3.OA.4
Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = _ ÷ 3, 6 × 6 = ?

- Each student completes one round of the Bastketball 3-Point Contest (one minute).
- Record the score of the student as the multiplicand of a math sentence, providing a product but leaving out the multiplier. (ie. For a score of 8, you might write 8 x = 32)
- Have the students determine the multiplier for each score generated (given the product you supply for each turn).

WiiSports

Training: Baseball: Swing Control

3

3.OA.7
Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.

- Each student completes one round of Baseball Swing Control (ten pitches).
- Before the first student plays, create/provide a table for keeping track of how the student scores. NOTE: Different points are awarded depending on how the ball is hit.The table should include a place to tally balls hit in the following zones: Dark Blue, Light Blue, White, Outside of Zone, or Miss).
- Have the first student complete one round while students tally his/her hits on the table, but make sure to hide the total score at the end of the round (depending on how the Wii is set up, cover the area of the TV displaying the score or close the LCD projector cover).
- Review the total number of tallies for each zone, then have the students determine the student's score by comparing the hit scores with the total score. (hit outside of zone = 1 pt. white = 3 pt., light blue = 6 pts., dark blue = 10 pts., miss - 0 pts.)

## 3rd Grade

GameSportGradeCCSC StandardActivityWiiSports Resort

3.OA.4Determine the unknown whole number in a multiplication or division equation relating three whole numbers.

For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = _ ÷ 3, 6 × 6 = ?- Record the score of the student as the multiplicand of a math sentence, providing a product but leaving out the multiplier. (

ie.For a score of 8, you might write8 x = 32)- Have the students determine the multiplier for each score generated (given the product you supply for each turn).

WiiSports

3.OA.7Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.

- Before the first student plays, create/provide a table for keeping track of how the student scores. NOTE: Different points are awarded depending on how the ball is hit.The table should include a place to tally balls hit in the following zones: Dark Blue, Light Blue, White, Outside of Zone, or Miss).

- Have the first student complete one round while students tally his/her hits on the table, but make sure to

hide the total scoreat the end of the round (depending on how the Wii is set up, cover the area of the TV displaying the scoreorclose the LCD projector cover).- Review the total number of tallies for each zone, then have the students determine the student's score by comparing the hit scores with the total score. (hit outside of zone = 1 pt. white = 3 pt., light blue = 6 pts., dark blue = 10 pts., miss - 0 pts.)