### Lesson plan

# Boom, Clap! Patterns in the Multiplication Table

#### Learning Objectives

Students will be able to identify and analyze arithmetic patterns found within the multiplication table.

The adjustment to the whole group lesson is a modification to differentiate for children who are English learners.

#### Introduction

*(3 minutes)*

- Write a pattern on the board, like 2,4,6,8,10, __, and ask students to continue the pattern.
- Have students explain the pattern in words (i.e. counting by twos, multiplying by two, or adding two).
- Point out that every number in the pattern is even and explain that in this pattern, the numbers are even because they are all
**Multiples**Of two, which means that they all have a factor of two. - Explain, "Today we are going to look for patterns in the multiplication table."
- Remind students that a
**Pattern**Is a sequence or ordered set of numbers.

#### Explicit Instruction/Teacher modeling

*(7 minutes)*

- Show students a multiplication table.
- Highlight one row, like the fives, and show students that the pattern is counting by or multiplying by 5.
- Ask, "What would come next in this row?" (65) How do you know? (65 is 5 more than 60.)
- Remind students that multiplication is repeated addition, so in the highlighted pattern, five is added each time.
- Ask students if they notice anything else about the pattern (i.e. all the numbers end with zero or five).
- Write a new pattern on the board (i.e 12,15,18,21) and ask students to find the pattern on the multiplication table.
- Ask, "What is the pattern?" (counting by threes) What would come next? (24, which is 3 more than 21) Do you notice anything else? (i.e. the numbers alternate between odd and even)

#### Guided practise

*(15 minutes)*

- Hand out the Boom, Clap! instruction sheet (or display one copy using a projector) and review the first section (round 1) with your students.
- Call a volunteer to the front of the room to help you model the game.
- Have students try the game with a partner or small group, using only BOOM.
- Go over the next section (round 2) and model the game with both BOOM and CLAP.
- Have students try the game again with a partner or small group, using both BOOM and CLAP.

#### Independent working time

*(10 minutes)*

- Hand out the Boom, Clap Patterns worksheet and have students complete it independently.
- Circulate and offer support as needed.

#### Differentiation

**Support:**

- Before playing the game, review multiplication patterns and allow students to practise finding patterns with a multiplication table. See additional resources.
- Have students play the Boom, Clap game with only one multiple at a time (BOOM).

**Enrichment:**

- Have students play the Boom, Clap game with one of the game variations listed on the game instruction page.

#### Technology Integration

- A smartboard could be used to display and highlight a multiplication chart with student participation.

#### Assessment

*(10 minutes)*

- Write several patterns on the board or pre-prepare chart paper with patterns that include blanks (i.e. 28, 35, ___, 49, 56, __). Ensure that there are enough blanks for each student to have a blank.
**Alternatively**, use a projector to display a multiplication table with some numbers blacked out (so that there are enough blanks for each student to have a spot).- Hand out the pre-written sticky notes, each with one number that completes a pattern or missing spot on the multiplication table.
- Instruct students to find the correct spot for their sticky note in the missing spots in the posted patterns.
- Observe student responses.

#### Review and closing

*(10 minutes)*

- Have the entire class form a circle. Then, play the Boom, Clap! game as a class.