Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher
Date

Ms. Williams
November 13, 2014

Subject/ Topic/ Theme

Math: Multiplication Arrays

Grade ____3rd__

I. Objectives
How does this lesson connect to the unit plan?
Helps the students learn how to visually display a basic multiplication fact.
cognitiveR U Ap An E C*

Learners will be able to:

physical
development

socioemotional

C
An
Ap

Generate an array for any basic multiplication fact.

Infer a basic multiplication fact from an array.
Discover arrays in real life objects.

Common Core standards (or GLCEs if not available in Common Core) addressed:
3.OA.1 Interpret products of whole numbers, e.g., interpret 5 x 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 x 7.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite knowledge
and skills.

Knowledge of basic multiplication facts.

The ability to follow instructions.
Pre-assessment (for learning):

Test given at a previous date.

Formative (for learning):

Outline assessment activities

(applicable to this lesson)

Guiding the students answers to the PowerPoint problems.

Multiplication quiz.
Pictures of arrays on iPads.
Formative (as learning):

Fist 4.
Summative (of learning):

Test
What barriers might this lesson
present?
What will it take
neurodevelopmentally,
experientially, emotionally, etc., for
your students to do this lesson?

Provide Multiple Means of

Representation
Provide options for perceptionmaking information perceptible
I will say the problem, from the
PowerPoint, as it comes on the
board.

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

Definition of array.

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Provide Multiple Means of

Action and Expression
Provide options for physical
action- increase options for
interaction
Using the iPads to take pictures
of arrays.

Provide options for expression

and communication- increase
medium of expression

PowerPoint on the smart

board and taking pictures of
arrays with iPads.

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance,
value, authenticity, minimize
threats
Students sitting on the ground in
the front of the classroom
eliminates distractions at their
desks.
Provide options for sustaining
effort and persistence- optimize
challenge, collaboration,
mastery-oriented feedback

Working together to find

arrays around the school and
take pictures with the iPad.

Provide options for

comprehension- activate, apply
& highlight

Activating background
knowledge on multiplication
basic facts.
Materials-what materials (books,
handouts, etc) do you need for this
lesson and are they ready to use?

How will your classroom be set up

for this lesson?

Provide options for executive

functions- coordinate short &
long term goals, monitor
progress, and modify strategies

I can statements at the end

of the PowerPoint.

Provide options for selfregulation- expectations,

personal skills and strategies,
self-assessment & reflection

Fist 4 is self-assessment.

5 iPads.
Multiplication quiz.
Document Camera.
PowerPoint on Smart Board.

The usual desk groups.

Students will come sit on the floor for the beginning of the lesson.

III. The Plan

Time

Components

10 min.

Motivation
(opening/
introduction/
engagement)

PowerPoint:
8 min.

Development
(the largest
component or
main body of
the lesson)

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions
and/or prompts.
Good morning Mr. Teachers class. Today
The number 3 of each group will grab dividers
we are going to start our time with a
for their group members.
multiplication quiz. Number 3 of each
group, please grab a divider for every
Students will take the quiz for 4 minutes.
member of your group as I pass out the quiz
face down. Make sure you write your name
on the back of the quiz.
Number 1s collect quizzes and bring them to
Instead of having you each grade them
Mr. Teacher.
today, I am going to collect them so we can
move on with the rest of the lesson. Number
1s collect your groups quizzes and bring
them to Mr. Teacher.
Students take their dividers and put them
between their desks on the floor.
Now please put your dividers in-between
your desks on the floor to be put away later. Students gather in the front of the classroom
on the floor.
Please proceed to come sit on the floor in
the front.
What have you learned about arrays?
Students participating by answering each
question.
What is an array?
An array is a set of objects organized into
equal groups.
This is an example of an array of suns.
How many rows are there in this array?
How many suns in each row?
What is the multiplication fact you can take
from this array?
What is the answer to this multiplication
fact?
This is a muffin tin.
How many rows are there in this array?
How many muffin spots are in each row?
What is the multiplication fact you can take

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from this array?

What is the answer to this multiplication
fact?
This is an egg carton.
How many rows are there in this array?
How many eggs are in each row?
What is the multiplication fact you can take
from this array?
What is the answer to this multiplication
fact?
These are Legos lined up.
How many rows are there in this array?
How many Lego dots are in each row?
What is the multiplication fact you can take
from this array?
What is the answer to this multiplication
fact?
This is an ice tray.
How many rows are there in this array?
How many ice cubes are in each row?
What is the multiplication fact you can take
from this array?
What is the answer to this multiplication
fact?
Now lets build an array from a
multiplication fact.
3x3. What do we need to do first?
3 rows. Next? 3 stars in each row. This array
helps us to know that 3x3 = 9 stars.
4x5. How many rows? How many moons in
each row? 4x5= what.
6x5. How many rows? How many hearts in
each row? 6x5= what?
I can create an array from a basic
multiplication fact.
I can develop a basic multiplication fact
from an array.

Approximately,
20 min. to find
arrays.

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Does everyone understand what an array is

now? Lets do a fist 4. Everyone stand up.
Put a 4 on your fingers if you think you
understand it so well you can teach
someone else. 3: you know it well. 2: you
know it, but might need some help. 1: you
do not understand at all.
I will set up 1s & 2s students with 3s & 4s
students to go on the array search with the
iPads.
Now, we are going to do something very
special. I have 5 iPads for you to all use.
Now be very, very, VERY careful with these
because they do not belong to me, they are

Students will self evaluate themselves by

putting up 1-4 fingers as my vocal rubric says.

Students are listening carefully and getting

together with their groups.

extremely expensive, and I am borrowing

them.
You are going to be in groups of 4, with one
iPad per group. You are allowed to go into
the halls and take pictures, with the iPad, of
arrays that you find around the school.
There is no going outside and you must stay
quiet. You must take turns using the iPads
to take pictures, and that is all you should
be doing with them. I have a timer set on
the iPad for 9:25, which is when you must
stop looking and head straight back to the
classroom. If you are not all back by 9:33,
you will lose time from recess. When you
get back, your group will show the rest of
the class the arrays that you have found.
*List groups*.

15 minutes.

Asking questions according to the pictures of

When students get back, they are to, one
arrays the students found. Example of such
group at a time, put their iPads under the
Closure
questions being: Where did you find this
document camera and display their pictures of
(conclusion,
array? How many rows are in this array? How arrays. Talking about what the multiplication
culmination,
many _____ in each row? What is the
fact is and the answer to the multiplication
wrap-up)
multiplication fact from this array? How did
fact.
you figure out that multiplication fact from the
array?
Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
My lesson went as planned and I am very happy about it. The students caught on to arrays quickly, which is what I expected
would happen. The students enjoyed using the iPads and wished they could have used them more, so I am happy to bring newer
technology into the classroom for them to use. The students found many arrays around the school, many of which I was very
impressed with. Some students found arrays I never even pictured. For some examples: 2 bubblers (or drinking fountains) in a row, a
rubics cube, light switches, the sky windows. I was ecstatic with the pictures that they found, and I think that it definitely helped to
open up their eyes to how many arrays there are everywhere that they go.
This lesson ended up taking a little longer than I expected, but I also designed it that way buy pushing back the time they
would have to find arrays until 9:40. I pushed back the time because I felt like they could use more time to find the arrays and
because the lesson fell on a Friday, which means that they dont have their specials until 10:20, where as from Monday-Thursday,
their specials start at 9:50. This meant that by 10:10, we had gone through two pictures to a pair (1 picture for each student), leaving
10 minutes to do something. I didnt have anything planned, but luckily Mr. Teacher thought of having them quickly grade each
others multiplication quizzes from earlier. The students grading their quizzes brought us to the perfect time of 10:20, when they had
to go to music class.
There was a change that happened to my lesson: having the students go out in pairs with one iPad shared between the 2
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students, instead of 5 groups of 4. I think the pairs worked out way better than the bigger groups. This changed because Mr. Teacher
told me about the iPad cart that the school had, which I didnt know before. This meant that there was enough iPads for pairs instead
of groups.
One think that I would change is to make the PowerPoint more engaging, like maybe have the students draw arrays on the
board or have them draw them on their white boards to show me. I felt like they go bored with it because it was too repetitive and
they werent really doing anything with it. Of course, the repetitiveness was helpful to make it go faster and smoother so that they
could spend more times using the iPads to find other examples of arrays, so maybe I wouldnt make it too much more interactive.

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