Math Lesson Plan

Hannah Sedlock
LESSON RATIONALE
Learning the concept of arrays will build on the students understanding of having multiple addition problems to
find the same answer and creating their own addition equations.
READINESS
I. Goals/Objectives/Standard(s)
A. Goal(s)— In working in class and individually, students will understand what an array is and how to create
different equations by looking at one.
B. Objective(s)
- After completing this lesson, students will be able to identify arrays and understand their presence in
their life.
- After completing this lesson activity, students will be able to create their own arrays and understand
how to develop addition equations for the array.
C. Standard(s):
a. PS.1 Make sense of problems and persevere in solving them.
b. PS.5 Use appropriate tools strategically.
c. PS.7 Look for and make use of structure.
d. 2.CA.5 Use addition to find the total number of objects arranged in rectangular arrays with up
to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal groups.
II. Management Plan-
a. Time per lesson element: Anticipatory set (7 minutes), lesson presentation (45 minutes), closure
(5 minutes)
b. Use of Space: Students will work at their tables for the lesson activity and will turn and talk with
their table partners throughout the lesson. During the anticipatory set, selected students will use
the space on the Twister mat for the activity.
c. List of Materials: Twister game, construction paper for buildings and roofs, glue, markers, slips of
paper with number of windows needed.
d. Expectations and procedures: During the lesson students will be sitting at their desk engaged in
the lesson. During the lesson the students are expected to follow directions and complete the
activity, this is shown when they complete and turn in the array activity. Students will start work
when they are dismissed to get their materials and will quietly work on their own.
III. Anticipatory Set
 Bring out twister mat and lay it on the ground
 “How many of you have played twister before?” (allow students time to respond and raise their hands)
 “If you know how to play the game, turn to the person next to you and tell them what you know. What do
you know about the game, what do you notice about the board?” Allow students one minute to talk to
their table partners.
 “Now can I have one person tell me what they notice about the Twister mat, how is it set up? What does
it look like?” (choose one student with their hand raised to answer the question).
 Draw/show a picture of a twister mat with the circles in a different array arrangement. “Now what if the
twister mat looked like this, would it make the game harder or easier?” (allow time for students to think
and respond).
•Purpose: “Today we are going to learn about equations and arrays. I know these are some big words and you
may not know what they all mean, but by the end of this lesson we are going to be experts on spotting
and making arrays. Arrays show up everywhere in our life. In fact, we just saw one on the twister board
we were using.”
PLAN FOR INSTRUCTION
IV. Adaptation to Individual Differences and Diverse Learners—For students who struggle with fine motor skills, I
will have the windows and roofs already cut out for the building project. Some students learn best by being
active, I will be conscious of this when picking students in the twister board demonstration. I will also allow
think time for students who need extra time to process when I ask a question.
V. Lesson Presentation (Input/Output)

 “How many of you have seen an array before?” (allow students time to respond and raise their hand if
they can answer yes to the question). “You may not think you have, but we just looked at an array with
our twister board. An array is an arrangement of objects in rows and columns. Columns go up and down
while rows go left to right.” (teach and show slicing motions that go in the directions of rows and columns,
have students repeat the motions to solidify understanding).
 “Can someone raise their hand and tell me how many circles are in one row on the twister board?” (allow
time to think and pick one student with his/her hand raised: answer is 4) “Now can you tell me how many
circles are in a column?” (allow time to think and pick one student with his/her hand raised: answer is 6).
“Lastly, can someone tell me how many total circles there are on the twister board?” (allow time to think
and pick one student with his/her hand raised: answer is 24).
 “We did a great job counting and keeping track of how many circles there are, but there is a much quicker
way of figuring this out by making an equation with the rows and columns.”
 “Let’s look at the twister board. If we know that there are 6 circles in every column, and there are 4
columns, we just need to at 6+6+6+6 to find the total answer. We can do the same thing with the rows. If
we know that there are 4 circles in each row, and 6 rows, we see that 4+4+4+4+4+4=24.”
 “So now that we know how to make an equation by looking at an array, can I get 6 volunteers to help me
make our own array?” Choose 6 volunteers and place them on the twister mat in a 2x3 array.
 “Now that I have my friends set up in an array, does anyone have an idea of one equation we could create
to figure out how many people are standing here?” Allow think time and call on one student with their
hand raised to answer the question. Looking for 2+2+2=6, or 3+3=6.
 Call on 4 more students and do the same exercise, looking for 2+2=4.
 “Now that we understand what an array is and how we can make equations to quickly figure out how
many objects are in an array; we are going to start making our own. Today we are going to become array
architects. Does anyone know what an architect is?” Allow one student with raised hand to answer; if no
one knows then I will provide a brief description. “An architect is someone that builds houses or
buildings.”
 “What are some things that all buildings have in common on the outside, turn and talk with your
neighbors for 30 seconds.” Allow think time for 30 seconds. “Now let’s come back together, what are
some of the ideas you came up with?” Call on students with raised hands to answer, I am looking for
someone to say windows.
 “Yes, all buildings have windows. Some have just a few, and some have a lot of windows. When we look at
a building, we can see that the windows are set up in an array and each building and its windows are
unique.”
 “Each of you is going to draw a number, and that number is going to be the number of windows on your
building. When you place the windows on your building, however, they need to be arranged in an array.”
 Show an example of my own array building to the students. “Now that my building has all the windows
installed, I need to make some equations to figure out how many windows I have. On the roof, I am going
to write the two different addition equations. First, I am going to look at the columns and see that I can
make 4+4+4=12. What’s another equation I can do?” Allow students think time and call on students with
their hands raised (I’m looking for 3+3+3+3=12).
 “When I call on your table, you can come to the living room to get your building paper, a roof, and draw
your number for the number of windows you need to draw for your array. When you go back to your seat,
you can start thinking about what your array is going to look like.”
 Call tables one-by-one to get their materials. Once everyone has their materials, I will walk around to
assess if students are understanding the activity and concept.
VI. Check for understanding. How do you know students have learned? What strategies will you implement if all
students have not met lesson outcomes?
a. I will be walking around the room while the students are doing the array architect project. If there
are students who are struggling, I will work one-on-one with them to reteach anything they are
not understanding.
b. I will be facilitating class discussions whenever I ask questions to the whole class. By giving the
students think time, or time to talk with their peers this allows them extra time to think about the
question and collaborate with their peers to get the answer. If no one is understanding, I will
reevaluate the questions I asked and reword them in a way that will lead the students in the right
direction.
VII. Review learning outcomes / Closure
a. “We know that the game of Twister is an array, and we know that buildings have arrays in the
windows. Can we think of anywhere else we see arrays in our lives? Turn and talk with your
partner and think of 3 things that could be arrays.” Allow students 1 minute to talk, then call on 3
students to share their ideas.
PLAN FOR ASSESSMENT

- I will be assessing the students understanding as we are working with the twister mat and doing the
activity class. I will be observing the students who answer more frequently, and will be listening to
conversations during a turn-and-talk time.
- By teaching the movements and motions with learning what rows and columns are, I can assess if
students are understanding by observing if they are doing the motions and if they are doing them
correctly.
- By collecting the students work at the end of class I can assess their individual understanding of the day’s
lesson. We worked as a class to learn the concept, but they put it to practice on their own when we
started the array activity.
REFLECTION AND POST-LESSON ANALYSIS (CAEP

K-6 3.b)
1. How many students achieved the lesson objective(s)? For those who did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
Include additional self-answer questions that specifically address unique lesson content, methodology, and
assessment.
7. Did each student participate and understand the array architect activity?
8. Were students engaged in the twister mat lesson introduction?

Math Lesson Plan

Uploaded by

Copyright:

Available Formats

Math Lesson Plan

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Math Lesson Plan

Uploaded by

Copyright:

Available Formats

Hannah Sedlock

V. Lesson Presentation (Input/Output)

PLAN FOR ASSESSMENT

REFLECTION AND POST-LESSON ANALYSIS (CAEP

You might also like