Lesson Plan Title: Multiplication and Division Musical Chairs Grade Level: 3rd 1. Standards ● 3.OA.C.7
o Multiply and Divide with 100
▪ 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 products of two one-digit numbers.
● SMP’s
o CCSS.MATH.PRACTICE.MP1
▪ Make sense of problems and persevere in solving them. 2. Objectives/Goals
● Students will be able to fluently multiply and divide within 100 by completing a set of problems in a timely fashion during the game Multiplication and Division
Musical Chairs.
3. Prerequisite learning and/or key concepts
● Students will demonstrate prior knowledge on how to play the game Musical
Chairs and apply that understanding to playing Multiplication and Division
Musical Chairs.
● Students will know how to multiply and divide within 100 prior to playing this game
4. Warm-up
● Around the World Multiplication and Division Facts
○ Teacher will have a deck of multiplication and division math facts flash cards.
○ Teacher will start at one end of the room and have two students who sit next to each other standup.
○ The teacher will show the first flash card to the students, and the first student to say the answer will stay standing and walk with the teacher to the next student and compete to answer again with another student. ○ The student who did not answer correctly sits down.
○ This continues until the teacher goes around the entire room. 5. Instructional Support- Tools, Resources, Materials
● Multiplication fact cards, one for each desk ● White paper
● Sticky notes, one for each desk, numbered ● Music and speakers
6. Procedures
BEFORE (Motivation/engagement/Task Launch)
● Ask students if they have ever played musical chairs.
● Give a brief overview of the game, and model how it is played with a small group of students.
● Explain to students that today they will play a math version of musical chairs. ● Tell the students that a multiplication fact card will be placed at each desk, and
as the music plays they will walk or dance around the room until the music stops. Then they will need to quickly find a seat and solve the multiplication problem. ● Explain to the students that in order for them to get as much practice in as
possible the chairs will not be removed.
DURING (Developmental activity/task)
● Teacher will pass out a sheet of blank paper to each student. Teacher will model folding the paper into 16 equal parts having students follow along.
● Students will be instructed to number the 16 squares in the upper left corner of each box to represent the number of the problem. Explain to students that they will use both the front and the back of the sheet to record their answers.
● Explain to students that a numbered sticky note will be placed on the corner of each desk along with a multiplication fact card. The numbered sticky note will represent the number of the problem on their recording sheet.
● Explain to students that they will record their answers on their recording sheet in the box that corresponds with the sticky note number.
● Explain that the teacher will playing music. Ensure that students understand that when the music begins they are to walk or dance around the room. When the music stops, students are to find the nearest chair to sit down in to solve their multiplication or division equation on their recording sheet.
● Remind students that they need to be mature when finding the nearest chair and not push.
● Students will be instructed to carry their recording sheet and pencil with them at all times.
● Explain to students that they will need to stand up behind their chairs when they complete their equations. This will signal to the teacher that they are done.
● Before playing, students will play a practice round of the game for students to get familiar with all of the aspects of the game.
● When students feel comfortable with the routine of the game, they will begin playing the game as a group.
● Even though this is a whole group activity, students will be solving the multiplication equations independently.
● Allow students enough time to complete each equation.
● Remind students that they may draw visuals on their recording sheet to help them find the product of an equation.
● Visually monitor students to provide support when needed.
AFTER (Closure: Class discussion, comparing and connecting)
● Once everyone’s recording sheet is filled, students will return to their seats. ● Teacher will then call on students to discuss what their answer was and how they
solved (i.e. mental math, arrays, fingers, etc.)
● Students’ desks will still have the sticky notes with a number on it and that will be the problem that they will be asked to share their answers to.
● After each answer and method given, the teacher will ask if the class agrees or disagrees and ask for an explanation.
7. Accommodation, modifications and differentiations for diverse learners (Include at least three students)
ELL: Teacher will use TPA when demonstrating the game. The teacher model how to fold the paper, play the music, walk around, sit when the music stops, and model solving. This will allow ELLs to visually understand how the game works.
ADHD: Teacher will write a checklist on the board to help students follow directions and stay focused. With every step (Stand up, walk, sit down, and solve) check off the step so they are able to see what they should be doing at that time and see what they will have to do next.
Below Grade Level: Provide students with multiplication tables that they can bring with them to help solve. This will provide students who are below grade level an extra tool when solving the multiplication and division problems to allow them to participate with
the class.
8. Student Assessment/Evaluation (Formative (is ongoing throughout the lesson) and/or Summative (at the end of the lesson)
● Students will be assessed during the lesson as they are filling out their recording sheets.
● Students will also be assessed at the end of the lesson when they have to give their answer for their problem and agree or disagree with their classmates answers.
References Inspired by:
Education.com. (2015, July 22). Musical Chair Multiplication | Lesson plan. Retrieved from https://www.education.com/lesson-plan/musical-chair-multiplication/
