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Multiplication and Division

To understand how to read an array.

To know that multiplication can be done in any order.

Abacus Workbook 3 | Counters | 📄 Pictures of array cards | 0-20 beaded line

array | times tables | multiplication | multiply | times

Show your student an array of 4 rows of 3 counters (see below).

Ask:

How many rows are there? 4
How many counters are there in each row? 3
How many counters are there altogether? 12
What number sentence could we write to describe this array? Record 4 × 3 = 12 and explain that we can read this as 4 lots of 3, or 4 times 3.

Rotate the array so it now has 3 rows of 4 counters (see below).

Ask:

How many rows are there? 3
How many counters are there in each row? 4
How many counters are there altogether? 12
What number sentence could we write to describe this array? Record 3 × 4 = 12 and explain that we can read this as 3 lots of 4, or 3 times 4.

Say: Today we are learning about how multiplication can be done in any order. 3 x 4 will give us the same answer as 4 x 3.

This video demonstrates the above points about using arrays to understand multiplication.

Repeat the process above with a different array of counters.

Give your student Sheet 1 of the 📄 Pictures of array cards.

Ask them to choose one array and to discuss with you what they can see.

For example:

They should then record the number sentence, for example, 3 x 5 = 15.

Turn the array around and repeat the steps to find the other multiplication fact.

Repeat with new array cards.

Use Sheet 2 from the 📄 Pictures of array cards and do the same activity as above.

To help your student consolidate their learning from today, please ask them to complete the activities on page 29 of Abacus Workbook 3.