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Multiplication: Musical Chairs
August 15, 2015

by Molly Stahl
Lesson Plan
Multiplication: Musical Chairs
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by Molly Stahl
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Learning objectives
Students will be able to quickly multiply two and three digit numbers using multiplication strategies.
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 12 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 model solving equations: partial products, mental math, lattice, and traditional algorithm.
 Partial products: 5 x 64 = 5 x 60 + 5 x 4 = 320.
 Mental math: 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.
Guided practice/Interactive modeling
(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.
 Walk around to observe students' strategies and mathematical accuracy during this portion.
 You can choose to identify "winners", or students with the largest and smallest products, if you would like.
 After the round, students use their products as their new starting number for the next round.
 Repeat for 510 more rounds or as time allows.
Differentiation
 Enrichment: Give a higher starting number for multiplication musical chairs. Give these students the 3 Digit Multiplication worksheet for their assessment.
 Support: Give a lower starting number for multiplication musical chairs. Give these students the Football 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 math journals or on scratch paper their response to the following question: Which multiplication strategy works best for you? Why?
Guided Lesson: Multiplication and Division
Guided Lessons are a sequence of interactive digital games, worksheets, and other activities
that guide learners through different concepts and skills.
They keep track of your progress and help you study smarter, step by step.
Guided Lessons are digital games and exercises that keep track of your progress and help you study smarter, step by step.
There are many strategies that can be employed to multiply and divide larger numbers. Students will deepen their conceptual knowledge of multiplication and division, starting with visual models like arrays and diagrams.Then students will then move to more abstract calculation methods like partial products, the distributive property and standard algorithms.
There are many strategies that can be employed to multiply and divide larger numbers.
This lesson includes printable activities:
Download all (5)
Game: Radar MultiDigit Arrays
Exercise: MultiDigit Multiplication and Partial Products 1
Exercise: MultiDigit Multiplication and the Standard Algorithm 1
Exercise: Distributive Property of Multiplication
Exercise: Division without Remainders
Exercise: Division with Remainders
Exercise: Divisibility Rules
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