Arrays for multiplication

REPRESENTATIONAL

Mathematics›Multiplication & Division|Ages 5—6|ID: mt_GRWwTDZ3wD

Use arrays to represent multiplication and division situations

Mastery Evidence

Build an array of 3 rows of 4 objects to show 3 × 4
Read an array and state the total
Use an array to solve a simple division problem (e.g. 12 objects in rows of 4 → 3 rows)

Assessment Prompt

“If [child] sees eggs arranged in 3 rows of 4 in a box, can they use that grid layout to work out both '3 × 4 = 12' and '12 ÷ 3 = 4'?”

Curriculum Standards1 alignment

Maths/Y1/MD/1The national curriculum in England

Solve one-step multiplication and division problems

Solve one-step problems involving multiplication and division, by calculating the answer using concrete objects, pictorial representations and arrays with the support of the teacher.

Mathematics · Key Stage 1

Prerequisites2

Division as equal sharing
hardAges 4—6
Multiplication as repeated addition
hardAges 5—6

Show full prerequisite tree

Division as equal sharing hard
Using arrays for division requires understanding division as grouping
- Subtraction as taking away or separating hard
  Division as equal sharing/grouping requires understanding subtraction as taking away/separating
  - How Many in Total? hard
    Understanding subtraction as taking away requires knowing numbers represent quantities (cardinality)
    - One-to-one counting hard
      Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
Multiplication as repeated addition hard
Using arrays requires understanding what multiplication means
- Counting in 2s soft
  Skip counting supports understanding equal groups (2s, 5s, 10s)
  - Rote counting to 100 hard
    Skip counting in 2s, 5s, 10s requires fluent rote counting by ones first
    - One-to-one counting hard
      One-to-one correspondence requires knowing the number name sequence
- Addition as combining or putting together two hard
  Multiplication as repeated addition requires understanding addition as combining groups
  - How Many in Total? hard
    Understanding addition as combining groups requires knowing numbers represent quantities (cardinality)
    - One-to-one counting hard
      Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'

Unlocks3

Arrays for multiplication (age 7+)
hardAges 7—8
Commutative Multiplication
softAges 6—7
Multiplication as repeated addition (age 6+)
softAges 6—7