| Full lesson | Create for a teacher a set of content for giving a lesson, beginning with the lesson plan. Each new block of materials must begin with an H1 heading (other subheaders must be H2, H3, etc). When you describe required pictures, write those descriptions in curly brackets, for example: {A picture of a triangle} |
| Which subject | Mathematics |
| What topic | Arrays |
| What length (min) | 60 |
| What age group | Year or Grade 3 |
| Class size | 23 |
| What curriculum | Victorian |
| Include full script | |
| Check previous homework | |
| Ask some students to presents their homework | |
| Add a physical break | |
| Add group activities | |
| Include homework | |
| Show correct answers | |
| Prepare slide templates | |
| Number of slides | 5 |
| Create fill-in cards for students | |
| Create creative backup tasks for unexpected moments |
Mathematics
Arrays
Year 3
60 minutes
23
Victorian Curriculum
| Step Number | Step Title | Length | Details |
|---|---|---|---|
| 1 | Introduction to Arrays | 10 mins | Introduce the concept of arrays. Use visual aids to demonstrate rows and columns with manipulatives. Ask students to identify arrays in everyday life. |
| 2 | Hands-On Activity | 15 mins | Divide students into pairs. Provide manipulatives and ask them to create their own arrays. Each pair should make at least 3 different arrays. |
| 3 | Class Discussion | 10 mins | Regroup as a class and discuss the arrays created. Focus on the rows and columns and how they relate to multiplication. |
| 4 | Guided Practice | 15 mins | Distribute worksheets with various problems involving arrays. Work through the first few problems together before allowing students to complete independently. |
| 5 | Independent Practice | 5 mins | Allow students to finish their worksheets individually. Encourage them to check their understanding by comparing answers with a partner. |
| 6 | Homework Assignment | 5 mins | Assign a worksheet for homework focusing on creating and solving problems with arrays. Remind students that they must complete it by the next lesson. |
At the end of the lesson, reflect on what worked well and what could be improved for future classes. Consider student engagement and understanding of the topic when planning the next lesson.
"Good morning, everyone! Today, we are going to explore something very exciting in mathematics called arrays. An array is a way to organize objects neatly in rows and columns. Can anyone tell me what they think a row is? And what about a column?”
Wait for responses from students.
“Great! Rows run horizontally, and columns go up and down. Now, let's take a look around the classroom. Can anyone find an example of arrays in our daily life?”
Encourage students to identify objects like windows, tiles, or seating arrangements in rows and columns.
“Excellent observations! I’ll show you some visual aids to demonstrate how arrays work. Look at this poster. Here, we can see an example of an array with apples arranged in rows and columns. Can anyone tell me how many rows and columns are in this array?”
“Now that we have a basic understanding of arrays, it’s time for a fun activity! I want you to turn to a partner and use the manipulatives on your tables. Each pair will create at least three different arrays using the counters or blocks. You can arrange them in any way you like, but remember to stick to rows and columns.”
Give students 15 minutes to work in pairs on this activity.
“Alright, time's up! Make sure you have created three distinct arrays. Be ready, as we will share them with the class soon!”
“Let’s come back together as a class. I’d like each pair to share one of their arrays with us. Can you describe it to the class? How many rows and how many columns does it have?”
Encourage each pair to present and describe their created arrays. As they speak, prompt them by asking how these arrays relate to multiplication.
“Now, let’s talk about how we can use arrays in multiplication. For instance, if you have 3 rows of 4 counters, how many counters do you have in total? That’s right—12! This is another fantastic way to show how addition and multiplication relate.”
“It’s time for some practice! I will hand out worksheets that have various array problems for you to solve. Let's look at the first one together. Question one: how many rows and columns do you see? What is the total? Think about how we can calculate it.”
Work through the first few problems as a class, ensuring students engage and participate in the discussion.
“Excellent discussing, everyone! Go ahead and complete the next problems on your own; remember to use what we’ve talked about regarding rows and columns.”
“Now, I’m giving you a few extra minutes to finish your worksheets. If you would like to, you can check your answers with your partner. It's always good to work together and help each other.”
Circulate around the room to monitor student progress and provide assistance where needed.
“Before we finish for today, I will assign you some homework. You will have a worksheet that asks you to create and solve problems involving arrays. Remember, it’s important to complete this by our next lesson.”
Ensure all students understand the homework tasks and encourage them to do their best.
“Make sure you bring it back completed. We will have a quick check at the beginning of our next class!”
“Fantastic work today, everyone! I loved how you engaged in creating arrays and discussing them together. Arrays help us visualize and understand multiplication better. Take some time to think about how you can find arrays in your home or on your way to school. See you all next class!”
| Slide Number | Image | Slide Content |
|---|---|---|
| 1 | {Image: A classroom with students and desks arranged in rows and columns} | - Introduction to arrays - Definition: Organizing objects in rows and columns - Rows run horizontally, columns run vertically - Examples in daily life (e.g., windows, tiles) |
| 2 | {Image: Students working together with manipulatives like blocks} | - Hands-on activity - Create at least three different arrays - Work in pairs - Focus on rows and columns |
| 3 | {Image: A student presenting their created array to the class} | - Class discussion - Share arrays with the class - Describe rows and columns - Relation of arrays to multiplication |
| 4 | {Image: A worksheet with array problems} | - Guided practice - Worksheets on array problems - Solve problems together - Reinforce concepts of rows and columns |
| 5 | {Image: A student working on a homework assignment at home} | - Independent practice - Extra time to finish worksheets - Check answers with partners - Homework assignment: Create and solve array problems |