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Factor Freeze: A Differentiated Multiplication Game

Grade Levels
3rd - 5th
Standards
Formats Included
  • PDF
  • Compatible with 
    Activities
Pages
4 pages
Compatible with Easel Activities
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Description

Looking for a fun way to help your class with multiplication fact fluency and skills? Do you have students ready for different levels of challenge and want a differentiated multiplication game? Then “Factor Freeze!” is for you!

This game comes with 2 different editions—so you can pick the one that meets your students’ multiplication facts needs. Have everyone play the same version or differentiate so different groups get different games.

Here’s how they work:

The first version is “preprogrammed” with commonly expected products. The game is ready to play with traditional dice.

The second version is blank. Students can fill in their own products which allows you to see their reasoning skills (“11” would not be a good number choice!) and to allow you to alter what dice you use…perhaps wishing to use dice with larger numbers to challenge your students.

All game boards come in color to be laminated for reuse or in black and white to use as reproducibles!

Total Pages
4 pages
Answer Key
N/A
Teaching Duration
N/A
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Standards

to see state-specific standards (only available in the US).
Find all factor pairs for a whole number in the range 1-100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1-100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1-100 is prime or composite.
Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.
Apply properties of operations as strategies to multiply and divide. Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.)
Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = __ ÷ 3, 6 × 6 = ?.
Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.

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