Multiplication Strategy Posters to Support NUMBER TALKS (within Times Tables)

Grade Levels
2nd - 4th
Resource Type
Formats Included
  • PDF
8 pages


These FREE Multiplication Strategy posters compliment the Addition and Subtraction strategy posters you can also find (FREE) in my TPT store. The strategy names are consistent across the posters, to help your class make links between the different strategies they use with different operations.

Make sure all of the children in your class are following their classmates' Number Talk strategies by using my Multiplication Number Talk dot cards.

There are dot cards to support your Number Talks for each individual times table:

Picture This! 3 times table

Picture This! 4 times table

Picture This! 5 times table

Picture This! 6 times table

Picture This! 7 times table

Picture This! 8 times table

Picture This! 9 times table

Picture This! 10 times table

Picture This! 11 times table

Picture This! 12 times table

You can also save by buying all of the complete sets in a BUNDLE: Times Table Dot Cards Bundled.

These multiplication dot cards allow children to visualize both the multiplication equation, and the strategies their classmates are using to solve each equation. As the teacher, you can use these multiplication dot cards to easily illustrate the different multiplication strategies your students are describing.

There are two additional sets of posters (also FREE) that use the same strategies, but the strategies are illustrated with more challenging equations (Units x Tens) and (Tens x Tens). Those posters are likely to be more appropriate for older classes, although when I taught 4th grade, I had children who benefited from access to the more challenging posters to support their mathematical reasoning.

My Multiplication Number Talks really took off in terms of growing student understanding when I started using Multiplication Dot Cards as well. Check them out!

Total Pages
8 pages
Answer Key
Teaching Duration
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to see state-specific standards (only available in the US).
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.
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.
Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and-if there is a flaw in an argument-explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.
Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.


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