Third grade is such a critical year for developing the concepts of multiplication and division. It’s important that students get lots of concrete experience making equal groups and representing them with multiplication number sentences.
This post contains affiliate links, which simply means that when you use my link and purchase a product, I receive a small commission. There is no additional cost to you, and I only link to books and products that I personally use and recommend.
This little freebie using dominoes combines a pictorial representation with fact families to provide students with meaningful practice. It’s a great follow-up activity for students who have been working with concrete objects to create equal groups and arrays. Grab yours here.
Check out this post for an addition/subtraction version using number bonds.
can’t get it!
What type of error are you getting? Maybe Google Docs is being glitchy.
i can`t get it either. i feel you`re pain bro
I got it. It works fine. Thank you!
Grade ONEderful
Ruby Slippers Blog Designs
Thanks for letting me know, Barbara!
Love the many uses of dominoes!
Dominoes are just a nice change of pace from number cubes, right? 🙂
How would you use his with the kids? Would you have them do one for, say, the three times table, or are they simply drawing random dominoes and doing several different ones?
I think you could do either, Shannon. You could put only certain dominoes in the workstation if you wanted students to practice a specific table, for example only dominoes with 3s, or you could have them pull random dominoes.
how do you play this game???!!!
i think i might get it now. XD
I am excited to use this with my class. Since I can access dominoes on my Smartboard, we will do one together first. Then, I will let them have fun! Since I have limited dominoes, I was going to try to have some of them do the same concept, except roll dice to get the two numbers.
Donna, How would you go about introducing multiplication and division to Texas 2nd graders without technology? We are sending home paper packets and are asked to teach new material without the use of technology. Please help!
I would suggest contextual situations and have them act out the problems with whatever they can use for counters (dried beans, pasta shapes, etc.). You want them to have concrete experiences of what multiplication means.