Pre-practicum 2 Lesson Template

Second Grade
OVERVIEW OF THE LESSON
MA Curriculum Frameworks incorporating the Common Core State Standards: With
regard to how this lesson fits into the big picture of the students long-term learning, which
MA framework does the lesson most clearly address?
2.0A.C.4 Operations & Algebraic Thinking
Work with equal groups of objects to gain foundations for multiplication- use addition to find the
total number of objects arranged in a rectangular array with up to five rows and up to five
columns; write an equation to express the total as a sum of equal addends.
Instructional Objective: By the end of the lesson, (1) what concept, information, skill, or
strategy will the student(s) learn and (2) how will they demonstrate that knowledge?
Students will be able to create a multiplication array to solve single-digit multiplication
problems. They will demonstrate this knowledge by hole-punching the necessary amount of
holes into a note card to solve the accompanying multiplication problem.
Assessment: What specific, tangible evidence will show that each student has met this
objective?
Each student will complete a multiplication array chart containing six multiplication problems
and the completed, hole-punched cards representing each problem and its solution.
Academic Language Objective: By the end of the lesson, (1) what language, relating to the
lesson and lesson content, will the student(s) know or learn, and (2) how will they demonstrate
that knowledge? Refer to Read Aloud Training (Elementary) or Academic Language Training
(Secondary) and to WIDA and Three Tiers of Vocabulary Beck, Kucan, and McKeown (2002) as
cited by Thaashida L. Hutton in Three Tiers of Vocabulary and Education.
Students will learn the following vocabulary words and their definition:
Array, multiply, add, row, column, total, vertical, horizontal
Assessment: What specific, tangible evidence will show that each student has met this
objective?
Each student will label row and column on each of their completed multiplication arrays.
Each student will draw out and label on the top of their chart the symbols for multiplication,
addition, and total.

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Content: What are the specific details of the lessons content knowledge?
Students will use repeated addition to solve multiplication problems as represented by the
number of holes punched out on a note-card. The holes will be organized into the proper amount
of rows and columns.

Revised August 2015 Cass/Malley/Hagen

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PROCEDURES FOR THE LESSON

In this section, provide specific directions, explanations, rationales, questions, potential
vignettes/scenarios, strategies/methods, as well as step-by-step details that could allow someone
else to effectively teach the lesson and meet the lesson objectives.
Opening (_15_ minutes): How will you introduce the instructional objective to the students,
activate learners, pre-teach/ preview vocabulary, and prepare them to engage with the lesson
content?
I will sit by the white board with the students and explain to them that today we will learn how
to use an array to solve multiplication problems.
As a review, I will ask one student to volunteer to go up to the board and write out the first
part of an addition problem (not including the answer, i.e just 4 + 9). I will then ask the same
student to point to the addition symbol in their problem. I will review with the students how the
addition symbol means combined with. I will then explain how multiplication has a different
symbol than addition, and will ask one of the students to go up to the board and write out the
beginning part of a problem (not the answer) using a multiplication symbol. I will then explain
how the multiplication symbol means _____. I will then ask another student to solve the
addition problem, and will note the equal sign, and how it means is the same as. I will then
explain how in todays lesson, we will be using repeated addition to solve multiplication
problems, and remind the students to remember the difference between addition and
multiplication symbols.
I will then show the students an example of an array by drawing one out on the whiteboard,
using 5 columns and 3 rows. I will ask the students if any of them know what a column is. If
so, I will ask a student to write column next to the column on the array I drew. If not, I will
explain to the students what a column is- saying that a column is the vertical set of objects, or the
objects going up and down. I will ask the same question about rows, asking if any student can
identify the rows on the array I drew. If not, I will explain to the students that rows are
horizontal, going side to side, instead of up and down.
I will then explain to the students how you can use an array to depict a multiplication problem.
I will draw on the board how 3 x 5 would look as an array, and how I depicted 3 rows and 5
columns, and that the total boxes in the array is the sum, or 15.
After showing the students a few examples, I will tell the students that we will be using a hole
puncher to create rows and columns of holes arranged in an array to solve multiplication
problems.

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Venkatesh/Akoury/Malley

During Lesson (_10_ minutes): How will you direct, guide, and/or facilitate the learning process
to support the students in working toward meeting the instructional objectives?
I will hand each student six index cards, a hole-puncher, and a printed out chart containing six
single-digit multiplication problems. I will do the first problem with the students as an example. I
will ask someone to read me the problem aloud as I write it on the white board. I will then ask a
student to identify which number will be represented by rows, and which number will be
represented by columns. Once properly identified, I will hold up my index card and punch out
the same number of holes in my index card as corresponds with the number identified as being
represented in rows. (i.e 5x3, will punch out 5 holes in a horizontal line across my notecard). I
will then ask another student to identify how many columns we need, which will represent the
second number in the multiplication problem. I will then punch out that number of columns,
making sure to include the first hole in each row as one of the holes in my column. I will hold up
my index card completed with all the holes, and explain to the students how the arrangement of
the holes is called an array.
I will then ask if anyone has any questions before asking each student to return to their desk
and complete the other five problems by making a hole-punched array (on a different index card
for each problem). I will instruct the students to glue their index cards down onto their charts
under the problem it represents.
Closing (_5_ minutes): How will you bring closure to the lesson and, by doing so, review and
determine what students have learned?
Once all the students have completed the five problems, I will ask each student to draw and label
the symbols for addition, multiplication, and sum at the top of their charts. I will then ask the
students to go through and label in marker the rows and columns on each of their arrays. I will
then have the students hand in their finished work to me for grading/review.

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FINAL DETAILS OF THE LESSON

Classroom Management: If teaching a small group or whole class, how will you use classroom
routines, reinforce appropriate behavior, and/or handle behavioral issues? Give one example.
If any student(s) begins to behave inappropriately by either acting out, talking out of turn, or
disrespecting myself or a peer, I will briefly stop the lesson and explain that it is very difficult for
me to teach this lesson when myself and the other students are being distracted by inappropriate
behavior. I will identify the behavior, and remind the student(s) that the behavior is either
unacceptable, or is only acceptable during recess, lunch, etc. I will draw one frown face on the
white board to show that I was interrupted once during the lesson. I will then explain that if I get
to three frown faces, the lesson will stop and each student will have to return to his/her desk and
the lesson will be re-visited during recess. I will also explain how upset the other students would
be to lose some of their recess time because one of their peers was not behaving appropriately,
and I would ask the student(s) who is acting out if they would want one of their peers to do that to
them.
Materials: What are the materials that you will need to organize, prepare, and/or try-out before
teaching the lesson?
White Board
White Board Marker
Paper
Colored index Cards
Hole Puncher
Tape
Follow-up: How will you and/or your Supervising Practitioner reinforce the learning at a later
time so that the students continue to work toward the lessons overarching goal (i.e. the MA
Curriculum Framework incorporating the Common Core State Standards)?
I will check each students completed work and will sit down one-on-one with any student if
his/her work shows any errors or signs of confusion. I will work with that student individually to
help them understand the concepts they are missing. Otherwise, each student will receive their
graded charts, which they will be able to take our and use during math lessons to help them solve
and visualize single-digit multiplication problems.

Revised August 2015 Cass/Malley/Hagen

Venkatesh/Akoury/Malley

Revised August 2015 Cass/Malley/Hagen

Venkatesh/Akoury/Malley