Teacher Education Lesson Plan-Math #1

Teacher Education Lesson Plan-Math #1
Teacher Candidate Alison Haynes School Mathews Elementary School Date and Time of Lesson Thurs., Oct. 4, 2012 Subject/Grade Level Math/3rd grade
Description of Lesson:
The purpose of this lesson is for students to understand how to determine an array from a given multiplication problem. The students will review word problems by completing two from the previous day and match the correct array with the problem. They will cut the math problem strip and correct array from the worksheets, and paste them both into their interactive math notebooks. Then, they will complete a worksheet with four more multiplication word problems, but draw the array.
Lesson Title:
Word Problems: Multiplication and Arrays
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:

Art (cut and paste)
Instructional Objective(s) Criteria:
Assessment(s) of the Objectives:

The first two problems are teacher-led. Then, the students do a worksheet that students do own their own; they can talk within their groups. Students are free to ask the teacher or peers questions. The teacher will observe while students complete the worksheet, then will go over it when everyone has it completed.
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.
3.OA
Materials/Resources:
interactive math notebook, worksheet of math word problems, worksheet with arrays, scissors, glue, SMART board, projector, Elmo document camera
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. Have the students take out their interactive math notebooks. Today, we are going to continue to work with multiplication and arrays. Take out your interactive math notebooks and the word problems we didnt finish yesterday. 2. Review the multiplication word problems with the students from the day before. Remind them that sometimes in the word problems that the rows are mentioned first and then the columns. So yesterday, you all did two word problems with Ms. McHugh. Look at what you did: you read the problem and made a multiplication sentence. (# x #) What does the first number represent-columns or rows? Now the second number-columns or rows?.....So, the first number shows how many columns we will have our array, and the second number shows how many rows in the array. Remember, COLUMNS x ROWS. So our array will look like this, with # columns that are VERTICAL and # rows that are HORIZONTAL ..Now, we could also say multiplication is also repeated addition, right? Which number do we want to add together?.......The bigger number because why?...It is easier to add the bigger number together few times than add the smaller number many times. So, we will add # how many times?....right! We wrote it as # + # + # + # + #. 3. The teacher will do the next two word problems from the previous day with the children leading. The teacher will remind students to look for the correct array after they work their problem. Cut the word problem strips and paste them on the next blank page in your notebook. Make sure you leave enough space between the problems to paste an array and write the repeated addition. Look at how we completed the word problems from yesterday, and then look at the new problems from today.
What should we do first? We look for our multiplication sentence. # x #..........Looking at our problem, how many columns will we have in our array? Rows? Lets draw the array now. # columns, and # rows. If we counted the dots in our array, what will that # represent? THE ANSWER. Which array on the given worksheet matches this multiplication problem?.....Glue the correct array under the work problem.Now, our repeated addition sentence: what # are we going to add together? #, because its the larger number. How many times will we add this #? *Do this for both problems. Now, lets do a quick recap. Does anyone know what recap means? It means to like review or talk about what we just did. Quickly, we will just go through the problems we completed and say what we did and a brief description of why. 4. The teacher will pass out the next worksheet with four more word problems. Im now passing out another worksheet with four more multiplication word problems. You are going to do this one at your desk. You do not have to cut and paste it in your notebook; you can write on the worksheet, but this time, you dont have a set of arrays to choose from. I want you to draw the array this time. You are free to talk quietly within your groups, and help each other. 5. The table leaders (Ky-mani-Tony-Laney-Amaris -Pharrell) will make sure the other students in the group are keeping up. The teacher will use proximity to make sure everyone is on task. 6. Once students have been given enough time, the teacher will go over the answer, visually showing it to students using a document camera. *For all problems. So for the #1 (#2, #3, or #4), what is our multiplication problem?.... How many columns will our array have? Which number represents the columns? How many rows will our array have? Which number represents the rows?...Remember, COLUMNS x ROWS. (Draw the array on the Smart Board). Does this array look like the one you chose? It has # columns and # rows. Columns are VERTICAL, and rows are HORIZONTAL. For our repeated addition sentence, which number do we add? How many times?........Ok, so if we count the dots in our array, add the repeated addition sentence, and multiply the multiplication sentence, we will get the same answer which will be our final answer to the problem. For #1 (#2, #3, or #4), what is our final answer? # times!
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.

Teacher Education Lesson Plan-Math #1

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Teacher Education Lesson Plan-Math #1

Curriculum Standards Addressed:

objects can be expressed as 5 7.

Cross Curricular Connections:

Instructional Objective(s) Criteria:

Assessment(s) of the Objectives:

Prerequisites (Prior Knowledge):

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

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