Title of Lesson:

Introducing Arrays

Date(s):
3/23/21

Overview:

Students will be learning about arrays and how to create one. They will learn through a variety
of different mediums, have guided practice, and then create their own array in a multimodal and
fun activity.

Rationale:

This lesson is part of their district wide curriculum Eureka Math. Learning arrays will build the
foundation they will need to understand multiplication. Rather than learning facts, they will be
able to break down multiplication in ways that make sense in real life, and apply that same
strategy to other kinds of mathematics. It also builds the foundation for learning division. Arrays
answer the “why” for learning multiplication in the future.

Goals:

Students will gain an understanding of what arrays are and how to use them.

Objective/Desired Student Outcome/Guiding or Essential Questions:

How many rows did you make?

How many columns?
How many items are in each column? Or in each row?
How many groups are there altogether?
What is the total number of objects?

Students will compose arrays from rows and columns, and count to find the total using objects.
Students will solve equations to find the total sum of an array.
Students will arrange manipulatives to solve the total sum of the arrays made.
Students will formulate equations of their own.

I can use addition to find the total number of objects in an array.

I can compose an array and write a repeated addition sentence.

Common Core/Next Generation Learning Standards:

NY-2.OA.4 Use addition to find the total number of objects arranged in rectangular arrays with
up to 5 rows and up to 5 columns. Write an equation to express the total as a sum of equal
addends.

2.NBT.5 Fluently add and subtract within 100 using strategies based on place value, properties
of operations, and/or the relationship between addition and subtraction.

CCSS.MATH.CONTENT.2.OA.B.2 Fluently add and subtract within 20 using mental strategies.2

By end of Grade 2, know from memory all sums of two one-digit numbers.
2.NBT.2 Count within 1000; skip-count by 5s, 10s, and 100s

Key Vocabulary and Definitions:

Array - An arrangement of equal groups in rows and columns

Arrangement - to put in a specific order, to group things
Rows - An arrangement of figures, one above the other, vertically.
Columns - An arrangement of figures, side-by-side, horizontally.

Differentiation:

MULTIPLE MEANS OF PRESENTATION: Includes visual, auditory, and kinesthetic

components. (visual-- google slide, auditory-- numberrock song, kinesthetic-- hands on
component with manipulatives and craft) This will engage students of all learning styles and
ensure that the students with disabilities can access the material in more than one way.

MULTIPLE MEANS OF REPRESENTATION: Students are able to demonstrate understanding

both visually and in writing by using the manipulatives and writing their answers.

Anchor charts will be provided for students with IEPs as well as a visual of columns/rows. All
students will receive a packet of the slides to follow along and reference.

Materials:

Promethean board, google slides, worksheet, manipulatives, black paper, window pieces, glue,
pencil, Eureka math module: https://www.engageny.org/resource/grade-2-mathematics-module-
6-topic-b-lesson-5

Learning Sequence:

Introduction:
I will introduce the lesson using a Google slide on the Promethean board. The google slides
sequencing will introduce the objectives of the lesson first, and then we will talk about important
vocabulary. I will ask the students what an array is and what it means to arrange something
before moving on to the next slide that gives the definition of array and arrangement. I will make
sure to point out how arrange and array sound similar, because they are arranging objects into
arrays. We will then watch a short Numberrock video (https://www.youtube.com/watch?
v=gzFbUZ8VjEg) about arrays.

Body:
After the video about arrays I will ask the students if they can think of any arrays they have seen
in their life. I anticipate that they may not be able to come up with anything because its hard to
visualize what an array is. I will then show them some examples of arrays in real life that they
have seen before (legos, dozen eggs, dozen donuts, tic tac toe board, connect four board.
During this time, I will point out the rows and columns (including the hand mnemonic) of each
array I show them as a review of what they learned prior and we will write repeated addition
sentences of some of the examples we see as review.
Then we will do a guided practice activity in which the students will be provided with a set of
manipulatives and we will make arrays together. This will be primarily STUDENT DIRECTED so
I cannot script this. I will do an example and then invite them to come up with an array. Together
as a class we will assemble said array. We will do this a few times before moving on to the
understanding check.

After the guided practice but before the solo practice I will do a short understanding check quiz
using Plickers to make sure everyone understands the content before moving on to the
assessment. If the answers are not majority correct, I will then reteach the lesson and push the
assessment off until later in the day.

Assessment:

Students will complete the two boxes where they must make arrays with their bears and
participate in the Plickers understanding check assessment.

Extending Activity / Closure:

Students will create a building, making the windows of the building an array. I will show them my
example and we will talk about how many rows and columns I had, and then we will come up
with a repeated addition sentence to complete my building. They will then begin working on their
building and will have to write a repeated addition sentence to complete their building. Due to
time restraints I expect they will be able to cut out their building and plan their windows. I will
instruct them that they will complete the rest of the activity at the end of the day.

Lesson Reflection Questions

1. Were the learning objectives met, what evidence do you have for this?

Yes, the students met their I Can statements and I met all of my objectives except for the last
one which was to compose arrays of their own. We didn’t get to this part due to the fire drill. The
evidence is in their participation in the lesson and completion of the worksheet. Again, the fire
drill interrupted the end of my plans.

2. How did the children respond to the activity?

I think the children responded well to the activity. They were engaged, interested, and wanted to
participate. I think they would have enjoyed the understanding check and craftivity as well but
unfortunately we did not get to it at this time.

3. What would you do differently next time?

A lot of the problems I experienced were out of my control. For example, the internet going
down and a fire drill interrupting my lesson. I think next time I would do the understanding check
before we moved on to the solo and guided practice-- it was initially supposed to be more like
an exit ticket before the final activity but I think it would’ve been better sequenced after we went
through my lesson and before we started the guided practice.

4. What do the students need to do / learn next?

The students need to do the understanding check and the craftivity to make their own arrays.
Then they can work on making larger arrays.

5. What do you need to plan for the next activity?

If I were teaching the next activity I wouldn’t plan anything, I would just pick up where we left off
plus a little extra review time.

6. Describe your professional development regarding children's learning, your planning,

teaching, use of resources, classroom management, and assessment.

This was a testament to the “go with the flow” attitude I have been working on. The promethean
board not working could’ve tanked my entire lesson, but luckily the slides were printed out so
the students could follow along without the slides. I also found that I didn’t mind them calling out
as much, which probably doesn’t bode well in the classroom management area, but I felt like
their chatter was indicative of their engagement and I didn’t mind them poking fun at the
problems I was experiencing, I felt like I handled the promethean board problem well. I also tried
to use many different resources this time including manipulatives, the promethean board and
my phone for the understanding check I didn’t get to. I felt like I was well prepared and planned,
but I do think I need more work on pacing and giving them a set amount of time to complete
things otherwise it seems like it just drags on.

7. Teaching targets for next lesson

Same targets