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# St. Patrick's Day Multi-Digit Multiplication Math Centers

Rated 4.67 out of 5, based on 3 reviews
3 Ratings
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TchrBrowne
7.2k Followers
3rd - 5th, Homeschool
Subjects
Resource Type
Standards
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• PDF
Pages
73 pages
\$5.00
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\$6.00
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\$5.00
List Price:
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You Save:
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TchrBrowne
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### Description

ENGAGE your students while they practice multi-digit multiplication concepts with these differentiated math centers. Your students will be begging to do these Math centers during St. Patrick’s Day and beyond. Easy to set up and eye-catching, to please both the students and you, the teacher!

Activities for students to complete independently and/or with a partner. Ideal for students in Grades 3-5. Set up tips and ink saving options! All multiplication equations are 2 digit by 2 digit.

Included are 3 main Math centers ideas that can be differentiated to create 9 DIFFERENT MATH CENTERS total:
★ Identifying true and false equations (1 center)
★ Matching equations to their products (6 centers)
★ Solving equations with even/odd products board game (2 centers)

Please see the PREVIEW FILE to see exactly what you will be getting with this purchase!

MORE ST.PATRICK’S DAY ACTIVITIES HERE!
Check out these engaging multiplication activities !
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Created by TchrBrowne / Terri’s Teaching Treasures
Total Pages
73 pages
Included
Teaching Duration
N/A
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### Standards

to see state-specific standards (only available in the US).
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.
Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
Fluently multiply multi-digit whole numbers using the standard algorithm.
Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, "Does this make sense?" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.
Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.