Primary Type: Lesson Plan
Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 28261
Chip Chip Array!
Students work together to create arrays to represent given numbers.
Subject(s): Mathematics
Grade Level(s): 3
Intended Audience: Educators
Suggested Technology: Document Camera, LCD
Projector
Instructional Time: 59 Minute(s)
Resource supports reading in content area: Yes
Freely Available: Yes
Keywords: multiplication, array, row, column, skip counting, repeated additon, multiples, product
Resource Collection: CPALMS Lesson Plan Development Initiative
ATTACHMENTS
Cookie Worksheet.doc
LESSON CONTENT
Lesson Plan Template: General Lesson Plan
Learning Objectives: What should students know and be able to do as a result of this lesson?
Students will be able to model multiplication problems using arrays.
Students will understand how factors when multiplied together create number combinations.
Prior Knowledge: What prior knowledge should students have for this lesson?
This activity is an application of MA.3.A.1.1. Students will need background knowledge of skip counting and equal groups.
Guiding Questions: What are the guiding questions for this lesson?
If you were a baker in our school cafeteria and needed to bake 24 chocolate chip cookies for lunch, how might you arrange them on your baking tray? What shaped
tray would be the best to use to bake the cookies?
Teaching Phase: How will the teacher present the concept or skill to students?
Based on the needs of the class, review finding equal groups. On the overhead/projector teacher can use counters to show groups of items and then have students
identify the groups as equal or not equal; correct those that are not in equal groups together on the overhead.
Ask student to respond to "How can you tell if the groups are equal?" then have a second student respond to the first student's explanation.
Possible student responses: "They look the same", "They are the same size", "They have the same amount", etc...
"What can be done to make our groups equal?"
Possible student responses: "Move them around", "Take one from Group 1 and put in Group 2", "Get more counters", etc...
Demonstrate formation of an array using counters. Use 4 counters to demonstrate.
2x2=4; two rows with two counters in each row
1x4=4; one row with four counters in it
4x1=4; four rows with counter in each row
On a piece of graph paper show items in an array and introduce the terms columns and rows by labeling them on the graph.
page 1 of 3 Guided Practice: What activities or exercises will the students complete with teacher guidance?
Use attachment Cookie Jars to create cutouts. The teacher will choose a Cookie Jar from cutouts. The teacher will count out the number of counters, product shown
on Cookie Jar, on the overhead and have the students count out the number of counters at their desks. (Example product is 12)
Students will use their 12 counters to create equal groups or an array at their desk.
Students will draw their arrangement in their math journal.
Students will explain how they divided the 12 counters to their shoulder partner.
"Did partners come up with the same arrangement?"
Some students may still be dividing into equal groups; provide paper strips to help move them in direction of the idea of rows
"How many arrays did your group come up with using 12 counters?"
If more practice is needed, have students choose another Cookie Jar then use their counters to create arrays.
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the
lesson?
Students will choose Cookie Jar. Each Cookie Jar will have a product on it.
Teacher will reflect back on what class just did together using the product of 12.
Now I want you to come up with an array that demonstrates the product found on your Cookie Jar.
Students will draw array in their math journal and explain what they did and why.
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
A student or group of students will present their arrays to the class and explain their arrangement and how they came up with it; show journal entry on overhead.
Summative Assessment
Teacher will compare summative notes gathered during observations with formative assessment to determine mastery of learning targets.
Formative Assessment
Ask students to draw an array demonstrating 2x4 on their graph paper. The teacher will circulate among desks to check student work for correct responses.
Feedback to Students
Teacher circulates among groups during the activity, checks student work, and provides feedback. Students asked to explain answers.
Revisions allowed and encouraged.
Students will also work with and receive feedback from team mates.
ACCOMMODATIONS & RECOMMENDATIONS
Accommodations:
Demonstrate how counters in equal groups are moved into rows.
Provide lined paper or paper strips for student to put counters on.
The students work with a partner or in cooperative groups.
The students use a smaller product for creating their arrays.
Extensions:
Use graph paper and colored pencils to illustrate the arrays that the group discovered for one or more of their numbers. Cut out arrays and glue onto construction
paper then label.
Students create a word problem that matches their array.
Display work on student bulletin board/Wall of Fame.
Suggested Technology: Document Camera, LCD Projector
Special Materials Needed:
Cookie Jar Worksheet cutouts, counters, graph paper, colored pencils/crayons, math journall.
SOURCE AND ACCESS INFORMATION
Contributed by: Cindy Gardner
Name of Author/Source: Cindy Gardner
District/Organization of Contributor(s): Seminole
Is this Resource freely Available? Yes
Access Privileges: Public
License: CPALMS License - no distribution - non commercial
Related Standards
Name
Description
Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and
measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent
the problem.
page 2 of 3 MAFS.3.OA.1.3:
Remarks/Examples:
Examples of Opportunities for In-Depth Focus
Word problems involving equal groups, arrays, and measurement quantities can be used to build students’
understanding of and skill with multiplication and division, as well as to allow students to demonstrate their
understanding of and skill with these operations.
page 3 of 3