This unit consists of four lessons in which students explore several meanings and representations of multiplication, including number lines, sets, arrays, and balance beams. They also learn about the commutative property of multiplication, the results of multiplying by 1 and by 0, and the inverse property of multiplication. Students write story problems and create pictographs. The unit includes activity sheets, assessment ideas, links to related applets, reflective questions for students and teachers, extensions and a bibliography of children's literature with a multiplication focus.

This familiar game can be played by one or two players taking turns. Players choose to match equivalent representations of numbers, shapes, fractions, or multiplication facts. The game can be played in clear pane mode, or for added challenge, with the windows closed.

Students will be reinforcing and demonstrating early multiplication skills using a game format.  This interactive activity supports the third grade standard of showing and representing mathematical problems involving mulitplication and division.  Student responses are recorded into a Microsoft Excel sheet that teachers can download to use as a formal assessment tool.

In this lesson, students are presented with a design challenge. Students make arrays to create options for package design for 24 eggs. Students work together to find the arrays and respond to the egg company.  

This interactive applet allows a student to visually explore the concept of factors by creating different rectangular arrays for a number. The user constructs the array by clicking and dragging on a grid. The length and width of the array are factors of the number. A student can elect an option of a randomly selected number or the student selects his own number between 2 and 50. Exploration questions are included to promote student discovery of mathematical concepts with factors.

The Geoboard is a tool for exploring a variety of mathematical topics introduced in the elementary and middle grades. Learners stretch bands around pegs to form line segments and polygons and make discoveries about perimeter, area, angles, congruence, fractions, and more.
This virtual version of the manipulative is an open-ended educational tool, ideal for elementary classrooms and other learning environments that use iPod Touches, iPhones, or iPads.

This 25-day module begins the year by building on students’ fluency with addition and knowledge of arrays.

Find the rest of the EngageNY Mathematics resources at https://archive.org/details/engageny-mathematics.

This is a game that has children draw area models and write corresponding number sentences for multiplication problems that they roll using dice.  The object of the game is to fill a 10 X 10 grid with as many rectangular arrays as possible.
The game requires 2 people, two dice, and a recording sheet.

This collection of five lessons explores 3rd grade mathematical concepts in the context of the outdoor classroom. These lessons span various math and science curricular units and include:Arrays in Nature (modeling multiplication)Measurement in Nature (length/mass and traits of organisms)Fraction Snow Cakes (fractions)Engineering and Design - Flight (measurement/data and forces)BioBlitzes (measurement/data, diversity and traits)

This interactive notebook is a great introduction to multiplication and division using the Common core standards. Students enjoy usingthe Smartboard and recording the information in the msth journals.

Students decompose 2-digit numbers, model area representations using the distributive property and partial product arrays, and align paper-and-pencil calculations with the arrays. The lessons provide conceptual understanding of what occurs in a 2-digit multiplication problem. Partial product models serve as transitions to understanding the standard multiplication algorithm.

(Nota: Esta es una traducción de un recurso educativo abierto creado por el Departamento de Educación del Estado de Nueva York (NYSED) como parte del proyecto "EngageNY" en 2013. Aunque el recurso real fue traducido por personas, la siguiente descripción se tradujo del inglés original usando Google Translate para ayudar a los usuarios potenciales a decidir si se adapta a sus necesidades y puede contener errores gramaticales o lingüísticos. La descripción original en inglés también se proporciona a continuación.)

Este módulo de 25 días comienza el año basándose en la fluidez de los estudiantes con suma y conocimiento de las matrices.

Encuentre el resto de los recursos matemáticos de Engageny en https://archive.org/details/engageny-mathematics.

English Description:
This 25-day module begins the year by building on students’ fluency with addition and knowledge of arrays.

Find the rest of the EngageNY Mathematics resources at https://archive.org/details/engageny-mathematics.

This 2-lesson unit offers a variety of activities and games to help students master multiplication facts with 6 and 7 as factors. It is intended for students who understand the process of multiplication and have mastered the facts where 0, 1, 2, 3, 4, and 5 are factors. Students make use of the effects and properties of multiplication, write and solve story problems, and develop materials and strategies to assist in becoming fluent with the facts. The unit includes questions for students and teachers, a printable multiplication chart, extension ideas, and link to a Virtual Spinner and an online Times Table applet (both catalogued separately).

This article focuses on automaticity and conceptual understanding of multiplication versus memorization of facts. The video, along with the dot cards (linked) allow students to see multiplication as "groups of" before introduction of the multiplication expression, (i.e. 5 x 7). This activity provides students with the conceptual understanding of multiplication and allows for student discourse around strategies for finding the total (counting up, decomposing). Here are a few guiding questions for educators to consider before implementing the activity:
When do students practice multiplication that's not written as AxB? (for the purpose of automaticity) When/how is multiplicative reasoning fostered?When do multiplication strategies become automatized?When do number strategies become number knowledge?