Description
Learning multiplication facts is definitely a math milestone! Students need to know strategies for solving equations, rather than relying completely on memorization. This unit provides strategies students can use for solving if they forget or get stuck. Those eights are hard to remember! Give students some quick strategies! These strategies can be taught in any order!
Included in the pack are ten titles, ten sets of flaps to demonstrate the strategies, a multiplication facts table, and definitions/explanations for each strategy.
Print each strategy title and coordinating flip-flaps for practice on the same color paper for easy reference. Students can quickly see the name of a strategy and find their examples by matching the color.
Students begin with a table of contents, or list of strategies. Give each
student a “Multiplication Strategies” tag (eight per page, so you can save paper!) to glue at the top of a page. Students write the strategies below as they learn them.
For each strategy, students glue the name of the strategy on a
separate page (I pre-cut all the titles) and write the definition/explanation.
Then, after a teacher demonstration, students can practice using the
strategy with the problems on the flip-flaps (Two students share one page of flip flaps.) Read the problem on the front, solve the problem and demonstrate the strategy underneath.
Included in the pack are ten titles, ten sets of flaps to demonstrate the strategies, a multiplication facts table, and definitions/explanations for each strategy.
Print each strategy title and coordinating flip-flaps for practice on the same color paper for easy reference. Students can quickly see the name of a strategy and find their examples by matching the color.
Students begin with a table of contents, or list of strategies. Give each
student a “Multiplication Strategies” tag (eight per page, so you can save paper!) to glue at the top of a page. Students write the strategies below as they learn them.
For each strategy, students glue the name of the strategy on a
separate page (I pre-cut all the titles) and write the definition/explanation.
Then, after a teacher demonstration, students can practice using the
strategy with the problems on the flip-flaps (Two students share one page of flip flaps.) Read the problem on the front, solve the problem and demonstrate the strategy underneath.
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Reported resources will be reviewed by our team. Report this resource to let us know if this resource violates TPT's content guidelines.
$5.00
Highlights
Digital downloads
Grades
3rd - 4th
Subjects
Standards
CCSS3.NBT.A.3
CCSS3.OA.A.1
CCSS3.OA.A.3
Pages
27
Description
Learning multiplication facts is definitely a math milestone! Students need to know strategies for solving equations, rather than relying completely on memorization. This unit provides strategies students can use for solving if they forget or get stuck. Those eights are hard to remember! Give students some quick strategies! These strategies can be taught in any order!
Included in the pack are ten titles, ten sets of flaps to demonstrate the strategies, a multiplication facts table, and definitions/explanations for each strategy.
Print each strategy title and coordinating flip-flaps for practice on the same color paper for easy reference. Students can quickly see the name of a strategy and find their examples by matching the color.
Students begin with a table of contents, or list of strategies. Give each
student a “Multiplication Strategies” tag (eight per page, so you can save paper!) to glue at the top of a page. Students write the strategies below as they learn them.
For each strategy, students glue the name of the strategy on a
separate page (I pre-cut all the titles) and write the definition/explanation.
Then, after a teacher demonstration, students can practice using the
strategy with the problems on the flip-flaps (Two students share one page of flip flaps.) Read the problem on the front, solve the problem and demonstrate the strategy underneath.
Included in the pack are ten titles, ten sets of flaps to demonstrate the strategies, a multiplication facts table, and definitions/explanations for each strategy.
Print each strategy title and coordinating flip-flaps for practice on the same color paper for easy reference. Students can quickly see the name of a strategy and find their examples by matching the color.
Students begin with a table of contents, or list of strategies. Give each
student a “Multiplication Strategies” tag (eight per page, so you can save paper!) to glue at the top of a page. Students write the strategies below as they learn them.
For each strategy, students glue the name of the strategy on a
separate page (I pre-cut all the titles) and write the definition/explanation.
Then, after a teacher demonstration, students can practice using the
strategy with the problems on the flip-flaps (Two students share one page of flip flaps.) Read the problem on the front, solve the problem and demonstrate the strategy underneath.
Report this resource to TPT
Reported resources will be reviewed by our team. Report this resource to let us know if this resource violates TPT's content guidelines.
Reviews
All verified TPT purchases
Thank you for the resource! It is exactly what I was looking for.
Great resource for 4th grade teachers!
Thank you for creating a product that helps reinforce the different strategies taught in class.
Questions & Answers
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Standards
to see state-specific standards (only available in the US).
CCSS3.NBT.A.3
Multiply one-digit whole numbers by multiples of 10 in the range 10–90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations.
CCSS3.OA.A.1
Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.
CCSS3.OA.A.3
Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
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