# Multiplication – ARRAYS

We have been modelling multiplication equations using ARRAYS.  This is an important step to understand before focusing on times table facts. We have also been able to use our skip counting skills to help work our the total.

Students can more readily understand multiplication if they can see visual representations of the equation. For example, they can picture students in a marching band arranged in equal rows or chairs set up in rows in an auditorium. These arrangements all have something in common; they are all in rows and columns. An arrangement of objects, pictures, or numbers in columns and rows is called an array. Arrays are useful representations of multiplication concepts.

This array has 4 rows and 3 columns. It can also be described as a 4 by 3 array or 4 x 3 or the repeated addition 3 + 3 + 3 + 3.

What number sentences match these arrays:
We went to the new lab in the Discovery Centre on Friday and practiced making arrays on the new touch screen computers.  This was a lot of fun.
The students had to try and make arrays to show multiplication “turn around” facts.  When we explored arrays using tiles, we realised that some facts share an answer but the array looks different.  Jonah called this turn around facts.  Can you give some examples of multiplication turn around facts? How do we make sure that our array matches an equation (and don’t make the turn around array)?
You can practise colouring some arrays on grid paper for different multiplication equations…