Name: Juwaher Rashid Ali

Alnaqbi- H00255210

Grade Level: Grade 3

Students 26

CCSS Math Strand:

Unit 1 operations chapter 4 lesson 3
represent the multiplication

CCSS Standards:
According to CCSS standard, for operation lessons students generally will grasp the concept of

multiplication by working with equal groups of objects to gain foundations for multiplication.
Understand properties of multiplication

Main Lesson Aims (Concepts, Procedures, & Processes):

Learning objectives:
Students will recognize the multiplication process by link it with arrays.

Students will identify the commutative property of multiplication.

Materials:

PowerPoint, , worksheets, paper clips, cubes

Teacher books McGraw Hill, CCSS, Math Book for grade 3 students, Volume 1. (Teacher edition)
student
book(s)

McGraw Hill, CCSS, Math Book for grade 3 learners, Volume 1. (Student edition)

worksheets/
papers

For chapter 4, lesson one, every description paper, worksheet and activities is
attached with the lesson plan.

Teacher
materials

Classroom rules on the papers

White board
Pp, maryoma character,

student
materials/
manipulatives

Worksheets.
Cubes

Technology

other

Paper clips, clay,, papers

1- PowerPoint while explaining the lesson.
2- Arrays game http://www.ictgames.com/arrayDisplay.html

None

Key vocabulary with definitions (and pictures if appropriate):

word

glossary definition

number
sentence

A sentence includes numbers and math signs such as

multiplication sign and equal sign

Multiplication
sign

Multiplication

product

The symbol or the symbol used between two numbers to

show that they should be multiplied together

Array

The basic idea of multiplication is repeated addition.

The answer when two or more numbers are multiplied
together.

Items (such as objects, numbers, etc.) arranged in rows and

columns.

image

5 3 = 2

For example: 5 3 = 5 + 5 + 5 = 15

Students Prior Knowledge:

-

Students did recognize and identify on the last lessons about multiplication as working with equal
groups to find the products of multiplication sentences, so they will be able to recognize on arrays, as it
will be feasibly works that facilitates the process of understanding for the students.

Possible Problems :

Problem: The time may not be enough; the teacher must give students enough time to get the task concept.

Solution: The teacher must set a timer, and look at the time. To do not take a long time in the pre and core stage,
I mean the teacher has to give one example that is enough for first session then she has to start the post stage as
that also play an important role to engage the students with the new concept.

Misconceptions:
-

Students may have misconception and errors on how many times we have to repeat the
factor to find the product or what the factor has to repeat it to find the product.
Problem:

2. Solution: so the teacher will use manipulatives game (cubes) to explore the commutative property
of multiplication.
-

Problem: student might straggle with the products of multiplication questions.

Solution: Teacher will give them cubes to count and link that process with real

example.

Lesson Schedule
Targeted teacher questions to promote HOTS
Student communication and use of math language
Engage (warm up, review prior knowledge):
T & S interaction

T will greet the students and then display the classroom rules which are
asked from students:
- Be good listener.
- Raise your hand up before you give an answer.
- Respect your classmates.
- Each student will have a reinforcement table for their participation,
organization, quietness and collaboration as individually and groups.
- Gifts for participated students.
- When you see the teacher raise her hand that means you have to shut
your mouth and focus with her.
- T will ask students to breathe deeply
- T before write the objective she will start saying a story
Core (introduce and practice new concepts & procedures):
Through this stage the teacher will demonstrate the new concept of
multiplication by using pp, which is a story about a girl is crying because
she doesnt know how to find the products, so her friend will come and
help her with a magic easy way to find the product of multiplication that
her mother taught it,

Teacher: will give

the rules. And
then write some
examples, then
she will open the
PP.

Students: will
listen and follow
her instructions.

Teacher:
Tell the story
in interesting
way.
help students
to interact with
the story by
ask them some
questions such
as who like this
girl who dont

Time

Almost
510mins

20
min

Students will act in the story as they will have papers and cubes then they
will listen to the girl that is in the story and follow her instructions, which
are 1- we will have the multiplication sentence (2*4=8) 2- Then we have
to represent the first number by using cubes and put them in horizontal
way 3- and then repeat the second number in the multiplication sentence

down the first line. 4- make sure each line is equal to others. After that
the teacher will tell them this way calls an array.
Then teacher will:

1- Provide each student with papers and cubes

2- Put a multiplication sentence on the board (3*2=) and

she will ask student to follow her steps to create the

like the
multiplication
or find it
difficult? Who
needs the help
form our
character
story?
she will engage
the students
with the
activity
Gives clear
instructions.
Ask questions
that related to
the next steps
in the game

arrays.
1- Firstly, you have to put three cubes in horizontal

line on your paper

2- Secondly, you have to repeat each cube two times
down the first line by count the first line with them

Motivate
students to
think and
explore.

Students:

to finally give you two rows.

3- Then ask them to count each line how many does it have
to make sure the lines are equal, then ask them to count all
the cubes to find the product for the multiplication
sentence.
4- Then she will ask them to find different ways to organize
the cubes and get 6 .
(That to explore the commutative property). Thus, they will
discover even if we switch the factors the result will be same.

5- Teacher will give another example and let sts work using
paper clip (3 * 4)
6- Then teacher will check their arrays.

They will
response to
the teacher
and interact
with her
Follow
teacher
instructions.

Answer teacher
questions. Write
the answer on
the board
Maybe they
will ask
teacher if
they dont
understand
Represent
the
multiplicatio
n sentence
by arrays
Find the
products.

Teacher will:
Collect all answers form the
students, reflect on them
then choose the best one (
3*2 = 6 )

Students: will discover and
create their arrays by using
cubes

Close (assessment):
After the whole class activities are be done, the teacher will
give each group their activity:

Activity for High Students ability:

For high students: they will work as group of three sts, they have a problem solving
and they have to solve it
1- Read the question
2- Circle the given information how many columns and rows
3- Create an array by cubes
4- Find the product
5- Spin your array, how does it look like? then redraw it again
6- Then recount again, did you find the products are same.

1. Read the
question
2. Use the
presented clips
to make the
array and then
count them to
find the
products
3. When you
finish raise
your hand
quietly.
Students: will
read, explore, draw,
represent numbers
and find the
products.

Teacher: will give

the paper for the
students, explain
the instruction first
and solve the
activity with the
whole class at the
end.

Students: they
will follow
activitys
instructions, find
the requirements
and then go to
present their solve
on the board.

Activity Medium Students: (work in group)

Students with medium ability would have groups of paper clips and they have to
represent the multiplication sentence as an array to find the products. Then they
have to switch the factors and represent it again by also using paperclips. Teacher
tell the student put the first number in the multiplication sentence for the columns
and the second one is for rows.

Teacher: will
distribute the
worksheet and the
paper clips, then
she will explain the
activity for the
high students and
provide them with
clear instructions:

20
min

Activity low Students: (work in group)

They would have worksheet that includes multiplication sentences

and the student have to match them with their correct arrays, then they
have second question that asks them to represent the multiplication
sentence by using the clay.

Teacher: will give

the paper for the
students, explain
the activity.

Students: listen to
teachers instructions.
Solve the questions.
Create the array by use
clay
Find the product

Teacher will discuss students about

she will ask them why we learn about arrays, where can

you see the arrays? How does it important? Then she will
present for example these pictures which are present the
arrays in our life:

Also the teacher could show them pictures and ask them to
identify the arrays, for example:

Student will give their

guesses about the
importance of arrays

Students identify the

arrays among pictures

Organize their staffs

and the end of the
session

T will ask each group to reorganize the classroom and count their
happy face stickers that they collected.

Attachments:
Copy of all resources given to students.
Reference page with all books, journals and websites.