Unit: 4 Heather Bundick / Week: 36 Monday May 1st 2017 Day: 1
Domain: Operations and Algebraic Thinking / Suggested time/duration: 60 minutes
Standard: MAFS.2.OA.3.4
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. / Learning Target(s):
  • use addition to find the total number of objects in an array.
  • represent the total number of objects with equations showing a sum of equal addends.

Rigor: Conceptual understanding / SMP(s): 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively 4. Model with mathematics 6. Attend to precision
Materials/Resources:One is a Snail, Ten is a Crab (or video link below) by April Pulley Sayre & Jeff Sayre, illustrated by Randy Cecil, AIMS Accounting for Butterflies, butterfly pasta or butterfly cutouts from AIMS lesson, net cutouts from AIMS lesson, student worksheet from AIMS lesson, Eureka Math Module 6 Lesson 2 Problem Set (optional), Eureka Math Module 6 Lesson 1 (optional)
Engage: Read aloud One is a Snail, Ten is a Crab by April Pulley Sayre & Jeff Sayre, illustrated by Randy Cecil. If book is not available you may show video One is a Snail, Ten is a Crab. Pause on pages where multiple single animals are combined to make a number (3 crabs = 30, 4 crabs or 10 dogs are 40, etc.) and discuss how these can be counted.
Explain:
  • AIMS Accounting for Butterflies – Follow Do This #1 – 5 to have students find the total amount of butterflies when a given number of nets with an equal number of butterflies in each are given.
  • Also give non-examples where there is not an equal number of butterflies in a designated number of nets.
  • Discuss why repeated addition cannot be used in these situations. Another situation to present: There are 3 nets with 3 butterflies in one, 5 butterflies in another and 4 butterflies in the third.
  • Model this on the board or under the document camera.
  • Have students model with their materials.
  • Ask: Are these groups equal? Move your counters to make the three nets equal. How did you make the groups equal? ( move one count from the 5 to the 3 to make 3 nets with 4 butterflies) As students solve repeated addition situations have them use the following sentence stem to describe: There are ____ nets (groups) of _____ butterflies.
Explore:
  • M:Meet the Teacher
  • A:Eureka Arrays Worksheet
  • T:Moby Max
  • H: Hands on Manipulatives and Games

Elaborate: Use the Ask These questions from the AIMS Accounting for Butterflies lesson to debrief with students.
Evaluate: Teacher observation
Options for remediation/extension: Remediation Eureka Math Module 6 Lesson 1
Unit: 4 / Week: 36 Tuesday May 2nd 2017 Day: 2
Domain: Operations and Algebraic Thinking / Suggested time/duration: 60 minutes
Standard: MAFS.2.OA.3.4
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. / Learning Target(s):
  • organize a group of objects into rectangular arrays with up to 5 rows and up to 5 columns (i.e., equal amounts in each row and equal amounts in each column).
  • use addition to find the total number of objects in an array.
  • represent the total number of objects with equations showing a sum of equal addends.

Rigor: Conceptual understanding / SMP(s): 2. Reason abstractly and quantitatively 4. Model with mathematics 5. Use appropriate tools strategically 6. Attend to precision 7. Look for and make use of structure
Materials/Resources: CPALMS Hooray Arrays, Each Orange Had Eight Slicesby Paul Giganti Jr., number cubes (1 per pair of students), Strips of paper or Paper Strips attachment (5 strips per pair), counting chips (25 per pair), Hooray for Arrays recording sheet, Hooray Arrays Assessment
Engage: Watch Array Video:Each Orange Had Eight Slices
Explain:
  • Students and teacher will complete the Math Arrays Journal by using the Gradual Release Method.
Explore:
  • M: Meet the Teacher
  • A: Eureka Arrays Worksheet
  • T: Moby Max
  • H: Hands on Manipulatives and Games

Elaborate: Students will discuss and model how they got their answers.
Evaluate: Informal Assessment
Options for remediation/extension: See Accomodations and Extensions from CPALMS Hooray Arrays lesson. Remediation: LearnZillion Unit 13 Lesson 1.
Unit: 4 / Week 36 Wednesday May 3rd 2017 Day 3
Domain: Operations and Algebraic Thinking / Suggested time/duration: 60 minutes
Standard: MAFS.2.OA.3.4
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. / Learning Target(s):
  • organize a group of objects into rectangular arrays with up to 5 rows and up to 5 columns (i.e., equal amounts in each row and equal amounts in each column).
  • record pictorial models (e.g., free drawing, graph/grid paper) of rectangular array arrangements that have been constructed with tangible objects (e.g., counters, bears, square tiles, etc.)

Rigor: Conceptual understanding / SMP(s): 2. Reason abstractly and quantitatively 4. Model with mathematics 5. Use appropriate tools strategically 6. Attend to precision 7. Look for and make use of structure
Materials/Resources: 100 Hungry Ants by Elinor J Pinczes, illustrated by Bonnie MacKain or video (link below), counters(bears, beans, counters), LearnZillion Unit 13 Lesson 2 Designing Arrays Practice, LearnZillion Unit 13 Lesson 2, LearnZillion Unit 13 Lesson 2 Teaching Notes,Eureka Math Module 6 Lesson 5 Problem Set 1-3 (optional)
Engage: Read Aloud 100 Hungry Ants by Elinor J Pinczes illustrated by Bonnie MacKain, 100 Hungry Ants. Discuss how the book shows groups of equal numbers to count the ants. Have students identify how the equal groups are shown in the book – rows and columns (lines).
Whole Group:
  • Note the connection between the word array and arrange.
  • Discuss how an array is an orderly arrangement of things. Present students with the scenario, we have to arrange 20 books so that there are an equal number on each shelf. How many shelves? How many books on each shelf? Allow students to use counters and develop solutions. Then discuss and relate solutions to arrays.
  • Students will work in partners to complete the LearnZillion Designing Arrays Practice.
Explore:
  • M: Meet the Teacher
  • A: Eureka Arrays Worksheet
  • T: Moby Max
  • H: Hands on Manipulatives and Games

Elaborate: Have teacher selected groups model their solutions for Designing Arrays
Evaluate: Informal Observation
Options for remediation/extension: Extension: CPALMS Array Addition Remediation: Eureka Math 6-5 (visual concept builder)
Unit: 4 / Week 36 Thursday May 4th 2017 Day 4
Domain: Operations and Algebraic Thinking / Suggested time/duration: 60 minutes
Standard: MAFS.2.OA.3.4
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. / Learning Target(s):
  • organize a group of objects into rectangular arrays with up to 5 rows and up to 5 columns (i.e., equal amounts in each row and equal amounts in each column).
  • use addition to find the total number of objects in an array.
  • represent the total number of objects with equations showing a sum of equal addends.
  • solve situational problems that involve two or more equal addends (i.e., repeated addition).
  • identify pictorial models of rectangular array arrangements.
  • record pictorial models (e.g., free drawing, graph/grid paper) of rectangular array arrangements that have been constructed with tangible objects (e.g., counters, bears, square tiles, etc.)

Rigor: Conceptual understanding / SMP(s): 4. Model with mathematics 6. Attend to precision 7. Look for and make use of structure
Materials/Resources: counting tiles, white boards and markers, Real Life Array Examples, MAFS.2.OA.3.4 FACTS A Picture Tells a Thousand Words Arrays
Engage: We are going to display 3 Real Life Pictures that depict arrays. Have the students recreate these arrays with their counters/chips. Show all of the possible ways they can be arranged. Allow students the choice to reason concretely with counters, pictorially or abstractly. Then discuss student responses.
Explain:
  • Students will work in pairs to complete - A picture tells a thousand words arrays. Have them write a repeated addition equation for each of their arrays.
  • Students will take a formative on Arrays worth 8pts.
Explore:
  • M: Meet the Teacher
  • A: Eureka Arrays Worksheet
  • T: Moby Max
  • H: Hands on Manipulatives and Games

Elaborate: Students will take a formative on Arrays worth 8pts.
Evaluate: Students will take a formative on Arrays worth 8pts.
Options for remediation/extension:Markers in Boxes
Unit: 4 / Week 36 Friday May 5th 2017 Day 5
Domain: Operations and Algebraic Thinking / Suggested time/duration: 60 minutes
Standard: MAFS.2.OA.3.4
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. / Learning Target(s):
  • use addition to find the total number of objects in an array.
  • represent the total number of objects with equations showing a sum of equal addends.
  • solve situational problems that involve two or more equal addends (i.e., repeated addition).
  • record pictorial models (e.g., free drawing, graph/grid paper) of rectangular array arrangements that have been constructed with tangible objects (e.g., counters, bears, square tiles, etc.)

Rigor: Conceptual Understanding / SMP(s): 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively 6. Attend to precision 7. Look for and make use of structure
Materials/Resources: LearnZillion Unit 13 Lesson 3, LearnZillion Open Engage, colored 1-inch tiles, personal white boards and markers, Eureka Math Module 6 Lesson 9 with Problem Set, Exit Ticket and Homework (Optional - within Eureka Math module)
Engage: Play the LearnZillion Array Game
Explain:
  • Students will take a Summative Assessment on Arrays worth 12 pts.
Explore:
  • M: Meet the Teacher
  • A: Eureka Arrays Worksheet
  • T: Moby Max
  • H: Hands on Manipulatives and Games

Elaborate: Students will take a Summative Assessment on Arrays worth 12 pts.
Evaluate: Students will take a Summative Assessment on Arrays worth 12 pts.
Options for remediation/extension: Remediation: Utilize Eureka Math Module 6 Lesson 9 Homework situational problems for extra guided practice with struggling students. Enrichment: Students write their own problems for peers to solve using arrays and repeated addition equations.