Multiplication

assessment 2015

Lesson topic/focus: Arrays Date: 23rd November 2015

AusVELS Domain(s): Mathematics Grade(s)/Year Level: Grade 3/4,

Level 3 &4
AusVELS substrands Dimension(s)
or Religious Education Guideline: Multiplication
Duration: 1 hour

Learning standards/outcomes:
Students will demonstrate an understanding on how arrays work and the different ways they
can be represented.

Indicators:
1. Students will be able to link arrays to a written multiplication equation.
2. Students will use search for and record arrays around the classroom and link them to a
multiplication sum.

Assessment:
1. Students will be able to successfully write an array of a written multiplication
equation
2. Students will be able to successfully find arrays around the classroom and explain
how that can be into to a multiplication sum

Teaching focus:
A) Teacher will focus and note good behaviour amongst the students
B) Provide a range of examples and strategies that support the different types of thinking and
learning.

Background to the learning:

Teacher: Teacher has read week 11 of Education Mathematics (multiplication for middle to
upper primary) to prompt memory of different strategies.

Student:
Students have been learning multiplication for term 2. They have been exposed to arrays but
common misconceptions occurred.

Lesson resources:
Counters
A3 paper
Pen
 Multiplication assessment 2015

Introduction: 2 minutes Scaffolding
Students will be on the floor in a circle. The teacher will student
explain the purpose of the lesson: to learn about Arrays. knowledge.
Teacher will explain that they understand some people know
how to do arrays but they just want them to extend their
knowledge.
Development: 12 minutes
1. Teacher is explain to ask if anyone knows what an array is: Display or
arrange (things) in a particular way
2. Using the counters on a piece of paper show a simple equation 3 x 3
3. Teacher is to then explain how it 3 lots of 3
4. Teacher is to explain how the lines must match up perfectly
5. Teacher is to then create an array of 6 x 5
6. Once array is complete turn the array around to show it is also 5 x 6 but its still the
same answer
7. Using the above example, teacher is to add just one counter to the array and say is
that now 5x7 ?
8. Hopefully students will recognise that 4 more counters
are needed to have: 7+7+7+7+7=35
Students build their own
9. Teacher is to then ask the students if they think 9 x 9 will
work in an array knowledge. Encourages

10. Teacher is to then display 9 x 9. This is to prove to learning, a s i t i s i nteractive and
students that even though the answer is odd, it can still accessible to all abilities. Uses
form an array. scaffolding to its full
11. Teacher is to explain that they are going to be going on a advantage; pairs, task is
Array Hunt: Students are to find as many arrays accessible to all abilities.
around the classroom and decking as possible in 30
minutes. In pairs students record the equation (3x3, 2x6
etc), where they found it and to draw it.

Consolidation and Practice: 30 minutes

Students are to move off in their pairs to do the activity, using the teacher to check answers
and ask for help.

Early finishers:
Students are to move onto their maths menu at their tables (quietly).

Closure: 10 minutes

Depending on how excitable the students are teacher is to decide if students are on the mat or
at their desks with their partner. A share and tell is going to be used for this activity. Teacher
is to select one group at a time and ask them to share one array to class. These students are
going to give the equation and where they found it. This will be used as assessment as well.