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Secret Handshake

Arts Integrated Lesson Launch for Grade 3 Multiplication

Tags: Multiplication Launch Low-Stakes Movement-Based

Secret Handshake

Pairs with Reveal Math Lessons 3rd Grade: Unit 3

Students work with a partner to create a “secret handshake” that represents a given multiplication equation. Each pair choreographs a sequence of unique movements based on the first factor, then repeats the sequence according to the second factor. Pairs perform their handshakes while classmates listen, count the movements and repetitions, and try to identify the secret multiplication equation.

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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 Secret Handshake multiplication activity supports the enduring understanding that multiplication represents equal groups and repeated quantities. Students physically create one group of movements and repeat that same sequence, helping them identify the number or groups, the number in each group, and the total product. This aligns with the Grade 3 math standards, Reveal learning targets, and MD Companion Guide on using meaningful contexts and multiple representations to build conceptual understanding before moving to abstract multiplication equations.

MD Arts Standards:

  • DA.AS1.I:3-5:1 – Demonstrate the ability to create and perform dance through guided and self-exploration of a variety of stimuli.
  • DA.AS8.E:3-5:1 – Interact effectively with others and discuss possible meanings and choreographic intent of an observed dance.

These arts standards apply to this lesson by addressing how students generate and express their own choreographic ideas to represent a specific theme, as well as how they interpret and discuss the choreographic intent of others.

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. 
National Arts Standards:

  • Anchor Standard 1 – Generate and conceptualize artistic ideas and work.
  • Anchor Standard 7 – Perceive and analyze artistic work.

    ARTS INTERATED LEARNING OBJECTIVE

    SWBAT choreograph and repeat a secret handshake movement sequence to represent a given multiplication equation, using the first factor as the number of movements and the second factor as the number of sequence 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 explore equal groups, skip counting, and repeated addition using concrete models and drawings to build an understanding of multiplication situations.
    • After: Students represent multiplication with arrays, models, and equations, apply multiplication strategies and properties, and solve real-world multiplication and division problems.

    MATH & ART SKILLS

    • Math: Identify and represent multiplication as equal groups by connecting repeated movement patterns to repeated addition and multiplication equations.
    • Art: Create movement phrases using specific guidelines.

    MATERIALS

    • Slides
    • Open space for students to work with a partner
    • Multiplication or number cards
    • Whiteboard or chart paper
    • Markers
    • Whiteboards or recording sheets (optional)
    • Movement cards (optional)

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    FACILITATION STEPS

    1. Hook & Introduce: Explain that students will represent multiplication equations by creating a “secret handshake” with a partner.
    2. Pair Up: Assign or allow students to select partners.
    3. Assign Equations: Give each pair a multiplication card.
      • Example: 4 x 2 = 8
    4. Define the Parameters: Explain the movement rules clearly:
      • First factor = Number of unique movements (1 movement per count).
      • Second factor = Number of times to repeat that sequence.
      • Product = The total number of counts performed.
    5. Model: Physically demonstrate the example with a student helper:
      • Example: 4 x 2 =8
      • Show 4 distinct movements (clap, high-five, fist-bump, snap) done at a 1-count pace, then repeat the whole sequence a second time to equal 8 total counts.
      • Optional: In slides utilize the Fresh Prince of Bel-Air clip which has 2 movements that are played numerous times. Pause the video at different moments and have students create the equations. Ability to create numerous equations based on when the video is paused in the repetition sequence.
    6. Choreograph (2 Mins): Start a 2-minute timer for pairs to collaborate and practice their handshakes.
    7. Perform & Guess: Select 2 pairs to perform. Instruct the audience to silently count the movements and total counts to guess the performing pair’s equation.

    *Note: Remind the class to celebrate each group’s unique choreographic interpretation with applause.

    ASSESSMENT & REFLECTION

    Throughout the activity, the teacher will observe each pair’s secret handshake to determine whether the choreography accurately represents the assigned multiplication equation. During the performance portion, students will demonstrate their understanding by identifying the equation represented by their classmates’ movements. The teacher will use questioning to check that students can explain:

    • How the first factor represents the number of unique movements.
    • How the second factor represents the number of times the sequence is repeated.
    • How the product represents the total number of counts performed.

    Students’ ability to correctly create, perform, and identify multiplication equations through movement will serve as evidence of their understanding of multiplication as repeated groups.

    Following the activity, students will discuss how movement helped them make sense of multiplication. They will reflect on how repeating a sequence of movements is similar to repeating equal groups in a multiplication equation. Students may respond to prompts such as:

    • How did creating a secret handshake help you understand multiplication?
    • How did the repeated movement sequence represent the multiplication equation?
    • How did counting the movements help you find the product?
    • How could you represent the same multiplication equation using different movements?

    DIFFERENTIATION

    Accommodations:

    • Provide picture cards or movement icons for students who benefit from visual supports.
    • Pair students strategically to provide peer modeling and assistance.
    • Offer movement choices that can be completed standing, seated, or using upper-body movements only, ensuring all students can participate regardless of physical ability.
    • Reduce the number of unique movements (e.g., 2 × 3 instead of 4 × 5) for students who need additional support.
    • Allow students to rehearse with teacher guidance or use verbal counting while performing.

    Small Group Instruction:

    • Work with a teacher or intervention group using simpler multiplication facts (0s, 1s, 2s, 5s, and 10s).
    • Provide immediate feedback as students build and perform their handshakes.

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    BRAIN TARGETED TEACHING IN THE CLASSROOM

    Students use movement to physically represent equal groups and repeated patterns, strengthening their understanding of multiplication. Repeating the secret handshake sequence helps reinforce multiplication concepts and build connections between groups, repeated addition, and equations.

    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 to students that all physical interactions with our friends should be gentle. Teachers should explain that everyone might have different movement ideas but they should all be celebrated and accepted.

    The Physical Space:

    Be mindful of classroom set-up and transitions. This activity can work quickly with table/ desk partners in order to cut down on transition time. If your classroom has a large open space, being intentional about how students move to and from the space will help the activity go smoothly. Whichever student pairs are chosen to show their handshake can either come to the front of the room, or can show their handshake from their workspace.

    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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