November 2, 2015

by Yolanda Swain

Lesson plan

Up, Up, and Array

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Do you need extra help for EL students? Try the How Many Are There? pre-lesson.

Contents

EL Adjustments On Off

Grade

Second Grade

Subject

View aligned standards

2.OA.C.4

Mathematics Grade 3 3.4.E 3.4.G

No standards associated with this content.

Mathematics Key Stage 2 Year 3 2.4.3

Numeracy and Mathematics First NMM.2.7

Numeracy and Mathematics First MTH-1.1.2.b

Mathematics Key Stage 1 Year 2 NMD.1 NMD.4 Key Stage 2 Year 3 NMD.1 NMD.2 NMD.3 Key Stage 2 Year 4 NMD.1 NMD.2 NMD.4 NMD.5

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Materials and preparation

Array Practice worksheet
Working with Arrays Template (optional)
VIDEO: Real Life Arrays by Miss DuBose
Counters (25 per student)
Projector and speakers
Whiteboard and markers
Paper
Pencil

Related books and/or media

Find interactive books for each child’s level.

Key terms

array

Do you need extra help for EL students? Try the How Many Are There? pre-lesson.

Learning Objectives

Students will be able to describe an array using repeated addition.

The adjustment to the whole group lesson is a modification to differentiate for children who are English learners.

EL adjustments On Off

Introduction

(5 minutes)

Give each student 25 counters.
Ask your students to make eight groups with three counters in each group.
Direct your students to count by threes.
Ask them to identify how many counters there are altogether.
Write an equation to show this. For example: 3 + 3 + 3 + 3 + 3 + 3 + 3 + 3.
Tell students that today they are going to describe an array, or an ordered display, using number sentences.

Explicit Instruction/Teacher modeling

(10 minutes)

Draw a five-by-five array on the board.
Read aloud the following problem: "Maria has 4 treat bags with 5 cookies in each bag. How many cookies are there in all?"
Model the problem by shading in four rows and five columns on the board.
Ask students what strategy they could use to find the total number of cookies.
Ask students if the answer would change if the numbers were turned around (if there were five rows and four columns). Explain that this does not change the answer.
Give students a problem, such as: "Tiki has 4 rows of cars with 2 cars in each row. How many cars are there?"
Model the problem on the board by drawing it out.
Use repeated addition to write a number sentence.

Guided Practice

(10 minutes)

Draw other arrays on the board, and have students use counters to practice solving and writing addition sentences for each array.

Independent working time

(10 minutes)

Have students complete the Array Practice worksheet on their own.

Differentiation

Enrichment: Give advanced students 35 counters. Have them create as many different arrays as they can with all 35 counters. Then have them write number sentences for each array.

Support: Give students manipulatives to complete their arrays.

Assessment

(5 minutes)

Have students answer the following problem: "There are 4 rows of chairs with 6 chairs in each row. How many chairs are there in all?"
Circulate and observe students as they work.

Review and closing

(5 minutes)

Ask a volunteer what an array is.
Have students provide real-life examples of arrays, such as bookshelves and egg cartons.
Watch the Real Life Arrays video.

Download to read more

Lesson plan

Up, Up, and Array

Learning Objectives

Introduction

Explicit Instruction/Teacher modeling

Guided Practice

Independent working time

Differentiation

Assessment

Review and closing

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Lesson plan

Up, Up, and Array

Learning Objectives

Introduction

Explicit Instruction/Teacher modeling

Guided Practice

Independent working time

Differentiation

Assessment

Review and closing

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