CT OBSERVATION 1 LESSON PLAN

Focus Concept: Using Arrays to Multiply and Divide

Date(s): 9/22/2016
Essential Question(s): How can you use an array to
model multiplication and division?
Vocabulary: model, manipulatives, equal groups, groups of, division, repeated subtraction, number line,
arrays, equation, multiplication, repeated addition
Related Centers/ Resources: manipulatives (Counters and Snap Cubes)
Opening (Engage):
ULP, p. 115. Monitor, select, and sequence students to
share their thinking. Have snap cubes available for
students to use and make sure students are labeling their
pictures. Challenge the students to solve their problems
using an array.

*Building Understanding (Whole Group ExplorationCore):

Pair/Share HOT Questions:

What does the 3 in your equation represent in the
story?
What does the 6 in your equation represent in the
story?
What does the product represent in the story?
What do your counters/snap cubes represent?
What do your rows represent?
What do your columns represent?
How can you use manipulatives to build an array
to represent what is happening in the problem?

Pair/Share HOT Questions:

-How does the array change based on the layout of
the snap cubes?

Give students 8 snap cubes and have them make as many

arrays as they can. Encourage them to write multiplication
-Which number represents your rows?
sentences for each. Students can share their work with the
class to compare their similarities and differences.
-Which number represents your columns?
Rotating Arrays:
Students work with partners and get a pair of dice. Each
What do you notice about the product in each
student rolls one die. The number that the first student
array of the 8 snap cubes?
rolls is the amount of groups. The number that the second
student rolls is the number in each group. Students then
build an array based on their amounts, and write the
corresponding multiplication equation that matches the
array. Upon completion, have class discussion about what
they noticed.

*Independent /Small Group Practice (Differentiation):

Exit Ticket-Pg. 115B

Journal:

Application: ULP and Exit Ticket

***Evidence of Learning: ULP, HOT Questions, Exit Ticket

Homework:
P. 111 and p. 112

CT OBSERVATION 1 LESSON PLAN