# Math Computation Question and Method Game Cards

Resourcing Time

1.5k Followers

Grade Levels

2

^{nd}- 5^{th}Subjects

Standards

CCSS4.OA.A.1

CCSS3.OA.C.7

CCSS3.OA.B.5

CCSS3.OA.A.2

CCSS3.OA.A.1

Resource Type

Formats Included

Pages

11 pages

Resourcing Time

1.5k Followers

### Description

Fun with calculation!

A game to support the use of different methods to solve Math Problems and use the varying language of Maths problems. Includes all four operations.

I have used this as both a partner and small group game.

How To Play

Students make two piles (face down) - one of the Maths questions and one of the methods used to solve the problem.

In turn, each student selects a card from each pile and must solve the problem using the method selected.

Need to challenge them? Give them a pre-set time to solve the problem!

Addition and Subtraction Mental Math Strategy Posters

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COPYRIGHT

Terms of Use: © Resourcing Time

This publication may only be printed by the original purchaser for use within their class(es). No part of this publication may be edited, shared, reproduced, distributed, re-sold or transmitted in any form or by any means, including photocopying, printing, recording, or other electronic or mechanical methods, without the prior written permission of the publisher. Violations are subject to the penalties of the digital Millennium Copyright Act

A game to support the use of different methods to solve Math Problems and use the varying language of Maths problems. Includes all four operations.

I have used this as both a partner and small group game.

How To Play

Students make two piles (face down) - one of the Maths questions and one of the methods used to solve the problem.

In turn, each student selects a card from each pile and must solve the problem using the method selected.

Need to challenge them? Give them a pre-set time to solve the problem!

**Related Products**Multiplication and Division Mental Math Strategy PostersAddition and Subtraction Mental Math Strategy Posters

Like this resource? Please leave a review (and earn TpT credit points!) and be sure to follow my store for new products and future freebies.

Like my page on Facebook to stay updated!

Follow me on Pinterest

COPYRIGHT

Terms of Use: © Resourcing Time

This publication may only be printed by the original purchaser for use within their class(es). No part of this publication may be edited, shared, reproduced, distributed, re-sold or transmitted in any form or by any means, including photocopying, printing, recording, or other electronic or mechanical methods, without the prior written permission of the publisher. Violations are subject to the penalties of the digital Millennium Copyright Act

Total Pages

11 pages

Answer Key

N/A

Teaching Duration

N/A

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### Standards

to see state-specific standards (only available in the US).

CCSS4.OA.A.1

Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.

CCSS3.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.

CCSS3.OA.B.5

Apply properties of operations as strategies to multiply and divide. 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.)

CCSS3.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.

CCSS3.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.