Lesson Plan Template

Complete each section using the template below. Consult the

USC Aiken Lesson Plan Guide for specific instructions for each
component. You will be assessed using the Lesson Plan Rubric.
Go to: https://www.usca.edu/education/current-students/forms-
and-resources/.
Candidate Name: Shauna Chassereau
Date of Lesson: Week of October 18
Duration: 40-45 minutes
Number of Students: 19
Subject Area(s): Mathematics
Grade Level(s): 3rd Grade
Lesson Title: Arrays
You will be assessed on the following components:
1. Standard & Indicator 3.ATO.1 Use concrete objects, drawings and symbols to represent
multiplication facts of two single-digit whole numbers and explain
the relationship between the factors (i.e., 0 – 10) and the product.
2. Learning Objective The students will correctly create at least 6 out of 10 arrays from the
dice rolling activity.
3. Assessments Pre Assessments Formative Summative
Assessments Assessments
Students will quietly
write down what 1. Through a The summative
they think arrays are dice rolling assessment will be
in regards to math. activity, given by CT at the
Then we will have a students will end of the unit.
brief class create arrays
discussion where on their
they can practice whiteboards
explaining their and show
thinking. them in the
air.
Purpose: Purpose:
This allows the This will show me
students time to each individual’s
individually think students knowledge
about arrays and and understanding of
then share their arrays in a fun way.
thoughts with the
class. I will be able 2. The students
to see each student’s should
starting point for complete a
arrays and they will “wrap-up”
get the chance to ticket using
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 verbalize their one last dice
thoughts. roll consisting
of 1 array, the
Based on their multiplication
answers, their equation that
objective may be goes with it,
altered. (See and the
Modifications) solution.

Purpose:
This is a quick way to
determine if each
individual student can
demonstrate their
knowledge of arrays
and can apply their
knowledge to a
multiplication
equation.
4. Pedagogical Strategies - Quick writes during Pre-Assessment and the Formative
Assessment
- Demonstration/Review of Arrays and how to create one
- Hands-on use of whiteboards
- Dice rolling game to create multiplication equations
5. Diversity for Student Differentiation Accommodations Modifications
Learning
12-sided dice may Since math is done in For CT specified
be used for higher the morning, the lower achieving
achieving students. students are normally students, the
tired. I will have the objective will be
students stand up lowered for them to 4
This activity during this activity so out of 10 correct
supports learning by that they are awake arrays.
being hands-on, and alert.
visually represented, For CT specified
as well as providing higher achieving
auditory cues. students, the
objective will be
raised for them to 8
out of 10 correct
arrays.
6. Grouping Students Students are not allowed to be grouped together. Students will be
working individually from their desks.
7. Lesson Structure (Step- - Launch (5 minutes): Have the students use one of the
by-Step Procedures) colored notecards and answer the prompt “What are arrays in
math?” or “Write down what you know about arrays”.
- Direct Teaching (10 minutes): A brief discussion with
examples of arrays. Utilize questions under “Knowledge and
Comprehension”
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 - Student Exploration/Practice (20-25 minutes): This is the
dice game activity. Pass out white boards, dry erase markers,
and a wipe. Use two die to create multiplication equations.
Have the students draw arrays on their white boards. Utilize
questions under “Application and Analysis” and “Evaluation
and Creation”. (Some higher achieving students may use 12-
sided dice for differentiation).
- Closure (10 mintes): Have students complete a “Wrap up
ticket” using one last dice roll. The written response should
consist of 1 array, the multiplication equation that goes with
it, and the solution.
8. Follow Up Remediation Enrichment

Students will create arrays on graph paper Students need to look

and write the equations using the vertical and for arrays in the
horizontal form of the array. classroom/ real-
world.

What do arrays help

us do? Why do we
use them?
9. Questioning Knowledge and Application and Evaluation and
comprehension analysis creation

- What are - Did you create a - Justify why

arrays in rectangle or a square you’re answer
math? with your array? is right.
- What do you - What is the total - Why did (Ex.
know about number of dots in 3x3) make a
arrays? your array? square?
- How do you - What if I changed - Explain why
create an the second number to arrays
array? (over this? How would you demonstrate a
and up) adjust your array? multiplication
- What are the equation.
two shapes
that an array
can make?
10. Materials/Resources and - A set of dice
References - White boards
- Dry erase markers
- SmartBoard
- 2 different colored notecards (One for Pre-Assessment and
one for Formative)
11. Educational Technology The SmartBoard will be used during the large group discussion as
well as during the review and examples of arrays.
12. Safety Considerations We are using COVID Precautions.
13. Linking Theory to Vygotsky is used during the hands-on learning and the turn and talk.

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 Practice

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