Multiplication Arrays

Overview

In this lesson, students build on prior addition learning by understanding multiplication as repeated addition and by representing it using arrays. They will connect number sentences to diagrams and develop quick recall of basic facts through structured practice.

Learning intentions

• WALT understand multiplication as repeated addition.
• WALT represent a multiplication problem using an array and a number sentence.
• WALT solve simple multiplication and related division situations using a variety of strategies (materials, diagrams, skip counting).

Success criteria

• I can explain what multiplication means using repeated addition.
• I can draw or complete an array to match a multiplication number sentence.
• I can write a matching number sentence from an array or story.
• I can solve a simple multiplication problem and check my answer using the array or repeated addition.

Curriculum links

• Number — VC2M3N05: students multiply and divide one- and two-digit numbers, representing problems using number sentences, diagrams and arrays, and using a variety of calculation strategies.
• Algebra — VC2M3A03: students recall multiplication facts for 3, 4, 5 and 10 and connect these to related division facts (building the foundation for quick recall and fact families).
• Number — VC2M3N08: students use mathematical modelling to represent practical multiplicative situations using number sentences and appropriate diagrams.

Lesson structure (60 minutes)

1. 0–5 min · Hook (quick talk). Teacher shows an image of groups of objects (e.g., 3 rows of 4 counters) and asks, “How many altogether? What could this be called?” Students share ideas; teacher records repeated addition language.

2. 5–15 min · Direct teach: repeated addition to multiplication. Teacher demonstrates with counters: for example, “4 + 4 + 4 = 12” and labels it as “3 × 4 = 12” while pointing to groups and total. Students build the same setup, then complete a sentence stem: “3 groups of 4 is 4 + 4 + 4, so 3 × 4 = 12.”

3. 15–28 min · Arrays as a model. Teacher models drawing an array (e.g., 3 rows, 4 columns) and explicitly links:

• Rows = the first number in the multiplication (e.g., 3)
• Columns = the second number (e.g., 4)
• Total = repeated addition (show 4 + 4 + 4) Students work in pairs on a short “Array Builder” task: given a number sentence (like 2 × 6), they draw an array, write the matching repeated addition, and state the total.

4. 28–40 min · Guided practice: solve and match. Teacher sets up a centre-style rotation (teacher-led table + two independent tasks). Use 4–6 problems on the board to keep pacing tight:

• Task A (teacher-led): “Match the array to the number sentence.” Students justify with “I counted rows/columns then total.”
• Task B: “Fill in the missing number” in a number sentence using the array.
• Task C: “Draw an array from a story.” Example story: “There are 3 cakes on a table. Each cake has 4 sprinkles. How many sprinkles?” (Students draw an array and write a number sentence.) Teacher circulates and asks probing questions: “What does each group represent?” “How do you know it’s correct?”

5. 40–52 min · Fact fluency: skip counting to multiplication. Teacher leads a short, structured fluency activity for known facts (focus: 3, 4, 5 and 10). Model with a number line or counting chant:

• “Count by 3s to 30” to support 3 × 1 up to 3 × 10
• Repeat for 4s, 5s (shorter), then connect to a few quick array checks (e.g., 4 × 6). Students complete a quick worksheet or digital sheet: “Write the multiplication sentence for this skip count” and “Check with an array.”

6. 52–58 min · Formative check: mini exit reflection. Teacher selects 2 student responses (anonymous samples) and asks the class to decide: “Which one matches the array? Why?” Students explain using rows/columns and repeated addition.

7. 58–60 min · Exit ticket (2 questions). Students complete:

• Q1: Draw an array for 2 × 7 and write the repeated addition.
• Q2: Use the array to write a multiplication number sentence (provided as a simple 3×4 or similar array).

Resources

• Counters or small cubes (multiple sets)
• Array cards or grid paper (arrays with rows and columns)
• Teacher slides/images of grouped objects
• “Array Builder” printable (number sentence → array → repeated addition)
• Story prompts for modelling multiplicative situations
• Number line (0–40) or number-line strips
• Quick fluency worksheet for 3, 4, 5 and 10 facts
• Exit ticket slips

Assessment

• Observe pair work: can students connect groups to repeated addition and array structure?
• Check completed tasks for accurate row/column representation and correct matching number sentences.
• Exit ticket: confirm students can translate between arrays, repeated addition, and multiplication.

Differentiation

• Support for students needing scaffolding:
• Provide sentence starters: “___ groups of ___ is ___ + ___ + ___ … so ___ × ___ = ___.”
• Use pre-drawn array frames with some lines already present.
• Offer concrete materials (counters) alongside diagrams for consistency.
• Reduce workload: fewer problems, but ensure correct translation between representations.
• Support for students with language needs / EAL:
• Emphasise key terms visually: “row”, “column”, “group”, “altogether”.
• Allow oral responses first, then require a written number sentence once the model is correct.
• Extension for advanced learners (without adding complexity beyond multiplication ideas):
• Ask for two different representations for the same product (array + number sentence + repeated addition).
• Include a short “Which is correct?” item: show two number sentences for one array and justify the correct one.
• Introduce simple inverse connection: “If 3 × 5 = 15, what division statement matches the same groups?” (no long computations required).