Students practice skip counting while passing a clap around a circle to a steady beat. The group skip-counts by 2s, 5s, or 10s, saying one number with each clap. As students become more comfortable, increase the tempo to build fluency, listening, and automaticity.

Students become architects designing a block of Baltimore row homes. They will sketch rows of connected row homes and use floors and windows to model the Associative Property of Multiplication.

Students use folding to create a paper quilt to explore the Associative Property of Multiplication. Students fold their paper in different sequences to create the same number of equal sections, discovering that changing how the folds are grouped changes the process but not the total number of panels.

Students become “DJs” and use rhythm and movement to represent a given multiplication equation. Each student creates a short body percussion beat sequence based on the first factor, then loops that sequence according to the second factor.

Students create a “secret handshake” that represents a multiplication equation, choreographing a sequence of unique movements based on the first factor, then repeats the sequence according to the second factor.