| Although we live in a world in which pocket calculators | | | | There are basically two ways to play educational |
| and computer are ubiquitous, multiplication skills are still | | | | bingo: |
| very important and are of course still taught by | | | | * One option is to prepare special bingo cards with |
| teachers. Teachers know, that multiplication skills, just | | | | math problems (selected by teacher on them). The |
| like other mathematical skills, can improve as a result | | | | teacher writes a problem on the board, students try to |
| of regular practise - and this includes both the simple | | | | find the problem on their card, solve it, and write in the |
| multiplication sums that most of us memorized when in | | | | correct answer. The first student to achieve a winning |
| school ("times tables"), and more complex long | | | | bingo card - all marked off squares must have the |
| multiplication problems. | | | | correct answers - is the winner. |
| Of course, doing the same thing again and again can | | | | * The other option is for the teacher to choose math |
| soon boring for students. Teachers know that when | | | | problems before class, and prepare bingo cards |
| students' minds start to wander, then learning tends to | | | | contain the numbers that are the answers to these |
| be reduce, and in some cases, behavior problems can | | | | problems (each problem should have a different |
| follow too. As a result, all teachers, including K-12 math | | | | answer). The teacher calls out the problem, and |
| teachers tend to be on the look out for interesting | | | | students must in this case look for the square with the |
| classroom activities that can engage their students | | | | answer. |
| while still helping them to learn. | | | | In either case, the key step in making this happen is of |
| One such activity that many teachers are using with | | | | course having access to bingo cards containing the |
| success is bingo. With just a few modifications, bingo is | | | | items that the teacher needs for that particular lesson |
| ideal for classroom use - it's easy to learn, it's fun, and | | | | plan. It would obviously be a waste of time to prepare |
| it doesn't require expensive materials or specialist | | | | such bingo cards by hand - so the answer is to use a |
| equipment. What's more, bingo is highly suitable for | | | | computer and some bingo card creator software - |
| math class, and can be adapted to teach addition, | | | | and this way, the bingo cards can be prepared very |
| subtraction, division, fractions, decimals, rounding, and | | | | quickly and easily. |
| yes, multiplication. | | | | |