Arrays and Multiplication
The teacher will make a problem solving video to give students the chance to explore on their own before direct instruction. Once time has been given for students to solve, discuss as a class different ways students solved the problem.
2 Direct Instruction
As a class, discuss what an array is. Make an anchor chart together and discuss the difference in rows and columns. Look for arrays around the classroom and relate to multiplication problems together.
3 Guided Practice
The teacher will create a ClassFlow that has interactive problems and videos. As the class works through the presentation, students can solve and work through problems. The teacher will be able to see the progress students are making and modify and adjust as needed.
4 Independent Practice
5 Wrap- Up
Give students hands on manipulatives and have them create their own array at their desk. Once all students have an array, have students complete a "Museum Walk". Each student must visit 3 exhibits and write and solve the multiplication problem that matches the array exhibit they visited.
Key Standards Supported
Operations And Algebraic Thinking
|2.OA: Work With Equal Groups Of Objects To Gain Foundations For Multiplication.|
|2.OA.3||Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends.|
|2.OA.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.|
|3.OA: Multiply And Divide Within 100.|
|3.OA.7||Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.|