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Multiplication Arrays
Topic:
Building array models of multiplication.

In this activity students will:

Q Use blocks to model multiplication problems as arrays. Q Describe arrays in terms of rows and columns. Q Discover and describe methods for determining the total number represented. Q Use repeated addition.

Setup:
Student arrangement: Small groups (24) Each group needs: 1 array mat Single blocks and holders 1 activity sheet for each student

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Multiplication Arrays
Introduction:
r Have everyone make 8 groups of 5 on their mat. r Look for two equivalent representations:

15

r Pass out the array mats and blocks to each group. Identify rows (horizontal) and columns (vertical).

8 rows of 5

8 columns of 5

r Ask if students can see 5 groups of 8 in the arrays they made. Discuss. r Ask students to find the product of 8 and 5 by determining the total number of blocks represented.

Observe what students do with the blocks on the arrays.

r Students should find a total of 40 blocks. Write the equations on the board: 8 5 = 40; 5 8 = 40. r Ask students to describe their methods for finding the total without counting all the blocks

one at a time. Share at least these two methods with the class: r Repeated addition (count by 5s or count by 8s). r Pack the blocks into holders or make rows of ten (move the blocks to show 4 columns of 10 blocks).

Activity:

r Pass out the activity sheets . r Explain to students that they will make arrays with their blocks on the activity sheet, record two

multiplication sentences for each, and find the products. They will draw their arrays and record the products. Groups will: r Model multiplication arrays with blocks. r Find the total number, the product, represented in each array. r Describe how they determined the total number of blocks. Closure: r Have students separate a fact into two smaller products. For example, students can separate 6 4 into 6 2 and 6 2. Model this idea with blocks. Discuss how separating an array into smaller products can help them find a larger product.

Assessment:

r While students work, do they correctly identify rows and columns? r Are students able to determine the product using strategies other than counting all the blocks? r Which numbers are students comfortable counting by? Which numbers are they not

comfortable with yet?

Extensions:

r A second activity sheet is provided for further practice. Students can make their own arrays, draw

them, and record products. Again, it is important for students to describe methods for determining the total number of blocks.

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15 Multiplication Arrays
Name ________________________________________________

Make these arrays with blocks. Find the products.

A.
or

11 10

8 5 5 columns of ____ 8 ____

____ rows of ____

9 8 7 6 5

8 x 5 = _______ 5 x 8 = _______

4 3 2 1 0 0 1 2 3 4 5 6 7 8 9

B.
or

11 10

4 6 6 columns of ____ 4 ____

____ rows of ____

9 8 7 6 5

4 x 6 = _______ 6 x 4 = _______

4 3 2 1 0 0 1 2 3 4 5 6 7 8 9

On the back, use words, numbers, and pictures to show how you found the products.
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This page may be copied for classroom use.

Digi-Block

Multiplication Arrays
Name ________________________________________________

15

Make arrays with blocks and draw them. Find the products.

A.
____ rows of ____ or ____ columns of ____ Total blocks ______

11 10 9 8 7 6 5 4 3 2 1 0 0 1 2 3 4 5 6 7 8 9

11

B.
____ rows of ____ or ____ columns of ____ Total blocks ______

10 9 8 7 6 5 4 3 2 1 0 0 1 2 3 4 5 6 7 8 9

On the back, use words, numbers, and pictures to show how you found the products.
Packed with Math: 23

65

Digi-Block

This page may be copied for classroom use.