ED 345 Calvin College Lesson Planning Form

Teacher:
AK Feltes
Multiplication Array

Date: 10/28/2015

Subject/ Topic/ Theme:

I. Objectives
What is the main focus of this lesson?
The main focus of this lesson is to introduce the 4 multiplication properties as well as reading
multiplication arrays
How does this lesson tie in to a unit plan? (If applicable.)
This lesson explains more in depth how to solve multiplication problems using an array.
What are your objectives for this lesson? (As many as needed.) Indicate connections to
applicable national or state standards. If an objective applies to only certain students write the
name(s) of the student(s) to whom it applies.
CCSS.MATH.CONTENT.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.
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.
CCSS.MATH.CONTENT.3.OA.B.5 Apply properties of operations as strategies to multiply and divide.2
Examples: If 6 4 = 24 is known, then 4 6 = 24 is also known. (Commutative property of
multiplication.) 3 5 2 can be found by 3 5 = 15, then 15 2 = 30, or by 5 2 = 10, then 3 10 =
30. (Associative property of multiplication.) Knowing that 8 5 = 40 and 8 2 = 16, one can find 8 7
as 8 (5 + 2) = (8 5) + (8 2) = 40 + 16 = 56. (Distributive property.)
CCSS.MATH.CONTENT.3.NBT.A.3 Multiply one-digit whole numbers by multiples of 10 in the range 1090 (e.g., 9 80, 5 60) using strategies based on place value and properties of operations.
Students will be able to create and solve arrays using multiplication.
Students will be able to model the 3 different ways to solve arrays in our math packet
II. Before you start
Prerequisite knowledge
and skills.

General number sense

Multiplication

Assessment
(formative and
summative)

Collecting students packets to check their finished array problems.

Verbal communication
Universal Design for Learning Networks/Domains (see UDL Guidelines)

RECOGNITION
Multiple Means of Representation
Options for Perception
Doing packet on ELMO as well as their
own packets
Options for Language/Symbols
Problems on ELMO
Options for Comprehension
Listening

STRATEGIC
Multiple Means of Expression
(Action)
Options for action/interaction
Options for Expression
Picking own color for array
Options for Executive Function
Read then color then draw the
array... building up

AFFECTIVE
Multiple Means of
Engagement
Options for recruiting interest
White Boards
Color Pencils
Options for Sustaining Effort &
Persistence
Participation with class and with
partner
Options for Self Regulation
Students completing few
problems a page on their own

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and do you have them?

Multiplication packet
White Boards
ELMO
Color pencils

Do you need to set up

your classroom in any
special way for this
lesson? If so, describe it.

Normal Classroom set up

III. The Plan

Ti
Parts
Motivatio
n
(Opening/
Introducti
on/
Engagem
ent)

Developm
ent

The description of (script for) the lesson, wherein you describe teacher
activities and student activities
Show everyday pictures of arrays on ELMO
-carton of eggs
-checkerboard
-calendar
Ask students what these all have in common.
Pass out multiplication packet
Review vocab words from yesterday:
-Factor, Product, Multiple, Grouping Model, Array, Repeated Addition
Lightly go over multiplication properties in packet together on ELMO Student will
learn properties more later in the year
-Zero
-Identity
-Commutative
-Associative
Be sure to tell students that we can rely on these properties because they
are numbers and we are like numbers because we rely on God, numbers are
never changing.
Show array poster Copied below
-Using arrays to solve multiplication with rows
--____ rows of ____
Put packet on ELMO
Read the Array
Directions: Write a multiplication fact for each array
-1) 4 rows of 3
Do a few more problems together then 2 on their own
Next page: Draw the array
Directions: Draw an array to model each multiplication fact
-1) 7 rows of 5
Do first few together then 2 on their own
Have students get out 1 colored pencil of their choice!
Next page: Color the array
Directions: Color the array to math the multiplication fact
Students may use their color pencil to complete this page have them try to do it on
their own
If students finish the Color the Array page, they can go back and finish the array
problems on the previous pages

If there is time, do more problems on white boards

Students can do this with partners
Closure

Students can put their packets in the middle of their desks.

Collect packets and grade the array problems have students make corrections
later in the day if they have any to correct

Your reflection on the lesson including ideas for

improvement for next time: