WALT & Success Criteria

WALT: We are learning to quickly recall simple multiplication and division facts (×2, ×3, ×5, ÷2, ÷3, ÷5, ÷10).

Success criteria:

Materials & Setup

Print and laminate the game board and challenge card sheet. You will need a die and counters for up to 4 players. Use coloured counters and dry-erase marker for laminated answer boxes.

How to play (simple rules)

1. Players take turns rolling a die and move forward that many spaces.

2. When you land on a square, solve the challenge card with the same number. Write the answer on the laminate with a dry-erase pen.

3. Correct answer: stay. Incorrect: move back 1 space. First player to reach the final square wins.

Classroom notes

Designed for Year 3, Wellington, NZ. Values reinforced: responsibility, respect, resilience.

Key vocabulary

times, multiply, groups of, divide, share equally, remainder, fact, product, quotient

Support & Differentiation

For learners needing support: Provide a times-table mat (2, 5, 10) and let them play in pairs with an older peer or teacher aide. Use colour-coded cards (blue = ×, green = ÷).

Dyslexia-friendly options: Use larger font on cards, one question per card, high-contrast colours, and read the card aloud if needed. Keep language simple and use symbols (×, ÷).

Extension

Advanced learners: Create two new challenge cards each with missing-factor problems (e.g. 4 × __ = 28). Alternatively, play with two dice and add the rolls before multiplying to make larger products.

📍 Part 2: Kiwi Snakes & Ladders — Challenge Cards (use with board)

Numbered challenge cards match the board spaces. Solve and write your answer in the box.

Teacher tip: Design the printed board with NZ characters (kiwi, tui, paua shell, silver fern). Use ladders as pōhutukawa vines and snakes as slippery kelp — colourful images help engagement and support memory.

🔁 Back of Sheet: Answer Key & Useful Prompts

Teacher prompts for checking

Ask: "How did you work that out?" or "Can you show me with groups?" Encourage use of words: 'groups of', 'share', 'times'.

Behaviour & inclusivity

Rotate players so everyone has a turn. For students with ASD/ADHD: keep turn times short, allow fidget tools, and offer step-by-step support. For APD: present instructions visually and orally.

Assessment & recording

Use a quick checklist on the back of each card: correct first try / needed help / repeated error. This helps plan future small-group lessons.

Extension activity (if finished)

Students create 2 new challenge cards using 2-digit × 1-digit (e.g. 12 × 3) or missing-factor questions for classmates to solve.