LESSON PLAN Lesson #2

Format and Cooperating Teacher Feedback Form

Name: Jessica Boyle
Date:

Goal(s):

Planning:

Content Area:

10/12

Math
Grade Level:

4th

CC.4.NBT.5
Multiply a whole number of up to four digits by a one-digit whole number,
and multiply two two-digit numbers, using strategies based on place value
and the properties of operations. Illustrate and explain the calculation by
using equations, rectangular arrays, and/or area models.
Success Criteria:
The students will be able to model multiplication by using array
and area models
Learning target:
The students will understand how to multiply ones and tens using
multiple methods.
When I first began talking about lesson planning with my CT, she
was able to give me an exact breakdown of the levels her students are at.
The exact break down of the levels of thinking in this classroom is five
students are considered to be gifted and talented, 15 are at grade level, two
are between grade level and intervention on watch, and five are considered
intervention watch. She also explained to me that an aide comes in the
room to take the five gifted and talented students to another location to
work on different math material. Knowing this, I will be sure to plan my
instruction to meet the needs of all students who will be in the classroom
during my lesson.
Two behaviors I will be watching for are using whiteboards and
markers for other things than what they are intended for, and not working
as partners in my last activity. I plan to address the issue of the
whiteboards by having the students place their markers in a container in
between activities. By having them put their markers in the box, I will be
eliminating the temptation and distraction of coloring on their boards. To
address the issue of students not really working together as partners, I will
first model how they should be interacting with one another as well as
explaining why I want them to work together as well as why I only want
one person to be making the model at a time. By being aware of my
reasoning behind my decisions, I am hoping the students will agree with
my choices and follow through with the activity the way I have planned.
One misconception I believe the students might have is that there
is only one way to make an array and area model. I believe they might
think this because so many times students are asked questions that have
only one answer. The models that I am teaching the students however, can

be displayed in multiple formats. To try and correct this misconception, I

have an example in my SMARTBOARD lesson that shows multiple ways
to make an area model.

Objective(s)::

Assessment:

Success Criteria:
The students will be able to model multiplication by using array
and area models
Learning target:
The students will understand how to multiply ones and tens using
multiple methods.
Vocabulary: Array Model and Area Model
Language Function: Create, Construct, Cite Evidence, Critique
Informal:
I will be informally assessing the students throughout my lesson. I will be
assessing the answers they are giving to see if they seem to understand the
array and area models, or if they seem to be struggling, which means I
need to adjust my plan. I also plan to informally assess the students when
they are doing work on their whiteboards. I will be looking at their
answers again to see if they are grasping what I am teaching them.
Formal: As a formal assessment, I will be using an activity where the
students have to show their understanding of array and area models using
different materials. At the end of the activity, I will be taking pictures of
the anchor charts the students collected so that I am able to assess their
performance. I will be leaving the anchor charts for my CT to hang
around the room if she chooses.

Materials Needed:

SMARTBOARD File
Anchor chart
Graph paper
Dot paper
Markers
Glue/tape n
Whiteboards
Scissors
Worksheet with equations and numbers
Youtube video:
https://www.youtube.com/watch?v=ks-q6gKoQKs

Procedures:

Introduction (3 minutes):
When I first get in front of the class, I will instruct the students to get out their whiteboards and
markers.
I will then begin my hook by showing the students pictures of an egg carton, a keypad on a cell
phone, an ice cube tray, a paint tray, a bookshelf, a cupcake pan, a Hershey bar, a box of
crayons. I will instruct them to look at the objects to try and see if they can figure out what the
objects have in common. If they think they know, I will tell them to write it on their whiteboard
and hold it up.
I do not expect the students to make the connection I am looking for right away, so I will give
them the hint of thinking about arrays and area models. If the students still dont get it, I will
say, keep thinking about these items throughout my lesson and see if you can figure it
out. I will than instruct the students to place their boards to the side, and put their markers in
the box that I will put in the middle of their tables.
Steps for instruction
After the students put their materials away, I will direct their attention to the sideboard where
their learning intentions are stated. I will have the students read them with me.
Array model instruction (10 minutes)
I then begin to explain the slide titled array model.
o I will be sure to emphasize the difference between a row and a column.
I will than move onto the next slide and model for the students how to read the array.
o Here I will check for understanding with thumbs up, side thumb, and down thumb. This
will tell me if can continue on.
If Im able too keep going I will than add in additional apples and have the kids think about
how the array is different.
o I will instruct them to write the new numbers out on their board. When they are done, put
their marker back in the box.
o I will then have them flip their boards around to show me what they were thinking. I will
have a student share their answer as well as explain why.
I will then move to the next slide and instruct the students to try and figure out the model
shown.
Again, I will have the students write on their whiteboards, and then volunteer to share their
answer and thinking.
Next, I will give them examples of easy ways to quick make an array model.
o Squares, Xs, and circles.

 I will than explain that I can also make an array model when given an equation. I will model
this using the equation 4X6.
o I will do this by making 4 rows of 6 Xs
I will then have the students make an array model for the equation 7X8 on their whiteboards.
I will give them two minutes to do this.
o If it seems like the students need more or less time to work on this I will adjust.
o When they are done creating their model, I will have them turn and share theirs with a
partner. I will give them one minute to do this.
Before moving onto the next segment, I will stop and check for understanding using the
thumbs up, side thumb, and down thumb method.
Area model instruction (15 minutes)
Next, I will begin talking about the area model. The area model is a form of an array
model, however, an area model is composed of connected squares. Here are some
examples, I will than click over to the next slide. See how the boxes are all connected?
Even though the boxes are now connected, my thinking about how I approach this
problem is still the same. Im still going to look for the number of rows and columns.
When looking at the next slide, I will model for the students how to free hand an area model
for the equation 2X30.
o Draw a large rectangle, split it in half to make two rows, than add in thirty columns.
o Explain that there are thirty units in the first row and thirty in the second, which gives us
the answer.
Before moving on, I will check for understanding by asking the students to give me a thumbs
up, side thumb, or down thumb based on their level of understanding.
Next, I will model how to make a model using graph paper.
o First count out two rows, than thirty columns. This will show the exact same thing as
the previous slide.
o Then draw a line on the 10th and 20th column and ask the students if our answer changes.
o Then draw another line dividing the first and second row. Again ask the students if our
answer changes.
o Specifically ask, Does the number of rectangles change what we are trying to
represent?
The answer is no, even though we broke apart the rectangles after we had our
original drawing, our picture as a whole still represents our answer.
I will than model how to make a model using dot paper. It is the exact same steps, just using
a different material.
Next, the students will make a math sentence for the number 12 followed by making an area

model on their whiteboards. Give them two minutes to do this.

o If the students are confused by what a math sentence is, give a quick example for the
number 20. 5X4 is a math sentence for the number 20, or 2X10 is another example.
When the two minutes is up, have the students share their work with their partner. Set the
time for one minute.
Once the one minute is over, have the students hold up their boards to show myself as well as
their classmates. I anticipate that there will be a number of different models drawn because
there are many different ways to do this.
Have two students with different work stand up and show the class. Ask the class if one of
the two pieces is wrong.
o The answer is no, there are many ways to make an area model.
After this last discussion, I will have the students put their boards away.
I will check for understanding one last time asking for a thumbs up, side thumb, or thumbs
down.
Anchor chart activity (20 minutes)
Explain the activity to the students
The students will be working with a partner to create array and area models for equations and
numbers that I will assign to them. To create these models, they will be using graph paper,
dot paper, and blank sheets of paper.
Now we are going to practice making array and area models using graph paper, dot
paper and computer paper. You will be doing this with a partner that I have assigned
to you.
o I will then call up a student to help model this activity.
o First step: pick a problem or number to create first model.
o Second step: decide on model to use
o Third step: one person will be the one actively making the model while the other partner
watches and provides input. Here I will stress that when it comes time to work, only one
partner will actually be making the model. I am choosing to do this because I want to
make sure that the students are working as partners and not doing it by themselves. I
want them to talk and share their ideas with one another.
o Fourth step: Once the model is made, we will cut off extra paper and tape our model to
the anchor chart. Here I will explain that the color that their name is printed in on the
SMARTBOARD file indicates which anchor chart to put their work on.
The colors are just a way to organize where the students would be putting their work.
Strategies for students requiring additional assistance:

For students who usually struggle or need additional assistance, I have incorporated many
different opportunities to discuss with peers and myself, what their misconceptions are as well as
see many different examples using the array and area model. When planning my instruction, I
made sure that I modeled at least once before giving the students an opportunity to practice using
the concepts being taught. I also gave the students multiple opportunities to practice then talk
about their strategies before I sent them off to go create models with out a high level of support
from my self. When planning this lesson, I made sure to provide a strong scaffold to support
potential students who may be struggling.
Closure (5 minutes):
If time allows, I will show the students a four-minute video clip showing different real life
examples of arrays. I will bring the students back to my original slide to remind them that
arrays are present everywhere and to think and watch for different examples throughout the
day of other objects that represent an array. I will give them the hint that there is at least two
in their classroom. If I run out of time and do not have time to show them the video, I will
still quickly go back to my original slide and discuss the pictures.

Cooperating Teacher Signature:

Cooperating Teacher Feedback:

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