teaching resource

Multiplication and Division Fact Families – Memory Game

Updated: 01 Nov 2023

Teach multiplication and division fact families with a fun printable memory game.

Editable: Google Slides, PowerPoint
Non-Editable: PDF
Pages: 1 Page
Years: 3 - 4

Curriculum

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>
VC2M4A02

Recall and demonstrate proficiency with multiplication facts up to 10 × 10 and related division facts, and explain the patterns in these; extend and apply facts to develop efficient mental and written strategies for computation with larger numbers without a calculator <ul> <li>using arrays on grid paper or created with blocks or counters to develop, represent and explain patterns in multiplication facts up to 10 × 10; and using the arrays to explain the related division facts</li> <li>using materials or diagrams to develop and record multiplication strategies such as doubling, halving, commutativity and adding one more or subtracting from a group to reach a known fact; for example, creating multiples of 3 on grid paper and doubling to find multiples of 6, and recording and explaining the connections to the × 3 and × 6 multiplication facts: 3, 6, 9, … doubled is 6, 12, 18, …</li> <li>using known multiplication facts for 2, 3, 5 and 10 to establish multiplication facts for 4, 6, 7, 8 and 9 in different ways; for example, using multiples of 10 to establish the multiples of 9 as ‘to multiply a number by 9 you multiply by 10 then take the number away’: 9 × 4 = 10 × 4 − 4, so 9 × 4 is 40 − 4 = 36; or using multiples of 3 as ‘to multiply a number by 9 you multiply by 3, and then multiply the result by 3 again’</li> <li>using arrays and known multiplication facts for twos and fives to develop the multiplication facts for sevens, applying the distributive property of multiplication; for example, when finding 6 × 7, knowing that 7 is made up of 2 and 5, and using an array to show that 6 × 7 is the same as 6 × 2 + 6 × 5 = 12 + 30, which is 42</li> </ul>

teaching resource

Multiplication and Division Fact Families – Memory Game

Updated: 01 Nov 2023

Teach multiplication and division fact families with a fun printable memory game.

Editable: Google Slides, PowerPoint
Non-Editable: PDF
Pages: 1 Page
Years: 3 - 4

Teach multiplication and division fact families with a fun printable memory game.

Remembering Multiplication and Division Fact Families

With this resource, students will aim to recall matching fact families for multiplication and related division facts to 10 × 10.

To play, students lay out the number fact cards face-down and take turns flipping over two cards at a time to see if they are part of a fact family.

Choose to focus on one set of multiplication facts, e.g., multiples of four, or play a mega round of all multiples (that might go over several lessons).

There is also a second version of the activity (indicated with a purple background). This version focuses solely on multiplication and division facts of twos, threes, fives and tens.

Through this activity, students will recall multiplication and matching division facts.

How Do Fact Families Help Students Learn Multiplication and Division?

Fact families can be used in all of the four major maths operations, and that includes exploring the multiplication and division equations that use the same group of numbers. A fact family typically consists of three numbers — two factors and their product, or a dividend and its divisor — which are related to each other through multiplication and division.

For example, the fact family for the numbers 3, 4 and 12 would be:

3 x 4 = 12
4 x 3 = 12
12 ÷ 3 = 4
12 ÷ 4 = 3

In this ‘family,’ the multiplication equations are related to the division equations, and all four equations involve the same three numbers: 3, 4 and 12.

Looking at equations this way helps students better visualise the relationship that exists between multiplication and division, but that’s not the only benefit.

By setting maths problems up in the form of fact families, we help students develop the fluency they will need to move on to more complex equations. Instead of memorising individual facts in the form of a times table, they can see patterns and relationships between numbers that help them remember the facts more easily.

This use of fact families can help students solve more complex multiplication and division problems by using what they already know about the relationships between numbers. For example, if they know that 6 x 8 = 48, they can use that knowledge to figure out that 48 ÷ 6 = 8 and 48 ÷ 8 = 6.

Tips for Differentiation + Scaffolding

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

In addition to individual student work time, use this maths game to enhance learning through guided maths groups, whole class lessons, or remote learning assignments.

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 providing them with fact charts they can refer to while playing the game.

➕ Challenge Fast Finishers

Challenge more capable students with listing all facts for each family using the commutative property.

Easily Prepare This Resource for Your Students

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

Print on cardboard for added durability and longevity. Place all pieces in a folder or large envelope for easy access.

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

Curriculum

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>
VC2M4A02

Recall and demonstrate proficiency with multiplication facts up to 10 × 10 and related division facts, and explain the patterns in these; extend and apply facts to develop efficient mental and written strategies for computation with larger numbers without a calculator <ul> <li>using arrays on grid paper or created with blocks or counters to develop, represent and explain patterns in multiplication facts up to 10 × 10; and using the arrays to explain the related division facts</li> <li>using materials or diagrams to develop and record multiplication strategies such as doubling, halving, commutativity and adding one more or subtracting from a group to reach a known fact; for example, creating multiples of 3 on grid paper and doubling to find multiples of 6, and recording and explaining the connections to the × 3 and × 6 multiplication facts: 3, 6, 9, … doubled is 6, 12, 18, …</li> <li>using known multiplication facts for 2, 3, 5 and 10 to establish multiplication facts for 4, 6, 7, 8 and 9 in different ways; for example, using multiples of 10 to establish the multiples of 9 as ‘to multiply a number by 9 you multiply by 10 then take the number away’: 9 × 4 = 10 × 4 − 4, so 9 × 4 is 40 − 4 = 36; or using multiples of 3 as ‘to multiply a number by 9 you multiply by 3, and then multiply the result by 3 again’</li> <li>using arrays and known multiplication facts for twos and fives to develop the multiplication facts for sevens, applying the distributive property of multiplication; for example, when finding 6 × 7, knowing that 7 is made up of 2 and 5, and using an array to show that 6 × 7 is the same as 6 × 2 + 6 × 5 = 12 + 30, which is 42</li> </ul>

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