Multiplication Games

Multiplication Bingo Print out the Bingo Card template. Make copies for each student. Students choose any of the 25 numbers at the bottom of the card and write one in each square. hen the students are done! use a set of flash cards to randomly choose a multiplication fact. "#emo$e all the %ero flashcards e&cept one'. Say the problem aloud. "(or e&ample) si& times si&.' *ny student with the product puts a marker on it. Continue until someone gets a Bingo. Flip Up + ,imes ,ables Card -ame ,his game is played by two students with a deck of cards with the .okers and face cards remo$ed. Students shuffle the deck and deal them all out face down. /ach player flips o$er a card from his or her pile. ,he first player to call out the correct answer gets to collect two flipped o$er cards. 0f a player calls out the wrong answer the other player gets the cards. Players continue until all the cards ha$e been flipped o$er. ,he winner is the player with the most cards at the end. Buzz ,his game is used to re$iew a specific fact family. 0t can be played in a small group or the entire class. ,he leader chooses a number between 2 and 1. ,he leader says 2! the ne&t player says the 2! and so on. hen they reach a multiple of the number chosen! the player says 3bu%%3 instead of the number. 0f a player forgets to say bu%% or says it at the wrong time! he or she is out. Play continues until they group reaches the last multiple of the number times 1. Buzz Plus *fter your class has played bu%% for a while! add this $ariation. ,his game is played .ust like bu%% e&cept the student must also say bu%% when the chosen number is one of the digits. (or e&ample) 0f the chosen number is 4! they would say bu%% at 4! 5! 1! 22! 23! 25! 26! 22! 23! 27! and 28' Around the World 9arge group flash cards are great for 3*round the orld.3 Students sit in a circle. Choose a starting person. ,his student stands behind the ne&t student in the circle. ,he teacher holds up a flash card. ,he first student to say the answer stands behind the ne&t person in the circle. 0f a sitting student says the answer first! the standing student sits down in the winner:s chair. ,his process continues until at least one student makes it completely around the circle. Team Tag ;i$ide the students into two groups. <a$e them form two single file lines facing forward. ,he first student should be about 2= feet from the front of the room. Put two equal stacks of flash cards on a desk in the front of the room. hen play starts! the first person in line races to the desk! takes the first card in his or her pile! holds it up! announces the answer to the class! places the card in a discard pile! and then races to tag the ne&t person in line. 0f the student does not know the answer or gi$es the wrong answer! he or she puts the card on the bottom of the pile and selects the ne&t card. ,his student keeps selecting cards until he or she knows the answer to one or until fi$e cards ha$e been selected. ,he two teams play simultaneously. ,he first team to correctly gi$e the answer to all the multiplication facts in its pile wins. Multiplication Bombardment "Submitted by Shawna' NEW Spread paper plates out on the floor. rite multiplication problems on inde& cards "or use flashcards' and place upside down on plates. Players throw bean bags or paper airplanes at plates! turn o$er the card and say the product. 0f correct! he keeps the card and it is replaced with a new card. 0f wrong! turn card back o$er for another player to try to hit. Player with the most correct >hits? when card are out "or time is up' wins. POW "Submitted by #ob and @im' NEW Materials: set of flash cards, post-it notes ,his is a quick A easy flash card game that allows students of all abilities an equal chance to win. rite the word 3PB C3 on se$eral post+it notes "appro&. one PB to e$ery 6+2= flash cards' and stick the PB notes on flash cards throughout the deck. *s you go around the room! students take turns answering one fact at a time. ,he ob.ect of the game is to collect the most flash cards! by answering the facts correctly. 0f they answer correctly! they get to keep the card. 0f they answer incorrectly! they do not get to keep the card. 0f their fact has a 3PB C3 on it! they surrender all of the cards that they ha$e accumulated so far. Play continues until you reach the end of the flash card deck or after a pre+determined amount of time has passed. Students lo$e the randomness of the game and how quickly the game can change. Math Uno "Submitted by ;an #obbins' NEW Dses multiplication skills =+1. Play the game e&actly as the Dno rules say! but when you ha$e a play you must tell what the total will be of the two numbers before you can play. red 5 is showing you play a blue 5! 5&5 is 45 is your play! ne&t person plays a blue 7! 5&7 is 27! and so on. Times Tables Football "by ;on Bratton' NEW Create field of play for the o$erhead pro.ector. Create a deck of cards with times tables on one side! the answer on the other. *lso on the back! put the results of a football play /&amples

25 yard pass to wide out 4 yard run by fullback 0ncomplete pass (umble! lose 5 yards /tc. "Be creati$e' ,he deck should ha$e about 2== cards. Most are good results! but some are bad to add some element of surprise. Start on the 2= yard line at the beginning of the game! half! and after scores. Bn 7th down they may choose to try for a 2st down! punt "7= yards' or go for a field goal "must be at least on the 7= yard line' /&tra points may be 2 point. "Bnly answer the ne&t card correctly' or two points "answer the card and make at least 4 yards.' 0f during play! one player misses a times table! the other team gets a chance to answer it correctly. 0f they do! they reco$er the fumble and start with a first down. Penalties can be assessed for not paying attention when it is not your turn! e&cessi$e talking! helping someone else! etc. Bowling Multiplication Game "Contributed by Michelle Pit%ner' /$ery student has their own set of flashcards. Choose 2= students to be the bowling pins. ,hese students stand in a pyramid shape. ,he rest of the students make a line facing the 3pins3. ,he first student in the line is the bowler. ,hey point to the 3head pinE and that student shows them a flashcard. ,he bowler has to say the answer before the 3pin3 silently counts to 5. 0f the bowler gets the answer correct! the pin is 3knocked down3 and that student sits down. ,he bowler then points to another 3pin3. Play continues until they miss a flashcard. ,he goal is to get a strike! or as many pins knocked down as possible. *fter that bowler finishes! the back person in the pin set up! writes down the bolwers score on the board and goes to the end of the line. ,he bowler then mo$es to the front pin position while e$eryone else rotates. Students are not bored in line waiting because they ha$e their flashcards to practice! or they are trying to do the problems themsel$es. ,hey want to bowl a strike when it is their turnC eeing !oubles 9earning multiplication facts with 2 as a factor can be fun and easy with dominos. Dse domino doubles to demonstrate that multiplying by two is the same as adding doubles) 5F5G2&5! 5F5G2&5! and so on. <a$e your students make both addition and multiplication fact statements for the $arious dominoes. !ots Hou will Ieed + ;ice ,his is how it works) 2. *sk a student to .oin you at the board to model the game of ;ots. 2. ;o each step yourself and then ha$e the partner do the step. 4. #oll the die and announce the number you rolled 7. ;raw that number of big circles on the board. Hou rolled a 2! so you draw two dots in each circle. 5. #oll the die again and announce that number. 5. ;raw that number of dots in each of your circles. you rolled a 5! so you draw si& dots in each circle. 8. rite a multiplication equation to match your drawing. Hou wrote the multiplication problem 2 & 5 G 22 ",wo groups of 5 equals 22' 6. #ecord the total number of dots in your drawing. 22 is your score for this round. 1. Continue with your partner for four more rounds of play. 2=. *fter fi$e rounds total all the dots.

22. ,he player with the most dots wins. What"s #our $ame% & Mean $umber%% Bn a name tag write a multiplication problem. "ie 8 & 5' /ach student gets to wear one for the day. ,hey no longer ha$e a name. hen a student wants to speak to someone! they must call them by their answer. "ie 45' lap 'app( Hou will need) 3Slap+B+Matic from a <ands ;own game! playing cards "half with multiplication problems and half with their answers' <ow it works) 2. /ach player draws 8 cards 2. *t each playerEs turn! the player looks for a matching problem and product.
hen they ha$e a match! they slap their hand on the Slap+B+Matic. ,he other players also slap their hand. ,he playerEs hand that is last to go down loses a card to the player who had the match. 0f the player does not ha$e a match when it is their

turn! they must draw a card but can still slap the Slap+B+Matic. ,he player with the most matches when time is called! is the winner. Brea) M( *ggs rite numbers in the bottom of egg cartons. Put two manipulati$es in the egg carton. Close the lid and ha$e the students shake the carton and multiply the two number together. ,hey can play as teams and keep score War Hou will need a deck of cards for each team of two players Before you start! write on the board! *ce G 2! J G =! K G 22! @ G 22 2. Students pair up and shuffle their cards. 2. ,hey deal the cards out e$enly and stack them face down in front of them. 4. Both students turn o$er their top card at the same time. ,hey multiply the 2 cards and shout the answer. ,he winner puts the cards in hisLherL winning pile. 0t a tie occurs! keep turning cards until someone wins the pile. hen all of the original stack has been played! they count their winnings. ,he winner gets a point! token! skittle! etc. ,hey then switch partners. Flash +ards at the !oor , "Shared with permission by C*#B9 MC/ /I + ,/*-D/ /9/M/I,*#H SC<BB9+ (#/SIB! C*' * set of flash cards 2. Choose flash cards that correspond with facts you are working on. 2. *s the students line up before school or after recess! hold up a flash card for them to sol$e. 4. ,he answer to the flash card is their 3pass3 into the classroom. 7. 0f a student misses the problem! they must step to the side and work it out before they can come into the room. Hou will want to choose flash cards according to indi$idual studentEs ability or you could be standing there all day with some of themC Students who 0 know are struggling will get a hand picked card especially for them. 5. 0t will go slow at first! but as they get the hang of it! it will go quickly and they will lo$e itC hen someone comes in late or has been at the office! they always ask for their fact. 0t is .ust another way to reinforce whate$er you are working onC (*C,S B*S/B*99 "Contributed by 9isa' Choose two teams. Set up 4 bases! teacher is the pitcher "with flashcards' Students are shown fact card! he states the fact and the answer. 0f he is correct he mo$es to 2st base. 0 he misses it! he goes to the end of the line for the ne&t student to try. "use a different flashcard'. /ach time a student answers correctly! the runners mo$e around the bases. ,he only time the team scores is if someone makes it all around to home plate. Hou may want to add some doubles! triples or homerun cards "challenging' for a $ariation. ,hree strikes and youEre out ,he ne&t team plays. Dse the chalkboard "or a homemade board' to keep up with the score and outs and innings. hen a student misses a fact! 0 can guarantee you that they will not forget it again. hen 0 missed one! 0 would figure out the answer when 0 sat down and would ne$er miss it again. 0t was embarrassing. ,he team that is up to bat stands in a line. ,he other team sits in their desks until their turn to bat. e changed teams e$ery 1 weeks so we could name our team. ,his game can be used for any math game using flashcards " *ddition! subtraction! multiplication! and di$ision'. 0f you like baseball you will lo$e this game. Popcorn Multiples "Contributed by 9u*nne Mides' NEW Players) two Hou will need) one small cup for each pair of kids "0 use di&ie cups' 27 popcorn kernels! or other small ob.ects Put the kernels on the table beside the empty cup. Bn each turn! each player picks up a choice of one! two or three kernels and puts itLthem into the cup "announcing how many are being placed helps a$oid confusion'. @eep going until all the kernels are in the cup. ,he person who puts the last kernel in the cup wins that round. 0t takes se$eral times to play before kids catch on that it doesnEt matter who goes firstN it matters how you plan your mo$es with the multiples of 4! manipulating the other player to lea$e the right number of kernels on the ne&t+to+last turn.

7.

5. My 7th grade students lo$e to do the multiplication and di$ision facts.

Mariations) Dse more kernels <a$e players put in one! two! three or four at a time Memor( Multiplication NEW Material) + * deck of cards with .ust the multiplication problems that need to be learned + * deck of cards with the answers to the problems. Set up) 2. Bne one side of the platform "e&) table! desk! floor' we turn the problem cards face down and mi& them up. 2. Bn the other side! we turn down the answers to the problems face down as well and mi& them up. 4. Player Bne starts the play .ust like we play the regular Memory game! howe$er! we are using two decks of cards. Player Bne goes to the problem cards and turns one face up! and sees a problem "i.e. 8 & 7 '. ,hen! heLshe goes to the answers on the other side of the platform and flips one o$er to see if the correct answer is flipped o$er "i.e. 42 for the wrong answerN 26 for the right answer'. 0f the correct answer is flipped o$er! the player keeps the two cards flipped face up and goes again. 0f not! the two cards get flipped face down again and Player ,wo goes ne&t. 7. Player ,wo does the same as Player Bne. 5. ,he player who wins most collected cards when theyEre all gone wins the game.