Haley Kebker

Bro. Duque
2-21-19
Adapt an Activity From Chapter 7

 Name of the activity: Multiplication Scavenger Hunt (7.19)

 Adapt for children who are English Language Learners.
 Activity classification (do not choose developmental): Practice
 CO: Students will be able to work together to solve the multiplication facts given to them
with using manipulatives.
 LO: Students will be able to orally state their answers to their partners that they found for
their multiplication facts,
 LT: I can solve multiplication facts with using manipulatives.
 Identify two of the Tucker 5 you’ll increase: visual, and oral communication
 Identify how you’ll differentiate instruction (state one and explain how you will
differentiate): Process- The students will be doing an activity in which they are engaged in
their own learning while working with a partner. This will help the ELL students by allowing
them to talk with another person if they are confused with anything. Learning
Environment- The students will be doing a scavenger hunt to find the multiplication facts
that match their answers on their paper. They will be doing this by moving around the room
to find the different problems.
 Identify SIOP Focus: Interaction- Students will be working with a partner to solve the
multiplication problems with their manipulatives.
 Identify Writing Trait Focus: Voice- When the students solve the multiplication facts, they
can tell their partner the answer that they got and compare it with them. The ELL students
will be able to practice on using their words when telling their partners the answers that they
got.
 List of materials for the activity: Paper, pencil, manipulatives
 Instructions written for a teacher to follow:

1. Tape the multiplication fact cards up around the room.

2. Have students get into groups of 2.
3. Give each group a piece of paper with 15 answers on it.
4. Explain to the students that they need to go around the room to a card, solve the problem
with using manipulatives, and mark which problem goes along with the answer.
Haley Kebker
Bro. Duque
2-21-19
5. Tell the students that there are answers on their sheet that won’t work for any of the
problems.
6. While the students are working on the problems ask them questions, some questions may
be:
-How did you get that answer?
-Why do you think your answers are correct?
-Can you show me how you got that answer?
-Is there anything challenging for you while solving these problems?
7. Once they complete their scavenger hunt and find all the multiplication facts that go with
their answers, have them check their answers to see if they are right. If their answers are
wrong, have them go back and resolve the problems.
 Diagram: