Lesson Key Facts
 Grade(s): 3
 Subject(s): Dance, Math
 Duration of lesson: 30 minutes
 Author(s): Jana Shumway
Note: This lesson is intended to help solidify previously learned material, not to be a child’s first introduction to multiplication and division.
Experience/Identify
Place pictures of the numbers below and their descriptions in a visible place.
Go through each of these numbers with the movement until the students are fairly comfortable with the connection between the numbers and the movements.
Play the song “Rise” by Safri Duo while you teach and repeat the movements.
Number 
Movement 
Picture 

0 
Fall down alone 

1 
Run alone 

2 
Elbow swing with one partner 

3 
Three people hold hands in a line walking forward 

4 
Walk in a circle with right arms up in the center of the circle, creating a star with four people 

5 
Huddle in a group of five and bounce knees 

6 
Frontbasket hold with six people walking forward (a frontbasket hold is created by placing both arms in front of oneself in a line with other people—the right hand goes over the left arm of the person to the right and the left arm goes under the person to the left) 

7 
Hold hands with seven people and walk in a curving pathway 

8 
Create a Texas star with eight people holding hands, with every other person is on the inside of the star 

9 
Make a train with nine people by holding the shoulders of the person in front and travel in a curving pathway around the room 

10 
Hold hands in a circle and walk around the circle without letting go 
Explore/Investigate
Use the drum to give a starting signal, and then to accompany the students in the background while they figure out the answers to the problems.
Start calling out easy multiplication problems. They will show that they know the answer to the problem by performing the appropriate movement for the answer
Note: There will be remainders. Have the remainders make a personal shape that mimics the larger shapes performed by the groups. They usually get stuck there until the answer becomes zero again, but then they can be filtered back in.
Examples of Easy Multiplication 
Examples of Easy Division 

3 X 0 = 0 (fall down) 
9 / 3 = 3 (holding hands) 
4 X 2 = 8 (Texas star) 
3 / 3 = 1 (run) 
8 X 0 = 0 (fall down) 
1 / 8 = 8 (Texas star) 
1 X 5 = 5 (walking star) 
8 / 2 = 4 (walking star) 
5 X 2 = 10 (train) 
4 / 4 = 1 (run) 
Continue giving a variety of multiplication and division problems.
Increase the difficulty of the multiplication or division problems in subsequent lessons; for example, if the question is 5 X 5 = 25, have the students first do the dance of the first number and then the second number in doubledigit multiplication. See above for the two (elbow swing with one partner for eight counts) and for the five (huddle in a group of five and bounce knees for eight counts).
Create/Perform
Divide the class in half. Have half of the class sit and the other half of the class stand up.
Give the standing students an extensive multiplication problem. When they figure out the answer to it, have them dance it. Make sure that those watching and those performing don’t say anything. The following is an example.
Teacher: 2 X 5. Think of that answer in your head. Now multiply it by 10. Take that answer and divide it by two. Then take that answer and divide it by 10. Without talking, show me the answer.
Repeat this for the other half of the class. Repeat activity as desired.
Connect/Analyze
Play the song “Rise” in the background as the partnerships talk to each other.
Have the students identify which of the numbers are the easiest to multiply and divide (possibly ten and two).
Have them share with a partner what makes those numbers easy to remember and what strategies they use to remember the answers to those numbers.
If there is enough time, have the partnerships share ideas on how to remember the answers to the tricky multiplication problems.