Multiplication Stackers 4
Time to Make a Trade
10 Followers
Grade Levels
2nd - 6th
Subjects
Resource Type
Standards
CCSS2.OA.C.4
CCSS3.OA.B.5
CCSS3.OA.B.6
CCSS3.OA.C.7
Formats Included
- PPTX
Pages
74 pages
Time to Make a Trade
10 Followers
Description
Multiplication Stackers 4 PowerPoint contains the subtizing multiplication facts 1-4
Develop a conceptual understanding for multiplication - build a mental model of a multiplication expression. Students will quickly be subitizing and not even need to count the dots to know the expression because the dots are arranged in a nine frame pattern inside of a nine frame pattern.
This PowerPoint and has set timings meant to be a quick activity.
Picture slide - 3 seconds
Expression slide - 1 second
Equation slide - 1 second
You may want to adjust the timing to suit the level of your students, a timing of 5-2-2- would be a good starting point.
Develop a conceptual understanding for multiplication - build a mental model of a multiplication expression. Students will quickly be subitizing and not even need to count the dots to know the expression because the dots are arranged in a nine frame pattern inside of a nine frame pattern.
This PowerPoint and has set timings meant to be a quick activity.
Picture slide - 3 seconds
Expression slide - 1 second
Equation slide - 1 second
You may want to adjust the timing to suit the level of your students, a timing of 5-2-2- would be a good starting point.
Total Pages
74 pages
Answer Key
Included
Teaching Duration
N/A
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Standards
to see state-specific standards (only available in the US).
CCSS2.OA.C.4
Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.
CCSS3.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.)
CCSS3.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.
CCSS3.OA.C.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.
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