Multiplication Array Chart

Grade Level(s): 3^rd Grade

Content Area:                                                                        Process Area:

Numbers and Operations                                           Problem-Solving

Algebra                                                           Reasoning and Proof

Geometry                                                                    Communication

Measurement                                                             Representation

Data Analysis, Statistics, and Probability                    Connections

Common Core Standards:

CCSS.MATH.CONTENT.3.OA.A.1 Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.

CCSS.MATH.CONTENT.3.OA.B.5 Apply properties of operations as strategies to multiply and divide. Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.)

Targeted Needs of Student:

Practicing with multiplication facts, representing multiplication in visual ways, comparing multiplication facts with other multiplication facts

Goal:

Providing students with a visual of how multiplication equations are represented in relation to all of the other multiplication equations from 1 to 10

Materials Needed:

1.      Large crate paper

2.      Ten frames cutouts

3.      Coloring utensils

4.      glue

Explanation/Summary:

Students will use papers with 10 blocks on them (10 frames) to complete the large multiplication chart. The class will split into pairs and given at least 9 multiplication equations per pair to represent with 10 frames. Students can do this throughout the week during centers or free time. For example, if a pair had the multiplication equation 6 x 2 then they would take two ten frames blocks and shade in a full ten frame and two blocks off of another ten frame block. They would paste these ten frames on the large chart paper in the hallway and begin working on their other equations. Students will discuss what patterns the chart shows such as the numbers grow larger the more to the right and down you go on the chart or that 4 x 6 is equal to 6 x 4.

 

Resource:

blogs.henrico.k12.va.us