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Arrays, multiplication and division

Jennie Pennant, with the help of Jenni Way and Mike Askew, explores how the array can be used as a thinking
tool to help children develop an in-depth understanding of multiplication and division.

Using Arrays to Explore Numbers

Arrays are useful models for multiplication which can be used in a variety of ways, ranging from highly
structured lessons to games and open investigations.

An array is formed by arranging a set of objects into rows and columns. Each column must contain the same
number of objects as the other columns, and each row must have the same number as the other rows.

The following array, consisting of four columns and three rows, could be used to represent the number sentence
3 x 4 = 12, 4 x 3 =12, 3 + 3 + 3 + 3 = 12 and 4 + 4 + 4 =12.

Building Multiplication Facts and Tables

Arrays can be used for building multiplication facts in a meaningful way. Before drilling and memorising
tables, children must understand how these facts are derived. For example, by progressively adding another
column of three objects, children can build the three-times tables for themselves. This representation not only
assists in understanding the process, but provides a visual image for children to draw upon as they begin to use
and memorise the basic number facts.

Using arrays to explore larger numbers

Arrays can be helpfully used to explore calculations such as 13 x 5 where the array can be split into useful
chunks such as 10 and 3. This means that children can use their known number facts to work out calculations.
Here 13 x 5 = (10 x 5) + (3 x 5).

After a while drawing all the dots can get very tedious! The blank array then becomes a very useful tool for
helping children model their thinking and work out how to do more complex multiplications in an informal
way.

Here's a child using the blank array, as a thinking tool, to help them work out 15 x 14.

The blank array helps children to use other strategies, such as compensating, when carrying out multiplication.
Here, to work out 34 x 9, the child has decided to do 34 x 10 and then take off the 34 x 1.
Beyond the blank array this 'dividing the multiplication into easy parts' strategy can be formalised into the grid
method. The children can see how the 'abstract' grid method overlays the array and formalises the blank array
into a standard form.

Division as the Inverse Operation of Multiplication

Of the four operations, division is the most troublesome for young students. Full understanding of division tends
to lag well behind the other operations. For many children opportunities to explore the concept with concrete
materials are curtailed well before they perceive the relationships between division and the other four
operations. One such relationship, the inverse relationship between division and multiplication, can be
effectively illustrated using arrays.

For example; 3×5=15 or 3 rows of 5 make 15, can be represented by the following array.

Looking at the array differently reveals the inverse, that is

15÷3=5 or 15 put into 3 rows makes 5 columns - or 5 in each row.

Language clearly plays an important role in being able to express the mathematical relationships and the
physical array supports this aspect of understanding by giving the children a concrete image to talk about.

Placing the mathematics into a real-life context through word problems can facilitate both understanding of the
relationship and its expression through words.

For example, "The gardener planted 3 rows of 5 seeds. How many seeds did she plant?" poses quite a different
problem to "The gardener planted 15 seeds in 3 equal rows. How many seeds in each row?" yet both these word
problems can be modelled using the same array.

Further exploration of the array reveals two more ways of expressing inverse relationships: 5×3=15 and 15÷3=5
.

The word problems can be adapted to describe these operations and highlight the similarities and differences
between the four expressions modelled by the one array.
Using the blank array
Suppose you want to figure out 176 ÷ 8. We can set this up as an array with the value of one side missing.

Using known multiplication facts the value of the missing side can be built up.

So the child can see that 22 lots of 8 is the same as 176.

The array is a very powerful tool for suporting the development of children's thinking around both
multiplication and division.

Further reading
To read about the use of the arrays to illustrate number properties go here to read Jenni Way's article entitled
Illustrating Number Properties with Arrays.
Use and Connect Mathematical Representations
Effective teaching of mathematics engages students in making connections among mathematical
representations to deepen understanding of mathematical concepts and procedures as tools for problem
solving
 Tape
Diagrams
 Addition &
Subtraction
 Part-Whole Model
Addition & Subtraction: Variation 1
Given 2 parts, find the whole

?
4 5
Jason went on 4 rides at the
carnival on Saturday. On sunday,
he went on 5 rides. How many rides did he
go on altogether?
 Part-Whole Model
Addition & Subtraction: Variation 2
Find the missing part when
given 1 part and the whole.

9
4 ?

Last weekend, Ryan ran 9 miles. On Saturday,

he ran 4 miles. How many miles did he run on Sunday?
 The Comparison Model
Addition & Subtraction

Larger Quantity

Smaller Quantity difference

larger quantity - smaller quantity = difference

!
smaller quantity + difference = larger quantity
 The Comparison Model
Addition & Subtraction

? 2

There were 6 dogs at the pet store. There

were 2 more dogs than cats. How many
cats were there in the pet store?
 The Comparison Model
Addition & Subtraction

4 ?

There were 6 dogs at the pet store. If there were 4 cats.

How many more dogs than cats were there?
 The Comparison Model
Addition & Subtraction

4 2

There were 4 cats in the pet store. If there were

2 more dogs than cats. How many dogs were
there altogether?
Multiplication &
Division
 Part - Whole Model
Multiplication & Division

whole

part

one part x number of parts = whole

whole ÷ number of parts = one part
whole ÷ one part = number of parts
 Part - Whole Model
Multiplication & Division: Variation 1

whole
5

part
!
!
There were 5 goldfish in each fish tank. If there were 3 fish
tanks, how many goldfish were there altogether?
 Part - Whole Model
Multiplication & Division: Variation 2

15

part

If there were 15 goldfish in the pet store and there were 3

tanks, how many goldfish were in each tank?
 Part - Whole Model
Multiplication & Division

15
5

part

There were 15 goldfish in the pet store. There

were 5 in each tank. How many tanks
were there altogether?
 The Comparison Model
Multiplication & Division
larger
quantity

multiple

smaller
quantity

larger quantity ÷ smaller quantity = multiple

smaller quantity x multiple = larger quantity

larger quantity ÷ multiple = smaller quantity

 The Comparison Model
Multiplication & Division: Variation
larger quantity ÷ smaller quantity = multiple
1

35

multiple

7
A farmer has 35 horses. He has
7 cows. How many times more
horses than cows does he have?
 The Comparison Model
Multiplication & Division: Variation
smaller quantity x multiple = larger quantity
2

?
5

7
A farmer has 7 cows. He has 5
times as many horses. How
many horses does he have?
 The Comparison Model
Multiplication & Division
larger quantity ÷ multiple = smaller quantity

35

7 7 7 7 7

A farmer has 35 horses. He has 5 times as

many horses as cows. How many
cows does he have?
Fractions
Part-Whole Model
Showing Fractions

Part

whole

The part is 1/3 of the whole.

 Part-Whole Model
Showing Fractions of 1
1 unit
1/4 unit

3/4 unit

3/4 means 1/4 + 1/4 + 1/4

!
or
!
3/4 means 3 x 1/4
 Part-Whole Model
Finding Part of a Whole Quantity
12

1 unit = 12/4 = 3
3 units = 3 x 3 = 9
The blue portion of the tape diagram is 9.
 Part-Whole Model
Finding the Whole from a Partial Quantity

1 unit = 9/3 = 3
4 units = 4 x 3 = 12
There are 12 altogether.
 The Comparison Model
Fractions

A is 4 times as much as B.
So, B is 1/4 as much as A.
 The Comparison Model
Fractions

?
Dogs

Cats
40

There are 3/4 as many dogs

as cats. If there are 40 cats,
how many dogs are there?
 The Comparison Model
Fractions

Dogs
?
Cats
40

There are 3/4 as many dogs

as cats. If there are 40 cats,
how many more cats than dogs are there?
 The Comparison Model
Fractions

Dogs
70
Cats

There are 3/4 as many dogs

as cats. If there are 70 animals,
how many cats are there?
 Using Visual Representations Notetaking Guide
Visual Models for Thinking
Dot cards Number Lines

K-1 Counting On Gr 2 and beyond

5 Frames/ 10 Frames Number Bonds (number paths)

Place value

L. Pruske 2016

Visual Models for Thinking

Arrow Notation Tape Diagram
 Using Visual Representations Notetaking Guide
Double Number Lines:

Additional Notes:

Using multiple visual models together helps students develop fluency and move between models, securing their understanding of math concepts.