This research investigates the influence of primary school students' learning motivation and interest while using tabletop games in teaching the unit of mathematics, 'highest common factor and least common multiple' It is expected that this study could provide one of the examples of quality education to fulfil the target of Sustainable Development Goal (SDG) 4.1. The quasi-experimental research method is used to compare the differences between integrating tabletop games and using traditional pedagogy in mathematics course. In addition, the participants involved in this research are 40 grade-sixth students from one of the public primary school in Miaoli County with 20 students in the experimental group who received 'integrating tabletop games with mathematics learning', and the other 20 students in the control group who received 'traditional pedagogy'. The results are analyzed based on the quantitative data (Mathematics Leaning Motivation Scale) and classroom observations. The analysis reveals that: 1. the way of integrating tabletop games into mathematics course could elicit students' attention and their willingness to participate in learning: 2. it is useful to encourage students to use their professional knowledge, inspire self-reflection and enhance leaning interest through the approach of integrating tabletop games into mathematics course.