Title:

Multiplication Facts with 7 and 8

 Author:

Emily Nielsen

 Grade:

3

 Integrated Disciplines:

Music

Math

 Standards:

NE Math Standards:

4.2.1       By the end of fourth grade, students will estimate, add, subtract, multiply, and divide whole numbers without and with calculators and solve word problems.

National Music Standards:

1. Singing, alone and with others, a varied repertoire of music.

8. Understanding relationships between music, the other arts, and disciplines outside the arts.

 Objectives:

To memorize multiplication facts 7x3 through 7x8 and 8x3 through 8x8.

To make up a rhyming couplet using one of the facts.

 Assessment:

Watch for student’s ability to sing the song.

Collect written work from the students showing the lines they have come up with for the song.

 Materials:

Any instrument that can play chords

Multiplication flashcards for the above facts

Overhead transparency of words to song

Copies of words to song for each student

Overhead projector

 Procedures:

 Anticipatory Set:

The teacher holds up a set of flashcards and begins to elicit answers to the facts from the class.  The teacher stops and says: “We can try to memorize our sevens and eights the regular way, but I have a better idea.  I know a song that can help you learn these facts.”

 Activities:

1. The teacher sings the chorus to the song “Time Facts” once by herself with the musical instrument.
2. She puts the words to the chorus on the overhead for the whole class to read together.  (The teacher leads and says the words in rhythm.)
3. The teacher teaches each phrase of the song a capella using the echo method.
4. Add the musical instrument and sing through twice.
5. Pass our song sheets to each student.  Have them find the “Chorus” at the top of the sheet.  The draw the class’ attention to the first verse.  Encourage the students to join in the second time through the first verse.
6. Repeat step 5 by slowly singing and playing each verse with the whole class.  Sing the chorus each time.
7. When the teacher and class get to verse five, point out that this verse is incomplete.  Encourage the class to say the verse with you, and when you get to the blank, solicit a word that would rhyme and make sense.  Now sing that verse and the chorus.
8. Before beginning verse six, point out to the students that two whole lines of words have been left out.  If they can think of some words that would fit the music and rhyme, they would be writing a “rhyming couplet.”  Tell them to take three minutes to think and write.  Then the teacher should call on volunteers and fill in the new words on the overhead for the entire class to see.  Sing the new verse and the chorus.

 Closure:

Sing the whole song through once.

 Reference:

www.lessonplanspage.com

Karen Meese

 Song: "Times Facts" (Words by Karen Meese. Tune: "Skip to My Lou")

Chorus: Times facts, they're a breeze;

Learn a few, then work on speed.

Times facts, you'll be surprised

By just how fast you can memorize.

Verses: 3 times 7 is 21

Now, at last, we've all begun.

4 times 7 is 28

Let's sing what we appreciate. (Chorus)

5 times 7 is 35.

Yes, by gosh, we're still alive.

6 times 7 is 42.

I forgot what we're supposed to do. (Chorus)

7 times 7 is 49.

Hey, Bud, can you spare a dime?

8 times 7 is 56.

Please tell me how I got in this fix. (Chorus)

3 times 8 is 24.

Go and throw the cat out the door.

4 times 8 is 32.

Now, please don't try to bite my shoe. (Chorus)

5 times 8 is for---ty.

Will you please stop tickling me?

6 times 8 is 48.

Hurry up or we'll be ___________. (Chorus)

7 times 8 is 56.

_________________________________

8 times 8 is 64.

_________________________________ (Chorus)

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