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Faye Waanders

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.

Addition and subtraction: joining, separating, comparing

Multiplication: repeated addition, area/array

Division: repeated subtraction, sharing

Blooms Taxonomy: Synthesis


Opening:
1. Teacher will have an array on the SMART board. (Anticipatory
Set)
2. The teacher will review what arrays are with the class by
reminding them of yesterdays introduction of arrays.
3. The teacher will then ask the students how to solve an array?
Anticipated responses (Row times column) (row across plus
column down) (Review) (Checking for Understanding)

4. If no response is given, the teacher will guide the discussion by


asking the students to count with her as she solves the array.
5. Teacher will hand out white boards and have the students solve
arrays from the smart board and hold them up to check when
finished. (Review)
6. Teacher will then solve the problem on the SMART board.
(Review)
7. The teacher will tell the students that todays lesson will be on
making arrays on the geo-board as a class and later creating
their own arrays with a partner.

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.

The teacher will have the students return to their desks.


The teacher will then put the students into heterogeneous

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.

The teacher will put a final array on the board.


The teacher will have the class solve the array as an exit

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.

The teacher will then state that tomorrow we will be

making arrays for display.


Assessment:
Formative:

Students will be formatively assessed in step 5 when they solve

on their white boards.


Students will be formatively assessed in step 13 when they solve
on their white boards.

Individual measurability:

Individual measurability takes place in step 15 when students are

called up to solve on the board.


Also when the students make the Cheerio array with a partner
the teacher will come around and check understanding for the
individual students as well as the pair.

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

arrays. (Learning styles)


Use of the cheerios and geo-boards will help kinesthetic and
visual learners. (Learning styles)

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

for review and may be given a geo-board for assistance. (Input)


During guided practice students can look at the teachers Cheerio
model thats placed in front of the room for reference.
(Classroom organization)

Product

Students that are struggling will use a geo-board as a guide.


(Varying task)

Technology:

Smart board
Virtual Geo-board

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