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Grade: 3
State Standard: 1.1 understand and apply concepts and procedures from number sense.
q Estimate and compute, multiplication and division problems using the basic facts through 10X10.
Purpose: For students to learn basic multiplication facts
Objectives: Students will be able to solve basic multiplication problems using clapping rhythms and memorize facts through chants and dance
Affective: internalization of multiplication facts
Social: Work collaboratively in groups to solve multiplication problems and create chants for difficult facts
Artistic: use different levels of space, rhythm, and movements to create chants
Lesson-Part 1:
1. Have a group of 4 students come up to the front of the room. Have them get into a straight line facing the other students.
2. Tell the students that we are going to be solving multiplication problems using clapping.
3. Each student represents one, the total number of students in a row is one factor and how many claps each child make represents the other factor. For example if we were solving the problem 4x3, we would have four children and each child would clap three times. The total number of claps would be the product.
4. Go through the following pattern with the example group. Say the problem 4x3. Have each student in a row clap their three counting all of the claps as they go. Then have the whole group say 1234 (each child claps while they count themselves) times 123 (everyone in the group claps three times) equals 12 (everyone says the answer). Finally everyone says the problem. 4x3=12.
5. Give the students another example using new students.
6. Break the class into two groups. Give each group a problem to solve letting them know not everyone will be in the line clapping. They need to figure out how many students they need to solve the problem. After they practice it, have them perform their problem to the other half of the classroom.
7. Next give them another problem and have them solve it making sure those who did not get to clap last time get to this time.
8. Continue the above for another 20 minutes.
Lesson-Part 2:
1. Next explain to the students how sometimes memorizing multiplication facts can be difficult, but if we put it to a rhythm and dance we will remember it better.
2. Break the students into groups of 2. Give each group a piece of paper with a multiplication problem on it that is sometimes difficult to remember. Each group will have their own problem.
3. Tell the students they need to come up with a chant and movement to their multiplication problem. They are going to share it with the class and we are going to learn everyone’s chant so we can all begin memorizing difficult multiplication facts.
4. Their chant must have words with a good rhythm and movements to go along with it. Give them some examples of movements they could use:
q Different levels high, medium, low
q Different shapes of the numbers
q Using your personal space so not to hurt anyone
q Sharp or smooth movements
q Heavy or light movements
q Tight or loose movement
5. Give an example of what you expect using a fact that is not being used.
6. Give the students time to break into their groups to create their chants.
7. Have each group present their chant and have the entire class do the chant twice through all together.
Evaluation:
1. Were the students engaged in the learning process?
2. Did the students use different elements of creative movements?
3. Over the next few weeks do students internalize their learning and are they capable of answering those multiplication problems on paper?
Assessment:
1. Have students continue to practice using the chants.
2. Give the students a multiplication quiz.