teaching resource

1 & 2-Step Story Problems With Multiplication and Division - Interactive Game

Updated: 21 Apr 2025

Practice solving one and two step story problems and have fun with our Multiplication and Division Word Problems Interactive Game.

Editable: Google Slides, PowerPoint
Pages: 1 Page
Grades: 3 - 4

Curriculum

CCSS.MATH.CONTENT.3.OA.A.1

Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.
CCSS.MATH.CONTENT.3.OA.A.2

Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 o...
CCSS.MATH.CONTENT.3.OA.A.3

Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
CCSS.MATH.CONTENT.3.OA.A.4

Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = _ ÷ 3, 6 × 6 = ?
CCSS.MATH.CONTENT.3.OA.B.5

Apply properties of operations as strategies to multiply and divide.2 Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × ...
CCSS.MATH.CONTENT.3.OA.B.6

Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8.
CCSS.MATH.CONTENT.3.OA.C.7

Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all pr...
CCSS.MATH.CONTENT.3.NBT.A.3

Multiply one-digit whole numbers by multiples of 10 in the range 10-90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations.
CCSS.MATH.CONTENT.4.OA.A.2

Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.

Math 2.6(B)

Model, create, and describe contextual division situations in which a set of concrete objects is separated into equivalent sets.
Math 3.4(D)

Determine the total number of objects when equally-sized groups of objects are combined or arranged in arrays up to 10 by 10;
Math 3.4(E)

Represent multiplication facts by using a variety of approaches such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line, and skip counting;
Math 3.4(F)

Recall facts to multiply up to 10 by 10 with automaticity and recall the corresponding division facts;
Math 3.4(G)

Use strategies and algorithms, including the standard algorithm, to multiply a two-digit number by a one-digit number. Strategies may include mental math, partial products, and the commutative, associative, and distributive properties;
Math 3.4(H)

Determine the number of objects in each group when a set of objects is partitioned into equal shares or a set of objects is shared equally;
Math 3.4(J)

Determine a quotient using the relationship between multiplication and division; and
Math 3.4(K)

Solve one-step and two-step problems involving multiplication and division within 100 using strategies based on objects; pictorial models, including arrays, area models, and equal groups; properties of operations; or recall of facts.
Math 3.5(B)

Represent and solve one- and two-step multiplication and division problems within 100 using arrays, strip diagrams, and equations;
Math 3.5(C)

Describe a multiplication expression as a comparison such as 3 x 24 represents 3 times as much as 24;
Math 3.5(D)

Determine the unknown whole number in a multiplication or division equation relating three whole numbers when the unknown is either a missing factor or product; and
Math 4.4(H)

Solve with fluency one- and two-step problems involving multiplication and division, including interpreting remainders.

teaching resource

1 & 2-Step Story Problems With Multiplication and Division - Interactive Game

Updated: 21 Apr 2025

Practice solving one and two step story problems and have fun with our Multiplication and Division Word Problems Interactive Game.

Editable: Google Slides, PowerPoint
Pages: 1 Page
Grades: 3 - 4

Practice solving one and two step story problems and have fun with our Multiplication and Division Word Problems Interactive Game.

Solve 1 and 2-Step Story Problems With Multiplication and Division

Say goodbye to boring worksheets—mastering 1 and 2 step story problems with multiplication and division just got a bit more exciting! This interactive Google Slides/PowerPoint game is the perfect digital companion for practicing both single-step and 2-step story problems featuring the operations of multiplication and division. With a focus on understanding which operation to use and how to solve accurately, this Story Problem Interactive Activity transforms routine math review into an engaging challenge.

X and ÷ Math Problem Game – 3rd and 4th Grade

This Multiplication and Division Math Problem Game in Google Slides/PowerPoint includes 20 interactive math questions. Each problem encourages students to first identify the correct operation—multiplication or division—before solving. Once they have identified the operation, they are required to solve the problem and check their answers using the self-checking explanatory slide for each question.

Each problem is followed by an explanatory slide that models how to solve the problem using pictures and numbers.They can only progress after answering correctly, making it perfect for independent learning, math centers, or skill review.

Downloading Our Word Problems Interactive

Our Multiplication and Division Word Problems Interactive is available as a Google Slides or Powerpoint Activity. To get your new resource, click the dropdown arrow on the download button. If you are using the Google Slides version, you will be prompted to make your own copy. From there, project the slides on your screen and start playing today!

This resource was created by Kaylyn Chupp, a teacher in Florida and Teach Starter Collaborator.

More Word Problem Interactive Games

Ignite a passion for problem solving in your students and transform the way they solve multiplication and division problems. With our Word Problem Interactive games, your students will be prepared to tackle any word problem that comes their way! Make sure you check these out before you go!

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Curriculum

CCSS.MATH.CONTENT.3.OA.A.1

Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.
CCSS.MATH.CONTENT.3.OA.A.2

Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 o...
CCSS.MATH.CONTENT.3.OA.A.3

Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
CCSS.MATH.CONTENT.3.OA.A.4

Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = _ ÷ 3, 6 × 6 = ?
CCSS.MATH.CONTENT.3.OA.B.5

Apply properties of operations as strategies to multiply and divide.2 Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × ...
CCSS.MATH.CONTENT.3.OA.B.6

Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8.
CCSS.MATH.CONTENT.3.OA.C.7

Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all pr...
CCSS.MATH.CONTENT.3.NBT.A.3

Multiply one-digit whole numbers by multiples of 10 in the range 10-90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations.
CCSS.MATH.CONTENT.4.OA.A.2

Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.

Math 2.6(B)

Model, create, and describe contextual division situations in which a set of concrete objects is separated into equivalent sets.
Math 3.4(D)

Determine the total number of objects when equally-sized groups of objects are combined or arranged in arrays up to 10 by 10;
Math 3.4(E)

Represent multiplication facts by using a variety of approaches such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line, and skip counting;
Math 3.4(F)

Recall facts to multiply up to 10 by 10 with automaticity and recall the corresponding division facts;
Math 3.4(G)

Use strategies and algorithms, including the standard algorithm, to multiply a two-digit number by a one-digit number. Strategies may include mental math, partial products, and the commutative, associative, and distributive properties;
Math 3.4(H)

Determine the number of objects in each group when a set of objects is partitioned into equal shares or a set of objects is shared equally;
Math 3.4(J)

Determine a quotient using the relationship between multiplication and division; and
Math 3.4(K)

Solve one-step and two-step problems involving multiplication and division within 100 using strategies based on objects; pictorial models, including arrays, area models, and equal groups; properties of operations; or recall of facts.
Math 3.5(B)

Represent and solve one- and two-step multiplication and division problems within 100 using arrays, strip diagrams, and equations;
Math 3.5(C)

Describe a multiplication expression as a comparison such as 3 x 24 represents 3 times as much as 24;
Math 3.5(D)

Determine the unknown whole number in a multiplication or division equation relating three whole numbers when the unknown is either a missing factor or product; and
Math 4.4(H)

Solve with fluency one- and two-step problems involving multiplication and division, including interpreting remainders.

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