Appendix 1: Lesson Plan (template)

LESSON PLAN Subject: Math

Trainee: Maitha Topic or Theme: Multiply using array strategy

Abdulazeez

Class: 3-A Date & Duration: 14th March, 2019

Trainee Personal Goals

I am working on: classroom management, implementing learning

Lesson Focus on multiplying using Array Strategy.

Lesson Outcomes

Students will be able to: multiply by Array Strategy.

Links to Prior Learning

Previously, students were learning multiplication by number line strategy

21st Century Skills

Collaboration: because they are working together

Critical thinking : Math

Social skills: questioning being quiet

Key vocabulary:

Array

Rows

Columns

Possible problems for learners Solutions to possible problems

Behaviour management Coin behaviour management

Resources/equipment needed

White board

Kaboom

Cubes

Array boards

TASKS/ACTIVITIES
Resources
Introduction
& Time
Introduction Teacher will: Students will:

5-10 Tr: Good Morning 3-A St: Good morning Ms.Maitha

Tr: today we will learn how to multiply St are listening

using Arrays Strategy

Tr will show the students a video that

will show how to multiply using array
strategy.

https://jr.brainpop.com/math/multipli
cationanddivision/arrays/

A teacher will use spinner to choose St possible answer:

the student to participate from the
check list that has a student number  Number
and name. Teacher will choose
randomly from the spinner  Line

 Columns and rows

Tr will stop the video and ask: Who
knows what does array mean?
A teacher will spin and say: Number 13
so Mariam will answer
Tr: I don’t want anyone to shout saying St: Okay
me me because everyone will answer,
okay?

Teacher will use coin behavior

management.
Tr: Mariam you answered right you will
earn 1 dh

Okay, so Arrays mean: An

arrangement of objects, pictures, or
numbers in columns and rows.

So the teacher will right it in the board

to show the student the definition

Tr will continue the video

Tr and St will count from 1-6
Tr: know I want you to think with me
I have to find 2 rows of 3 Tr and St: 1,2,3,4,5,6
Tr: first we have to circle the first
number and make 2 rows and then we
circle second number which is 3 and it
is the columns, and last we have to
count it all to get the answer
Tr: So the answer is 6

Tr: how about if I want to find 3 rows

of 2 St: No
Tr: Will it be the same?

Tr: okay let’s try to find out if it is the

same or not

Tr: first we have to circle the first

number and make 3 rows and then we St: first we have to circle the first number
circle second number which is 2 and it which is 3 and draw it
is the columns, and last we have to
count it all to get the answer
Tr: the answer is 6 so it is the same St are counting with the teacher
answer

Tr will provide another example using

the students help St: we will circle second number which is 4
Tr: Find 3 x 4 and draw it
Or find 3 rows and 4
A teacher will spin and say: Number 7
so Shamma will help me

Tr: Shamma tel me what do we do

first?

Tr: Good job Shamma, you will earn 1 St: 3 rows of 4 is 12

dh
A teacher will spin and say: Number 18
so Nouf will help me
 Tr: then what we will do?

Tr: Excellent Nouf, you will earn 1 dh

A teacher will spin and say: Number 15

so Jana will help me

Tr: What is the answer?

Tr: Good job Jana, you will earn 1 dh

Resources
Main activities
& Time
Teacher will: Students will:
(Array cubes activity) (Array cubes activity)
Tr will give each student in Low group St will have questions and they have to
an cubes and questions answer by using cubes

For example, student will have a question

like
Find 3 x 4
Or find 3 rows of a 4
St must know that they have to make with
the cubes 3 rows and 4 columns

(Array board activity) (Array board activity)

Middle group Middle group Students will solve by pairs

Tr will give the students an Array board St will have an Array board and one
and a marker with Kaboom question and they have to color the rows
This Kaboom it has questions on it and columns depends on the question in
Kaboom.

For instance, student will have question :

Find 4 rows of 2
Student will color first 4 rows and then 2
columns
At the end student will write the final
answer which is 4 rows of 2 is 8

Finally each pair will asses their friends and

check their answer √

High group High group

(Flashcards activity) (Flashcards activity)
St will have flashcards and white boards
 Tr will give each student a flashcards To answer by drawing an array if needed
and white boards and answer the questions

Differentiation activities (Support)

Students in low level will find multiplications using manipulatives to apply Array Strategy.

Students in middle level will draw using Array boards to apply Array Strategy.

Students in high level will find multiplications using white boards to apply Array Strategy.

Differentiation activities (Stretch)

(Array cubes activity)

(Array board activity)
(Flashcards activity)

Resources Plenary/Conclusion
& Time : Recap
Teacher will Students will
Tr will recap by saying: Today we
learned how to multiply using Array
strategy
Who will tell me what does Array
means?

A teacher will spin and say: Number 1
so Aryam will help me
Tr: repeat after me Arrays mean: An
arrangement of objects, pictures,
or numbers in columns and
rows.
St: Arrays mean: An arrangement of
objects, pictures, or numbers in
columns and rows.
rows of 3 students will repeat after the
teacher

Know I want to find 4 rows of 3

Tr: first we have to circle the first
number and make 4 rows and then we
circle second number which is 3 and it
is the columns, and last we have to
count it all to get the answer
Tr: So the answer is 12

Tr will provide another example using

the students help
 Tr: Find 3 x 3
Or find 3 rows and 3
A teacher will spin and say: Number 6
so Sara will help me

Tr: Sara tell me what do we do first?

St: first we have to circle the first number
which is 3 and draw it
Tr: Good job Shamma, you will earn 1
dh
A teacher will spin and say: Number 14 St are counting with the teacher
so Jumana will help me

Tr: then what we will do?

St: we will circle second number which is 3
Tr: Excellent Jumana, you will earn 1 dh and draw it

A teacher will spin and say: Number 11

so Maitha will help me

Tr: What is the answer?

Tr: Good job Maitha, you will earn 1 dh

St: 3 rows of 3 is 9
At the end the teacher will put online
quiz for the students to answer
randomly to check for comprehension

Tr will give each student note to draw

happy face if they understand and sad
face if they didn’t understand.

Homework Assign a page in the math book

Assessment Exit ticket

Strategies:

☐ Observation ☐ Student self- ☐ Oral questioning ☐ Peer assessment

assessment

☐ Quiz ☐ Student presentation ☐ Written work and ☐ Verbal feedback

feedback

Reflection:

St will have flashcards and white In the future, I would like

boards to have clear steps of the
The student teacher To answer by drawing an array if process when I used it in
taught a grade 3. The needed and answer the the recap, in next class I
lesson was about questions
multiplying using Arrays will model the same in the
Strategy. I taught the The developed group beginning and last.
lesson in the classroom. Students in developed will
As the Responsive
Previously, students were play online balloon pop
Classroom argues that,
learning multiplication by game
“the distinctive steps of
number line strategy, in
Students in (Array board Interactive Modeling
this lesson, I taught incorporate key elements
activity)
them to multiply using of effective teaching:
Middle group
Array Strategy. modeling positive
A teacher was trying to Tr will give the students an Array behaviors, engaging
achieve goals, like board and a marker with students in active
Implementing Learning Kaboom learning, and immediately
and to teach with clear This Kaboom it has questions on assessing their
comprehension of quantity it understanding. Research
of the lesson, and to have Students will solve by pairs shows that when we teach
self-assessment. in this way, children
St will have an Array board and achieve greater, faster,
In the starter, the one question and they have to and longer-lasting
teacher first introduces, color the rows and columns success in meeting
model practice, a depends on the question in expectations and
teacher showed the Kaboom. mastering skills”
students an question (ResponsiveClassroom,
and how to solve it by 2013).
saying: today we will For instance, student will have
learn how to multiply question : Find 4 rows of 2
Student will color first 4 rows A teacher developing
using Arrays strategy.
Teacher will show the and then 2 columns
idea and practices
students a video that will At the end student will write the
show how to multiply using final answer which is 4 rows of 2 about mathematics
array strategy. is 8
Then, the teacher asked performance
what does Array means, Finally each pair will asses their
friends and check their answer √ assessment:
and picked a name
randomly from the box Successes, stumbling
and if the students Students in Low group
answered correctly, she (Array cubes activity) blocks, and implications
will give them 1 dh to Tr will give each student in Low
group an cubes and questions for professional
have behavior
management.
St will have questions and they development.
Arrays mean: An
have to answer by using cubes In addition, I will try to ask
arrangement of objects,
pictures, or numbers in students randomly by
For example, student will have a Classdojo or name sticks,
columns and rows. question like to provide opportunity for
Find 3 x 4 all the students to
I think that students Or find 3 rows of a 4
responded to this activity participate in class.
St must know that they have to
the way that they did make with the cubes 3 rows and
because a teacher 4 columns
introduces and model To check for
then practice. So, the comprehension, I will
 learner did understand the
concept and answer the
right answer. For
example, a teacher show
a student how to multiply
of Arrays Strategy using
manipulatives to help
students comprehension.
In the main activity, each
group of Emergent,
Developed, Master had an
activity. Master Students in
High group (Flashcards
activity)
Tr will give each student a
flashcards and white boards
Teacher will monitor the provide a scale in the exit
students using checklist ticket or last assessment,
to check for so everybody can choose
comprehension. depends on their
First, a teacher used understanding and not to
introduce, model, practice. be shy of choosing any
It showed the student the number in the scale.
right way to learn and
gave them time to ask if
they misunderstood
anything. Furthermore,
nothing will be right for the
first time because it’s new,
the teacher was positive
about it.
Every group did very well,
a teacher support
emergent group by giving
them manipulatives, a
developed group by giving
them drawing, a master
group was challenging
each other by finishing the
most flashcards as they
can .
The educator used hands-
on activity to engage the
students. According to
Piaget, he states that, the
younger the child the
more necessary it is for
the child to have the
hands-on experience in
learning and to construct
his or her own knowledge.
As the child moves from
one stage to the next and
finally reaches the formal
operational stage, the
need for concrete
materials lessens (Hatfield
et al., 2003).
The teacher used hands-
on activity for the
learner. Students were
learning by cubes.
 Because students can
understand the lesson
while the teacher show
them by manipulatives.
In my point of view, I think
that student’s perspective
in the lesson was great,
they were attending and
focusing in the concept,
which helped me to
achieve my goal when I
used manipulatives to
show them how I solved
the problem. In addition,
students solved the
questions by themselves.
According to Lam, she states
that Teaching is meant to
be a very enjoyable and
rewarding career field
(although demanding
and exhausting at
times!). You should only
become a teacher if you
love children and intend
on caring for them with
your heart (Lam, 2014).
Which means that people who
love children will be so good to
teach because students like to
be in lovely environment which
will help the student to learn.

The lesson met my goal,

so when I used the self-
assessment the students
were drawing depends on
their comprehension and
not feel ashamed or
embarrassed to write their
feeling.
Lastly, I would work on
next time and focuse on
the whole class even
when I took one student to
answer and write on the
board, I should let other
students participate by
answering on the white
board and show it to all of
the class which will lead
me to check their
understanding one time,
and keep them busy by
working.