Yesterday, the math lesson focused on making and using arrays. An array in when objects have been organised into columns and rows (I must confess I'd never heard of an array - although I've been using them all my life -so have you.) Anyway, I digress.
The day started with Language Arts and it was the last day of unit. The kids (yes, sometimes I call them kids - students is too bookie and kiddos - well, is a little over done) needed to be put in groups to share their thoughts on their favorite stories in the unit. Lightbulb! Ding, ding, ding! Groups - multiplication - 1 guy is absent that means 28 students to group - yes I'm saying EQUAL groups!! Can't pass up this teachable moment, can I?
So, I asked them, "How can we get all 28 of you into a group and have equal groups?" Their little lightbulbs went on ding, ding, ding! I wrote the #28 on the board. A volunteer suggested, "We could have 14 kids in 2 groups." YES. I wrote 2 x 14 = 28 on the board, then drew 2 groups each with 14 dots and asked," Hm-m. How does that look? Would those be good working groups?" A couple of yeses but louder no's. The no's explained there'd be too many in a group! (I was having so much fun.)
Volunteers went on to explain how to make those 2 groups smaller until we ended up at our desired 4 groups of 7. We made all those connections on the board. They moved into groups and book talks. Yeah!
NOW, here's the connection. When math time started, I reminded them of the morning's grouping activity and suggested that we could make a student array, using our morning groups. There was a general mummer of excitement and approval. So, I told them to return to their grouping positions quietly, (the quietly was a little difficult but they tried - such excitement.) Once in their groups, I began lining up one group into our biggest floor space ( you'll see, it was tight.) When the kids saw what I was doing, they lined themselves up and waited to be called. We got our 4 lines of 7 students each lined up - 28 smiles, I love it! Then, I brought out the camera to capture the moment. That created more excitement and was a little challenging; they all wanted to be seen and kept moving out of line. Not looking like columns! I sent a couple of tall ones to the back, but had to explain that the important thing was to see clear columns in our photo (to line everyone up by height would be just too time consuming.) They got with the program, we got our photo!
Monday, we'll follow-up by making the related multiplication and repeated addition sentences for our photograph. Then fill in the graph for 4 x 7 (see graph below.) Good Day.
multiplication chart When I uploaded this to Google Docs something got lost in translation. But it will give you the idea.
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