Tara Prunty

Field Experience/Student Teaching

February 25, 2020

Writing Piece: Domain 3: Instruction

 Mathematics Lesson Plan
Visualizing Arrays

Teacher: Ms. Prunty

Grade: Third Grade
Content Area: Mathematics

I. Content and Standards:

II. Prerequisites:
Throughout the past few days, students have learned about division and its properties.
Additionally, students have also learned about the relationship and connection between
multiplication and division. Students have also learned about division strategies like
counters, grouping, bar models, and arrays.

III. Essential Questions:

1. What are arrays?
2. How is multiplication and division related/connected?
3. How can I visualize division?

IV. Materials and Equipment:

 GO Math Unit 6 Chapter 2 Flipchart
 Visualizing Arrays Worksheet
 Individual GO Math Journals
 Individual Math Notebooks
 Counters/Teddy Bears
 Promethean Board

V. Instructional Objective:
Students will know how to divide diverse equations and will be able to visualize the
division process. Students will know and understand the relationship between
multiplication and division. Students will also know when to use the correct operation and
will be able to complete at least four-word problems from the Division – Arrays
Worksheet.

VI. Instructional Procedure: BDA:

Before:
1. Explain to students that today we will focus on continuing to learn about division, its
rules, and its relationship with multiplication.
2. To begin the lesson, allow students to participate in think-pair-share to discuss what
arrays are.
a. Ensure that students are discussing key terms like rows and columns.
b. Review this discussion with the whole class by allowing students to share their
comprehension and thinking.
3. Additionally, continue the think-pair-share-activity and allow students to focus on the
relationship between multiplication and division.
Commented [TP1]: 3a: Communicating with Students:
I communicated with students the content that will discussed
and concentrated on throughout the lesson.
Commented [TP2]: 3c: Engaging Students in Learning:
Focused on student-led learning and opportunities for
students to communicate and collaborate.
Commented [TP3]: 3c: Engaging Students in Learning:
Incorporated this activity to ensure that all students are
actively participating and continuing their learning.
 a. Be sure to also review this discussion with the whole class through students
sharing their understanding. Additionally, be sure to discuss vocabulary like
inverse operations, product, factor, dividend, divisor, and quotient through
examples and higher-level thinking. Commented [TP4]: 3b: Using Questioning and Discussion
4. Explain to students that today we will continue our learning about division and its Techniques:
Throughout the lesson, I asked higher-level thinking
process. Throughout today’s lesson, all students should be able to complete at least four questions to provide students with an opportunity to expand
of the word problems on your independent worksheet (Division – Arrays). Additionally, and further their comprehension.
all students should be actively engaged throughout the lesson and independent work.
a. Specifically, dictate to students that we will be using counters to visualize the
process and concept of division today. Commented [TP5]: 3a: Communicating with Students:
During: I communicated with students my expectations of their
learning as well as the content that is going to discussed
1. Prompt students to obtain their individual GO Math journals and head to the carpet. throughout the lesson.
2. Instruct students to open up to unit 6.7: Relate Multiplication and Division (page 339
and 340).
3. Review questions with students using the CUBES strategy.
a. C: Circle any important numbers and units.
b. U: Underline what the question is asking us.
c. B: Box any math action words (what operation will I use?).
d. E: Evaluate and eliminate any unnecessary information.
e. S: Solve!
4. When reviewing the math journal questions, be sure to ask students if they are looking
for each group or how many are in each group to ensure accurate comprehension. Commented [TP6]: 3b: Using Questioning and Discussion
a. Reinforce the idea that this is important to understanding what the question is Techniques:
3d: Using Assessment in Instruction:
asking us to complete. Incorporated students thinking/thought process through
5. Complete and model your thinking with doing part one of One Way within the GO Math higher-level questioning to ensure accurate comprehension.
journal.
a. Be sure to use counters from the GO Math Interactive Program on the Promethean
Board to allow students to visualize the concept of division. Commented [TP7]: 3c: Engaging Students in Learning:
b. Furthermore, throughout modeling, be sure to reinforce the saying about division Implemented the use of counters within the lesson to allow
students to visualize this concept and process.
and arrays, “One for one until we have none! We won’t stop ‘till we reach (total
number from question).” Allow students to count with you. Commented [TP8]: 3c: Engaging Students in Learning:
c. Allow students to independently complete part two of One Way. Student participation throughout modeling to engage
students and allow them to be interactive within the lesson.
d. Dictate to students that they will have about 3 to 4 minutes to complete this
Commented [TP9]: 3c: Engaging Students in Learning:
section. Student-led learning and participation.
e. Review part two with students to ensure all students fully comprehend the
Commented [TP10]: 3a: Communicating With Students:
question, what it is asking, and how it is different from part one. Again, Allowed students to understand their time limit associated
reinforcing the rules and saying. with the activity to provide full disclosure.
6. Next, allow students to complete the Another Way section independently. Again,
explain to students that they will have 3 to 4 minutes to complete this section. Then,
allow one student to demonstrate their work on the Promethean Board while the others
check their work in their student notebooks.
a. When the student comes up to the board, ensure that they explain their thinking,
model their process, and demonstrate their steps similar to the teacher model. Commented [TP11]: 3c: Engaging Students in Learning:
Allowed students to actively participate throughout the
b. Throughout this time, be sure to incorporate positive narration to support and lesson to demonstrate their work and thinking.
encourage the students.
Commented [TP12]: 3d: Using Assessment in Instruction:
Provided reflective feedback to students to promote
engagement and support.
 7. Continue to explain with students that now, we will move onto our math rotations.
However, all of the students will be starting with a Division – Arrays Worksheet before
moving onto stations. Briefly explain this worksheet with students. Commented [TP13]: 3a: Communicating With Students:
a. Division – Arrays worksheet is a worksheet that allows students to read and Allowed students to understand the directions and
procedures needed from them.
complete 5 division word problems.
8. Explain to students that throughout the Division – Arrays worksheet, students must use
counters/teddy bears to visualize division and be able to be interactive with this process. Commented [TP14]: 3c: Engaging Students in Learning:
a. Students will work independently to complete this worksheet. Incorporated instructional materials and resources to enhance
the students’ learning and comprehension.
b. Throughout this time, walk around the classroom to observe the students
comprehension. Additionally, help any struggling students. Commented [TP15]: 3e: Demonstrating Flexibility and
9. Additionally, continue to discuss with students that throughout the Division – Arrays Responsiveness:
Throughout observation, I was able to be reflective and
worksheet, students will be responsible for indicating whether they needed to find how flexible to the students’ needs within the lesson and activity.
many groups or how many are in each group.
After:
10. Once students have completed the Division – Arrays worksheet, students will complete
a quick exit ticket.
a. On the exit ticket, students will write one sentence to describe the relationship
between multiplication and division.
11. After completing the exit ticket, students may continue with their rotations as normal.
a. As students finish, collect the Division – Arrays worksheets to examine their
thinking and comprehension. Additionally, collect their exit ticket to observe their
understanding of this concept. Commented [TP16]: 3d: Using Assessment in Instruction:
Exit ticket and Division – Arrays worksheet help to monitor
students’ learning and provide reflective feedback.
VII. Assessment/Evaluation:
In order to assess the students learning, I observed the students’ learning and comprehension
through the whole group/independent discussion/participation, observation, activities,
interactions, worksheets (Division – Arrays Worksheet), and their exit tickets. Additionally,
throughout their independent work, I walked around the classroom and observed and
analyzed their work and process of thinking to ensure accurate comprehension.
Furthermore, throughout the lesson, I enforced student volunteers and participation.

VIII. Differentiated Instruction:

Students with disabilities and English Language Learners (ELLs): Individualized
Activities:
ELL students and students with disabilities will use the teacher as a model and resource as
we complete the lesson and activity. Furthermore, these students can use their GO Math
Journal and their math notebooks when completing their Division – Arrays worksheet as
well as their exit ticket as a reference. Commented [TP17]: 3e: Demonstrating Flexibility and
Responsiveness:
Allowed students to use materials and resources as needed to
ensure equitable learning experiences.
Reflection:

Appropriate instructional practices, beliefs, and techniques all play a vital role in creating

an equitable and responsive classroom environment and climate for all learners. Teachers must

be sure to implement diverse resources, strategies, and methods to provide all students with

many reflective and meaningful learning experiences. Throughout my student teaching

experience, it has allowed me to observe and continue my understanding of the significance of

implementing student centered and student led activities and lessons. Additionally, within my

field placement classroom, I have also learned how the instructional practices implemented must

support the students’ needs and different learning styles. Throughout my reflection, I used

Charlotte Danielson’s Framework for Teaching as a guide to evaluate and analyze my ability to

participate within and incorporate Domain 3: Instruction into my lessons, teaching and overall

field placement classroom. Overall, my time throughout my student teaching has allowed me to

observe how proper instruction greatly impacts the students’ engagement and helps to create a

classroom that is interactive, beneficial, and effective for all students.

When reflecting and analyzing my lesson, I was able to observe my incorporation of

component 3a: Communicating With Students throughout the classroom and lesson. Within my

lesson, they are multiple times where I implemented this component throughout my teaching.

Specifically, at the beginning of the lesson, I communicated with students about the content that

was going to be discussed and focused on throughout the lesson. Additionally, I also

communicated with students the appropriate expectations of their learning and behavior that

should be demonstrated within the activity. Providing students with this information and detail

allows students to fully understand what is asked and needed from them. Moreover, this

communication has been beneficial for my field placement students as it has allowed them to
follow directions and procedures better and therefore, create a more in-depth and thorough

learning experience. Throughout my lesson and teaching, I also communicated with students the

time limits for each of their activities to provide students with full transparency. Discussing the

time limits with my field placement students has helped to create a more structured and

organized lesson. In general, within my student teaching experience, I have observed the value

and beneficial difference that implementing clear, detailed, and comprehensive instructions,

directions, and procedures has on the students and the classroom environment and climate.

Overall, effective communication provides all students with a learning experience where they are

able to equitably explore, discover, and investigate concepts, theories, and ideas.

Furthermore, when focusing on my participation of component 3b: Using Questioning

and Discussion Techniques, I was able to reflect on my skills and abilities. Throughout my

lesson, there were a few moments where I incorporated higher-level questions that promoted

students’ critical thinking. Specifically, at the beginning of the lesson, I asked deeper level

questions to gain an understanding of the students’ prior comprehension and retention of this

information. For example, when discussing the previously learned vocabulary words and

relationship between multiplication and division, I asked questions like, ‘does that make sense?’

– ‘can you think of a counterexample?’ – ‘how would you prove that?’ – ‘does anyone have the

same answer, but a different way to explain it? –‘what would happen if I were to add one more

row to the array? – ‘do you see a pattern? Can you explain the pattern? – ‘why is that true?’

These questions provided my field placement students with the chance to expand and deepen

their own thinking. When using Bloom’s Taxonomy to analyze my questions throughout the

lesson, I was able to observe that students were responsible for evaluating and analyzing their

comprehension of division, array, and multiplication concepts and connections. Additionally,

throughout the whole lesson, I ensured that when students provided an answer, they always

demonstrated and explained their thinking to ensure accurate comprehension. Furthermore, to

provide a more interactive, personal and hands-on learning experience for students. In general, I

have been able to deepen my understanding about the positive influence student-led learning

experiences are for all learners. Overall, lessons that are student centered provide students with a

unique and meaningful opportunity to expand and further their knowledge.

The next component 3c: Engaging Students in Learning is significant in creating an

equitable, fun, and beneficial classroom environment. Although teacher-led activities and

modeling are beneficial, hands-on lessons and activities provide students with a greater chance at

deeper comprehension and retention. Hands-on and interactive lessons are effective because they

provide students with the opportunity to complete the process themselves. Moreover, these

activities allow students to explore education in a reflective manner. Throughout my lesson, I

focused on student-led learning opportunities. Specifically, I incorporated collaborative

strategies like think-pair-share and student volunteers/modeling. I enjoyed using these strategies

because it holds my field placement students accountable for their comprehension and overall

knowledge. These are strategies that I will definitely continue to use in the future as it actively

engaged students. Additionally, this lesson concentrated on the incorporation of counters and

teddy bears to provide a visual for students, therefore, helping to create a more interactive lesson.

The use of manipulatives throughout this lesson were also beneficial as it allowed students to

observe the process and dividing the total into equal groups. Furthermore, within the lesson, I

was able to observe how the manipulatives helped a lot of students really understand the

relationship between multiplication and division. In general, opportunities where students are

able to share, discuss, and collaborate with others help to create a responsive, supportive, and
reflective classroom climate. Overall, it is important for teachers to provide students with

opportunities to be in charge of their learning to promote the students’ intrinsic motivation.

When reflecting on my incorporation of component 3d: Using Assessment in Instruction

within this lesson, I was able to observe my practices and techniques. Throughout the lesson, I

asked questions as part of the students’ assessment to gain an understanding of their

comprehension of the new information and retention of their prior knowledge. Additionally, I

used these questions as a way to monitor students’ learning. Within my lesson, I often provided

feedback to students in order to support and encourage students. For example, I focused on

incorporating positive narration and praise. Moreover, I collected the students’ independent

work, such as their Division – Arrays Worksheet and their exit tickets, as part of their assessment

for this lesson to ensure accurate understanding. I like using Exit Tickets as part of the students’

assessment because it provides a quick reflection of their comprehension and allows me as the

teacher to understand what concepts I might need to re-teach, review, or expand. In general, it is

vital to incorporate diverse types of assessments in order to gain an accurate understanding of the

students’ knowledge and education. Overall, assessments ensure that teachers are able to create

reflective, equitable, and personal learning experiences for all learners and students.

Finally, the last component of Domain 3 is 3e: Demonstrating Flexibility and

Responsiveness. The component 3e: Demonstrating Flexibility and Responsiveness ensures that

all students are able to obtain an equitable opportunity at learning, growing, and developing their

knowledge. When reflecting on this component, I was able to observe my participation and

incorporation of this factor. Throughout my lesson, I was able to implement this component by

walking around the classroom observing the students while working independently to assist any

struggling students as well as ensure students are on the right path and are effectively working.
Furthermore, I was able to participate within this component by allowing students to use the

appropriate materials and resources they needed to create an equitable and fair learning

experience. My student teaching experience has allowed me to observe the importance of this

domain as all students learn at different paces, with different resources, and using different

methods. In general, teachers need to be flexible and responsive to the students’ needs,

comprehension, and misunderstandings to ensure appropriate development. Overall, I must be

receptive to the students’ development in order to create an effective and beneficial classroom

environment and climate.

Throughout this domain, one goal I have for myself as a teacher is to implement more

student-led and interactive learning experiences. Additionally, another goal I have is to

incorporate more opportunities for students to expand their critical and higher-level thinking

skills. These goals will help me to be a better, more well-educated teacher. Moreover, these goals

will help to create a more meaningful and responsive learning experience for all learners. In

general, I am excited and eager to continue to deepen and expand my skills and abilities as a

teacher and resource.

In conclusion, this assignment was interesting and beneficial as it allowed me to evaluate

my skills and abilities as an active student teacher. Throughout my field placement classroom, I

have been able to implement new strategies and help to create a more reflective and effective

classroom where students are able to learn, grow, and develop. My student teaching experience

has been a really exciting, interesting, and fun experience and I am super eager to continue.

Throughout my time within my field placement school, I have been able to observe myself

growing professionally and learning many new practices and techniques. Overall, this lesson and
reflection has allowed me to continue to reflect on my own practices and knowledge to ensure I

am a beneficial and equitable teacher, reference, and resource.