What others say
"I loved being able to use and create things with my students. We used it for our bar graphs, but they can still work for both ways :) "
Kasey B.
Description
Students roll a dice twice. They will use the two numbers to create an array with colored pencils on their activity sheet. They will name the array with a matching multiplication equation.
Can be differentiated by having students only write repeated addition instead of multiplication.
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Highlights
Digital downloads
Grades
2nd - 3rd
Subjects
Standards
CCSS3.OA.B.5
CCSS3.OA.B.6
Tags
Answer Key
Included
What others say
"I loved being able to use and create things with my students. We used it for our bar graphs, but they can still work for both ways :) "
Kasey B.
Description
Students roll a dice twice. They will use the two numbers to create an array with colored pencils on their activity sheet. They will name the array with a matching multiplication equation.
Can be differentiated by having students only write repeated addition instead of multiplication.
Report this resource to TPT
Reported resources will be reviewed by our team. Report this resource to let us know if this resource violates TPT's content guidelines.
Reviews
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well crafted
exactly what I needed. works great in the classroom
I loved being able to use and create things with my students. We used it for our bar graphs, but they can still work for both ways :)
My students and I really enjoyed this resource.
My students and I enjoyed this resource!
My students and I really enjoyed this resource.
My students loved this resource. Arrays have been difficult, but this activity helped them to understand it more.
Questions & Answers
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Standards
to see state-specific standards (only available in the US).
CCSS3.OA.B.5
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.)
CCSS3.OA.B.6
Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8.
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