Nicole Coury

Lesson Title: Arrays

Subject/ Grade: Math/ 2nd
Standard: 2. OA.C.4. Use addition to find the total number of objects arranged in
rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the
total as a sum of equal addends.
2.NBT. A.2. Count within 1000; skip-count by 5s, 10s, and 100s

Objective: I will be able to use repeated addition to find the total number of objects
in an array by practicing on my white boards and solving array problems.
Language Objective: I will be able to explain to my peers how to find the total
number of objects using correct vocabulary.
Materials: Engage NY worksheets, white boards, markers, cubes

Instructional Set:
Distribute 30 cubes to a pair of students
Have Partner A make an array with 3 groups of 5
Partner B makes an array of 5 groups of 3
Do a few sample problems with students showing how rows and columns can be
switched but the total remains the same.
Have student complete the worksheet
Stop students after about 5 minutes to go over the first problem as a class. Let
students continue to work

Anticipatory Set

Teacher Actions

Student Actions

Skip count by 2 and 5 to

100.
Ask students to write a
repeated addition
problem on their white
boards for to show 5
groups of 4

Gather students from

outside, tell them to
quietly enter the
classroom.
Take afternoon
attendance.
Tell the middle and back
rows to come to the
carpet with their white
boards, markers and
erasers. Tell the front row
to take out their white
boards. Tell students they
have 5 seconds, slowly
count down from 5.
Tell students that as a
class we will be skip
counting by 2s.
Then skip count by 5s.
Tell students to write a
repeated equation for 5
groups of 4. Show
students 5 groups of 4 if
needed.
Count to five to receive
everyone attention. Tell
students to raise their
white boards. Check to
make sure students have
the right answer, give
corrective feedback. Tell
students who got it right,
yes or good job. Pull a
popsicle stick to call on a
student to explain their
thinking.
Distribute 30 cubes to
each pair of students.
Have cubes per counted

Students will discuss

math concepts with their
classmates
Practice array problems
on their white boards.
Ask and answer questions
using cognitive thinking
skills
Complete math
worksheet by themselves
or with teacher support
Peer review/ self-review
work
Listen to directions
Cooperatively play math
games with a partner.

out in baggies. Have daily

helps pass out the bags.
Have partner B show 3
groups of 5 on their white
boards. Give students
thirty seconds. Walk
around room check
student work. Clap to
receive attention. Use
popsicle sticks to call on
2 to 3 students to explain
their reasoning. Repeat
process of Partner A but
showing 5 groups of 3.
Demonstrate to students
how they can switch the
rows and columns but
have the same amount of
cubes.
Do several examples.
Tell table managers to
collect papers for their
table, and everyone else
to sit at their seat with a
zero voice level. Count
down to 10.
Once I get to one I will tell
students to try the
worksheet by myself for
two minutes, after that if
they need help they can
come to the carpet. Let
students know that when
they have finished to
raise their hand, and they
can review their work or
check it with a partners
while they are waiting for
a Teacher to check their
work. After students
work is completed they

have the option to play

the money game or plus
9 or 10 bingo.
Assist students on the
carpet and walk around
the room to make sure
every student if
understanding the math
concepts. Provide
corrective feedback if
needed. Comment on
students whose work you
like.
Make sure to call out
students who are working
hard and pay them
money.
Collect money from
students who are not
working or distracting
other students.
10 minutes before the
bell stop students. Tell
students if they have not
completed their
worksheet and would like
to they can leave it on
their desk for bell work in
the morning.
Ask students if I have 18
cookies and shared them
between 6 friends who
much would each friend
get. If shared them
among 3 friends who
much would each friend
get. Ask students if they
amount of cookies
changes.
Reward a table who is

sitting quietly with money

or a treat. Dismiss that
table first to stack their
chairs, gather their
backpacks and line up at
the door with a zero voice
level.
Dismiss quiet tables until
every student is lined up.
Lead students out the
door to be picked up by
parents.

Assessment:
Use formative assessment when students on working on their white boards. Walk
around the classroom to address any confusion or misunderstanding students may
have.
Closure:
Ask students to think about one way to figure out the total number of objects
in an array. Have students think- pair- share. Call on 2 to three students to share
out loud with the class. Review objective, thumbs up or down. Let students know
that we will be continuing to focus array.
Differentiated instruction:
Students you need extra support can work with a teacher for guidance.
Students who are more advanced have the option of checking with work with a
partner and working on problems together if they have different answers. Students
who finish early have a choice in two games they can play.