Multiplication War Card Game

Multiplication War Card Game
Multiplication War Card Game
Multiplication War Card Game
Multiplication War Card Game
Multiplication War Card Game
Multiplication War Card Game
Multiplication War Card Game
Multiplication War Card Game
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File Type


(82 KB|15 pages)
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  • Product Description
  • StandardsNEW

Have you ever played "War" with a deck of cards? The game is simple. Two (to three) split a deck of cards evenly and each member holds his or her cards face down as to conceal them. Members flip the top card simultaneously and the person with the highest card value wins. Play until one member remains and has all the cards - this person is the winner!

Just like "War," students can play Multiplication War applying the same rules. In this deck, there are 52 cards representing (mostly) fractions, two decimals, and one whole number. There are also three blank cards (which can be written on OR used as a wild card) and an instruction card.

Print page 8 on the back of each of the other pages to create a more professional feel. For sustainability, print on card stock and laminate.

Differentiate using whiteboards for students to show work and practice using multiple strategies. For further application, students may want to write each round and circle the higher value so that conversation may continue in the whole group. This page could even be used as an assessment.

My students LOVED this game and would even play during indoor recess - talk about a teacher's dream. :)

Log in to see state-specific standards (only available in the US).
Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.
Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and-if there is a flaw in an argument-explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.
Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.
Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8.
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.
Total Pages
15 pages
Answer Key
Teaching Duration
30 minutes
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Lizzie Casey

Lizzie Casey

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