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When it comes to explaining the basics of multiplication, many kids are thrown into the vat of multiplication facts and asked to memorize them, having absolutely no idea of what multiplication really is all about.

The definition is a great place to start and with this Graph Grid Multiplication Game, your students will be understanding what it means in no time at all!

Grab these few supplies, and you are on your way:

1. First off, place a sheet of graph paper between two or more kids. You can download our graph paper here, or use your own (see below for more information).

2. One after another, students roll the pair of dice. (These 10-sided dice are super cool! I love this set of 100 multi-sided dice.)

3. Students look at the two numbers rolled and create a grid. For example, if the student rolls a 3 and a 4, they draw a grid that is 3 high and 4 wide, or 4 high and 3 wide. The box is then labeled with the number and the answer. If students do not know the answer, they can count the squares. This is just fine as this action helps kids understand that multiplication is area and repeated addition!

4. Students color in their grid and/or place their initials inside. Players take turns rolling the dice and making grids.

5. They continue playing until a player rolls numbers that equal a grid that cannot be drawn on paper. If there are more than two players, play continues until each player rolls two numbers that do not fit.

6. Students count the number of squares in the grid to determine the winner. The winner has the most squares!

Want to see the game played?

,

Notes: You can use the more common 6-sided dice, or you can invest in some 9 and 12-sided dice. They are perfect for this game. You can find them here.

You may use the graph paper you have at a home, but beware: The number of squares in your graph paper could significantly change the length of your game! We suggest using this free PDF 25X25 graph paper.

For beginners, you might want to consider this 20X20 PDF graph paper or even this 15X15 PDF graph paper.

And for extended learning, we present to you:

This Array Math Art Activity will give students more time to practice multiplication. Students roll the dice and list all the different grids (or fact families) that can be formed using those two numbers. Repeat 15 times, then trace all the different grids on the paper, overlapping fact families. Color in your grids, and you have yourself some art worthy of the fridge! For a more complete explanation: Multiplication Array Art Activity.

If multiplication understanding is already mastered, then it's time to move on to this super fun competitive version of Multiplication War! Your students will forget they are practicing their times tables in no time!

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The Graph Grid Multiplication Game and Video

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This graph grid game is the perfect multiplication game for beginners!

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For long term multiplication success, it is imperative that kids understand multiplication. Many mistakenly think that if only kids will memorize their facts, they will be on their way and ready to move on. Not so! Kids need ample time to explore the different avenues of multiplication. Building multiplication arrays is a great place to start! When kids understand that 3X4 and 2X6 both equal 12, yet look different on paper, they start to use multiplication as an application when solving math equations and not just something to memorize.

This game is simple and gives students a chance to be creative! With a roll of dice, students will create multiplication problems, then find all the fact families of each array.

1 page of graph paper

a pair of dice

ruler and pencil

included PDF worksheet or blank paper

colored pencils or markers

1. Roll the dice. Consider the two numbers rolled as a multiplication problem and determine its product. Write the problem and answer on the worksheet. Repeat 14 more times, listing the multiplication problem and answer for each.

2. After numbers are rolled, students go through each problem and list the other ways that that product can be represented. For instance: 8 X 5 = 40, and so does 4 X 10 and 2 X 20.

3. When finished, grab a pencil and ruler and sketch out all the different arrays listed on the paper, making sure each family of facts are overlapping. Arrays can also overlap other problems listed. Be creative!

4. Color the arrays any way you choose!

When finished, each fact family is drawn and colored on graph paper.

Every student will have a different outcome. So fun!

You can download this Multiplication Array Art Worksheet, or have your students sketch something similar on a lined sheet of paper. You can also use this free graph paper printable:

Follow these simple instructions to create your own array math art!

All you need:

For more practice understanding the meaning and function of multiplication, try this interactive Graph Grid Multiplication Game!

Its perfect for kids who are just learning about multiplication.

And for those kids who need help recalling their times tables, Multiplication War is an excellent game. Try this version here!

# data[].attributes.attachment_link.description
For long term multiplication success, it is imperative that kids understand multiplication. Many mistakenly think that if only kids will memorize their facts, they will be on their way and ready to move on. Not so! Kids need ample time to explore the different avenues of multiplication.

# data[].attributes.attachment_link.readable_text
Multiplication War is a card game that has been around since I can remember and, since I am now 40-years-old, that is debatably a long time. ;) But I'm still young next to this long-loved game.

Card games are the fool proof way to get kids learning math because kids love to ditch the paper and pencil now and again.

Check out this quick video tutorial, or scroll down further to read the directions.
Multiplication War Card Game: How to Play

1. Remove the Jacks, Kings and Queens from a regular deck of cards.

2. Shuffle.

3. Players place cards face down in a pile.

4. At the count of three, both players flip over their first card.

5. The first person to say the product of the 2 cards receives both cards and puts them in a separate pile.

6. If both players say the answer at the same time, the cards are put in the middle of the table.

7. The next player to win the "flip" gets the cards in the middle of the table in addition to the cards just played.

8. The winner is the person with the most cards at the end of play.

Other Variations:

1. Each kid turns over two cards and multiplies his or her own cards together. Whoever has the highest product, wins both sets of cards. The winner has the most cards at the end.

2. Do not remove the Joker, Jack, Queen and King in the deck. Instead, assign the following values to them:

Play continues as outlined above, or play your favorite version.

3. Fraction War: Aces are 1, Jack is 10, Queen is 11, and King is 12. Students turn over two cards. The first card is the denominator, the second number is the numerator. Whoever has the largest fraction wins!

4. Decimal War: Take out all face cards. Aces are 1. Players turn over three cards. The first card is the whole number, the second number is the tenths, and the third number is the hundredths. If kids are just learning decimals, just have them draw two cards: the first is the whole number, while the second number is the tenths.

5. Guess the Card: For this game, you will need three players. Shuffle the deck of cards, removing the face cards. Aces are worth 1. Two of the players sit facing each other. Deal the cards evenly between the two players. Players place their stack of cards face down in front of them. The third player sits so that he or she can see the players. At the count of three, the two players facing each other flip over their card and press it to their foreheads, being careful to not see their own card. The third player looks at both cards and calls out the product of the two numbers. Looking at their opponents card, players try to be the first to call out the number on their own card (by figuring out what the missing addend is). The winner takes both cards. For the next round, players rotate and continue until all cards are used. http://www.tjed.org/wp-content/uploads/2015/04/Simple-games-to-play-at-h...

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Multiplication War is a card game that has been around since I can remember and, since I am now 40-years-old, that is debatably a long time. ;) But I'm still young next to this long-loved game. Card games are the fool proof way to get kids learning math because kids love to ditch the paper and pencil now and again.

# data[].attributes.attachment_link.readable_text
Multiplication

Auto-Scored Quizzes

Expanded reporting features

Mobile friendly

Picture hint option

Large equation input box

Automatically scored and timed

Enter answer with keyboard or touch pad

MULTIPLICATION Equation Family Quizzes

(All equation for the fact group)

MULTIPLICATION Up Through Quizzes

(All equation UP THROUGH the fact group)

The "up-through" quizzes for the tens, elevens, and twelves do not include all of the equations. They include the top 40 equations.

Quiz Navigator - Take a customized quiz with all of the equations up through the fact you choose below.

Shaded Facts are Repeats

(Self-correcting quizzes for the tens, elevens, and twelves are in development.)

Membership Makes Auto-Scoring Quizzes even MORE AMAZING

Quizzes tracked for easy reporting

Quiz filtering to spot patterns

Growth, accuracy, and fluency reports

All ads removed so quizzes display full screen

Learn More about Membership

More Membership Features

Intuitive Dashboard

Amazing Lessons

Memory Activities

"Smart" Games

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Test yourself on any of the multiplication facts in the times tables on Multiplication.com. Answer the questions at your own pace and see how you did at the end of the quiz.

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Multiplication 4 in a Row - Multiplication Math Game

Content Skill: Multiplication
Common Core State Standards: CCSS.Math.Content.3.OA.C.7- Fluently multiply and divide within 100. By the end of Grade 3, know from memory all products of two one-digit numbers.

Description

Multiplication 4 in a Row is a fantastic way to learn the multiplication facts. This multi-player math game combines equations with strategy. Kids just can't get enough of this game. Either play against the computer or play against other players around the world.

We have to warn you, this game is hard to quit! Keep at it. You can beat the computer!

Instructions

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Multiplication 4 in a Row - Multiplication.com

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Play Multiplication 4 in a Row to master basic multiplication on Multiplication.com! Play solo against the computer or multiplayer against a friend, parent, or classmate.

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1. Teaching With Three-Act Tasks: Act One

2. Teaching With Three-Act Tasks: Act Two

3. Teaching With Three-Act Tasks: Act Three & Sequel

I get nervous when I see long-time blog readers in my workshops on mathematical modeling with three-act tasks. I tend to assume they'll be bored. I assume that the pedagogy around these tasks has been self-evident or overly blogged-about these last few years. I should know better. It's one thing to read about these kinds of tasks. It's another to do one as a student. After a Saskatoon session last week, for instance, Nat Banting said that the process seemed tighter, and more engineered than he assumed from reading about it.

@dcox21 Very precise implementation. I think teachers view it as "wing it" an open ended. Very calculated.

- Nat Banting (@NatBanting) May 3, 2013

More than a few people have approached me with the impression that you simply show a photo or a video and then pursue student questions in any direction they take you. Sean Geraghty just asked me to script one of these tasks out with every question I'd ask. I'll seize that opportunity to post some video of a session I facilitated with teachers this winter around Penny Pyramid in Cambridge and clarify what I think are the important teacher moves in a three-act math task, starting today with act one.

[00:43] "Here it is. First, I just want you to watch this very brief video."

[01:27] "Would you go ahead and write down the first question that comes to your mind, if any? No question? That's perfectly fine."

[01:45] "Would you introduce yourself to your neighbor and share your question? See if it's the same question, or a different question."

[02:28] "I'm really curious what questions are out there. Just toss one out. Who else finds that question interesting?"

[03:04] "I like that you coined a vocabulary term there for us. 'Layers.'"

[04:24] "I would love to get to all these questions but given limited time we'll start with these ones up here."

[04:43] "I want you to write down on a piece of paper your best, gut-level guess for how many coins there are. I'm curious who can guess the closest."

[05:32] "Would you also write down a number you know is too high - there couldn't possibly be that many pennies -Â and a number you know is too low - there couldn't possibly be that few pennies. Share them with your neighbor."

[06:09] "I'm very curious in here who has our highest guess. "

[06:53] "What's our lowest guess in here?"

Act one attempts to lower barriers to entry. It's visual. It requires very little literacy from the student. (Notice that I'm using very little formal mathematical vocabulary.) It's perplexing.

Now look at the student tasks. Students are asked to to watch a video. Students are asked to pose a question. (But if you don't have one, that's okay!) Students are asked to decide if they find someone else's question interesting. Students are asked to guess at a correct answer. Students are asked to decide what an incorrect answer would look like. No one is throwing a hand up saying, "I don't know where to start." I don't know how to make it easier to start a modeling task than this.

I make three promises during act one.

1. I tell students I'm very curious who guessed closest to the answer.

2. I tell students I hope we'll get around to answering all the questions on their list.

3. I ask students to set an error check on their answer.

I'll need to make good on each of those promises by the end of act three.

I ask for student questions, but that doesn't mean you have to. (You don't have to do any of this of course.)

I have two competing goals in my head in act one. One, I want students to answer the question, "How many pennies are there?" Two, I want to know what questions students have when they see that stupid-huge pile of pennies.

I want to know their questions because students are interesting creatures and, while they spend a lot of time answering questions, they don't get a lot of opportunities to pose their own. Asking for student questions orients our community around curiosity as a shared value.

But those goals are in conflict. How do you ask students for their questions while knowing, in the back of your head, the question you're going to pursue. I know some teachers will ask for student questions and then "wait for" or "nudge students towards" the question they want to ask. I suspect this drives students crazy. It drives me crazy, this sense that there's some question the teacher wants me to ask even while she's insincerely asking me for my questions.

The quick way around this is to say, "Great. Love these questions. I hope we get to all of them. Here's one I'll need your help with first."

What did you see in that clip that I didn't talk about here? What was missing? What would you add? What would you have done differently? Go ahead and constrain yourself to the first act of the task. We'll pick up tomorrow where I say, "What information do you need here?"

2013 May 9. As usual, a pile of great follow-ups in the comments. Kate Nowak points out a few details that I missed in my discussion. James Cleveland suggests asking for a high and low range before the more precise guess. Great call! Lots of commenters struggle to balance asking for student questions with their curriculum objectives and I respond. So does Math Forum Max. Elaine Watson maps this task to the Standards of Mathematical Practice.

One thing I do when I ask students to guess some of the given information (like the fact that each stack is 13 pennies) is to have each student write their guess on the whiteboard and then have everyone simultaneously show one student, "Bryan." Then Bryan is tries to ball-park an average of the numbers everyone showed him. It takes about 45 s., but they seem to enjoy the process.

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Table of Contents Teaching With Three-Act Tasks: Act One Teaching With Three-Act Tasks: Act Two Teaching With Three-Act Tasks: Act Three & Sequel I get nervous when I see long-time blog reader...

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When it comes to explaining the basics of multiplication, many kids are thrown into the vat of multiplication facts and asked to memorize them, having absolutely no idea of what multiplication really is all about.

The definition is a great place to start and with this Graph Grid Multiplication Game, your students will be understanding what it means in no time at all!

Grab these few supplies, and you are on your way:

1. First off, place a sheet of graph paper between two or more kids. You can download our graph paper here, or use your own (see below for more information).

2. One after another, students roll the pair of dice. (These 10-sided dice are super cool! I love this set of 100 multi-sided dice.)

3. Students look at the two numbers rolled and create a grid. For example, if the student rolls a 3 and a 4, they draw a grid that is 3 high and 4 wide, or 4 high and 3 wide. The box is then labeled with the number and the answer. If students do not know the answer, they can count the squares. This is just fine as this action helps kids understand that multiplication is area and repeated addition!

4. Students color in their grid and/or place their initials inside. Players take turns rolling the dice and making grids.

5. They continue playing until a player rolls numbers that equal a grid that cannot be drawn on paper. If there are more than two players, play continues until each player rolls two numbers that do not fit.

6. Students count the number of squares in the grid to determine the winner. The winner has the most squares!

Want to see the game played?

,

Notes: You can use the more common 6-sided dice, or you can invest in some 9 and 12-sided dice. They are perfect for this game. You can find them here.

You may use the graph paper you have at a home, but beware: The number of squares in your graph paper could significantly change the length of your game! We suggest using this free PDF 25X25 graph paper.

For beginners, you might want to consider this 20X20 PDF graph paper or even this 15X15 PDF graph paper.

And for extended learning, we present to you:

This Array Math Art Activity will give students more time to practice multiplication. Students roll the dice and list all the different grids (or fact families) that can be formed using those two numbers. Repeat 15 times, then trace all the different grids on the paper, overlapping fact families. Color in your grids, and you have yourself some art worthy of the fridge! For a more complete explanation: Multiplication Array Art Activity.

If multiplication understanding is already mastered, then it's time to move on to this super fun competitive version of Multiplication War! Your students will forget they are practicing their times tables in no time!

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The Graph Grid Multiplication Game and Video

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This graph grid game is the perfect multiplication game for beginners!

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Use We provide you with an Teaching Channel Plus to observe hundreds of top educators, provide individualized support, and promote peer collaboration. ecosystem of tools, content, and resources to fully support educators at every stage of their careers.

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Use We provide you with an Teaching Channel Plus to observe hundreds of top educators, provide individualized support, and promote peer collaboration. ecosystem of tools, content, and resources to fully support educators at every stage of their careers.

# data[].attributes.attachment_link.readable_text
For long term multiplication success, it is imperative that kids understand multiplication. Many mistakenly think that if only kids will memorize their facts, they will be on their way and ready to move on. Not so! Kids need ample time to explore the different avenues of multiplication. Building multiplication arrays is a great place to start! When kids understand that 3X4 and 2X6 both equal 12, yet look different on paper, they start to use multiplication as an application when solving math equations and not just something to memorize.

This game is simple and gives students a chance to be creative! With a roll of dice, students will create multiplication problems, then find all the fact families of each array.

1 page of graph paper

a pair of dice

ruler and pencil

included PDF worksheet or blank paper

colored pencils or markers

1. Roll the dice. Consider the two numbers rolled as a multiplication problem and determine its product. Write the problem and answer on the worksheet. Repeat 14 more times, listing the multiplication problem and answer for each.

2. After numbers are rolled, students go through each problem and list the other ways that that product can be represented. For instance: 8 X 5 = 40, and so does 4 X 10 and 2 X 20.

3. When finished, grab a pencil and ruler and sketch out all the different arrays listed on the paper, making sure each family of facts are overlapping. Arrays can also overlap other problems listed. Be creative!

4. Color the arrays any way you choose!

When finished, each fact family is drawn and colored on graph paper.

Every student will have a different outcome. So fun!

You can download this Multiplication Array Art Worksheet, or have your students sketch something similar on a lined sheet of paper. You can also use this free graph paper printable:

Follow these simple instructions to create your own array math art!

All you need:

For more practice understanding the meaning and function of multiplication, try this interactive Graph Grid Multiplication Game!

Its perfect for kids who are just learning about multiplication.

And for those kids who need help recalling their times tables, Multiplication War is an excellent game. Try this version here!

# data[].attributes.attachment_link.description
For long term multiplication success, it is imperative that kids understand multiplication. Many mistakenly think that if only kids will memorize their facts, they will be on their way and ready to move on. Not so! Kids need ample time to explore the different avenues of multiplication.

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The Baker

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Multiplication War is a card game that has been around since I can remember and, since I am now 40-years-old, that is debatably a long time. ;) But I'm still young next to this long-loved game.

Card games are the fool proof way to get kids learning math because kids love to ditch the paper and pencil now and again.

Check out this quick video tutorial, or scroll down further to read the directions.
Multiplication War Card Game: How to Play

1. Remove the Jacks, Kings and Queens from a regular deck of cards.

2. Shuffle.

3. Players place cards face down in a pile.

4. At the count of three, both players flip over their first card.

5. The first person to say the product of the 2 cards receives both cards and puts them in a separate pile.

6. If both players say the answer at the same time, the cards are put in the middle of the table.

7. The next player to win the "flip" gets the cards in the middle of the table in addition to the cards just played.

8. The winner is the person with the most cards at the end of play.

Other Variations:

1. Each kid turns over two cards and multiplies his or her own cards together. Whoever has the highest product, wins both sets of cards. The winner has the most cards at the end.

2. Do not remove the Joker, Jack, Queen and King in the deck. Instead, assign the following values to them:

Play continues as outlined above, or play your favorite version.

3. Fraction War: Aces are 1, Jack is 10, Queen is 11, and King is 12. Students turn over two cards. The first card is the denominator, the second number is the numerator. Whoever has the largest fraction wins!

4. Decimal War: Take out all face cards. Aces are 1. Players turn over three cards. The first card is the whole number, the second number is the tenths, and the third number is the hundredths. If kids are just learning decimals, just have them draw two cards: the first is the whole number, while the second number is the tenths.

5. Guess the Card: For this game, you will need three players. Shuffle the deck of cards, removing the face cards. Aces are worth 1. Two of the players sit facing each other. Deal the cards evenly between the two players. Players place their stack of cards face down in front of them. The third player sits so that he or she can see the players. At the count of three, the two players facing each other flip over their card and press it to their foreheads, being careful to not see their own card. The third player looks at both cards and calls out the product of the two numbers. Looking at their opponents card, players try to be the first to call out the number on their own card (by figuring out what the missing addend is). The winner takes both cards. For the next round, players rotate and continue until all cards are used. http://www.tjed.org/wp-content/uploads/2015/04/Simple-games-to-play-at-h...

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Multiplication War is a card game that has been around since I can remember and, since I am now 40-years-old, that is debatably a long time. ;) But I'm still young next to this long-loved game. Card games are the fool proof way to get kids learning math because kids love to ditch the paper and pencil now and again.

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Bikes and Trikes

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Multiplication

Auto-Scored Quizzes

Expanded reporting features

Mobile friendly

Picture hint option

Large equation input box

Automatically scored and timed

Enter answer with keyboard or touch pad

MULTIPLICATION Equation Family Quizzes

(All equation for the fact group)

MULTIPLICATION Up Through Quizzes

(All equation UP THROUGH the fact group)

The "up-through" quizzes for the tens, elevens, and twelves do not include all of the equations. They include the top 40 equations.

Quiz Navigator - Take a customized quiz with all of the equations up through the fact you choose below.

Shaded Facts are Repeats

(Self-correcting quizzes for the tens, elevens, and twelves are in development.)

Membership Makes Auto-Scoring Quizzes even MORE AMAZING

Quizzes tracked for easy reporting

Quiz filtering to spot patterns

Growth, accuracy, and fluency reports

All ads removed so quizzes display full screen

Learn More about Membership

More Membership Features

Intuitive Dashboard

Amazing Lessons

Memory Activities

"Smart" Games

# data[].attributes.attachment_link.description
Test yourself on any of the multiplication facts in the times tables on Multiplication.com. Answer the questions at your own pace and see how you did at the end of the quiz.

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Karl’s Garden

# data[].attributes.attachment_link.readable_text
Multiplication War is a card game that has been around since I can remember and, since I am now 40-years-old, that is debatably a long time. ;) But I'm still young next to this long-loved game.

Card games are the fool proof way to get kids learning math because kids love to ditch the paper and pencil now and again.

Check out this quick video tutorial, or scroll down further to read the directions.
Multiplication War Card Game: How to Play

1. Remove the Jacks, Kings and Queens from a regular deck of cards.

2. Shuffle.

3. Players place cards face down in a pile.

4. At the count of three, both players flip over their first card.

5. The first person to say the product of the 2 cards receives both cards and puts them in a separate pile.

6. If both players say the answer at the same time, the cards are put in the middle of the table.

7. The next player to win the "flip" gets the cards in the middle of the table in addition to the cards just played.

8. The winner is the person with the most cards at the end of play.

Other Variations:

1. Each kid turns over two cards and multiplies his or her own cards together. Whoever has the highest product, wins both sets of cards. The winner has the most cards at the end.

2. Do not remove the Joker, Jack, Queen and King in the deck. Instead, assign the following values to them:

Play continues as outlined above, or play your favorite version.

3. Fraction War: Aces are 1, Jack is 10, Queen is 11, and King is 12. Students turn over two cards. The first card is the denominator, the second number is the numerator. Whoever has the largest fraction wins!

4. Decimal War: Take out all face cards. Aces are 1. Players turn over three cards. The first card is the whole number, the second number is the tenths, and the third number is the hundredths. If kids are just learning decimals, just have them draw two cards: the first is the whole number, while the second number is the tenths.

5. Guess the Card: For this game, you will need three players. Shuffle the deck of cards, removing the face cards. Aces are worth 1. Two of the players sit facing each other. Deal the cards evenly between the two players. Players place their stack of cards face down in front of them. The third player sits so that he or she can see the players. At the count of three, the two players facing each other flip over their card and press it to their foreheads, being careful to not see their own card. The third player looks at both cards and calls out the product of the two numbers. Looking at their opponents card, players try to be the first to call out the number on their own card (by figuring out what the missing addend is). The winner takes both cards. For the next round, players rotate and continue until all cards are used. http://www.tjed.org/wp-content/uploads/2015/04/Simple-games-to-play-at-h...

# data[].attributes.attachment_link.description
Multiplication War is a card game that has been around since I can remember and, since I am now 40-years-old, that is debatably a long time. ;) But I'm still young next to this long-loved game. Card games are the fool proof way to get kids learning math because kids love to ditch the paper and pencil now and again.

# data[].attributes.attachment_link.readable_text
Multiplication 4 in a Row - Multiplication Math Game

Content Skill: Multiplication
Common Core State Standards: CCSS.Math.Content.3.OA.C.7- Fluently multiply and divide within 100. By the end of Grade 3, know from memory all products of two one-digit numbers.

Description

Multiplication 4 in a Row is a fantastic way to learn the multiplication facts. This multi-player math game combines equations with strategy. Kids just can't get enough of this game. Either play against the computer or play against other players around the world.

We have to warn you, this game is hard to quit! Keep at it. You can beat the computer!

Instructions

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Multiplication 4 in a Row - Multiplication.com

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Play Multiplication 4 in a Row to master basic multiplication on Multiplication.com! Play solo against the computer or multiplayer against a friend, parent, or classmate.

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All website design, content, text, graphics, the selection and arrangement thereof, and all software, including, but not limited to, the look and feel of the website, logos, designs, photographs, button icons, images, data compilations, and the software products, are the property of DreamBox Learning, Inc, its licensors, or its product suppliers, and is protected by the United States Copyright Act and international copyright laws. Copyright © 2021 DREAMBOX LEARNING, INC. ALL RIGHTS RESERVED.

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Find online math tools for teachers for use with your interactive white board or projector to make math lessons clear for your whole class. Each lesson includes tutorials on how to use the manipulatives and ideas for incorporating the tools into classroom lessons.

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The Locker Game

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Multiplication 4 in a Row - Multiplication Math Game

Content Skill: Multiplication
Common Core State Standards: CCSS.Math.Content.3.OA.C.7- Fluently multiply and divide within 100. By the end of Grade 3, know from memory all products of two one-digit numbers.

Description

Multiplication 4 in a Row is a fantastic way to learn the multiplication facts. This multi-player math game combines equations with strategy. Kids just can't get enough of this game. Either play against the computer or play against other players around the world.

We have to warn you, this game is hard to quit! Keep at it. You can beat the computer!

Instructions

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Multiplication 4 in a Row - Multiplication.com

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Play Multiplication 4 in a Row to master basic multiplication on Multiplication.com! Play solo against the computer or multiplayer against a friend, parent, or classmate.

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1. Teaching With Three-Act Tasks: Act One

2. Teaching With Three-Act Tasks: Act Two

3. Teaching With Three-Act Tasks: Act Three & Sequel

I get nervous when I see long-time blog readers in my workshops on mathematical modeling with three-act tasks. I tend to assume they'll be bored. I assume that the pedagogy around these tasks has been self-evident or overly blogged-about these last few years. I should know better. It's one thing to read about these kinds of tasks. It's another to do one as a student. After a Saskatoon session last week, for instance, Nat Banting said that the process seemed tighter, and more engineered than he assumed from reading about it.

@dcox21 Very precise implementation. I think teachers view it as "wing it" an open ended. Very calculated.

- Nat Banting (@NatBanting) May 3, 2013

More than a few people have approached me with the impression that you simply show a photo or a video and then pursue student questions in any direction they take you. Sean Geraghty just asked me to script one of these tasks out with every question I'd ask. I'll seize that opportunity to post some video of a session I facilitated with teachers this winter around Penny Pyramid in Cambridge and clarify what I think are the important teacher moves in a three-act math task, starting today with act one.

[00:43] "Here it is. First, I just want you to watch this very brief video."

[01:27] "Would you go ahead and write down the first question that comes to your mind, if any? No question? That's perfectly fine."

[01:45] "Would you introduce yourself to your neighbor and share your question? See if it's the same question, or a different question."

[02:28] "I'm really curious what questions are out there. Just toss one out. Who else finds that question interesting?"

[03:04] "I like that you coined a vocabulary term there for us. 'Layers.'"

[04:24] "I would love to get to all these questions but given limited time we'll start with these ones up here."

[04:43] "I want you to write down on a piece of paper your best, gut-level guess for how many coins there are. I'm curious who can guess the closest."

[05:32] "Would you also write down a number you know is too high - there couldn't possibly be that many pennies -Â and a number you know is too low - there couldn't possibly be that few pennies. Share them with your neighbor."

[06:09] "I'm very curious in here who has our highest guess. "

[06:53] "What's our lowest guess in here?"

Act one attempts to lower barriers to entry. It's visual. It requires very little literacy from the student. (Notice that I'm using very little formal mathematical vocabulary.) It's perplexing.

Now look at the student tasks. Students are asked to to watch a video. Students are asked to pose a question. (But if you don't have one, that's okay!) Students are asked to decide if they find someone else's question interesting. Students are asked to guess at a correct answer. Students are asked to decide what an incorrect answer would look like. No one is throwing a hand up saying, "I don't know where to start." I don't know how to make it easier to start a modeling task than this.

I make three promises during act one.

1. I tell students I'm very curious who guessed closest to the answer.

2. I tell students I hope we'll get around to answering all the questions on their list.

3. I ask students to set an error check on their answer.

I'll need to make good on each of those promises by the end of act three.

I ask for student questions, but that doesn't mean you have to. (You don't have to do any of this of course.)

I have two competing goals in my head in act one. One, I want students to answer the question, "How many pennies are there?" Two, I want to know what questions students have when they see that stupid-huge pile of pennies.

I want to know their questions because students are interesting creatures and, while they spend a lot of time answering questions, they don't get a lot of opportunities to pose their own. Asking for student questions orients our community around curiosity as a shared value.

But those goals are in conflict. How do you ask students for their questions while knowing, in the back of your head, the question you're going to pursue. I know some teachers will ask for student questions and then "wait for" or "nudge students towards" the question they want to ask. I suspect this drives students crazy. It drives me crazy, this sense that there's some question the teacher wants me to ask even while she's insincerely asking me for my questions.

The quick way around this is to say, "Great. Love these questions. I hope we get to all of them. Here's one I'll need your help with first."

What did you see in that clip that I didn't talk about here? What was missing? What would you add? What would you have done differently? Go ahead and constrain yourself to the first act of the task. We'll pick up tomorrow where I say, "What information do you need here?"

2013 May 9. As usual, a pile of great follow-ups in the comments. Kate Nowak points out a few details that I missed in my discussion. James Cleveland suggests asking for a high and low range before the more precise guess. Great call! Lots of commenters struggle to balance asking for student questions with their curriculum objectives and I respond. So does Math Forum Max. Elaine Watson maps this task to the Standards of Mathematical Practice.

One thing I do when I ask students to guess some of the given information (like the fact that each stack is 13 pennies) is to have each student write their guess on the whiteboard and then have everyone simultaneously show one student, "Bryan." Then Bryan is tries to ball-park an average of the numbers everyone showed him. It takes about 45 s., but they seem to enjoy the process.

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Table of Contents Teaching With Three-Act Tasks: Act One Teaching With Three-Act Tasks: Act Two Teaching With Three-Act Tasks: Act Three & Sequel I get nervous when I see long-time blog reader...

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Picking fractions

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1. Teaching With Three-Act Tasks: Act One

2. Teaching With Three-Act Tasks: Act Two

3. Teaching With Three-Act Tasks: Act Three & Sequel

I get nervous when I see long-time blog readers in my workshops on mathematical modeling with three-act tasks. I tend to assume they'll be bored. I assume that the pedagogy around these tasks has been self-evident or overly blogged-about these last few years. I should know better. It's one thing to read about these kinds of tasks. It's another to do one as a student. After a Saskatoon session last week, for instance, Nat Banting said that the process seemed tighter, and more engineered than he assumed from reading about it.

@dcox21 Very precise implementation. I think teachers view it as "wing it" an open ended. Very calculated.

- Nat Banting (@NatBanting) May 3, 2013

More than a few people have approached me with the impression that you simply show a photo or a video and then pursue student questions in any direction they take you. Sean Geraghty just asked me to script one of these tasks out with every question I'd ask. I'll seize that opportunity to post some video of a session I facilitated with teachers this winter around Penny Pyramid in Cambridge and clarify what I think are the important teacher moves in a three-act math task, starting today with act one.

[00:43] "Here it is. First, I just want you to watch this very brief video."

[01:27] "Would you go ahead and write down the first question that comes to your mind, if any? No question? That's perfectly fine."

[01:45] "Would you introduce yourself to your neighbor and share your question? See if it's the same question, or a different question."

[02:28] "I'm really curious what questions are out there. Just toss one out. Who else finds that question interesting?"

[03:04] "I like that you coined a vocabulary term there for us. 'Layers.'"

[04:24] "I would love to get to all these questions but given limited time we'll start with these ones up here."

[04:43] "I want you to write down on a piece of paper your best, gut-level guess for how many coins there are. I'm curious who can guess the closest."

[05:32] "Would you also write down a number you know is too high - there couldn't possibly be that many pennies -Â and a number you know is too low - there couldn't possibly be that few pennies. Share them with your neighbor."

[06:09] "I'm very curious in here who has our highest guess. "

[06:53] "What's our lowest guess in here?"

Act one attempts to lower barriers to entry. It's visual. It requires very little literacy from the student. (Notice that I'm using very little formal mathematical vocabulary.) It's perplexing.

Now look at the student tasks. Students are asked to to watch a video. Students are asked to pose a question. (But if you don't have one, that's okay!) Students are asked to decide if they find someone else's question interesting. Students are asked to guess at a correct answer. Students are asked to decide what an incorrect answer would look like. No one is throwing a hand up saying, "I don't know where to start." I don't know how to make it easier to start a modeling task than this.

I make three promises during act one.

1. I tell students I'm very curious who guessed closest to the answer.

2. I tell students I hope we'll get around to answering all the questions on their list.

3. I ask students to set an error check on their answer.

I'll need to make good on each of those promises by the end of act three.

I ask for student questions, but that doesn't mean you have to. (You don't have to do any of this of course.)

I have two competing goals in my head in act one. One, I want students to answer the question, "How many pennies are there?" Two, I want to know what questions students have when they see that stupid-huge pile of pennies.

I want to know their questions because students are interesting creatures and, while they spend a lot of time answering questions, they don't get a lot of opportunities to pose their own. Asking for student questions orients our community around curiosity as a shared value.

But those goals are in conflict. How do you ask students for their questions while knowing, in the back of your head, the question you're going to pursue. I know some teachers will ask for student questions and then "wait for" or "nudge students towards" the question they want to ask. I suspect this drives students crazy. It drives me crazy, this sense that there's some question the teacher wants me to ask even while she's insincerely asking me for my questions.

The quick way around this is to say, "Great. Love these questions. I hope we get to all of them. Here's one I'll need your help with first."

What did you see in that clip that I didn't talk about here? What was missing? What would you add? What would you have done differently? Go ahead and constrain yourself to the first act of the task. We'll pick up tomorrow where I say, "What information do you need here?"

2013 May 9. As usual, a pile of great follow-ups in the comments. Kate Nowak points out a few details that I missed in my discussion. James Cleveland suggests asking for a high and low range before the more precise guess. Great call! Lots of commenters struggle to balance asking for student questions with their curriculum objectives and I respond. So does Math Forum Max. Elaine Watson maps this task to the Standards of Mathematical Practice.

One thing I do when I ask students to guess some of the given information (like the fact that each stack is 13 pennies) is to have each student write their guess on the whiteboard and then have everyone simultaneously show one student, "Bryan." Then Bryan is tries to ball-park an average of the numbers everyone showed him. It takes about 45 s., but they seem to enjoy the process.

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Table of Contents Teaching With Three-Act Tasks: Act One Teaching With Three-Act Tasks: Act Two Teaching With Three-Act Tasks: Act Three & Sequel I get nervous when I see long-time blog reader...

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Use We provide you with an Teaching Channel Plus to observe hundreds of top educators, provide individualized support, and promote peer collaboration. ecosystem of tools, content, and resources to fully support educators at every stage of their careers.

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Use We provide you with an Teaching Channel Plus to observe hundreds of top educators, provide individualized support, and promote peer collaboration. ecosystem of tools, content, and resources to fully support educators at every stage of their careers.

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Number train

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Use We provide you with an Teaching Channel Plus to observe hundreds of top educators, provide individualized support, and promote peer collaboration. ecosystem of tools, content, and resources to fully support educators at every stage of their careers.

# data[].attributes.attachment_link.description
Use We provide you with an Teaching Channel Plus to observe hundreds of top educators, provide individualized support, and promote peer collaboration. ecosystem of tools, content, and resources to fully support educators at every stage of their careers.

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Symmetrical patterns

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Personalized professional development and on-demand courses help you master new skills and adds more tools to your toolbox. For example, DreamBox MyFlexPD delivers self-paced, on-demand professional development relevant to what students are learning in DreamBox.

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DreamBox Learning Math, designed by teachers, for teachers.

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Personalized professional development and on-demand courses help you master new skills and adds more tools to your toolbox. For example, DreamBox MyFlexPD delivers self-paced, on-demand professional development relevant to what students are learning in DreamBox.