Working with Arrays (Frakes)

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This lesson explores 2.OA.C.4 - working with rectangular arrays and writing addition equations to show the total in order to gain a foundation for multiplication.  Students work in pairs to create arrays for a given number, and then write number sentences to describe each array.  [Some students work beyond the standard's prescribed 5 rows and 5 columns.]  Core Action 3 is solidly demonstrated in this lesson.

This video was annotated using this version of the Instructional Practice Guide (IPG). A current version of the IPG is available here.

Working with Arrays (Frakes)

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12:32 – 16:01
Core Actions & Indicators: 3A

3A: Rather than asking direct questions, the teacher asks students what they notice about the posted work, prompting students to develop their thinking about the content.  Students talk with partners first, and then individual students share their "noticings" with the whole group, allowing the teacher to gain insight into their developing thinking.
22:42 – 32:57
Core Actions & Indicators: 3B

3B: The teacher poses an open-ended task to students, allowing for multiple solutions.  Students wrestle with the task in pairs to find solutions.  As students work, they talk through the task with their partner, and ask questions as needed to clarify their thinking and persevere.
27:52 – 29:20
Core Actions & Indicators: 3G

3G: The teacher checks in with pairs during work time to check for understanding.  In this conversation, the teacher helps guide student thinking to develop a more solid understanding of arrays, and how arrays are different from decomposing.
34:28 – 35:53
Core Actions & Indicators: 3G

3G: The teacher checks in with students during work time, asking questions and guiding thinking as needed.  In this moment, the teacher asks the student to share his thinking, and then revisits the work from the whole group portion of the lesson to help the student revise his work.