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Making An Array - Multiplication
Making An Array - Multiplication
Making An Array - Multiplication
Making An Array - Multiplication
Making An Array - Multiplication
Making An Array - Multiplication
Making An Array - Multiplication
Making An Array - Multiplication
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Description

Use this sheet to teach your students how to create or understand arrays relating to multiplication. This simple and cute design includes step by step directions to create an array based on a multiplication expression. Aligns with 3rd Grade Go Math curriculum - lesson 3.5.

Print in adobe 4 to a page to give little sheets to glue into an interactive notebook or print full page to display as an anchor chart!

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Making An Array - Multiplication

BearlyTeaching
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Digital downloads
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Grades
3rd - 4th
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Subjects
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Standards

Description

Use this sheet to teach your students how to create or understand arrays relating to multiplication. This simple and cute design includes step by step directions to create an array based on a multiplication expression. Aligns with 3rd Grade Go Math curriculum - lesson 3.5.

Print in adobe 4 to a page to give little sheets to glue into an interactive notebook or print full page to display as an anchor chart!

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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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.
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.)
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.
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