teaching resource

Monster Multiplication Match-Up (2-digit by 1-digit)

Updated: 14 Mar 2022

A match-up activity to practise multiplying a 2-digit number by a 1-digit number.

Editable: Google Slides
Non-Editable: PDF
Pages: 7 Pages
Years: 5 - 6

Curriculum

VC2M5N06

Solve problems involving multiplication of larger numbers by one- or two-digit numbers, choosing efficient mental and written calculation strategies and using digital tools where appropriate; check the reasonableness of answers <ul> <li>solving multiplication problems such as 253 × 4 using a doubling strategy, for example, 2 × 253 = 506 and 2 × 506 = 1012</li> <li>solving multiplication problems like 15 × 16 by thinking of factors of both numbers, 15 = 3 × 5, 16 = 2 × 8, and rearranging the factors to make the calculation easier, 5 × 2 = 10, 3 × 8 = 24 and 10 × 24 = 240</li> <li>using an array to show place value partitioning to solve multiplication, such as 324 × 8, thinking 300 × 8 = 2400, 20 × 8 = 160, 4 × 8 = 32 then adding the parts, 2400 + 160 + 32 = 2592; and connecting the parts of the array to a standard written algorithm</li> <li>using different strategies used to multiply numbers, and explaining how they work and if they have any limitations; for example, discussing how the Japanese visual method for multiplication is not effective for multiplying larger numbers</li> </ul>
VC2M5N07

Solve problems involving division, choosing efficient mental and written strategies and using digital tools where appropriate; interpret any remainder according to the context and express results as a whole number, decimal or fraction <ul> <li>interpreting and solving everyday division problems such as ‘How many buses are needed if there are 436 passengers and each bus carries 50 people?’, deciding whether to round up or down in order to accommodate the remainder and justifying choices</li> <li>solving division problems mentally, such as 72 divided by 9, 72 ÷ 9, by thinking, ‘How many nines make 72?’, □ x 9 = 72, or ‘Share 72 equally 9 ways’</li> <li>using the fact that equivalent division calculations result if both numbers are divided by the same factor</li> </ul>
VC2M5N09

Use mathematical modelling to solve practical problems involving additive and multiplicative situations, including simple financial planning contexts; formulate the problems, choosing operations and efficient mental and written calculation strategies, and using digital tools where appropriate; interpret and communicate solutions in terms of the situation <ul> <li>modelling an everyday situation and determining which operations can be used to solve it using materials, diagrams, arrays and/or bar models to represent the problem; formulating the situation as a number sentence; and justifying their choice of operations in relation to the situation</li> <li>modelling a series of contextual problems, deciding whether an exact answer or an approximate calculation is appropriate, and explaining their reasoning in relation to the context and the numbers involved</li> <li>modelling financial situations such as creating financial plans; for example, creating a budget for a class fundraising event, using a spreadsheet to tabulate data and perform calculations</li> <li>investigating how mathematical models involving combinations of operations can be used to represent songs, stories and/or dances of Aboriginal and Torres Strait Islander Peoples</li> </ul>

teaching resource

Monster Multiplication Match-Up (2-digit by 1-digit)

Updated: 14 Mar 2022

A match-up activity to practise multiplying a 2-digit number by a 1-digit number.

Editable: Google Slides
Non-Editable: PDF
Pages: 7 Pages
Years: 5 - 6

A match-up activity to practise multiplying a 2-digit number by a 1-digit number.

Use this match-up activity with your students as a way to practice multiplying a 2-digit number by a 1-digit number.

Instructions

1. Students shuffle the cards and place them face up in the middle of the playing area.
2. Students take turns solving the multiplication problems using a method of their choice.
3. Once they have calculated their answer, students find the corresponding answer card and place it with their problem card to make a pair.
4. When all of the matches have been made, students check their work using a calculator.

Ideas for Alternate Play

Set a limit to the number of times each method can be used.
Make the task a timed competition.
Use MAB blocks to represent each question.

Why not review some effective multi-digit multiplication strategies before playing the game?[resource:184700]

This resource was created by Talia Buonopane, a Teach Starter Collaborator.

Curriculum

VC2M5N06

Solve problems involving multiplication of larger numbers by one- or two-digit numbers, choosing efficient mental and written calculation strategies and using digital tools where appropriate; check the reasonableness of answers <ul> <li>solving multiplication problems such as 253 × 4 using a doubling strategy, for example, 2 × 253 = 506 and 2 × 506 = 1012</li> <li>solving multiplication problems like 15 × 16 by thinking of factors of both numbers, 15 = 3 × 5, 16 = 2 × 8, and rearranging the factors to make the calculation easier, 5 × 2 = 10, 3 × 8 = 24 and 10 × 24 = 240</li> <li>using an array to show place value partitioning to solve multiplication, such as 324 × 8, thinking 300 × 8 = 2400, 20 × 8 = 160, 4 × 8 = 32 then adding the parts, 2400 + 160 + 32 = 2592; and connecting the parts of the array to a standard written algorithm</li> <li>using different strategies used to multiply numbers, and explaining how they work and if they have any limitations; for example, discussing how the Japanese visual method for multiplication is not effective for multiplying larger numbers</li> </ul>
VC2M5N07

Solve problems involving division, choosing efficient mental and written strategies and using digital tools where appropriate; interpret any remainder according to the context and express results as a whole number, decimal or fraction <ul> <li>interpreting and solving everyday division problems such as ‘How many buses are needed if there are 436 passengers and each bus carries 50 people?’, deciding whether to round up or down in order to accommodate the remainder and justifying choices</li> <li>solving division problems mentally, such as 72 divided by 9, 72 ÷ 9, by thinking, ‘How many nines make 72?’, □ x 9 = 72, or ‘Share 72 equally 9 ways’</li> <li>using the fact that equivalent division calculations result if both numbers are divided by the same factor</li> </ul>
VC2M5N09

Use mathematical modelling to solve practical problems involving additive and multiplicative situations, including simple financial planning contexts; formulate the problems, choosing operations and efficient mental and written calculation strategies, and using digital tools where appropriate; interpret and communicate solutions in terms of the situation <ul> <li>modelling an everyday situation and determining which operations can be used to solve it using materials, diagrams, arrays and/or bar models to represent the problem; formulating the situation as a number sentence; and justifying their choice of operations in relation to the situation</li> <li>modelling a series of contextual problems, deciding whether an exact answer or an approximate calculation is appropriate, and explaining their reasoning in relation to the context and the numbers involved</li> <li>modelling financial situations such as creating financial plans; for example, creating a budget for a class fundraising event, using a spreadsheet to tabulate data and perform calculations</li> <li>investigating how mathematical models involving combinations of operations can be used to represent songs, stories and/or dances of Aboriginal and Torres Strait Islander Peoples</li> </ul>

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4 Comments

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Lisa Fahy · 3 years ago

Hi, a tad disappointing to print, laminate and cut up all the cards to find that two of the answers do not match. 82 x 2 (is not 239) and 80 x 8 (not 160).
- Stephanie (Teach Starter) · 3 years ago
  
  Hi Lisa, I'm sorry you had to experience this... it would have been very frustrating! The resource is being fixed and the new version will be available for download later in the day. My apologies once again for the inconvenience! Have a great day.
Matt Leech · 4 years ago

Just at a glance I noticed the 66 x 0 question's match was 66, not 0.
- Trish (Teach Starter) · 4 years ago
  
  Thanks for bringing this to our attention, Matt! We'll get that fixed up straight away.