Lesson Plan

Class: Date: 24/5/16 Time: Start: 11:50

2B Finish: 12:50
Key Learning Area: Maths Lesson Topic: Arrays

Recent Prior Experience

Students have previously been introduced to arrays and have touched on how a row and column can be interpreted as a
multiplication sentence.

Syllabus Outcome(s): Indicators of Learning for this lesson: Assessment:

MA1-2WM Uses objects, diagrams By the end of this lesson, the students will: Observe and record on diary sheet
and technology to explore the students that can use arrays to
mathematical problems - Recognise and represent multiplication as demonstrate an understanding of
repeated addition, groups and arrays multiplication, and those who
MA1-6NA Uses a range of mental (ACMNA031) struggle.
strategies and concrete materials - Use concrete materials to model multiplication
for multiplication and division as equal 'groups' and by forming an array of
equal 'rows' or equal 'columns'

Key:
Questions
Any safety issues to be considered: Resources:
- Smart board
N/A - Array puzzles
- Dice
- Array game grid sheets

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Lesson Content / Indicators of
Learning
I INTRODUCTION
DEVELOPMENT
Ss are observing using technology
(smarboard) to discover how an
array can represent how numbers
can be grouped, and how this can
be turned into a multiplication
formula MA1-2WM
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LESSON SEQUENCE
Timing Teaching Strategies / Learning Experiences: Resources and
(mins) (How it is taught) Organisation:
1 min Go over smart rules. Set expectation of students. Ss sitting on the floor infront
of smartboard.
5 mins Launch – daily 10. T is to go set learning intentions:
We Are Learning To: Does anyone know what an Smart board
array is? What I’m Looking For, This Is Because.
5 -10 Explaining arrays: Smart board
mins An array is organising objects into rows and
columns to represent groups of numbers.
Move box to clearly display rows and columns.
Next slide: use the example array and the ways we
can explain it.
Teacher is to circle the rows for students to see Smart board: slide with
there are (4 rows of 3 = 12) then rub out and circle columns/ rows
columns to show there are (3 columns of 4 = 12)
Next slides: as a class, fill in the blanks.
ACTIVITIES:
CORE:
Array game: Students play in pairs. The array game grid

Ss are using both mental strategies
and concrete materials to discover
how arrays and their times tables
are relative to this activity MA1-6NA
Each player is given a 10x10 grid. Each player rolls Die
2 die and colours in necessary areas on grid. Each Colour pencils
roll is to be coloured in a different colour. (E.g.
student rolls a 2 and a 4, so they shade a 2x4 array
on their grid; they can choose to make it 2x4 or
4x2.)

25 mins The student who fills their grid in first wins. When
finished, students are to label each array with a
number and write the rows and columns of each
array on their grid at the bottom of the page. (E.g.
there are 2 rows of 4 and 4 columns of 2, there are
8 squares all together.) When students are finished Maths books
they are to glue it into their maths books.

Ss are using concrete materials to
demonstrate how arrays show
groups of numbers, by
understanding the amount of rows
by the amount of columns gives the
total answer MA1-6NA
ADJUSTED: Array puzzles! (See attachment) Array puzzles
Ss in a group with T. T is to demonstrate and
explicitly teach the first puzzle – how to match each
set together and explain why. Ss are then to try and
work together in pairs to solve some more array
puzzles. Ss may progress to working independently.

CLOSURE

5 mins Ss are to make a class array (8x3) by standing in

rows/ columns.
Class discussion: What do you know about arrays?
What is something new that you learnt?

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