### Lesson plan

# Multiplication: Musical Chairs

#### Learning Objectives

Students will be able to quickly multiply two- and three-digit numbers using multiplication strategies.

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

#### Introduction

*(5 minutes)*

- Pose an example multiplication problem on the board, such as
**7 x 29**. - Ask students to name strategies for multiplying with their group.
- After 1–2 minutes, have students share out and make a list of responses on the board.

#### Explicit Instruction/Teacher modeling

*(15 minutes)*

- Review each of the following strategies for multiplying by modeling how to solve these equations: partial products, mental maths, lattice, and traditional algorithm:
- Partial products:
**5 x 64 = 5 x 60 + 5 x 4 = 320**. - Mental maths: For
**10 x 22**You could think aloud: "I know that when I multiply any number by 10, I just have to add the 0 to the end so the answer is 220." - Lattice: set up the lattice squares for
**3 x 76**. - Traditional algorithm:
**4 x 57**.

- Partial products:

#### Guided practise

*(20 minutes)*

- Distribute the Multiplication Strategies Flip Books.
- Instruct students to fold these in half and cut on the dotted line to create the flip book.
- Review each strategy with additional sample problems.
- Invite students to the board to solve the problems.
- Students at their seats should follow along and record steps in their flip books.

#### Independent working time

*(20 minutes)*

- Review directions for multiplication musical chairs:
- Students will use scratch paper and clipboards or whiteboards and markers to rotate around the chairs.
- Give each student a starting number.
- Students will walk around while music plays and stop at the nearest chair when the music stops.
- Once they stop, they will look at the number on the index card on the chair and multiply their starting number by that number.
- The teacher will walk around to observe students' strategies and mathematical accuracy during this portion.
- The teacher can choose to identify "winners," or students with the largest and smallest products if desired.
- After the round, students use their products as their new starting number for the next round.
- Repeat for five to ten more rounds or as time allows.

#### Differentiation

**Support:**

- Give a lower starting number for multiplication musical chairs. Give these students the Football Multiplication worksheet for their assessment.

**Enrichment:**

- Give a higher starting number for multiplication musical chairs. Give these students the 3 Digit Multiplication worksheet for their assessment.

#### Assessment

*(15 minutes)*

- Distribute various multiplication worksheets to your students.
- Have students work independently to complete the worksheet as their assessment using their preferred multiplication strategy.
- Instruct students to label each problem with the name of the strategy they used.

#### Review and closing

*(5 minutes)*

- Have students write in maths journals or on scratch paper their response to the following question: Which multiplication strategy works best for you? Why?