# Multiplication

**Here's a very versatile idea from Jason Darley.**

The set of 12 Top Trump cards all feature Hindu Gods. The cards have numerical ratings for each of the Gods abilities - Power, Beauty, Avatars... etc.

They can be used in any normal Top Trump style game. **Read more »**

**Here's a quick maths problem with a chocolatey theme!**

The problem is based on the notion that two rectangular chocolate bars have been broken into different shapes. The children have to use the given information to rebuild the chocolate bars. **Read more »**

**How do you keep mental mathematics interesting? ...How do you engage children in 'estimating'? ...How do you make calculator work meaningful?**

These are all vital questions, and finding appropriate solutions can become increasingly difficult the further into Key Stage 2 you teach! **Read more »**

This is a gem of an idea we spotted a maths co-ordinator using with their Y3 class. It helps children to focus on developing their **knowledge and understanding of multiplication tables**. Like most of the best teaching ideas it's not reliant on *rote-learning* - instead it enhances children's understanding by encouraging them to think!

Here's how it goes. **Read more »**

**Following a suggestion from one of our members, we have taken our Critter Multiples maths game and extended it.**

This new 12 page pdf file is only available from the mathsticks+ dashboard. It includes 5 different game boards and a set of number choice circles. These new games focus on **specific times tables** from 3x to 12x. **Read more »**

**Critter Multiples is a straightforward multiplication game for two players.**

The game is ideal for teachers who are focusing work on factors and products. It offers plenty of opportunities for children to practice finding the product of two numbers in a fun, engaging way. In this version the numbers are chosen by rolling dice so the factors are limited to 1 - 6. **Read more »**

**Unravelling a written maths problem can be a confusing process**. Occasionally we may be guilty of just asking too much of children; not only do they have to read the problem, they also have to: sift through the information to determine which elements are imporant and which are not really needed; understand what the question is really asking; decide which mathematical process is needed... **Read more »**