Candidate Name: Renee Carnes Lesson Topic: Arrays

Date of Lesson: Tuesday, October 28, 2014 Grade Level: 2nd

Decision and Planning Sequence1. Standards

2.OA.C.4 Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.

2. Lesson Objectives

I can identify an array. I can match an array with a related equation. I can write an equation that is related to a model.

3. Instructional Materials/Resources

Muffin tin Egg carton Laundry basket Small crate Dice (regular and 10

sided) 2 boxes of juice Calculator Ice cube tray Legos

Lego Mats Dry erase markers Erasers Array/number sentence

puzzle Dice worksheet Pictures of large real life

arrays for Anticipatory set

Matching cards

4. Prior Knowledge

Addition to 20 and above. How to write and create number sentences. Group objects into equal parts.

5. Bloom’s Taxonomy (bolded in lesson)

6. Gardner’s Multiple Intelligences: linguistic, interpersonal, bodily kinesthetic, logical-mathematical, and visual-spatial.

7. Body of Lesson

a. Anticipatory Set: Show students picture of different arrays in real-life (waffle, parking lot, garden). Use one of the pictures to write an equation

that matches the array. (Understanding, creating, application, analysis)

b. Teaching Strategies: cooperative learning, modeling, scaffolded instruction, discussion, learning centers.

c. ProceduresCenters

Matching: Students will match the array to the number sentence. (Understanding)

Lego Arrays : Students will use the array Lego mat (Lego array worksheet in a plastic sleeve) to use Legos and write a number sentence using dry erase marker. (Comprehension, application, analysis, synthesis, evaluation)

Roll an Array : Students will have their own worksheet. They will roll the dice and put the number on the first line. They will roll it again and put in on the second line. (Example: 4 groups of 3) students will draw an array to match and then write the number sentence. (Comprehension, application, analysis, synthesis, evaluation)

Real Life Arrays : Students will use real life objects to identify arrays we see in real life. They will draw the array and write the number sentence. (Comprehension, application, analysis, synthesis, evaluation)

d. Closure-Students will share some of their work from their last center.

e. Assessment: Observation of Lego array and matching center. Student will turn in their sheets from Real Life arrays and Roll an

Array Center.

Accommodations : Strategies, Materials, and Assessment Some: These students may benefit from extra practice at the matching center. They will be given extra support and guidance when doing the centers if needed. Students will have mixed ability groups and need to work as a group to complete some of the centers.

Most: Students will do the above lesson and benefit from the varied levels of the centers.

Few: Students may use the 10-sided dice for the roll an array center. During the Lego center they could possibly use one Lego or multiple Legos to create a number sentence.

Teacher Reflective Evaluation

Written after the lesson has been taught. You must address what went well and what should be revised.Potential Prompts:

1. Potential Decision Making (adjustments made based on learners reaction to the lesson)

With each lesson I teach I try to go with the flow and let the students lead discussions and take it in whatever direction they need to go. I started out by asking what an array was and what we needed to form an array. I then showed a picture of a waffle, parking lot, and garden. We took the picture of the waffle and wrote a number sentence that matched the array on the waffle. After I explained each center, what they were supposed to do, and where to start, students went right to their centers to get started. The introduction to my lesson took longer than I expected because we had to review arrays briefly because some of them were not doing repeated addition but 5+6= 30 instead of 5+5+5+5+5+5=30.

For one of my real life arrays my cooperating teacher offered to bring in a pack of juice pouches. When I asked her for them she had forgotten; I was calm and told her it was no big deal that they could skip that one and use the other real life arrays because we had plenty of others. It really bothered her that she forgot to bring something for my lesson, so she went around and found an assortment of Capri Suns to put in a box.

I made sure I circulated throughout the room to help students when needed and do a quick check on how they were doing with the content. I noticed that about ten students who had trouble with one of the centers that was the highest level because they were creating their own arrays and number sentence without assistance.

After we were done with centers we wrapped up with sharing some of their arrays and I modeled how to once again do the dice center, because about ten students were not proficient in that center.

2. Transition to the next activity (the flow of one activity to another)

My anticipatory set flowed nicely into our centers. I made sure I used a timer during this lesson to monitor center time. Each center lasted 10 minutes, which worked well with how much students could accomplish and complete their graphic organizers or worksheets. They for the most part knew where they were going in the rotation of centers. I only had to give 2 reminders at the very beginning. The centers flowed nicely into our wrap up discussion.