Twelve children stand in a circle. They are each given the multiple
of two numbers, for example, in learning the 4’s--one child is given
16; another 12; another 32, etc. One child stands in the middle with a
rubber ball. When he bounces the ball he calls out 4 × 4 and the one
who has 16 is supposed to catch it, saying at the same time, “4 × 4
equals 16.” If he succeeds in catching it and giving the correct answer
he stands in the center.
Divide the class into two baseball teams. Draw a baseball diamond upon
the blackboard and write three or four numbers at each base. Some
numbers to be added or to be used as multipliers are written in the
pitcher’s place. The pupil makes a home run by giving all the answers
(sums or products) as the teacher, starting from the home plate, points
to some number at each base. Thus, to use the game to multiply by 9,
the teacher may point to 6, 9, 7, and 5, the pupil calling 54, 81, 63,
and 45, which constitutes a home-run. If a mistake is made, say at
second base, the umpire calls “out on second.” The game is to see which
team gets the most home-runs.
The children form a circle, one child outside being the shepherd. The
shepherd taps some one on the back, saying: “Have you seen my sheep?”
The one tapped will reply: “No, how many pounds did he weigh?” The
shepherd will reply with some such combination as 3 × 5, or 8 plus 9,
or 10 minus 4, and then start to run around the circle. The one tapped
must give the answer to the combination before he can run after the
shepherd, who tries to get around to the vacant place before he is
caught. If the one tapped cannot answer his combination correctly, he
must take his place in the center of the circle.
The children stand in two lines facing each other. Each child must be
opposite an opponent. Then some number is decided upon, as twelve. One
child gives a number, such as seven, and his opponent is required to
give the number which must be added to give twelve. This is done all
along the line. Whenever a child misses, the mistake is recorded by the
captain of his line. The mistakes are counted after a given time, and
the side which has made the fewest mistakes wins.
Divide the class into two armies, A and B. Let them choose captains.
The captain of army A asks a soldier of army B a combination. If the
soldier cannot reply correctly, army B loses a soldier and army A gets
him. If he replies correctly however, he has the privilege of asking
a soldier of army A a combination. The army having the most soldiers
at the end of a stated time wins the battle. The game may be used in
subtraction, addition, multiplication, or division.
The room may be divided into three groups. The pupils in one row hold
cards with a multiple of the number of the table 5 or 10, as 30. The
pupil in the front seat stands and the pupils in the opposite row who
hold 6 × 5 must stand. Then the person with his card opposite him must
stand with his card and so on. The object is to see which group has all
pupils standing first. If there are quite a number in the room monitors
may be appointed to keep account of the work.
Ten or twelve children form a circle. The teacher or a pupil gives each
child a different number. If they are learning the tables of 4’s the
numbers would be 4, 8, 12, 16, etc. When each has been given a number
another pupil takes the center of the circle and bounces a soft rubber
ball saying 4 × 4 or some other combination. The pupil whose number is
the answer steps forward, saying his number, quickly and catches the
ball before it touches the floor. If the answer is correct he takes his
place in the center.
Make a circle on the board with figures around it up to 12, having them
out of their natural order. Put the figure of whatever multiplication
table children are learning, in the center of the circle. Have them see
who can give all the products correctly and in the shortest length of
time. Have children keep their own scores. The children with perfect
scores are excused from the next drill.
Write on flash cards the tables without the answers, as 3 × 3--on the
other cards write the answers as 9. Half the children have the first
type, and half the other. Let the children, one at a time run to the
front of the room with a card having the table. The child having the
answer runs up in front, to show it. If it is the correct answer it
counts one for him. If a child does not give the right answer he may
give the card to a child knowing it. The work may be varied by having
the child having the answer run to the front of the room and the child
having the table match with the answer. The children having the most
cards at the end win.