Kelsey Warren

Plan Title: What is an Array?

Grade and Subject: 3rd Grade Math

TEKS:111.5. Mathematics, Grade 3, Adopted 2012.

(b5) Algebraic Reasoning

B) represent and solve one- and two-step multiplication and division problems within 100 using
arrays, strip diagrams, and equations;

(C) describe a multiplication expression as a comparison such as 3 x 24 represents 3 times as

much as 24;

ELPS:
Listening:
(D) monitor understanding of spoken language during classroom instruction and interactions
and seek clarification as needed;

2(E) use visual, contextual, and linguistic support to enhance and confirm understanding of
increasingly complex and elaborated spoken language;

Speaking:
(D) speak using grade-level content area vocabulary in context to internalize new English
words and build academic language proficiency;

(E) share information in cooperative learning interactions;

Reading:
(D) use prereading supports such as graphic organizers, illustrations, and pretaught topic-
related vocabulary and other prereading activities to enhance comprehension of written text;

Writing:
(G) narrate, describe, and explain with increasing specificity and detail to fulfill content area
writing needs as more English is acquired.

Objectives:

1. Given a set of factors, students will write multiplication number sentence

2. Given problems, students will write multiplication sentences for arrays, and use arrays to find
products.
Lesson Cycle Time Checks for Understanding Questions,
Assessment, Student Activities
FOCUS:
Hand out red and yellow counters to
each table. Have them come up
different ways that they can think of to
represent 4X5.
See if the students are putting the counters in 4
groups of five. Take note if any students put the
counters in an array model on their own. Make
sure all students are all sharing their input in the
groups.
Instructional Delivery:
Say- Today we are going to use our
counters to help us solve
multiplication problems in a different
way. We are going to practice making What are we going to practice making? (Arrays)
arrays.

An array shows equal rows of Repeat after me: An array shows equal rows of
objects. objects.

What does an array show?

When you put the counters into equal

rows, you have made an array.
Demonstrate on board/elmo. 4X5

Count with me- count all 20 counters.

How many counters are there in all? (20)

Students are counting along with the teacher.

The teacher is making sure all students are
counting along.

Make sure to point out that in an

array it is 4 down and 5 across.

If I wrote a multiplication sentence for

this array, it would look like this: 4X5
because I have 4 rows down with 5
counters in each. Now I am going to
count to find the total number of
counters in my array

Right, so my completed multiplication

sentence would look like this:
4X5=20. This array has 4 rows, with 5
counters in each row, to make a total
of 20 counters all together.

Continue modeling with a couple of

more examples.
Guided Practice: Teacher listens to and observes student
Arrays do not always have to be responses.
counters or circles. Lots of everyday
things are organized into equal rows,
and those are arrays too.
Lets look at some examples and non
examples of arrays.

Is this an array? Show Example Is this an Array? -Yes

The students will each have a piece
of paper that has yes and no. The
students will show the whether they
think it is or is not an array to
demonstrate their understanding.
Why?- it shows equal rows of objects.
How many rows does it have?
How many objects are in each row?
What would be the multiplication sentence for
this array?

Continue to show multiple examples

and non examples.
Independent Practice:
The students will be given a
worksheet that will require them to
draw an array that matches with the
given multiplication problem.
The teacher will be walking around to make
sure that each student is understanding. If
he/she sees a problem she will stop the
students and go over arrays again.

You have a worksheet that has a

multiplication problem on it. In the
thick black box under the problem,
you are going to draw the array that
would represent that multiplication
problem.
Closure The teacher will listen to students answers to
As we have seen, arrays are all make sure they know that arrays:
around us. We know that arrays differ Show equal rows of objects
from groups because arrays shows Are counted down then across.
EQUAL ROWS OF OBJECTS. We
also know that when we count an
array for a multiplication problem we
have to count how many rows there
are first THEN count how many are in
each row.