UNLV/Department of Teaching & Learning

Elementary Lesson Plan Template

UNLV Student: Karli Crones PSMT Name: Krista Hintz

Lesson Plan Title: Arranging Chairs Lesson Plan Topic: Multiplication

Date: 11/9/20 Estimated Time: 40 minutes live

50 minute
independent practice

Grade Level: 3rd School Site: Blackhurst ES

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1. State Standard(s):
● 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. For example, describe a context in which a total
number of objects can be expressed as 5 × 7.
● 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.

2. Teaching Model(s):​ Indirect instruction

3. Objective(s):​ SWBAT create an array and identify the number of rows in the array and
the number objects in each row by using unifix cubes with eighty-five percent accuracy.

4. Materials and Technology Resources:

● (2) Interactive whiteboard - draw thinking map with students, math vocabulary
● Google classroom - Exit ticket
● PowerPoint
● “​Arranging Chairs​”
● Math Notebook
● Assignment Guide
● Array Cards
● Laptop
● Mouse
5.​ ​Instructional Procedures:

Motivation/Engagement (10 Minutes)

a. Motivation/Engagement: To begin my lesson, SW create a circle map in their math notebook.
In the center of the circle map, SW write X strategies. In the outer part of their circle map, SW
use the multiplication problem 3X5 to write known strategies. In the frame of reference portion
on their circle map, SW write how they know these strategies. When students are finished SW
share their ideas with the class and the TW record their ideas on digital whiteboard. Use
“Random Name Picker” to select students. TW explain that we are going to add one more
strategy to our list of strategies. SW reflect on the question, “Why is it important for you to know
multiplication and the strategies that go with multiplication?” SW use the chat box to provide
answers. TW read a few answers from the chat box.

b. Developmental Activities or Learning Experiences:

Informing of the Objectives (2 minutes)

● Read objective to students ​Present slide 2
● Read objective with students

Investigation (18 minutes)

● SW​ take out 12 cubes.
● SW participate in solving a problem called “​Arranging Chairs​”(Savvas ​username​:
ClarkCountyMathDemo, ​password​: Pearson1).
● SW imagine that these 12 cubes are chairs and that they need to arrange them in
straight rows for an audience to watch a class play. SW want to arrange the chairs so
that there will be the same number in every row with no chairs left over. ​Present Slide 3
● SW reflect on the following questions: How many different ways could you do this? How
many chairs would be in each row? How many rows would there be? Try different ways
to arrange chairs, even if some of the ways don't seem very good for watching a class
play. ​Present slide 4
● SW share their experience by taking turns and explaining how they arranged their cubes.
Use “Random Name Picker” to select students to share. As students are sharing, the TW
share her screen and model what the students share. ​Use “​Arranging Chairs​”(Savvas
username: ClarkCountyMathDemo, password: Pearson1) ​for a couple of problems
 and then use the digital whiteboard to model drawing the arrays for the other problems
that are shared.
● SW reflect on the following questions: ”How many rows are in the arrangement you
made?How many chairs are in each row? This is a silent reflection. SW have a minute or
two to reflect on their work. TW use one of the student examples from the previous set to
guide the students to creating an equation for their arrangement. ​Present slide 5
● SW be informed that they have made an​ array- an arrangement of objects in rows
and columns​(SW add to math vocabulary in green math notebook). TW use digital
whiteboard to fill in math vocabulary with the students.
Lemov Strategy:
● Board = Paper
1. TW help students organize their math notebook by modeling how to write
their math vocabulary.

Independent Practice (40 minutes)

● SW cut out array cards in put in baggie - this can be found in their green folder that was
part of their weekly pickup from school
● SW complete an exit ticket
● SW work on X-tra Math/Reflex
● SW play ​Close to 100

c. ​Closure: The three W’s (5 minutes)

● SW discuss the following questions
1. What did we learn today?
2. So, What? (relevancy, importance, usefulness)
3. Now What? (how does this fit into what we are learning, does it affect our
thinking, can we predict where we are going)
d. ​Extension/Contingency Plan
● Students can pick their own number of chairs and set up new arrays with their new
number. The students would also be responsible for drawing the arrays that go with their
newly selected number
● Students can draw an array and write about it
● Given the problem 3x6, students will create an array and describe their process
● If I am running out of time, I can ask students to share only if they have a different
arrangement of the chairs. I can also save putting the math vocabulary word into math
notebooks until the next lesson. That could serve as a review of this lesson for the next
lesson

6.​ ​Accommodations, Modifications and Differentiations for Diverse Learners

● Written expectations of what assignments must be completed
● Manipulatives (Unifix cubes) - This will help students who learn better by doing, learn
the material.
● Amaya & Nikolas: Have these students restate independent practice directions in their
own words. Ask “What is your task during this work time?”

7.​ ​Assessment and Evaluation of Learning (10 minutes)

a. Formative: Exit ticket - To complete this assessment, students will be asked to take out
15 cubes. Once students have taken out the 15 cubes they will be expected to solve the
following problem: ​Imagine that these 15 cubes are tables and that you need to arrange
them in straight rows so that they fit inside the party room you rented for your birthday.
You want to arrange the tables so that there will be the same number in every row with
no tables left over. SW represent this problem in more than one way. After each
representation, on a clean sheet of paper, SW write down how many rows they have and
how many cubes are in each row. SW take a photo of their array and equation and
upload them to google classroom.

8.​ ​Homework Assignment:

There is no homework for this lesson
Reflection

Strengths:
This lesson had many strengths. One of the strengths of this lesson was that it allowed my
students to learn from their own first-hand experience. This lesson allowed my students to do
that because they have had no previous experience with actually creating arrays. In the math
lesson before this one, students were introduced to arrays but they were already created for
them. I think that building the arrays themselves allows students to better understand the
concept. Another strength that this lesson had was that it incorporated thinking maps which is
something that that school likes the students to use. The benefit of the thinking map that we
created was that it gives the students space to write down all of the strategies that they have
learned for multiplication. This is important because it allows students to reference the thinking
map when they need a reminder on how to use a certain strategy.

Weakness:
Along with the strengths of this lesson, there were also some weaknesses. One weakness was
that I did not include timers into the lesson. I think timers would have helped students with their
time management skills. Another weakness was that I did not include questions that have
students explain their process step by step. I think that this is important because it allows me to
see what the students are thinking. Knowing what my students are thinking is important
because it allows me to see if they actually understand the concept, got a lucky guess, or if they
have a misunderstanding or misconception about the concept we are learning.

Insights:
In my lesson, I should have put timers on my slides that show the students how long they have
to create their array and how long they have to reflect on the questions that were presented to
them. I think this would have been beneficial because it would have allowed my students to
build some time management skills. With me saying that I am going to give them a few minutes
to build their array, students are left with a disadvantage because my few minutes may be
longer or shorter than their few minutes. I feel that this creates anxiety because students are not
given the chance to plan and create. Many students might think that they need to rush to be
able to get the activity done on time. I think that feeling the need to rush may hinder the learning
experience. If I had included a timer for all of the parts of my slides, students would be able to
designate time for thinking and time for building. For future lessons, I will keep this in mind so
that I can help my students grow and develop skills that they will need in and out of the
classroom. As an educator, I believe that it is also my responsibility to help my students learn
life skills as well as the academics. For future lessons, I will be sure to include questions that
have students explain their process step by step. I think that by including those kinds of
questions into my lesson plan, I will remember to ask them during the lesson. This is a very
important step because it allows me to see what is going on inside my students’ head. Having
that knowledge will help me be a better teacher. Being a good teacher is important to me
because I want to make a difference in the lives of my students.

Powerpoint

Slide 2

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