STEM 433/533 Lesson Planning Template

(Complete answers in Purple font)

Name: Haley Lorenz Grade: 3rd Grade Topic: Multiplication/Division

Brief Lesson Description: Time: 1-2 hours
In this lesson, students will be learning and practicing representing multiplication through arrays.

Specific Learning Outcomes: The

student will use problem solving, mathematical communication,
mathematical reasoning, connections, and representations to

 Represent multiplication using a variety of approaches and models (e.g., repeated addition,
equal-sized groups, arrays, equal jumps on a number line, skip counting).

 Write three related equations (fact sentences) when given one equation (fact sentence) for
multiplication (e.g., given 6 x 7 = 42, write 7 x 6 = 42.)

How did this lesson develop as a result of your examination of research and data about employing culturally sustaining pedagogical
strategies? (Think equal opportunity, student interests, race, gender, disabilities etc.)
The student array city skyline project is great for all students because they can make the building their
own and connect it to real world experiences.

Narrative / Background Information

Prior Student Knowledge: Students
should know the meaning of multiplication. Students will need to know
their multiplication facts through ten.

Math VA SOL: VisualArts VA SOL: NCTM Standard:

(Computation and Estimation) 3.1 The student will apply  In grades 3–5 each and every
3.4 The student will creative thinking to artmaking. student should–
a) represent multiplication
a)  Use imaginative and  understand various
and division through 10 × 10,
expressive strategies to create meanings of
using a variety of approaches
works of art. multiplication and
and models division.
b)  Create work in collaboration  understand the effects of
(This lesson plan focuses on with others. multiplying and dividing
multiplication specifically instead whole numbers.
of combining the two, I wanted
(This SOL goes with the array city
to split them up.) skyline project)

Specific Problem-Solving Strategy being used:

Array method

Possible Preconceptions/Misconceptions:
 Some students may believe that 30 = 5 × 6 is written incorrectly because the product (30) must
follow the equal sign.
  Some students do not connect the rows with the columns in a multiplication table.
 Some students believe that performing a strategy, such as doubling, changes the total number in
the array.

LESSON PLAN – 5-E Model

ENGAGE: Opening Activity – Access Prior Learning / Stimulate Interest / Generate Questions: (Discrepant events are awesome to use
here)

To open up the lesson, I will show students the donut picture below. As I have the picture up on the
board, I will ask students the following questions and we will have a group discussion.
- What do you see in this picture?
- How is this related to math/multiplication?
- How can we show/represent multiplication problems?
- What is an array?

Donut Picture:

EXPLORE: Lesson Description – Materials Needed / Probing or Clarifying Questions:

Mini Muffin tin arrays: To start off the activity, I will put students into small groups of either 2 or 3. 
 Each group will be given a mini muffin tray and pom pom balls. 
 Each group will discuss and work together to create arrays for 10 multiplication problem cards (as
shown in pic). 
 They will then take the pom pom balls and fill in the tray to create the array for the
corresponding multiplication problem card. 
 The teacher will be walking around answering any questions students may have and asking them
further questions for discussion.
 Questions for discussion during activity:

- What is your groups game plan?

- How many pom pom balls do you need for each problem?
- What are other ways you can represent/show these multiplication problems?

(Example)
EXPLAIN: Concepts Explained and Vocabulary Defined:

We will have a group discussion about the mini muffin tin activity above and how each group figured out
their arrays. Then I will play this math song video. This video incorporates a catchy song for students to
sing along with and dance to. This video shows them what arrays are, as well as rows, columns, and
equal groups. It is great for further explanation.

Video link: https://www.youtube.com/watch?v=gzFbUZ8VjEg

Vocabulary: Array, rows, columns, representation, equal groups

ELABORATE: Applications and Extensions:

Array City Skyline Project:

 For this project, each student will pick a color of construction paper and will be given one inch
graph paper to create three buildings for our array city skyline. Students will select a
multiplication fact through ten, based on the size of the building they cut out, and arrange the
squares cut from their graph paper in an array, representing the windows of the building. 
 Completed buildings will be put up around the classroom to make a city skyline! 
 While each student is creating their project, I (the teacher) will be going around and asking them
questions such as:
- What are your multiplication problems?
- How many windows will each building have?
- How many windows do you have in total for all three buildings?
- Have you seen a building like yours in real life somewhere? If so, where?

(Examples)

This project will not only help students with their understanding and application of multiplication arrays
but will connect it to the real world. Students can see that arrays are all around them and in their
everyday life.

EVALUATE:

Formative Monitoring (Questioning / Discussion): There will be discussion through small groups and the whole class
during each activity.

Summative Assessment (Quiz / Project / Report) (Include a rubric): Students

will be assessed on their final products of
each activity, through the final project, and through discussion.
 (Project Rubric)

- For students exit slips, I will bring back up the picture of the donuts from the beginning of class
and will have them write the multiplication problem for that array.

Plan for differentiation: (Be sure to specifically address the following learners)
 Students with high-incidence disabilities (e.g., autism, ADHD, mild learning disorders) For these students, the video
and the hands-on activities will be very beneficial.

 ELL For
these students, the video along with group discussion will be beneficial. Maybe having
some one-on-one discussion time with these students will help them as well.

 Gifted learners for

gifted learners, the extra worksheets would be great for them to work on. Also
maybe adding little steps to the project to help further their learning.

I also found some extra practice worksheets for any student who may need/want them.

Elaborate Further / Reflect: Enrichment:

 How will you evaluate your practice?
 By reviewing the students work and projects as well as their exit slips.
 Where might/did learners struggle in the lesson?
Students may struggle with vocab or figuring out that the rows connect with columns in a
multiplication table. For struggling learners, it may help them to have a multiplication table
visible to make the connection easier for them.
 How can the lesson be strengthened for improved student learning?
Maybe adding more explanation before going into activities.
 Did the lesson reflect culturally sustaining pedagogies? If not, how can this be enhanced?
The student array city skyline project is great for all students because they can make the building
their own and connect it to real world experiences.