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Missing Number Bingo

Description

In this game, up to 6 students compete with their friends to solve a series of missing number problems. For every answer, they cover a space on the bingo board. Who will be the first with 5 in a row?

Suitable for
• Relief Teachers
Lesson Structure
• Rotations / Group Work
Curriculum Codes

AC9M5A01 9

Recognise and explain the connection between multiplication and division as inverse operations and use this to develop families of number facts

AC9M5A02 9

Find unknown values in numerical equations involving multiplication and division using the properties of numbers and operations

AC9M5N10 9

Create and use algorithms involving a sequence of steps and decisions and digital tools to experiment with factors, multiples and divisibility; identify, interpret and describe emerging patterns

ACMNA121 8.4

Find unknown quantities in number sentences involving multiplication and division and identify equivalent number sentences involving multiplication and division

VCMNA193

Use equivalent number sentences involving multiplication and division to find unknown quantities

MA3-1WM old

Describes and represents mathematical situations in a variety of ways using mathematical terminology and some conventions

MA3-2WM old

Selects and applies appropriate problem- solving strategies, including the use of digital technologies, in undertaking investigations

MA3-3WM old

Gives a valid reason for supporting one possible solution over another

MA3-8NA old

Analyses and creates geometric and number patterns, constructs and completes number sentences, and locates points on the Cartesian plane

MA3-RN-01 new

Applies an understanding of place value and the role of zero to represent the properties of numbers

MA3-RN-02 new

Compares and orders decimals up to 3 decimal places

MA3-RN-03 new

Determines percentages of quantities, and finds equivalent fractions and decimals for benchmark percentage values

MA3-MR-01 new

Selects and applies appropriate strategies to solve multiplication and division problems

MA3-MR-02 new

Constructs and completes number sentences involving multiplicative relations, applying the order of operations to calculations

Differentiation

EXTENSIONS

After students have tried a number of times for 5 in a row, have them do one horizontal and one vertical line, or a diagonal line, all four corners, or an X. Do they work through the problems one at a time, randomly, or look at the answer they need and find a question to match?