EASEL BY TPT

# Beginning Multiplication (Equal Groups, Arrays, Meaning of Factors)

2nd - 3rd
Subjects
Standards
Resource Type
Formats Included
• PDF
Pages
46 pages

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### Description

Beginning multiplication by investigating equal groups and playing around with array models.

In this 46 page resource, your students will skip count using puzzles. While they skip count, they will investigate equal groups with a math center that has them take equal groups and have them relate it to repeated addition and finally write a multiplication word problem which they solve.

They will also have a repeated addition word problem where they draw equal groups and finally put it in an array model. They will also complete another multiplication math center that has them take everyday objects and write the size of the group and the number of the group to understand multiplication and meaning of factors.

I have also included 4 exit slips. An interactive notebook for the common core standards 3.OA.A.1 and 3.OA.A.3 which are covered in this multiplication math resource.

INCLUDED

Printables

3 Math Centers (including the skip counting math center)

3 interactive notebook pages

If you are looking a great way to teach the concept of multiplication - look no further!

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Multiplication and the Meaning of Factors

-Understanding equal groups of as multiplication

-Relate multiplication to the array model

-Interpret the meaning of factors

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If you are looking for a self-paced multiplication fact memorization training program - click here!

Starting division - Get it here!

Total Pages
46 pages
N/A
Teaching Duration
N/A
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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.
Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.