Year 3

# Multiplication: reSolve Market

Students learn that the array is a powerful representation of multiplication: rows and columns represent factors, and these factors can be multiplied to find the product.

### 'Multiplication: reSolve Market' is one of our new teaching sequences for V9

• On the 'Sequence overview' tab you'll find all the tasks in this sequence, a suggested implementation plan and curriculum alignment.
• The 'Our design decisions' tab shows how key mathematical ideas develop over the sequence.
• Have you taught this sequence? Use the Feedback button to let us know how it went!

Year 3

### Task 1 • Finding multiplication

Students learn that multiplication is about ‘how many’ groups and ‘how much’ in each group.

Multiplication: reSolve Market
Year 3

### Task 2 • Mangoes and apples

Students learn that the array is a powerful representation of the ‘how many’ groups and ‘how much in each group’ structure of multiplication.

Multiplication: reSolve Market
Year 3

### Task 3 • Making arrays

Students complete an activity that builds their understanding of the array as a representation of multiplication.

Multiplication: reSolve Market
Build
Year 3

### Task 4 • Hidden fruit

Students learn that multiplying ‘how many’ by ‘how much’ gives the whole.

Multiplication: reSolve Market
Year 3

### Task 5 • Rolling arrays

Students play a game to build their understanding that multiplying how many by how much gives the whole.

Multiplication: reSolve Market
Build
Year 3

### Task 6 • Lemon arrays

Students learn that related multiplication and division facts can be recorded as a fact family.

Multiplication: reSolve Market
Year 3

### Task 7 • Making fact families

Students continue to build their understanding that related multiplication and division facts can be recorded as a fact family.

Multiplication: reSolve Market
Build
Year 3

### Task 8 • Finding fact families

Students revisit the reSolve Market picture and use fact families to record the multiplication.

Multiplication: reSolve Market
Build

## Sequence implementation

This time plan is just one way that you might choose to implement this sequence. We have based this plan on 50-minute lessons, with some tasks split across two lessons. The timing provided in the tasks’ documentation align with this implementation advice.

Week 1Week 2
Monday

• Launch
• Explore
• Connect
• Summarise

• Launch
• Explore 1
• Connect
Tuesday

Task 2 • Mangoes and apples

• Launch
• Explore
• Connect
• Summarise

• Explore 2
• Connect
• Summarise
Wednesday

• Complete the activity Making arrays

Task 7 • Making fact families

• Complete the activity Making fact families activity
Thursday

• Launch
• Explore
• Connect
• Summarise

Task 8 • Finding fact families

• Launch
• Explore
• Connect
• Summarise
Friday

• Complete the activity Rolling arrays

• Complete the activity Rolling arrays

## Curriculum and syllabus alignment

### Achievement standards

Students use mathematical modelling to solve practical problems involving single—digit multiplication and division, recalling multiplication facts for twos, threes, fours, fives and tens, by using a range of strategies.