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Multiplication Bingo
Grade Level- 3rd Grade
Mathematical Strand-Basic Fact/Computation
CCS- MCC.3.OA.5. Apply properties of operations as strategies to multiply and
divide.
Materials- 2 pieces of construction paper per student
pencil or marker
scissors
Reference- 3rd grade math games. (2013, December 8). Retrieved from
http://www.theteachersguide.com/mathlessonplans.htm
&
Chart
Procedure:
Use 1 dice. Two Players. Take turns to roll dice. Record on the chart.
See who can make the largest number.
Player 1
---------
____
___
Player 2
-------
___ ___
Reference: Laycock, M., &McLean, P. (1993). Weaving your Way from Arithmetic to
Mathematics with manipulatives. Hayward, CA: Activity Resources Co. Inc.
Procedures:
1. The player who has been chosen leader rolls the dice. The red dice names a
numerator while the green dice names a denominator.
2. The first player names the fraction indicated by the dice. Then he names another
fraction that can be added to it to give the sum of 1. If he is correct, he scores one
point.
3. Play continues with each player taking turns in order.
4. The winner is the player who has the most points after a given number of rounds
have been played or a given period of time has passed.
Reference: Kennedy, L., & Michon, R. (1973). Games for individualizing mathematics learning.
Columbus, Ohio: Charles E. Merrill Publishing Company.
Multiplication Hopscotch
Grade Level- 3rd Grade
Mathematical Strand-Basic Fact/Computation
CCS- MCC.3.OA.1 Interpret products of whole numbers, e.g., interpret 5 7 as the total
number of objects in 5 groups of 7 objects each.
Materials-Hopscotch board with numerals 0 through 9
Two sets of numeral cards marked 0 through 9
A stone or small piece of chain to throw
Procedures:
1. One player shuffles each set of numeral cards and puts one set face down near
HOME and the other at the opposite end.
2. The rule for hopscotch is used.
3. Before each player can begin his hops, he takes the top numeral card. He multiplies
the number in each square as he hops across the playing space by the number on his
card. As long as he names the right products, he can continue hopping. If he makes
a mistake or cannot name a product, it is a miss, and he must go back to home and
await his next turn.
4. Play continues with players taking their turns in order.
5. The winner is the first person to complete the game.
Reference: Kennedy, L., & Michon, R. (1973). Games for individualizing mathematics learning.
Columbus, Ohio: Charles E. Merrill Publishing Company.
Hopscotch
8
3
4
9
5
6
7
0
HOME
Multiplication 4 in a row
Grade Level- 3rd Grade
Mathematical Strand: Basic Fact/Computation
CCS- CCS- MCC.3.OA.5. Apply properties of operations as strategies to multiply and divide.
Materials-1 copy of the game board
2 paperclips
2 different kind of place markers (beans, color rocks, small game pieces)
This game is for two players. It is great for practicing those facts!
Procedure:
The first player takes the two paper clips and places each of them on a number (29) at the bottom of the board. That player than says the multiplication sentence (ex.
4 X 7=28) and places one of their markers on the product.
The second player then gets to move only one of the paperclips to make a new
multiplication sentence. That player calls out the multiplication sentence and put
on of their markers on the product.
Play continues as players move one of the paperclips making new multiplication
sentences, calling out the fact, and marking the product. The first player with 4 of
their markers in a row (up, down, or diagonal) wins.
If someones marker is already on the product, you must come up with a new
multiplication sentence.
Paperclips can be stacked on top of each other for number sentences such as 8X8.
If all products are covered moving only one paperclip, both may be picked up and
placed on new numbers.
Reference: Games for 3rd graders. (2013, December 8). Retrieved from
http://www.proteacher.org/c/684_Math_Games.html
1. Using the marker, help your child write the numbers one through 30 on the
paper, in six rows of five numbers.
2. Playing the game is simple. Have your child pick a crayon color and color
around a random number, say 12.
3. Next, have the other child take the crayon and color in all the factors of the
number the first child picked. So, for our example of 12, the child would
want to color the following numbers: 6, 4, 3, 2 and 1.
4. Then, have the kids switch roles.
5. If a number is already colored in, it doesnt need to be colored in a second
time.
6. The game is over when there are no more numbers with uncolored factors.
The new number to be named is 16. Mike can't find two cards with which to name 16, so he
loses his turn. He also turns over the next card from the facedown deck and places it on top of
16, and the number on this card becomes the new number to be named.
Play continues as before.
Game Variations: If children are finding the game difficult, increase the number of face-up
cards.
Use any combinations of two or more numbers and all operations. For example, Mike could have
named 16 as follows:
10+7-1
10+12-7+1
8+12-10+7-1
Children can experiment by using different numbers of face-up cards.
Procedures:
Game Instructions and Recording Sheet
1. Player 1 will toss all three number cubes and make the GREATEST possible 3digit number with those digits.
2. Player 1 will write his or her number on his or her recording sheet.
3. The player with the GREATEST number in that round will round his or her
number to the nearest hundred and record the rounded number in the total column
on their recording sheet.
4. All other players will not record a number in the total column for this round.
5. Play will continue for ten rounds.
6. The winner is the player with the greatest total.
7. At the end of the game, students should share their efficient rounding strategies
with one another.
Reference: Georgia common core standards (2013, December 8). Retrieved from
https://www.georgiastandards.org/Common-Core
ROUND
Example
round
432
Rounded Number
400
1.
4.
5.
6.
7.
8.
9..
10.
TOTAL