teaching resource

Array Races Multiplication Game – Facts 2, 3, 5 and 10

Updated: 18 Oct 2023

Create arrays to fill the board with this fun multiplication game.

Editable: Google Slides, PowerPoint
Non-Editable: PDF
Pages: 1 Page
Years: 2 - 3

Curriculum

VC2M2N05

Multiply and divide by one-digit numbers using repeated addition, equal grouping, arrays and partitioning to support a variety of calculation strategies <ul> <li>making and naming arrays and using bar models to solve simple multiplication or sharing problems; for example, making different arrays to represent 12 and naming them as ‘3 fours’, ‘2 sixes’, ‘4 threes’ and ‘6 twos’, using physical or virtual materials to make arrays or using bar models to demonstrate that ‘3 fours’ is equal to ‘4 threes’</li> <li>finding the total number represented in an array by partitioning the array using subitising and number facts; for example, describing how they determined the total number of dots arranged in a ‘3 fives’ array by saying, ‘I saw 2 fives, which is 10, and then 5 more, which makes 15’</li> <li>recognising problems that can be solved using division and identifying the difference between dividing a set of objects into 3 equal groups and dividing the same set of objects into groups of 3</li> <li>using a Think Board to solve partition and quotition division problems; for example, sharing a prize of $36 between 4 people, using materials, a diagram and skip counting to find the answer, and explaining whether the answer ‘9’ refers to people or dollars</li> <li>using materials or diagrams, and skip counting, to solve repeated equal-quantity multiplication problems; for example, writing a repeated addition number sentence and using skip counting to solve the problem ‘Four trays of biscuits with 6 on each tray – how many biscuits are there?’</li> </ul>
VC2M2N06

Use mathematical modelling to solve practical problems involving additive and multiplicative situations, including money transactions; represent situations and choose calculation strategies; interpret and communicate solutions in terms of the context <ul> <li>modelling practical problems by interpreting an everyday additive or multiplicative situation; for example, making a number of purchases at a store and deciding whether to use addition, subtraction, multiplication or division to solve the problem and justifying the choice of operation, such as ‘I used subtraction to solve this problem as I knew the total and one of the parts, so I needed to subtract to find the missing part’</li> <li>modelling and solving simple money problems involving whole dollar amounts with addition, subtraction, multiplication or division, for example, ‘If each member of our class contributes $5, how much money will we have in total?’</li> <li>modelling and solving practical problems such as deciding how many people should be in each team for a game or sports event, how many teams for a given game can be filled from a class, or how to share out some food or distribute money in whole dollar amounts, including deciding what to do if there is a remainder</li> <li>modelling and solving the problem ‘How many days are there left in this year?’ by using a calendar</li> <li>modelling problems involving equal grouping and sharing in Aboriginal and/or Torres Strait Islander children’s instructive games; for example, in Yangamini from the Tiwi Peoples of Bathurst Island, representing relationships with a number sentence and interpreting and communicating solutions in terms of the context</li> </ul>
VC2M3A03

Recall and demonstrate proficiency with multiplication facts for 3, 4, 5 and 10; extend and apply facts to develop the related division facts <ul> <li>using concrete or virtual materials, groups and repeated addition to recognise patterns and establish the 3, 4, 5 and 10 multiplication facts; for example, using the language of ‘3 groups of 2 equals 6’ to develop into ‘3 twos are 6’ and extend to establish the 3 × 10 multiplication facts and related division facts</li> <li>recognising that when they multiply a number by 5, the resulting number will either end in a 5 or a zero; and using a calculator or spreadsheet to generate a list of the multiples of 5 to develop the multiplication and related division facts for fives</li> <li>practising calculating and deriving multiplication facts for 3, 4, 5 and 10, explaining and recalling the patterns in them and using them to derive related division facts</li> <li>systematically exploring algorithms used for repeated addition, comparing and describing what is happening, and using them to establish the multiplication facts for 3, 4, 5 and 10; for example, following the sequence of steps, the decisions being made and the resulting solution, recognising and generalising any emerging patterns</li> </ul>

teaching resource

Array Races Multiplication Game – Facts 2, 3, 5 and 10

Updated: 18 Oct 2023

Create arrays to fill the board with this fun multiplication game.

Editable: Google Slides, PowerPoint
Non-Editable: PDF
Pages: 1 Page
Years: 2 - 3

Create arrays to fill the board with this fun multiplication game.

Array Multiplication Game

Arrays are a perfect way to model multiplication facts! Making them fun is what this teaching resource is all about!

This multiplication game is an ideal activity to add to your maths rotations for years two and three. Students spin two custom spinners that result in multiplication facts of 2, 3, 5 or 10. They will then create an array on their game board that matches the numbers. On a recording sheet, students will write matching number sentences and the product of each.

The aim is to be the person to fit as many arrays on their board as possible. If a student is unable to fit an array on their board, they get a strike and miss a turn. Three strikes and they are out.

Through this activity, students will show they can represent multiplication as arrays and recall multiplication facts of two, three, five and ten.

Tips for Differentiation + Scaffolding

A team of dedicated, experienced educators created this resource to support your maths lessons.

If you have a mixture of above and below-level learners, check out these suggestions for keeping students on track with the concepts:

🆘 Support Struggling Students

Assist students who need help understanding the concepts by reminding them that the first number in a multiplication number sentence represents the number of rows, and the second number represents the number of columns. A handy tip to remember is that ‘rows’ has fewer letters than ‘columns’.

➕ Challenge Fast Finishers

For students who finish quickly, task them with ordering the number sentences from smallest to largest based on their products.

🧑‍🏫 Group Lesson

Play the game as a whole class or small group where the students verse the teacher. Model your thinking as you place arrays and the labelling number sentences.

Easily Prepare This Resource for Your Students

Use the dropdown icon on the Download button to choose between the PDF or editable PowerPoint or Google Slides version of this resource.

There are two game board versions, the colour background option is intended to be reused (place in a write-and-wipe sleeve or similar) the black and white can be given to students individually and stuck in workbooks.

Print the instructions, spinners and reusable gameboards on thick paper for added durability.

Sustainability Tip: Print a few recording sheets on cardboard and slip them into write-and-wipe sleeves. Students can record their answers with a whiteboard marker, then erase and reuse them.

This resource was created by Beth Hindi, a Teach Starter Collaborator.

Curriculum

VC2M2N05

Multiply and divide by one-digit numbers using repeated addition, equal grouping, arrays and partitioning to support a variety of calculation strategies <ul> <li>making and naming arrays and using bar models to solve simple multiplication or sharing problems; for example, making different arrays to represent 12 and naming them as ‘3 fours’, ‘2 sixes’, ‘4 threes’ and ‘6 twos’, using physical or virtual materials to make arrays or using bar models to demonstrate that ‘3 fours’ is equal to ‘4 threes’</li> <li>finding the total number represented in an array by partitioning the array using subitising and number facts; for example, describing how they determined the total number of dots arranged in a ‘3 fives’ array by saying, ‘I saw 2 fives, which is 10, and then 5 more, which makes 15’</li> <li>recognising problems that can be solved using division and identifying the difference between dividing a set of objects into 3 equal groups and dividing the same set of objects into groups of 3</li> <li>using a Think Board to solve partition and quotition division problems; for example, sharing a prize of $36 between 4 people, using materials, a diagram and skip counting to find the answer, and explaining whether the answer ‘9’ refers to people or dollars</li> <li>using materials or diagrams, and skip counting, to solve repeated equal-quantity multiplication problems; for example, writing a repeated addition number sentence and using skip counting to solve the problem ‘Four trays of biscuits with 6 on each tray – how many biscuits are there?’</li> </ul>
VC2M2N06

Use mathematical modelling to solve practical problems involving additive and multiplicative situations, including money transactions; represent situations and choose calculation strategies; interpret and communicate solutions in terms of the context <ul> <li>modelling practical problems by interpreting an everyday additive or multiplicative situation; for example, making a number of purchases at a store and deciding whether to use addition, subtraction, multiplication or division to solve the problem and justifying the choice of operation, such as ‘I used subtraction to solve this problem as I knew the total and one of the parts, so I needed to subtract to find the missing part’</li> <li>modelling and solving simple money problems involving whole dollar amounts with addition, subtraction, multiplication or division, for example, ‘If each member of our class contributes $5, how much money will we have in total?’</li> <li>modelling and solving practical problems such as deciding how many people should be in each team for a game or sports event, how many teams for a given game can be filled from a class, or how to share out some food or distribute money in whole dollar amounts, including deciding what to do if there is a remainder</li> <li>modelling and solving the problem ‘How many days are there left in this year?’ by using a calendar</li> <li>modelling problems involving equal grouping and sharing in Aboriginal and/or Torres Strait Islander children’s instructive games; for example, in Yangamini from the Tiwi Peoples of Bathurst Island, representing relationships with a number sentence and interpreting and communicating solutions in terms of the context</li> </ul>
VC2M3A03

Recall and demonstrate proficiency with multiplication facts for 3, 4, 5 and 10; extend and apply facts to develop the related division facts <ul> <li>using concrete or virtual materials, groups and repeated addition to recognise patterns and establish the 3, 4, 5 and 10 multiplication facts; for example, using the language of ‘3 groups of 2 equals 6’ to develop into ‘3 twos are 6’ and extend to establish the 3 × 10 multiplication facts and related division facts</li> <li>recognising that when they multiply a number by 5, the resulting number will either end in a 5 or a zero; and using a calculator or spreadsheet to generate a list of the multiples of 5 to develop the multiplication and related division facts for fives</li> <li>practising calculating and deriving multiplication facts for 3, 4, 5 and 10, explaining and recalling the patterns in them and using them to derive related division facts</li> <li>systematically exploring algorithms used for repeated addition, comparing and describing what is happening, and using them to establish the multiplication facts for 3, 4, 5 and 10; for example, following the sequence of steps, the decisions being made and the resulting solution, recognising and generalising any emerging patterns</li> </ul>

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