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Multiplication DJ

Arts Integrated Lesson Launch for Grade 3 Multiplication

Tags: Multiplication Launch Low-Stakes

Multiplication DJ

Pairs with Reveal Math Lessons 3rd Grade: 3-1, 3-2, 3-3, 3-5, 3-7

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 perform their rhythms while classmates listen, count the beats and repetitions, and try to identify the secret multiplication equation. The activity gives students a physical and creative way to experience how factors and products work together before representing the same idea with drawings, models, and equations.

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MARYLAND STATE STANDARDS

MD Math Standards:

  • 3.NOS.B.2 – Represent and interpret multiplication of two factors (0- 10) as equal groups or as a composed unit that can be repeated/iterated. Explain the relationship between the factors and products.
  • 3.NOS.E.9 – Recall or quickly derive multiplication and division facts within 100 (e.g., factors less than or equal to 10 and quotients less than or equal to 10).

The Multiplication DJ activity supports the enduring understanding that multiplication represents equal groups and can be shown in multiple ways. Students use rhythm and movement to experience repeated groups, then connect those groups to repeated addition and multiplication equations. This supports Reveal learning targets by building conceptual understanding of factors and products through a concrete, engaging representation.

MD Arts Standards:

  • MU.AS1.I:3-5:1 – Conceptualize and generate musical ideas for an artistic purpose and context, using appropriate technology as available.

These arts standards apply to this lesson by directly addressing how students progress from problem-solving to generating a creative idea and, ultimately, expressing that idea musically.

OUTSIDE OF MD?

Common Core State Standards:

  • 3.OA.A.1 – Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7. 
  • 3.OA.A.3 – Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. 
  • *Potential for the activity to show and find the unknown* 3.OA.A.4 – Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = _ ÷ 3, 6 × 6 = ? 
National Arts Standards:

  • MU:Cr1.1.4.b – Generate musical ideas (such as rhythms and melodies) within a given tonality and/or meter
  • Anchor Standard 4 – Select, analyze, and interpret artistic work for presentation.


    ARTS INTERATED LEARNING OBJECTIVE

    SWBAT create and perform a repeating rhythm to represent a given multiplication equation, using the first factor as the number of body percussion beats and the second factor as the number of repetitions.

    MATH DOMAIN

    • Operations & Algebraic Thinking → Represent and solve problems involving multiplication and division →
      • Understanding multiplication as equal groups
      • Connecting repeated addition to multiplication
      • Building fluency with multiplication facts within 100

    COHERENCE

    • Before: Students used repeated addition to find the total number of objects in rectangular arrays.
    • After: Students use arrays to represent multiplication. Students interpret multiplication as a comparison (4th grade).

    MATH & ART SKILLS

    • Math: Students will represent and interpret multiplication as equal groups by identifying the number of groups, the number of objects (or movements) in each group, and the total product. Students will connect repeated patterns to repeated addition and multiplication equations.
    • Art: Rhythmic composition

    MATERIALS

    • Slides
    • Multiplication Cards
    • Rhythm or movement cue cards
    • Marker
    • Whiteboard/Chart Paper
    • Optional: Free website that allows students to use sound bites or beats to create their own short soundtrack.
    • Speaker

    Return to Topic

    Printable Version

    Video Playlist

    Slides

    Concept Map

    FACILITATION STEPS

      1. Hook & Introduce: Announcement: “Today, everyone is a DJ!” Explain that they will create an original beat loop to represent a multiplication equation.
      2. Assign Equations: Distribute a unique multiplication card to each student.
        • Example: 4 x 3 = 12
      3. Define the Parameters: Explain the DJ production rules:
        • First factor = The number of distinct beats in the sequence.
        • Second factor = How many times to loop (repeat) that sequence.
        • Product = The total number of beats performed.
      4. Model (Crucial Step): Physically demonstrate the example
        • 4 x 3 =12
        • Example: Perform 4 distinct beats (clap, clap, stomp, stomp). Loop that exact sequence 3 times total, counting aloud to show it equals 12 total beats.
      5. Independent Studio Time (2 Mins): Start a 2-minute timer for students to compose and practice their beats in their own space.
      6. Perform & Guess: Select 2 solo DJs to perform. Instruct the audience to silently count the beats and loops to guess the performer’s secret equation.

      Possible teacher language:

      • “I noticed our rhythm repeated. What mathematical pattern do you notice?”
      • “Where do you see the groups?”
      • “How does our movement show the multiplication equation?”
      • “Can we represent this same idea with a drawing or array?”

      *Note: Remind the class to support and celebrate each DJ’s unique musical interpretation with applause.

      *Digital Extension: If devices are available, students can arrange their beats using online music production platforms such as Scratch.mit.edu, Musiclabs

      ASSESSMENT & REFLECTION

      Students will demonstrate understanding by identifying the number of groups, the number of movements or beats in each group, and the total product. Students will represent their rhythm pattern using a repeated addition sentence, and quick checks during the activity will be used to assess understanding of multiplication as equal groups.

      Reflection:

      Students will reflect on how movement and rhythm helped them understand multiplication. They will share how repeated patterns connect to equal groups, repeated addition, and multiplication equations. Students may respond to the prompts:

      • How did the rhythm help you see multiplication?
      • What part of the pattern represented the groups?
      • How could you show the same multiplication idea another way?

      DIFFERENTIATION

      Adaptations:

      • Teachers can simplify the mathematical complexity by focusing on equal groups as a foundation for multiplication. Limit equations to factors of 1, 2, or 5.
      • In order to appeal to different types of learners, provide desktop percussion instruments such as egg shakers, rhythm sticks, triangles, or even hand made instruments. This ensures that students can generate distinct counts without needing complex physical movements or verbal counting.
      • Use sticky notes or drawing blocks to represent the factors.

      Small Group Instruction:

      • Turn it into a “Call-and-Response” game. Teacher or small-group leader acts as the head DJ and plays a “factor 1” beat. The small group must immediately “echo loop” it the number of times required by “factor 2.”

      Extension:

      • Move students onto platforms like Scratch, Soundtrap, or Music Lab. Students program their beats digitally using visual grids, mapping out how dragging blocks across a grid directly reflects the repeating columns of a multiplication array.

      Return to Topic

      Materials Google Folder

      BRAIN TARGETED TEACHING IN THE CLASSROOM

      Students are using their bodies to physically represent multiplication as equal groups and repeated patterns. By creating and repeating rhythmic movements, students connect experience to the abstract ideas of factors, products, and multiplication equations.

      The repeated rhythm patterns reinforce multiplication concepts through intentional repetition. Students repeatedly experience groups, patterns, and totals, helping build fluency and memory of multiplication relationships.

      Using Movement to Strengthen Understanding – Embodied Cognition

      We don’t just think with our brains — we think with our whole bodies. Learning is strengthened when the body is involved.

      Examples include: tableau, acting out a story, role play, using gestures to explain ideas, building models, show a character’s emotion with their face and body, physically representing concepts (e.g., walking a number line)

      Why it works: First, it increases attention—movement naturally draws students in and keeps them engaged. Second, action supports deeper, longer-lasting memory. When students do something, they’re more likely to remember it. And finally, it helps make abstract ideas more concrete. Concepts that might feel confusing or distant suddenly become something students can see, feel, and experience.

      Artful Repetition for Long Term Memory – Engaging Repetition:

      Repeated rehearsal is the process of revisiting information, or repeating it, to strengthen memory.

      Arts integration naturally supports repeated, varied rehearsal by engaging students in creative, meaningful ways. Each artistic iteration reinforces learning while maintaining engagement.

      Ex: Students create a song about the states of matter (solids, liquids, & gas) using lyrical substitution, then demonstrate the molecular structure of each state through tableau. The song can be used at the start of every class period throughout the unit for more repeated rehearsal (science)

      The Emotional Climate:

      Teachers should explain that everyone might have different creative ideas but they should all be celebrated and accepted.

      The Physical Space:

      Students should safely create beats within their personal space, whether sitting or standing.

      Learn More:

      Learn more about Brain Targeted Teaching via Dr. Mariale Hardiman’s site.

      ROOT BRANCH MEDIA GROUP – BRING ROOT BRANCH TO YOUR SCHOOL!

      All video content made in partnership with Baltimore’s Root Branch Media Group.

      KELSEY SELLMON

      Kelsey Sellmon is a Morgan State University alum and arts educator based in the DMV area with over 10 years of experience in dance education. She has built her career using dance as a tool to support creativity, confidence, and growth in young people. Kelsey is the co-owner of Elite Expressions Dance Alliance, LLC, where she continues to mentor and develop emerging dancers. She is also the founder of Laray Legacy Studios, a creative business that reflects her passion for art, design, and expression beyond the classroom. As an Ella Baker Trainer with the Children’s Defense Fund Freedom Schools, she supported and trained young adults nationwide to facilitate literacy-based programming centered on social justice. Kelsey is committed to using the arts to inspire youth and help them make a meaningful impact in their communities. In her free time, she enjoys spending time with her husband, her children Dominic and Edyn, and her dog, Flash.

      MCKENNA MEEHAN

      McKenna Meehan is an elementary educator with a passion for making mathematics and science engaging, accessible, and meaningful for all learners. With experience teaching upper elementary students, she focuses on developing critical thinking, problem-solving, and real-world application skills in the classroom. McKenna enjoys creating high-quality instructional resources that support student growth while helping teachers deliver effective, standards-aligned instruction. In addition to classroom teaching, she is committed to continuous learning and collaboration with fellow educators. McKenna believes that every student can succeed when provided with engaging opportunities to explore, discover, and think deeply. Through the Digital Resource Library, she is excited to share practical tools and lessons that support both teachers and students.

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