What prior knowledge should students have for this lesson? Students will make use of repeated addition with sums up to 25 to create an equation and find the total sum of the objects.
When the order of the factors in any multiplication sentence changes, the product does not change. You can use the power point for the beginnings of this lesson. See Addition and Subtraction. Most students should remember that changing the order of the addends does not change the sum.
Provide students enough time to complete- No more than approximately 15 minutes Collect and review them quickly- refer to notes and directions in the Formative Assessment Section To formally begin the lesson, use a situational story that will grab your students attentionsuch as: What happened to the factors in the second multiplication sentence?
I ask students to give a thumbs up if they say yes and a thumbs down if they say no it is not. Now, I want you to turn and tell your partner about your number sentence and explain how you determined your answer.
I want you to tell me all of the number sentences for the following array: How many cookies are in each column? Depending on student understanding, time, and student engagement, I might give another example: I write 17 -?
At this point I review that an array has to have things arranged in rows and columns with an equal number of objects in each row and column. Now how many equal rows are in the array?
As students discuss, I circulate to check for understanding and listen to student strategies. If I feel that students are still struggling with these, I may carry out 2 more problems on the board where I model my own thinking as I work.
I would draw circles and just put the first letter of the vegetable in the circle. Your students used equal groups to multiply in second grade. Some students might have counted by ones, others might have counted by threes, others may have counted by 5s.
The numbers in multiplication sentences have special names. Have students model more examples of the Commutative Property on their grid paper. This doubling strategy is an important skill, but when making equations for arrays, the number sentence needs to match the array.
I hand out a piece of graph paper and ask students to draw an array that has 2 rows with 6 dots in each row. The numbers that are multiplied are called factors. How can you arrange these objects so they are easier to count? Have a volunteer label the factors and product and read them aloud with the class.
Students should realize that there are 8 squares in each row. I show a different array of 3 x 2 and ask if anyone can write that number sentence?
I ask students if they think they can use the array to solve a word problem. I tell students that an array is a way of way of organizing a set of objects into rows across and columns holding it up. What should students know and be able to do as a result of this lesson? I display a 3 x 4 array on the board.
If students are showing that they are competent with the mystery number, I will ask students to put away their journals and look at me. Turn the array on its side.MAFSOA Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.
Remind them that the array was turned on its side, so the number of squares is still Ask: What multiplication sentence describes the array? Have a volunteer write 2 x 8 = 16 on the board, underneath the first multiplication sentence. Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of.
The numbers that are multiplied are called factors. The answer is called the product. Now look at what happens to the factors and product in the multiplication sentence when the array is turned on its side. What Is An Array. Add to Favorites.
31 teachers like this lesson. Print Lesson. Share. Objective. When they are done we correct these as we did the first two. I show a different array of 3 x 2 and ask if anyone can write that number sentence?
I have a volunteer come up and write 2 + 2 + 2 or 3 + 3. Just as the name suggests, an inequality is a number sentence that shows how parts of a number sentence are unequal. For example, we know that 4 + 5 and 4 + 6 are unequal, so we couldn't say 4 + 5.Download