Adapt an Activity

Page: 153
Math activity number: 7.22, That One!
Content objective: The SWBAT Find the product of multiplication problems with 80%
accuracy.
Language objective: The SWBAT tell their partner the equation and answer to the question with
80% accuracy.
Assessment statement: Students found the correct product of multiplication problems.
What kind of activity:
This is a practice activity. The students already know how to solve the problems. They are
simply doing problems over and over again to better commit it to memory. Tucker (2006)
describes a practice activity as helping students to become proficient in skills they have already
developed. The students are using a combination of think-time practice as well as speed-drill
practice (Tucker, 2006). They have to quickly think of the answer, but they then go over the
answer together. By using both of these strategies the students will be able to get clarification as
well as memorize the skills.
Instructions:
In partners shuffle the pile of flashcards and put them in a pile. Each turn both partners will take
a card off the top of the deck. You will both count to 3 out loud together. On the count of 3 both
partners will turn their card face up in the middle of the table. The players will decide which card
has the greatest product. The first player to touch the card and say the correct product out loud
wins that round. Both players must discuss and agree upon the answer before the round is over;
once the answer is agreed upon the students will show the answer using base 10 blocks. If the

players do not agree on the answer, they will use the base 10 blocks to solve the problem
together. After playing all the cards, the player with the most cards wins.
Diagram

Justification:
I first increased the communication. I had them discuss the answer as well as count
together before flipping the cards over. When students communicate with one another they can
help teach each other and give new perspective. A physicist professor once said half his students
were struggling with an idea he had explained clearly to them; so he told them to talk to other
students in the class. He said, The entire classroom erupted in chaos. They were dying to
explain it to one another and to talk about it (Hanford, 2012). When students are given the
opportunity to communicate they will. They will find new ways to learn things as well as work
on their social skills.
I then increased the visual by having the students show the answer to the problem using
base 10 blocks. This way they will not only discuss the answer, but they will also be able to see
it. Tomlinson (2000) says that one of the best ways to differentiate instruction is to increase the
visual input. In the Tucker book (2006) it explains that each student has a learning style which is
their preferred way of using their abilities. By increasing the visual I am giving more opportunity
for the students who prefer visual learning to understand the content.
Lastly I increased the kinesthetic by having them use base-10 blocks to work out the
problem when they do not agree upon an answer. This way they will be able to use their hands to

solve the problem. In Best Practices it talked about how props are very motivating for students
and provide concrete representations (Zemelman, 2005). Not only will the base 10 blocks be a
great representation of the problem, but students are more excited about doing the problem. They
are not only using their knowledge, but they are getting hands on experience with the problems.

Works cited
Hanford, Emily. "Physicists Seek To Lose The Lecture As Teaching Tool." NPR. NPR, 01 Jan.
2012. Web. 23 Feb. 2015.
Tomlinson, C. A. (August, 2000). Differentiation of Instruction in the Elementary Grades. ERIC
Digest. ERIC Clearinghouse on Elementary and Early Childhood Education. Retrieved
from http://www.readingrockets.org/article/263
Tucker, B. F., & Singleton, A. H. (2006). Teaching mathematics to all children: designing and
adapting instruction to meet the needs of diverse learners (2nd ed.). Upper Saddle River,
N.J.: Pearson Prentice Hall.
Zemelman, Steven, Harvey Daniels, and Arthur A. Hyde. "5." Best Practice: Bringing Standards
to Life in America's Classrooms. Third ed. Portsmouth, NH: Heinemann, 2005. N. pag.
Print.