Multiplication: reSolve Market
View Sequence overviewMultiplying how many by how much gives the whole: $$\text{how many} \times \text{how much} = \text{the whole}$$
Whole class
reSolve Market PowerPoint
Each group
Two six-sided dice with digits 1, 2, 3, 4, 5 & 10 (stick the number 10 over the 6 on the dice)
Different coloured pens/pencils
Each student
Rolling arrays Gameboard
Build
Use slide 24 of reSolve Market PowerPoint to explain to students how to play the game Rolling arrays.
Rolling arrays
A game is played in pairs. Each pair needs one gameboard and two different coloured pencils.
- Each player rolls one die. The player with the highest number is Player 1 and the other person is Player 2. They each take a coloured pencil.
- Player 1 rolls both dice. They select one number to represent how many rows and the other number to represent how much in each row. They draw this as an array on the gameboard and record as a multiplication fact in the middle of the array.
- Player 2 uses the other coloured pencil and takes their turn.
- The players keep taking turns.
The game is over when a player cannot fit the array that they have rolled onto the gameboard. The winner is the player who drew the last complete array.
Provide students with Rolling arrays Gameboard, two dice and two different coloured pencils. Have students play the game in pairs.
Factors and the array
The dice used in this task are modified to generate factors for multiplication facts students learn during Year 3.
The purpose of the game is for students to generate two factors which they colour in as the number of rows and number in each row of an array.
Student attention is focused on generating the array, using the two factors they rolled and recording the multiplication fact for the product of that array on their student sheet.
For example, if they roll a 3 followed by a 4, they colour a 3 x 4 array and record ‘$3 \times 4 = 12$’. They can see that 3 units of four, or 4 units of three are a composite unit of twelve.
Rolling two numbers and colouring an array using the results as two factors allows students to connect the array product with the factors. Students are able to see that the array is a composite unit of composite units.
The dice used in this task are modified to generate factors for multiplication facts students learn during Year 3.
The purpose of the game is for students to generate two factors which they colour in as the number of rows and number in each row of an array.
Student attention is focused on generating the array, using the two factors they rolled and recording the multiplication fact for the product of that array on their student sheet.
For example, if they roll a 3 followed by a 4, they colour a 3 x 4 array and record ‘$3 \times 4 = 12$’. They can see that 3 units of four, or 4 units of three are a composite unit of twelve.
Rolling two numbers and colouring an array using the results as two factors allows students to connect the array product with the factors. Students are able to see that the array is a composite unit of composite units.
Student work samples
Look at this gameboard from a round of Rolling arrays.
Discuss with colleagues: What do these students know and what have they shown that they can do? Give evidence from the work samples for your statements.
Look at this gameboard from a round of Rolling arrays.
Discuss with colleagues: What do these students know and what have they shown that they can do? Give evidence from the work samples for your statements.