St. Patrick's Day - Multiplication Color by Code - 2’s - 9's

Rated 4.73 out of 5, based on 11 reviews
11 Ratings
Peggy Means - Primary Flourish
10.9k Followers
Grade Levels
3rd - 5th, Homeschool
Standards
Resource Type
Formats Included
  • PDF
Pages
23 pages
$3.50
$3.50
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Peggy Means - Primary Flourish
10.9k Followers
Also included in
  1. Need some NO-PREP, engaging seatwork for your students during holiday seasons? These color-by-code coloring pages will give your students that essential non-threatening practice they need for multiplication facts – and they will be engaged!This bundle contains 8 Holiday packs with 64 pages of engag
    Price $25.20Original Price $28.00Save $2.80
  2. Are your students needing some engaging, effective, and NO PREP multiplication fact practice for your students?! Look no further! These color by Code Addition worksheets are perfect improving their math fact fluency and may used for:Early FinishersIndependent Practice SeatworkMath CentersReviewHomew
    Price $44.10Original Price $63.00Save $18.90

Description

Need some no-prep, engaging seatwork for your students during some of your winter days? Your students will love these St. Patrick-themed color-by-code worksheets. They will be getting that essential, non-threatening practice they need for multiplication fact mastery – and they will be engaged!!!

Perfect for:

• Independent Practice Seatwork

• Math Centers

• Review

• Homework

• Morning Work

• RTI pull out

INCLUDED RESOURCES ★

★ 8 Color-by-Code:

• x 4

• x 5

• x 6

• x 7

• x 8

• x 9

• Mixed Practice 2’s – 5’s

• Mixed Practice 6’s – 10’s

★ 8 Color-by-Code answer pages

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Total Pages
23 pages
Answer Key
Included
Teaching Duration
N/A
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Standards

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.
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.
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 × ? = 48, 5 = __ ÷ 3, 6 × 6 = ?.
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.

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