# Time to multiply

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:
Can you make and label some arrays on grid paper?

# Physics: Push or Pull

As part of our Inquiry learning this term, we have been investigating force and motion.  In particular we have been finding about push and pull.  Pushing moves something in the direction of the push. The harder the push, the further the item goes. Pulling something has a similar action. The harder you pull, the faster something moves along.   After going to Scienceworks where we found lots of pushes and pulls, we had an immersion session at school.  We discovered lots of everyday things that move because of a push or a pull.

Click to watch: Is it a push or a pull?

Surprisingly there were a lot of household tools that many students could not name or were unsure how to work.

Can you do a search of your kitchen at home and take a tally of things that can be pushed, pulled or both? Where else in your house do things need a push or a pull?

This week we are working through a Scientific Process to investigate a physics question… exciting times ahead: