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# BUNDLE Number Talk Dot Cards Multiplication Number Talks Multiplication Practice

Rated 4.8 out of 5, based on 5 reviews
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3rd - 4th, Homeschool
Subjects
Resource Type
Standards
Formats Included
Pages
317 PDF pages + 825 digital slides
\$25.00
List Price:
\$38.50
You Save:
\$13.50
Bundle
\$25.00
List Price:
\$38.50
You Save:
\$13.50
Bundle
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This bundle contains one or more resources with Google apps (e.g. docs, slides, etc.).

#### Products in this Bundle (13)

showing 1-5 of 13 products

### Description

These multiplication Number Talk dot cards make great whole class or math center activities when your class needs multiplication practice for all of the times tables from 1 through 12. During multiplication Number Talks, display these dot cards to help children picture multiplication equations and strategies as part of their multiplication practice. These Number Talk dot cards will help your class develop strong mathematical reasoning around multiplication, while laying the foundations for a deep understanding of division.

These dot cards allow children to picture multiplication, multiplication strategies, and the multiplication process, so they aren't left behind when their classmates explain their multiplication strategies.

These dot cards now come in BOTH print and digital versions!

You can print and use these cards for your whole class Number Talks. The printable dot cards can also be used as a partner or small group activity in your Math Centers or Math Stations, after children have experience using the dot cards with you during whole class Number Talks. A recording sheet is included, so children can record their group Number Talk work.

The digital versions of each dot card can be displayed on your SMART board (or other digital display device) and also used to support children's understanding visually during your Number Talks

Using the 3 times table as an example, the sets are as follows:

Set 1: ‘3 groups of x’

Set 2: ‘x groups of 3’

Set 3: Arrays showing ‘x rows of 3’

Set 4: Arrays showing ‘3 rows of x’

Set 5: Arrays showing both ‘x rows of 3’ (equation at the top of the card) AND ‘3 rows of x’ (equation along the side of the card). When you use the card with both equations, you can turn the card to the side to easily demonstrate the equivalence between the two equations. They look different, but the amounts are the same).

My blog post here gives more detail about how and why I use these dot cards in my class. These visuals help children who are still working at the concrete and representational stages of mathematical reasoning (which is most of our kids).

You can laminate these dot cards, put them on scrapbooking rings, and then mark them with a whiteboard pen during Number Talks, to easily illustrate your students' mathematical thinking as they explain their reasoning to the rest of the class.

These dot cards increase the power of Number Talks to develop strong number and operation sense, as well as mathematical reasoning skills in your class. And buying all of them bundled together is great value!

More resources (print and digital) to practice & learn individual times tables can be found here:

Multiplication - Times Tables

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Total Pages
317 PDF pages + 825 digital slides
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### Standards

to see state-specific standards (only available in the US).
Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.
Apply properties of operations as strategies to multiply and divide. Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.)
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.
Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and-if there is a flaw in an argument-explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.
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.