Arithmetic
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Topics
- Multiplication
Description
Remember your multiplication tables? Practice your multiplication, division, and factoring skills with this exciting game. No calculators allowed!
Sample Learning Goals
- Explain how multiplication tables help understand multiplication, factoring, and division.
- Use an array model to understand multiplication, factoring, and division.
- Increase accuracy in multiplying, factoring and dividing.
- Develop multiple strategies for arithmetic problems.
Standards Alignment
Common Core - Math
3.OA.A.1
Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.
3.OA.A.2
Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8.
3.OA.A.4
Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = _ ÷ 3, 6 × 6 = ?
3.OA.B.5
Apply properties of operations as strategies to multiply and divide.2 Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.)
3.OA.B.6
Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8.
3.OA.C.7
Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.
3.OA.D.9
Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends.
Version 2.03
Teacher Tips
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Overview of sim controls, model simplifications, and insights into student thinking ( PDF ). |
Teacher-Submitted Activities
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Authors | Level | Type | Subject |
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| Arithmetic Games (Inquiry Based) |
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Trish Loeblein | HS | Lab | Mathematics |
| How do PhET simulations fit in my middle school program? |
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Sarah Borenstein | MS | Other | Physics Biology Earth Science Chemistry |
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| Alignment of PhET sims with NGSS |
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Trish Loeblein | HS | Other | Physics Biology Earth Science Chemistry |
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| CCSS Math Alignment with Sims |
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Amanda McGarry | K-5 MS HS |
Other | Mathematics | |
| MS and HS TEK to Sim Alignment | Elyse Zimmer | HS MS |
Other | Biology Physics Chemistry |
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| Math facts - Using the Multiplication Chart | Tapan Sarkar | MS | Lab | Mathematics | ||
| Back to the Basics | Nyetta Abernathy | K-5 MS HS |
HW Lab |
Mathematics | ||
| Discovering divisibility rules | Stacy Larson | MS HS |
Lab | Mathematics | ||
| Juego de Aritmética (Basado en Indagación) |
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Trish Loeblein, traducido por Diana López | MS HS |
Guided HW |
Mathematics |
| 곱셈 나눗셈 연습 SIM 사용설명서 | 이화국(Wha Kuk Lee) | MS K-5 |
HW CQs Demo |
Mathematics Physics |
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| Operações Aritméticas Fundamentais | Georgyana Cidrão; Francisco Régis Vieira Alves | K-5 | Guided Lab |
Mathematics |
| Windows | Macintosh | Linux |
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Microsoft Windows XP/Vista/7/8.1/10 Macromedia Flash 9 or later
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OS X 10.9.5 or later Macromedia Flash 9 or later
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Macromedia Flash 9 or later
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| Design Team | Third-party Libraries | Thanks To |
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