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Multiplication Array Monday

This document provides a lesson plan for a Year 2 mathematics class on multiplication and division using arrays. The learning intention is for students to model and describe equal groups using arrays of rows and columns. Students will use repeated addition to find totals. The lesson involves introducing arrays through skip counting, demonstrating an example array, and having students work in pairs to draw and build their own arrays using counters. Students are divided into four levels based on ability. The teacher reflects that classroom management needs improvement to reduce restlessness.

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131 views2 pages

Multiplication Array Monday

This document provides a lesson plan for a Year 2 mathematics class on multiplication and division using arrays. The learning intention is for students to model and describe equal groups using arrays of rows and columns. Students will use repeated addition to find totals. The lesson involves introducing arrays through skip counting, demonstrating an example array, and having students work in pairs to draw and build their own arrays using counters. Students are divided into four levels based on ability. The teacher reflects that classroom management needs improvement to reduce restlessness.

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We take content rights seriously. If you suspect this is your content, claim it here.
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Curriculum Maths Class: Crocodiles Year 2/Stage 1 Teachers signature

Topic Multiplication and Division- Arrays Date 5-9-2017 Time 12:00pm

Learning Intention: Outcome(s) Content:


WALT: I can model and describe equal groups using arrays (rows and columns). MA1-1WM- Describes Model and use equal groups of coloured counters
I can use repeated addition to find the total. mathematical situations and as a strategy for multiplication.
Metalanguage: groups, row, column, array, number of rows, number of columns, number methods using everyday and some Represent division as grouping into equal sets and
in each row, number in each column, total. mathematical language, actions, solve simple problems using these
Success criteria: materials, diagrams and symbols, representations.
Students will recognise and represent multiplication as repeated addition, groups and arrays. MA1-6NA- Uses a range of mental Use coloured counters to model multiplication as
WILF: Substantive communication- explaining arrays in correct language. strategies and concrete materials for equal groups and by forming an array of equal
multiplication and division. rows or equal columns.
Time Teaching strategies Learning strategies Grouping Space Resources
Intro Begin with skip counting Sitting and listening to instruction, Whole class at the Cleared front of room Whiteboard and marker.
20 Min forwards by 2, 3, 4, 5 and 10 and discussing/calling out answers front of room.
from any point on a hundreds together while skip counting.
chart. Discuss patterns that are Watching the whiteboard to gain an
made. Use whiteboard to describe understanding of an array.
how arrays work.
Modelled whole Explain that arrays are another Students draw the covered array on Whole class at the Cleared front of room Whiteboard and marker
class activity way of modelling and describing their whiteboards and reveal what front of room
20 Min equal parts. they have drawn and compare.
Make an array and explain how
each row has an equal amount of
columns. Demonstrate with a
drawing and cover it.
Group/Independent Have the students form pairs and Students take turns making simple In pairs At the desks in pairs Counters, whiteboards, markers,
activities get them to take turns at drawing arrays (max. 5x5) and show partner. dice.
20 Min an array and constructing using The other student uses counters to
counters match the array. They then compare.

Differentiation: Summative Evaluation


There are four levels, beginning with level 2, that students are divided into, depending on their The students were a little restless at times. I had to continually ask them to be
mathematical ability. Depending on the level, the numbers on each dice gets larger, and the size silent. This is due to me engaging in some of their complaints of where to sit,
of the arrays get larger. Level 1 use 2x 6-sided dice and arrays no larger than 4 x 4. Level 2 students misbehaving etc. I must be stricter with my CBM, more direct with
arrays are no larger than 5 x 5 and use 1x six-sided die and 1x ten-sided die. Level 3 describe explanation, more descriptive with instruction and more organised when handing
their arrays, rather than show it, and use 2x ten-sided dice and model as repeated addition first,
out equipment.
then as an array. Level 4 do the same, but with 1x ten-sided die and 1x twelve-sided die.
Teaching notes
Conclusion went well, with the students reciting and describing the
Have students pair with their common levels. metalanguage. I finished the lesson with a dice game to get them prepared to use
dice in next lesson.
(Reflection)

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