TCNJ Lesson Plan

Array Models in Multiplication

Student Name: Jillian Dougherty School Name:

Grade Level: 3rd Grade Host Teacher’s Name:

Guiding and/or Essential Questions:

How can we represent multiplication problems using objects, diagrams and arrays?
What various strategies can be used to multiply?

Pre-lesson Assignments and/or Student Prior Knowledge (ex. background knowledge,

possible misconceptions, prior lesson content)

● Students have taken a multiplication pre-assessment and upon reviewing their answers it
can be concluded that most students understand the premise of multiplication but not all
of the strategies that can be used to solve them.

● Students will be asked a multiplication word problem warm up question. This will be
used to see and understand the ways in which students work to solve this problem.

Standards:
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.

Learning Objectives and Assessments:

Learning Objectives Assessment

Represent multiplication with objects, diagrams This will be assessed by observing the students
and arrays. as they complete independent work.

Use a variety of strategies to solve This will be assessed in the exit slip as students
multiplication problems. will be looking at an array and writing an
equation to match it.
Materials/Resources: (List materials, include any online or book references and resources)

● Plastic bag with 30 math counters, one per student

● Extra counters for independent practice time
● Array Models for Multiplication worksheet
● Exit Slip
Resources:

Array Models in Multiplication- Education.com

Third Grade Pacing and Sequencing Guide

Plan for set-up/distribution/cleanup of materials:

Begin by asking students to take out their math notebooks.

Students will then be asked to put their paper counters back in the bag and they can take them
home to practice with.

Exit slips will be passed out and collected at the end of the lesson.

Step by Step plan (numbered):

1. Warm Up (5 min): Students will be asked a multiplication word problem that is
displayed on the board to look at and understand how the students are solving the
problem. The word problem will be displayed on the board, as well as spoken. An array
will then be displayed on the powerpoint that shows a possible answer to the problem.
The word problem will be: Smiles Elementary is preparing for a bake sale. Ms.
Smith is donating cookies! If Ms. Smith has 4 rows of cookies with 8 cookies in
each row, how many cookies will Ms. Smith have made?
2. Teacher Modeling (10 min): I will begin my lesson by discussing what rows and
columns. An anchor chart will be displayed to show what rows and columns are so the
students will be able to refer back to this throughout the lesson. Explain that an array is
arranging objects in rows with the same number of objects in each row. Upon doing an
example I will ask the class how many rows there are and how many counters are there in
each row. Using the doc cam I will display multiplication problems that I will model and
do guided practice with the class. Students will be asked throughout the possible methods
that can be used to find out the total number of counters in this array. I will then
demonstrate that it is possible to multiply rows by columns to solve the problem.
Students will then be tasked to work on 5 multiplication problems (as time permits) using
an array to solve the problems.
3. Guided Practice (10 Min): Students will be handed paper counters with an array and
will be asked to make an array of 3 rows with 4 columns. Upon completion a depiction
of it will be displayed on the board. Another example will be given using what was
modeled about rows and columns. Students will be asked to display 3 rows with 3
columns. Upon completion a depiction of it will be displayed on the board. The process
will be discussed, a student will be asked what a potential word problem could be for this
equation.
4. Independent working time (10 min): Students will then be tasked to work on 5
multiplication problems (as time permits) using an array to solve the problems. Using the
counters and the array worksheets the students will make arrays to solve the problems.
Closure (5 min)

Closure/Assessment: A slide will be presented showing an array of 5x3. Students will be

asked identify how many rows and columns are presented in the array.

Review: A brief review slide will be placed on the screen displaying an array and a
multiplication problem.

Key Questions (that you will ask):

● How can we use arrays to solve multiplication problems?
● Why is it important to know how to multiply?
● When might you use this skill in the real world?

Logistics:

Timing: 40 min
.
Classroom Management: Students will work individually due to COVID but can turn
and talk if necessary. This will only be offered if it is apparent that students need help.

Differentiation

Enrichment: Students may not need the counters to complete the problems. Students can
challenge themselves by coming up with their own multiplication problems.
Support: Students do not need to draw a depiction in the picture portion of the worksheet and
just simply use counters.