CEP Lesson Plan Form

Teacher: Ms. Payton Haines Date: Monday October 17, 2022

School: Eyestone Elementary Grade Level: 3 Content Area: Mathematics

Title: Relating Multiplication to the Array Model Lesson #: 1 of 2

Lesson Idea/Topic and Relating multiplication to the array model: This is relevant to the
Rational/Relevance: multiplication unit because it is one of many representations used in
multiplication to begin understanding the concept of multiplication.

Student Profile: There are a few students performing advances who may need an extension
activity. The majority of the students perform average. There is a handful of
students who will need additional support or may be pulled for a small
group. One or two students may need one-on-one support for concept
development or to redirect behaviors.

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)

3OA.A: Operations and Algebraic Thinking: Represent and solve problems involving multiplication.

3OA.C: Operations and Algebraic Thinking: Multiply within 100.

Understandings: (Big Ideas)

Understanding and application of multiplication

Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select applicable questions from standard)

- How is repeated addition similar to multiplication?

- What is an array? How do you draw and array?

- How can I use an array to solve multiplication problems?

Evidence Outcomes: (Learning Targets)

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Every student will be able to: (Create your own lesson objectives from the standard using student voice)

I can: draw arrays to write multiplication expressions, relate repeated additions to multiplication, define how many objects are in each column and row of an
array

This means: I can interpret arrays to solve multiplication problems.

List of Assessments: (Write the number of the learning targets associated with each assessment)

Observation and documentation of work will be the primary assessment used to measure all of the learning targets listed above.

Sprint counting worksheet and array worksheet

Pre and post assessment provided by Mrs. Johnson.

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Planned Lesson Activities

Name and Purpose of Lesson Relating multiplication to the array model: Students will use and interpret arrays to
begin understanding the concept of multiplication.

Co-Teaching Which model(s) will be used?

Will co-teaching models be utilized in this lesson?
Yes ___ No X
Approx. Time and Materials
One Teach, Others Observe
Why did you choose this model(s) and what are the teachers’ roles?
I will primarily be teaching this lesson. There will be several other teachers in the room.
One will observe, the other three may help facilitate learning, or redirect behaviors.
30-45 minutes: white boards, marker, hundreds chart, worksheets (provided), and pencil

Anticipatory Set The strategy I intend to use is: Review Equal Groups
I am using this strategy here because: This is the last strategy or concept the students
learned, and it is foundational to understanding and interpreting arrays.

Procedures The strategy I intend to use is: Warm-up, whole group instruction, independent work,
and debrief
I am using this strategy here because: Given the students age, it is developmentally
appropriate to offer students different opportunities to work as a class and
independently and to move around. The warm-up will serve as a pre assessment, the
whole group instruction will introduce a new concept, the independent work will serve
as concept development or application of new skills, and the debrief will serve as a time
of reflection to talk about learning experience and questions students may have.

Teacher Actions Student Actions Data Collected

-Review equal groups, ask
students what they already
know about equal groups
-Explain sprint counting and
hand out worksheet.
-Set expectations for
activity.
-Facilitate warm-up by
giving students 60 seconds
-Participate in review
discussion about equal
groups. Share
ideas/learning.
-Fill out the first spring
counting worksheet in 60
seconds.
-Fill out the second sprint
counting worksheet in 60
-Sprint Counting worksheet
(showcases addition and
subtraction
abilities/counting by a
certain number)
-Group participation
-Independent work (equal
groups and arrays
worksheet).

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CEP Lesson Plan Form

for each warm-up sheet. seconds.

-Facilitate whole-group -Compare scores on first
instruction: explain what an and second attempt.
array is, show examples, -Listen attentively and
explain how equal groups participate in whole-group
and arrays are related instruction. Follow
-Do practice problems with expectations for whole
students group.
-Set expectations for -Complete independent
independent work work at desk. (Equal groups
-Facilitate independent and arrays worksheet)
work by walking around the -Follow expectations for
classroom and answering independent work.
students’ questions. -Complete extension if
-Give students extension applicable.
activity if applicable. -Complete modified version
-Modify activity if needed. if necessary.
Set expectations for
students after they finish
work
Closure The strategy I intend to use is: Debrief/ Math Takeaways
I am using this strategy here because: the students in Mrs. Johnson’s class use this
strategy daily, it is a part of their math routine. To stay consistent and reinforce
expectations, we will complete a group debrief answering the questions:
-What did you learn? What did you practice? What questions do you have?
Differentiation Content Process Product Environment
Modifications: -Do sprint -Pull students -Modify the -Give students
counting by aside for small instructions by who need quiet
small numbers group or work asking students spaces a
such as 1 or 2 individually to simply draw separate desk
with students the array, not or pull them
write an aside for small
expression group
Extensions: -Do sprint -Challenge -Ask students -Encourage
counting with students to to solve the students who

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CEP Lesson Plan Form

larger more work written are exceedingly

challenging independently expressions not to share
numbers or create their associated with answers with
own array the array peers and to
problem. work
independently
after to create
new array
problems
Assessment Mathematics Knowledge and Skills:
Through observation and documentation, students will be assessed on their ability to draw
arrays and write multiplication expressions based on the arrays. Students will also be
assessed using their first and second sprint counting as well as the array worksheet given
in class.

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Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize assessment data to justify
your level of achievement)

My assessment utilized observation and documentation, and the results from the first and
second sprint counting work sheet, as well as the array worksheet. The spring worksheet
asked students to complete a worksheet of repeated addition problems. I used this as a
warm-up before introducing the array model. Based on a raise of hands, multiple students
reported doing slightly better on the second sprint counting worksheet. I collected the
array worksheet that they completed in class and assessed their understanding. The
worksheet consisted of 6 different problems, and 60% of students got 5 or 6 correct.
Some students had to attend intervention group and did not have time to finish. Based on
this data, it is evident that more than half of the class met the objectives that I set for this
lesson. This was the first day that they were exposed to the array model, so these results
show a fairly clear understanding of the basics of the topics. Although, the students will
need more practice so that hopefully almost all students are proficient with this concept.

2. What changes, omissions, or additions to the lesson would you make if you were to
teach again?

Based on the student work, I may change the expectations for turning in their worksheet.
Many of the students arrived at the answers using the strategies stated. Although, some
students simply put the answers (numbers) to the worksheet and did not show any work.
Before I let them loose to work on this worksheet, I told them to pay attention and read
carefully because each question asked them to use a specific strategy. Based on the
work, some students still did not follow this expectation. Maybe it would have been
helpful to not only list the strategy expected under the problem, but also on the
worksheet they used to fill in the answers and show their work. This would have given
me a better understanding of a few students’ ability relating to the concept of arrays.
This is not necessarily something I can change, but I look forward to seeing their post
assessment on multiplication. I am curious to see if the students felt confident in using
the array model after multiple days of multiplication instruction. Another change I
would make, is the instructions for the spring counting worksheets. I think I could have
conveyed the instructions more clearly, because several students lost time because they
were confused about how to complete it. I think slowing down could be helpful. When I
asked students to compare their scores from the first sprint count and the second, this
seemed convincing. Maybe instead of saying compare I could have said “how many
more did you get correct on the second sprint count” or “how many did better on the
second sprint count” since this was the overall goal. In the future, I also plan to make
more space and time for modification and extensions. A few students found this to be
quite easy, so next time I would include a challenge problem. I think that modification
helps for students by helping students along the way which I tried my best to be
proactive about that.

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3. What do you envision for the next lesson? (Continued practice, reteach content, etc.)

For the next lesson, I plan to do a multiplication activity that involves both of the
strategies that they have learned so far (array model and equal groups). Perhaps if they
have been introduced to all of the multiplication strategies, I could create an interactive
activity that integrates all of the multiplication strategies. Based on the students’ needs
and learning styles, I would incorporate an independent activity (small worksheet) and a
whole group activity. Since they worked in partners for the first lesson, I think it could be
interesting to see how they work together as a group/whole class. In order to fulfill this
vision, it will be important to work closely with my mentor teacher to review
expectations for whole-group activities because if not, I could see the activity becoming
chaotic and disorganized. After this lesson, I will give students the formal post
assessment to assess their knowledge at the end of the multiplication unit. I would also
include a challenge problem on the worksheet or in the activity to extend the learning. I
think continued practice would be helpful to ensure that almost every student is proficient
in this skill. I do not find it necessary to reteach content because for some students this
was extremely easy, for some students they were approaching proficiency, and for very
few students were not understanding or emerging. For that reason, I will work with the
students individually who are not emerging for this skill.

4. If you used co-teaching, would you use the same co-teaching strategy for this lesson
if you were to teach it again? Were there additional co-teaching strategies used
during the lesson not planned for initially? Please explain.

This lesson was not co-taught. I taught the entirety of the lesson. I appreciated Mrs.
Johnson’s help with redirecting behaviors and giving students reminders about the
expectations that I set. Since this lesson only involved one concept other than review, I
did not find it necessary to co-teach, but it was nice to have other adults in the room to
support the students.

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CEP Lesson Plan Form

Lesson Plan Appendix

Lesson Idea/Topic and Rational/Relevance: What are you going to teach and why is this lesson of
importance to your students? How is it relevant to students of this age and background?

Student Profile: Write a narrative about your learners. What are their special needs? Exceptionalities?
Giftedness? Alternative ways of learning? Maturity? Engagement? Motivation?

Name and Purpose of Lesson: Should be a creative title for you and the students to associate with the
activity. Think of the purpose as the mini-rationale for what you are trying to accomplish through this
lesson.

Co-Teaching: Models – One teach/One observe, One teach/One assist, Station teaching, Parallel
teaching, Alternative/Differentiated/Supplemental teaching, Team teaching.

Approx. Time and Materials: How long do you expect the activity to last and what materials will you
need?

Anticipatory Set: The “hook” to grab students’ attention. These are actions and statements by the
teacher to relate the experiences of the students to the objectives of the lesson, To put students into a
receptive frame of mind.
 To focus student attention on the lesson.
 To create an organizing framework for the ideas, principles, or information that is to follow
(advanced organizers)
An anticipatory set is used any time a different activity or new concept is to be introduced.

Procedures: Include a play-by-play account of what students and teacher will do from the minute they
arrive to the minute they leave your classroom. Indicate the length of each segment of the lesson. List
actual minutes.
Indicate whether each is:
 teacher input
 modeling
 questioning strategies
 guided/unguided:
o whole-class practice
o group practice
o individual practice
 check for understanding
 other

Closure: Those actions or statements by a teacher that are designed to bring a lesson presentation to an
appropriate conclusion. Used to help students bring things together in their own minds, to make sense
out of what has just been taught. “Any Questions? No. OK, let’s move on” is not closure. Closure is used:
 To cue students to the fact that they have arrived at an important point in the lesson or the end
of a lesson.
 To help organize student learning

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CEP Lesson Plan Form

 To help form a coherent picture and to consolidate.

Differentiation: To modify: If the activity is too advanced for a child, how will you modify it so that they
can be successful? To extend: If the activity is too easy for a child, how will you extend it to develop
their emerging skills? What observational assessment data did you collect to support differentiated
instruction?

Assessment (data analysis): How will you know if students met the learning targets? Write a description
of what you were looking for in each assessment. How do you anticipate assessment data will inform
your instruction?

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