ED 345 Calvin College Teacher Intern Lesson Plan Template

Teacher Intern: Sophia Kim Date: September 11, 2018

Grade Level: 3rd Grade Subject/ Topic: Math – Multiplication and Arrays
Approx. time spent planning this lesson:
DOMAIN 1: PLANNING & PREPARATION
Main Focus/Essential Questions: Using multiplication and drawings to represent array situations.
Brief Context: The array model for multiplication is important because it has many applications throughout mathematics.
This way, students will learn how to write multiplication equations for arrays and solve word problems involving arrays.
Prerequisite Knowledge/Skills: Students should know what a row and a column is.
Lesson Objectives/Learning Targets Aligned Assessments
Consider formative & summative tools
Please number objectives and the aligned assessment measures.
The learner will: I will assess learning by:
1. Students will learn to write multiplication 1. Students will be answering the questions that the
equations for arrays and solve word problems teacher is asking while they make themselves an
involving arrays. array with their body.
2. Students will be filling out their own math
journals.
Standards Addressed in Lesson:
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.1
CCSS.MATH.CONTENT.3.OA.C.7
Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division
(e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from
memory all products of two one-digit numbers.
CCSS.MATH.PRACTICE.MP2 Reason abstractly and quantitatively.
CCSS.MATH.PRACTICE.MP3 Construct viable arguments and critique the reasoning of others.
CCSS.MATH.PRACTICE.MP4 Model with mathematics.
CCSS.MATH.PRACTICE.MP6 Attend to precision.
Instructional Resources:
 Student Math Journals
 Students
 Yarn
 Easel pad
Consideration of Learners:
How have you responded to your diverse learners? Consider UDL (Multiple means of Engagement, Representation,
Action & Expression) & principles of differentiation. If appropriate, identify individual accommodations you will make
in response to needs or interests of students.
 Grace - Have students or the teacher aid sit by Grace who can help them focus. Grace will also participate in the
array making process. (Because it was time for G to transition into the school setting, she had to stay in the
classroom instead of going to room 101.)
 Students will be forming arrays by seating in rows and columns. Jude, Charlie K, Charles, and Andrew B will be
in this array activity for they like to move around.
 Partner up students while they are working on their Math journals.
 Students will be already picked to make use of the time.

DOMAIN 2: THE CLASSROOM ENVIRONMENT

COVENANT MANAGEMENT: Relationship & community building (Note any specific ways in which you plan to build or
strengthen relationships and community: student-student & teacher - student.]
 If a student is doing an excellent job like doing what they are supposed to do, teacher and the student can do
a high five.
CONDUCT MANAGEMENT: (Behavioral expectations, strategies to encourage self- regulation, etc.)
Identify at least 2 ways you will gain whole group attention:
 If you can hear my voice, clap your hands once, twice.
 Okay, Boys and girls!
Strategies you intend to use to redirect individual students:
 If a student is not following directions, call their name or write their name on the board and talk at recess.
CONTENT MANAGEMENT: Note procedures/routines that are expected or embedded.
 Student’s desks should be cleared off and will be on the rugs.
PHYSICAL ENVIRONMENT: Note any specific ways you will use the environment to contribute to the learning.
 If the students behave, we will use the hallway to have more space. Students should be quiet in the hallway
for there are other classes going on.
DOMAIN 3: INSTRUCTION
CONTENT MANAGEMENT: YOUR INSTRUCTION
Motivation/Opening/Intro:
 Teacher will draw an array pertaining to 2X5 on the Easel pad.
 Teacher will ask the students to put a thumbs up sign on their chest if they know what a row and a column is on
the Easel. (Pre assessment)
 Teacher will show what a row and a column is.
 Teacher will choose 10 volunteers to be the array for 2X5.
 Volunteers are: Jude, Charlie K, Megan, Liza, Lucy, Luke, Claire, Dongrin, Zach, Jori (This is the
same for 5X2)
 Teacher will put a yarn so that the students can clearly see that it is an array.
 Once the students have formed the array, teacher will ask the following questions:
 If the rows of counters are thought of as groups, how many groups are there? 2 groups
 How many counters are in each group? 5 counters
 What equation can we write to show the total numbers of counters? 2X5 = 10
 Which number should be circled? 5
 Teacher will now ask the students to form an array of 5X2.
 Teacher will put a yarn so that the students can clearly see that it is an array.
 Once the students have formed the array, teacher will ask the following questions:
 If the columns of counters are groups, how many groups are there? 5 groups
 How many counters are in each group? 2 counters
 What equation can be written to show the total number of counters? 5X2 = 10
 Which number should be circled? 2
 Teacher will tell the students that we usually write the number of rows first in the equation for an array.
 Teacher will tell the students to go back to their seats and open their Math Journals to page 19.
Development:
Because of the small space on the rug, class will go out the hallway to do this activity.
 Teacher will assign the following students for 4X2:
 Brielle, Titus, Jabriel, Charles M, Tyler, Jude, Ryan, Megan
 Teacher will assign the following students for 2X3:
 Andrew V, Ian, Sophia, Cameron, Grace, Luke
 Teacher will put yarns around each of the arrays made by the students.
 Teacher will ask the following question:
 Do both arrays have the same amount of dots? Or, does one array have more or less than the other?
  What symbol can we use to show that one array has more dots than the other? A greater than symbol
to show that one array has more dots than the other.
 How could you tell just by looking that the array on the left has more dots? The array on the left has
one more row of Dots.
 What equation can you write for each array to show that the comparison is reasonable and correct?
4X2 = 8 > 2X3 = 6.
Closure:
 The class can come back into the classroom and go back to their seats.
 Teacher will draw 4X2 = 8 arrays twice on the board with a different color for each.
 Teacher will ask to compare these two arrays. Teacher will ask the students to put their thumbs up on
their chest if they know the answer and pick on the students about a minute later.
 When the student said that they are equal, teacher will write the equation on the board.
 Teacher will put up the following:
 Remember that using multiplication is a quick way to find how many items are in an array
without counting all the items.
 Teacher will ask the students to open up their Math Journals to page 20 and begin their work.

DOMAIN #4: PROFESSIONAL RESPONSIBILITIES

EVIDENCE OF PROFESSIONALISM: Please note recent evidence of your efforts as a professional.
 I stepped up and used a different style of teaching other than my mentor teacher’s method.
REFLECTION AFTER TEACHING THE LESSON:
Oh, this was one of the lessons that I shifted quickly for the array making with yarns did not go well. When I
tried to show that the yarn represents that they are an array but I guess they were even more confused with the
array. And so, I stopped for a minute and went back to the recent version which Mrs. Pluymert teaches. When I
changed the way of teaching, the students got it right away. I still need to contemplate on how I can immerse the new
way of learning for the kids. I think this try was a good trial to change some learning paradigm.

If the rows of counters are thought

of as groups, how many groups are
there?
2 groups
How many counters are in each
group?
5 counters
What equation can we write to
show the total numbers of
counters? 2X5 = 10
Which number should be circled?
5

If the columns of counters are

groups, how many groups are there?
5 groups
How many counters are in each
group?
2 counters
What equation can be written to
show the total number of counters?
5X2 = 10
Which number should be circled?
2

Do both arrays have the same

amount of dots? Or, does one array
have more or less than the other?

What symbol can we use to show

that one array has more dots than
the other?
A greater than symbol to show that
one array has more dots than the
other.
How could you tell just by looking
that the array on the left has more
dots?
The array on the left has one more
row of Dots.

What equation can you write for

each array to show that the
comparison is reasonable and
correct?
4X2 = 8 > 2X3 = 6