Teacher Education Lesson Plan-Math #2

Teacher Candidate Alison Haynes School Mathews Elementary School Date and Time of Lesson Subject/Grade Level Friday, Oct. 5, 2012 Math/3rd grade

Description of Lesson:
The purpose of this lesson is for students to fill in a table for a given multiplication problem. The students are to fill in the columns that are labeled repeated addition, model, and product.

Lesson Title:
Multiplication and Arrays Table

Curriculum Standards Addressed:

Common Core: 3.OA- Third Grade Operations & Algebraic Thinking 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.

Cross Curricular Connections:

Instructional Objective(s) Criteria:

When given a multiplication word problem, students will interpret products of whole numbers by correctly identifying an array and finding the product of the problem.

Assessment(s) of the Objectives:

The teacher and students will do the first problem together as a guide for how to do the rest of the worksheet. Then, students will work in their groups to do the other five problems. The teacher will walk around and monitor while students work. A checklist will be used for each student to evaluate their knowledge on all parts of the worksheet: array, repeated addition, and product, also, group participation. Students will be graded in each section based on a 03 grading scale: 3=Fully understands the material, needs no help 2=Mostly understands the material, needs little help 1=Somewhat understands the material,

3.OA

needs much help 0=Does not understand the material, needs extra help Group participation will be graded on a 1-3 scale: 3=Fully participated the whole time 2=Participated some, only part of the time 1=Participated very little 0=Did not participate

Materials/Resources:
Worksheet with table, projector, Elmo document camera, Vis-a-Vis markers

Prerequisites (Prior Knowledge):

Since this lesson is review, students should already understand that multiplication is repeated addition. They should be familiar with arrays, and how to draw an array for a multiplication problem.

References:

Ms. Maggie McHugh-Cooperating Teacher, Mathews Elementary, 3rd Grade

Procedures:
1. Review multiplication problems with arrays and repeated addition Today, we are going to continue to work with multiplication and arrays. Lets review before we get started. When we are given a multiplication problem, what does the first number represent in an array?...columnsand what does the second number represent?...rows...Now, when we write our repeated addition sentence, what number do we add?...the larger numberWhy?...Because it is easier to add the larger number together a few times than add the small number together many timesGood! Now, lets get started. 2. Pass out the worksheets and a marker for each student in the class. I have passed out a worksheet and a marker to each of you. Please do not get started yet. We are going to do the first problem together. 3. Start with problem #1. Do the problem with the class leading. Since this is a review lesson, they are already familiar with the material and should have no trouble.

The first problem is 2 x 5. The first column we must complete by showing the repeated addition. What is the repeated addition for 2 x5?...5 + 5and now, we draw the array. How many columns will we have?...2and how many rows?...5So what is our product? First of all, do you all know what product means? It is the answer to a multiplication problem, just like the sum is the answer to an addition problem and the difference is the answer to a subtraction problem. Now that we know what product means, what is the product of 2 x 5?...10. 4. The students complete the rest of the worksheet in their groups, while the teacher monitors and documents how students are doing. Now, I want you to finish the rest of the worksheet. You may work with your group; help each other. I ask that the group leaders please help your group, make sure everyone is understanding and staying on task. (Ky-mani-TonyLaney-Amaris Pharrell) I have given each of you a marker to draw your array, but draw it in pencil first, then go back over it with the marker. Please do not copy your neighbors paper. This is just extra practice, and you need to take advantage of this time to learn what you do not understand. If you get stuck on a problem, after you ask your group, raise your hand, and I will be glad to help you. GO!

5. After students complete the worksheet, go over the remaining five problems. Now that everyone has finished, lets go over these. For #1, our problem is 4 x 3. What is our repeated addition sentence?...4 + 4 + 4ok, so we add 4 together 3 times. STUDENT, come draw the array on the smart board for us.do you all agree with the array? If yes, continue. If not, Ok, what did you do Group 1? Group 2? Group 3? Group 4? and now, the last column: product. What is product again?....the answerso what is the product of 4 x 3?...12 ***Continue with this process until all problems are complete. Do not ask what

product means each time, only the first time.

3. 6 x 1 4. 3 x 3 5. 5 x 4 6. 1 x 10

Accommodations:

There is a hearing impaired child, so a microphone will be used. Also, some students need help cutting straight, and some need help writing quickly. Repeat and modify

instructions as needed.