Gwynedd Mercy University

School of Business and Education

Name: Tian Butler

Grade/Level: 3

PA Core or Academic Standard(s): cc.2.2: Algebraic concepts

Big Idea(s): Numbers, measures, expressions, equations, and inequalities can represent
mathematical situations and structures in many equivalent forms.

Essential Questions: How is mathematics used to quantify, compare, represent, and

model numbers?

Objective/Performance Expectation: Students will be able to represent and solve division

problems by making arrays using starburst to visualize the division problems.

I. PLANNING AND PREPARATION:

1. Briefly describe the students in your class, including those with special
needs. Explain how you will meet the needs of ALL learners
(Differentiated Instruction). (2 points)
a. This is a 3rd grade class with 21 students. There are ten male
students and 11 female students in the class. There is 1 child with
an individualized education program (IEP) in the class. One of the
students is diagnosed with Autism Spectrum disorder and is
accommodated by having extra time on tasks, that means extra
time on tests or quizzes, and is allowed extra time transitioning
from one subject to the next. Overall the class demonstrates that
they are kinesthetic learners. They like to be moving around and
using hands on materials to help their learning process. There is
one aide on the classroom who helps out the student with autism
but floats around the room helping other students if they have
questions.

2. List the specific standard and expectations as outlined in the PA

Core/Academic Standards (SAS).

a. PA CC.2 mathematics
i. PA CC 2.2: Algebraic Concepts
1. CC.2.2.3. A.11: Represent and Solve problems
involving multiplication and division

3. Explain the psychological principles/theories you used in constructing this

lesson and explain how it is manifested in the lesson. (2 points)

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 a. While constructing this lesson I used Howard Gardner and John
Dewey. Howard Gardner’s theory of multiple intelligence is, “that
people do not have just an intellectual capacity, but have many
kinds of intelligence, including musical, interpersonal, spatial-
visual, and linguistic intelligences” and this is important to
remember when being a teacher and coming up with lessons that
all students learn differently and some students may be better at
one subject than another. I used John Dewey’s theory which is, “he
believed that human beings learn through a 'hands-on' approach.” I
decided to use manipulatives in my activity because I think for
some students it is easier to grasp an idea or concept when they are
able to use their hands.

II. CLASSROOM ENVIRONMENT:

4. Describe the effective classroom routines and procedures resulting in little

or no loss of instructional time. (1 point)
a. Students follow the regular classroom routines and expectations.
Math class starts with them playing with math flashcards with their
table partners at their seats. This gets the students energized and
focused for the day’s lesson. The students in the class know that
when the math flashcards are on the tables they should be sitting in
their seats. The materials being used for that day’s lesson will be
prepared and ready.

5. Identify what you will do to set clear standards of conduct and behavior
management of student behavior. (1 point)
a. Students will be expected to follow the classroom behaviors that
were talked about at the beginning of the school year. On the wall,
there is a classroom list of expected behaviors that every student is
to follow. Before every lesson, the classroom expectations are read
aloud so the students remember them. Every student follows the
classroom expectations and if during the lesson students have
followed the expected behaviors, 2 points will be added to the class
dojo points. If students have been misbehaving, 1 point will be
taken away. The goal is for the class to have 20 points by the end
of the week. Every student is constantly reminded of the
expectations and behaviors for the classroom.
6. Identify what you will do to establish expectations for student
achievement. (1 point)
a. The students’ expectations for the lesson are stated when giving
the directions for the particular lesson. Students will place the
smarties in rows and columns (an array) to represent the
multiplication or division problem and then solve the equation to
find the answer. For this activity, I will give the direction at least 2
times and model for the students how an array is made and works

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 to solve multiplication and division problems. Before I hand out
the materials I will ask the students if there are any questions.
Students will complete the activity independently, while I walk
around and provide feedback and help to those who I see need it.

III. INSTRUCTION:

List Materials Needed

b. Smarties
c. Multiplication and division equation note cards

7. Motivation Activities/Strategies: (1 point)

How will you generate interest or focus your lesson for the students?
a. Before the lesson starts I will discuss what an array is and how
they can be helpful when solving a multiplication or division
equation.
8. Prior Knowledge Activities/Strategies: (1 point)
How will you activate prior knowledge, build background, or review
previous lessons?
a. I will activate prior knowledge by reviewing prior math concepts,
like addition and subtraction. I will have an addition and
subtraction equation on the board and will ask 2 students to come
up and solve either the addition or subtraction problem. This will
help them build on math concepts they already have a good grasp
on and will create confidence for the multiplication and division
problems.
9. Sequence of Lesson: What learning activities/strategies will you use to
engage the students in the learning? What will students do to use and
apply new concepts or skills (independent practice if relevant)? How will
you monitor and guide their performance? Include relevant vocabulary.
(Please use bullets to sequence your lesson) (3 points)
 Students will recall what they learned in the lesson the
previous day.
 Students will go over relevant vocab words for the new
lesson today (row, column, dividend, divisor, groups, array)
 Students will use manipulatives to make arrays to apply the
new concepts (represent multiplication and division
problems)
 Teacher will first show students how to draw an array to
solve 12/4 on white board
 Students will then work with a partner sitting next to them
make an array of 6/2
 Teacher will send students back to their desks for
independent work time

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  Students will work independently making arrays using
starbursts
 Teacher will walk around the class making sure students
are on task and understanding the lesson
 Teacher will have students share an array they have made
 Students will share 1 example
 Teacher will wrap up lesson by handing out an exit ticket

10. Level of Learning/Assessment Evidence (1 point)

How will you know if students grasped the material? What
techniques/strategies will you use to assess learning (Bloom’s Taxonomy:
a. I will ask, who can identify how many smarties are in a row and
column for the equation 4x3?
b. If called on, please explain how can you represent 6/2 in an array?
c. How can we demonstrate to a partner the way to make an array of
3x3?
Identify what informal and/or formal assessments you will use to monitor student
learning. Also identify if this will be formative or summative.
d. For an informal way to assess the students’, I will ask them to give
me a thumb up, thumb in the middle, or thumbs down so I can
assess whether or not they understand the math concept and if I
need to go over it a few more times. During the activity, I will
walk around and assess each student and see if they are achieving
the activity with proficiency, having a little bit of trouble, or if the
activity is challenging them (formative assessment). I will have
students share with the class one array they have made, either a
division or multiplication problem. Once students have shared their
work, I will hand out scrap paper and ask students to come up with
1 multiplication and 1 division problem and draw an array for
each.

11. What will you do to bring closure to the lesson? How will you summarize
this lesson and preview the lesson that will follow? (2 points)
a. To end this lesson, I will explain again how making arrays for
division problems can be helpful. I will remind the students that
today in class we made arrays to represent division problem using
starbursts (manipulatives). I will ask students’ if they have any
questions, and if no students have questions I will ask them a
couple. I will ask students, “how can making an array help you
solve a division equation?” After a student has answered I will
then preview tomorrows lesson. Today we represented division
problems using arrays, in tomorrow’s lesson we will continue to
learn about division using a different technique