Valentine's Day Color By Number Multiplication Bundle

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Zip (9 MB|42 pages)
Standards
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Products in this Bundle (4)

    Description

    Your students will adore these 21 Valentines Day Color By Number worksheets while learning and reviewing important skills at the same time! You will love the no prep, print and go ease of these printables. As always, answer keys are included. Valentine's Day Math: Valentine's Day Fun! Valentine's Day Bundle for Multiplication Facts - Color Your Answers Printables for an ENTIRE MONTH for Valentine Subtraction, perfect for Valentine's Day Math in your classroom.

    TWENTY-ONE No Prep Printables that can be used for your math center, small group, RTI pull out, seat work, substitute days or homework.

    This Valentine's Day Math Bundle Includes:

    These high interest black and white printables are great for seat work, homework or small group work.

    Common Core State Standards

    CCSS.MATH.CONTENT.3.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.

    CCSS.MATH.CONTENT.3.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.

    CCSS.MATH.CONTENT.3.OA.B.5

    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.)

    CCSS.MATH.CONTENT.3.OA.B.6

    Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8.

    CCSS.MATH.CONTENT.3.OA.B.7

    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.

    Click here for ALL my Color By Number / Color By Code Resources!


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    Total Pages
    42 pages
    Answer Key
    Included
    Teaching Duration
    1 month
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    Standards

    to see state-specific standards (only available in the US).
    Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.
    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.
    Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8.
    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.)
    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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