# Multiplication and Division Vocabulary Cards by Marvel Math

Marvel Math

6.7k Followers

Grade Levels

3rd - 4th

Subjects

Resource Type

Standards

CCSS3.OA.A.1

CCSS3.OA.A.2

CCSS3.OA.A.3

CCSS3.OA.A.4

CCSS3.OA.B.5

Formats Included

- PDF

Pages

9 pages

Marvel Math

6.7k Followers

#### What educators are saying

This was a great visual for my third grade students. We reviewed the vocabulary before every lesson and then hung it up for them to reference anytime they needed it.

### Description

This product includes 21 illustrated/defined vocabulary cards for multiplication and division.

I have also included a page with instructions for 3 Vocabulary Station activities using these cards.

The vocabulary words/phrases in this set are:

Factor

Product

Multiplication: Making equal groups

Divsion: How many groups?

Division: How many in a group?

Related Facts

Multiplication on a Number Line

Repeated Addition

Repeated Subtraction

Array

Associative Property

Commutative Property

Distributive Property

Identity Property

Zero Property

Comparison Multiplication: Larger Amount

Comparison Multiplication: Smaller Amount

Multiplier

Skip Count to Multiply

Skip Count to Divide

*****************************************************************************

This resource is designed to work with:

Multiplication and Division Problems of the Day

Equal Groups Multiplication and Division Task Cards & Small Group Lesson

Comparison Multiplication and Division Task Cards and Small Group Lesson

No Prep Multiplication and Division Games to Build Conceptual Understanding

I have also included a page with instructions for 3 Vocabulary Station activities using these cards.

The vocabulary words/phrases in this set are:

Factor

Product

Multiplication: Making equal groups

Divsion: How many groups?

Division: How many in a group?

Related Facts

Multiplication on a Number Line

Repeated Addition

Repeated Subtraction

Array

Associative Property

Commutative Property

Distributive Property

Identity Property

Zero Property

Comparison Multiplication: Larger Amount

Comparison Multiplication: Smaller Amount

Multiplier

Skip Count to Multiply

Skip Count to Divide

*****************************************************************************

This resource is designed to work with:

Multiplication and Division Problems of the Day

Equal Groups Multiplication and Division Task Cards & Small Group Lesson

Comparison Multiplication and Division Task Cards and Small Group Lesson

No Prep Multiplication and Division Games to Build Conceptual Understanding

Total Pages

9 pages

Answer Key

N/A

Teaching Duration

N/A

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### Standards

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

CCSS3.OA.A.1

Interpret products of whole numbers, e.g., interpret 5 Ã— 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 Ã— 7.

CCSS3.OA.A.2

Interpret whole-number quotients of whole numbers, e.g., interpret 56 Ã· 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 Ã· 8.

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.

CCSS3.OA.A.4

Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 Ã— ? = 48, 5 = __ Ã· 3, 6 Ã— 6 = ?.

CCSS3.OA.B.5

Apply properties of operations as strategies to multiply and divide. Examples: If 6 Ã— 4 = 24 is known, then 4 Ã— 6 = 24 is also known. (Commutative property of multiplication.) 3 Ã— 5 Ã— 2 can be found by 3 Ã— 5 = 15, then 15 Ã— 2 = 30, or by 5 Ã— 2 = 10, then 3 Ã— 10 = 30. (Associative property of multiplication.) Knowing that 8 Ã— 5 = 40 and 8 Ã— 2 = 16, one can find 8 Ã— 7 as 8 Ã— (5 + 2) = (8 Ã— 5) + (8 Ã— 2) = 40 + 16 = 56. (Distributive property.)