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Multiplication Skip Counting Songs 2-12 (Pastel Colors)

Rated 4.86 out of 5, based on 7 reviews
4.9 (7 ratings)
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Teaching With Tbaum
16 Followers
Grade Levels
3rd - 5th
Standards
Formats Included
  • Google Slides™
$6.00
$6.00
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Teaching With Tbaum
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What educators are saying

I can't tell you how much my kids loved this. It is such a fun way to practice their skip counting. They love that we use songs that they know.
I purchased this in a late night frenzy trying to rack my brain to make skip counting more fun. The kids immediately loved this and begged for more. Great purchase!!

Description

Need a fun way to teach students their skip counting facts? Use this resource to help your students learn multiplication to today's top hits!

This resource includes songs and posters for multiples of numbers 2-12. You can use the Google Slides to teach one song at a time. You can also print out posters of the songs to display in your classroom. Included also are singing tips and music start and stop times.

Includes:

2s – to the tune of “2 Be Loved (Am I Ready)” by Lizzo

3s – to the tune of “I’m a Believer” by Smash Mouth

4s – to the tune of “Astronaut in the Ocean” by Masked Wolf

5s – to the tune of “Shake It Off” by Taylor Swift

6s – to the tune of “Meet At Our Spot” by The Anxiety, Willow Smith, and Tyler Cole

7s – to the tune of “Havana” by Camila Cabello

8s – to the tune of “Radioactive” by Imagine Dragons

9s – to the tune of “Fight Song” by Rachel Platten

10s – to the tune of “Dance Monkey” by Tones and I

11s – to the tune of “Surface Pressure” by Jessica Darrow from “Encanto”

12s – to the tune of “All Star” by Smash Mouth

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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.)
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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16 Followers