Scribd
Upload
9 views

ca2_17_multiplying_as_describing_arrays

The document outlines an educational activity focused on teaching children about multiplication through the use of arrays with counters. It includes differentiation strategies for varying levels of ability and encourages children to explore creating different rectangular arrays with a specified number of counters. The activity emphasizes understanding the relationship between the arrangement of counters and the corresponding multiplication sentences.

Uploaded by

Afonso Sena
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
9 views

ca2_17_multiplying_as_describing_arrays

The document outlines an educational activity focused on teaching children about multiplication through the use of arrays with counters. It includes differentiation strategies for varying levels of ability and encourages children to explore creating different rectangular arrays with a specified number of counters. The activity emphasizes understanding the relationship between the arrangement of counters and the corresponding multiplication sentences.

Uploaded by

Afonso Sena
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
You are on page 1/ 1

CA2.

17 Multiplying as describing arrays

Differentiation

Simplification: Children use 10 counters for


the independent activity.

Extension: Children use 16 counters for the


independent activity.

Are any of your arrays square?

What other numbers of counters make a


square array?

Overview

Arrange 6 counters from the pile in a 3 rows of


2 array.

Describe my rectangle.

Discuss suggestions, then, circling each row,


emphasise that it is an array with 3 rows
of 2 counters.

Label the array 3 x 2 = 6, explaining how this


represents 3 rows of 2.

Invite a child to use 6 more counters to create


a different rectangle.

Elicit and record the matching number


sentence.

Repeat until you have arrays for 3 x 2, 2 x 3, 1


x 6 and 6 x 1.

Move to Sheet 2. Invite children to create an


array of stars for each multiplication.

What goes after each equals sign?

What do you notice?

Establish that each array has 8 stars so both


answers are 8.

Children then work independently to make as


many arrays as possible with exactly 12
counters, writing a number sentence for each.

Use Sheet 1 to discuss results.

Are any of your arrays the same?

Adapted from 101 Ways to Use the Mult-e-Maths Toolbox


© Cambridge-Hitachi 2009

You might also like