Learning Area: Maths Class /Stage: Mentor Teacher Signature:

3C/Stage 2

Topic: Multiplication Date and Time:

29/5/19
12pm (1 hour)

Curriculum Outcomes:
MA2-6NA uses mental and informal written strategies for multiplication and division
MA2-1WM uses appropriate terminology to describe, and symbols to represent, mathematical ideas
Content:
 model and apply the commutative property of multiplication, e.g. 4 x 3 = 3 x 4.
 link multiplication and division facts using groups or arrays, e.g. 3 rows of 4 is 12 (3 x 4 = 12) or
4 columns of 3 is 12 (4 x 3 = 12).

Learning Students will be able to apply multiplication skills in a strategic game using arrays.
Intention

Success  Students are willing to respond to questions.

Criteria  Participate in the game fairly with a partner.
 Students can create arrays using dice
Differentiation  Emergent: students can use repeated addition to help create their arrays if they are struggling to
memorise multiplication tables.
 Advanced: can play the game by using a dice with 8 faces instead to challenge their
multiplication skills with higher digits.
Classroom  a copy of an Array Capture game sheet and 2 die will be left on each desk for pairs.
organisation  students will be on the floor during the explanation of the game and its rules.

Procedure Engagement/ Introduction: (10 minutes)

- explain multiplication can be inverted (commutative).

- if you rolled a 2 and 3, then it means 2 x 3 OR 3 x 2, both strategies provide the answer of 6
(show using the arrays).

(20 minutes)

- display ‘Array Capture’ template on the IWB.

- show students how to play by modelling a turn.
- students will play in pairs using 2 standard dice
- player 1 and 2 will choose a colour pen/pencil to represent themselves
- each player takes a turn to roll the dice. The objective is to cover as many squares as they
can using arrays, coloured squares cannot overlap.
- the player can choose if they want to use the 2 numbers rolled or pass and not colour any
squares in.
- The player who rolled the dice must read out the multiplication before covering the array and
write down the multiplication inside the outline of the array, e.g. two fours equals 8.

(20 minutes)

- Students can work individually on the colour code worksheet once they have finished playing
the game.
- Students will need to write an answer to each multiplication and identify which number range
the answer falls into. This will ensure the answer corresponds to the colour code.
- Colour the picture accordingly until completed.

Learning experiences:

Modelling the game in front of the students will ensure instructions are clear to understand the rules
and objective of the game.
 Closure: (10 minutes)

- Keep students at their desks.

- Walk around and ask students to reflect on the game and give reasons for what they learnt
whilst playing, preferably associated with maths? (multiplication, area, arrays can create
shapes such as square or rectangle, etc.)

Resources 13 x Array Capture game sheet

IWB
Array Capture game sheet template
26 x standard 6-face dice
Colour pencils or colour markers
Whiteboard
Whiteboard marker
26 x colour code gumball extension worksheet
Questions How many ways can you draw 4 x 6 on the array board?

Where is the best space to draw your shape?

How many squares did you capture to win?

Reflection Students will evaluate each other’s mathematical solutions as they are playing the game. This is
done by checking the calculations are correct and the player is colouring the right number of squares
and/or array.