- and students to place • grouping into sets. Whiteboard Doubling represent one counter in Use a Target game to assess pens each bowl and students ability to work forwards • Counters as record this and backwards with doubling by • Dominoes repeated multiplication filling in the spaces. • Doubles addition, fact 5 x 1 = 5. Ask Poster groups and students to then Cut squares of paper in half to • arrays place 2 counters FISH create triangles. Write the answer in each bowl and Kit at the top of the triangle and the record this number that you are doubling in multiplication each of bottom corner. Show fact 5 x 2 = 10. students only the bottom two Continue until numbers and ask them to double, students have reveal the top of the triangle for placed ten the answer. counters in each bowl. Ask students to explain the patter to you. CONTENT STUDENT TOPIC KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION RESOURCES JOURNAL ACMNA031 Students will Observe students when playing Activity Process – Rows Recognise understand the the Match Me game. Note their Give each student 12 and commutative ability to find the matching counters. represent property of cards and give an answer to the Ask students to arrange multiplication algorithm. counters into equal rows. as using an array Ask students: “How many repeated model. Achievement Standard – different ways can you addition, Represent multiplication and Counters arrange counters into equal groups and Proficiency division by grouping into sets. 2.3.5 Felt Squares rows?” arrays. Strand: Large rubber bands Allow students time to Understanding – - Rods record and share their identifying and Arrays Calculator answers. describing the FISH Kit Repeat with a larger or relationship smaller collection of objects. between addition Activity Process – and subtraction Turnarounds and Place and array on a felt multiplication square e.g. 4 rows of 2. Use and division. the large rubber bands to Understanding – highlight the rows. Write: 4
- Doubling and represent as repeated addition, groups and arrays grouping into sets. Use a Target game to assess students ability to work forwards and backwards with doubling by filling in the spaces. Cut squares of paper in half to create triangles. Write the answer at the top of the triangle and the number that you are doubling in each of bottom corner. Show students only the bottom two numbers and ask them to double, reveal the top of the triangle for the answer. students to place one counter in each bowl and record this multiplication fact 5 x 1 = 5. Ask students to then place 2 counters in each bowl and record this multiplication fact 5 x 2 = 10. Continue until students have placed ten counters in each bowl. Ask students to explain the patter to you. • Whiteboard pens • Counters • Dominoes • Doubles Poster • FISH Kit TOPIC CONTENT KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION STUDENT JOURNAL RESOURCES 2.3.5 - Arrays ACMNA031 Recognise and represent as repeated addition, groups and arrays. Students will understand the commutative property of multiplication using an array model. Proficiency Strand: Understanding – identifying and describing the relationship between addition and subtraction and multiplication and division. Understanding – Activity Process – Rows Give each student 12 counters. Ask students to arrange counters into equal rows. Ask students: “How many different ways can you arrange counters into equal rows?” Allow students time to record and share their answers. Repeat with a larger or smaller collection of objects. Activity Process – Turnarounds Place and array on a felt square e.g. 4 rows of 2. Use the large rubber bands to highlight the rows. Write: 4 Observe students when playing the Match Me game. Note their ability to find the matching cards and give an answer to the algorithm. Achievement Standard – Represent multiplication and division by grouping into sets. Counters Felt Squares Large rubber bands Rods Calculator FISH Kit
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