Kaibot Math in Action – Grade 3

Subjects

Coding Robots Involved

KaibotScreen Free

Difficulty

Beginner

Grade Range

3 - 4

Standards

Framework	Standards
ACARA	AC9M2N05AC9M3N06AC9M4A02AC9M3N01AC9M5N10AC9M3N01AC9M5N10

Framework	Standards
NEM	Fase 4: Saberes y Pensamiento Cientifico - Estudio de los numeros y operaciones: cuenta, ordena, representa, interpreta y resuelve problemas con numeros, operaciones, patrones y regularidadesFase 5: Saberes y Pensamiento Cientifico - Especificidades: reconoce patrones y regularidades, ordena, modela, cuenta y formula algoritmosFase 5: Saberes y Pensamiento Cientifico - Especificidades: reconoce patrones, formula algoritmos, argumenta y toma decisiones en la resolucion de situaciones problematicasFase 4: Saberes y Pensamiento Cientifico - Estudio de los numeros y operaciones: cuenta, ordena, representa, interpreta y resuelve problemas con numeros, operaciones, patrones y regularidadesFase 5: Saberes y Pensamiento Cientifico - Especificidades: reconoce patrones y regularidades, ordena, modela, cuenta y formula algoritmosFase 6: De lo Humano y lo Comunitario - Tecnologia - Pensamiento estrategico y creativo: analiza necesidades, plantea problemas, investiga alternativas y selecciona soluciones segun criterios contextualesFase 4: Saberes y Pensamiento Cientifico - Estudio de los numeros y operaciones: cuenta, ordena, representa, interpreta y resuelve problemas con numeros, operaciones, patrones y regularidadesFase 5: Saberes y Pensamiento Cientifico - Especificidades: reconoce patrones y regularidades, ordena, modela, cuenta y formula algoritmosFase 6: De lo Humano y lo Comunitario - Tecnologia - Pensamiento estrategico y creativo: analiza necesidades, plantea problemas, investiga alternativas y selecciona soluciones segun criterios contextuales

Framework

Standards

NEM

Fase 4: Saberes y Pensamiento Cientifico - Estudio de los numeros y operaciones: cuenta, ordena, representa, interpreta y resuelve problemas con numeros, operaciones, patrones y regularidadesFase 5: Saberes y Pensamiento Cientifico - Especificidades: reconoce patrones y regularidades, ordena, modela, cuenta y formula algoritmosFase 5: Saberes y Pensamiento Cientifico - Especificidades: reconoce patrones, formula algoritmos, argumenta y toma decisiones en la resolucion de situaciones problematicasFase 4: Saberes y Pensamiento Cientifico - Estudio de los numeros y operaciones: cuenta, ordena, representa, interpreta y resuelve problemas con numeros, operaciones, patrones y regularidadesFase 5: Saberes y Pensamiento Cientifico - Especificidades: reconoce patrones y regularidades, ordena, modela, cuenta y formula algoritmosFase 6: De lo Humano y lo Comunitario - Tecnologia - Pensamiento estrategico y creativo: analiza necesidades, plantea problemas, investiga alternativas y selecciona soluciones segun criterios contextualesFase 4: Saberes y Pensamiento Cientifico - Estudio de los numeros y operaciones: cuenta, ordena, representa, interpreta y resuelve problemas con numeros, operaciones, patrones y regularidadesFase 5: Saberes y Pensamiento Cientifico - Especificidades: reconoce patrones y regularidades, ordena, modela, cuenta y formula algoritmosFase 6: De lo Humano y lo Comunitario - Tecnologia - Pensamiento estrategico y creativo: analiza necesidades, plantea problemas, investiga alternativas y selecciona soluciones segun criterios contextuales

Framework	Standards
NZC	Mathematics P2 Number - Division can be represented as grouping, sharing, or an area model and larger numbers can be divided using a standard written algorithm, where appropriateMathematics P2 Number - Multiplication can be represented as repeated addition, scaling, or arrays, and larger numbers can be multiplied using an area model or column multiplicationMathematics P2 Number - Using place value and known and derived facts to multiply and divide mentally, including multiplying by 0 and 1 and dividing by 1Mathematics P2 Number - Division can be represented as grouping, sharing, or an area model and larger numbers can be divided using a standard written algorithm, where appropriateMathematics P2 Number - Multiplication can be represented as repeated addition, scaling, or arrays, and larger numbers can be multiplied using an area model or column multiplicationMathematics P2 Number - Using place value and known and derived facts to multiply and divide mentally, including multiplying by 0 and 1 and dividing by 1Mathematics P2 Number - Division can be represented as grouping, sharing, or an area model and larger numbers can be divided using a standard written algorithm, where appropriateMathematics P2 Number - Multiplication can be represented as repeated addition, scaling, or arrays, and larger numbers can be multiplied using an area model or column multiplicationMathematics P2 Number - Using place value and known and derived facts to multiply and divide mentally, including multiplying by 0 and 1 and dividing by 1

Framework

Standards

NZC

Mathematics P2 Number - Division can be represented as grouping, sharing, or an area model and larger numbers can be divided using a standard written algorithm, where appropriateMathematics P2 Number - Multiplication can be represented as repeated addition, scaling, or arrays, and larger numbers can be multiplied using an area model or column multiplicationMathematics P2 Number - Using place value and known and derived facts to multiply and divide mentally, including multiplying by 0 and 1 and dividing by 1Mathematics P2 Number - Division can be represented as grouping, sharing, or an area model and larger numbers can be divided using a standard written algorithm, where appropriateMathematics P2 Number - Multiplication can be represented as repeated addition, scaling, or arrays, and larger numbers can be multiplied using an area model or column multiplicationMathematics P2 Number - Using place value and known and derived facts to multiply and divide mentally, including multiplying by 0 and 1 and dividing by 1Mathematics P2 Number - Division can be represented as grouping, sharing, or an area model and larger numbers can be divided using a standard written algorithm, where appropriateMathematics P2 Number - Multiplication can be represented as repeated addition, scaling, or arrays, and larger numbers can be multiplied using an area model or column multiplicationMathematics P2 Number - Using place value and known and derived facts to multiply and divide mentally, including multiplying by 0 and 1 and dividing by 1

Framework	Standards
UKNC	Mathematics KS2 - Develop efficient mental methods using commutativity and associativityMathematics KS2 - Recall multiplication and division facts for multiplication tables up to 12 × 12Mathematics KS2 - Solve problems involving multiplying and adding, including using the distributive lawMathematics KS2 - Identify multiples and factors, including finding all factor pairs of a number and common factors of two numbersMathematics KS2 - Recognise the place value of each digit in a four-digit number (thousands, hundreds, tens, ones)Mathematics KS2 - Identify multiples and factors, including finding all factor pairs of a number and common factors of two numbersMathematics KS2 - Recognise the place value of each digit in a four-digit number (thousands, hundreds, tens, ones)

Framework

Standards

UKNC

Mathematics KS2 - Develop efficient mental methods using commutativity and associativityMathematics KS2 - Recall multiplication and division facts for multiplication tables up to 12 × 12Mathematics KS2 - Solve problems involving multiplying and adding, including using the distributive lawMathematics KS2 - Identify multiples and factors, including finding all factor pairs of a number and common factors of two numbersMathematics KS2 - Recognise the place value of each digit in a four-digit number (thousands, hundreds, tens, ones)Mathematics KS2 - Identify multiples and factors, including finding all factor pairs of a number and common factors of two numbersMathematics KS2 - Recognise the place value of each digit in a four-digit number (thousands, hundreds, tens, ones)

Framework	Standards
CA-CS	3-5.AP.123-5.AP.133-5.AP.143-5.AP.153-5.AP.163-5.AP.173-5.AP.183-5.CS.13-5.CS.2CA.3.OA.A.1CA.3.OA.A.2CA.3.OA.B.53-5.AP.123-5.AP.133-5.AP.143-5.AP.153-5.AP.163-5.AP.173-5.AP.183-5.CS.13-5.CS.2CA.3.OA.A.1CA.3.OA.A.2CA.3.OA.B.53-5.AP.123-5.AP.133-5.AP.143-5.AP.153-5.AP.163-5.AP.173-5.AP.183-5.CS.13-5.CS.2CA.3.OA.A.1CA.3.OA.A.2CA.3.OA.B.5
CCSS	CCSS.MATH.CONTENT.3.OA.A.1CCSS.MATH.CONTENT.3.OA.A.2CCSS.MATH.CONTENT.3.OA.B.5CCSS.MATH.CONTENT.3.OA.A.1CCSS.MATH.CONTENT.3.OA.A.2CCSS.MATH.CONTENT.3.OA.B.5CCSS.MATH.CONTENT.3.OA.A.1CCSS.MATH.CONTENT.3.OA.A.2CCSS.MATH.CONTENT.3.OA.B.5
CSTA	1B-AP-081B-AP-101B-AP-101B-AP-111B-AP-101B-AP-11
FL-CS	MA.3.AR.1.1MA.3.AR.1.2MA.3.AR.2.1SC.3.PE.1.1SC.3.PE.1.2SC.3.PE.3.1SC.3.PE.3.3SC.K12.CTR.4.1SC.K12.CTR.5.1MA.3.AR.1.1MA.3.AR.1.2MA.3.AR.2.1SC.3.PE.1.1SC.3.PE.1.2SC.3.PE.3.1SC.3.PE.3.3SC.3.PE.3.4SC.K12.CTR.4.1SC.K12.CTR.5.1MA.3.AR.1.1MA.3.AR.1.2MA.3.AR.2.1SC.3.PE.1.1SC.3.PE.1.2SC.3.PE.3.1SC.3.PE.3.3SC.3.PE.3.4SC.K12.CTR.4.1SC.K12.CTR.5.1
ISTE	1.1.d1.4.b1.4.d1.5.c1.5.d1.6.a1.7.c1.1.d1.4.b1.4.d1.5.c1.5.d1.6.a1.7.c1.1.d1.4.b1.4.d1.5.c1.5.d1.6.a1.7.c
NY-CS	2-3.AP.12-3.AP.102-3.AP.22-3.AP.32-3.AP.42-3.AP.82-3.AP.92-3.CS.12-3.CS.22-3.CT.12-3.CT.32-3.DA.22-3.DL.12-3.DL.2NY.3.OA.1NY.3.OA.2NY.3.OA.52-3.AP.12-3.AP.102-3.AP.22-3.AP.32-3.AP.42-3.AP.82-3.AP.92-3.CS.12-3.CS.22-3.CT.12-3.CT.32-3.DA.22-3.DL.12-3.DL.2NY.3.OA.1NY.3.OA.2NY.3.OA.52-3.AP.12-3.AP.102-3.AP.112-3.AP.22-3.AP.32-3.AP.42-3.AP.82-3.AP.92-3.CS.12-3.CS.22-3.CT.12-3.CT.32-3.DA.22-3.DL.12-3.DL.2NY.3.OA.1NY.3.OA.2NY.3.OA.5
SC-CS	3.AP.3.13.AP.3.23.AP.4.23.ATO.13.ATO.23.ATO.53.CS.3.13.CS.3.23.AP.3.13.AP.3.23.AP.4.23.ATO.13.ATO.23.ATO.53.CS.3.13.CS.3.23.AP.3.13.AP.3.23.AP.4.23.ATO.13.ATO.23.ATO.53.CS.3.13.CS.3.2
TEKS	§110.2(b)(2)(B)(i)§110.2(b)(4)(A)§110.2(b)(6)(A)§110.3(b)(2)(B)(i)§110.3(b)(4)(A)§110.4(b)(4)(A)§110.4(b)(6)(A)§126.14(b)(1)(A)§126.14(b)(2)(B)§126.15(b)(2)(B)§126.16(b)(5)(A)TEKS.3.4.DTEKS.3.4.GTEKS.3.4.H§110.2(b)(2)(B)(i)§110.2(b)(4)(A)§110.2(b)(6)(A)§110.3(b)(2)(B)(i)§110.3(b)(4)(A)§110.4(b)(4)(A)§110.4(b)(6)(A)§126.14(b)(1)(A)§126.14(b)(2)(B)§126.15(b)(2)(B)§126.16(b)(5)(A)TEKS.3.4.DTEKS.3.4.GTEKS.3.4.H§110.2(b)(2)(B)(i)§110.2(b)(4)(A)§110.2(b)(6)(A)§110.3(b)(2)(B)(i)§110.3(b)(4)(A)§110.4(b)(4)(A)§110.4(b)(6)(A)§126.14(b)(1)(A)§126.14(b)(2)(B)§126.15(b)(2)(B)§126.16(b)(5)(A)TEKS.3.4.DTEKS.3.4.GTEKS.3.4.H
UT-CS	3.AP.13.AP.23.AP.33.AP.43.AP.53.AP.63.CS.13.CT.13.CT.23.IC.1UT.3.OA.1UT.3.OA.2UT.3.OA.53.AP.13.AP.23.AP.33.AP.43.AP.53.AP.63.CS.13.CT.13.CT.23.IC.1UT.3.OA.1UT.3.OA.2UT.3.OA.53.AP.13.AP.23.AP.33.AP.43.AP.53.AP.63.CS.13.CT.13.CT.23.IC.1UT.3.OA.1UT.3.OA.2UT.3.OA.5

Students explore multiplication and division using loops with KaiBot, connecting programming to math concepts. They arrange tiles into arrays, write algorithms with LOOP cards, and debug code to visualize repeated addition (multiplication) and equal grouping (division). Activities include moving KaiBot forward/backward, adjusting loop counts, and using WAIT to observe outcomes. Hands-on tasks reinforce computational thinking while solving real-world math problems collaboratively.