Natali Cortes

Math Lesson Plan

I. Lesson Design

What
In this lesson, students will extend their previous understanding of rows and columns in
picture models to a rectangular area model with clearly defined individual units. As Chapin and
Johnson (2006) note, arrays can be used to illustrate the commutative and distributive properties
of multiplication (p. 86), but this lesson will focus solely on the former. Students will illustrate
how the visual area model may change based on the order of the numbers, but will result in the
same conclusion. Students will also be asked to use repeated addition to explain their area models,
building on their previous knowledge and drawing a connection between what OGAP considers to
be an additive strategy, and this new early transitional strategy for multiplication (2013). By first Commented [CE1]: Can you say a little bit more here
considering the groups of units in rows or columns, students are better positioned to take into about what that strategy is? Do you mean skip
account both dimensions of the array in later problems. counting in an array (considering one dimensions)? Or
helping them consider both dimensions of an array?
In introducing the concept and definition of area models to students, this lesson is
reinforcing practice Standard Five, [using] appropriate tools strategically (Illustrative
Mathematics, 2014, p. 7). Though students will familiarize themselves with the grid model, they
will stop short of fully understanding when it might be most useful to employ; another lesson later
on would be required to introduce the concept of finding area in square units, by multiplying
length times width. For now, students should simply be practicing reasoning abstractly and Commented [CE2]: Yesit sounds like you will be
quantitatively (Illustrative Mathematics, p. 4), as stated in Standard Two, with the help of this focusing on the conceptual understanding of this array
tool. In this lesson, that means engaging the area model both outside of and contextualized within model so that later they can use it as a tool for
understanding the area model
a word problem.

How Commented [CE3]: You dont explain here your

This lesson will be anchored by a worksheet and review question. I will be facilitating the decisions for how youve adapted the activity or
brief introduction, conclusion, and transitions, but students will work individually and with including a review or what you are attempting to
review or how it helps support your mathematical
partners for the majority of our time together. This will open me up to checking in more with goals.
individual students to gauge their sense making and explanations. Given that one of the tasks
before the students (visually representing the commutative property of multiplication) supports
multiple perspectives being brought to bear on one problem, the lesson was intentionally designed
to employ partner work. My own modeling of the math will be minimal to encourage independent
problem-solving within partnerships, further supported by the game-like structure of the
worksheet.
I chose to adapt the activity so that it focuses more on the commutative property of Formatted: Indent: First line: 0.5"
multiplication, seeing how one pair of factors can be represented multiple ways. This is in
contrast to the original activity that emphasizes the area of the two factors, and which might be
more developmentally appropriate later on. The worksheet with the 10 by 10 grid will also be an
explicit opportunity to invite collaboration instead of competition. Setting the expectation that
students are jointly responsible for the completion of the first task will lay the groundwork for me
to establish norms such as giving everyone an appropriate amount of time to work, and double-
checking each others strategies. Though math in our classroom regularly incorporates whole-class
discussion as well as handouts, they are less frequently paired. Students will have the opportunity
to debrief with others and make observations of this new tool, the area model, as a larger group to
wrap up at the end before working through the concepts on their own. Though I expect and hope
they will assist each other in grasping the concept of area models in the worksheet, for the exit

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slip I want to track their individual explanations for how two different combinations of rows and
columns can result in the same product..

Why
This lesson was partially inspired by an example on the Youcubed website involving dice
and a 10 by 10 grid. The visual model provides a new context for students to tie in It connects to
repeated addition as a strategy for multiplication strategies that they are already familiar with, Commented [CE4]: Connects the strategy to what? To
such as skip counting or repeated addition, while also going beyond it, which students are often the visual model?
asked to provide on worksheets and quizzes, while also going beyond it: Instruction should build
on students intuitive understanding of additive situations by using the repeated addition models
but must also include other models and strategies in order to extend students understanding of
these operations (Chapin & Johnson, 2006, p. 97). The grand majority of my third-grade class
demonstrates confidence using picture models to represent equal groups, and as my teacher
confirmed that our students are building up to an understanding of area, this model seemed
appropriate to introduce. Whats more, it fits nicely into Standard CC.2.2.3.A.1, Represent and
solve problems involving multiplication and division. I was particularly enthused to do a lesson
with such a strong visual aspect to it, as I believe it offers another entry point for non-traditional
math learners to get involved and engaged in what is often portrayed as a one-dimensional
discipline.

II. Lesson Plan

Goals / Objectives
Students will be able to explain that the order of the numbers in a basic multiplication sentence
should not affect the final product. Students will be able to draw the connection between different
visual representations of the same multiplication sentence, exercise their understanding of rows
and columns, and further develop their multiplicative thinking beyond the and in doing so,
exercise their understanding of rows and columns and practice their repeated addition strategies Commented [CE5]: And perhaps move beyond
and equal group arrays that they are familiar with.. They will also be able to utilize a grid to draw repeated addition to develop multiplicative thinking?
and interpret a simple area model, working to complete the task in partners. Commented [CE6R5]:

Materials and preparation

Copies of the 10-grid worksheet for all partnerships (1 pages per group at least)
Sufficient review sheets for everyone (half sheets)
Scissors to cut the 10-grid worksheet in half
Chart paper with prepped 10 by 10 grid (+ marker)
Writing instrument for each child (BYO), plus extra highlighters

Classroom arrangement and management issues

This lesson will most likely take place in a corner hallway by necessity. There is one large
rectangular table there, with space for two people to sit on each side. The chart can be set up on a
portable easel on one side of the table, or taped up on the wall. Students will be able to partner
with the person sitting next to them, and the handout can easily be distributed by classmates
without getting up.
To proactively encourage on-task behavior, I will ask the students to agree to pay attention
and participate for our time together directly after leaving the classroom and before finding our
place in the hallway. If students get distracted, I will remind them of this commitment. They
should always have a concrete task to be paying attention to and the sociable nature of the

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activities should help in redirecting their attention as well.
Plan
Launch:
1. Introduce the fact that we will be doing some drawing! Ask students to put a finger on
their nose if they can remember if columns go this way or this way, asking a volunteer
for a refresher. Model a quick array to Explain that I am going to model how to
illustrate a multiplication problem using an area model (already drawn on chart paper),
asking two volunteers to roll the dice and provide me with factors to start off. For
example, if given 3 and 4, I will shade in the boxes, together we will name the rows
and columns as 3 rows, 4 columns, and I will highlight that there are 3 rows of 4
boxes, and 4 columns of 3 boxes. , asking for volunteers to provide the two factors to
draw up and then shade in on the grid, following student suggestions. Write up both
combinations of factors but only illustrate one. (Five minutes)
2. Introduce worksheet before passing it out. Set norms around teamwork, thoroughness
versus speed, and joint responsibility for all parts of worksheet. Students will complete
this worksheet in pairs, each person responsible for the arrays on their side of the sheet.
To start, each student will roll the dice. That will be their number of rows that they
write down on their side. The number of columns will be the number their partner rolls.
Each has to shade in their rows and columns, and come up with the total. After they
have checked their partners work and settled on the total number of boxes shaded,
they will fill in the middle section of the paper (with equations) together.. Give
directions for how to use dice in setting up problem, and Sset expectation that each
team needs to complete at least two different rolls, most likely three, before checking in
with me. and moving on to writing repeated addition sentences. Take questions.
(Three minutes)
Work and explore:
3. Students work in pairs to complete worksheet, each responsible for drawing a different
area model and multiplication that they come up with together. Teacher checking in
with pairs to monitor progress, check their ability to come up with two different
representations, and gauge the difficulty level or obstacles to comprehension. Teacher
also cutting handout in half so each student can eventually have one completed half
sheet, gauging the difficulty level or obstacles to comprehension, and asking them to
demonstrate how they came up with their totals. (Ten minutes)
4. When pairs have completed at least one full worksheet, they will each take half the
worksheet to write out two different repeated addition sentences for each combination
of the dice. (Two five minutes)
5. Each student will get a review sheet to do on their own. Teacher floating, helping pairs
finish up their worksheet or taking individual questions on the review sheet. (Five
minutes)
Debrief and wrap up:
6.4.Before getting into the crayon problem, go back to the first activity. Students will come
together, and at least two pairs will share their area models, and tell the group how they
came up with the total number. Ask them to explain why they are the same product.
What was something you noticed doing the worksheet about the dice? How did your
drawings compare? Teacher will emphasize that the product was the same. Is there
anyone who would like to share what they wrote for the crayon problem? (5+
minutes)
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Commented [CE7]: This is a little hard to follow, but
Im assuming you are clear on what you are doing
here. You will ask students for two factors (3 x 4) then
shade in 3 rows and 4 columns? This is a good
opportunity to really model both vocabulary of row
and column and to illustrate how individual squares
are part of both rows and columns (This can be
confusing for kids at first).
Commented [CE8]: Im not clear on what the
directions are for the worksheet so its hard for me to
assess what you are trying to do here. Are they rolling
the die twice and shading in rows or columns, then
determining the total? What is the object of the game?
(To fill all squares? The you cubed version has them
continue to fill in arrays on the grid the without
overlapping until they cant anymoreis this how you
are doing it, or did you construct a different version?
What makes it a game?)
Commented [CE9]: Im wondering why you want to
specify that they write repeated addition. If you just
ask them to find the total, then the strategy is open and
you will see where their understanding is on the
framework. Do they need to count each square? Can
they use repeated addition? Can they skip count? Do
they see it as multiplication? (these are the levels on the
OGAP progression).
Commented [CE10]: Is this a requirement of the
activity? If so, you need to set this up in the launch.
Commented [CE11]: Why repeated addition? Why not
multiplication?
Commented [CE12]: What is this and how did you
decide what to put on it? Why is review necessary?
How does this support your goals? It seems like more
of an exit slip I would suggest doing the debrief first,
focusing on different strategies for finding the total and
highlighting commutativity, then pass this out as an
exit slip to assess their understanding.
Commented [CE13]: Here you could go over a couple
of examples and ask students to share strategies for
finding the total. Or show 3 x 4 and 4 x 3 and have
them talk about why they are the same product.
 7.5.Students who havent finished review sheet jot down any additional notes from
discussion. Each student will get an exit slip to do on their own. Teacher floating,
helping pairs finish up their worksheet or taking individual questions on the review
sheet. (Five minutes)

Anticipating students responses and your possible responses

Students might be slow to transition from picture models to filling in a grid model, in
which case I would remind them of the rows and columns they are already familiar with as a
guide. Most likely students will count each square unit rather than skip counting or relying on
another strategy to come up with the final product. Though they might be confused at first at how Commented [CE14]: This is what you want to look for
to write the numbers in two different orders, my modeling and their partners will act as a resource. in your assessment checklistare they counting by
I anticipate managing the different work paces of groups will be a challenge, especially ones, using repeated addition, or skip counting, or
using multiplication? (levels of OGAP progression) Are
considering some might be working in partners at the same time as others are individually they recognizing commutative property?
working, but the size of the small group means that it should still be feasible to get the whole
groups attention for explanations of the upcoming tasks, even if one partnership is not
immediately starting on that next step.

Assessment of the goals/objectives listed above

The worksheets and review sheets will provide concrete evidence of the students ability to
come up with two different multiplication sentences, use rows and columns correctly in depicting
them, and write appropriate repeated addition sentences. The questions at the beginning of the
class will further clarify what students are unsure of to start, as will their partner discussions and
individual questions throughout the lesson. Our class debrief will provide me with feedback
around what the takeaways were for the students, and what connections or concepts may still need
reinforcing. A checklist is attached in a separate document. Commented [CE15]: Your checklist seems to focus on
whether they can do each part of the activityinstead,
Accommodations can you focus on the strategies and underlying
understanding you will look for in relation the
Students who find the first worksheet too challenging will have the support of the teacher in filling development of multiplicative thinking? See above.
it out, and need only complete one roll of the dice if limited by time. For those having a hard time Also see the OGAP progression and Hulbert et al
writing out the repeated addition, I will provide them with highlighters so that they can mark the chapter from session 5
columns on the grid in order to more easily visualize the addition. We will go through the review
sheet in our debrief for those who werent able to complete it on their own, due to time restraints
or the challenging material.
For those who finish early, I will provide them with more worksheets that I have filled in a grid
for, and they can work backwards to determine the factors used in the multiplication sentence.
They could also be challenged by coming up with an area model and multiplication sentences that
show a certain product or statement of repeated addition.