Multiplication Bingo: Two Digit Numbers

Sixth Grade Math, 24 Students, 60 Minutes November 10, 2021

Learning Objectives
Students will continue to multiply two two-digit numbers using strategies based on place value
and properties of operations.

Goals/Rationale
Students will master the skill of multiplying two-digit by two-digit numbers. This is important
because multiplication is a stepping stone in mathematics. Concepts are built upon one another.
Without a solid knowledge base of foundational skills, it becomes difficult to learn new concepts.

Common Core State Standards Addressed

CCSS.MATH.CONTENT.4.NBT.B.5
● Multiply a whole number of up to four digits by a one-digit whole number, and multiply
two two-digit numbers, using strategies based on place value and the properties of
operations. Illustrate and explain the calculation by using equations, rectangular arrays,
and/or area models. (While this standard is technically a fourth grade standard, I have
observed in my placements that students in sixth grade are currently learning these
standards)

Materials and Preparation Key Terms

● Whiteboard ● Multiplication
● Small whiteboards ● Horizontal
● Whiteboard markers ● Vertical
● Multiplication bingo boards (print on ● Diagonal
colorful cardstock) ● Bingo
● Multiplication bingo calling cards ● Product
● Multicolored counters
● Bag for game materials
Attachments
● Multiplication bingo boards
● Multiplication bingo calling cards

Introduction (5 minutes)
● Gather students together in a group.
● Explain to the students that they will be playing multiplication bingo, where they find the
product of two two-digit numbers.
● Go over key terms that the students need to know to successfully play multiplication
bingo.
o Multiplication: a mathematical operation that is an abbreviated process of taking
a number and adding it together a number of times
o Horizontal: where you go side-to-side
o Vertical: where the top is always above the bottom
o Diagonal: a straight line that connects two opposite corners of a square
o Bingo: a game where players mark off numbers on cards as the numbers are
drawn randomly by a caller. The first person who marks off five in a row calls
bingo, and is considered the winner
o Product: the result of a multiplication problem
● Ask a student to explain the rules of bingo. Student explanations should include that they
need to get five answers in a row before calling bingo. Answers can be found vertically,
horizontally, or diagonally. Make sure students touch on the role of the free space as well.
Explicit Instruction/Teacher Modeling (10 minutes)
● Write a two-digit by two-digit multiplication problem on the whiteboard. For example, 10
x 12 or 13 x 11. Write the problem vertically.
● Model solving the problem using the different methods we learned the day before. These
methods include traditional, lattice, and repeated addition.
● Ask students if there are any questions on how to solve the problems.

Guided Practice (10 minutes)

● Write another two-digit by two-digit multiplication problem on the board.
● Ask the students how they would solve the problem.
● Allow a few students to come up to the board to solve the problem using one of the
methods we talked about (traditional, lattice, and repeated addition).
● Explain to the students that they will each have a whiteboard and a marker to solve the
multiplication problems.
 ● Ask if there are any questions before we start to play bingo.
Independent Working Time (30 minutes)
● Pass out the bingo boards, whiteboards, and markers.
● Shuffle the calling cards.
● Pick up a card and read the equation. For example, “What is ten times ten?” Write the
equation on the board.
● Give students a few minutes to solve the equation.
● Call on a student to give you the answer. If the answer is correct, write the answer on the
board. If the answer is not correct, help the student to solve the problem correctly.
Students should find the answer on their boards and cover it with a counter.
● Continue calling out the equations until a student calls bingo.
● If a student calls bingo and there is time leftover, continue calling out equations to see if
other students can get a bingo.

Review and Closing (5 minutes)

● Ask students to clean up their supplies.
● Gather the students together as a group.
● Ask the students to share strategies they used to solve the problems. Potential guiding
questions include: “Which problems were the trickiest to solve? What method did you
use to solve the problems?”

Differentiation
Support:
● Have students pair up and ask them to take turns solving the problems.
● After doing a couple problems on their own, ask them to work together to solve the rest
of the problems.
Enrichment:
● If students solve the problems quickly and accurately, challenge them by asking them to
fill their entire boards before calling bingo.

Assessment (During Independent Working Time)

● Observe students as they solve the problems using their whiteboards.
10 x 10 = 12 x 12 = 22 x 10 = 13 x 11 = 26 x 23 =

(100) (144) (220) (143) (598)

20 x 19 = 66 x 23 = 26 x 35 = 49 x 72 = 37 x 15 =

(380) (1,518) (910) (3,528) (555)

10 x 22 = 28 x 29 = 10 x 23 = 10 x 47 = 54 x 81 =

(220) (812) (230) (470) (4,374)

10 x 62 = 58 x 26 = 78 x 11 = 16 x 37 = 87 x 21 =

(620) (1,508) (858) (592) (1,827)

53 x 90 = 92 x 90 = 46 x 16 = 45 x 13 = 19 x 22 =

(4,770) (8,280) (736) (585) (418)

Multiplication Bingo Calling Cards (Cut & Laminate)

100 380 220 4,374 1,827

144 1,518 812 620 4,770

220 3,528 FREE 1,508 8,280

SPACE

143 910 230 858 736

598 555 470 592 585

100 144 220 143 598

380 1,518 3,528 910 555

220 812 FREE 230 470

SPACE

4,374 620 1,508 858 592

1,827 4,770 8,280 736 585

585 736 8,280 4,770 1,827

592 858 1,508 620 4,374

470 230 FREE 812 220

SPACE

418 910 3,528 1,518 380

598 143 220 144 100

598 555 470 592 585

143 910 230 858 736

220 3,528 FREE 1,508 8,280

SPACE

144 1,518 418 620 4,770

100 380 220 4,374 1,827

8,280 1,508 3,528 220 585

592 470 555 598 736

858 230 FREE 910 143

SPACE

4,770 620 812 1,518 144

1,827 100 380 220 418