Teacher Education Program

Elementary Lesson Plan Template

Name: Laura Madrigal Date(s) of implementation: 02/16/22

Key Content Standards and CA ELD Standards (Integrated ELD): List the complete text of only the relevant parts of each content and
ELD standard. (TPE 3.1)
● CCSS.MATH.CONTENT.3.OA.A.1
Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each.
● CCSS.MATH.CONTENT.3.OA.C.7
Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division

● ELD: P1.A.1: Contribute to class, group, and partner discussions by listening attentively, following turns-taking rules and asking
and answering questions
● ELD: P1. A. 3: Offer opinions and negotiate with others in conversations
● EDL: P1.C.9: Expressing information and ideas in formal oral presentation on academic topics

Mathematical Practices:

● MP2: Reason abstractly and quantitatively

● MP4: Model with mathematics

Cross-Disciplinary Connection: (TPE 3.1, 3.3, 4.3) Incorporating Visual and Performing Arts: (TPE 1.7, 3.1, 3.3)
N/A N/A
Lesson Objective: What do you want students to know and be able to do? (TPE 3.1, 3.3)
SWBAT show numbers instead of drawing out their arrays.
SWBAT make arrays with different amounts that show equal groups adding to 100.
SWBAT turn a repeated addition problem into a multiplication problem.
Lesson Goals: What have you learned about students’ abilities that has informed the direction of your lesson (based on assessments,
learning experiences, IEPs)? (TPE 2.5, 3.2, 4.1, 4.2, 5.2, 5.7, 5.8)
Based on a teacher created whole needs assessment test, it was evident that students in this class had varying basic skill levels. The
yellow group is working on building their number sense.
Prerequisite Skills: What do students need to know and be able to do in order to engage in the lesson? (TPE 3.2, 4.2, 4.4)
Students need to know how to count to 100.
Students need to be able to add.
Students need to be able to make equal groups that add up to 100.
Students need to be able to skip count by different amounts.

Pre-Assessment Strategies: How might you gain insight into students’ readiness for the lesson? (TPE 5.2, 5.8)
Students have done counting collections throughout the school year. Students have become familiar with the items and only receive 100
groups of items to help them build on their number sense. Students know what procedures to follow and have had a lot of practice
making groups of 10 or less.
Backward Planning (Summative Assessment): What evidence will the students produce to show they have met the learning objective?
(TPE 1.5, 3.3, 3.4, 5.1)
-Students will use prepackaged items as their manipulatives and form different arrays that show equal groups adding up to 100.
-Students will be asked to push their thinking by creating groups of numbers that they have not worked with before.
-Students will use their math journal to record their work.
-Students will be asked to try to use numbers instead of drawing out the items/groups to represent their arrays.
 -To further challenge students, they will be asked to turn their repeated addition problems into a multiplication problem.
Checking for Understanding (Formative Assessments): How will you monitor student learning to make modifications during the lesson?
(TPE 1.5, 1.8, 3.3, 3.4, 4.7, 5.1)
-Before letting students work with their partners, I will ask a student to clarify what we will be working on during this math group session.
-Once students are working I will walk around and check in with each group (5 groups). If students need any clarification they can ask
me questions. If I see that they have already begun to work I will ask for the students to explain what they are doing.
-Students who are done early will be asked to show at least 3 different arrays.
-If students become disengaged they are able to choose different item sets.
Self-Assessment & Reflection: How will you involve students in assessing their own learning? (TPE 1.5, 5.3)
By having students work with their partners they can check in with each other to double check their work and make sure their arrays are
equal. At the end, students will engage in a “picture walk” where they get to see how other students created their arrays.

Connections Engaging All Learners

· Connections to Students’ Lives - experiences, interests,
development, and social emotional learning needs (TPE 1.1,
2.1, 4.2):
N/A
· Connections to Real Life Contexts (TPE 1.3) & Culturally
Responsive Practices (TPE 4.1, 4.4):
N/A
· Promoting Multiple Perspectives (TPE 1.5, 2.2):
-As students work with their math partner they are able to think
aloud the different strategies that each student has. Students in
each group are able to create their own arrays with different
quantities as long as they are equal groups that add up to 100.
This allows students to differentiate their own learning and the
way they present their thinking.
· Range of Communication Strategies & Activity Modes (TPE 3.4,
4.7):
-At the beginning of the lesson we will meet as a whole group while
I model the lesson for the day.
-When students go to work with their partner, they can choose to
work at the kidney table or on the rug.
-Students will be pushed to use numbers when recording their
arrays but if they need to draw it out to visualize it better they will
also have that choice.
-At the end of the session students can show their work by
displaying their arrays or by leaving their math journals open so that
we can see how they recorded their work.

Accommodations, Modifications, and Other Strategies to Support a Wide Range of Learners (UDL, MTSS, etc.): How will you
differentiate content, process, and/or product? (TPE 1.4, 3.2, 3.6, 4.4, 5.8):
-If students still need to draw out their array they are able to do that and label each group with numbers.
-I will use manipulatives similar to those that the students have seen and write the number representation of each array on a poster.
-I will leave my model on the board so that students can reference what different strategies they can use.
Technology: How will technology be used to facilitate students’ equitable access to content? (TPE 3.6, 3.7, 3.8, 4.4, 4.8)
N/A
Academic Language (Integrated ELD): What content-specific vocabulary, skill-specific vocabulary, text structures, and stylistic or
grammatical features will be explicitly taught? (TPE 1.6, 3.1, 3.5, 4.1, 5.7)
-Array
-Groups of…
-Columns
-Rows
-Repeated addition
Approaches to Support English Language Learners & Standard English Learners (TPE 1.6, 3.5, 4.4):
Students will have vocabulary words accessible on the wall with a Spanish translation.

Name: Date(s) of implementation:

Instructional Learning Strategies to Support Student Learning:

How will you 1) engage/motivate students by connecting the lesson to experiential backgrounds, interests and prior learning, 2) identify learning
outcomes 3) present material, guide practice, and build independent learning, 4) monitor student learning during instruction, 5) build
metacognitive understanding, and 6) maintain a positive learning environment that is culturally responsive?
List what the teacher will be doing and what the students will be doing.
DAY __ of __

Time Teacher Student Resources / Materials

8:30-8:40am Good morning mathematicians! Today

we are going to be doing another
counting collections. I know that we
have been working on counting
collections for a few weeks now but
today I want us to challenge ourselves a
little more. Our focus today will be
organizing our items in different arrays
that add up to 100.
An array is a form of arranging things in Students signal with a thumbs up if they Poster with the definition of an
rows and columns. Can you give me a have heard of the word array, thumbs array up on the board.
silent thumbs up if you have heard this down if they have not.
word before and a silent thumbs up if it
doesn’t sound familiar.

DAY __ of __

Time Teacher Student Resources / Materials

Now that I have reviewed what an array Counting collections already

means. I want to show you the array I organized in groups of 10.
have already created here. As you can
see I have my items in one straight row
and in each one of these groups I have
10___. Can someone help me count the
total amount?
Ss volunteer answers 100.
Ss: 100
Right we have a total of 100____ here!
So now that we have established our total
I want to think of another array that I can
make. What happens if I move these five
groups below these first 5 groups. What is
my array now?
Ss: 2 rows with 5 groups of 10 each
*Student answers that the new array has
Exactly! We now have two rows with 5 two rows with 5 groups of 10 each.
groups of 10 each. This time instead of
drawing out my array I am going to use
numbers to record my new array
10+10+10+10+10 (Have students come up to fill in the Poster and markers
numbers)
10+10+10+10+10

Great, so as you can see I have used

numbers to represent my array.
What I can also do is simply write one
number to represent each row. What is the
answer to 10+10+10+10+10?
Ss: 50!
Yup you got it!
 So another way that I could also record Poster and markers
my array is simply writing 50 to represent
the amount in each row.
50 From here I can also write the
50 addition problem 50+50= 100
Some students might want to write out the
repeated addition and then go on to
writing the total in each row and then
adding them together to get the total
items. Or other students might just want to
write the total of each row and add them
together to get total items.

One last step to push your thinking is

trying to create a multiplication problem
from this repeated addition we did. I want
Ss: Take 30 seconds to think of a
you all to take 30 seconds and see if you
multiplication problem for the repeated
can think of a way to turn this repeated
addition.
addition into a multiplication problem.

Ss: Turn to share/listen to their math

-Okay, now turn to your math partner and
partner.
share or listen if they have come up with a
multiplication problem.

DAY __ of __

Time Teacher Student Resources / Materials

-Can someone share a multiplication

problem they came up with or their partner
came up with?
Ss: Share out multiplication problem Poster and markers
Ss: 5x10

-Absolutely! We can turn the repeated

addition problem into a multiplication
problem of 5x10.

-Okay mathematicians now that I have

modeled and we have seen different ways
that we can record our arrays, I want each
group to pick a collection and see if you
can come up with different arrays and use
numbers to record those arrays. The key
things to keep in mind is that your groups
and rows must all be equal (have the
same amount).
-You will all have about 10 minutes to
come up with different arrays and record
them in your journal. I will give you a sign
when there are 2 minutes left so that you
can choose either one array to display or
one recording from your journal. Once
those 10 min are up we will walk around
and see each other's work. As you work I
 will be walking around to check in or clarify Ss: Choose between working with their Math journals and counting
any questions. partner at the kidney table or on the rug. collection items
8:40-8:50am -Go ahead and grab your counting
collections and begin!.

DAY __ of __

Time Teacher Student Resources / Materials

8:48am Alright friends we have 2 minutes left so Ss: Talk with their partner about what
what I want you to do is finish up what you they would like to display.
are writing or the array you are forming
and choose which one you would like to
display.

8:50-8:55am Friends, now that you have chosen what

to display, I want us to walk around with Ss: Walk around to see each other's
your partner and check out what arrays work.
other classmates have created. Maybe
they used the same array or maybe they
used different amounts in their arrays.
Take in all that information. We will have 5
minutes to go around and then we will
come together to discuss what we have
seen.
8:55-8:58am Friend please go back to your work so that
we can discuss what we noticed or what Whole group discussion about what
we wonder. Would anyone like to share? students noticed or wondered.
Ss: about 3 students get a chance to
share.

8:58-9:am Great noticing and wondering

mathematicians. I really enjoyed seeing all
Ss: Clean up and line up for recess.
of your work and all of the connections we
were able to make. Let’s go ahead and
clean up so that we can get ready for
recess!