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Natalie Keizer

The Array Game

Grades: 2nd Grade, 4th Grade, 3rd Grade
Subjects: Math

Student Instructions

Watch the video for the instructions and after you have played the game a few times, answer the questions on page two. There are numerous gameboards on pages 3-11, try playing with a different classmate each time. If you are in the game and you need to watch the instruction again - the video link is at the top in the middle of the page.

Teacher Notes (not visible to students)

This activity is the third activity in the Magnificant Multiplication Collection. Links to the additional activities can be found at https://sites.google.com/view/magnificient-multiplication/math/seesaw-activity-links?authuser=0 This two-player game was suggested by Bruni & Silverman (1976) “as a way to review multiplication facts and to develop an ability to use the distributive principle” (p. 407). In their version, players need several paper arrays, two dice with faces 1, 2, 3, 4, 5 and W and a 100-square grid for each player. In The Magnificent Multiplication Collection, this game has been digitalized. Players can share one device and take turns, with the winner being the player who places the array that covers the last spot of the 100-square grid. Alternatively, players can play sitting next to each other, with each player having a device and the winner being the player who covers their 100-square grid first. Players take turns rolling the dice – by starting and stopping the randomized dice video. Players state the product of the numbers on the two dice, and if they are correct, then select the matching array to place on the 100-square grid. For this game, players can choose which array works best – the number on the first dice does not need to be the number that is first in the equation. For example, if the dice show 3 and 4, the player could choose an array of 3 rows of 4 or 4 rows of 3; this emphasizes the commutative property of multiplication. To emphasize the distributive principle, players can also select two or more pieces to create their own array equivalent to the array shown on the dice. For example, if the dice show 3 and 4, students could choose a 1 X 4 and a 2 X 4. This is advantageous towards the end of the game when a 3 X 4 might not fit on the 100s chart. References: Bruni, J., & Silverman, H. (1976). The multiplication facts: once more, with understanding. The Arithmetic Teacher, 23(6), 402-409. Graphics by Heather Ayers/Fun for Learning: www.teacherspayteachers.com/store/Fun-for-Learning

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