teaching resource

Skip Counting by 2,3,4,5 and 10 Board Game

Updated: 17 Oct 2023

Have students correctly answer problems involving skip counting and multiplication to be the first to lay down 4 game pieces in a row!

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

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>
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>

teaching resource

Skip Counting by 2,3,4,5 and 10 Board Game

Updated: 17 Oct 2023

Have students correctly answer problems involving skip counting and multiplication to be the first to lay down 4 game pieces in a row!

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

Have students correctly answer problems involving skip counting and multiplication to be the first to lay down 4 game pieces in a row!

Skip Counting (Multiplication Strategy) Board Game

Students will love can practising their skip counting and multiplying skills while playing this fun, spinner-style board game.

Use this board game as a Maths rotation or other small group activity, or add it to your collection of board games for free-choice activities or wet weather lunches.

This download includes a set of directions, game pieces, 2 game spinners, a game board, a student recording sheet, and an answer key.

How to Play Skip Counting Spinner

Start by having each player select a game piece colour. The youngest person goes first. Player 1 spins both spinners and uses the two numbers to create a multiplication expression.

While writing the expression on the recording sheet, Player 1 must find the answer on the game board and place a game piece on top of it.

Player 2 must check the answer to make sure Player 1 is correct. Now, it is Player 2’s turn following the same steps.

If a game piece already covers an answer, the play moves on to the next player. The first player to get 4 pieces in a row (horizontal, vertical, or diagonal) first wins!

Easily Prepare This Skip Counting Game

Use the dropdown icon on the Download button to choose between the PDF or Google Slides version of this resource. A recording sheet and answer key are also included with this download.

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

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 and then erase and reuse them.

This resource was created by Brittany Kellogg, a teacher and Teach Starter Collaborator.

Don’t stop there! We’ve got more great maths games to take your teaching to the next level!

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Fact Family Matching Game (Multiplication and Division)

Use this engaging and fun game to practise fact families and the relationship between multiplication and division.

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>
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>

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