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# Multiplication Fact Fluency Using Strategies

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14 Ratings
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3rd - 5th
Subjects
Resource Type
Standards
Formats Included
• PDF
Pages
126 pages
\$15.00
\$15.00
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### Description

Learning the multiplication facts takes time, but achieving multiplication fact fluency requires 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, etc.

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.

WHAT ARE THE FLUENCY STRATEGIES?

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

• Foundational strategies include counting by 2s, 5s, 10s, learning the squares (2, 4, 9, 16, etc.), and 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, and the Commutative and Distributive Properties of Multiplication.

WHAT’S INCLUDED

• 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

HOW IT WORKS

• Teach the strategies until the student can use the strategies mentally.
• Like using addition and subtraction mental math strategies (decomposing a number, compensating, doubles, or doubles plus one), these multiplication mental math 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 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 the strategy step by step.
• 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 of 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.

TEACHERS, LIKE YOU, SAID…

⭐️⭐️⭐️⭐️⭐️ Tami L. says, "I love this resource. It's easy to use and very useful."

⭐️⭐️⭐️⭐️⭐️ Laura W. says, "The posters were an excellent visual for my students and helped the struggling ones!"

⭐️⭐️⭐️⭐️⭐️ Corrie Bzowy says, "I can not believe how much useful information and teaching material is included. Thank you."

Related Products

Permission to copy for single classroom use only.

Permission to use on secure digital learning management system platforms (such as Google Classroom, Teams, Canva, etc.)

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Interested in more resources for math for:

★ distributive property

★ multiplication properties

★ multiplication resources

★ math centers

★ math games

★ area and perimeter

★ geometry

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Comments, suggestions, feedback, and questions are always welcomed!

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Total Pages
126 pages
Included
Teaching Duration
N/A
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### Standards

to see state-specific standards (only available in the US).
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.