Multiplication & Division on a Number Line Task Cards

Multiplication & Division on a Number Line Task Cards
Multiplication & Division on a Number Line Task Cards
Multiplication & Division on a Number Line Task Cards
Multiplication & Division on a Number Line Task Cards
Multiplication & Division on a Number Line Task Cards
Multiplication & Division on a Number Line Task Cards
Multiplication & Division on a Number Line Task Cards
Multiplication & Division on a Number Line Task Cards
File Type

PDF

(1 MB|18 pages)
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Standards
  • Product Description
  • StandardsNEW
Multiplication and Division on a Number Line Task Cards

To build students' conceptual understanding of multiplication and division, use these multiplication and division number line table task cards. There are no specific directions included on each card so that you can identify whether you want students to write a multiplication or a division equation based on the number line presented.

This product includes 2 sets of task cards (each set has 28 cards in it) with a mustache theme as well as a recording sheet.


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Save 25% by purchasing the Multiplication & Division Task Cards Bundle


The other Mustache You products:
Addition & Subtraction
Multiplication & Division Picture & Array Representations
Area & Perimeter

For other products practicing multiplication and division check out:
I Mustache You the Equation: Multiplication & Division Pictures Task Cards
Multiplication & Division Story Problem Task Cards
Multiplication Wheels
Division Wheels


For other 3rd grade math products check out:
3rd Grade Problem of the Day Story Problems Bundle
3rd Grade CCSS Daily Math Warm Ups
3rd Grade Story Problems Task Cards Bundle
Log in to see state-specific standards (only available in the US).
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.
Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8.
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.)
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 = ?.
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.
Total Pages
18 pages
Answer Key
Included
Teaching Duration
N/A
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