As a university supervisor of pre-service teachers, I’ve seen my share of bad lessons. Among the most painful were when student teachers would try to liven up their lessons to impress me by having the students do a math game. My student teachers wanted their students to learn math facts and to do so in a fun way. The picture above is typical of what I would see. Here are the reasons that most multiplication games that the student teachers implemented were awful.

(For multiplication games that work in and out of the classroom, check out Rocket Math’s Worksheet Program and Online Game.)

## Waiting for your turn at a multiplication game is not learning!

As you can see in the picture above, all but one of the students are just waiting for their turn. They aren’t doing math. The students are just watching the student who is playing. No one likes waiting, and your students are no exception. Any game that has turn-taking among more than two students wastes time.

**Make sure your multiplication games are structured so all or most students are engaged and playing all the time.** You want students to have as much engaging practice as possible while practicing math facts at speed. If everyone can be doing that at the same time, that’s optimal. No more than two students should be taking turns at a time.

## A multiplication game that allows using a known strategy to figure out facts (like finger counting) is not learning!

Learning math facts involves memorizing these facts so that students know them by memory, by recall. Committing facts to memory is why there is a need for lots of practice. If the game allows time for students to count on their fingers or use some other strategy for figuring out the answer to facts, then there is no incentive for students to get better.

In the lower left corner of the picture you can see one student counting on their fingers—which is better than just watching—but is not learning the facts, it is just figuring them out. The most able students in an elementary school are able to memorize facts on their own when they tire of figuring them out day in and day out. But the rest of the students will just do their work patiently year after year without memorizing if you don’t create the conditions for them to memorize facts.

**Make sure that your multiplication games reward remembering facts quickly rather than just figuring them out.** Speed should be the main factor after accuracy. Fast-paced games are more fun and the point should be that the more facts you learn the better you’ll do.

## Multiplication games that randomly present ALL the facts make learning impossible.

It is a basic fact of learning that no one can memorize a bunch of similar things all at once. To memorize information, like math facts, the learner must work on a few, two to four facts, at a time. With sufficient practice, every learner can memorize a small number of math facts. Once learners master a set of math facts, they can learn another batch. But if a whole lot are presented all at once, it is impossible for the learner to memorize them.

**Make sure your multiplication games are structured so that each student is presented with only facts they know.** A good game presents only a few facts at a time. As students learn some of the math facts, more can be added, but at a pace that allows the learner to keep up. The optimal learning conditions are for the learner to have a few things to learn in a sea of already mastered material.

**Rocket Math Multiplication Games**

We designed Rocket Math games to help kids gradually (and successfully) master math skills. Students use Rocket Math’s Worksheet Program to practice with partners, then take timings. Students can also individually develop math fact fluency—from any device, anywhere, any time of day—with Rocket Math’s Online Game.