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Boom, Clap! Patterns in the Multiplication Table

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Do you need extra help for EL students? Try the Talk About Patterns pre-lesson.

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Do you need extra help for EL students? Try the Talk About Patterns pre-lesson.

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.
(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.
(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)
(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.
(10 minutes)
• Hand out the Boom, Clap Patterns worksheet and have students complete it independently.
• Circulate and offer support as needed.

Support:

• Before playing the game, review multiplication patterns and allow students to practice 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.
• A smartboard could be used to display and highlight a multiplication chart with student participation.
(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.
(10 minutes)
• Have the entire class form a circle. Then, play the Boom, Clap! game as a class.

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