next steps for improvement that will: 90016 90017 Identify the student’s most important learning needs 90018 90017 Offer next steps for students 90018 90017 Offer specific recommendations for how parents and guardians can help the student’s learning habits and skills (or the 90357 development 90358 of those habits and skills) 90018 90025 90018 90025 90018 90025 90016 90017 Effective report card comments are personalized — customized to each, individual student — and discuss: 90016 90017 Detailed evidence of learning or skill-development gathered from in-class observations, and / or student assignments 90018 90017 The student’s learning preferences, willingness to learn, and interests.90018 90025 90018 90025 90016 90017 Effective report card comments are expressed with clear and simple phrasing, using: 90016 90017 Language that is easy to understand for both students and parents, as opposed to educational jargon used from the curriculum. 90018 90017 An encouraging and / or positive tone. 90018 90025 90018 90025 90028 Report Card Comments: Final Thoughts 90029 90002 The Ontario Ministry of Education’s 90507 Guidelines for Effective Teacher-Parent-Student Communication 90508 observe that «personalized, clear, precise, and meaningful report card comments are essential for informing students and their parents about 90243 what students have learned, their strengths as learners , and the next steps for improvement 90244.»90003 90002 90003 90002 Among the pressure and deadlines of writing report cards, it can be helpful to keep these key goals in mind. 90003 90002 Get inspired by the 105 examples — and strategies for success — above to ensure that precision, clarity, and meaning shine through in your report card comments. 90003 90002 When it comes time to hand out your report cards, you can do so with the full confidence that you are doing yourself — and each of your students — the justice your hard work deserves.90003 90520 90002 Create or log in to your teacher account on Prodigy — a 90011 free, 90012 game-based learning platform that assesses student progress and performance as they play. Aligned with curricula across the English-speaking world, it’s loved by more than 90011 a million teachers 90012 and 90011 50 million students 90012. 90003 90002 90003 .90000 Lesson Plans: Using Procedures — TeacherVision 90001 90002 Learn the different parts of a lesson plan’s procedures and how you can increase your students ‘understanding of your lesson. 90003 90002 Page 1 of 2 90003 90006 Lesson Plans: Using Procedures 90007 90002 The procedure is the body of your lesson plan, the ways in which you’ll share information with students and the methods you’ll use to help them assume a measure of mastery of that material. The three stages (a motivational opening, the development of the lesson, and the closing), although instructional in nature, can also involve some formal or informal assessment periodically.Periodic assessment throughout a lesson will alert you to any misconceptions or misunderstandings students may have long before they reach the conclusion of the lesson (when it may be too late). 90003 90002 Let’s take a look at the three major stages of this section of effective lesson planning. 90003 90012 Motivational Opening 90013 90002 This stage of a lesson is critical! It’s how you stimulate students ‘interest in a topic or subject. It may involve asking students a thought-provoking question such as, «How would you like to sleep for four months every year?» or «Did you know we can measure any tree on the playground without climbing it?» Other attention-gaining devises can include models, maps, globes, a piece of apparatus, or a demonstration.It is important that each and every lesson include some method to stimulate the students ‘interests. 90003 90002 Here are some other methods to consider for this all-important first stage: 90003 90018 Secondary Thoughts 90019 90002 Do not make the mistake of assuming what students know. Take the time to assess their background knowledge, and you’ll be rewarded with more successful lessons. For example, just because students studied American history in elementary school, had a basic history course in middle school, and are now in your high school history class, do not assume they know all there is to know about American history.Take the time to find out. Bottom line: Always know what your students know! 90003 90022 90023 90002 90025 Tapping background knowledge. 90026 Students bring a certain amount of background knowledge or prior experiences to any lesson. Use this opportunity to find out what students know before beginning any lesson. 90003 90028 90023 90002 90025 Self-questioning. 90026 I’ve found that when students of any age are provided opportunities to generate their own questions about a topic, they will be motivated to seek the answers to those questions.90003 90028 90023 90002 90025 Predicting. 90026 Predictions are educated guesses about what might or might not happen. Predictions are valuable for providing students with some self-initiated directions for a lesson. 90003 90028 90023 90002 90025 Brainstorming. 90026 Brainstorming allows students to share much of their prior knowledge in a supportive arena. Encourage students to brainstorm for everything they may know about a topic. Remember that the emphasis in brainstorming is on gathering a quantity of ideas, regardless of their quality.90003 90028 90023 90002 90025 Reading aloud. 90026 Read a book, a piece of children’s or adolescent literature, or other written resource to students to pique their interest and stimulate their curiosity. 90003 90028 90023 90002 90025 Establishing relationships. 90026 It’s valuable for you to demonstrate how a lesson is related to other lessons. Students must understand that no single lesson exists apart from other lessons, but has a relationship with other previously presented material.90003 90028 90023 90002 90025 Organizing graphically. 90026 Use graphic organizers (charts, graphs, or outlines of the essential information in a lesson) to provide students with a pictorial representation of the major points in a lesson and how those points are related to each other. 90003 90028 90023 90002 90025 Stating the lesson objectives. 90026 Often students perceive a lesson as something a teacher concocts on the spot. Unfortunately, that perception sends a signal that lessons are not designed with students ‘needs and interests in mind.It’s vital, therefore, to let your students know exactly what they will be taught and what you plan to have them learn. When students are aware of the objectives, they will be able to understand the direction and scope of a lesson and work with you in achieving those learning experiences. 90003 90028 90071.90000 Topic Task: Preparing Students for Conversation in the Topic Task At a glance 90001 90002 Language Study Booklet 90003 90004 90005 ESOL Advice, Support and Entry Service Language Study Booklet Contents Thinking about Your Language Development… 3 Introduction … 3 How to use the materials … 3 Grammar Overview … 4 Contents … 4 90006 More information 90007 90002 Grades 5 & 6 (B1): choosing a Topic 90003 90004 90011 GESE language exam preparation Grades 5 & 6 (B1) — Lesson Plan 1 Grades 5 & 6 (B1): choosing a Topic Level: GESE Grades 5 & 6 (CEFR B1) Time: 3 x 45 minutes Aims: To understand which topics are suitable 90006 More information 90007 90002 Speakout Pre-Intermediate 90003 90004 90017 Speakout Pre-Intermediate Lead in: Review: Classroom language Spelling Parts of Speech Tenses and structures Question words Auxiliary verbs Vocabulary Unit 1 Life Language Question forms Past Simple A2 90006 More information 90007 90002 Reading aloud to a child 90003 90004 90023 Reading aloud to a child Festivals and celebrations: introduction Me and my culture: festivals and celebrations Contents Festivals and celebrations: teachers notes Festivals and celebrations: classroom 90006 More information 90007 90002 Advanced Grammar in Use 90003 90004 90029 Advanced Grammar in Use A reference and practice book for advanced learners of English Third Edition without answers c a m b r i d g e u n i v e r s i t y p r e s s Cambridge, New York, Melbourne, Madrid, 90006 More information 90007 90002 Task 2 Multi-Text Reading: Bullying 90003 90004 90035 At a glance Level: ISE II Task 2 Multi-Text Reading: Bullying Focus: Task 2 Multi-text reading Aims: To develop reading strategies by reading a short article about four famous people and answering three 90006 More information 90007 90002 No Evidence.8.9 f X 90003 90004 90041 Section I. Correlation with the 2010 English Standards of Learning and Curriculum Framework- Grade 8 Writing Summary Adequate Rating Limited No Evidence Section I. Correlation with the 2010 English Standards 90006 More information 90007 90002 Lesson plan Shopping is GREAT 90003 90004 90047 Topic: Shopping in London Objectives: To give a short presentation about different types of shops To discuss different people s shopping habits To use idioms which contain the word shop To write a collaborative 90006 More information 90007 90002 Adult Ed ESL Standards 90003 90004 90053 Adult Ed ESL Standards Correlation to For more information, please contact your local ESL Specialist: Level Two www.cambridge.org/chicagoventures Please note that the Chicago Ventures correlations to the 90006 More information 90007 90002 English lesson plans for Grade 1 90003 90004 90059 English lesson plans for Grade 1 Lessons in this section 1.1 Vocabulary, listening and speaking: parts of the body and can 26 1.2 Vocabulary, listening and speaking: colours and parts of the body 29 1.3 90006 More information 90007 90002 Inglés nivel pre-intermedio (II) 90003 90004 90065 Inglés nivel pre-intermedio (II) 1 Objetivos didácticos_unit 1 1.1 Time, tense y weather 1.2 El adjetivo_ forma comparativa 1.3 El adjetivo_ forma superlativa 1.4 Watch de video and then read the script 90006 More information 90007 90002 Level 1 Teacher s Manual 90003 90004 90071 TABLE OF CONTENTS Lesson Study Skills Unit Page 1 STUDY SKILLS. Introduce study skills. Use a Quigley story to discuss study skills. 1 2 STUDY SKILLS. Introduce getting organized. Use a Quigley story to 90006 More information 90007 90002 English lesson plans for Grade 3 90003 90004 90077 English lesson plans for Grade 3 Lessons in this section 3.1 Vocabulary and speaking: How do you say in English? 76 3.2 Reading: We re going to take a holiday 80 3.3 Listening and writing: holiday plans 90006 More information 90007 90002 Verbal boxing by Matt Bryer 90003 90004 90083 Verbal boxing by Matt Bryer Age: Teenagers / Adults Level: Upper Intermediate / Advanced Time: Approx. 60 minutes Objective: To practise phrases used when expressing opinion; fluency Key skills: Speaking, 90006 More information 90007 90002 Elementary (A1) Group Course 90003 90004 90089 COURSE DETAILS Elementary (A1) Group Course 45 hours Two 90-minute lessons per week Study Centre / homework 2 hours per week (recommended minimum) A1 (Elementary) min 6 max 8 people Price per person 650,00 90006 More information 90007 90002 Adult Ed ESL Standards 90003 90004 90095 Adult Ed ESL Standards Correlation to For more information, please contact your local ESL Specialist: Basic www.cambridge.org/chicagoventures Please note that the Chicago Ventures correlations to the City 90006 More information 90007 90002 Factoring Quadratic Trinomials 90003 90004 90101 Factoring Quadratic Trinomials Student Probe Factor x x 3 10. Answer: x 5 x Lesson Description This lesson uses the area model of multiplication to factor quadratic trinomials. Part 1 of the lesson consists 90006 More information 90007 90002 Factoring Quadratic Trinomials 90003 90004 90107 Factoring Quadratic Trinomials Student Probe Factor Answer: Lesson Description This lesson uses the area model of multiplication to factor quadratic trinomials Part 1 of the lesson consists of circle puzzles 90006 More information 90007 90002 openmind 1 Practice Online 90003 90004 90113 Macmillan Practice Online is the easy way to get all the benefits of online learning and with over 100 courses to choose from, covering all competence levels and ranging from business English to exam practice 90006 More information 90007 .90000 12 Fun Speaking Games for Language Learners 90001 90002 When working with world language classes or English language learners, have you ever asked a question only to be answered with complete silence and blank stares? It’s a common issue-nearly every teacher has struggled with encouraging students to speak in a language they’re still learning. 90003 90002 A student may have a deep fear of making a mistake, or may be just plain shy, even in their native language. Whatever the reason, here is a list of a few fun activities to get your students to speak.This list is for more advanced students. 90003 90006 12 Ways to Get Language Learners Talking 90007 90002 90009 1. Who’s Telling the Truth? 90010 Have each student write three facts about themselves that nobody in the class knows on a piece of paper. Make sure each student includes their name on the top of the page. Collect the sheets of paper and bring three students to the front of the room. Read aloud one of the facts that is true for one of these three students. 90003 90002 All three claim that the fact is theirs, and the class then proceeds to question them in an attempt to determine who is telling the truth and who is lying.Each student is allowed to ask one question to one of the three students. After a round of questioning, the students guess who is telling the truth. 90003 90002 90009 2. Variations on the game Taboo: 90010 For variation 1, create a PowerPoint presentation with a noun on each slide. Have one student come to the front of the room and sit with their back to the PowerPoint. The rest of the students take turns describing the words on the slides, and the student at the front has to guess them. 90003 90002 For variation 2, separate the students into groups of four or five.Place a pile of cards with random nouns in the center of each group. Have students take turns describing a noun for their group members to guess. The group member who guesses correctly keeps the card, so there’s competition to see who has the most cards at the end of the game. 90003 90002 Variation 3 is for advanced speakers. Separate the class into two teams. Students are given a word to describe to their teammates, in addition to a list of words that they can not use in their description. Each student should have two to three minutes to see how many words their teammates can guess.90003 90002 90009 3. Descriptive drawing activity: 90010 Pair up the students and give each student a picture, placing it face down so partners can not see each other’s cards. They must describe the picture for their partner to draw. 90003 90002 90009 4. Comic strip descriptions: 90010 Give each student a portion of a comic strip. Without showing their pictures to one another, the students should attempt to describe their image, and put the comic strip into the correct order. After about 10 minutes, the students can guess the order, show one another their portion, and see if they were correct.90003 90002 90009 5. Secret word: 90010 Students are given a random topic and a random word that is unrelated to the topic. The students must hide the word in a speech about the topic-they’re trying to make sure the other students can not guess the secret word. The other students listen carefully to the speech and attempt to guess the secret word. 90003 90002 90009 6. Debates: 90010 Give each student a piece of paper with «agree» written on one side and «disagree» on the other side. Read aloud a controversial statement, and have each student hold up their paper showing the agree or disagree side depending on their opinion.Choose one student from each side to explain their position and participate in a short debate. 90003 90002 90009 7. Impromptu speaking: 90010 Prepare a list of topics that students will be able to talk about. Split the class into two teams, and have each student choose a number-that’s the order they will go in. Each student will respond to a statement without preparation. They must continue speaking for 45 seconds. As the student is speaking, the other team listens for moments of hesitation, grammatical mistakes, and vocabulary mistakes.If the other team can correctly identify an error, they get a point. 90003 90002 90009 8. Desert island activity: 90010 Give each student a piece of paper and tell them to draw an item-any item. Collect the drawings and pass them out again; no student should receive their own drawing. 90003 90002 Next, tell the students that they’ve been stranded on a desert island, and only half of the class can survive and continue to inhabit the island. The only thing each student will have on the island is the item depicted in the drawing given to them, and their goal is to convince the class that they should survive based on that item.90003 90002 90009 9. Storytelling activity: 90010 Bring four students to the front of the classroom. Three of them should sit in a row, and one should stand behind them and act as a controller. Give the controller a stack of cards with nouns written on them. 90003 90002 The controller will hand a noun to one of the three students, who will start to tell a story. The student continues telling the story until the controller decides to hand another noun to another student, who will then take over the story.90003 90002 90009 10. Two Truths, One Lie 90010 90009: 90010 Each student should write three statements about themselves on a piece of paper. Two of them should be true, and one should be a lie. Students read their three statements, and their classmates question them to try to determine which statement is a lie. 90003 90002 90009 11. True / false storytelling: 90010 Give each student a piece of paper with either «true» or «false» written on it. Each student should tell the class a story that is true or false, depending on which word they received, and the class must guess whether it’s true.To add to the activity, you can allow the other students to question the student telling the story. 90003 90002 90009 12. I Have Never …: 90010 All students in the class should start this activity holding five fingers in the air (you can use less fingers to do this more quickly). The student who goes first tells the class one thing that they have never done. The students who have done that activity should put a finger down, and tell the class a story about this activity. A student is out of the game when all of their fingers are down.90003 .