Students will be able to use an array to solve multiplication problems with two two-digit factors.
The adjustment to the whole group lesson is a modification to differentiate for children who are English learners.
Review arrays by drawing a simple array (e.g., 3 x 4). Remind students that an array is a drawing, or model, in which the factors determine the number of rows and columns. The product is the total number of items inside the array.
Tell students that when we draw an array with small factors, like the example above, each factor is represented in single units. But, in order to draw an array with larger factors, we’ll need to represent the hundreds and tens with appropriate units.
Review base ten notation for drawing models (□ = 100, | = 10, • = 1).
Draw a number with base ten notation as an example
(i.e., 246 = □ □ | | | | • • • • • •).
Provide student-friendly definitions in English (L2) or students' home language (L1), if applicable, for the following terms: "array," "factor," "base ten."
Create a poster with drawings, symbols, and examples of arrays, factors, and base ten notations, and ensure that it is visible for the duration of the lesson.
Allow students to conduct a think-pair-share with a partner and discuss their background knowledge and prior experiences with arrays in L1 or L2.