Curriculum Maths Class: Crocodiles Year 2/Stage 1 Teachers signature

Topic Multiplication and Division- Arrays Date 5-9-2017 Time 12:00pm

Learning Intention: Outcome(s) Content:

WALT: I can model and describe equal groups using arrays (rows and columns). MA1-1WM- Describes Model and use equal groups of coloured counters
I can use repeated addition to find the total. mathematical situations and as a strategy for multiplication.
Metalanguage: groups, row, column, array, number of rows, number of columns, number methods using everyday and some Represent division as grouping into equal sets and
in each row, number in each column, total. mathematical language, actions, solve simple problems using these
Success criteria: materials, diagrams and symbols, representations.
Students will recognise and represent multiplication as repeated addition, groups and arrays. MA1-6NA- Uses a range of mental Use coloured counters to model multiplication as
WILF: Substantive communication- explaining arrays in correct language. strategies and concrete materials for equal groups and by forming an array of equal
multiplication and division. rows or equal columns.
Time Teaching strategies Learning strategies Grouping Space Resources
Intro Begin with skip counting Sitting and listening to instruction, Whole class at the Cleared front of room Whiteboard and marker.
20 Min forwards by 2, 3, 4, 5 and 10 and discussing/calling out answers front of room.
from any point on a hundreds together while skip counting.
chart. Discuss patterns that are Watching the whiteboard to gain an
made. Use whiteboard to describe understanding of an array.
how arrays work.
Modelled whole Explain that arrays are another Students draw the covered array on Whole class at the Cleared front of room Whiteboard and marker
class activity way of modelling and describing their whiteboards and reveal what front of room
20 Min equal parts. they have drawn and compare.
Make an array and explain how
each row has an equal amount of
columns. Demonstrate with a
drawing and cover it.
Group/Independent Have the students form pairs and Students take turns making simple In pairs At the desks in pairs Counters, whiteboards, markers,
activities get them to take turns at drawing arrays (max. 5x5) and show partner. dice.
20 Min an array and constructing using The other student uses counters to
counters match the array. They then compare.

Differentiation: Summative Evaluation

There are four levels, beginning with level 2, that students are divided into, depending on their
mathematical ability. Depending on the level, the numbers on each dice gets larger, and the size
of the arrays get larger. Level 1 use 2x 6-sided dice and arrays no larger than 4 x 4. Level 2
arrays are no larger than 5 x 5 and use 1x six-sided die and 1x ten-sided die. Level 3 describe
their arrays, rather than show it, and use 2x ten-sided dice and model as repeated addition first,
then as an array. Level 4 do the same, but with 1x ten-sided die and 1x twelve-sided die.
Teaching notes
Have students pair with their common levels.
The students were a little restless at times. I had to continually ask them to be
silent. This is due to me engaging in some of their complaints of where to sit,
students misbehaving etc. I must be stricter with my CBM, more direct with
explanation, more descriptive with instruction and more organised when handing
out equipment.
Conclusion went well, with the students reciting and describing the
metalanguage. I finished the lesson with a dice game to get them prepared to use
dice in next lesson.
(Reflection)