Description
100% inspired by a blog post by Miss Giraffe! Take a look at all the awesome ways she's taught arrays: http://missgiraffesclass.blogspot.com/2015/07/how-to-teach-arrays.html
Please take a moment to support the inspiring teacher--check out her store:
https://www.teacherspayteachers.com/Store/Miss-Giraffe
This PowerPoint is completely editable, from the background to the content. I have a total of 48 googly eyes that I'm using for it, but I wanted to make sure teachers could change the numbers accordingly and really make it fit in their classrooms! :)
NOTE: this is more for fun practice on a 2nd, 3rd, or review day, less so to teach the students arrays for the first time.
----
I bought googly eyes and round adhesive magnets so I can put them on the white board and have the students move them into the arrays. Then I made this PPT to go with the activity!
PPT Explanation:
Slide 1- teach the students the song. It goes along with “Brown bear, brown bear, what do you see? I see a purple cat looking at me!” I'm going to have students clap-snap-clap-snap to keep the beat.
Slide 2- demo the song again, using the proper array (6 because columns, counting down; 3 because rows, counting across).
Slide 3- multiple chances to practice. Arrange the googly eyes/magnets into an array and ask the students to write the multiplication sentence on their white boards. Once they have their sentences written down, ask them to reveal. Write the correct sentence on the blank lines on the white board. If they're into the song, have them sing it! If they're not, don't force it. I plan to do 5 different arrays; more if I see that they need more practice.
----Planned arrays: 6 x 8, 3 x 2, 2 x 3, 3 x 7, and 9 x 2.
Slide 4- write a random number on the line (i.e. 18, as in the example). Teach the students the song with the product, rather than a multiplication problem.
Slide 5- demo the new way we’re going to play. Students work at their tables to come up with an array that shows the whole number. An example is in slide 5. I plan to use the cards (which work the same way as popsicle sticks) to call on students to come up to the board and use the googly eyes to show their group’s array. I’ll ask the class to take out their white boards and write down the multiplication sentence. Then I’ll ask the class to work at their tables to think of a different way to show the array, so they have to think of a different configuration of the googly eyes. Pull another student’s card to come up and show what their group came up with. White boards to show the multiplication sentence, repeat through the rest of the slides. Ideally, everyone will have a chance to come up and show an array. **I have 24 students, so I have 12 of these for students to manipulate arrays. If you have more students, simply duplicate the slide and change the number to a new one :)
Slide 6 to 17- perform the process for slide 5.
I’m thinking about doing a game of students vs. teacher for this. Every time they get the answer correct, they get a point. If they miss (i.e. rows x columns), I get a point.
The nice thing about slide 5 and beyond is that, even if the students have already done it the way the card-student did it on the board, their group can still think of a different way to do it. Like if they did an array of 18 the horizontal way (second representation on slide 5), but the card-student shows it on the board the vertical way (first representation), they can talk about it represented all as a single row of 18 eyes, or 9 rows of 2, or 2 rows of 9. And that multiplication sentence would be 1 x 18/18 x 1 or 2 x 9/9 x 2.
Does that make sense? I hope it does. Anyway, it should be fun!
Please take a moment to support the inspiring teacher--check out her store:
https://www.teacherspayteachers.com/Store/Miss-Giraffe
This PowerPoint is completely editable, from the background to the content. I have a total of 48 googly eyes that I'm using for it, but I wanted to make sure teachers could change the numbers accordingly and really make it fit in their classrooms! :)
NOTE: this is more for fun practice on a 2nd, 3rd, or review day, less so to teach the students arrays for the first time.
----
I bought googly eyes and round adhesive magnets so I can put them on the white board and have the students move them into the arrays. Then I made this PPT to go with the activity!
PPT Explanation:
Slide 1- teach the students the song. It goes along with “Brown bear, brown bear, what do you see? I see a purple cat looking at me!” I'm going to have students clap-snap-clap-snap to keep the beat.
Slide 2- demo the song again, using the proper array (6 because columns, counting down; 3 because rows, counting across).
Slide 3- multiple chances to practice. Arrange the googly eyes/magnets into an array and ask the students to write the multiplication sentence on their white boards. Once they have their sentences written down, ask them to reveal. Write the correct sentence on the blank lines on the white board. If they're into the song, have them sing it! If they're not, don't force it. I plan to do 5 different arrays; more if I see that they need more practice.
----Planned arrays: 6 x 8, 3 x 2, 2 x 3, 3 x 7, and 9 x 2.
Slide 4- write a random number on the line (i.e. 18, as in the example). Teach the students the song with the product, rather than a multiplication problem.
Slide 5- demo the new way we’re going to play. Students work at their tables to come up with an array that shows the whole number. An example is in slide 5. I plan to use the cards (which work the same way as popsicle sticks) to call on students to come up to the board and use the googly eyes to show their group’s array. I’ll ask the class to take out their white boards and write down the multiplication sentence. Then I’ll ask the class to work at their tables to think of a different way to show the array, so they have to think of a different configuration of the googly eyes. Pull another student’s card to come up and show what their group came up with. White boards to show the multiplication sentence, repeat through the rest of the slides. Ideally, everyone will have a chance to come up and show an array. **I have 24 students, so I have 12 of these for students to manipulate arrays. If you have more students, simply duplicate the slide and change the number to a new one :)
Slide 6 to 17- perform the process for slide 5.
I’m thinking about doing a game of students vs. teacher for this. Every time they get the answer correct, they get a point. If they miss (i.e. rows x columns), I get a point.
The nice thing about slide 5 and beyond is that, even if the students have already done it the way the card-student did it on the board, their group can still think of a different way to do it. Like if they did an array of 18 the horizontal way (second representation on slide 5), but the card-student shows it on the board the vertical way (first representation), they can talk about it represented all as a single row of 18 eyes, or 9 rows of 2, or 2 rows of 9. And that multiplication sentence would be 1 x 18/18 x 1 or 2 x 9/9 x 2.
Does that make sense? I hope it does. Anyway, it should be fun!
Report this resource to TPT
Reported resources will be reviewed by our team. Report this resource to let us know if this resource violates TPT's content guidelines.
Fun with Arrays: Math Students, Math Students, What Do You See?
Let's Grow Dendrites
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Highlights
Digital downloads
Grades
3rd
Subjects
Standards
CCSS3.OA.A.1
CCSS3.OA.A.3
CCSSMP4
Pages
18
Description
100% inspired by a blog post by Miss Giraffe! Take a look at all the awesome ways she's taught arrays: http://missgiraffesclass.blogspot.com/2015/07/how-to-teach-arrays.html
Please take a moment to support the inspiring teacher--check out her store:
https://www.teacherspayteachers.com/Store/Miss-Giraffe
This PowerPoint is completely editable, from the background to the content. I have a total of 48 googly eyes that I'm using for it, but I wanted to make sure teachers could change the numbers accordingly and really make it fit in their classrooms! :)
NOTE: this is more for fun practice on a 2nd, 3rd, or review day, less so to teach the students arrays for the first time.
----
I bought googly eyes and round adhesive magnets so I can put them on the white board and have the students move them into the arrays. Then I made this PPT to go with the activity!
PPT Explanation:
Slide 1- teach the students the song. It goes along with “Brown bear, brown bear, what do you see? I see a purple cat looking at me!” I'm going to have students clap-snap-clap-snap to keep the beat.
Slide 2- demo the song again, using the proper array (6 because columns, counting down; 3 because rows, counting across).
Slide 3- multiple chances to practice. Arrange the googly eyes/magnets into an array and ask the students to write the multiplication sentence on their white boards. Once they have their sentences written down, ask them to reveal. Write the correct sentence on the blank lines on the white board. If they're into the song, have them sing it! If they're not, don't force it. I plan to do 5 different arrays; more if I see that they need more practice.
----Planned arrays: 6 x 8, 3 x 2, 2 x 3, 3 x 7, and 9 x 2.
Slide 4- write a random number on the line (i.e. 18, as in the example). Teach the students the song with the product, rather than a multiplication problem.
Slide 5- demo the new way we’re going to play. Students work at their tables to come up with an array that shows the whole number. An example is in slide 5. I plan to use the cards (which work the same way as popsicle sticks) to call on students to come up to the board and use the googly eyes to show their group’s array. I’ll ask the class to take out their white boards and write down the multiplication sentence. Then I’ll ask the class to work at their tables to think of a different way to show the array, so they have to think of a different configuration of the googly eyes. Pull another student’s card to come up and show what their group came up with. White boards to show the multiplication sentence, repeat through the rest of the slides. Ideally, everyone will have a chance to come up and show an array. **I have 24 students, so I have 12 of these for students to manipulate arrays. If you have more students, simply duplicate the slide and change the number to a new one :)
Slide 6 to 17- perform the process for slide 5.
I’m thinking about doing a game of students vs. teacher for this. Every time they get the answer correct, they get a point. If they miss (i.e. rows x columns), I get a point.
The nice thing about slide 5 and beyond is that, even if the students have already done it the way the card-student did it on the board, their group can still think of a different way to do it. Like if they did an array of 18 the horizontal way (second representation on slide 5), but the card-student shows it on the board the vertical way (first representation), they can talk about it represented all as a single row of 18 eyes, or 9 rows of 2, or 2 rows of 9. And that multiplication sentence would be 1 x 18/18 x 1 or 2 x 9/9 x 2.
Does that make sense? I hope it does. Anyway, it should be fun!
Please take a moment to support the inspiring teacher--check out her store:
https://www.teacherspayteachers.com/Store/Miss-Giraffe
This PowerPoint is completely editable, from the background to the content. I have a total of 48 googly eyes that I'm using for it, but I wanted to make sure teachers could change the numbers accordingly and really make it fit in their classrooms! :)
NOTE: this is more for fun practice on a 2nd, 3rd, or review day, less so to teach the students arrays for the first time.
----
I bought googly eyes and round adhesive magnets so I can put them on the white board and have the students move them into the arrays. Then I made this PPT to go with the activity!
PPT Explanation:
Slide 1- teach the students the song. It goes along with “Brown bear, brown bear, what do you see? I see a purple cat looking at me!” I'm going to have students clap-snap-clap-snap to keep the beat.
Slide 2- demo the song again, using the proper array (6 because columns, counting down; 3 because rows, counting across).
Slide 3- multiple chances to practice. Arrange the googly eyes/magnets into an array and ask the students to write the multiplication sentence on their white boards. Once they have their sentences written down, ask them to reveal. Write the correct sentence on the blank lines on the white board. If they're into the song, have them sing it! If they're not, don't force it. I plan to do 5 different arrays; more if I see that they need more practice.
----Planned arrays: 6 x 8, 3 x 2, 2 x 3, 3 x 7, and 9 x 2.
Slide 4- write a random number on the line (i.e. 18, as in the example). Teach the students the song with the product, rather than a multiplication problem.
Slide 5- demo the new way we’re going to play. Students work at their tables to come up with an array that shows the whole number. An example is in slide 5. I plan to use the cards (which work the same way as popsicle sticks) to call on students to come up to the board and use the googly eyes to show their group’s array. I’ll ask the class to take out their white boards and write down the multiplication sentence. Then I’ll ask the class to work at their tables to think of a different way to show the array, so they have to think of a different configuration of the googly eyes. Pull another student’s card to come up and show what their group came up with. White boards to show the multiplication sentence, repeat through the rest of the slides. Ideally, everyone will have a chance to come up and show an array. **I have 24 students, so I have 12 of these for students to manipulate arrays. If you have more students, simply duplicate the slide and change the number to a new one :)
Slide 6 to 17- perform the process for slide 5.
I’m thinking about doing a game of students vs. teacher for this. Every time they get the answer correct, they get a point. If they miss (i.e. rows x columns), I get a point.
The nice thing about slide 5 and beyond is that, even if the students have already done it the way the card-student did it on the board, their group can still think of a different way to do it. Like if they did an array of 18 the horizontal way (second representation on slide 5), but the card-student shows it on the board the vertical way (first representation), they can talk about it represented all as a single row of 18 eyes, or 9 rows of 2, or 2 rows of 9. And that multiplication sentence would be 1 x 18/18 x 1 or 2 x 9/9 x 2.
Does that make sense? I hope it does. Anyway, it should be fun!
Report this resource to TPT
Reported resources will be reviewed by our team. Report this resource to let us know if this resource violates TPT's content guidelines.
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Questions & Answers
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Standards
to see state-specific standards (only available in the US).
CCSS3.OA.A.1
Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.
CCSS3.OA.A.3
Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
CCSSMP4
Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.
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