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n this section students further explore multiplication by using Array mats. Just as combining and separating blocks on the number lines offered a visual model for addition and subtraction, the Array mats provide a powerful visual image of multiplication with the single blocks. Unlike area models, which can confuse students, the array model makes clear what is to be counted: the blocks. These mats make it easy for the students to organize the blocks, that is, to make the equal groups. The clear visual images of groups in rows and columns help students to discover relationships among paired multiplication examples (such as 3 6 and 6 3) and to find that the product is the same, regardless of the order of the factors. The mats also make it easy to extend work with the basic facts to even larger numbers, so students learn that the underlying concepts are the same, regardless of the size of the numbers. Multiplication, even with relatively small numbers, can yield very large numbers. This means that students can quickly accumulate large numbers of blocks on the Array mat. Despite the large quantity of blocks, students are able to count them easily and accurately by packing the blocks in holders.
How would you write a multiplication sentence for what you just did on the Array mat?
(3 9 = 27) Next ask students to place 8 groups of 15 blocks on the mat, either in rows or columns. Have them pack to find the total. Students may be surprised to find that even with relatively small numbers like 8 and 15, they end up with a large number of blocks (120, in this case). Repeat with different examples. Over time, help students to connect the different terms we can use to describe the model:
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8 groups of 15 blocks 8 rows (or columns) of 15 blocks 8 by 15 array 8 times 15
When appropriate, introduce the terms factor and product.
Where do you see 6 groups of 13 on the mat? Who can see 13 groups of 6? Show us where.
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What multiplication example can you write for this array? What other multiplication sentence could you write? (6 13 or 13 6, the order doesnt matter) What can you tell me about the answers? (They are the same.) Why are they the same? (Both tell the number of blocks in the same array.)
Using two Array mats, have students make 5 rows of 11 on one mat and 11 rows of 5 on the other. Students then pack to find the total for each representation and write the corresponding number sentences. Repeat with other examples, helping students generalize that the row and column numbers can be interchanged.
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Repeat the procedure with other arrays. Then have students build 12 rows of 14 on their mats. Ask,
Do you have enough blocks here to make 14 rows of 12? How do you know?
Once students explain their thinking, have them rearrange the blocks to check.
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The idea that 8 5 = (4 5) + (4 5) illustrates the distributive property of multiplication. While students do not have to know this law formally, it is important for them to develop a conceptual understanding of it. It is the basis of the conventional algorithm used for multidigit multiplication.
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Practicing Key Ideas
Make an Array
Students work in pairs. One student names a number between 1 and 10; the other, a number between 10 and 20. Students use the two numbers to form an array. They then find the total number of blocks in any way that they choose and record two corresponding multiplication sentences.
Assessing Learning
1. With blocks, empty holders, and an Array mat available, ask,
If you make 6 groups of 12 blocks and then put them together, how many blocks will there be?
Does the student make the separate groups or use an Array mat? (Either is acceptable.) find the correct answer? 2. Present the example 14 5. Ask the student to make the corresponding array and find the answer. Then show the example 5 14, asking the student to find the answer and to explain his or her thinking. Does the student first build an array corresponding to 14 5 and find the correct product? immediately know that 5 14 has the same answer or build another array? clearly explain his or her thinking?
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