Skip to Main Content

Array-Group Match Up

Lesson Plan

Array-Group Match Up

Objectives

This lesson encourages children to transfer what they learned with equal groups to equal rows.

Students will:

  • use repeated addition and/or skip counting strategies.
  • write equations/number sentences to represent their thinking.

Essential Questions

How are relationships represented mathematically?
How can patterns be used to describe relationships in mathematical situations?
How is mathematics used to quantify, compare, represent, and model numbers?
  • How is mathematics used to quantify, compare, represent, and model numbers?
  • How can patterns be used to describe relationships in mathematical situations?

Vocabulary

  • Equivalent: Equal.

Duration

45–60 minutes

Prerequisite Skills

Prerequisite Skills haven't been entered into the lesson plan.

Materials

Related Unit and Lesson Plans

Related Materials & Resources

The possible inclusion of commercial websites below is not an implied endorsement of their products, which are not free, and are not required for this lesson plan.

Formative Assessment

  • View
    • Observations during partner time will assist in determining the strategies students have mastered and the strategies for which students require more support.
    • Evaluate students’ understanding as they think-pair-share about their strategies.

Suggested Instructional Supports

  • View
    Scaffolding, Active Engagement, Modeling, Explicit Instruction
    W: Show students the array cards and find out their existing knowledge about arrays.  
    H: Set out the 4 x 2 array card and the 4 x 2 dot card. Ask students what is the same or different about them.  
    E: Students will play a matching game with both types of cards to build their fluency of skip counting/repeated addition of the multiplication facts.  
    R: Have students explain their strategies and operations they could use to reach the goal number with the class.  
    E: In pairs, have students share their work and explain how they reached their goal numbers. 
    T: For students who need a challenge, add the cards whose facts you are working on to the deck.  
    O: This lesson is meant to work with the different models you may use or see for basic multiplication facts.  

Instructional Procedures

  • View

    “We have been working on equal groups. Today we will work with equal rows.”

    Display an array card (M-2-4-3_Array Cards.docx). (Arrays don’t go any higher than 5×5). Ask students, “How many dots are there? How do you know?” Show another array card. Again ask, “How many dots are there? How do you know?” Repeat with the rest of the array cards. As students share their thinking, it may help to record the equal groups and equations that represent each card.

    Show students both sets of cards: array and equal groups (M-2-4-3_Array Cards.docx and M-2-4-3_Equal Groups Cards.docx). Explain that they will be playing a game with their partner. Show them how to set the cards up (similar to Memory). Each person takes turn flipping over two cards. They are trying to match the cards. For example, 4 groups of 5 would match up with 4 rows of 5. Observe students as they play the game. Watch for students counting the dots by 1 or using skip counting that is not efficient. Also watch for students that are becoming automatic with the facts. If a group comes across the 2×2 and 4×1 card, it may help to have a conversation about how they have a similar product but not the same factors.

    After students seem to understand the concept, call them together to summarize what they learned from the game. Ask, “What did you notice? Were there any that were trickier than the others, and what did you do to figure them out? What strategy did you use the most?”

    Extension:

    • Expansion: Students who have higher understanding can use numeral cards with the products to match each of the groups.
    • Small Group: Provide number lines for students who have difficulty with skip counting or repeated addition strategies (M-2-4_Number Line.docx). Have students circle the goal number on the number line and then experiment with the numeral cards to see how to best reach the goal number.

Related Instructional Videos

Note: Video playback may not work on all devices.
Instructional videos haven't been assigned to the lesson plan.
Final 5/12/14
Loading
Please wait...