Description
Knowing the multiples of the numbers 2-12 is a tool that students can use to help them be successful with efficient counting strategies, multiplication, division, identifying and extending patterns, finding common denominators when working with fractions and much more.
Copy the pages front and back, fold and staple to make a book that your students can use all year. Students color the multiples on the 100 chart to reveal the patterns they make.
Copy the pages front and back, fold and staple to make a book that your students can use all year. Students color the multiples on the 100 chart to reveal the patterns they make.
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Highlights
Digital downloads
Grades
3rd - 5th
Subjects
Standards
CCSS3.OA.A.1
CCSS3.OA.A.2
CCSS3.OA.B.5
Tags
Pages
6
Teaching Duration
Lifelong tool
Description
Knowing the multiples of the numbers 2-12 is a tool that students can use to help them be successful with efficient counting strategies, multiplication, division, identifying and extending patterns, finding common denominators when working with fractions and much more.
Copy the pages front and back, fold and staple to make a book that your students can use all year. Students color the multiples on the 100 chart to reveal the patterns they make.
Copy the pages front and back, fold and staple to make a book that your students can use all year. Students color the multiples on the 100 chart to reveal the patterns they make.
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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excellent resource
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Good resource for students. Thanks!
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.
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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