Lucas Fullmathlp

Ed 411: Teaching Children Mathematics
Fall 2014
INSTRUCTIONAL PLANNING TEMPLATE: ED 411

Leading a Mathematics Discussion, Experience #3
Your name:
Grade level and school:
Title of lesson/activity:
Teaching date(s) and time(s):
Estimated time for
lesson/activity:
Overview of lesson:
Provide a short description (23 sentences) of the
lesson/activity.
Be sure to include a
description of the
mathematical task.
Bethlyn Lucas
3rd Grade Burns Park
Exploring Arrays and Facts
Nov. 20th 2014 9am
20 minutes for directions, 45 minutes to an hour for
independent work
Students will complete three journal pages, 2 pages
working with estimating and arrays (1 of them in partner
work) and 1 math box page. If they complete these tasks
early they will play a math game or do a math challenge.
This lesson is an "exploration" day. It allows students to
explore multiplication in a different sense they have been
working on in other lessons of the unit.
Context of lesson:
Sources:
List the source(s) you used in
the creation of your lesson
plane.g., Everyday Math
Everyday Math
Learning Goals
Learning Goals
List the learning goal(s)
you have for your
students. Use measurable
behaviors that can be
linked to the
assessments.
Connection to Standards
State the content expectations from
the Common Core State Standards
that you address in your lesson.
Students will begin to

form ideas about fact
families.
Connection to
Activities
N/A
Students will be able to

work with arrays to
solve multiplication
problems.
Anticipating student ideas:

Explain what you think will be
Attending to the Learners

Students have worked with arrays in the past, but never for
multiplication purposes. Much of the content of this lesson

Fall 2014
students prior knowledge

about the content, including
the alternative ideas or
challenges you anticipate
students might face and how
you plan to work with each of
these challenges during the
discussion. Also explain your
ideas about how students are
likely to respond to the tasks
in the discussion and how you
might use these likely
responses to focus students
on the intended content.
Making the content
accessible to all students:
Describe how you will help ALL
students engage productively
in the lesson. This includes
identifying assumptions made
during the lesson about
students prior experiences,
knowledge, and capabilities;
making the representations,
explanations, and/or
vocabulary accessible and
meaningful to all students;
and making connections to
students personal, cultural,
and social experiences during
the lesson, if appropriate.
is new and will push students to think quite hard about the
operation of multiplication. They may relate it to the
grouping pictures we have been using, but there are key
differences between that grouping and the use of an array
model. It is important to allow them to explore possibilities
of their own but also to provide plenty of scaffolding for this
initial work.
I imagine students will have a lot of questions about one of
the journal pages in which they will be solving a word
problem using an array to figure out how many students
are in a class. I will prepare to spend the longest amount of
time on explaining this task and also have prepared a
guided example of how they may solve this problem that
gets them thinking about strategy but does not lead them
to the answer.
Outside of allowing for questions and trying to be clear and
concise with my language I will also offer help to students
who require extra support at the reading table. This will
allow students who struggle with the mathematical task to
remain engaged with it and finish it because I can provide
them individual or small group help.
Assessments
Type of
Assessment:
End-of-discussioncheck
Journal Pages
Material
s:
Learning-Goals Connection
The brief written check will assess whether..
The students understood how to use the arrays to help them solve
multiplication problems.
Instructional Sequence
***You need to bring a copy of the problem and end of discussion check for
each student in your class***

Fall 2014
Tim
e
3 Min
Main
components
Set-up:
What will you

say and do to
engage the
students in the
problem?
Being explicit
about norms,
directions, and
language is one
way to attend
to students
cultural/linguist
ic resources
and attend to
the learning of
all students.
Steps Describing What the Teacher

and Students Will Do:
Communicate HOW, not just WHAT, you plan on

teaching, and provide enough specificity that someone
else could teach from your plan. This includes scripting
the key questions you plan to ask.
Notes and
Reminders
(including
management
considerations)
-Write Math Message on the Board

-Give about 1 minute to think about it
"How many dots do we have in this array? How do
you know? What strategy did you use to figure
that out?"
Independent
work on
problem:
Describe what
you will be
attending to
and recording
in your notes
while
monitoring.
Launching
of
Discussion:
What question
or prompt will
you use to get
the discussion
off the ground?
Orchestratio
n of the
Discussion:
Based on your
analysis of the
mathematics
content of the
problem, your
anticipations
about the types
of
solutions/meth
ods that your
students will
produce and
your learning
goals for your
"Today in our Math Journals we will be doing a lot

of work with arrays and multiplication. It will be
beneficial to you to remember these strategies."
ALL JOURNAL PAGES PROJECTED ON BOARD

"The first page you will work on asks you to make
estimates about the number of dots in an array.
What are some ways we could estimate the
number of dots? I don't want estimates, just
strategies. There are many strategies that could
be used, but today we are going to work with one
in particular. We will use pattern blocks to help us
estimate. If you would like you can also use the
square on your math template because it will help
you see how many dots are in each square easier.
After you have completed your measuring you
will find the exact number of dots in the array. You
need to think about a strategy for finding the

Fall 2014
Tim
e
Main
components
students, write
out a sequence
for sharing
solutions and
key questions
and prompts.
Keep in mind
that you will
likely not be
able to share
ALL
solutions/meth
ods that
students might
produce.
Include followup questions
that you might
ask to the class
after each
solution/metho
d is shared.
Describe how
you will provide
opportunities
for all students
to participate in
the discussion.
Conclusion:
(Describe an
aspect of the
mathematics or
the nature of
the discussion
you would like
to be able to
use to conclude
the discussion.
You may need
to conclude
with a different


Notes and
Reminders
(including
management
considerations)
exact number without counting. Why would

counting not be a very good strategy with this
array? Right. Counting this many dots would take
a very long time and it is easy to count
incorrectly! Are there any questions about this
page?"
"The next page is going to be something new. We
have a word problem I am going to write now.
This word problem asks you to find out the
number of chairs in a classroom. What
information do we know from the problem?
(Underline or make a list)
We will be using journal page 93 to help us solve
this. As we can see, it uses arrays to show the
chairs in the classroom. We can place them in
rows of 2, rows of 3, rows of 4, and rows of 5. This
is important though. On the bottom of our
journals is a clue we need to help us solve the
problem. Under each row it tells us how many
chairs are leftover. So if I think the classroom has
21 chairs, I need to check to see if I'm right by
using these arrays. First, I'll make rows of two. I
am going to count by 2s. When I do this, I have
one left over! So could my answer be right? Yes.
Because I am supposed to have one left over. But
what do I have to do next? Yes, I have to check
rows of 3s. When I do rows of 3 I don't have any
left so can that be my answer? I need to have 1
left over when I do rows of 3 so that's not right. I
have to try again with a new number and start
back at 2s. Are there any questions about what
I'm doing or how you solve the problem? When
will I know I have the correct answer? Yes. I will
know I have the correct number of seats when I
have rows of 2 with one left over, rows of 3 with
one left over, rows of 4 with one left over, and
rows of 5 with none left over."
"So, for page 93, the page where you are finding
the number of seats in the classroom, you may
work with a partner. For the first page we
discussed and the math box page you will work
independently. It is up to you which order you do
them in. I will write the page numbers on the
board. Before you begin math games or
challenges you will need to complete all 3
journals pages. If you need help I will be at the
reading table and we can work together. I will call
you back to your seats by table, but table
captains may go now and pass out the math

Fall 2014
Tim
e
Main
components
statement if
the discussion
does not go as
planned.)


Notes and
Reminders
(including
management
considerations)
journals. (Call tables)."
End-ofdiscussion
check
What will you

say and do to
get students
working
independently
on the
problem? What
will you say to
students to
ensure that you
get data that
you can use to
assess
individual
students
mathematical
learning?
Reflection on Planning
Learning goal for self:
State at least one learning

goal that you have for
yourself, with regard to your
teaching. In other words, what
are you working on to
improve your teaching
practice?
Preparing to teach this

lesson:
Describe the things you did in

preparation to teach this
lesson. For example:
practiced the activity with the
actual materials, answered
the worksheet questions
myself, thought through
timing, researched materials,
etc.

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Ed 411: Teaching Children Mathematics

INSTRUCTIONAL PLANNING TEMPLATE: ED 411

Students will begin to

Students will be able to

Anticipating student ideas:

Attending to the Learners

Ed 411: Teaching Children Mathematics

students prior knowledge

Ed 411: Teaching Children Mathematics

What will you

Steps Describing What the Teacher

Communicate HOW, not just WHAT, you plan on

-Write Math Message on the Board

"Today in our Math Journals we will be doing a lot

ALL JOURNAL PAGES PROJECTED ON BOARD

Ed 411: Teaching Children Mathematics

Steps Describing What the Teacher

Communicate HOW, not just WHAT, you plan on

exact number without counting. Why would

Ed 411: Teaching Children Mathematics

Steps Describing What the Teacher

Communicate HOW, not just WHAT, you plan on

journals. (Call tables)."

What will you

State at least one learning

Preparing to teach this

Describe the things you did in

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