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Unit NO3: Multiplicative Thinking

Primary Years
Noarlunga Cluster

Numeracy Planner
Big Idea: Multiplicative Thinking Focus/Goal of unit: To develop an understanding of arrays

Lesson Sequence Stage A: Building the Stage 1 Stage 2 Stage 3 Stage 4


field
Recap last lesson Array flash cards. Array flash cards Array flash cards Recap building arrays Recap recognition of and
What can you see? How many rows/columns building arrays
Low Order / Intro
How many? Groups? (countable unit)
Activity (5-10mins) How arranged?

Goal / Purpose of lesson To develop an understanding Continue to develop an Consolidate understanding of Introduce the concept of To demonstrate an
Make explicit to the students of what an array is. understanding of an array an array and that you can add commutativity. understanding of arrays by
the purpose of the lesson, what (Organising same sized and what an array tells us. more row or columns to using arrays and the concept

they will know by the end and groups) continue counting in multiples. of commutativity
why.
High Order / Modelling Pile of counters. Organise Array Play Hurray for Arrays. Roll dice to get 2 numbers. Multiplication toss .Model the
them into same sized groups Use a handful of counters Flash an array card to (six sided and 10 sided) roll of two dice and then
(10-15mins)
in rows or columns. and place them on a grid to students. Students then 6,4: Make an array 6 fours draw that array on the grid
Students help do this. make an array. make the array they have Reverse 4 sixes. paper.
Discuss the configuration. Explain that an array is a seen and report back in Do we have the same amount? e.g. a 3 and a 6 are thrown.
What do we see? How many rectangle or a square made terms of rows and columns, How do you know? This can be used to construct
rows? up of rows and columns. e.g. 3 fours,12 Discuss. Demonstrate some 3 sixes or 6 threes. Shade
What is the countable unit? Explain that some numbers Continue with other arrays. more arrays and reverse. the array and roll a new one.
can be arranged in more than Once students have Continue making arrays and
one way to make an array. demonstrated an shading grid paper to fill up
Demonstrate building arrays understanding of this process all the spaces. Record in the
by adding columns to count in show another card and ask shaded area the array e.g. 3
2s, 4s, 5s etc. How many would there be if sixes. Demonstrate trying to
there were two more rows? predict what you might need
e.g. 3 fives, 15, 2more to fill up a space. Discuss
fives,10 so 25 altogether potential problems that may
Repeat for other arrays occur when arrays wont fit.

1
Application (20 mins) Students repeat activity with Students work with a partner Students work with a partner Work with a partner. Roll the Students work on one grid
Children set to task as teacher a partner. taking a pile of counters and posing similar scenarios using dice. Make the array on with a partner taking turns to
observes, assesses & scaffolds repeating teacher modelled array cards or making arrays whiteboard. Partner reverses roll dice and make array. Give

as needed. activity on grid paper. on whiteboards for each the array on own whiteboard. an allotted time.
other to add onto. Aim is to fill up the grid.
Continue until grid is full or
time expires.
Joint conceptualising / Students share what they Students share what they Students share what they Bring whiteboards to floor Discus variety of arrays made
have done and how they did have done. What array have have done. Discuss variety of for sharing. Discuss what by students. Share different
meaning making (10 mins)
it. What was their thinking? they made? What is the arrays made .Ask for they have discovered. Does it strategies used. What
(Good to photograph their countable unit?( grouping) different strategies used. always work? How do you happened when there were
results for future reference) Could they make it a Were there any arrays that know? What was your smaller sections of the grid
different way? were more difficult than thinking? What have you left over? Were students
others? learnt? able to break arrays into
smaller parts? E.g. 3 sixes
into 1 six and 2 sixes?
Equipment/Resources Array cards or Interactive Counters, 2cm grid paper, Array cards, whiteboards Dice, whiteboards, markers 1cm. Square grid paper
white board display, Counters Array cards or Interactive markers and erasers and erasers. Coloured pencils
needed in lesson
(Lots!) white board display 6sided and 10 sided dice

New Language introduced Array rows columns multiples commutative


Countable units

2
Numeracy Planner
Big Idea: Multiplicative Thinking (Continued) Focus/Goal of unit: To develop an understanding of Prime
and Composite numbers.

Lesson Sequence Stage 6 Stage 7 Stage8 Stage 9 Stage10

Recap last lesson Recap concept of Skip counting. Counting in Review what students know Pick a number game. Is it Recap factors
commutativity multiples starting anywhere about prime and composite prime or composite? Explain What is a factor?
Low Order / Intro
on 100 square. numbers. Game to 50 only how you know
Activity (5-10mins)

Goal / Purpose of lesson To introduce and form an To reinforce the As previous stage using an Building an understanding of Building an understanding of

Make explicit to the students understanding of what understanding of prime and interesting activity. factors. factors in relationship to
the purpose of the lesson, what constitutes a prime or composite numbers prime and composite numbers
they will know by the end and composite number.

why.
High Order / Modelling Roll a 20 sided die. Review last lesson. How do we Introduction to Repeat modelling as in stage Repeat modelling using the
With students helping make know if a number is prime or Eratostheness Sieve. (Can 6 and introduce and use the term factors.
(10-15mins)
as many different arrays as composite? Choose a number look this up on Google!) word factor in relation to Investigate factors of prime
possible for that number. between 3 and 50. Make an Discuss who he was and what arrays. numbers and composite
Do several times. What do array (rectangle).e.g. 10 fives the sieve does. Roll a number. Lets look for numbers.
you notice? Some numbers decorate and cut out writing Review multiples relate to x the factors. Reinforce number2 only
have lots of different arrays the number 50 in the middle tables. How can we find out prime even number.
(Composite) some have only Students think of other Demonstrate some of the Discuss strategies. Reinforce not all odd
2(Prime). rectangles for 50 e.g.2 divisibility rules. E.G. even numbers are prime
twenty fives , 5 tens. Make numbers can be divided by 2.
and cut out. These will all be Numbers ending with 5 or 0
stuck on class composite can be divided by 5.
quilt.
Application (20 mins) Students repeat teacher Students repeat activity Using a 100 square, students In pairs students roll dice to Students investigate further
Children set to task as teacher modelled activity on own or in using own choice of number follow the instructions to make arrays and record with numbers recording
observes, assesses & scaffolds pairs.Record on grid paper (all different). sieve out all the composite factors. factors of each one looking

as needed. making as many arrays for Single rows(one square deep numbers. Prime numbers to for the difference between
that number as they can. or wide) are not allowed on 100 should be left. prime and composite
Label number Prime or the quilt so they need to numbers.
Composite. start again with another
number. (Some will make
squares!)

3
Joint conceptualising / What differences did you Bring cut outs to floor to Discuss what we have Look together at the factors Do all composite numbers
discover between prime and share findings. Stick discovered. Does it only work of different numbers. have the same amount of
meaning making (10 mins)
composite numbers? rectangles on quilt. Some to 100? How can you find How do you know they are factors? How do we know?
Anyone find a composite students will have squares. out? factors? Do all numbers have Do all prime numbers have
number that was odd? E.G. 3 threes. Discuss these the same amount of factors? the same amount of factors?
(2 is the only even prime all are square numbers.These How do we know
other primes are odd but not are composite numbers. Are
ALL odd numbers are prime!) there any more composite
numbers to 50? How do we
know? Which numbers cant
we stick on? How do we
know?
Equipment/Resources Dice, grid paper, coloured Grid paper, scissors ,glue Copy of Eratostheness sieve, Dice, Whiteboards ,markers Dice, whiteboards, markers,
pencils 100 squares, coloured pencils erasers, grid paper /books erasers, books /grid paper
needed in lesson
Individual tables charts

New Language introduced Composite, prime, odd, even Eratosthenes, factors


sieve

4
Numeracy Planner
Big Idea: Multiplicative Thinking Focus/Goal of unit: To develop mental strategies for multiplication

5
Lesson Sequence Stage 11 Stage12 Stage 13 Stage14 Stage15
Old lesson 4 Old lesson5 Multiplying Card Multiplication Multiplication and
Double Trouble Double Trouble 2 mentally game place value ideas
Recap last lesson Multiplication Toss half Flash cards to 20 and students Mental maths Mental maths doubles, Mental maths doubles,
size grid paper version write doubles doubles, doubles doubles plus one and double- doubles plus one and
Low Order / Intro
of yesterdays lesson plus one and double- doubles double-doubles
Activity (5-10mins) doubles

Goal / Purpose of
lesson
Make explicit to the
students the purpose of the
lesson, what they will know
by the end and why.
High Order / Double Trouble. Review Double Trouble 2. Multiplying Mentally Card Multiplication Game Multiplication and Place
doubles to 10 using ten Revisit previous lesson. Roll two 10 sided Using the Cuisenaire rods, Value Ideas
Modelling (10-15mins)
frames e.g. 6 is double 3, In pairs students take turns to dice to create a two select two of anything and Using 6x14 and 14x6 as an
8 is double 4) then throw a 10 sided dice, calculating digit number. describe e.g. 2 sevens could example, show and explain
review doubles to 20. 4 times the number thrown using Construct a model be described as double the different ways in
Demonstrate 2 threes by the double double strategy. of this number with seven. Repeat selecting which equations can be
shading 2 rows of three Products can be shown on 1cm grid MAB. Ask students three of something (double modelled. Present as 6
on a grid as an array. paper and then recorded on a to think about and one more group) and fourteens and 14 sixes
Then shade 4 threes. strip of paper and summed double this number four of something (double using Cuisenaire rods.
Explain that 4 threes progressively. The winner is the and model it with double). Select two playing Discuss which is more
are just double 2 threes. person with the highest total. the MAB. Students cards from the deck. Using efficient / easier and
Provide more examples This also provides students with work in pairs and the 2 cards make the why. Share the different
of double-doubles. an opportunity to practice throw their own largest number and then ways that this can be
Students can then shade renaming skills when adding. dice to create 2 double it. Work in pairs. conceptualised e.g. for 6
their own arrays of digit numbers. Students get one point each fourteens: 6 tens, 60 and
various numbers chosen time they get the biggest 6 fours, 24 so total 84
by the teacher or number. etc
through the roll of a
dice.

Application (20 mins)


Children set to task as
teacher observes, assesses
& scaffolds as needed.

6
Joint conceptualising / Discuss the variety of Discuss the variety of arrays Encourage students Model activity again and ask Discuss other ways that
arrays made by students. made by students. Ask for to identify and students to discuss their this problem can be
meaning making (10
Ask for different different strategies used. Was it justify their strategies. approached. Discuss
mins) strategies used. Was it easier to calculate mentally or thinking. efficient strategies
easier to calculate using grids?
mentally or using grids?

Equipment/Resources 10 sided dice 10 sided dice MAB MAB, Cuisenaire Rods MAB or Cuisenaire Rods
Square grid paper Square grid paper 10 sided dice Playing Cards, Paper
needed in lesson
Strip of paper Pencils

New Language
introduced

7
Numeracy Planner
Big Idea: Multiplicative Thinking Focus/Goal of unit: To develop mental and formal strategies for multiplication when solving
word problems.

Lesson Sequence Stage 16


Old lesson 10
School Rubbish
Recap last lesson Mental maths doubles,
doubles plus one and double-
Low Order / Intro
doubles
Activity (5-10mins)
Goal / Purpose of lesson
Make explicit to the students
the purpose of the lesson, what
they will know by the end and
why.
High Order / Modelling School Rubbish
Pose the following problem to
(10-15mins)
the students: There are 28
students in a small rural
school. If each person
creates 3 pieces of rubbish
from their lunch box, how
many pieces of rubbish does
the whole school produce in
one day? Discuss and model
mental strategies that can be
used to solve the problem and
then move on to recording
using a formal method. Use
MAB to model. Provide other
word problems for students
to solve working in pairs
initially.

8
Application (20 mins)
Children set to task as teacher
observes, assesses & scaffolds
as needed.
Joint conceptualising / Review method and allow
students to demonstrate
meaning making (10 mins)
their strategies and
recording on the board.

Equipment/Resources Concrete materials


representing rubbish
needed in lesson
MAB, White board

New Language introduced

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