Alyssa Rumsey Sue Schneider’s

Tuesday and Wednesday (12:40 pm-1:20pm) 2nd grade class

Lesson Plan to teach 1/13/09 and 1/14/09

Everyday Math 6-6: Exploring arrays, coins, and division

Purpose/Rationale:

Objectives: To develop readiness for multiplication; to guide children in finding coin

combinations equivalent to $1.00; and to explore one meaning of division.
For my pre-assessment I called five students at a time to come to a table with me
while the rest of the class was doing individual morning work. I passed out note
cards and asked students to write their names on them and write what they think an
array is and how it can help them in math. Three students drew an example of an
array with a multiplication number model beside it. Another two students write that
arrays help them with multiplication. The remainder of the class either forgot, did not
know, or wrote the wrote an incorrect meaning for an array on their note card. This
indicated to me that majority of the class had little to no knowledge of an array and
how they can aid in multiplication. My cooperating teacher and I decided to focus on
arrays for my pre-assessment and final assessment in the various lessons taught at the
centers. We decided to use the money exploration center as a pre-assessment to
demonstrate to us which students need more work with money and coin
combinations. The last exploration (exploration c) is taught as an introduction to
division.

Connections to Standards/Benchmarks/Curriculum
Connection to grade book: Exploration A- arrays connects to #41. Draws and reads
array models for multiplication facts Exploration B-coin combinations connects to
#35: uses equivalent coins to shows money amounts in different ways. Added center-
48: Uses trade first to subtract multi-digit numbers.
Connection to GLCE’s: N.MR.02.14 Represent multiplication using area and array
models.

What I did to prepare to plan and teach this lesson:

I gave students a pre-assessment to gather information on what students know about

mathematical arrays. I called 5 students at a time over to a table and asked for them to
write down what they know about arrays and how they can help in math. I also met
with my cooperating teacher to decide the best way to teach the exploration lesson.
We decided it was best to do centers for the three explorations activities. My
cooperating teaching showed me where the geoboards were located in the classroom
and how to use it. I made copies of geoboard array worksheets for students to record
their data on when at my center from the math masters book. I also looked through
the report card requirements with my cooperating teacher to find our focus objectives.
What connected lesson preceded this lesson and what do you know about
students based on that work that informs this plan?
I taught a lesson 5-9 as my mini-lesson earlier this year where students reviewed the
quantity that each coin represents and came up with various ways to make 75 cents to
buy chocolate milk from a vending machine on a worksheet. Students also used the
money stamps to make 1.00 before in centers. Students should not have much trouble
with this lesson because it is review for them. The array lesson should not be too
difficult for them because they have experience using geoboards earlier in the year
(but not particularly with arrays though). Students have experience with story
problems and using manipulatives with story problems which will help them in the
introductory division center as well.
Objective(s): The students will be able to…
To develop readiness for multiplication; to guide children in finding coin
combinations equivalent to $1.00; and to explore one meaning of division.

Materials needed to have ready:

For center 1, exploration A: 5+ geoboards, 5+ geobands, 22 geobarod arrays (7x7)

from page 174 in math masters book
For center 2, exploration B: coins (20+ quarters, nickels, dimes, and pennies) for
students to make 1.00 with in different ways, 22 books for students to record various
ways to make 1.00 out of coins, coin stamps for students to record various coins in
their books when making 1.00 in different ways, ink pads for stamps
For center 3, exploration C: 22 math journals page 146, page, one container with
counters (plastic bears), one dice
For center 4: 6 copies of page 427 in math masters book, box of flats, box of longs,
box of base ten cubes, one dice.
Assessment: 22 copies of page 177 in home link master, 22 note cards.

Management considerations:

I am going to be very specific in describing what students are to do at each center.

I am going to tell students to return to their seats to complete previously assigned
journal pages (pages 137-140 or added pages if needed) if they choose to use their
time inefficiently.
Outline of your lesson sequence:

A subtraction story problem lesson came before this lesson. The previous lessons in
unit 6 do not tie much into this lesson is more of a review on money and introduces
arrays and division story problems using manipulatives. This lesson is an exploration
lesson which develops readiness for multiplication, guide children in finding coin
combinations equivalent to 1.00 and to explore one meaning of division.
DAY 1
1. Introduction (above) ~ 10 minutes: Introduce lesson, explain each center, tell
students who will be beginning at each center.
2. Center 1 (exploration A):arrays~ 10-15 minutes—I will show students what a
geoboard is. I will begin by discussing with them what an array is and how it
can be used in math. I will ask students to share what they know about an array
and add to what they know. I will then pass out a geoboard and page 174 from
the math masters book. Write down a multiplication problem and tell students
that one number represents the number of rows and that the other number
represents the number of dots in each row (3x5; 3 rows, 5 dots in each row). I
will ask students to put a geoband around 3 rows, with 5 dots in each row. I will
do this on my geoboard as an example for students who are unsure. I will ask
students for input on multiplication problems and continue to make various
rectangles with their rubberbands on the geoboards to demonstrate
multiplication problems. I will tell students that the number of dots in the
rectangles is the answer to the multiplication problem. We will record four of
the rectangles we made with the geobands on the geoboards and write down the
number of rows, amount of dots in each row and how many dots in all and the
number model. After this I will have students make rectangles on their geobards
and write number models on the back of the worksheet. Students will learn
what an array is and how it relates to multiplication and practice writing number
models for the arrays they make on geoboards. As a quick assessment at the end
of the center, I will ask students to quickly write on a notecard the same question
I asked them in their pre-assessment: What is an array and how can it help you
in math? At this center students will learn how an array can aid in multiplication.
3. Center 2 (exploration B): money ~10-15 minutes— I will give students a blank
book for them to make up different combinations of coins to make 1.00. I will
set out coins on the table to help them make different combinations of 1.00. I
will also set out coin stamps on the table for students to record the combinations
they come up with. I will encourage them to make a cover page for their money
book including their name on the front page. Students will review the value of
each coin and record various ways to make 1.00 with coin stamps in their money
book. At this center students will practice combining various coins to make 1.00.
I will encourage them to make a cover page for their money book including their
name on the front page. Students will review the value of each coin and record
various ways to make 1.00 with coin stamps in their money book. At this center
students will practice combining various coins to make 1.00.
 DAY 2
1. Center 3 (exploration C): division ~ 10-15 minutes – I will have counters
Out for students to use at center 3 (probably plastic bears or base ten cubes).
Students will grab a handful of the counters and place them in a pile. Students
will count as a group how many they have in all. Students will take turns
rolling a die to see how many counters each student gets. Students will
distribute the counters to see how many counters will be left over. Students
will record what the total number of counters they begin with is, how many
counters are in each group, and how many groups are there, and how many
counters are left over. At this center students will be introduced to one method
of subtraction.
2. Center 4: Subtraction using base ten cubes—I will put out placemats with a
column for flats, longs and cubes. Students will each start with one flat.
Students will take turns rolling the dice. The number the student rolls on the
dice will indicate how much each student should subtract from the 100 they
started with. Students will have to trade in your flat for long and your longs for
cubes to subtract. Mrs. Politzi will help students at this center and guide the
activity. At this center students will be practicing subtraction using base ten
cubes.
3. 6. Conclusion~ 5 minutes (below)
On Thursday morning I will have page 177 from the home link master book
laid out on their desks for morning work. I will ask them to work on it with a
pen and hand it to me when complete. I will go over the answers on the board
AFTER I collect the worksheets. I liked this lesson because it involves many
hands on activities. It give students an opportunity to work on hands on
activities. However it is difficult to have time to work on three separate lessons
that all use manipulative as a whole class. By dividing the class and teachers
up into three four separate centers students are able to have more individual
attention when leaning/reviewing various material. It is also easier for me to
assess their work on arrays and multiplication when I only have 7 students at
my center at a time. These centers will work great for students who need
additional help in math and who learn best using manipulatives.

Assessment:

The following morning I will have page 177 in the home link master on all student’s
desks. I will ask students to do the page in pen so they cannot erase their answers. I will
collect the worksheet and then draw each problem on the board and go over it as a class
after I collect it so that students do not change their answers. I will also assess
individual students when working at centers with them with the geoboards. At the end
of each group at my geoboard center, I will ask students the same question I asked for
my pre-assessment: What is an array and how can you use it to help with math? I will
ask them to write it on a note card as they leave the activity.