Dress a Snowman! Multiplication and Division Game {3.OA.C.7}

Dress a Snowman! Multiplication and Division Game {3.OA.C.7}
Dress a Snowman! Multiplication and Division Game {3.OA.C.7}
Dress a Snowman! Multiplication and Division Game {3.OA.C.7}
Dress a Snowman! Multiplication and Division Game {3.OA.C.7}
Dress a Snowman! Multiplication and Division Game {3.OA.C.7}
Dress a Snowman! Multiplication and Division Game {3.OA.C.7}
Dress a Snowman! Multiplication and Division Game {3.OA.C.7}
Dress a Snowman! Multiplication and Division Game {3.OA.C.7}
File Type

PDF

(2 MB|15 pages)
Product Rating
4.0
(2 Ratings)
Standards
  • Product Description
  • StandardsNEW

Have fun dressing a snowman in a crazy outfit while practicing multiplication and division fact fluency! After answering a multiplication or division problem correctly, students will choose a "Clothing Card" that will dictate how they will "dress" their snowman! This could be a great early finisher activity or math center activity!

Includes:

Title Page

Thank you page

How to Play

Multiplication Recording Sheet

Division Recording Sheet

Playing Card Mat

24 Clothing Cards

24 Multiplication Cards

24 Division Cards

Thank you for downloading!

Abby Sandlin

Check out the Dress Santa version of this activity!

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Log in to see state-specific standards (only available in the US).
Find all factor pairs for a whole number in the range 1-100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1-100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1-100 is prime or composite.
Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.
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.
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.)
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.
Total Pages
15 pages
Answer Key
N/A
Teaching Duration
N/A
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Abby Sandlin

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