Description
I created these cards as a way for students to practice and visualize the process of decomposing a factor. They really helped students to understand the process of decomposing and why it might be a more efficient strategy! I printed and laminated them so that students could use a skinny dry erase directly on them.
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Highlights
Digital downloads
Grades
3rd - 5th
Subjects
Standards
CCSS3.OA.A.3
CCSS3.OA.B.5
Tags
Pages
7
Answer Key
Not Included
Description
I created these cards as a way for students to practice and visualize the process of decomposing a factor. They really helped students to understand the process of decomposing and why it might be a more efficient strategy! I printed and laminated them so that students could use a skinny dry erase directly on them.
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
All verified TPT purchases
This resource was used as a guided practice station After a couple of tries with assistance, the kiddos caught on!
Questions & Answers
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Standards
to see state-specific standards (only available in the US).
CCSS3.OA.A.3
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.
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.)
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