Wesley Heights, Year One
McFarland – Jen Weisphal
Learning Objective/Exit Outcomes:
Students will be able to clearly create their own array, as well as read the array of another student and write out the multiplication sentence of the array.
Integration Area/Subject:
Math & Visual Art
State Standards:
MGSE3.OA.1 Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 x 7.
ELAGSE3SL1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
VA3.CR.2 Create works of art based on selected themes. a. Create works of art to express individual ideas, thoughts, and feelings from memory, imagination, and observation.
VA3.CN.2 Integrate information from other disciplines to enhance the understanding and production of works of art. a. Apply art skills and knowledge to improve understanding in other disciplines.
Materials/Playing Space:
- Scrap paper of similar size
- Pencils, possibly markers/crayons
- A basket to toss snowballs into
Description:
PAIR Specialist explained snowball game to students and asked the teacher to explain what an array was. Then, PAIR Specialist had a pre-drawn array on a Snowball to give to the teacher as an example. The teacher showed the Snowball to the students asking them to count the rows and columns out loud together to come up with the multiplication sentence. The teacher demonstrated writing the sentence on the snowball.
The PAIR Specialist and teacher passed out scrap paper and gave students three minutes to draw their own array of anything they want, asking them to BE CREATIVE with their array, whether it be jelly beans, basketballs, eyes, etc. PAIR Specialist and teacher helped any students who needed guidance during activity. When they were ready, they crumpled their snowballs and held them above their heads to show they were finished.
PAIR Specialist and teacher nominated students in each group to deliver snowballs to a neighboring table, trading snowballs. Students then opened their new snowballs and worked on writing the multiplication sentence from the array drawn on the snowball.
Once students are done writing the multiplication sentence, they re-crumpled their snowballs and threw them into a basket for the teacher and PAIR Specialist to present to the group. Students will give thumbs up if they agree with the multiplication sentence connected with the array, allowing for students to appreciate each other’s work and give corrections without being singled out.
Notes:
It may be useful to use graph paper or some similar idea to guide students so their arrays are more clearly aligned, making it easier to read the arrays by the next student.