Multiplication Color by Code {2’s - 9's} { Valentine Day }

Grade Levels
3rd - 5th, Homeschool
Standards
Resource Type
Formats Included
  • PDF
Pages
23 pages
$3.50
$3.50
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Description

Need some no-prep, engaging seatwork for your students during some of your winter days? Your students will love these Valentine-themed color-by-code worksheets. They will be getting that essential, non-threatening practice they need for multiplication fact mastery – and they will be engaged!!!

Each page focuses on a different multiplication table, so differentiation is a snap!

❤️ Perfect for:

  • Early Finishers
  • Independent Practice Seatwork
  • Math Centers
  • Review
  • Homework
  • Morning Work
  • RTI pull out

❤️ Here's what you get:

8 Color-by-Code:

  • x 4
  • x 5
  • x 6
  • x 7
  • x 8
  • x 9
  • Mixed Practice 2’s – 5’s
  • Mixed Practice 6’s – 10’s


✅ 8 Color-by-Code answer pages

❤️ TEACHERS LIKE YOU SAID…

⭐️⭐️⭐️⭐️⭐️ Nevenka says:
My students loved this resource!

⭐️⭐️⭐️⭐️⭐️ Tracee says:
My kids enjoy these.

⭐️⭐️⭐️⭐️⭐️ Beth says:
Quick, easy printable to use with students for morning work or early finishers!

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❤️ Click here to see more Color by Code Packets! ❤️
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Copyright © Primary Flourish.
Permission to copy for single classroom use only.
Please purchase additional licenses if you intend to share this product.

Total Pages
23 pages
Answer Key
Included
Teaching Duration
N/A
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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.
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.
Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = __ ÷ 3, 6 × 6 = ?.
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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