Kid Multiplication Motivation
We started our daily tournaments between monsters using our multiplication skills. The children love this and always root for the monster they hope wins with the largest product.
So far we have had 10 tournaments and the children are getting faster and faster at solving the problems.
We are also learning skip count songs for each multiple using an amazing series of songs and scripts. The children are using two wonderful multiplication apps called Sushi Monster and Multiplication Math Matthews App on their iPads. Once a week we take a timed multiples test and they are improving. Although many need the multiplication chart . Those 6s, 7s, 8s, and 9s!! Whew!
In small math groups, we continue to work on the multiplication algorithms and practice skip counting & solving problems using our multiplication skills.
The final day working with our pumpkins ended with some messy math. The children were asked to scoop out their pumpkins, separate their seeds from the pulp, weigh each and then organize their seeds in groups of 10 to skip count, write an equation ( math sentence) and record their final number.
Seeds & pulp were everywhere ! At first many were squeamish about putting their hands in their pumpkins. But as the music played and we sang and scooped, they soon were sorting and the room smelled like fresh pumpkins. A bin of soapy water was on hand as were spoons and teacher help. It was a fun end to the hands on pumpkin activities!
Once weighed and counted , the children put their seeds back into their pumpkins to take home. Many planned to plant or roast their seeds at home. They each left holding their carefully examined pumpkin!
This data was put into several graphs to be shared & analyzed next.
Who Let the Ghosts Out
We began building arrays with blocks, learned how to talk about our arrays, draw them, flip them ( 3 groups of 7 and 7 groups of 7 have the same product!) then solve them .
This visual representation helps students understand multiplication concepts. These visual arrangements all have something in common and we can expand on the idea as the year progresses into many different math concepts ( division, fractions, area, perimeter etc.)
Next , the students were asked to solve the array using repeated addition or simple multiplication sentence. Finally, they began drawing their own arrays in math groups that they could build to solve if needed.
Many Ahh Haaa moments! We are such the visual group this year!
We finished 7 X 9 = Trouble ! and the children were excited to start the multiplication monster tournament!
So, I posed a problem " How can we figure out how many cubes are in the basket?" I watched as the students began counting the cubes 1 at a time. This went on for a bit and grew challenging as they tried to recall what number was next counting by 1s 1,2,3,4,5,6,7.... I explained they were skip counting by 1s or adding 1+1+1+1 etc. The line of single cubes was getting very long!
A student recalled the 'DVD' video we watched where a man was trying to solve his similar problem of counting his 200 + DVDs. They became excited as they recalled the 'short cut' the man figured out when he too switched from counting by 1s & began grouping them in 10s and skip counting. They were eager to try.
We passed out large handfuls of cubes to each child and they began to make bundles or groups of 10s. We then combined our tens , made new 10s with left overs and skip counted by 10s. We added the few left over ones to figure out there was 194 cubes in the basket.
A child said it was like counting dimes and pennies. This teacher was happy with all the connections!
Monsters and Multiplication! A great combination high interest and motivating.
The children walked into the classroom with a new bulletin board announcing a multiplication tournament that about to begin with MONSTERS! ( It is October ;-) They became very interested and excited. It begins when we finish our read aloud 7 X 9 = Trouble I explained. See here for more on this clever book.
During this 2-3 week tournament we will be learning how to visually draw our repeated addition problems and learn a short cut multiplication! The children will learn their tables and use 'tricks' like Wilson needed in our read aloud if they struggle with the 7s, 8s and 9s like him.
Day 2. After we practice with dice ( see previous post on Array City ) to practice describing and using a sentence stem, the children created their mathematical array cities. They were asked to compete a G.O. and travel brochure next. Once the city and writing was completed , they were to create a video and explain their city to include the building's array information. These videos help them explain their understanding of the simple arrays and use their expressive language skills to use the vocabulary and share some of their brochure selling points verbally. This taps into their speaking skills and incorporates some math vocabulary. I can hear where they are confused or have understanding. And they have were very engaged with this integrated project!
Today we are making arrays by rolling a double dice and drawing the appropriate array and math sentence on graph paper. Next week the cities will be built with a few more rules. We practice using the math language to explain our arrays . A sentence stem and bank of words are displayed to help them. Vocabulary and explaining their thinking is difficult and we need multiple ways to practice speaking using the vocabulary they are learning which helps them explain their mathematical thinking.
The children were asked to complete this page to help them write their own song before they began their math and iPad movie project.
Once completed the children were then asked to graph their song and notice & share any mathematical pattern they saw in their gragh.
Once the math was done, the children had a variety of ways they could choose to complete their video. They could draw and make illustrations using paper pencil, camera roll or draw with a few apps on their iPads. They could also make their movie by choosing 1-3 apps. Several combined two or more apps.
By allowing the students to choose how they complete the project and showcase their work, gives them more ownership , increases motivation, interest & provides some responsibility for their work. It is also an expression of their learning preferences This level of independence and choice is a deepens their learning.
Act It Out!
Basic Math Skills