Multiplying and dividing with arrays Year level:

4 Unit of work contributed by Stephanie Watts, Trinity Catholic Primary School, NSW

About the unit

Unit description
This unit explores the concepts of multiplication and di ision and offers students strate!ies to perform these operations"

Knowledge, understandings, skills, values

Students will# be able to use mental strate!ies to recall multiplication facts to $% x $% and relate these to di ision facts learn how arrays can assist in modellin! and sol in! multiplication and di ision problems de elop strate!ies to use informal written strate!ies for multiplication and di ision of one and two di!it numbers ask &uestions related to their learnin! and describe the methods that they are usin! to sol e problems be able to make !eneralisations about their learnin! and the concepts bein! explored

Focus questions
'o students know different terminolo!y for multiplication and di ision( Are students able to transfer multiplication and di ision knowled!e to different situations( Are students able to de elop a ran!e of mental and informal written strate!ies for multiplication and di ision(
) *ducation Ser ices Australia +td, ,%$%, except where indicated otherwise -ultiplyin! and di idin! with arrays by Stephanie Watts, Trinity Catholic School, NSW

'o students understand the in erse relationship of multiplication and di ision(

Resources
Digital curriculum resources
The array series# +$%. The array, +$%/ The array# !o fi!ure, +,%01 Arrays# factor families The multiplier series# +1% !o fi!ure, +/2 !enerate easy multiplications 'i ide it up series# +,/$% !roupin! tool, +,/$, kittens, +,/%1 sharin! tool Pobble arrays series# +,%0. make multiples, +,%0/ find two factors Pobble arrays# assessment series# +1/22 make multiples, +1/2, find factors

Other resources
-ultiplication !rid A ran!e of concrete materials such as counters, popsticks, Unifix cubes, -A3 4multi5 attribute blocks6 Calculators *!! cartons 'ice Symbol cards for multiply and di ide 3utcher7s paper 8at felt5tip pens

Attached printable resources

The followin! teacher5created learnin! resources referred to in the unit of work are a ailable for you to modify, print and use in your own teachin! and learnin! context# Number cards $% x $% blank multiplication !rid -atchin! the in erse acti ity Assessment task# The new school canteen Student reflection and feedback sheet

) *ducation Ser ices Australia +td, ,%$%, except where indicated otherwise -ultiplyin! and di idin! with arrays by Stephanie Watts, Trinity Catholic School, NSW

Teachin! the unit

!etting the scene
Resources
8at felt5tip pens 3utcher7s paper

"eaching and learning activities

9ntroduce students to the multiplication symbol and ask them where they ha e seen this symbol before" 9n small !roups, ha e students write the :x7 symbol in the middle of a piece of butcher7s paper with a fat felt5tip pen" Surround this with all the other terms that the students know mean multiplication, such as :times7 or :repeated addition7" 'iscuss the arious terms the students ha e written and create a master list" ;epeat with the di ision symbol"

Assessment
;etain the !roup posters as e idence of students7 prior knowled!e"

#nvestigating
Resources
+$%. The array +$%/ The array# !o fi!ure +1% The multiplier# !o fi!ure +/2 The multiplier# !enerate easy multiplications A ran!e of concrete materials Number cards 4pa!e $,6 'ice ;an!e of appropriate concrete materials $% x $% blank multiplication !rid 4pa!e $$6

"eaching and learning activities

"he Arra$
9ntroduce students to +$%/ The array# !o fi!ure" As a class, work throu!h the tutorial and ask students to identify what they notice about an array" 9dentify that an array shows a number in rows and columns" <a e students work throu!h +$%. The array to find out the answer to a ran!e of multiplication problems"

) *ducation Ser ices Australia +td, ,%$%, except where indicated otherwise -ultiplyin! and di idin! with arrays by Stephanie Watts, Trinity Catholic School, NSW

Pro ide students with a $% x $% !rid 4pa!e $$6 so they can record their :8inished facts7 as shown on screen" Use this to determine their understandin! of usin! arrays" +aminate it to pro ide a ready reference for use in other situations"

&reating arra$s
Teach the students to skip count" $" Students stand in a circle" ," Teacher picks a number and students count usin! multiples of that number from a !i en number 4ie count by 0s from the number ,%6" 2" 9f a student says a number that is not a multiple, they are :out7 and must sit down" =" The final student standin! is the winner" 0" Alternati ely, ha e students score a point for each correct response they !i e and the first to reach $% 4because they can keep track on their fin!ers6 is the winner" As a class, explore formin! arrays usin! concrete materials" What does 6 x 4 look like as an array? > <a e students in esti!ate and record the arious options" 9ntroduce :rows7 and :columns7" What other ways can we arrange these 24 items? Does 8 x 3 look the same as 3 x 8? > <a e pairs create multiplication problems for partners to sol e by creatin! arrays, usin! concrete materials" ;ecord each combination" Challen!e them to find the number 4up to $% x $%6 that has the most combinations" 'isplay some of the interestin! arrays that the students create as a :'id you know7 poster, such as# Did you know that 48 can be displayed as 9ntroduce the concept of :factors7" !

Using arra$s
*xplore how arrays can be used as a written strate!y to find out the answer to a multiplication problem" *xplore multiplication arrays usin! one di!it multiplied by one di!it" ;oll two dice or turn o er two number cards" Create arrays usin! concrete materials or symbols" ;ecord these and demonstrate the multiplication al!orithm that accompanies them"

'ore than 1( ) 1(
Set students a problem that is lar!er than $% x $% and obser e and discuss the methods they use to sol e it" 'emonstrate split multiplication usin! +/2 The multiplier# !enerate easy multiplications and then how to use the tools for +1% The multiplier# !o fi!ure" <a e students work throu!h this independently or with assistance, as re&uired"
) *ducation Ser ices Australia +td, ,%$%, except where indicated otherwise -ultiplyin! and di idin! with arrays by Stephanie Watts, Trinity Catholic School, NSW

'emonstrate how to record the split method of multiplication to make arrays for lar!er combinations" $" When multiplyin! lar!er numbers to!ether, split the problem into multiplication al!orithms you do know, e! $, x ? would become $% x ? @ , x ? A ?% @ $= A /= ," $, x $? would become A 4$, x $%6 @ 4$% x ?6 @ , x ? A $,% @ ?% @ $= A ,%= 2" 'raw the multiplication al!orithms as arrays with addition symbols between them" <a e students !enerate problems by rollin! two dice of one colour and then one of another colour" *xplore the options" "# the rolled dice o##er a 2$ a %$ and a 6$ how does the array #or %2 x 6 di##er #rom 2% x 6? > *xtend the task by usin! four dice 4two of two colours6 and explorin! the arrays and al!orithms for all four numbers" 8or example a = @ 0, and a , @ ? could be interpreted as# =0 x ,? 0= x ,? =0 x ?, 0= x ?, &ow does using the array strategy assist your multiplication knowledge? > <a e students keep their work in a portfolio so they can track their own de elopment"

Assessment
Collect work samples for students7 portfolios to show their de elopment" <a e students record what each work sample demonstrates"

+ringing it all together

Resources
Calculators +,%01 Arrays# factor families Concrete materials Number cards 4pa!e $,6 -atchin! the in erse acti ity 4pa!e $26 'i ide it up series# +,/$% !roupin! tool, +,/$, kittens, +,/%1 sharin! tool Pobble arrays series# +,%0. make multiples, +,%0/ find two factors Pobble arrays# assessment series# +1/22 make multiples, +1/2, find factors

) *ducation Ser ices Australia +td, ,%$%, except where indicated otherwise -ultiplyin! and di idin! with arrays by Stephanie Watts, Trinity Catholic School, NSW

"eaching and learning activities

&alculating problems
9ntroduce calculators and demonstrate how to use these for multiplication" What do we need to know i# we are going to use calculators #or multiplication? > 'emonstrate the need to ha e a mental estimate of the answer first to ensure the calculator is ri!ht" Bi e some students a calculator and then ha e a class challen!e to see if usin! a calculator is always &uicker" Separate students into multi5ability !roups and ask them to answer a ran!e of multiplication problems usin! either mental or written strate!ies or the calculator" "s the calculator always #aster? > 'iscuss how effecti e each method was for the arious types of problems"

-ver$da$ multiplication
'iscuss the use of multiplication in e eryday life and create a class poster showin! examples" Pose some word problems demonstratin! e eryday use such as# 'ou ha(e in(ited %) guests to your birthday barbecue and each will eat 3 sausages* &ow many sausages will you need? 'ou sa(e +4 a week #or a year* Do you ha(e enough money #or a collection o# computer games that costs +2,,? > <elp them analyse the problem by determinin!# What do you already know? What do you need to #ind out? What is the best method to work this out? > <a e them record their responses in a format that shows their strate!ies" *ncoura!e students to pose their own problems for their peers to in esti!ate and answer"

'aking connections
*xplore and explain the &uotient 4or :how many76 aspect of di ision usin! both concrete and written examples such as# ) students pool their money and disco(er they ha(e +%) between them* Do they ha(e enough #or each to buy a +3 ice cream? 'ou ha(e 4) minutes to complete a sports rotation and you ha(e to spend ) minutes at each acti(ity* &ow many acti(ities can you complete in that time?
) *ducation Ser ices Australia +td, ,%$%, except where indicated otherwise -ultiplyin! and di idin! with arrays by Stephanie Watts, Trinity Catholic School, NSW

*xplore the connection between multiplication and di ision" *xplore words students know that mean di ision and place these on a poster" Use +,%01 Arrays# factor families to explore the links between multiplication and di ision" What strategies did you use to answer the multiplication and di(ision -uestions? &ow did you use your multiplication knowledge to answer di(ision -uestions?

Division arra$
9n esti!ate how arrays can be used to assist with di ision usin! the Pobble arrays learnin! obCects" 'emonstrate +,%0. Pobble arrays# make multiples includin! how to record each example in written format" <a e students work throu!h +,%0/ Pobble arrays# find two factors independently" Assess their understandin! by ha in! them work throu!h the two assessment obCects and submit their printed ersion"

-ver$da$ division
Pose the problem# "magine you ha(e the .ob o# designing a chocolate box* /here are to be 48 chocolates in the box* /he box can be one or two layers high* &ow many ways could you arrange the chocolates in the box? > -odel one way of arran!in! the chocolates in the box as . rows and / columns" *xplain to students that these chocolates are arran!ed on one layer" *xplore the multiplication and di ision facts modelled in this box, ie . x /A =/, / x . A =/, =/ D . A /, =/ D / A . "s this the only solution? > Students draw or make models of their solutions and discuss these in terms of multiplication and di ision facts and record solutions" Students share their solutions to the chocolate box problem and discuss the different ways people approached the problem and found solutions" *xtend the acti ity to in esti!ate how ha in! two layers of chocolates would affect the solution" ;etain solutions for their portfolios"

"urning it around
Students write a multiplication fact that they ha e trouble rememberin!, e! / x ?" They are encoura!ed to try mental strate!ies to help them recall that fact by usin! known facts, e! :9 know ? x ? E is =1 so / x E? must be ? more than =1 which is 0.7, or usin! the in erse relationship of di ision# :9 know 0. D / A ? so / x E? A 0.7" "s )6 0 8 1 2 so 8 x 2 1 )6 the only solution?

) *ducation Ser ices Australia +td, ,%$%, except where indicated otherwise -ultiplyin! and di idin! with arrays by Stephanie Watts, Trinity Catholic School, NSW

Students repeat the acti ity with a ran!e of multiplication or di ision facts dependin! on their abilities" *ncoura!e them to look for all the solutions" 9n pairs, students complete the -atchin! the in erse acti ity 4pa!e $26" ;emind students that there mi!ht be more than one solution" Add a de!ree of difficulty by ha in! them collect all ersions of the same problem" &ow did you know which di(ision problem matched a multiplication problem? What strategies did you use? Did you #ind any patterns?

+uilding on
Students are asked to write a multiplication and a di ision number fact and use these facts to build new number facts usin! successi e doublin!" *ncoura!e the students to look for patterns" 8or example# $, D 2 A = ,= D 2 A / =/ D 2 A $. 1. D 2 A 2, 'iscuss# What strategy did you use? What other strategies could you use? &ow did you use the relationship between multiplication and di(ision #acts? What patterns did you #ind?

Divide it up
'iscuss with students situations where we use di ision in e eryday life and record examples on butcher7s paper" Pose an e eryday di ision &uestion to students and model how to sol e the problem usin! an array" Pose se eral more &uestions and ask indi idual students to sol e them" 'iscuss the strate!ies that students used to sol e the &uestions" Pose a &uestion to students that includes remainders and explore how to sol e it" 8or example# "# there are 43 sweets in a packet$ could a group o# 6 students share them e-ually? 'ou ha(e +22 in your piggy bank* &ow many #riends could you take to the mo(ies i# the tickets are +8 each? &ow much would you ha(e to spend on popcorn?

) *ducation Ser ices Australia +td, ,%$%, except where indicated otherwise -ultiplyin! and di idin! with arrays by Stephanie Watts, Trinity Catholic School, NSW

'emonstrate how to record their answers" <a e students use +,/$% 'i ide it up# !roupin! tool to explore the concept and to consolidate their learnin!" When they ha e answered six di ision problems ha e them print their record sheet for their portfolios"

Assessment
Consolidate and assess their knowled!e usin! +,/$, 'i ide it up# kittens and +,/%1 'i ide it up# sharin! tool"

Drawing conclusions
Resources
Poster paper Concrete materials Scrap paper for workin! out Assessment task# The new school canteen 4pa!es $= and $06 Student reflection and feedback sheet 4pa!e $.6

"eaching and learning activities

1roblem solving
;eflect on the pre ious session" *xplain to students that they are !oin! to write and sol e di ision problems they face in their own e eryday li es" Students are to record 2 di ision problems and solutions and then write , problems on poster paper for another student to sol e" *xchan!e poster paper with other students and sol e each other7s problems" What strategies did you use to sol(e the di(ision problems posed by others? Did you use the same strategies each time? Did others use the same strategies as you did to sol(e the same problems? Do other students sol(e the same mathematical problems as you in e(eryday li#e?

Assessment
Students complete The new school canteen assessment task 4pa!es $= and $06 and then reflect on their learnin! usin! the reflection and feedback sheet"

) *ducation Ser ices Australia +td, ,%$%, except where indicated otherwise -ultiplyin! and di idin! with arrays by Stephanie Watts, Trinity Catholic School, NSW

3riter4 Stephanie Watts The material in this unit of work may contain links to internet sites maintained by entities not connected to *ducation Ser ices Australia +td and which it does not control 4:Sites76" *ducation Ser ices Australia +td4 pro ides the links for ease of reference only and it does not sponsor, sanction or appro e of any material contained on the SitesF and does not make any warranties or representations as to, and will not be liable for, the accuracy or any other aspect of the material on the Sites or any other matter connected to the use of the Sites"

While the material in this unit of work is not remunerable under Part G3 of the Copyri!ht Act $1./, material on the Sites may be remunerable under Part G3 of the Copyri!ht Act $1./" 9t is your responsibility to read and comply with any copyri!ht information, notices or conditions of use which apply to a Site"

) *ducation Ser ices Australia +td, ,%$%, except where indicated otherwise -ultiplyin! and di idin! with arrays by Stephanie Watts, Trinity Catholic School, NSW

1(

1( ) 1( multiplication grid
5ame &lass Date

x $ , 2 = 0 . ? / 1 $%

$%

) *ducation Ser ices Australia +td, ,%$%, except where indicated otherwise -ultiplyin! and di idin! with arrays by Stephanie Watts, Trinity Catholic School, NSW

11

5umber cards
5ame &lass Date

1 * / , 0

% . 2
1

) *ducation Ser ices Australia +td, ,%$%, except where indicated otherwise -ultiplyin! and di idin! with arrays by Stephanie Watts, Trinity Catholic School, NSW

'atching the inverse

5ame

&lass

Date

Bi e students a copy of the multiplication playin! board" Copy and cut out the di ision cards" Bi e students a set of di ision cards" The !ame may be played indi idually or as a team" *ach player tries to be first to match the di ision card with the matchin! multiplication expression"

'ultiplication pla$ing board

0 0% /% 1( 1( % 1 . 11 2% / .% ,% %% * 2 , *% 11 % % 1 1% % 1 %

Division cards set 1

1. *% 1% ( 1 %( % * /% 1* 10 % 1, % 10 1( 2% 0 1 % * %% % . .% %. % %%

Division cards set

1. 0 *0 1/ ( 1( 1 . 11 %( 1( *1 /2 1* / 10 . 1, , 10 2 1( , 2% 0* 1 * * %% 11 .% . %. 1 1 %1

) *ducation Ser ices Australia +td, ,%$%, except where indicated otherwise -ultiplyin! and di idin! arrays by Stephanie Watts, Trinity Catholic School, NSW

1%

"he new school canteen

5ame &lass Date

Frida$ lunch order da$666

Trish in the canteen has asked for your assistance in helpin! her with lunch orders" Hour task is to answer the followin! problems usin! your multiplication and di ision skills" 9n each box, draw an array and write the multiplication and di ision sentences that answer the problem" $" Trish had =/ chicken nu!!ets in the freeIer" All the nu!!ets were sold on 8riday" <ow many students could ha e bou!ht e&ual amounts of nu!!ets( <ow many nu!!ets did each student buy(

," There were ,= packets of eucalyptus lollies in the canteen" Trish sold them all with no remainders" <ow many students bou!ht e&ual amounts of eucalyptus lollies and how many packets did each student !et(

) *ducation Ser ices Australia +td, ,%$%, except where indicated otherwise -ultiplyin! and di idin! with arrays by Stephanie Watts, Trinity Catholic School, NSW

1*

2" There were 0= Celly babies left in the Car" All the Celly babies were sold" <ow many students bou!ht e&ual amounts of Celly babies and how many did each student buy(

;eflection &uestion# what strate!ies did you use to sol e the multiplication and di ision problems(

) *ducation Ser ices Australia +td, ,%$%, except where indicated otherwise -ultiplyin! and di idin! with arrays by Stephanie Watts, Trinity Catholic School, NSW

1,

!tudent re7lection and 7eedback sheet

5ame &lass Date

$" What are three new thin!s that you ha e learnt durin! this unit(

," What challen!ed you durin! the unit(

2" Which acti ities did you enCoy the most and why(

=" Which acti ities did you learn the most from and why(

0" Which acti ities didn7t you feel assisted your learnin! and why(

." What strate!ies would you use to teach someone the skills of multiplication and di ision(

) *ducation Ser ices Australia +td, ,%$%, except where indicated otherwise -ultiplyin! and di idin! with arrays by Stephanie Watts, Trinity Catholic School, NSW

1.