Lesson Plan

MAED 3224
Subject: 2nd Grade Math Central Focus: Arrays

Common Core Objective: Date taught: 3/22/18

2.OA.4 Use addition to find the total number of
objects arranged in rectangular arrays with up to 5
rows and up to 5 columns; write an equation to
express the total as a sum of equal addends
Daily Lesson Objective:
Performance- Students will use addition and express their solution in an equation to find the total
number of objects in a rectangular array.

Conditions- Students will work independently.

Criteria- To show mastery, students will need at least 80% correct on an exit ticket.

Prerequisite knowledge and skills needed: Addition, understanding of a rectangle, how an equation is
written, skip count.

Activity Description of Activities and Setting Time

1. Engage Each student will have their own whiteboard with a 6 min
dry erase marker.

Ms. Vega will start with a small conversation about

how her day was yesterday and what she saw at the
park.

“Yesterday, I took my dog to the park and while

being there I saw 2 rows of flowers. When I took a
closer look, there was 3 flowers in each row. I didn’t
get to count them, but I knew there were 3 flowers in
each row.
Now, I need your help drawing this visual I saw at the
park. (Remind about not focusing on drawing
amazing pictures, but drawing the representation
and the amount of flowers I saw).
Retell the story to students, I saw 2 rows of flowers
and in each row, there were 3 flowers. How many
flowers did I see all together?
 Give about 2-3 minutes depending on the majority
finished.
I will walk around the classroom for understanding
and informal assessment of each student.
I will gather the students back and ask a volunteer to
describe what he/she had drawn in his whiteboard. I
will draw on the whiteboard as the student is
describing.

(Hopefully students will explain, since 3 flowers in

each row, and there were 2 rows , it would be 3+3=6)

I will explain that this process is called repeated

addition. I will show an array on the board to
describe how many flowers in total and explain that
an array is a group of objects arranged in rows and
columns.I will also show how my array shows a
repeated addition using counting blocks as it shows
3+3=6, 2x3=6

2. Explore Each student will have their own manipulative 20 min

(including solutions of major tasks) counting blocks with a sheet of paper and a pencil.

Ms. Vega will ask students to work on array

problems as they answer 2 questions written on a
piece of paper.

The word problems on the piece of paper says:

1. Natasha has a garden and wants to plant 2

rows filled with 4 tomatoes each. How many
tomatoes will Natasha be planting?
Answer: 4+4=8, 2x4+8

2. Tomasso sees cars lined up in 3 rows. There

are 3 cars in each row. How many cars are
there in all?
Answer: 3+3+3=9, 3x3=9

I will tell the students to read the question twice.

 Solve the problem using the manipulatives,
then draw what you created using the counter
blocks and then show the equation using repeated
addition of how they solved the problem.
Students will later discuss with a partner their
solutions in the next section.

3. Explain I will ask the students to turn and talk to a partner 10 min
and each students explain their solution to their
problem.
I will ask students to use the word “array” when
talking about the whole picture they drew and how
they used repeated addition to solve for the
problem. Encourage students to define repeated
addition. I will give about 4-5 minutes.

Then I gather the students once again and discuss

as a group how to solve the problem.
I will ask for 2 volunteers for each problem and have
them draw their solutions on the board along with
their equation and explanation and steps.

As students are drawing their pictures on the board,

I will ask questions like,
-Why did you make your array this way?
-How does your array relate to repeated addition?
-What is your repeated addition?

4. Elaborate/Extend For the struggling students I will guide them using -

the manipulatives for each step. Have them count
each individual counter block first and then skip
count.

For students who need a challenge, I will give the

word problem, Natasha has a garden and wants to
plant 5 rows filled with 5 tomatoes each. How many
tomatoes will Natasha be planting?

5. Evaluate Ms. Vega will give an exit ticket to assess the 10 min
(assessment methods) students learning and understanding.

Students will be expected to draw their arrays for

each problem and show the repeated addition they
used to solve.

Exit ticket: 1 word problem

 1. Read the question twice.
2. Show how to solve using an array and write
the repeated addition you used to find the
answer.
3. Circle your answer.

A. A parking lot has 3 rows of parking spaces.

Each row only holds 5 cars. How many cars
can fit in the parking lot all together?
Answer: 3+5=15, (3x5=15)

Materials/Technology: Connecting counter blocks, whiteboard for each student (20), dry
erase markers for each student (20)