Common Core Math Practices - The Multiplication Chart
Sean Monroe
13 Followers
Grade Levels
5th - 7th, Homeschool
Subjects
Resource Type
Standards
CCSS5.NBT.A.2
CCSS5.OA.B.3
CCSS6.NS.B.4
CCSS6.EE.A.2a
Formats Included
- Word Document File
Pages
36 pages
Sean Monroe
13 Followers
Description
A multiplication chart can be used for a variety of reasons and for a variety of students. In an ideal world all students will memorize their multiplication facts and there would be no reason to reference a multiplication table after a certain grade. However, there will be students that get to 7th, 8th, and 9th or even through 12th grade and still struggle with their basic multiplication and division facts. By providing these students with techniques that will allow them to complete their own multiplication table, they will be able to recognize that numbers have patterns and see relationships within the table.
Some of the uses for the multiplication chart described in the resource guide:
1) equivalent fractions
2) pattern-finding
3) functions
4) operations with fractions
5) GCF
6) LCM
7) mean
8) distributive property
Some of the uses for the multiplication chart described in the resource guide:
1) equivalent fractions
2) pattern-finding
3) functions
4) operations with fractions
5) GCF
6) LCM
7) mean
8) distributive property
Total Pages
36 pages
Answer Key
N/A
Teaching Duration
Lifelong tool
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Standards
to see state-specific standards (only available in the US).
CCSS5.NBT.A.2
Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10.
CCSS5.OA.B.3
Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. For example, given the rule “Add 3” and the starting number 0, and given the rule “Add 6” and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so.
CCSS6.NS.B.4
Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. Use the distributive property to express a sum of two whole numbers 1–100 with a common factor as a multiple of a sum of two whole numbers with no common factor. For example, express 36 + 8 as 4 (9 + 2).
CCSS6.EE.A.2a
Write expressions that record operations with numbers and with letters standing for numbers. For example, express the calculation “Subtract 𝘺 from 5” as 5 - 𝘺.
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13 Followers
