California State University, Fullerton

Lesson Plan Format

Kaitlyn April

General Information
Grade level of the lesson: 3rd Grade
Unit topic: Understanding Multiplication
Lesson Title: Multiplication Strategies Involving Arrays
Estimated time length of lesson: 40 min.

Materials and/or Technology

Chromebook/iPad, google classroom, Zoom, Zoom Breakout Rooms, math task
worksheet

Concept(s)
Students will be able to use their knowledge of arrays to create them based on an open-
ended math task.

Alignment with Standards

3.OA.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.

3.OA.5 – Apply properties of operations as strategies to multiply. (Commutative

Property of Multiplication)

Objectives
Applying the Commutative Property of Multiplication, students will be able to accurately
create arrays to represent the unknown equations to solve open-ended word problems
with 80% or more mastery.

Assessment
I will be using an informal assessment of an open-ended math task and an exit to test
my student’s knowledge of arrays and word problem solving.

Vocabulary/Literacy Skills
 Vocabulary learned/reinforced
o Array, multiplication, factor, product, row, group
 Literacy skills
o Listening, speaking, reading, writing

Procedure
Name of instructional model: Online Instruction
Student Groupings: Breakout groups and whole group discussion
Modifications:
  IEP Students: Extra time, discussion, modeling, parental help
 Early Finishers: Multiplication coloring sheet or other homework
o Higher-Level Students: an enrichment activity that they can still work on
as a group

A. Focus/Motivation (Open)
Reviewing our lesson on arrays. Students will use personal whiteboards to answer
questions from the teacher. I will give in-the-moment feedback to individual students
when work is on the right track, but fully complete yet.

15 min.
Students
 Use whiteboard to answer
questions given by the teacher
 Students will show answers by
holding their whiteboard up to
their camera for teacher to see
Teacher
 Will ask students question for
review of previous lessons
 Will ask students to reveal their
answers together
 Will give in-the-moment feedback
on students answers and help
clarify any questions

B. Development (Body)
Students will be broken up into groups for breakout rooms. I will place higher-level
student together in groups, and medium/lower-level students together in groups. This
will help me focus my attention on the medium/lower level students and let my higher-
level students work out the problem together. Before students go to their breakout
rooms, I will read the word problem to my students and tell them what they need to be
aware of to complete the math task. I will check for understanding from all my students
before moving on.

While students are in breakout rooms, I will be joining each room and helping scaffold
and model when needed. I will be there to encourage students to help each other when
they need it or look to their classmates for help. I specifically make sure to check in on
all my focus students. While in their breakout room, I will be able to help guide them
with questions and assess their thinking process. I make sure to check in on FS3 to keep
him focused and on task.

20 min.
Students
 Will be put into breakout rooms
with other classmates
 Will work together as a group on
the multiplication math task
 May work on a multiplication
Teachers
 Will read the math task to the
students
 Will gives students a starting point
to complete the task
 Will answer any questions the
 coloring sheet or other homework
if finished early
o Higher-Level Students: an
enrichment activity that
they can still work on as a
group
students might have
 Will assign students to breakout
rooms
 Will join each breakout group to
answer question, model, scaffold,
clarify, or help students stay on
task.

C. Closure (Close)
At the end of the lesson, I will have students complete an exit ticket on Pear Deck where
they will have to match arrays with their correct name (multiplication sentence).

5-10 min.
Students
 Will participate in a whole group
discussion about the strategies
they used to complete their math
task
 Will complete an exit ticket before
signing off from class
Teacher
 Will start a whole group discussion
about the strategies the students
used to complete the math task
 Will help students access their exit
ticket to complete before they
leave the zoom meeting

CSTP Elements Focused On

 2.2: Creating physical or virtual learning environments that promote student
learning, reflect diversity, and encourage constructive and productive
interactions among students
o Initial Rating: Exploring (NT) and Applying (Ss)

 3.3: Organizing curriculum to facilitate student understanding of the subject

matter
o Initial Rating: Exploring
Multiplication Math Task Material