Lesson Plan

Name of Teacher Candidate: Date:

Krista Pankau 8/13/2020

Time Frame: Content Area:

50 minutes Operations and Algebraic Thinking
Central Focus:
Introduction to Multiplication

Lesson Plan Overview

A. Common Core State Standards:

CCSS.MATH.CONTENT.3.OA.A.3

Use multiplication and division within 100 to solve word problems in situations involving
equal groups, arrays, and measurement quantities, e.g., by using drawings and equations
with a symbol for the unknown number to represent the problem.1

B. Rationale/Purpose:

Students will be able to represent arrays using multiplication sentences. This will enable
them to solve real world problems efficiently when they need to know the total of something
with rows and columns such as how many seats on an airplane with 6 rows and 2 seats in
each row. This is a prerequisite for understanding division and having the ability to reverse
check answers to division problems.

C. Lesson Objective(s):

Students will be able to convert arrays into multiplication sentences.

D. Academic Language/Vocabulary:
Array
Multiplication
Repeated Addition
Number Line
Skip Counting

E. Academic Language Function:

 Represent – Students will learn to represent multiplication sentences using an array and
represent an array using a multiplication sentence.

F. Instructional Materials/Resources/Technology:

Apple Array image

Cookies
Cookie worksheet
Array Battle Worksheet
Math Menu
Projector
Computer

G. Prior Academic Learning/Related Skills

Skip Counting
Addition

H. Classroom Management Techniques

Desks will be set up in groups like tables. Each group will have a Leader (makes sure
everyone is doing their job and has a voice in group discussions), Material Manager (who
will come get the cookie worksheet and the cookies), Quiet Encourager (who monitors the
voice level in the group and encourages others in the group), and the Time Monitor (who
makes sure the group paces themselves and stays on track). When each person has a job,
they can help keep each other accountable to complete the activity to the best of their
abilities.

I. Cross-Curricular Connection

This lesson has a cross-curricular connection between Math and Language arts. Students will
be using mathematical skills to create and solve arrays while also explaining what they did
and how they did it which is English Language Arts.

Lesson Plan Elements

1. Lesson Objective
By the end of this lesson, students will be able to represent arrays using multiplication
sentences.

2. Opening
• Show first Apple Image with apples out of order.
• Ask: How many apples do you see? How do you know? Is there another way to figure
out the total? (1+2+2+3+1)
• Would it be easier if I arranged the apples in a different way? Maybe in a row like this
(Show second image of apples in an array). How many apples do you see here? How did
you find the answer? What are some ways we can figure out the total? (Groups of 3 or 4,
Skip counting 3 or 4)
• Which image was easier to count?

3. Direct Instruction
• The last two days we learned that multiplication can be represented using grouping, repeated
addition, number lines, and skip counting.
• Today we are going to learn about arrays and how they can represent multiplication problems.
• This picture that I showed you is called an array. We can group the items together using columns
and rows. When we group them in this way, it helps us see that it is also using repeated addition.
• How many groups do we have? How many items are in each group? How would we write this as
repeated addition? We learned how to write repeated addition as a multiplication sentence. How
would we do that?
• Demonstrate how the picture represents a multiplication problem and help students find the
solution.
• Now we are going to create our own arrays using cookies. This is what the sheet looks like. I
want you to place cookies on the grid to create an array. You need the same number of cookies in
each row, like this (demonstrate). What if I put a cookie here? (place an extra cookie in the array)
Is this an array? (No) Arrays need to have the same number of items in each row, like this.
• Before you get your materials, we are going to review everyone’s job at their table. Leaders, your
job is to make sure everyone is doing their job and encourage your tablemates. Time watchers,
your job is to make sure everyone keeps on task. Noise Manager, your job is to make sure your
table keeps the appropriate volume during this activity. Today, that is a level 1. Finally, Material
Manager, your job is to come get the materials needed for the activity. Does everyone know their
jobs? Leaders raise your hand. Do you know what job everyone has? Everyone else, if you don’t
know your job, ask your leader. Thumbs up if you understand.
• Material Managers please come get a bag of cookies and a worksheet for each personal at your
table. “Nobody open the cookies until I say you may.”
• Pass out Cookie Tray Array Worksheets and bags of cookies.
• You may not eat any until we finish the activity. Open your bags of cookies and lay them out on
your worksheet like I showed you. Remember, every row should have the same number of
cookies.
• Have students count how many rows they made. Then count how many cookies are in each row.
• This is how we write the multiplication sentence when using arrays. How many rows times how
many in each row equals total items. Please fill in the numbers on your worksheet now.
• Who knows what the repeated addition sentence would look like? (5 added three times so 5+5+5)
• How do we figure out the answer? Can you skip count by 5s three times?
1. Guided Practice
• Now I want you to partner up with your elbow partner at your table and you are going to play a game
with them. This game is called Array Battle. One person rolls the dice and then creates an array using
the numbers, so if you roll a 2 and a 4, your array would have two rows of 4 squares. Draw it out,
write the multiplication sentence including the answer, and then color it in. Now it is the next
person’s turn to roll the dice and color in their array. Continue taking turns until the page is full.
• Material Managers, please come get the worksheets and dice for both partner groups at your table.
• Do we throw dice? Do we roll them hard across the desk? Do we toss them up in the air? No, we
gently roll them so they stay on our own desk. What happens if you treat them poorly? Right, you
will not be able to play the game anymore. I know you want to have fun so please make choices that
allow you to have fun.

1. Common Student Misconception

Some students might not remember to have the same number of items in each row.
Make sure the array has the same number of rows and columns and there are no outlying items.
Hand out grid paper to help students keep straight lines.

2. Formative Assessment
During Array Battle, I will walk around and ask students to explain their thought process to me as I
look to see how they are completing the worksheet.
Ask: Why did you choose to color those squares? (I rolled a 1 and a 5 so I colored one row with 5
squares which gave me the answer of 5 total squares.) How do you know that 2x5=10? (I colored
two rows of five which gave me 5+5 which is 10 squares.) What if you rolled a 3 instead of a two?
(Then the problem would be 3x5 which is 5+5+5 and equals 15.)

3. Closing
• Students complete an exit slip. Draw an array representing 3x4 and explain in writing how you got
your answer.
• This exit slip will be collected to assess students’ understanding of multiplication and how it is
represented using arrays.
• Modification to diverse learners: Students receive graph paper to complete their arrays.

1. Independent Practice/Homework
Math Menu

2. Differentiated Instruction
• Approaching Group:
A. Hand out grid paper to help students keep straight lines.
B. Give students a reference page with arrays and matching multiplication sentences.
C. Students paired with Beyond group students who can explain what to do.
D. Math Menu provides simpler problems for students to choose in column 1.
• Beyond Group
A. Students paired with Approaching group students, so they have to practice
explaining what to do and why.
B. Math Menu provide challenge problems for students to choose in column 3.
 My Lesson Plan Presentation Reflection

After your Lesson Presentation, reflect on how you think your presentation went. Ask yourself:
What went well? What could I improve on?
Below are five categories that you focused on during your presentation. Circle or highlight the
phrases that you think went well during the Lesson Plan Presentation. Then, complete the two
questions below.

INTRODUCTION PREPARATION ORGANIZATION CONTENT DELIVERY

Got audience I was prepared Time was used Lesson objective Professional
attention effectively was communicated presentation
I exhibited a good clearly
Connected to prior understanding of Easy to follow Displayed
knowledge the topic Informative and confidence
Presentation of quality content
Defined lesson material flowed Engaged the
objective Accurate audience
Clear and effective information
transitions I spoke

clearly Good

pace

1. Describe two things that I feel went well during my Lesson Plan Presentation.

2. Describe one thing that you would have done differently or would like to improve on.
 Form for Mathematical Practice
STANDARDS for Ratin Describe where
g in the Lesson
MATHEMATICAL PRACTICE (MP) Plan
the MP will occur.
MP1: Make sense of problems and persevere in solving them 3210
-I ask myself, “Does this make sense?”
-I try different approaches to solving the problem N/A
-I did not give up and worked through the problem until I derived an answer.
MP2: Reason abstractly and quantitatively 3210
-I am able to make sense of the information in the problem.
N/A
-I use formulas and labels that are appropriate for the problem.
-I use different properties (Commutative, Associative, Distributive, etc.) and operations
(addition, subtraction, multiplication, and division).
MP3: Construct viable arguments and critique the reasoning of others 3210 Students explain what they
-I explain what I did and why I did what I did in the written explanation. did during formative
N/A assessment and when
-I explain what I did in a logical and sequential order.
completing their exit slip.
-I draw conclusions in my explanation and justify the conclusions with examples,
evidences, definitions, formulas, examples, counterexamples, etc.
-I thoroughly explain the drawings, diagrams, tables, etc., that I drew to help me solve
the problem.
-I am able to defend my work in both a written format and verbally.
-I am able to ask questions of myself and of others.
MP4: Model with mathematics 3210 Students complete this
-I am able to describe how this type of problem could translate into a real-life situation. during their exit slip when
N/A I ask them to solve a
-I am able to extrapolate and solve a similar problem whether it is a simpler problem or
a more difficult problem. similar problem.
MP5: Use appropriate tools strategically 3210 Students use graph paper
-I have included all of scratch work that demonstrates my work on solving this to complete Roll-an-Array
problem. N/A game.
-I used a calculator to double-check my computations (optional).
-I used pencil and paper, a variety of supplies, a concrete model, a ruler, protractor,
spreadsheet, etc. (circle all that were used).
MP6: Attend to precision 3210
-My work is neat and organized
N/A
-I have included a “final draft” of my work that outlines how I solved the problem
mathematically.
-I have used correct definitions and formulas.
-I state the meaning of the symbols I chose.
-I calculate correctly.
MP7: Look for and make use of structure 3210 Students demonstrate a
- I am able to see that there is more than one way to solve this problem. multiplication problem
N/A using arrays and repeated
-I notice a pattern that will help me solve the problem.
addition during the cookie
array worksheet.
MP8: Look for and express regularity in repeated reasoning 3210
-I found a pattern and repeated it to derive further information that I needed to solve
this problem. N/A
-I understand what the problem is asking me and am able to evaluate my steps in
solving the problem to make sure they make sense.
How Many Apples?
How Many Apples?
Name______________
Cookie Array

My cookies…

____ + ____ + ____

or ____ X ____

My array has _____ cookies!

 Array Battle
1. The first player rolls two dice. Starting in a corner, draw an array that matches the
numbers, for example 2 and 3 would be two rows of three squares each.
2. Color in the array and write the multiplication sentence in the middle of the array
including the solution.
3. The second player rolls and draws their array in the opposite corner.
4. The first player takes their next turn, making sure their next array is touching any of
their previous arrays in some way.
5. If a player cannot create an array because there is no space for it, they lose a turn and the
other player has one more roll before the game ends.
6. The player to capture the most spaces wins.
 Math Menu
Directions: Complete one activity for each part of your meal.

Choice 1 Choice 2 Choice 3

Breakfast How many do I have? How many do I have? How many do I have?

4 + 4 = ____ 4 + 4 + 4 = ____

____ x ____ = ____ ____ x ____ = ____ ____ x ____ = ____

Lunch Skip count on a number Skip count on a number Skip count on a number
line to find the total. line to find the total. line to find the total.

2 x 5 = ____ 3 x 5 = ____ 4 x 6 = ____

Dinner Write a multiplication Write a multiplication Write a multiplication

sentence using the array. sentence using the array. sentence using an array
you create.

This Photo by Unknown Author is licensed under CC BY-SA

This Ph oto by Unk nown Aut hor is lice nsed und er CC BY-SA

____ x ____ = ____ ____ x ____ = ____ ____ x ____ = ____

Dessert Skip Count fives to Practice the skip Practice the skip
someone in your family. counting songs for counting songs for fours.
(Tune: Row, Row, Row threes. (Tune: Jingle (Tune: This Old Man)
your boat) Bells)

5, 10, 15, 20, 25, 30, 35, 3, 6, 9, 12, 15, 18, 21, 24 4, 8, 12, 16, 20, 24, 28,
40, 45, 50, 55, 60 and 27, 30 and we’re 32, 36, 40, 44, and 48,
done singing is 4’s is really
great!