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Written by Suzanne Walsh. © Ready-Ed Publications - 2004 Published by Ready-Ed Publications P.O. Box 276 Greenwood WA 6024 Email: info@readyed.com.au Website: www.readyed.com.au COPYRIGHT NOTICE Permission is granted for the purchaser to photocopy sufficient copies for non-commercial educational purposes. However this permission is not transferable and applies only to the purchasing individual or institution. ISBN 1 86397 596 9

Teachers’ Notes These maths games are an ideal resource to bring students up to speed with their number skills, particularly in multiplication. Many students who fail to grasp the basics continue to struggle with maths as they move into the upper levels and into secondary education. Students are usually reluctant to complete pages of multiplication sums that often bear no meaning for them. Through the use of the games included in this book, the teacher will be providing appealing and challenging learning opportunities that will inspire students to master their knowledge of times tables and basic number facts.

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An opportunity to talk with peers about a maths focus in an “incidental” setting makes learning more meaningful and consolidates understandings. Using games fosters confidence that many children lack when approaching mathematical tasks. These games are suitable for several different age groups according to their needs.

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All games have clear and simple instructions so that interest is maintained. They may be used in a variety of ways: in small groups; in pairs; in class sessions with several different games, and the groups rotate; for “early finishers”; as a homework exercise to be shared in a family setting; in libraries as a lunchtime activity; in special education units; for peer tutoring; as a class resource for revision and consolidation; as an activity for observing mathematical thinking, skills and strategies.

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Presentation

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Games may be laminated in A3 or A4 size, preferably on coloured card. Cards with images (junior levels) can be coloured in prior to laminating. Templates are included allowing for teachers to add their own numbers and so on.

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A copy of the answers (see tables charts on Page 56) should be made available so that any student who is still becoming familiar with the material, or who has difficulty with the multiplication concepts, is able to play confidently. This is also helpful for children who know most of the answers, but still have trouble with one or two sections. The teacher or parent may gradually guide the child to become less dependent on the answer sheets as they become more confident. Answers are included in the back of the book and can be increased to A3 size for ease of use. They can also be cut out and stapled together to form a Times Tables reference booklet. These games are also popular with families, as they engage siblings at different maths levels in an enjoyable activity. Wherever these games are played, children are thinking mathematically!

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Contents

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Teachers’ Notes ............................................................................................... 2 Links to Student Outcome Statements ........................................................... 4 Dice Games 1 x Tables .......................................................................................................... 5 2 x Tables.......................................................................................................... 6 3 x Tables........................................................................................................... 7 4 x Tables.......................................................................................................... 8 5 x Tables.......................................................................................................... 9 6 x Tables......................................................................................................... 10 7 x Tables .......................................................................................................... 11 8 x Tables......................................................................................................... 12 9 x Tables......................................................................................................... 13 10 x Tables ....................................................................................................... 14 11 x Tables ........................................................................................................ 15 12 x Tables ....................................................................................................... 16 Template .......................................................................................................... 17 4 In A Row 1 x tables .......................................................................................................... 18 2 x tables ......................................................................................................... 19 3 x tables ........................................................................................................ 20 4 x tables ......................................................................................................... 21 5 x tables ........................................................................................................ 22 6 x tables ........................................................................................................ 23 7 x tables ........................................................................................................ 24 8 x tables ........................................................................................................ 25 9 x tables ........................................................................................................ 26 10 x tables ...................................................................................................... 27 11 x tables ....................................................................................................... 28 12 x tables ...................................................................................................... 29 4 In A Box Teaching Points .............................................................................................. 30 Dice + 1 ............................................................................................................ 31 Dice + 2 .......................................................................................................... 32 Dice + 3 .......................................................................................................... 33 Dice + 4 .......................................................................................................... 34 2 Dice - 1 x tables ........................................................................................... 35 2 Dice - 2 x tables .......................................................................................... 36 2 Dice - 3 x tables .......................................................................................... 37 2 Dice - 4 x tables .......................................................................................... 38 2 Dice - 5 x tables .......................................................................................... 39 2 Dice - 6 x tables .......................................................................................... 40 2 Dice - 7 x tables ........................................................................................... 41 2 Dice - 8 x tables .......................................................................................... 42 2 Dice - 9 x tables .......................................................................................... 43 2 Dice - 10 x tables ........................................................................................ 44 2 Dice - 11 x tables ......................................................................................... 45 2 Dice - 12 x tables ........................................................................................ 46 Doubles 2 - 12................................................................................................ 47 Doubles 2 - 12 + 1 more ............................................................................... 48 Doubles 2 - 12 + 2 more .............................................................................. 49 Doubles 2 - 12 + 3 more .............................................................................. 50 Doubles 1 - 6 ................................................................................................... 51 Doubles 1 - 6 + 1 more.................................................................................. 52 Doubles 1 - 6 + 2 more ................................................................................. 53 Doubles 1 - 6 + 3 more ................................................................................. 54 4 In A Box - Template .................................................................................... 55

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Answers (x Tables) ...................................................................................... 56 Ready-Ed Publications

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Links to Student Outcome Statements Links to Maths Outcome Statements (AUS) and Achievement Objectives (NZ) The activities in this book address the following relevant strands and outcomes.

V ictoria MATHS Strand: Number Numbers, Counting and Numeration: 2.1, 2.3; Mental Computation and Estimation: 2.1, 2.2, 3.3; Number Patterns and Relationships: 2.1, 2.2, 2.3.

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MATHS Strand: Number Sub-strands: Whole Numbers – N 2.1(a); Number Facts – N2.3(b); Number Operations – N 2.4(a).

South Australia MATHS Strand: Number – 2.6, 2.7.

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MATHS Strand: Number Topics – Number Concepts: N 2.1; Addition and Subtraction – N 2.2; Multiplication and Division – N 2.3.

MATHS Strand: Number Sub-strands: Understand Numbers – N 2.1; Understand Operations – N 2.2; Calculate – N 2.3; Reason About Number Patterns – N 2.4.

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MATHS Strand: Number Sub-strands: Count and Order – 2.1; Number Patterns – 2.12; Equations – 2.13; Mental Computation – 2.15; Sub-strands: Using Problem Solving Strategies – 3.3; Strand: Viewing V2.

New Zealand MATHS – Achievement Objectives Strand: Number: Exploring number - Level 2; Strand: Number: Exploring computation and estimation - Level 2; Strand: Algebra: Exploring patterns and relationships - Level 2. Page 4

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Each player has a different coloured counter. Roll the dice. If you land on an empty space, stay there until your next roll. If you land on a space with a number, work out how many 1’s are in that number. You may then move that many more spaces. For example, if you land on 5, you may go 5 more spaces, then follow any arrows you land on. First to the end wins.

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Each player has a different coloured counter. Roll the dice. If you land on an empty space, stay there until your next roll. If you land on a space with a number, work out how many 2’s are in that number. You may then move that many more spaces. For example, if you land on 10, you may go 5 more spaces, then follow any arrows you land on. First to the end wins.

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Each player has a different coloured counter. Roll the dice. If you land on an empty space, stay there until your next roll. If you land on a space with a number, work out how many 3’s are in that number. You may then move that many more spaces. For example, if you land on 15, you may go 5 more spaces, then follow any arrows you land on. First to the end wins.

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Each player has a different coloured counter. Roll the dice. If you land on an empty space, stay there until your next roll. If you land on a space with a number, work out how many 4’s are in that number. You may then move that many more spaces. For example, if you land on 20, you may go 5 more spaces, then follow any arrows you land on. First to the end wins.

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Each player has a different coloured counter. Roll the dice. If you land on an empty space, stay there until your next roll. If you land on a space with a number, work out how many 6’s are in that number. You may then move that many more spaces. For example, if you land on 30, you may go 5 more spaces, then follow any arrows you land on. First to the end wins.

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Each player has a different coloured counter. Roll the dice. If you land on an empty space, stay there until your next roll. If you land on a space with a number, work out how many 7’s are in that number. You may then move that many more spaces. For example, if you land on 35, you may go 5 more spaces, then follow any arrows you land on. First to the end wins.

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Each player has a different coloured counter. Roll the dice. If you land on an empty space, stay there until your next roll. If you land on a space with a number, work out how many 9’s are in that number. You may then move that many more spaces. For example, if you land on 45, you may go 5 more spaces, then follow any arrows you land on. First to the end wins.

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Each player has a different coloured counter. Roll the dice. If you land on an empty space, stay there until your next roll. If you land on a space with a number, work out how many 10’s are in that number. You may then move that many more spaces. For example, if you land on 50, you may go 5 more spaces, then follow any arrows you land on. First to the end wins.

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Each player has a different coloured counter. Roll the dice. If you land on an empty space, stay there until your next roll. If you land on a space with a number, work out how many __’s are in that number. You may then move that many more spaces. For example, if you land on __, you may go __ more spaces, then follow any arrows you land on. First to the end wins.

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Each player has several counters of the same colour. Roll 2 dice and add the two numbers together, then multiply by 2. For example, If you roll a 1 and a 4, that’s 5. 5 x 2 = 10. Put a counter on a 10 box. The first player with 4 in a row vertically, horizontally or diagonally is the winner.

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T eacand add the two numbers together, Each player has several counters of the same colour. Roll 2 dice h15. Put a counter on a 15 box. The then multiply by 3. For example, If you roll a 1 and a 4, that’s 5. 5 x 3 =e r first player with 4 in a row vertically, horizontally or diagonally is the winner.

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Each player has several counters of the same colour. Roll 2 dice and add the two numbers together, then multiply by 4. For example, If you roll a 1 and a 4, that’s 5. 5 x 4 = 20. Put a counter on a 20 box. The first player with 4 in a row vertically, horizontally or diagonally is the winner.

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T eacand add the two numbers together, Each player has several counters of the same colour. Roll 2 dice h25. Put a counter on a 25 box. The then multiply by 5. For example, If you roll a 1 and a 4, that’s 5. 5 x 5 =e r first player with 4 in a row vertically, horizontally or diagonally is the winner.

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Each player has several counters of the same colour. Roll 2 dice and add the two numbers together, then multiply by 6. For example, If you roll a 1 and a 4, that’s 5. 5 x 6 = 30. Put a counter on a 30 box. The first player with 4 in a row vertically, horizontally or diagonally is the winner.

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T eacand add the two numbers together, Each player has several counters of the same colour. Roll 2 dice h35. Put a counter on a 35 box. The then multiply by 7. For example, If you roll a 1 and a 4, that’s 5. 5 x 7 =e r first player with 4 in a row vertically, horizontally or diagonally is the winner.

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Each player has several counters of the same colour. Roll 2 dice and add the two numbers together, then multiply by 8. For example, If you roll a 1 and a 4, that’s 5. 5 x 8 = 40. Put a counter on a 40 box. The first player with 4 in a row vertically, horizontally or diagonally is the winner.

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T eacand add the two numbers together, Each player has several counters of the same colour. Roll 2 dice h45. Put a counter on a 45 box. The then multiply by 9. For example, If you roll a 1 and a 4, that’s 5. 5 x 9 =e r first player with 4 in a row vertically, horizontally or diagonally is the winner.

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Each player has several counters of the same colour. Roll 2 dice and add the two numbers together, then multiply by 10. For example, If you roll a 1 and a 4, that’s 5. 5 x 10 = 50. Put a counter on a 50 box. The first player with 4 in a row vertically, horizontally or diagonally is the winner.

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T eacand add the two numbers together, Each player has several counters of the same colour. Roll 2 dice h55. Put a counter on a 55 box. The then multiply by 11. For example, If you roll a 1 and a 4, that’s 5. 5 x 11 =e r first player with 4 in a row vertically, horizontally or diagonally is the winner.

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Each player has several counters of the same colour. Roll 2 dice and add the two numbers together, then multiply by 12. For example, If you roll a 1 and a 4, that’s 5. 5 x 12 = 60. Put a counter on a 60 box. The first player with 4 in a row vertically, horizontally or diagonally is the winner.

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Teaching Points for the FFollowing ollowing Games These games range in ability from junior primary to the upper levels and are ideal for students who need extra practice with number skills. There are a number of ways they can be used within the classroom setting. The rules can be changed according to the amount of working time available and the ability level of the card. The games can be used with all levels depending on the abilities of the students. They are sequenced according to the level of difficulty.

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If being used during a games session the games can continue until a student has gathered the most tokens at the end of the given time. If the games are being used as an early finisher activity then the rules can be changed so as the winner is declared after the first person wins a token. Instructions

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Instructions are given at the top of each card. Each card requires two dice, a set of counters and a set of tokens. There is no limit as to how many people play the game at one time. These have been illustrated with images to make them more appealing for the lower grades. Ask the students to colour them in before they are laminated. Template

A template has been included on Page 55. Ideally, this sheet can be enlarged onto card and laminated. The teacher can then write numbers on in coloured markers allowing for re-use and variety. Older students may even like to write the numbers in themselves.

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© ReadyEdPubl i cat i ons These games are an ideal “take-home” package that can be played with siblings or even parents. They provide• excellent ofe multiplication facts using a challenging andn enjoyable approach. f oreinforcement rr evi w pu r po seso l y• Home Use

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Each player has several counters the same colour. Roll the dice and add 2 more. Put a counter in the box. When you have 4 counters in a box, take a token. First person with a token wins, or for an extended game, the person with the most tokens wins.

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Each player has several counters the same colour. Roll the dice and add 4 more. Put a counter in the box. When you have 4 counters in a box, take a token. First person with a token wins, or for an extended game, the person with the most tokens wins.

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ach Each player has several counters the same colour. Roll two dice together and add, then multiply by 1. For e example, if you roll a 6 and a 3, that’s 9, then multiply by 1, that’s 9. Putr a counter in the box. When you have 4 counters in a box, take a token. First person with a token wins, or for an extended game, the

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Each player has several counters the same colour. Roll two dice together and add, then multiply by 2. For example, if you roll a 6 and a 3, that’s 9, then multiply by 2, that’s 18. Put a counter in the box. When you have 4 counters in a box, take a token. First person with a token wins, or for an extended game, the person with the most tokens wins.

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ach Each player has several counters the same colour. Roll two dice together and add, then multiply by 3. For e example, if you roll a 6 and a 3, that’s 9, then multiply by 3, that’s 27. Putr a counter in the box. When you have 4 counters in a box, take a token. First person with a token wins, or for an extended game, the

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Each player has several counters the same colour. Roll two dice together and add, then multiply by 4. For example, if you roll a 6 and a 3, that’s 9, then multiply by 4, that’s 36. Put a counter in the box. When you have 4 counters in a box, take a token. First person with a token wins, or for an extended game, the person with the most tokens wins.

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ach Each player has several counters the same colour. Roll two dice together and add, then multiply by 5. For e example, if you roll a 6 and a 3, that’s 9, then multiply by 5, that’s 45. Putr a counter in the box. When you have 4 counters in a box, take a token. First person with a token wins, or for an extended game, the

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Each player has several counters the same colour. Roll two dice together and add, then multiply by 6. For example, if you roll a 6 and a 3, that’s 9, then multiply by 6, that’s 54. Put a counter in the box. When you have 4 counters in a box, take a token. First person with a token wins, or for an extended game, the person with the most tokens wins.

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ach Each player has several counters the same colour. Roll two dice together and add, then multiply by 7. For e example, if you roll a 6 and a 3, that’s 9, then multiply by 7, that’s 63. Putr a counter in the box. When you have 4 counters in a box, take a token. First person with a token wins, or for an extended game, the

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Each player has several counters the same colour. Roll two dice together and add, then multiply by 8. For example, if you roll a 6 and a 3, that’s 9, then multiply by 8, that’s 72. Put a counter in the box. When you have 4 counters in a box, take a token. First person with a token wins, or for an extended game, the person with the most tokens wins.

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ach Each player has several counters the same colour. Roll two dice together and add, then multiply by 9. For e example, if you roll a 6 and a 3, that’s 9, then multiply by 9, that’s 81. Putr a counter in the box. When you have 4 counters in a box, take a token. First person with a token wins, or for an extended game, the

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Each player has several counters the same colour. Roll two dice together and add, then multiply by 10. For example, if you roll a 6 and a 3, that’s 9, then multiply by 10, that’s 90. Put a counter in the box. When you have 4 counters in a box, take a token. First person with a token wins, or for an extended game, the person with the most tokens wins.

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ach Each player has several counters the same colour. Roll two dice together and add, then multiply by 11. For e example, if you roll a 6 and a 3, that’s 9, then multiply by 11, that’s 99. Putr a counter in the box. When you have 4 counters in a box, take a token. First person with a token wins, or for an extended game, the

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Each player has several counters the same colour. Roll two dice together and add, then multiply by 12. For example, if you roll a 6 and a 3, that’s 9, then multiply by 12, that’s 108. Put a counter in the box. When you have 4 counters in a box, take a token. First person with a token wins, or for an extended game, the person with the most tokens wins.

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Each player has several counters the same colour. Roll two dice together and add, then double it. Then add 1 more. For example, if you roll a 6 and a 3, that’s 9, then 9 + 9 = 18 and 1 more makes 19. Put a counter in the 19 box. When you have 4 counters in a box, take a token. First person with a token wins, or for an extended game, the person with the most tokens wins.

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4e In a Box Doubles 2 - 12 + 2 more T ach Each player has several counters the same colour. Roll two dice together and add, then double it. Then e add 2 more. For example, if you roll a 6 and a 3, that’s 9, then 9 + 9 =r 18 and 2 more makes 20. Put a

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Each player has several counters the same colour. Roll two dice together and add, then double it. Then add 3 more. For example, if you roll a 6 and a 3, that’s 9, then 9 + 9 = 18 and 3 more makes 21. Put a counter in the 21 box. When you have 4 counters in a box, take a token. First person with a token wins, or for an extended game, the person with the most tokens wins.

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Each player has several counters the same colour. Roll the dice and double the number, then add 1 more. For example, if you roll a 5, then 5 + 5 = 10 and 1 more makes 11. Put a counter in the 11 box. When you have 4 counters in a box, take a token. First person with a token wins, or for an extended game, the person with the most tokens wins.

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4e In a Box Doubles 1 - 6 + 2 more T ach Each player has several counters the same colour. Roll the dice and double the number, then add 2 e more. For example, if you roll a 5, then 5 + 5 = 10 and 2 more makes 12. Put ra counter in the 12 box. When

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Each player has several counters the same colour. Roll the dice and double the number, then add 3 more. For example, if you roll a 5, then 5 + 5 = 10 and 3 more makes 13. Put a counter in the 13 box. When you have 4 counters in a box, take a token. First person with a token wins, or for an extended game, the person with the most tokens wins.

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Answer Sheets for Times TTables ables (1-12) For ease of use, students can create booklets by cutting along the lines below and stapling each set of answers together in order from 1-12. Alternatively, the tables can be enlarged and photocopied onto coloured card for display around the room. As students become less reliant on the tables, they can be slowly phased out of view. 2 x Ta b le s

3 x Ta b le s

1x1=1 2x1=2 3x1=3 4x1=4 5x1=5 6x1=6 7x1=7 8x1=8 9x1=9 10 x 1 = 10 11 x 1 = 11 12 x 1 = 12

1x2=2 2x2=4 3x2=6 4x2=8 5 x 2 = 10 6 x 2 = 12 7 x 2 = 14 8 x 2 = 16 9 x 2 = 18 10 x 2 = 20 11 x 2 = 22 12 x 2 = 24

1x3=3 2x3=6 3x3=9 4 x 3 = 12 5 x 3 = 15 6 x 3 = 18 7 x 3 = 21 8 x 3 = 24 9 x 3 = 27 10 x 3 = 30 11 x 3 = 33 12 x 3 = 36

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1x4=4 2x4=8 3 x 4 = 12 4 x 4 = 16 5 x 4 = 20 6 x 4 = 24 7 x 4 = 28 8 x 4 = 32 9 x 4 = 36 10 x 4 = 40 11 x 4 = 44 12 x 4 = 48

1x5=5 2 x 5 = 10 3 x 5 = 15 4 x 5 = 20 5 x 5 = 25 6 x 5 = 30 7 x 5 = 35 8 x 5 = 40 9 x 5 = 45 10 x 5 = 50 11 x 5 = 55 12 x 5 = 60

1x6=6 2 x 6 = 12 3 x 6 = 18 4 x 6 = 24 5 x 6 = 30 6 x 6 = 36 7 x 6 = 42 8 x 6 = 48 9 x 6 = 54 10 x 6 = 60 11 x 6 = 66 12 x 6 = 72

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1x7=7 2 x 7 = 14 3 x 7 = 21 4 x 7 = 28 5 x 7 = 35 6 x 7 = 42 7 x 7 = 49 8 x 7 = 56 9 x 7 = 63 10 x 7 = 70 11 x 7 = 77 12 x 7 = 84

1x8=8 2 x 8 = 16 3 x 8 = 24 4 x 8 = 32 5 x 8 = 40 6 x 8 = 48 7 x 8 = 56 8 x 8 = 64 9 x 8 = 72 10 x 8 = 80 11 x 8 = 88 12 x 8 = 96

1x9=9 2 x 9 = 18 3 x 9 = 27 4 x 9 = 36 5 x 9 = 45 6 x 9 = 54 7 x 9 = 63 8 x 9 = 72 9 x 9 = 81 10 x 9 = 90 11 x 9 = 99 12 x 9 = 108

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1 x 11 = 11 2 x 11 = 22 3 x 11 = 33 4 x 11 = 44 5 x 11 = 55 6 x 11 = 66 7 x 11 = 77 8 x 11 = 88 9 x 11 = 99 10 x 11 = 110 11 x 11 = 121 12 x 11 = 132

1 x 12 = 12 2 x 12 = 24 3 x 12 = 36 4 x 12 = 48 5 x 12 = 60 6 x 12 = 72 7 x 12 = 84 8 x 12 = 96 9 x 12 = 108 10 x 12 = 120 11 x 12 = 132 12 x 12 = 144

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Maths Number Games

Published on Sep 29, 2013

The idea of using games fosters confidence that many children lack when approaching mathematical tasks. This book contains a set of black li...

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