|Title: Arrays Craze |
|Subject: Mathematics |
Level: 3 |
|MATH GRADE 3 Activity 2 Unit 4 Model Curriculum Framework
BENCHMARKS: N-4-E Demonstrating a conceptual understanding of the
meaning of the basic arithmetic operations (add, subtract, multiply,
and divide) and their relationships to eachother. N-7-E
Constructing, using, and explaining procedures to compute and
estimate with whole numbers. GLE: (5) Recognize and model
multiplication as a rectangular array or as repeated addition. In
this lesson, students model multiplication as an array or as
repeated addition. Groups of students work with small packs of candy
to determine the total number of individual candies. Findings and
methods used are shared, leading to a discussion of "arrays" and
"repeated addition". Pairs of students will model multiplication
facts by making arrays with colored counters and by drawing arrays.
Partners will then draw or stamp arrays to show given multiplication
facts and publish using Kid Pix. Other students will take
photographs of objects placed in an array using a digital camera.
These will be put into a Power Point slideshow for all students to
identify the multiplication or repeated addition facts represented.
Duration: 4 thirty minute lessons |
- Number and Number
investigations, students demonstrate an understanding of the real
number system and communicate the relationships within that system
using a variety of techniques and tools.
conceptual understanding of the meaning of the basic arithmetic
operations (add, subtract, multiply, and divide) and their
relationships to each other;
using, and explaining procedures to compute and estimate with
whole numbers (e.g., mental math strategies)
|Grade-Level Expectations (GLEs):
- Number and Number Relations
- English/Language Arts : Standard
Students read, comprehend,
and respond to a range of materials, using a variety of strategies
for different purposes.
- English/Language Arts : Standard
Students write competently
for a variety of purposes and audiences.
- Use a variety of developmentally appropriate resources and
productivity tools (e.g., logical thinking programs, writing and
graphic tools,digital cameras,graphing software) for
communication,presentation,and illustration of thoughts, ideas,and
- Use technology tools (e.g., publishing, multimedia tools, and
word processing software) for individual and for simple
collaborative writing, communication, and publishing activities
for a variety of audiences.
- Use technology resources to assist in problem-solving,
self-directed learning, and extended learning activities.
1. The learner will
recognize and model multiplication as a rectangular array or as
2. The learner will create arrays representing
multiplication facts using Kid Pix.
3. The learner will create
arrays representing multiplication facts and photograph them using a
digital camera for a Powerpoint slideshow.
Individual marker boards
Small packs of Sixlets candy (and
other clear packs with 2, 3, or 4... candies)
Pictures of objects
in groups (equal groups)
Computer, printer, digital camera
MS Powerpoint, Kid Pix
Students have a strong understanding of
addition and have worked with repeated addition facts. They have
used Kid Pix for publishing and can take photographs with a digital
camera. Students also have basic computer skills needed to make a
1. Students are divided
into groups of five.
2. Each student is given a pack of Sixlets
3. Teacher asks question, "How many candies are there at
4. Each group finds the answer (without opening the
candy) and writes the number sentence used on small marker
5. Groups share how they worked the problem.
Teacher has students lay the packs of candy in rows. Students
identify as "arrays". Discussion of arrays, repeated addition, and
7. Repeat procedure with one or two more
problems using other small packs of candy.
1. Show pictures of several like objects in
2. Students tell how many objects there are with a number
sentence. (ex. 4+4+4=12)
LESSON PROCEDURES CONTINUED
2. Students model multiplication problem 4x3=12 with
red counters and 3x4=12 with yellow counters. Students write the two
multiplication facts and the repeated addition facts on individual
marker boards. Discuss.
3. Students draw arrays (any
symbols/pictures) showing 5x3=15 and 4x7=28 on individual marker
boards. Next they write the repeated addition problems for those
facts. Discuss whole group.
4. Partners (one-half of the class)
use Kid Pix to draw or stamp two arrays showing a given
multiplication fact, then type in the facts. Print copies to share
5. Partners (one-half of the class) take a photo
with a digital camera showing an array of a given fact. These will
become a Powerpoint presentation wherein the whole class will
determine and write the repeated addition fact and multiplication
fact for each slide on marker boards. Answer slides will allow
students to check their work.
6. Students recap what learned.
Play "Lemonade Stand" and "Fun on the Farm" (found at
www.internet4classrooms.com/skills_3rd.htm). All students answer on
marker boards. Call individual students up to type answers on
The teacher will complete Arrays Rubric to
assess Kid Pix and Power point arrays and facts.
The learner will
write multiplication and repeated addition facts for arrays
The learner will complete Arrays Quiz.
At the end of the lessons, the learner will
write a response to the following: "What if, on Mars, 'array' meant
'cookie'? How would you explain what 'array' means on Earth to the
and modifications are addressed following student IEPs. Learning
experiences follow the objectives and are developmentally
appropriate for all students to achieve success.
----- written by Sally Gibbs
1. Read book "Bunches and Bunches of Bunnies"
to class. Students make arrays to show multiplication facts in
story. Invite students to write their own short stories involving
2. Students practice multiplication facts
with games at funbrain.com.
3. Challenge advanced students to
"Build the Code" on WebQuest.
In the website section of Making
Connections, a complete page of website resources is located for
development of this lesson.
Once again I am reminded
how much students enjoy using technology and are thrilled to see
their products as a part of the lesson.
Prien Lake Elementary
Lesson: No |