Seeing Doubles
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 dominos.
1.) Ask a student to join you at the board to model the game Dots.
2.) Do each step yourself and then have the partner do the step.
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 = 12)
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 play.
10.) After five rounds total all the dots.
11.) The player with the most dots wins.
Now let your students play at their desks!
Counting Money
Help children learn the five tables by relating it to real life.
1.) Distribute plastic bags containing 1-10 nickles.
2.) Ask students to count and write multiplication facts that go with their bags of money/
3.) Have them trade bags and repeat the activity until they have done all ten bags.
What's Your Name?  I Mean Number??
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 Mrs. 35)

YOU WILL NEED:  "Slap-O-Matic from a Hands Down game, playing cards (half with multiplication problems and half with their answers)


1.) Each player draws 7 cards.

2.) At 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.
Multoplication War
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.

1.) Divide 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 person
4.) When the flashcard has been shown, the person holding them says "go" and everyone uncovers their eyes (flashcard put away)
5.) The looker whispers the problem and answer into the person to the right's ear (3X3=9)
6.) It goes around the circle until it reaches the last person
7.) The last person stands up and says the problem and the answer (3X3=9)
8.) The first team to get the correct answer gets a point

For the next round, rotate who the looker will be
If other 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 and help
If the team only yells out the answer without the problem, it does not count
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 disqualified
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  She gave me permission to run it here.  Thanks Cheryl!!

THIS IS WHAT YOU NEED: Times 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)