- Show students the first three slides of the presentation with the pictures of the M&M's. Have them think-pair-share to discuss the following question: Which picture of M&M's is easier to count? Why? After sharing with their partner, invite students to share with the class. Introduce the term array. Explain that the second picture of M&M's forms an array. Make a list of some things that come in arrays (ex. eggs, donuts, canned drinks, bottled water, parking lots, etc.).
- Students will look at the first slide with the cubes. Choose a student to arrange the cubes into an array. Ask: How did you arrange the cubes? After student explains, ask the class if they agree with his arrangement? Ask how many cubes there are altogether. Ask: How do you know? Did anyone get the total a different way?
- Show the next slide. Ask a student to come show a different way to make an array with the same amount of cubes. Ask: Is the amount of cubes in both of these arrays the same? Discuss that no matter which arrangement the columns and rows are in you will still get the same sum.
- Relate the array to addition. Say: Turn to your partner and talk about how we could write a number sentence to go with this array. Have students share. Model writing number sentences for arrays. Use the next two slides of the presentation for examples of number sentences.
- Give pairs of students a grid (attached), a bag of 36 connecting cubes, and a pair of dice. Show slide with rules for the game "Roll an Array". One student will roll for columns and one student will roll for rows. They will work together to build an array and then write an equation to show the sum. Students will use the recording sheet (attached) to write the number sentences and record the numbers rolled. (Play for 15 -20 minutes)
- After students have played the game, discuss the different arrays that were made. Have groups of pairs discuss their arrays together and look for similarities.
- Give each individual student a blank piece of paper. Show the final slide and have students complete the task.