Explicit Instruction Lesson Plan Template

GENERAL INFORMATION

Grade: 3rd Grade Subject/Topic: Math Mentor Teacher: N/A

Unit: Arrays Lesson Title: Arrays Are Approximate time: 30 minutes

All Around Us!

Standards/Indicators: Common Core, ISTE, GLEC*s, HSCS)

Common Core 2.OA.B.2

Our evidence based practice for this lesson is the use of activity centers to promote student
learning.

Learning Goal(s) for your student: (lesson objective here)

● The student will be able to use addition to find the total number of objects arranged in
rectangular arrays with up to 4 rows and up to 4 columns with 100 percent accuracy.
● The student will be able to write an equation to express the total as a sum of equal
addends with 100 percent accuracy.

Essential Questions: “I can” statements

● I can use addition to find the total number of objects arranged in rectangular arrays
with up to 4 rows and up to 4 columns.
● I can write an equation to express the total as a sum of equal addends.

Proactive Approaches: ​(How will you manipulate the setting events and antecedents to prevent problem
behaviors?)
● High quality instruction will be used to keep the students engaged in the lesson.
● Hands-on activities will require students to actively participate which will promote
positive behavior.
Differentiation: ​(How will you differentiate for students with diverse learning needs such as ELLs, students
with varying types of disabilities, and at-risk students?)

By keeping the lesson engaging and adding hands-on activities, all students be actively
involved in the learning.
A variety of different models will be used in hopes that the students understanding of the
concept can be strengthened.

Formative Assessment: ​(List the concluding formative Summative Assessment:

assessment and annotate each section of your lesson with ​F.A.​ to
note each place formative assessment is used).

A worksheet will be at each station. The

worksheets will then be collected at the end of
the lesson.

Materials/Technology needed:

Worksheet, Dice (with sides 5 and 6 changed), Playdough, Legos, Sharpies, Pencil

Engagement: “Hook/Warm-up”

How will you…
¨​ ​Give a short but
interesting/engaging activity that
links to the content of the lesson
Teacher: We’ve been learning about arrays recently in class but did you
know that arrays are actually all around us?
Today we are going to look at some of those arrays and I need your help
to figure out how many items are in each of them.

Do you can help me?

 Pre-Assessment:

How will you… On the top of the worksheet, there is an example array. Have
¨​ ​Discover what the student already students see if they can figure out a multiplication problem for the
knows about the objective?
array and how many total objects there are.

Behavioral Expectations

How will you… Teacher: During this activity we will be moving from station to
tell students about the behavioral station. While we are moving should we be running?
l expectations?

Students: No

Teacher: When we get to each station should we be talking with our

friends and goofing off?

Students: No

Teacher: What should we be doing?

Students: Walking to the station and listening to the teacher.

Teacher: Good! Now, take a pencil and your paper and follow me
for a math adventure.
 Focused Instruction: “I DO IT”
How will you…
¨​ ​Make lesson purposes
(content-language-social) clear to your
students?
¨​ ​Connect to prior learning?
¨​ ​Ensure relevance and interest in the
content?
¨​ ​Model and demonstrate? (e.g. at times
using a physical object, technology, and
other tangible learning experiences)
¨​ ​Do you need to cycle through? At
times, teachers need to break down the
lesson into small chunks for student
understanding
¨​ ​Notice that students are learning and
still need to learn?
¨​ ​Provide multiple explanations for new
concepts?
¨​ ​Allow for student interaction?
Station #1: Legos
Teacher: You may have never noticed before, but the little dots on
the top of legos are actually arranged in arrays. Look at this piece
here. It has 4 dots arranged in 2 rows. We can also write this as 2x4
because we have 2 rows of 4 dots. Now, we can add 4+4 to find the
total number of dots which is 8. To double check our answer, we can
also count the dots. 1, 2, 3, 4, 5, 6, 7, 8! Now let's do this next one
together.
Station #2: Draw an array
Teacher: In this station we are going to be rolling dice to see what
array we will create! When I rolled these two dice, The first dice was
a 4. I used this number to figure out how many rows I have. The
next dice I rolled was a 3. This tells me how many dots will be in
each row. Once I have that, I can use sharpies to draw it out.
(drawing is modelled here). Notice how I used different color for
each row? Now, I can use the array to write a multiplication problem
and figure out how many dots I have altogether. Now let's try one
together.
Station #3: Playdough
Teacher: Have you ever played with playdough before? It is one of
my favorite things to play with. Playdough is one of the best things
to create whatever you want with. And guess what? Since we are
learning about arrays, you can create your own array using
playdough. I will do one as an example first to show you all what I
mean. Say I want to do 2x3. 2x3 means that I will have 2 rows of 3
mini balls of playdough. But I have to figure out what 2x3 is. I will
add 2+2+2 and that equals six, so that is how many mini balls of

Guided Instruction: “WE DO IT TOGETHER” with teacher guiding
How will you…
¨​ ​Know that each student thought
through and formulated a response to
questions?
¨​ ​Prompt and cue as needed?
¨​ ​Allow students a variety of methods
and modalities in which to respond?
¨​ ​Assist students in processing
information?
playdough I will have to make in order to create my array. So I will
then create my array and use that array to make a multiplication
problem. Now let’s try one together.
​ Station #1: Legos
- Give the students another example: (3x4) and ask them
specifically for help filling out each part. How the teacher
show the students how to count the number of rows and have
the students count the number of dots in each row.
- Ex: How many rows of dots are there (3)? How many dots in
each row (4)? What do you think the multiplication problem
would be? How many are there altogether?
​Station #2: Draw an array
- Have 2 students roll the dice and tell you what they got.
- Ask the students how they think you should draw the array?
Station #3: Playdough
- Start with the example problem 2x2. Have students think
about how we could show that with playdough? How many
rows? How many in each row? How many total balls?
- Create the array and have the students do the rest.
 Collaborative Instruction: “YOU DO IT TOGETHER in small group”
How will you…
¨​ ​Determine the complexity of the task?
At times, teachers need to break down
the lesson into small chunks for student
understanding
¨​ ​Provide students with hands-on
experiences and practice?
¨​ ​Determine grouping (pairs, groups) for
this activity if appropriate
¨​ ​Ensure that students have sufficient
language support to be successful in
collaborative tasks?
¨​ ​Hold students accountable for their
learning?
Use this area if applicable (a small group of students).
One student-skip this area.​
After the example problem in the “we do” section of the lesson, have
students works on the first problem in each station with a partner.
Make sure they know to only work on the first problem together and
have them check their answer after doing this.
The problems that the students will do are listed below:
Lego: 1x4
Dice: Each student rolls one of the dice, their rolls determine their
array
Playdough: Each student picks a number. This determines the array
they make.
Each station has at least 3 example problems. The first is done with
the class “we do”, the second is done with a partner “you do it
together”, and the last is done individually “you do it alone”.
The “I do” section is not included on the worksheet because it is
modelled by the teacher.
 Independent Learning: “YOU DO IT ALONE”

How will you… Students will fill out the remainder of each worksheet for the
¨​ ​Intervene with students who are not station. During this time the teacher will scaffold students who are
ready to move on? Check for
struggling with the assignment.
Understanding and reteach if necessary.
¨​ ​Provide opportunities for students to
self-assess?
¨​ ​Extend the lesson for those who are
ready to move on?
¨​ ​Offer opportunities for students to
extend their learning? (homework?)
¨​ ​Endorse independent learning or more
in-depth study of content by students?

Closure/Assessment: “WRAP-UP”

How will you... Teacher: Now that we have seen some examples of arrays that we
¨​ ​Assess at the close of the lesson to can find all around us, can any of you think of any arrays that you
determine who has mastered content and
have seen before?
who needs further assistance?
¨​ ​Support students in connecting
concepts to future lessons and in Brief Discussion
exploring real-life applications?
¨​ ​Verify that the student has learned the
new concept When you go home, I want you to be on the lookout for arrays
because arrays are all around you.
 ​Station #1: Legos

Rows of Dots: ________

Dots in Each Row: _________

Multiplication Problem: _______ x _______ = _______

Rows of Dots: ________

Dots in Each Row: _________

Multiplication Problem: _______ x _______ = _______

Rows of Dots: ________

Dots in Each Row: _________

Multiplication Problem: _______ x _______ = _______

Rows of Dots: ________

Dots in Each Row: _________

Multiplication Problem: _______ x _______ = _______

Station #2: Dice

Example:

Roll 1: _______

Roll 2: ________

Multiplication Problem ______ x______

Total Dots: _______

Roll 1: _______

Roll 2: ________

Multiplication Problem ______ x______

Total Dots: _______

Roll 1: _______

Roll 2: ________

Multiplication Problem ______ x______

Total Dots: _______

 Station #3: Playdough

Example:

Multiplication Problem: ​2 x 2

How can we show this multiplication problem with

playdough?

How many rows? How many in each row? What is total

amount of balls?

How many rows? _______________

How many in each row? ______________

Multiplication Problem: ________ x ________

What is the total amount of balls? _____________

How many rows? _______________

How many in each row? ______________

Multiplication Problem: _________ x __________

What is the total amount of balls? _____________