**Lesson Plan #9**: 6s, 7s, and 8s Count Bys

**Performance Objective: **Given a worksheet, students will correctly answer 6s, 7s, and 8s count-bys and multiplications 9 out of 10 times.

**Resources or Materials Needed: **Worksheet, pencil, multiplication flashcards, mini white board, dry erase marker, eraser

**Time: **60 minutes

**Step 1: Pre-Instructional Activities: **Begin this lesson by reviewing multiplication with the factor of 0, 1, 2, 3, 4, 5, 9, and 10 by playing around the world. Have the students sit in a circle. Tell two students who are sitting next to each other to stand up to start the game. Preset a flashcard with a multiplication fact on it and the student who answers the fact first gets to move on. The student who didn’t answer sits down, and the next student in the circle stands up to challenge the winner.

**Step 2: Content Presentation: **Begin instruction as a whole group and end with independent work to check for understanding.

**Step 3: Learner Participation: **After playing the interactive game,** **students come to the carpet and take out a mini white board, dry erase marker, and eraser. Instruct the students to write multiples of 6 up to 60 on their white board. Many of them will use repeated addition. When they have the multiples of 6 written down, ask a volunteer to come up with a multiplication equation using one of the numbers. Some answers may include, “6x3=18” Repeat with a few more facts, and then use the same process with products of 7s and 8s.

**Step 4: Assessment: **Multiplication worksheet (See Appendix G)

**Step 5: Follow-Through Activities: **Invite students to use the ipads and go to the site MathGames to practice multiplication facts at their level. Students can review and advance as needed.

**Lesson Plan Summary: **The lesson begins with a game to help students review the multiplication facts they have been learning. When the game is over, the students are brought to the carpet to begin a lesson learning factors 6, 7, and 8. These three factors take a lot of practice and repetition before most children become fluent. This lesson supports the learning theory of Constructivism because students rely on prior to recall what has been previously learned. This lesson also supports the learning theory of Behaviorism because students practice what they’ve learned through repetition.