Description
Students are given a set of numbers (such as 48 12 4) and must use the given numbers to create a multiplication story problem, as well as a division story problem. The document is uploaded a a WORD file, so the numbers can easily be changed. I use this with my 3rd graders as we are working on fact families. Students can do this with partners, small groups, or it can also me used as a formative assessment.
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Highlights
Digital downloads
Grades
3rd - 4th
Subjects
Standards
CCSS3.OA.A.1
CCSS3.OA.A.2
Tags
Pages
2
Answer Key
Not Included
Description
Students are given a set of numbers (such as 48 12 4) and must use the given numbers to create a multiplication story problem, as well as a division story problem. The document is uploaded a a WORD file, so the numbers can easily be changed. I use this with my 3rd graders as we are working on fact families. Students can do this with partners, small groups, or it can also me used as a formative assessment.
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.
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Questions & Answers
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Standards
to see state-specific standards (only available in the US).
CCSS3.OA.A.1
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.
CCSS3.OA.A.2
Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8.
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