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Multiplication Task Cards- Arrays, Repeated Addition, Fact Families, Groupings

Rated 4.85 out of 5, based on 342 reviews
4.9 (342 ratings)
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Grade Levels
3rd - 4th, Homeschool, Staff
Standards
Formats Included
  • PDF
Pages
12 pages
$2.00
$2.00
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What educators are saying

This was perfect for my small groups and for my intervention kids that need visuals for multiplication facts! Thank you for sharing!
I love doing a task card "scavenger hunt" with my class. We hang the cards around the room, and then they travel with a buddy to complete the problems. This was great!

Description

This resource has 24 multiplication task cards that allow students to show their knowledge of how to represent multiplication facts in different ways (arrays and repeated addition, for example). In order for students to be successful with these multiplication task cards, they should be familiar with:

  • Representing multiplication through arrays
  • Multiplication and division fact families
  • Representing multiplication through repeated addition
  • Representing multiplication through groupings

You can also differentiate these multiplication task cards if necessary. The first 12 cards require basic knowledge questions about different representations of multiplication, while the last 12 cards require a higher level of thinking about different representations of multiplication.

An answer sheet and answer key are included.

This makes a great review or extra practice for 3rd grade and 4th grade students.

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Total Pages
12 pages
Answer Key
Included
Teaching Duration
N/A
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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.

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