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Slap and Roll Timed Multiplication
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Students will be able to recall a variety of multiplication facts based on repetition and peer support.
- Explain to your students that they will refresh their multiplication skills with a game.
- Have volunteers call out various multiplication facts that they know to get warmed up.
- Provide a student-friendly definition of the term "multiplication facts" with examples and images. If possible, provide the definition in students' home language (L1) also.
- Have students brainstorm some multiplication facts with a partner before sharing out with the whole group.
Explicit Instruction/Teacher modeling(10 minutes)
- Model to students how to play the game with die and cards. Roll the die and state the number. Then, count out the number of cards that the die lands on and flip the last card face up. Multiply the dice number and the card number together and write down the equation and say the product aloud.
- Take the face cards out of the decks before playing the game. Hand out an Assessment and Roll It and Slap It worksheet to each student.
- Put your students into groups. To determine who starts the game, have each student roll the dice. The person with the largest number will go first.
- Instruct someone in each group besides the roller to begin the timer as soon as the student rolls for his turn.
- When the first student rolls the dice, have them write down the number on their sheet. Then, direct them to count out the number of cards that the dice lands on and flip the last card face up. For example, if a student rolls a dice and it lands on 5, the fifth card will be flipped up to reveal the number.
- Then, instruct the student to multiply the dice number and the card number together. Ask them to write down the equation and say the product aloud to the group.
- Have the timekeeper stop keeping time.
- Define the terms "deck of cards," "dice," and "product" in students' L1 and English (L2).
- Have students repeat or rephrase the steps of the game to a partner.
- Provide sentence frames for students to use as they state the multiplication fact and product, such as: "The product of ____ and ____ is ____."
Guided Practice(10 minutes)
- Instruct your students to continue until the first two rows are filled for each student in a group.
- Remind someone in each group to keep time, and make sure that your students record their numbers from the dice and cards on their worksheets.
- Have students work in a mixed ability group, ensuring each member contributes to the game. If possible, place students who speak the same home language in the same group so that they can support each other.
- Tell students to share each multiplication fact they make in the game before another peer plays. Have the peer repeat the multiplication fact and state if they agree or disagree using the sentence stem: "I agree/disagree with your multiplication fact because..."
Independent working time(5 minutes)
- Have your students work independently on the same activity, and encourage them to beat their time.
- Have them practice at least ten times so that they can improve their speed and memory.
- Provide a word bank of key terms that pertain to the lesson and display it for students to see as they complete the game with the classmates and discuss their answers.
- Pull aside a small group of ELs that need additional language support to do the independent work with the teacher as a guide. Ask them prompting questions and require them to talk in complete sentences as they describe the task (e.g. "First, I roll the die. Then, I look at the number on the die and pull that many cards. Finally, I write the two numbers from the die and the card, and I multiply them to get the product ____.").
- Give your students a printable multiplication chart to refer to.
- Keep the face cards in the deck for more advanced students. In this modified version of the game, the king triples the next number, the queen doubles the next number, and the jack represents a zero.
- Use the assessment sheet to measure how your students are doing.
- Write down additional comments in the comment box. Circle W if a student needed assistance or circle WO if a student did not need assistance doing the multiplication.
- Let students use bilingual resources, such as online dictionaries or glossaries, to support their math thinking, especially if they are literate in their home language (L1).
- Have students restate the objective of the lesson and steps needed to complete the multiplication game to a supportive peer.
Review and closing(5 minutes)
- Place a blank Roll It and Slap It worksheet on display.
- Play the game as a class to review.
- Have one volunteer roll the dice, flip the card, and multiply it quickly to fill in the worksheet. Keep time for this student.
- Instruct that first volunteer to be the timekeeper for the next volunteer, and continue this until the worksheet is complete.
- Ask students the following discussion question and have them discuss as a class: How was your experience playing the slap and roll timed multiplication game?
- Have students use the vocabulary cards as they talk about the process of the multiplication game during this last round.
- Give students a chance to share their thinking with a peer before discussing in the whole group.