Math Lesson Plan

1. Multiplication With Arrays in 3rd Grade

2. Lesson Guiding Question(s):
a.) What is an array?
b.) How can using an array help with multiplication?

3. Content Standards:
a.) Represent and solve problems involving multiplication and division.
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.4
Determine the unknown whole number in a multiplication or division equation relating three whole
numbers. For example, determine the unknown number that makes the equation true in each of the
equations 8 ? = 48, 5 = _ 3, 6 6 = ?
CCSS.MATH.CONTENT.3.NBT.
Use place value understanding and properties of operations to perform multi-digit arithmetic.
Standards for Mathematical Practice:
1. Make sense of problems and persevere in solving them
2. Reason abstractly and quantitatively
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics
7. Look for and make use of structure
4. A. Learning Goals (Behavioral Objectives) and Assessments:
B. Assessments:
Learning Objectives
SWBAT explain what an array is.

Assessments
Students will complete a winter arrays
activity sheet.

SWBAT to demonstrate multiplication

problems using a visual model called an
array.

Students will complete an individual

activity called array scoot solving
numerous multiplication array problems.
Students will complete a worksheet for
homework.

SWBAT identify the vocabulary terms

factor and product.

Students will identify the factors in each

row and the product in completing the
guided practice problems.

5. Materials:
a.) Matthew's Sunshine Bakery: Multiplication Arrays, by Kathleen L. Stone
b) Multiplication with Arrays PowerPoint
c.) Winter Arrays Recording Sheet and cards
d.) Arrays Scoot recording sheet and game cards
e.) Homework sheet
f.) Exit card slips
g.) pencil
h.) cupcake cut outs and tray worksheet
6. Pre-lesson assignments and/or prior knowledge:
Prior to completing this lesson the students will already have learned multiplication. The students will
also have prior experience with addition. I will introduce the term array and show them what an array
looks like. This will require them to recall their prior knowledge of using addition techniques.
Continuing, I will demonstrate how to use multiplication instead of addition.
7. Lesson Beginning:
To begin the lesson, I will read the book Matthews Sunshine Bakery: Multiplication Arrays. While
reading the book, we will pause and I will ask the students the different array patterns they see.
8. Instructional Plan:
Lesson Beginning
1.) I will start my lesson off by reading the book Matthews Sunshine Bakery: Multiplication Arrays.
While reading the book, we will stop and discuss what different arrays patterns they see.
2.) Upon finishing the book, the teacher and class will do a small activity together. They will use the
cupcake cut out manipulatives and an accompanying worksheet. I will ask students to demonstrate
some of the different array models used in the book. I will take it one step further and ask students to
volunteer to come to the front of the room to make their own array models. I will then ask the other
students try to answer them.
Introduction/Instructional Plan
3.) Moving along, I will present a PowerPoint called Multiplication with Arrays. The first few slides
will introduce the word, Array and provide a definition. I will show an example of three different
arrays with the same number of objects in them. We will review the process for completing an array
with addition (prior knowledge) and then proceed to multiplication.
Guided Practice
4.) The students will receive a sheet entitled, Winter Arrays Recording Sheet and eight cards with
different array patterns. The teacher will guide the students through the first four problems and then
will have the students practice the last four on their own. Once the students have completed all of
them, we will review the answers as a class to confirm that they understand what they are doing.

Independent Practice
5.) The students will participate in an activity called Arrays Scoot. They will receive the Array Scoot
Recording Sheet. It will be numbered 1-30. The 30 cards will be around the room at different tables.
Students will work independently as they go from table to table to complete all of the cards at each
table. They are to match the card number to the number on the recording sheet. The teacher will be
walking around from table to table assessing how the students are doing. The students have the
opportunity to ask the teacher for help if needed.
6.) At the end of math, the students will hand their Array Scoot recording sheet into the teacher so
teacher can measure how the students are doing.
7.) The students will receive a homework assignment to review multiplication using arrays.
8.) The teacher will hand out an exit ticket to each student. On the exit slip the students will have an
option of writing: I really got it when, I didnt like it when, I really enjoyed it when, Im still
wondering, I figured out, and I didnt understand. The array scoot and homework will serve as an
assessment, while the exit slips will allow the students the opportunity to let the teacher know what
they were thinking while completing the worksheets.

o Differentiation:
The lesson and guided practice will help students are who having trouble understanding
the concept of arrays with multiplication. We will relate arrays to addition as well as
recall their prior knowledge and bridge a connection. We will work as a class for the
winter array recording sheet and go over them to make sure students do not have any
questions. I have made copy of the winter array recording sheet as well as the eight
different arrays to meet the needs of each student. Some students might have trouble
seeing on the PowerPoint or may need extra time to work on one. The scoot activity is
done independently so it gives students the opportunity to work at their own pace and
seek help from the teacher. If a student needs more time to complete the work or is
having difficulty, I will tell the student to try and finish as much as they can instead of
rushing to complete the whole thing.
o Questions:
1.) What is an array?
2.) How can an array help you with multiplication?
3.) What is a factor?
4.) What is a product?
o Instructional Management:
The teacher will remind the students not to call out during the lesson and please to raise
their hand. The teacher will explain the rules to work individually, not copying each
others work, and that they are expected to walk slowly around to the different centers
during array scoot. They should not be rushing to finish. It is not about how quickly you
finish, but how accurately you answered the problems.

o Transitions:
We will start off working as a group by reading the story and completing the cupcake
tray examples. The teacher will then proceed to show the students a PowerPoint. Next
the teacher will clearly lay out the instructions, expectations and requirements both
verbally and written with a rubric attached. The teacher will start to complete a
worksheet with the class and then let the class finish the last few problems on their own
before reviewing as a class.
9. Closure:
I will bring my lesson to a close by collecting the Array Scoot Recording sheet. The students will be
handed out a worksheet for homework. The students will also be handed out an exit ticket. On the exit
slip the students will have an option of writing: I really got it when, I didnt like it when, I really
enjoyed when, Im still wondering, I figured out, and I didnt understand. The array scoot and
homework will serve as an assessment, while the exit slips will allow the students the opportunity to
let the teacher know what they were thinking while completing the worksheets.