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Nick was unfamiliar with the Mathematical concept of representing additive and
multiplicative thinking in visual models, Recognising this difficulty lead me to plan
a lesson based on 'Number Arrays
Date: 10/05/16
Lesson duration:
Two
60mins
Mathematical Focus:
Introducing number arrays using multiplicative and additive thinking
Intended learning outcome:
Students will practise multiplicative and additive thinking to support the
introduction of Arrays.
Students will use the new understanding to construct and identify their own
Arrays
Learning Intention:
Students are learning to recognise and use arrays to represent a multiplication
equation
Victorian Curriculum (VC):
Year level: Level 2
Content strand: Number and Algebra
Sub-strand: Number and Place value
Content descriptors:
Recognise and represent multiplication
as repeated addition, groups and
arrays (VCMNA108)
Representing array problems with
available materials and explaining
reasoning
Visualising a group of objects as a unit
and using this to calculate the number
of objects in several identical groups
Proficiency strand(s) and
descriptor:
Understanding
Representing multiplicative and
additive thinking in visual models
Visually identifying the amount of a
sum in a group by demonstrating
multiplication and addition skills
Problem solving
assessment?
Can students construct an array from
the given multiplication questions?
thinking
Do students know the properties of an
array.
Key vocabulary/terms:
Additive thinking
Multiplicative thinking
Array
Times as many (multiplicative
comparison)
Commutative (4x3, 3x4), associative
and distributive properties for
multiplication
Multiplication sentence
Groups of
Equal
Rows and columns
Resources:
Laminated A3 grid (Appendix 1)
Coloured counters
A2 paper for anchor chart
Class set of worksheet (Appendix 2)
Coloured pencils
Textas
Camera
Lesson design
e5: ENGAGE, EXPLORE
Lesson introduction (Whole TUNING IN):
-Sit children on floor in a large circle around an A3
sized blank Grid (Appendix 1). Teacher will ask any
child to pick two numbers between 1 and 9
-Using the students chosen numbers, teacher will
model how an array is formed, for example, if the
student says 5 and 3, you will place counters in 5
columns of the grid and 3 rows, to make a 5x3
rectangle array. Repeat this procedure another two
times, then instead of the teacher placing the
counters, ask a student to do it for you. This will help
the teacher to see if the students are establishing an
understanding of the concept
-When the teacher feels that the students understand
how to make an array, use probing questions to
engage and then explain that today, they are learning
about Arrays!
Focus questions:
Why is an Array a good
way to show an amount of
something?
What are some things at
home that comes in
arrays? (Carton of Eggs,
Donuts, box of bottled
drinks and ice cubes)
How many counters in the
rows, how many counters
in the columns?
Can you prove it!
What multiplication
sentence describes the
array?
What objects in your home
are arranged in arrays?
Focus questions:
How to do know?
Can you show that in a
different way?
Can you use colours to
make the array clearer?
Can you find the whole
number of the arrays?
Prove it to me
Is there a better way of
counting the counters?
Show that the array
number can be found by
multiplying the rows x
columns.
Focus questions:
How can we use arrays to
solve multiplication
problems?
Why is it important to know
how to multiply with arrays?
When might you use this skill
to find the sum of an array at
home?
Enabling prompt:
Teacher to work with a small group of struggling students on the floor, to keep
practicing making arrays with counters and the A3 grid sheet. Once satisfied,
teacher will lead the completion of the worksheet with the group while modelling
the multiplication arrays on the grid with counters before students draw them onto
the worksheet.
Extending prompt:
Students can be challenged to write the additive thinking sentence on the array as
well as the multiplicative equation E.g. 3x3 would be 3 + 3 + 3
Teacher will provide students with a second list of questions to place on their grid;
these will be whole numbers so that the student will have to choose a multiplicative
equation to complete the array (Appendix 4). E.g. Giving the number 16, students
might write the array as 2x8 or 4x4, including the additive sentence 4 + 4 + 4 +4.
English as additional language learner/dialect (EALL/D) learners:
When providing and modelling the examples in the beginning of the lesson, chose
EAL/D students to selected numbers for the array and then apply it to the grid.
By creating the anchor chart that is rich with visual prompts helps EAL/D students
to create a visual image of the concept
Place EAL/D students on table groups with extended students who are able to assist
them
Indigenous learners:
The Indigenous project Make it Count (2015), suggests pairing Indigenous
students up with a critical friend that is able to model the task at hand. The use of
stories in maths can also be helpful to make the questions contextual and