Number Operations (Addition… · B3 Mathematics

Lesson notes

Learning Objectives

Indicator: B3.1.2.5.2 - Represent and explain multiplication using rectangular arrays

By the end of the lesson, learners can:

Build rectangular arrays using straws, counters, or drawings to represent multiplication sentences such as 2 × 3 and 4 × 5.
Count the total number of items (dots, intersections, or counters) in a rectangular array and state the product.
Explain in their own words why a rectangular array with 3 rows and 4 columns shows the same product as 3 × 4 and 4 × 3.
Match a given multiplication sentence to the correct rectangular array among several options.
Write the multiplication sentence that matches a rectangular array drawn by a peer.

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Curriculum details

Strand: Number (Strand 1)
Sub-strand: Number Operations (Addition, Subtraction, Multiplication and Division) (1.2)
Content standard: B3.1.2.5 - Demonstrate an understanding of multiplication up to 5 x 5
Indicator: B3.1.2.5.2 - Represent and explain multiplication using rectangular arrays;
Suggested placement: Term 2, Week 3 (Week 15 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Curriculum reference: Mathematics Curriculum for Primary Schools (Basic 1-3), 2019, p. 54
Transcribed from the official NaCCA publication. Check this page against the source.

Exemplars (from the NaCCA curriculum)

E.g. 1. To find 2 × 3 = ? Learners arrange 2 straws vertically (legs) and put across it with 3 horizontal ones (arms). Learners count the number of intersections.
E.g. 2. Learners model different multiplication sentences. Learners mention the number of dots (intersections) for other learners to model fence.
Note: Alternatively, learners may draw vertical lines to represent the legs and horizontal lines across them to represent the arms and then count the number of intersections as the product.
E.g. 3. Develop and build the multiplication chart (up to 9 x 9) and have learners practice reading the chart
E.g . 4. Learners should also be encouraged to model multiplication on the number line

Hand-drawn 3 x 4 = 12 on a number line. Visible labels, values, and notation include: +; 2; 3; H1YH+; 45; G; 7;... — Hand-drawn 3 x 4 = 12 on a number line. Visible labels, values, and notation include: +; 2; 3; H1YH+; 45; G; 7; 8910; 12.

E.g. 5. Draw a 6 by 6-multiplication chart and use it as a game board to play the 3-in-a-line game with a pair of dice or playing cards. Players take turns in throwing a pair of dice and mark (or cover) the product made in a throw with his/her marker (or counter).

Playing cards, dice and the 6x6 products game board. Visible labels, values, and notation include: 1; 2; 4; 5; 6; 8;... — Playing cards, dice and the 6x6 products game board. Visible labels, values, and notation include: 1; 2; 4; 5; 6; 8; 10; 12; 3; 9; 16; 15; 20; 18; 24; Game Board; 25; 30; 36.

E.g. 6. Learners find doubles of given numbers and skip count in 3, 4, and 5.