SCUSD Common Core Mathematics Lesson Planning Guide
Unit Title: Unit 1: Represent &
Understand Multiplication and Division
Approx. time:
Lesson: Outcome 3, enVision Math, 4-2
Arrays and Multiplication
A. Focus and Coherence
Students will know…
-An array involves joining equal groups and is one way to
think about multiplication
Students will be able to…
-Write multiplication sentences for arrays to find products
Student prior knowledge:
-Arrays are a good way to illustrate multiplication. An
array shows items arranged in equal rows. Each row in an
array has an equal number of items in it. The total number
of items can be found by multiplying the number of rows
and the number of items in each row. For all arrays except
those showing doubles such as 3x3=9, turning the array
changes the number of rows and number of items in a row.
CCSS-M Standards:
-3.OA.1: Interpret products of whole numbers
-3.OA.3: Use multiplication and division within 100 to solve
word problems in situations involving equal groups, arrays,
and measurement quantities
-3.OA.B.5: Apply properties of operations as strategies to
multiply and divide
B. Evidence of Math Practices
What will students produce when they are making sense,
persevering, attending to precision and/or modeling, in
relation to the focus of the lesson?
-SMP1: Make sense of problems and persevere in solving
them
-SMP2:Reason abstractly and quantitatively
-SMP3:Construct viable arguments and critique the
reasoning of others
-SMP4: Model with mathematics
-SMP5: Use appropriate tools strategically
-SMP6: Attend to precision
Which math concepts will this lesson lead to?
-Commutative Property of Multiplication (3.OA.B.5)
-Use multiplication and division within 100 to solve word
problems in situations involving equal groups, arrays, etc.
(3.OA.A.3)
-Apply the commutative property of multiplication to
multiply and divide
Essential Question(s)
-how can the same array model represent multiplication
-how can you use the array model to explain multiplication
-how does an array show equal groups
Formative Assessments
-Quick Check Master 4-2
Anticipated Student Preconceptions/Misconceptions
-students may not see that objects in rows and columns in array must be equal in order to multiply. The shape of the
array should look like a rectangle or a square. This makes the fact that you can multiply easy to see.
-in an array order matters that 3x2 is not the same as 2x3 (3 groups of two is not the same as 2 groups of 3, 3 rows of
two isn’t 2 rows of 3)
Materials/Resources
-enVision, quick check master, center activity
Grade: 3rd
Date: August 13, 2014
C. Rigor: Conceptual Understanding, Procedural Skills and Fluency, and Application
What are the learning experiences that provide for rigor? What are the learning experiences that provide for evidence of
the Math Practices? (Detailed Lesson Plan)
Warm Up –Daily Common Core Review 4-2: #2
Lesson – Set the Purpose/connect: You have already learned how to model equal groups with counters and multiply to
find the product. Today, you will learn how to use a different model for multiplication. Point out that everyday items are
often organized in equal rows. Pictures in a photo album are often arranged in rows. What are some other examples of
equal rows found in everyday life? Allow students to suggest and discuss. (Sample responses: stamps on a sheet of
paper, eggs in a carton, and people in a parade)
Prose the problem: Mark puts sports cards in an album. He puts 4 rows of cards on each page. He puts 3 cards in each
row. How many cards are on each page? Have pairs of students work to solve the problem using any method they
choose. Encourage them to use counters and ask them to record their work on paper. Discuss solution methods. (12
cards)
Model/Demonstrate: Once pairs of students have explored their own methods for solving the sports cards problem,
work through the problem as a class. Use counters to model the crds from the problems in rows. How many rows did you
make? (4 rows). How many counters are there in each row? (3 counters). What multiplication problem can you write to
help you solve this problem? (4x3=12)
Extend: Use counters to show 4 rows of 5. Write a multiplication sentence to show the array. Repeat for 5 rows of 4.
What do you notice about the products? (They are the same)
Visual learning: In this lesson, you will learn about the commutative property of multiplication and make and use arrays
to help you multiply
Guided Practice: Remind students that an array shows equal groups. When objects are arranged in equal groups, what
operation or operations can be used to find the total number of objects? (multiplication, repeated addition)
Guide students through #3, 5, 6
Independent Practice/Problem Solving: Have students complete independent problems #7-22
Closure – In this lesson, you learned to make and use arrays to multiply, and you learned that you can multiply factors in
any order and the product will be the same. Project Quick Check Master 4-2. Have students complete questions 1-3.
Collect and score using the rubric in TE.
Suggested Homework/Independent Practice
-Reteach and workbook pages 4-2
Grade: 3rd
Date: August 13, 2014