Multiplication Fact Fluency Using Strategies

Grade Levels
3rd - 5th
Resource Type
Formats Included
  • PDF
126 pages
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Learning the multiplication facts takes time, achieving fluency requires using strategies. Memorization or recall is usually not enough. Students need to develop mental math strategies that will help students think flexibly about numbers. The strategies are learned through posters, games, templates, practice worksheets and more.


Fluency is more than just quick recall. Fluency is the ability to be accurate, efficient and flexible. We can't always memorize everything and we can't always recall with automaticity all the facts. Instead, we need to rely on strategies such as halving and doubling or using known facts. This resource provides strategies, activities, games, practice pages and more to teach and achieve multiplication fluency.


There are two types of strategies: foundational strategies and derivative strategies.

  • Foundational strategies including counting by 2s, 5s, 10s, learning the squares (2, 4, 9, 16, etc.), as well as knowing the Identity and Zero Properties of Multiplication.

  • Derivative strategies build on foundational strategies. They include halving and doubling, using a nearby square, adding or subtracting a group as well as, the Commutative and Distributive Properties of Multiplication.


  • 16 colorful charts to teach the Foundation Strategies
  • 22 colorful charts to teach the Derivative Strategies
  • A Sample Lesson Plan for a Foundation Strategy
  • A Sample Lesson Plan for a Derivative Strategy
  • Sequence for teaching the multiplication tables aligned with strategies
  • Support Printables for the Foundation Strategies that include games, flashcards, bookmarks and more
  • Support Printables for the Derivative Strategies that include games and templates
  • Answer Keys


Teach the strategies until the student can use the strategies mentally. Similar to using addition and subtraction mental math strategies such as decomposing a number, compensating, doubles, or doubles plus one, these mental math multiplication strategies can lead the student to multiplication fluency.

Incorporate the resources into any existing math curriculum or program.

  • Then use the resources to enhance a multiplication unit of study.
  • Start out by teaching explicitly one of the strategies using one of the teaching charts.
  • Then use the included templates (derivative strategies only) to have students practice step by step the strategy.
  • Follow up with the included games and practice pages.
  • Use in whole group, small group or for center practice.

A Sample Lesson Plan gives the teacher an outline on how to focus on one specific strategy. These strategies are taught at any pace the teacher sets which should be dependent on the internalization of the strategies by the student.

Check out a short YouTube Videos of one of the multiplication fluency strategies being used.

As always feedback, suggestions, and comments always welcomed!


Interested in more resources for math for:

★ distributive property

★ multiplication properties

★ multiplication resources

★ addition properties

★ math centers

★ math games

★ area and perimeter

★ geometry


Or check out these Related Products
Multiplication Game Boards for Multiplication Tables 2 to 12
Multiplication Homework Activity Chart
Multiplication Practice Cards Write On Wipe Off
Multiplication Strategies and Tips Posters


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Total Pages
126 pages
Answer Key
Teaching Duration
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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.
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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