Subject

Resource Type

File Type

Product Rating

Standards

CCSS4.OA.A.2

CCSS4.OA.A.1

CCSS3.OA.D.9

CCSS3.OA.C.7

CCSS3.OA.B.5

- Product Description
- StandardsNEW

Multiplication Strategies Anchor Chart/Poster

Included in this project:

Large numbers 1-12 with a strategy that helps students multiply each number. It's a wonderful reference for students of all ages in the classroom. The strategies help students learn all their multiplication tables by simply knowing just their 5's and 10's times table and doubling.

Also available in black and white on request.

Some other products by me that are available now!

Multiplication Word Problem Task Cards - With Recording Sheet

Flip, Slide & Turn Tetris Game

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CCSS4.OA.A.2

Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.

CCSS4.OA.A.1

Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.

CCSS3.OA.D.9

Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends.

CCSS3.OA.C.7

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.

CCSS3.OA.B.5

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.)

Total Pages

25 pages

Answer Key

N/A

Teaching Duration

N/A

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