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Grade: 3
Subject: Math
Time: 45 minutes
Day 2 of 2
Objective:
Students will be able to calculate array multiplication problems by
participating in class geo-board work and partner work after the class
discussion and presentation of arrays.
4.1.3 B. Numerical Operations
1. Develop the meanings of the four basic arithmetic operations by modeling and
discussing a large variety of problems.
Presentation
8. The teacher will then pull up a virtual geo board on the smart
board. http://www.mathplayground.com/geoboard.html
9. The teacher will write an array on the board. Example- 3x4 or
4x3
10.
Then the teacher will model how to make the array on the
geo-board. (Input/Modeling)
11.
The teacher will explain that 3x4 is 12 also 4x3 is 12 and
you can count the points on the board and they add up to 12.
(Input)
12.
The teacher will go through a few problems with the class.
13.
Students will solve the problems on their white boards and
hold them up. (Checking for understanding)
14.
Then the teacher will count aloud and solve the problems
with the class.
15.
Then the teacher will call students up to solve problems on
the SMART board geo-board.
Guided Practice:
16.
17.
pairs.
18.
The teacher will hand out a cup of cheerios and a pair of
dice to each pair.
19.
The pair will role the dice and pastes the Cheerios on a
paper in the array and solve.
20.
The students will be reminded that they can count the
amount of cheerios to get the multiplication answer.
21.
The teacher will walk around and assistance an student
who may need it.
22.
If the students are struggling the teacher will have the pair
go to the back table for review.
23.
If the pair needs more help after the review the teacher will
hand them a personal geo-board as a guide. (Alternative
Strategy)
24.
For advanced pairs the teacher will allow them to use
numbers higher than on the dice. (Alternative Strategy)
Closure:
25.
26.
ticket.
27.
The teacher will then ask the class what the learned about
arrays today? Anticipated responses- (row times column) (all
numbers in the array added together is the answer) (objects like
Cheerios can be used to make arrays)
28.
The teacher will then state that today we learned about
using geo-boards and cheerios to solve arrays.
29.
Individual measurability:
Summative:
On the next unit test students will be asked to create and solve
arrays.
Differentiation:
Content
The use of the SMART board will help visual learners see the
multiplication and understand better as the teacher goes over
Process:
The teacher will place the students into heterogeneous pairs for
the Cheerio array portion. Lower student with higher student.
(Instrumental grouping)
Students who are having a difficult time will go to the back table
Product
Technology:
Smart board
Virtual Geo-board