Quick Draw

Curriculum Goal

Junior: Number Sense

• Recall and demonstrate multiplication facts from 0 × 0 to 12 × 12, and related division facts.

Context

• Students play in pairs in person or on a video conference chat.
• Students should be familiar with multiplication facts of various timetables.

Materials

In-person version

• A deck of 40 cards made of four copies of the first 10 multiples of 7, 8 or 9 (e.g., For multiples of 7, there will be four cards for each of the following: 7, 14, 21, 28, 35, 42, 49, 56, 63, 70)

Online version

Lesson

• Each player is dealt 15 cards which remain face down on the table. These cards will be the players deck, and will be placed directly in front of each player.
• In between the players’ piles there will be four piles of cards. The piles found on the furthest left and right will be the replenish piles. Four cards are dealt face down into each one of these replenish piles. The dealer will then place each of the remaining two cards face up into each of the two remaining centre piles.
• Each player then picks up three cards from their deck to hold in their hand.
• Each player takes a turn placing a card on the centre pile. Players must ensure that the card they place is either the subsequent or previous multiple of the number on top of the pile they choose to place their card on (e.g., If playing with multiples of seven and a card in the middle is 49, the player can play either a 42 or a 56).
• When a card is played, players replenish their hand by pulling a card from their face-down deck. Each player must have three cards in their hand at all times.
• If a player cannot place a card on the centre piles, they must pass their turn. If no one can play, each player takes a card from a replenish pile and places it face up on the centre piles, and the game continues.
• The game is won when one player runs out of cards.

Look Fors

• What strategies do students use to recall multiples (e.g., memorized facts, mental math, manipulatives, etc.)?
• Are students able to successfully place both larger and smaller multiples throughout the game?
• What strategies do students use when placing their cards? Do students take into account the other multiples in their hand?

Extension

• Play the game with larger multiples (e.g., 12, 13, 14).
• Increase the number of multiples used (e.g., instead of using the first 10 multiples of a number, use the first 15 multiples of that number).