Array Models in Multiplication

Name: Kayla Clark Content Area: Math

Date: 10/29/2016 Grade Level: 3rd

Goal(s): CCSS 3.0A.A.1: By the end of grade 3 students will be able to Interpret products of
whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7
objects each
These students have shown that they know the general idea of multiplication as repeated
Planning: addition. This lesson is to review the idea of arrays as models to multiplication problems.
A handful of the students answer questions more than others, but most seem to
understand the idea of multiplication as repeated addition. It is important to note the
students that don’t answer the questions as often as others and be sure to engage them in
their learning. They need to be comfortable and confident in their answers, whether they
are correct or not. It is also extremely important to keep the students’ attention on the
lesson, and redirect them when they stray, because they do seem to get distracted by their
peers and other things easily.

Objective(s): What will students know/be able to do as a result of THIS lesson?

Students will be able to understand the basic concept of multiplication and solve
: multiplication equations using array models as a tool.
Students will also be able to identify and use the following terms while applying them to
multiple array models
 Product
 Array

How will you know that students met the lesson objectives? What will be your
Assessment: evidence? Be sure your assessment matches the type of thinking identified in the
objectives section.
In order to show that they have grasped the lesson, the students will be shown an array on
the board, and have to write and solve the number sentence on a sticky note or piece of
paper. Ex.: Draw an array of hearts showing 6 x 3 on the board. Students must write and
solve the equation on a sticky note.

Materials Needed:

 Plastic bag with 30 math counters, one per student

 Extra counters for independent practice time
 Array Models for Multiplication worksheet
 Sticky notes

Procedures:
(Include time allotments)
Introduction (5 minutes)
 Give your class an example of a multiplication word problem that can be solved using array models.
For example : My sister was planting her garden of a variety of flowers. She had 3 different types of
flowers in mind and had room for 12 of each flower per row. When she went to the store to buy the
flowers, she was wondering how many total flowers she needed. She thought that if she had 12
spaces in a row, and had 3 different types of flowers, that she would need 36 flowers total. She used
multiplication in order to figure out the total number of flowers she needed. She could have added
3+3+3…(12 times) but unstead she knew that she could multiply to find the answer quicker.
 Draw an array that fits your example as a visual for students: for this problem, draw 12 rows with 3
flowers in each row.
 Tell the class that today they are going to learn about multiplication as well as how to solve
multiplication equations using array models.

Steps for instruction

Explicit Instruction/Teacher Modeling: (10 minutes)

 Use number cubes, math counters, or math beads in order for students to have a more hands on
approach to learning multiplication with arrays.
 Count out 5 rows of 4 cubes each and show them in front of the class.
 Explain that you’ll be using these math cubes to explore more about multiplication
 Show the array you made with cubes. Explain that an array is arranging objects in rows with the
same number of objects in each row.
 Ask students to identify how many rows are there and how many objects are in each row. Ask
students if they have an idea how to figure out the total number of cubes in this array.
 Let the students explore their ideas a bit. In the end, show students how multiplying rows x columns
is the quickest way to find the answer. For this problem it is the quickest way to multiply rows by
columns, 5 x 4, which totals 20. Tell students that the answer of a multiplication problem is called
the product.

Guided Practice/Interactive Modeling (10 minutes)

 Make some arrays with the class. You may want to have separate plastic bags with 30 counters in
each bag prepared beforehand to pass out to students.
 Separate students into pairs
 Ask each pair of students to make an array of 3 rows with 5 in each row.
 Challenging students to come up with a multiplication problem for this array.
 Discuss the process. Great questions include: What multiplication equation can I write for this
array? How do you know? What is the product of 3 x 5?
 Complete another example together as a class with the counters, this time making an array with 4
rows and 4 columns.

Independent Working Time: (15 minutes)

 Give each student 5 more counters so they can make more multiplication equations
 Students should spend the next 15 minutes continuing to use their counters to make arrays either
with their partners or individually.
  Have each pair of students draw a picture of each array on their Array Models for Multiplication
worksheet, as well as write the equations for each array and solve it.

Strategies for students requiring additional assistance:

 Enrichment: The students may not need to use the counter blocks and can just skip to drawing the
picture on their own and solving the equation during independent practice. Students may also
challenge themselves by coming up with their own multiplication equations and drawing the picture
to match and solving the equation on the back of their independent practice worksheet.
 Support: Students may skip drawing the array and just use the counters and write the equation.
Students may also need to work with a partner during independent practice.

Closure
Assessment: (5 minutes)
 Draw an array of hearts showing 6 x 3 on the board. Students must write and solve the equation on a
sticky note.
Review and Closing: (5 minutes)

 Tell the students to turn and talk with their partner about this question: How can we use arrays to
solve multiplication problems?
 Ask one students to share aloud
 Engage students in class discussion with questions such as: Why is it important to know how to
multiply? When might you use this skill in the real world?