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# Lesson Planning Form for Accessible Instruction — Calvin College Education Program

Teacher
Date

Sung Ji Choi
16 November 2016

Subject/ Topic/ Theme

Math/ Multiplication: Array activity

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.

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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
will write down their different
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

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
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
discuss the solutions with
the peers.

Materials-what materials
(books, handouts, etc) do
you need for this lesson and

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
-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).
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

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

-use several strategies to find the

"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
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
-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.

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.

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