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Student : Nick

Year Level: Grade 2

Nutshell Statement
Nick successfully demonstrated one to one correspondence, skip counting by 2s,
5s and 10s from zero. Nick can confidently produce a forward or backward
number sequence beginning from any given number (0-100) and identify
numbers as more or less. Nick employs a range of addition and subtraction
strategiessuch as counting on, counting back, count down/up. In most cases Nick
is able to use these strategies, over counting all. Nick has also demonstrated the
use of the known facts strategy (such as knowing instantly 10 less than 70 is 60)
as well as doubling strategies such as 4+ 4=8 (without counting all.) He displays
understanding of commutativity (the result of an operation is not affected by the
order of the numbers, e.g. 2 + 19 is the same as 19+ 2, and count on from 19.)
Nick is able to use self-correction techniques. He demonstrated the ability to
conceptualize ten facts and count objects in10s (such as three 10s and six 1s is
36), as well as being able to represent numbers using models (such as popsicle
sticks) in bundles of 10 and singles. Nick showed he could use the trial and error
technique to equally divide 12 teddies onto 4 mats. He has shown he can use
mental chunks and building to the nearest 10 to find answers (such as when
asked for the sum of 27+10, he broke the numbers down to those that can be
used with known facts e.g. 20 + 10 = 30 plus 7 = 37.) Nick demonstrated the
ability to read, write and order numerals up to 7 digits. He was able to find
patterns to visually identify quantities to 10, as well as using visual partitioning to
label unknown points on a number line by finding where the half and the quarter
points would be.

Nick was unfamiliar with the Mathematical concept of representing additive and
multiplicative thinking in visual models, Recognising this difficulty lead me to plan
a lesson based on 'Number Arrays

Mathematics lesson plan EDMA262

Topic: Number Arrays
Year Level(s): Grade

Date: 10/05/16
Lesson duration:



Mathematical Focus:
Introducing number arrays using multiplicative and additive thinking
Intended learning outcome:
Students will practise multiplicative and additive thinking to support the
introduction of Arrays.
Students will use the new understanding to construct and identify their own
Learning Intention:
Students are learning to recognise and use arrays to represent a multiplication
Victorian Curriculum (VC):
Year level: Level 2
Content strand: Number and Algebra
Sub-strand: Number and Place value
Content descriptors:
Recognise and represent multiplication
as repeated addition, groups and
arrays (VCMNA108)
Representing array problems with
available materials and explaining
Visualising a group of objects as a unit
and using this to calculate the number
of objects in several identical groups
Proficiency strand(s) and
Representing multiplicative and
additive thinking in visual models
Visually identifying the amount of a
sum in a group by demonstrating
multiplication and addition skills
Problem solving

Students prior knowledge:

Students already understand/know
about this topic/mathematical
focus, and the skills already used:
This is an introduction class to the
mathematical concept of arrays,
however students have prior
knowledge in multiplication and
addition. Students will be able to apply
multiplication and addition skills to
solve simple arrays.

Modelling the use of number arrays for

Abstracting multiplication and division
Seeking possible outcomes for a
number array with multiple factors
Assessment strategy/strategies:

Whole Class Sharing

What will you analyse, in the

evidence found in the

Can students construct an array from
the given multiplication questions?

Is mathematical vocabulary being used

and in correct context?

Can students justify and explain their

Do students know the properties of an

Key vocabulary/terms:
Additive thinking
Multiplicative thinking
Times as many (multiplicative
Commutative (4x3, 3x4), associative
and distributive properties for
Multiplication sentence
Groups of
Rows and columns
Laminated A3 grid (Appendix 1)
Coloured counters
A2 paper for anchor chart
Class set of worksheet (Appendix 2)
Coloured pencils

Lesson design
Lesson introduction (Whole TUNING IN):
-Sit children on floor in a large circle around an A3
sized blank Grid (Appendix 1). Teacher will ask any
child to pick two numbers between 1 and 9
-Using the students chosen numbers, teacher will
model how an array is formed, for example, if the
student says 5 and 3, you will place counters in 5
columns of the grid and 3 rows, to make a 5x3
rectangle array. Repeat this procedure another two
times, then instead of the teacher placing the
counters, ask a student to do it for you. This will help
the teacher to see if the students are establishing an
understanding of the concept
-When the teacher feels that the students understand
how to make an array, use probing questions to
engage and then explain that today, they are learning
about Arrays!


Development/investigation (Part INVESTIGATING):
- As a class, develop an anchor chart (Appendix 3)
titled Number Arrays that can be hung in the
classroom while you learn about them. Include a
definition: An array is a set that shows equal groups in
rows and columns.
- Children will go back to tables to work on an array
handout (Appendix 2).
- Worksheet will have a list of 10 multiplication sums
and a large blank grid where they can colour in the
squares to make an array, and then label the array.
- Teacher can roam from table to table and provide
help where needed. Children that are completing the
worksheet without any difficulty can be giving an
extended list of questions, such as a whole number so
that they would need to make up an array to suit (like
for 12, they might choose 2x6 or 3x4)
- Children will be asked to stop working and pack up,
leaving their worksheet on their table
-In table groups, children will complete a walk around
to look at their classmates work.

Focus questions:
Why is an Array a good
way to show an amount of
What are some things at
home that comes in
arrays? (Carton of Eggs,
Donuts, box of bottled
drinks and ice cubes)
How many counters in the
rows, how many counters
in the columns?
Can you prove it!
What multiplication
sentence describes the
What objects in your home
are arranged in arrays?
Focus questions:
How to do know?
Can you show that in a
different way?
Can you use colours to
make the array clearer?
Can you find the whole
number of the arrays?
Prove it to me
Is there a better way of
counting the counters?
Show that the array
number can be found by
multiplying the rows x


Plenary and conclusion (Whole REFLECTING
-Students will be asked to return to the floor
- Teacher will select or invite some students to share
what they have learnt with their peers
-Whilst sharing, the teacher will encourage students to
explain and justify what they have learnt in this task
-Teacher will lead a discussion about what students
learnt and how they can use arrays in their future
- As a plenary for the session, the teacher will take the
number of students present in the classroom and ask,
how can we make an array using the number as the
whole amount.
- Encourage children to share their ideas, and then as
a class with each child representing 1 square of the
grid, the teacher will lead the formation of these
arrays, with a photo taken of every one. E.g., if the
class is 24, take a photo of 2 rows of 12, 4 rows of 6
and 3 rows of 8)
-These photos can be added to the anchor chart,
labelled, and displayed in the classroom
Catering for diversity:

Focus questions:
How can we use arrays to
solve multiplication
Why is it important to know
how to multiply with arrays?
When might you use this skill
to find the sum of an array at

Enabling prompt:
Teacher to work with a small group of struggling students on the floor, to keep
practicing making arrays with counters and the A3 grid sheet. Once satisfied,
teacher will lead the completion of the worksheet with the group while modelling
the multiplication arrays on the grid with counters before students draw them onto
the worksheet.
Extending prompt:
Students can be challenged to write the additive thinking sentence on the array as
well as the multiplicative equation E.g. 3x3 would be 3 + 3 + 3
Teacher will provide students with a second list of questions to place on their grid;
these will be whole numbers so that the student will have to choose a multiplicative
equation to complete the array (Appendix 4). E.g. Giving the number 16, students
might write the array as 2x8 or 4x4, including the additive sentence 4 + 4 + 4 +4.
English as additional language learner/dialect (EALL/D) learners:
When providing and modelling the examples in the beginning of the lesson, chose
EAL/D students to selected numbers for the array and then apply it to the grid.
By creating the anchor chart that is rich with visual prompts helps EAL/D students
to create a visual image of the concept
Place EAL/D students on table groups with extended students who are able to assist
Indigenous learners:
The Indigenous project Make it Count (2015), suggests pairing Indigenous
students up with a critical friend that is able to model the task at hand. The use of
stories in maths can also be helpful to make the questions contextual and

meaningful for Indigenous learners.