Teach Multiplication Arrays Columns and Rows by Developing Academic Language
As students start learning multiplication facts, modeling multiplication arrays in rows and columns is an effective strategy to visualize what is happening in the problems. Let’s explore fun and engaging methods for introducing multiplication arrays to students. Whether you’re a teacher or a parent, these strategies will help make learning multiplication a breeze!
Arrays, COlumns, and Rows: Introducing New Vocabulary and New Concepts at the Same Time
Using sentence frames and vocabulary in math helps students express their understanding of mathematical concepts. This process has worked really well when introducing the new concept of multiplication. Helping students become proficient in multplication using arrays means helping them develop academic langauge about the math concepts.
One thing to be aware of is the cognitive load of learning both new words and new concepts at the same time. Learning both new words and attaching those new words to new concepts is extremely difficult. One strategy to use is to create clear vocabulary cards, as pictured below. Illustrate the definition of the word right on the vocabulary card.
First, we talked about the vocabulary and then I introduced the sentence frames with examples of arrays on the whiteboard.
Use Sentence Frames and Illustrate the New Vocabulary with Multiplication Arrays
As discussed in the previous section, illustrating the vocabulary words will help students anchor the new words with the new concepts. When we use sentence frames, I often post the sentence frames on the whiteboard so that I can quickly write and draw illustrations to support learning.
Practice using the Sentence Frames with the Vocabulary with a Lot of Oral Practice and the Gradual Release of Responsibility
Since these are new words and new concepts, students will need a lot of practice. Use the gradual release of responsibility to help students solidify their understanding of the new concepts.
The Gradual Release of Responsibility is a method of instruction that gives students increasing levels of control over their own learning. This can be done through modeling, guided practice, and independent practice. The Gradual Release of Responsibiliy has a structure of I do, We do, and You do.
I DO – Demonstrate how to draw arrays, write equations, and use the sentence frames
To practice, I drew some arrays on the board, labeled them, and then wrote equations to match the arrays.
With each array, we practiced all three sentence frames. I had students chorally say the sentences, repeating them after me. I also had students turn to a partner and say the sentences. They got a lot of oral practice.
We do
The students and I did some arrays together, labeling and writing equations. In this part of the process, I told students a multiplication expression and they created it on their desk with a partner. Then we created it as a whole group, to check our answers and practice the new language.
You Do – Use Manipulatives and Write on Students’ Desks
Finally, students were able to create their own arrays, with labeling and equations. At each step of the process, I had them either chorally say the sentences or turn to a partner and say the sentences.
The best part: working with manipulatives and writing on desks! Students love it when we write on the desks.
Above are a few student examples of the array, the label and the equation. As you can see, students are finally understanding the difference between rows and columns! The sentence frames have really helped.
Bonus Tip: Use Hand Motions for Rows and Columns
I also threw in some hand motions. Rows are wavy arms going across the body. Columns are diving arms from the head going down. This will help your kinestetic learners solidify their understanding.
Extend the Learning by Creating Written Representations
To extended your work with arrays have students draw their own arrays on paper. Although students could make arrays with manipulatives, some of them struggled to draw rows and columns. They had difficulty transfering what they were doing with the manipulatives to a written representation.
Above are a few examples. Students first created an array with the manipulatives then drew it and wrote the three sentences. Most students got through at least two arrays during our math time.
These were some very easy, low prep, no worksheet, great student engagement ways to help students understand multiplication. Do you have any tricks for teaching arrays and multiplication? I’d love to hear about them in the comments below!
GREAT introduction to multiplication! Well executed lesson:)
Tara
The Math Maniac