Learning multiplication facts with 2 as a factor can be fun and easy with
dominos. Use domino doubles to demonstrate that multiplying by two is the
same as adding doubles: 5+5=2x5, 6+6=2x6, and so on. Have your students
make both addition and multiplication fact statements for the various
YOU WILL NEED:
THIS IS HOW IT WORKS
1.) Ask a student to join you at the board to model the game
2.) Do each step yourself and then have the partner do the
3.) Roll the die and announce the number you rolled.
4.) Draw that number of big circles on the board. You rolled a
2, so you draw 2 circles
5.) Roll the die again and announce that number.
6.) Draw that
number of dots in each of your circles. You rolled a 6, so you draw six dots
in each circle
7.) Write a multiplication equation to match your drawing. You
wrote the multiplication problem 2x6=12 (two groups of 6 =
8.) Record the total number of dots in your drawing. 12 is your
score for this round
9.) Continue with your partner for four more rounds of
10.) After five rounds total all the dots.
11.) The player with the most dots wins.
Now let your students play at their desks!
learn the five tables by relating it to real life.
plastic bags containing 1-10 nickles.
2.) Ask students
to count and write multiplication facts that go with their bags of
Have them trade bags and repeat the activity until they have done all ten
What's Your Name? I Mean
1.) On a name tag I
write a multiplication problem (ie. 7x5)
2.) Each students gets
to wear one for the day. They no longer have a name, but now a number. When a
student wants to speak to someone, they must call them by their answer (ie. I'm
"Slap-O-Matic from a Hands Down game, playing cards
(half with multiplication problems and half with their answers)
HOW IT WORKS:
Each player draws 7 cards.
each player's turn the player looks for a matching problem and product. They
have a match they slap their hand on the Slap-O-Matic. The other players also
slap their hand. The player's hand that is last to go down loses a card to the
player who had the match. If the player does not have match when it is their
turn they must draw a card but can still slap the Slap-O-Matic. The player
with the most matches when time is called is the winner.
Break My Eggs
1.) Write numbers in
the bottom of the egg cartons.
2.) Put in two
manipulatives (lima beans, puff balls, ext..)
3.) Have the children
shake up the carton and multiply the two numbers together
You can have them
play this with teams and keep point.
1.) Before you start
write on the overhead that Ace = 1, J = 0, Q = 11,
and K = 12.
2.) Students pair up
and shuffle their cards.
3.) They deal the cards
out evenly and stack them face down in front of
them. Then war!!
4.) Both students
turn over their top at the same time. They multiply the 2 cards and shout the
answer. The winner puts the cards in his/her winning pile. If a tie should
occur, keep turning cards until someone wins the pile.
5.) When all of their
original stack has been played, they count their winnings. The winner gets a
point, token, skittle, etc.and switches partners.
class into several even numbered groups (about 7 - 10)
2.) Each group forms a
circle sitting close to each other
3.) Everyone covers their eyes except for
one person from each group (Looker)
The looker watches the flashcard
4.) When the flashcard has been shown, the person holding them
says "go" and everyone uncovers their eyes (flashcard put away)
The looker whispers the problem and answer into the person to the right's ear
6.) It goes around the circle until it reaches the last person
The last person stands up and says the problem and the answer (3X3=9)
first team to get the correct answer gets a point
For the next round, rotate who the looker will be
students in the circle think the answer is wrong, they can change it and tell
the next person what they think it is
If the looker does not know the answer
they would whisper that (3X3=I don't know) so that the next person may know it
If the team only yells out the answer without the problem, it does
If you have an uneven number, the odd person gets to hold the
flashcards and rotate in
If they do not whisper, or discuss aloud, they are
Whatever team has the most points at the end wins
This was posted on Teachers Helping
Teachers by CHERYL
BLANK-ZEICHNER /A. QUINN JONES CENTER SCHOOL GAINESVILLE, FL email@example.com She gave me permission
to run it here. Thanks Cheryl!!
THIS IS WHAT YOU
Tables written out on the board (charts that can be taken up and down are
best--answers only ex. 3, 6, 9, 12, 15 etc. printed vertically)
Magnets on laminated
charts can be used on chalkboard.) Do each times table separately in a different
color--easier to read.
This is How it Works
1.) Each times tables
are given a different tune to be practiced everyday aloud- choral reading as
well as choral reading with p.e. type exercise (exercise keeps them interested).
Some of my tunes are: 6's-Mary Had a Little Lamb, 7's -Twinkle, Twinkle Little
Star, 8's- One little ,two little, three little Indians etc. The others are
tunes we made up.
2.) You start with answers to
two's and go through to 12's. Children enjoy helping make up a song for them. No
words only numbers are song.
3.) All songs have to be adopted
by group and always used. We also clap out our doubles with answers (0x0=0,
1x1=1, 2x2=4 through fifteen). Don't worry about teaching times tables until you
have the children knowing to sing these numbers. (They must look at the numbers
as well as sing them. This also reinforces number reading)
4.) When teaching, don't use
worksheets, do oral work.
5.) Questions to ask- ( Problem
you show on a card ex.(3x4)) 1) High number-(children's response) 4 2) Head
number-(children's response) 4 (This is the number they will count by) 3)
Fingers up- (children put three fingers up) 4) Do It (children sing their 4
times table using their fingers until they use up 3 (children touch their chin
while counting with their 3 fingers) 5)Answer (children yell out 12) 6)Question
(children yell out 3x4=12)