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You are on page 1of 5

Teacher

Date

Sung Ji Choi

16 November 2016

Subject/ Topic/ Theme

Math/ Multiplication: Array activity

Grade 3rd grade

I. Objectives

How does this lesson connect to the unit plan?

Students are working on multiplication. Before they learn multiplication facts, properties of multiplication, and strategies, students

need to understand how multiplication works. In this lesson, students will build their conceptual understanding of multiplication

using the model of the array. Arrays help students to understand how multiplication works. In order to understand the multiplication,

students need to fully understand the model of array.

cognitiveR U Ap An E C*

Learners will be able to:

physical

sociodevelopmen emotional

t

U and An

examine, interpret, and analyze the structure of six stacked 6 x 5 arrays of eggs to determine

the total number of eggs.

Ap

x

use the model of array and draw two-dimensional arrays to solve multiplication problems.

Ap

build their conceptual understanding of multiplication using the model of the array.

Ap

x

develop their fluency of using arrays.

Ap

x

compare and share various strategies in small groups and with the entire class.

Common Core standards (or GLCEs if not available in Common Core) addressed:

CCSS.MATH.CONTENT.3.OA.A.1 : Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5

groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.

CCSS.MATH.CONTENT.3.OA.A.3 : Use multiplication and division within 100 to solve word problems in situations involving

equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to

represent the problem.

CCSS.ELA-LITERACY.SL.3.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)

with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.

CCSS.ELA-LITERACY.SL.3.1.B : Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to

others with care, speaking one at a time about the topics and texts under discussion).

CCSS.ELA-LITERACY.SL.3.1.D: Explain their own ideas and understanding in light of the discussion.

(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners

write the name(s) of the learner(s) to whom it applies.)

*remember, understand, apply, analyze, evaluate, create

**II. Before you start
**

Identify prerequisite

knowledge and skills.

Outline assessment

activities

(applicable to this lesson)

**Students will need to know the addition, skip counting, basic concept of multiplication (3x5 or 3
**

groups of 5), and how to draw arrays.

Pre-assessment (for learning):

Before students learn this lesson, teacher tested them with several multiplication problems to decide

what needed to be learned and to know what they already knew. Were they able to draw arrays?

Were they able to understand the concept of multiplication?

Base on the result of pre-test, teacher assigns groups for this lesson.

Formative (for learning):

I will monitoring students' understanding by asking question during the lesson. Also, while students

are having discussion with their group members, I will walk around, check their solutions and

strategies that they used, and ask them questions to help them get the ideas.

1-19-13

Formative (as learning):

Students will assess their own learning by seeing if their solutions for the problem were correct or

not. They will self-monitor by tracking their math work. Also, students will discuss with their

partners about the various strategies and check each other's learning and understanding. At the end of

lesson, I will ask them to self-assess their learning using a rubric (for student use).

Summative (of learning):

**Students will be asked to hand in their worksheet and also solve 16 arrays multiplication problems as
**

a homework. I will pass out the homework paper and collect them next day. I will grade their

homework to check their understandings. Also, I will use a rubric to assess them. After this lesson,

students will be asked to take two tests to check their understanding of multiplication.

**What barriers might this
**

lesson present?

What will it take –

neurodevelopmentally,

experientially, emotionally,

etc., for your students to do

this lesson?

**Provide Multiple Means of
**

Representation

**Provide Multiple Means of
**

Action and Expression

**Provide Multiple Means of
**

Engagement

**Provide options for perceptionmaking information perceptible
**

-When I tell the story problem, I will

also write down the problem . When

students share their solutions with

the entire class, I will show their

worksheet to the entire class using

overhead projector. Also, when they

discuss about the correct answer, I

will write down their different

answers on the screen.

Provide options for language,

mathematical expressions, and

symbols- clarify & connect

language

-I will clarify vocabularies which

can be challenge for students.

**Provide options for physical
**

action- increase options for

interaction

**Provide options for
**

recruiting interest- choice,

relevance, value,

authenticity, minimize

threats

**Provide options for comprehensionactivate, apply & highlight
**

-In the introduction part of this

lesson, I will ask some questions

which help students to understand

the problem and relate to the

problem context.

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**-If this problem is too hard
**

for some students, they can

use counters when they find

the total number of eggs.

**Provide options for
**

expression and

communication- increase

medium of expression

-Students will talk with their

group members to find the

answers.

**Provide options for executive
**

functions- coordinate short

& long term goals, monitor

progress, and modify

strategies

-I will clearly explain what's

their goal for today.

**-Students will come up with
**

their own choices and will

share those choices with the

entire class.

Provide options for

sustaining effort and

persistence- optimize

challenge, collaboration,

mastery-oriented feedback

-Students will be organized

in triads or pairs and work

with their groups members

to find the answers. Also,

they will share their

solutions with the entire

class.

Provide options for selfregulation- expectations,

personal skills and

strategies, self-assessment

& reflection

-I will encourage students

while they solve the

problem and share their

solutions.

-Students will self-check

their answers when they

discuss the solutions with

the peers.

**Materials-what materials
**

(books, handouts, etc) do

you need for this lesson and

are they ready to use?

**How will your classroom be
**

set up for this lesson?

**- video: School House Rock Counting by Fives ( https://www.youtube.com/watch?
**

v=C1RZyIBgmjU)

-color printed problem activity sheets

-computer

-projector

-Google slide

-overhead projector

-screen

-grid papers

-pebbles or counters (if students need)

-white boards

-pencils

-microphone

-rubrics for student use.

-rubrics for teacher use.

In the introduction of the lesson, students will remain their seats. After I introduce the problem, each

group will find a comfortable space to work on this activity.

**III. The Plan
**

Time

Components

8min

Motivation

(opening/

introduction/

engagement)

**Describe teacher activities
**

AND

student activities

for each component of the lesson. Include important higher order thinking questions and/or

prompts.

Show a video (School House Rock Counting by

-watch video and count numbers by 5s.

Fives)

**This activity is from
**

Enns, E. (May 2015). Eggsactly How Many?.

Teaching Children Mathematics, Vol. 21 (No.9).

Retrieved from

http://www.jstor.org/stable/10.5951/teacchilmath.21.

9.0521 Accessed: 12-10-2016 02:00 UTC

-Students response to my questions

**1. After watch a video, introduce a story to students.
**

Also write down the story on the screen so that

students can hear and also see the story.

I'm going to tell you a story of my friend.

When my friend goes shopping for eggs, he likes to buy

his eggs directly from the farm. (Ask these questions

**while introduce the problem. "Where do you usually
**

get your eggs?") One day he walked into the barn

where the eggs are sold and this is what he saw.

2. Show the picture of the eggs from the activity sheet.

3. Ask, "What questions do you think popped into his

head?"

**4. Ask students to share their anticipation/ideas with
**

the person next to them. Give them enough time to

share.

5. Ask, "What questions do you think popped into his

head?"

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-Look at the picture

**-think about the questions and talk with their
**

peers.

-share their thoughts with the entire class.

20-25

min

Development

(the largest

component or

main body of

the lesson)

**6. As soon as one of students shares the question, "How many
**

eggs are there?" let the class know that this is the problem they

will try to solve today.

**-understand that "Ho many eggs are
**

there?" is the main problem that they

have to solve today.

**7. Hand out the copies of the activity sheet and ask students to
**

record their answers.

8. Organize students in triads (assign the partners base on their

pre-test results) and ask students to solve the problem.

**-find their partners and begin to solve
**

problems.

**9. As students are working on problem solving, walk around the
**

classroom and observe the strategies they use to answer the

questions.

10. Walk around and ask students following questions to

provoke their thinking,

-How many eggs are in the top tray?

-How could you find out?

-How many trays are there altogether?

-Can you find another way to check your answer?

- Is there a faster way than skip counting by thirty?

**-use several strategies to find the
**

answer.

**(If some students finish early, give them an additional task.
**

"The cost of a dozen is $2, If my friend wants to buy 3 dozens,

how much does he have to pay?")

(If this activity is too hard for some students, ask them to just

find the total number of eggs in the top tray. Or provide a

picture displaying a bird's -eye view of the top row of eggs to

help them determine the total number of eggs.)

11. (Mrs. A will lead the discussion) When each group has

answered the questions, select some solutions that used different

strategies to find the number of eggs on the top tray (Question

#1), and share them with the entire class.

-show students' worksheet to entire class using overhead and

ask them to describe their answers

12.Discuss with students and explain the correct number of eggs

in the top tray.

13. After students agree on the number of eggs in the top tray,

examine different solutions for finding the total number of eggs

(Questions #2).

14. While share the different solutions, ask students following

questions to prompt discussion:

-What do you think this group did to solve the problem? -What are

your questions about this solution?

-These two solutions have different answers for the number of eggs on

each tray. Which one is correct? How do you know?

-Do we count the corner egg once or twice? Why?

-Compare how different groups found the total number of eggs.

-What questions do you have about the strategies they used?

-Which strategies would be more efficient? Why?

While students share ideas, write down their ideas on the word

document.

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**- share and explain their answers for
**

question #1with the entire class.

-they may use 2D arrays, count one by

one, may have incorrectly identified

the array of eggs on the top as 6 x 4,

they think they have already counted

the corner egg in the row of six so

they could not count it a second time

for the column.

-understand how to find the number of

eggs in the top tray. (5 x6 or 6x5)

- share and explain their answers for

question #2with the entire class.

-they may use repeated addition of 30

x 6 or combining three 30s-> 90 and

then doubling. 6 trays x 30 eggs = 180

eggs

**15. Find the correct answer for the total number of eggs.
**

6 x 5 x 6 = 180 eggs

6 groups of 30 eggs.

5 groups of 6 or 6 groups of 5 (may point out the commutative

property of multiplication)

10min

Closure

(conclusion,

culmination,

wrap-up)

**16. I will pass out the rubrics and ask students to self-assess
**

their learning.

17. I will collect worksheets and rubrics so that I can check their

understanding.

-discuss to find the correct answer.

-self-assess their learning.

**-receive a homework problem sheet
**

and place it into their agenda.

**18. Hand out homework sheets to students. Say that it's due
**

tomorrow. Ask students to put this sheet into their agenda.

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement

for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the

process of preparing the lesson.)

I co-taught this lesson with Mrs. A. I introduced the scenario problem and Mrs. A led discussions. While students had discussion with

their group members, I walked around and checked their works. All students seemed to understand the problems. However, some

students were not able to figure out how to solve problems. One of the questions was checking the picture and finding the total

number of eggs in the top tray. Some students got wrong answers because they miscounted the number of eggs in each row. Even

though their answers were wrong, they successfully used multiplication and arrays to explain their answers. Through this lesson, I

was able to see each student's learning styles. Each students used various different strategies to find the answers. One of the groups

consisted of two high-ranking students. They solved all the problems quickly, so I gave them extra problems so that they can do

something until other groups were done. After they solved those extra problems, they began to make their own problems even though

I didn't ask them to. After students discussed with their partners and found the answers, we went over the answer with the entire

class. Students checked and compared their answers with the correct answers. Overall, my 5th lesson went well. I collected their

worksheets, checked them, and wrote down feedbacks on the worksheets. At the end of lesson, I asked students to fill out a rubric

and assess themselves. I realized that my rubric was not clear enough. Some students asked me questions to clarify. Next time, I will

use a different rubric so that students don't struggle.

1-19-13

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