Lesson: Properties lesson 5
Lesson Objective
Lesson Plan
Edward Brooke Charter School
I. Curriculum Standards
ü Count by 3 to 30 and 4 to 40, starting at any multiple of 3 or 4. [M.1.2.a]
ü Define multiplication as repeated addition. [M.11.2.a]
ü Explain the connection between multiplication and skip counting. [M.11.2.b]
ü Create arrays as models of repeated addition. [M.11.2.c]
II. The Point
What is an array?
III. Materials Needed
Copies of 2.10.5 Practice Problems
Copies of 2.10.5 Math Workout
Counters
Slates – optional for practice
IV. Lesson Outline
Time: 60 Minutes
30 min. – Arrays as Repeated Addition
15 min. – Math Workout
10 min.  Mental Math
5 min.  Summary
V. Learning Activities
1. Arrays as Repeated Addition (30 min.)
In this lesson, students work to solidify their understanding of arrays as models of repeated addition.
Review the big ideas from Lesson 2.10.5 with students.
Students practice finding the total number of items arranged in arrays groups using counters and sketches. Students use repeated addition/ skip counting to find the total number of objects. They represent the repeated addition with multiplication number sentences on paper or slates.
Students practice:
 describing arrays
 drawing arrays
 finding the total number of items in an array
a. Describing arrays
Create an array on the board or the overhead:
b. Drawing Arrays
Draw an array that has:
4 rows
5 counters in each row
How many dots in all?
Write the multiplication number sentence.
Draw an array that has 8 dots. (multiple possibilities)
How many rows?
How many dots in each row?
How many dots in all?
Write the multiplication number sentence.
c. Distribute 2.10.5 Practice Problems (4 pgs) to students.
On the board or overhead, show students how an array can also be created by shading squares on grid paper.
Instead of drawing a dot for each item in a row, you shade a square to represent the item.
The egg carton in item #1 would be represented by shading 2 rows of 6 squares.
































Complete the first 12 pages of this practice packet together.
We are moving students to showing arrays on grid paper to facilitate the transition to the area model for multiplication/division in third grade. Students will use the area model in the future for whole number multiplication/division as well as multiplication/division of fractions.
Students complete the 2.10.5 Practice Problems (2 page problem set) as guided, supported, and/or independent practice.
2. Math Workout (15 min.)
Students complete 2.10.5 Math Workout.
3. Mental Math (10 min.)
Students participate in a Mental Math practice session.
4. Summary (5 min.)
What is an array?
Lesson Resources
2.10.5.WO (Full).doc 
64

2.10.5 Practice Problems.doc 
54

2.10.5.doc 
23
