In one sentence, describe what the following article is about: Add triangle like shapes on each side of the circle for the ears. Draw a curved line in front of the circle for the protruded nose and sketch a crossed line from the circle extending to the nose.    Draw two almond shapes with a circle inside for the eyes. Draw the nose using a circular shape. Sketch the mouth and draw sharp teeth.  Sketch small slanted lines on each foot to separate the toes.
Summary: Draw a circle for the head. Draw a circular shape for the neck area and another one for the body. Draw the limbs using curved and straight lines. Add the tail on the rear part of the wolf using a curved line. Add details to the face. Draw the head using short slanted strokes for a furry look. Draw the rest of the body adding a few slanted strokes for the fur. Sketch soft slanted strokes on some parts of the wolf’s body, especially on areas usually covered with shadow. Erase unnecessary lines. Color your drawing.

In one sentence, describe what the following article is about: Third graders will have an easier time studying with tables. This presents all the information out in front of them at one time. In the beginning, let them work off this table in front of them. They can follow the columns and rows until they find their answers.  Over time, this will likely lead them to memorization without them even really trying. It's up to you how many factors you want to present them with. A multiplication table up to 6 may be all you want to do right now. However, if you have a particularly bright group of kids, you may be able to get away with a chart that goes all the way up to 12. Show them that 2x3 is the exact same thing as 2+2+2, or 3 groups of 2. This makes it less intimidating since they already know how to add.  Emphasize that multiplication is a shortcut. For instance, write down five 2s and then add them together to get 10. Then show them 2 x 5 is really adding two five times. Usually when students learn that there's a short cut, they will take it. Let them use their multiplications tables at first. Then wean them from them gradually. The students who are more math-savvy will get bored quickly with these charts, so give them extra credit questions if necessary. The students who don't catch onto it as quickly will appreciate the crutch and appreciate that you care enough about them to help them through it. In the UK, "Numicon," which shows the numbers from 1 to 10 in blocks with that number of holes, and Cuisenaire rods are popular. However, you can use just about anything that's small, even food. For example, if there are 3 cups and each cup has 4 pencils in it then there are a total of 12 pencils. Show the students that the number of pencils in each cup adds together to a total of the number of cups multiplied by the number of pencils that are contained within them. Illustrate the connection between the math that they have already learned and the math that they are being taught.
Summary:
Print out tables. Explain to them multiplication is exactly like extended addition. Use visual and physical aids.