Reflection: Developing a Conceptual Understanding Heartfelt Arrays - Section 2: The Heart Problem


I watched the students grapple with how to use the hearts they had to create an array. Many of the students counted the students at their table and then set up that number of rows. Next they sorted their remaining hearts into these rows. They completed the array and quickly said, each person gets 3 (2, or whatever) hearts. Visually they saw that the array helped them to solve their problem.

For other students, they did not have as clear a picture of how an array was built. They watched what others were doing and tried to copy the array, but they had a different number of hearts so it didn't necessarily come out even. I could clearly identify those students who did not understand what an array was, or how it could be created to show a repeated addition sentence. 

For these struggling students I drew squares on their papers, such as large graph paper, and suggested that they start by placing one heart for each person at their table across the top. Once this was done, I asked them if they had enough to give everyone a second heart? I had them place these in the next row. What about a third heart? I helped them to organize the hearts into an array on a graph type format so they could begin to see the pattern that we were creating. 

  A Use for Arrays
  Developing a Conceptual Understanding: A Use for Arrays
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Heartfelt Arrays

Unit 16: Getting Ready to Multiply
Lesson 3 of 6

Objective: SWBAT use the number of students at their table to create an array and provide an equal number of hearts for each student.

Big Idea: Is there a way to make sure everyone gets the same amount of something? How about the classic array?

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Math, Number Sense and Operations, repeated addition, arrays
  45 minutes
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