Title: Making Arrays (2)

Grade: 4th

Subject: Math-Multiplication

Designer: Sara Cummings

Stage 1 Desired Results

Established Goals: SOL 4.4The student will:
(b) add, subtract, and multiply whole numbers;
Understandings:
Essential Understanding: Numbers can
have many factors that can be arranged in
-Different ways arrays can be
various different arrays to get the final
arranged to find the same number.
answers.
Essential Questions:
-Factors are numbers that can be
multiplied together to get another
-What are the different ways I can arrange
number.
my 2x6 array of eggs to fit in my fridge?
-Numbers can have many, many,
-What is a factor? What are all the factors of
factors.
12?
Materials
Students will be able to
-Document Camera
-Explain what a factor is and give examples
-Construction paper
of factors for various numbers.
-Graph/grid paper
-Understand that arrays are consisted of
-Scissors
factors that can be arranged in several
-Glue
different ways to find the answer.
Stage 2 Assessment Evidence
Performance Tasks:
Other Evidence:
-Students will create a poster of a
-Teacher scaffolding
related pair of numbers. They will
-Teacher observing
need to find all the factors of their
-Egg carton instruction
pair of numbers and create arrays
-Teacher questioning
for both.
Stage 3 Learning Plan
Learning Activities:
1) The teacher will call the students to the carpet with their math journals as well as
their math pencils. The teacher will turn on the document camera and use
connecting blocks to create an array that resembles a carton of eggs (2 x 6). She
will tell the students that this is her carton of eggs however she wants to see how
many different ways she can arrange her carton of eggs to make them fit better in
her refrigerator at home.
2) The teacher passes out 12 connecting blocks to each student and asks them to
help her find a way to arrange the eggs to try to fit better in her fridge.
3) After about 5-10 minutes of individual problem solving, the teacher asks the
students to stop and calls for volunteers to see how they arranged their egg
cartons. The teacher calls up volunteers with arrays that show 12x1, 1x12, 2x6,
6x2, 4x3, and 3x4.
4) After all the possible arrays have been shown the teacher has the students take
notes on factors. She writes the definition of factors on the document camera as
well as all the factors of 12 that the students showed her (12x1, 1x12, 6x2, 3x4,
etc.) as the example.

5) The teacher then lists the factors of 12 in numerical order. She draws semi-circle
lines for 3 and 4, 2 and 6, and 1 and 12. She tells the students that no matter which
way they decide to read the factors, 4x3 and 3x4 both will still be factors of 12. She
tells the students that it looks like a candle and draws a candle.
6) The teacher explains the activity to the students. She tells the students they will
be working in partners and will receive graph paper, 2 sheets of construction paper,
scissors, glue, and a related pair of numbers. The teacher tells the students that
they will need to find all of the factors of both the numbers they receive. Once they
find the factors, they will need to draw the arrays on the graph paper, cut the arrays
out, and glue them onto the construction paper. Their activity will need to have a
title such as Ways to Make 12, etc.
7) The teacher releases the students to find a partner and come up to get all the
items they will need plus their assigned pair of numbers.
8) Students work until time is up. If they do not finish in time, the teacher will allow
one more day of work for the students to finish.
9) Students pack up and get ready for the next activity.