Multiplication Flip Study Cards. Flip Practice Cards, Multiplication cards, card

Multiplication Flip Study Cards. Flip Practice Cards, Multiplication cards, card
Multiplication Flip Study Cards. Flip Practice Cards, Multiplication cards, card
Multiplication Flip Study Cards. Flip Practice Cards, Multiplication cards, card
Multiplication Flip Study Cards. Flip Practice Cards, Multiplication cards, card
Multiplication Flip Study Cards. Flip Practice Cards, Multiplication cards, card
Multiplication Flip Study Cards. Flip Practice Cards, Multiplication cards, card
Multiplication Flip Study Cards. Flip Practice Cards, Multiplication cards, card
Multiplication Flip Study Cards. Flip Practice Cards, Multiplication cards, card
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PDF

(577 KB)
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Standards
  • Product Description
  • StandardsNEW

These multiplication flip cards are great for your students that are just learning the multiplication tables or just need a little brushing up! This set goes up to the twelves. They can be used for homework practice or part of quiet time activities during class time. There are so many ways that you can use these multiplication flip cards. You can print out a classroom set for homework practice or even for math centers. I printed my set out on colored paper. Then I cut them out laminated them, and put a metal ring through the top left hand corner!

There are three stars on the bottom and this is so that you can have your students practice the Study cards and fill in the stars on the flip cards with a dry erase marker. Every time your student completes a study of the flip cards the star should be colored with a dry erase marker. The cards should be study three times before a practice section is considered over. Another great idea is to roll out play dough balls and have your students stamp the answers into the play dough.

Log in to see state-specific standards (only available in the US).
Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 Γ— 8 equals the well remembered 7 Γ— 5 + 7 Γ— 3, in preparation for learning about the distributive property. In the expression π‘₯Β² + 9π‘₯ + 14, older students can see the 14 as 2 Γ— 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(π‘₯ – 𝑦)Β² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers π‘₯ and 𝑦.
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