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Multiples Trains! Student-Generated Multiplication & Division Chart

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My Little Math Genius
4 Followers
Grade Levels
Not Grade Specific
Standards
Formats Included
  • PDF
Pages
3 pages
$2.25
List Price:
$2.50
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$2.25
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Description

Multiples Trains is a tool for students to create their own reference sheet of factors and multiples that they can use to quickly and easily find any multiplication or division fact. This template is designed for students to use COUNTING ON in order to find all the multiples of a given number. To find all the multiples of six, for example, students simply draw 6 dots on the page. They write 6 as their first multiple in the train. Then, while pointing to each dot, they count on: 7, 8, 9, 10, 11, 12. Twelve is the next multiple in the train. Simply repeat these steps as needed.


Drawing arrays or equal groups, skip-counting, and repeated addition are multiplication strategies that often lead to errors. Furthermore, they are are time-consuming and frustrating strategies for students who need the facts FAST. Multiples Trains is a tool that eliminates this barrier to solving multiplication and division problems, while empowering students to solve for themselves instead of relying on a pre-made multiplication chart. Counting on by ones is the only prerequisite skill your students will need.

Total Pages
3 pages
Answer Key
Included
Teaching Duration
30 minutes
Last updated 7 months ago
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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.
Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 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 ÷ 8.
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.)
Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8.

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