Math Multiplication

Lesson/Activity Topic: Math Multiplication (Times Table for 5)

Thoughts in planning:

The soccer ball activity was chosen to show that the students recall the previously learned material of multiplying by two. We used the song to serve as a device to help students learn how to multiply by five. We then chose the flyswatter activity as a testing method to demonstrate if the students comprehend the material.

The students need to have a light understand of how multiplication works. They also need to be able to recall the previously covered material of multiplying by two.

Some of the students may struggle with the material. To resolve this, allow students time to contemplate the answer. Also, ask the students if they have any questions on multiple occasions throughout the activity. Make sure the students are performing the activity safely as to not harm others or themselves.

Goals for the learner:

8 out of 10 students will be able to multiply by five.

8 out of 10 students will be able to count by multiples of 5 up to 120.

8 out of 10 students will be able to understand music can enable a better understanding of another content area.

Assessment:

Each table will be asked at the end of the lesson to count by multiples of

5. Each table will continue from where the last left off until 120 is

reached. Each table will also be asked to answer one multiplication

problem. Each table will be asked to raise a thumbs up if music helped them with their multiplication tables today.

Materials/Media:

  • Computer with speakers and projector
  • Internet access (
  • Soccer ball
  • 2 fly swatters
  • Permanent marker

Introduction:

We will ask students to actively participate in the soccer ball activity to refresh their knowledge of the multiplication facts of two. Once the students have participated in the soccer ball activity, we will ask the students to listen to the song, “Multiplication, School House Rock.” The song should help the students learn the multiplication facts of five. The song, “Multiplication, School House Rock” will get students’ prepared to learn the multiplication facts of five.

Procedure:

  • -The students will have a review of past knowledge on the multiplication tables.
  • - A soccer ball will be used with the numbers 0-9 written in each hexagon. The children will be asked to sit on top of their desks. Without talking, students throw a soccer ball to each other. Whatever numbers the student’s right thumb lands on when catching the ball is the number they multiply by 2. For example, a student’s right thumb lands on 2 so the student says, “Two times two equals four.” The student then throws the ball to someone else. Students have to sit down if they talk (unless they have the ball) or if they get the problem wrong.
  • -After most of the students have had a chance to have the soccer ball we will seat back in our seats and begin the introduction the multiplication tables for 5.
  • -We will then pass out the lyrics to the song, School House Rock-Five Multiplication and ask the students to listen to the song once following along with the lyrics in their head. Then the second time we listen to the song we will have the students sing along.
  • -Once the students have had a chance to be introduced to the multiplication tables for 5 we will have them play a game that will provoke them to apply what they have learned. This game involves 2 fly swatters. The teachers will write products to multiplication facts spread out on the board. The teachers will divide the class into two teams. The two teams will line up in front of the board behind the tape. Team members may not cross the line until the teacher has called out a multiplication fact. The teacher will call out a multiplication fact. The first person in the line will swat the correct answer on the board. If the swatter gets it wrong, they go to the back of the line and the next team member gets a chance. The teacher will continue to calls out facts until all of the students have had a chance to answer a question.

Resources:

Idea for activities:

*modified to fit out lesson.

Song: (

Standards:

IN State Standards:

Standard # 3 Responding to Music 3.8.4: Discuss ways that music could enhance understanding of a topic in another discipline.

Standard #3 Math Computation 3.2.5: How mastery of multiplication facts for 2, 5, and 10.

Standard # 3 Physical Education; Motor Skills and Movement Patterns 3.1.4: Demonstrate movement skills and patterns following specific rhythms. Example: Perform a ball routine consisting of a bounce, pass and catch with a partner in rhythm to the music.

Now everybody try to find a good hiding place. This ol' tree is gonna be the base. I'm gonna close my eyes and hide my face and count to a hundred by fives. Ready? Go!

5, 10, 15, 20, 25, 30, 35, 40, 45, 50, 55, 60, 65, 70, 75, 80, 85, 90, 95, 100. Ready or not, here I come.

Apples, peaches, pumpkin pie, Who's not ready, holler "I" - ("I!") Oh, alright, I'll count it again, But you better get hid, kid. Here we go.

5, 10, 15, 20, 25, 30, 35, 40, 45, 50, 55, 60, 65, 70, 75, 80, 85, 90, 95, 100, 105, 110, 115, 120. There! A bushel of wheat and a bushel of rye, Who's not hid, holler "I." Twenty nickels makes a dollar! I didn't hear anybody holler. Five times twenty is one hundred, Everybody got to be hid. All eyes open, here I come, whew!

Multiplying by five is a little like countin' by five. In fact, if you counted along on your fingers as you counted out loud by fives, your fingers would tell you how many fives, you've got.

Ok, let's count it together, now. Count on your fingers... One finger for each count out loud... Get set. Ready? Go!

5, 10, 15, 20 - STOP! Twenty. You got four fingers, see, that means four times five is 20. Let's try another one. Get set. Ready? Go!

5, 10, 15, 20, 25, 30, 35 - STOP! Thirty-five.? Seven fingers... that's right, Seven times five is 35.

Okay, let's try a longer one. Now when you run out of fingers, at 50 - you see, because ten times five is 50 - then start over with the same fingers and remember that you owe 10 ... Get set. Ready? Go!

5, 10, 15, 20, 25, 30, 35, 40, 45, 50, 55, 60 - STOP! Ten and two, right? That's twelve fingers. Twelve times five is 60. See how it works?

Now you may notice that if you multiply five by an even number, your product will end in zero; and if you multiply five by an odd number, your product will end in five.

Ok, now let's do one more game of counting by fives on our fingers. This is a long one. Keep going. Get set. Ready? Go!

5, 10, 15, 20, 25, 30, 35, 40, 45, 50, 55, 60, 65, 70, 75, 80, 85 - STOP! Eighty-five. Seventeen fingers. Look at that boy with seventeen fingers stickin' up. How d'ya do that, kid? Anyway, five times 17 is 85.

See, that's three fives short of a hundred. If you had three more nickels, 15 cents, then added the 15 to the 85, you'd get a hundred, right?

Cause five times 20 is 100. Everybody got to be hid!

It's 5, 10, 15, 20, 25, 30, 35, 40, 45, 50, 55, 60, 65, 70, 75, 80, 85, 90, 95, 100. Ready or not, Here I come!