Karate Ninja MULTIPLICATION Belt Challenge
myHAPPYcorner
77 Followers
Grade Levels
1st - 5th
Subjects
Resource Type
Standards
CCSSMP1
CCSSMP4
CCSSMP6
CCSSMP7
Formats Included
- Zip
Pages
182 pages
myHAPPYcorner
77 Followers
What educators are saying
My students absolutely love this! They look forward to "Ninja math time" each morning, and ask regularly if we can do another check-in. So engaging!
My students looked forward to testing for their belts each week. They encouraged each other and celebrated each other when belts were handed out.
Description
I am so excited to share a resource that I have created and absolutely love to use in my classroom! My goal every year is to help my students become better with their multiplication facts by building automaticity. As my teaching years grew, I tried different approaches to help my students reach this goal but none seemed to be effective or successful as a whole. So, I sat down and created something that has turned out to be pretty awesome. This product is a simple, yet fun and motivating way to get students practicing and truly learning their multiplication facts! My students beg me frequently to do Belts (as we call them in my classroom).
Karate Ninja Multiplication Belt Challenge is a product with great results. Just like karate, I split up the multiplication facts (0-12). Students are to practice their belts, and then take timed tests in an attempt to become masters. As they go from level to level, they get to sign their name on the "Wall of Fame" hence, my bulletin board display. Their goal is to reach the black belt meaning they can multiply facts from 0-12 without any help. Once, each goal is achieved a certificate can be redeemed.
Included in this product:
- OVER 180 pages of Resource available at your at finger tips!
- Decor / Bulletin Board Set
- Practice Belts
- How to Directions/Guide
- Letter to Parents
- Teacher Tracker Sheet
- Student Tracker Sheet
- Certificates
- Timed Tests
- Versions are available in Color or Black and White
If you use this product in your classroom, I'd love for you to share it on Instagram and tag ME :) so that I can see! Blessings!
Total Pages
182 pages
Answer Key
Included
Teaching Duration
N/A
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Standards
to see state-specific standards (only available in the US).
CCSSMP1
Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, "Does this make sense?" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.
CCSSMP4
Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.
CCSSMP6
Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.
CCSSMP7
Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression 𝑥² + 9𝑥 + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(𝑥 – 𝑦)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers 𝑥 and 𝑦.
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