# ALEX Learning Activity

## Multiplying With Skip Counting

A Learning Activity is a strategy a teacher chooses to actively engage students in learning a concept or skill using a digital tool/resource.

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This learning activity provided by:
 Author: Shandra Upchurch System: Madison County School: Riverton Elementary School
General Activity Information
 Activity ID: 2430 Title: Multiplying With Skip Counting Digital Tool/Resource: Counting By Fours Song (Classic) YouTube Web Address – URL: http://www.viewpure.com/VSn2O4mTYD4?start=0&end=0 Overview: In this learning activity, students will be introduced to the concept that skip counting by 4s will result in an even number since 4 is an even number. This learning activity may be used before learning the four multiplication facts to engage students through singing and movement with numbers. This alignment is the result of the ALEX Resource Development Summit.
Associated Standards and Objectives
Content Standard(s):
 Mathematics MA2019 (2019) Grade: 3 9. Recognize and explain arithmetic patterns using properties of operations. Unpacked Content Evidence Of Student Attainment:Students: Recognize, describe, and explain arithmetic patterns. Given a number pattern, find the next number or numbers in the pattern. Given a number pattern, find a characteristic of the next number or numbers in the pattern. Given an addition table or multiplication table, find the missing values in the table. Given an addition table or multiplication table, find a characteristic of a row or column of that table.Teacher Vocabulary:Arithmetic pattern Starting value Addition table Multiplication table Consecutive Term DecomposeKnowledge:Students know: that mathematical ideas and concepts build on patterns and recognize and identify those patterns to make sense of math, and the ability to make generalizations is the foundation for algebraic reasoning.Skills:Students are able to: Identify arithmetic patterns in number sequences, in the addition table, or multiplication table. Use logical reasoning and properties of numbers and operations to explain characteristics of arithmetic patterns.Understanding:Students understand that: Mathematical concepts build on patterns. When consecutive terms always differ by the same amount, an arithmetic pattern is formed. Visual patterns can be found in the multiplication table.Diverse Learning Needs: Essential Skills:Learning Objectives: M.3.9.1: Define arithmetic patterns: geometric or numeric. M.3.9.2: Explain arithmetic patterns using properties of operations. M.3.9.3: Recognize arithmetic patterns (including geometric patterns or patterns in the addition table or multiplication table). M.3.9.4: Construct repeating and growing patterns with a variety of representations. M.3.9.5: Demonstrate computational fluency, including quick recall, of addition and multiplication facts. M.3.9.6: Duplicate an existing pattern. M.3.9.7: Skip count. M.3.9.8: Represent addition and multiplication with manipulatives. Prior Knowledge Skills:Explain addition and subtraction problems using concrete objects, pictures. Use multiple strategies to add and subtract including counting on, counting back and using doubles. Create a number pattern. Use multiple strategies to add and subtract including counting on, counting back and using doubles. Alabama Alternate Achievement Standards AAS Standard: M.AAS.3.7 Demonstrate fluency of multiplication using skip counting, multiples of numbers, number charts, arrays, etc.
Learning Objectives:

The student will be able to identify arithmetic patterns (counting by fours) and explain them using properties of operations.

Strategies, Preparations and Variations
 Phase: Before/Engage Activity: Tell students that today we will skip count by the number 4. Ask students if 4 is an even number. Remind them that since 4 is an even number and we are adding 4 to each number that we say, then all the numbers that we will say will be even. Have the numbers 4, 8, 12, 16, 20, 24, 28, 32, 36, 40, 44, 48, 52, 56, 60, 64, 68, 72, 76, 80, 84, 88, 92, 96, 100 on the front board or on chart paper for students to see while counting aloud by 4s to 100 with students. Tell the students that now we will skip count by 4s while singing and moving.Students will watch the video Counting by Fours SongNext, students will repeat the pattern aloud, "4 is an even number and counting by 4 will result in all even numbers".  Have students watch the video again while singing/moving along with the video.  The students will count by fours together.  Remember to erase the front board or cover the chart paper.  On a clean sheet of paper, the student will write the whole numbers starting at the number 4 and skip count by 4s to 100. Assessment Strategies: The student will count by fours. On a clean sheet of paper, the student will write the whole numbers starting at the number four and skip count by fours to one hundred.The teacher will assess students' paper for correct skip counting by 4s. Advanced Preparation: Have the numbers 4, 8, 12, 16, 20, 24, 28, 32, 36, 40, 44, 48, 52, 56, 60, 64, 68, 72, 76, 80, 84, 88, 92, 96, 100 on the front board or on chart paper for students to see while counting aloud by 4s to 100 with students. Check to make sure the technology device and the Internet is working. Variation Tips (optional): You may allow the students to view, sing, and/or move with the video multiple times prior to the assessment. Notes or Recommendations (optional):
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