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Lesson Plan College of Saint Benedict/Saint John’s UniversityTitle of Lesson: Using Arrays to Help Understand Multiplication Facts Grade Level: Third Grade Name(s): Rachel GottDate: October 25, 2015NCTM or MN Academic Standards:MN Academic Standards:3.1.2.3Represent multiplication facts by using a variety of approaches, such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line and skip counting.Process Standards:CommunicationRepresentationObjectives:Students will be able to…Identify the repeated addition and multiplication sentence for three different arrays representing numbers 1 through 20.Rationale:This lesson plays a significant role in enhancing third graders understanding of multiplication. Students have a prior understanding of how to use repeated addition and grouping to create multiplication problems. The anticipatory set helps students practice their multiplication facts in a way that promotes higher-level thinking. It is important for students to develop a variety of strategies for solving multiplication computations. Students will be introduced to using arrays to represent multiplication facts. The understanding of arrays will help in their future understanding of the commutative property of multiplication, as well as future understanding of finding perimeter and area. This lesson will help students apply their understanding of multiplication when finding examples of arrays (buildings, checker boards, egg cartons, box of crayons, etc.) in their everyday life. This lesson focuses on learning in ways that accommodate multiple intelligences for learning. This lesson will also help third grade students develop responsibility and confidence in their abilities by allowing them to share their knowledge to their peers.Materials/Preparation Needed:“I Have, Who Has…” cards (enough for each student to have at least one card)Large paper for anchor chartMarkers for teacher to write on anchor chartSmart Board or white board to draw examples of arraysColored construction paper (black, and various other colors)ScissorsRulersGluePencilsMarkers for students to use on cityscapeMultiplication City worksheet (one for each student)List and Define: ?Discipline Specific Language:Repeated Addition: Adding the same number again and again in order to find the answer to a multiplication problem.Multiplication: The process of repeated addition to obtain a product.Array: Items (such as objects, numbers, etc.) arranged in rows and columns to help understand the idea of repeated addition and multiplication.Row: The representation of a straight, horizontal line.Column: The representation of a straight, vertical line.Academic Language:Think-Pair-Share: An instructional strategy used to promote individual, partner and whole group learning and discussion.Recite: Students will recite their “I have, who has…” card at the appropriate time.Utilize: Students will utilize various arts and crafts resources to create a cityscape to represent arrays.Create: Students will create a cityscape to represent arrays.Examine: Students will examine their peer’s work to determine the repeated addition and multiplication sentences that the arrays represents.Identify: Students will be able to identify the repeated addition and multiplication sentence for three different arrays representing numbers 1 through 20.Anticipatory Set:10 Minutes:“I Have, Who Has…”Found From: will each be given one (or two, depending upon number of students in the class) card(s). Students will be given a few minutes to think about the answer to their card, and ideas for what could come before their card.Students will then be given a few minutes to turn to their partner and discuss the answers to their equations. 172085017843500Students will begin playing the game, “I have, who has…” to review their multiplication facts 0 through 12. The teacher will ask students to think of ways to represent multiplication problems in their every day life. The teacher will ask students to look around the room and find an example of how we could use a multiplication problem to discover “how many” of something there is.Transition: “Be On the Floor” ChantFound From: Minutes:Found From: will be gathered at the front of the classroom. The teacher will introduce the idea of arrays to represent multiplication using an anchor chart.The teacher will explain to the students that they will be creating cityscapes of buildings that include examples of arrays. Students will be asked to create at least 3 arrays, and encouraged to create more if they have time. The teacher will draw an example of an array on a building on the board. The teacher will ask students to raise their hand to share the number of rows and columns. The teacher will then ask for the repeated addition and multiplication sentence the array represents.Think-pair-share: students will be asked to think of places that they have seen arrays in the classroom and in their own life. Students will Transition: Students will be dismissed based on color of their shirt to gather one piece of black construction paper, and other colored paper that he or she wants to use for their cityscape. (Students will already have scissors, glue, and rulers at their tables) 25 Minutes:Found From: will be given time to create their cityscapes. The teacher will remind students that they need to represent at least three different arrays in their cityscape. The students will be allowed to use manipulatives during this time to help them organize their ideas.Transition: Teacher: “hands on top,” students: “that means stop” (put hands on their heads)5 Minutes:The teacher will begin playing an upbeat, appropriate song. Students will be asked to leave their work on top of their desk, even if it is not yet finished. Students will be asked to recycle pieces that are too small to re-use, and place pieces that can be re-used in the scrap bin before the song is finished. 15 Minutes:Students will each be given a worksheet. Students will be asked to find their partner (pairs will be previously decided by the teacher – opportunity for scaffolding to assure that students are paired with the appropriate person).Students will be asked to trade spots will their partner, and complete the worksheet by analyzing their partner’s arrays that he or she created. Transition: Teacher: “hands on top,” students: “that means stop” (put hands on their heads)The teacher will remind students that they have two minutes to finish their worksheet. When students hear music begin to play, they will be asked to come to the front of the room with their worksheet and their partner’s city, and sit with their partner on the floor. Students will be sharing what they found with the class. Transition: Music will begin playing, and students will gather at the front of the classroom and sit with their partner.Assessment of Learning:1: Developing2. Beginning3. Proficient4: ExceedsStudents will be able to solve simple multiplication equations and identify the parts of an array.Students will be able to understand the basic components of an array.Students will be able to identify the repeated addition and multiplication sentences for three different arrays.Students will be able to identify repeated addition and multiplication sentences for five different arrays.Write and draw 2 x 3 using grouping.Look at an array. Locate the rows and locate the columns. How many rows, and how many columns does the array have?Draw one array. How many rows and how many columns?Solve the repeated addition and multiplication sentence of one array.Draw three arrays to represent different multiplication facts.Solve the repeated addition and multiplication sentence of three different arrays.Draw more than three arrays to represent multiplication facts.Think of a multiplication equation using two digit numbers (example: 20 x 32). How many rows and how many columns would an array have to represent this equation?Closure:Students will be gathered at the front of the classroom. The teacher will ask each partner pair to stand in the front of the class and share with the class one array that their partner created. After each pair has presented, students will give one “power clap” for the group. Assignment:N/AAccommodations:Accommodating Multiple Intelligences:Intrapersonal: Students will have the opportunity to work independently throughout the lesson.Interpersonal: Students will have the opportunity to work with a partner during think-pair-share time, as well as during their presentations.Musical: Students will have the opportunity to listen to music during transitions as well as cleanup time.Bodily Kinesthetic: Students will have the opportunity to move around the classroom during carious transition periods.Spatial: Students will have the opportunity to visualize multiplication through the creation of arrays. Logical-Mathematical: Students will have the opportunity to view student examples of arrays to understand the repeated addition and multiplication sentence that represent the array. Linguistic: Students will have the opportunity to present their findings of their partner’s work to the class.Accommodating Diverse Learners:Think-pair-share time allows for students to feel confident with their answer prior to sharing with the classExamples of arrays will be provided using the anchor chartStudents will have the opportunity to use manipulativesStudents will be challenged to create more than three arraysStudents will be challenged to create arrays using larger numbers-457200-2286000029718005829300Picture of Array:00Picture of Array:-2286005829300How many rows? ________How many columns? ________Repeated addition sentence:_________________________________Multiplication sentence:_________________________________00How many rows? ________How many columns? ________Repeated addition sentence:_________________________________Multiplication sentence:_________________________________-2286005486400Building #2Building #229718002514600Picture of Array:00Picture of Array:-2286002514600How many rows? ________How many columns? ________Repeated addition sentence:_________________________________Multiplication sentence:_________________________________00How many rows? ________How many columns? ________Repeated addition sentence:_________________________________Multiplication sentence:_________________________________-2286002171700Building #1Building #101371600Your Name: ________________________________________________________________Partner’s Name: ____________________________________________________________00Your Name: ________________________________________________________________Partner’s Name: ____________________________________________________________-228600914400Multiplication City!00Multiplication City!571500-34290000-914400-91440000 ................
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