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P r o f e s s o r P e t e ’ s T h i n k B u b b l e M a t h e m a t i c s Multiplying is Finding Rows of Objects Level 2 Module 8 An introduction to the multiplication concept with ‘groups of’ and arrays in real life contexts

P r o f e s s o r P e t e ’ s T h i n k B u b b l e M a t h e m a t i c s Think Bubble Mathematics A program for Foundation to Year 6 to promote the development of mental strategies through visual presentations of mathematics © Courageous Investing Pty Ltd trading as Professor Pete’s Classroom, 2018. All rights reserved. Third party images are used under license. No part of this presentation may be duplicated, edited, posted to any network (including the world wide web) or otherwise used for gain or profit without written explicit permission of the copyright holder. This presentation and its contents are licensed, not sold. This presentation is not released under any Creative Commons or similar license. Refer to the End User License or email support@profpete. com for further information. © Australian Curriculum, Assessment and Reporting Authority (ACARA) 2010 to present, unless otherwise indicated. Parts of this material were downloaded from the Australian Curriculum website (Website) (accessed 1 Jan 2018) and were modified. The downloaded material is licensed under CC BY 4. 0. Version updates are tracked on the Curriculum version history page of the Australian Curriculum website. ACARA does not endorse any product that uses the Australian Curriculum or make any representations as to the quality of such products. Any product that uses material published on this website should not be taken to be affiliated with ACARA or have the sponsorship or approval of ACARA. It is up to each person to make their own assessment of the product, taking into account matters including, but not limited to, the version number and the degree to which the materials align with the content descriptions (where relevant). Where there is a claim of alignment, it is important to check that the materials align with the content descriptions (endorsed by all education Ministers), not the elaborations (examples provided by ACARA).

P r o f e s s o r Level : Mod: 2 8 P e t e ’ s T h i n k B u b b l e M a t h e m a t i c s Think Bubble Math: Level 2 Modules 1 -5 INDEX Module 1: • 240420_TBM 201_Tens_Ones _regrouping. pptx Module 2: • 240503_TBM 202_Hundreds _introduced. pptx Module 4: • 240515_TBM 204_Hundreds _on_NL. pptx Module 5: • 242720_TBM 205_Bridging _10_open_NL. pptx Module 3: • 243501_TBM 203_Doubling _halving_to_20. pptx © Professor Pete's Classroom. All rights reserved.

P r o f e s s o r Level : Mod: 2 8 P e t e ’ s T h i n k B u b b l e M a t h e m a t i c s Think Bubble Math: Level 2 Modules 6 -10 INDEX Module 6: • 242820_TBM 206_Add_2_digit_ regroup. pptx Module 7: • 243320_TBM 207_Sub_2_digit_ regroup. pptx Module 9: • 240531_TBM 209_Spelling_ to_999. pptx Module 10: • 247020_TBM 210_Time_qu arter_to_past_calendar. pptx Module 8: • 243801_TBM 208_Intro_multipli cation. pptx © Professor Pete's Classroom. All rights reserved.

P r o f e s s o r Level : Mod: 2 8 INDEX P e t e ’ s T h i n k B u b b l e M a t h e m a t i c s Think Bubble Math Worksheets: • Many lessons are supported by corresponding worksheets • Purchasers: • Included in zip file for download • Members: • Access via profpete. com in TBM section • Some lessons recommend that students use hands-on materials © Professor Pete's Classroom. All rights reserved. 243504_TBM 102_WS_Counting_on_back_1_2_3

P r o f e s s o r Level : Mod: 2 8 INDEX P e t e ’ s T h i n k B u b b l e M a t h e m a t i c s Navigating in Think Bubble Math on a Computer Return to Index Start presentation: Double-click file name or icon Navigate forward & back: click right & left arrows © Professor Pete's Classroom. All rights reserved. Go to other slide: Right-click screen, click ‘See All Slides’

P r o f e s s o r Level : Mod: 2 8 INDEX P e t e ’ s T h i n k B u b b l e M a t h e m a t i c s Using Think Bubble Math on a Tablet or Phone 1. Download free Power. Point app in i. Tunes or Google Play: • i. Phone or i. Pad: • Android: 3. 2. Save Think Bubble file to your device • You may find it helps to install Microsoft One. Drive, to save and files If you see a warning about ‘unsupported content’, you can safely ignore it • We include special fonts to improve the presentation’s appearance © Professor Pete's Classroom. All rights reserved.

P r o f e s s o r Level : Mod: 2 8 INDEX P e t e ’ s T h i n k B u b b l e M a t h e m a t i c s Navigating in Think Bubble Math on a Tablet or Phone Start presentation: click ‘play’ button in top bar Navigate to other slide: rotate device to portrait, click slide thumbnail at bottom of screen Navigate forward & back: swipe left & right © Professor Pete's Classroom. All rights reserved.

P r o f e s s o r Level: Level 2 : Mod: 8 P e t e ’ s A D V I C E T h i n k F O R B u b b l e M a t h e m a t i c s T E A C H E R S INDEX Introducing Multiplication ACMNA 031: Recognise and represent multiplication as repeated addition, groups and arrays • representing array problems with available materials and explaining reasoning • visualising a group of objects as a unit and using this to calculate the number of objects in several identical groups (Acara, 2010 to present) (c) Professor Pete's Classroom, 2018. All rights reserved.

P r o f e s s o r Level : Mod: 2 8 INDEX P e t e ’ s T h i n k B u b b l e M a t h e m a t i c s Assumed Prior Knowledge • Students should already be able to: • Understand addition as putting two or more groups together • Relate and understand stories in which equal quantities are added • Read and write addition as a number sentence 3+3 =6 (c) Professor Pete's Classroom, 2018. All rights reserved.

P r o f e s s o r Level : Mod: P e t e ’ s T h i n k B u b b l e M a t h e m a t i c s 2 2 8 INDEX The Multiplication Concept Advice for Teachers: 1. Introduce multiplication with familiar terms such as • groups of (sets of, lots of) • rows of 2. Link to addition 3. Introduce the term ‘array’ 4. Use cubes to show the array rather than counters as the cubes fit together into a rectangle 1 2 2 7 2 6 4 2 3 2 5 7 2 7 groups of 2 = 14 7 rows of 2 = 14 2 + 2 + 2 + 2 = 14 (c) Professor Pete's Classroom, 2018. All rights reserved. 2 2

P r o f e s s o r Level : Mod: P e t e ’ s T h i n k B u b b l e M a t h e m a t i c s 2 8 INDEX ‘Groups of’ Vs Arrays Advice for Teachers: 1. ‘Groups of’ and other terms such as ‘lots of’ ‘sets of’, are great for establishing the multiplication concept as students are already familiar with this vocabulary 2. ‘Rows of’ or ‘lines of’ can be used to introduce arrays 3. Arrays allow for the connection between turnaround facts and the more complex matching addition facts 4. The multiplication sign is introduced last 3 5 5 x 3 =3 15 5 rows of = 15 3 x 5 =5 15 (c) Professor Pete's Classroom, 2018. All rights reserved. 3 + 3+ 3 = 15 5 + 5 = 15

P r o f e s s o r Level : Mod: P e t e ’ s T h i n k B u b b l e M a t h e m a t i c s 2 8 INDEX Introducing the Multiplication Sign Advice for Teachers: 1. The multiplication sign is introduced last after the concept has been established 2. Matching the four different labels to one image helps students recognise the equivalence of the expressions 3. Introducing this sort of display will mean students have fewer number facts to memorise in later years A 3+3 B 2+2+2 C 3 x 2 D 2 x 3 (c) Professor Pete's Classroom, 2018. All rights reserved. 3 2

P r o f e s s o r Level : Mod: 2 8 INDEX P e t e ’ s T h i n k B u b b l e M a t h e m a t i c s Supporting Resources: Resources at profpete. com • Introduction to the Concept of Multiplication • Multiplication as Groups of; Written Form • Multiplication as Arrays; Turnaround Related Facts • Doubling and Halving to 20 [Power. Point TBM 203] (c) Professor Pete's Classroom, 2018. All rights reserved.

P r o f e s s o r Level : Mod: 2 8 INDEX P e t e ’ s T h i n k B u b b l e M a t h e m a t i c s Accompanying Worksheets for Printing • Lesson 1 • • Lesson 1 - 4 • Duplicate one per student Lesson 2 • Lesson 3 243821_TBM 208_Intro_multiplication_WS (c) Professor Pete's Classroom, 2018. All rights reserved. • Lesson 4

P r o f e s s o r P e t e ’ s T h i n k B u b b l e M a t h e m a t i c s Level: Level 2 : Mod: 8 INDEX Lesson 1: Multiplication as Repeated Addition ACMNA 031: Recognise and represent multiplication as repeated addition… (Acara, 2010 to present) (c) Professor Pete's Classroom, 2018. All rights reserved.

P r o f e s s o r Level : Mod: P e t e ’ s T h i n k 2 8 B u b b l e M a t h e m a t i c s Hens & Chicks INDEX There are 3 hens Each hen has 2 chicks How many chicks altogether? 2 3 lots of 2: I can add them together! 2 • Discuss the concept at each step • Count the number of 2 s in the addition number sentence • Add the three 2 s together • Have students write the number sentence 2 2 +2+2 = 6 © Professor Pete's Classroom. All rights reserved.

P r o f e s s o r Level : Mod: 2 8 INDEX P e t e ’ s T h i n k B u b b l e M a t h e m a t i c s Cookies & Chocolate Chips • There are 4 cookies • Each cookie needs 3 chocolate drops • How many chocolate drops altogether? 3 4 lots of 3: I can add them together! 3 3 3 + 3 + 3 = 12 • Have students write the number sentence © Professor Pete's Classroom. All rights reserved. 3

P r o f e s s o r Level : Mod: P e t e ’ s 2 8 INDEX T h i n k B u b b l e M a t h e m a t i c s Flowers & Bees • There are 3 flowers • Each flower has 5 bees • How many bees altogether? 5 5 + 5 = 15 • Have students write the number sentence © Professor Pete's Classroom. All rights reserved.

P r o f e s s o r Level : Mod: P e t e ’ s T h i n k B u b b l e 2 8 Nuts INDEX • There are 6 squirrels • Each squirrel collects 2 nuts • Write how many nuts altogether using addition • Write it as ‘groups of’ • Have students write the addition number sentence • Ask students if they found that took a long time • Show them that writing ‘groups of’ is a different way of writing it without all those twos • The multiplication sign and word will be introduced after the concept is established M a t h e m a t i c s 4 3 2 2 I can write this a quicker That’s way! 2 easier! 52 6 2 1 2 + 2 + 2 + 2 = 12 6 groups of 2 = 12 © Professor Pete's Classroom. All rights reserved.

P r o f e s s o r Level : Mod: 2 8 INDEX P e t e ’ s T h i n k B u b b l e M a t h e m a t i c s Using Blocks • Put out 3 groups of 7 blocks • How many blocks altogether? • Write it as ‘groups of’ • Write the matching addition number sentence 2 1 7 7 7 3 groups of 7 = 21 • Have the students show the 3 groups of 7 blocks • Have them write the ‘groups of’ number sentence • Discuss how many 7 s there will need to be in the addition number sentence 3 7 + 7 = 21 © Professor Pete's Classroom. All rights reserved.

P r o f e s s o r Level : Mod: 2 8 INDEX P e t e ’ s T h i n k B u b b l e M a t h e m a t i c s Using Blocks • Put out 4 groups of 5 blocks • How many blocks altogether? • Write it as ‘groups of’ • Write the matching addition number sentence 2 3 5 1 5 5 4 5 5 = 20 5 + 5 + 5 = 20 groups of © Professor Pete's Classroom. All rights reserved.

P r o f e s s o r Level : Mod: P e t e ’ s 2 8 INDEX T h i n k B u b b l e M a t h e m a t i c s Fishing Rods & Fish • There are 5 fishing rods • Each rod catches 4 fish • Write how many fish altogether using addition • Write it as ‘groups of’ 4 4 • Write the addition number sentence • Write the ‘groups of’ number sentence 4 + 4 + 4 = 20 5 groups of 4 = 20 © Professor Pete's Classroom. All rights reserved. 4

P r o f e s s o r Level : Mod: P e t e ’ s T h i n k 2 8 INDEX • There are 3 ducks • Each duck has 6 ducklings • Write how many ducklings altogether using addition • Write it as ‘groups of’ • Hand out and complete the worksheet B u b b l e M a t h e m a t i c s Ducks & Ducklings 6 6 + 6 = 18 3 groups of 6 = 18 © Professor Pete's Classroom. All rights reserved.

P r o f e s s o r P e t e ’ s T h i n k B u b b l e M a t h e m a t i c s Level: Level 2 : Mod: 8 INDEX Lesson 2: Arrays are Rows of Objects ACMNA 031: Recognise and represent multiplication as … groups, visualising a group of objects as a unit and using this to calculate the number of objects in several identical groups (Acara, 2010 to present) (c) Professor Pete's Classroom, 2018. All rights reserved.

P r o f e s s o r Level : Mod: P e t e ’ s T h i n k 2 8 B u b b l e M a t h e m a t i c s Rows of Lettuce INDEX • A gardener planted lettuce • She planted 2 rows of 5 lettuce • Write an addition number sentence for how many lettuce were planted • Write again as ‘rows of’ 5 5 5 2 5 + 5 = 10 2 rows of 5 = 10 • Write the addition number sentence • Write the number sentence as ‘rows of’ while establishing the concept © Professor Pete's Classroom. All rights reserved.

P r o f e s s o r Level : Mod: P e t e ’ s T h i n k 2 8 INDEX • A game required 3 rows of 4 cards laid on the table • Write an addition number sentence for how many cards are on the table • Write again as ‘rows of’ B u b b l e M a t h e m a t i c s Rows of Cards 4 4 3 4 + 4 = 12 3 rows of 4 = 12 • Write the addition number sentence • Write the ‘rows of’ number sentence © Professor Pete's Classroom. All rights reserved.

P r o f e s s o r Level : Mod: P e t e ’ s T h i n k 2 8 INDEX • Children placed their toy cars in rows • They made 5 rows of 3 cars • Write how many cars altogether using ‘rows of’ B u b b l e M a t h e m a t i c s Rows of Cars 3 5 5 rows of 3 = 15 © Professor Pete's Classroom. All rights reserved.

P r o f e s s o r Level : Mod: 2 8 INDEX P e t e ’ s T h i n k B u b b l e M a t h e m a t i c s Rows of Chocolate Pieces • A chocolate bar had 8 rows of 2 pieces • How many pieces of chocolate are in the bar? • Write how many pieces of chocolate as ‘rows of’ 2 8 8 rows of 2 = 16 © Professor Pete's Classroom. All rights reserved.

P r o f e s s o r Level : Mod: P e t e ’ s T h i n k 2 8 INDEX • A shop put 4 rows of 4 cupcakes on display • Write how many cupcakes were on display using ‘rows of’ B u b b l e M a t h e m a t i c s Rows of Cupcakes 4 4 4 rows of 4 = 16 © Professor Pete's Classroom. All rights reserved.

P r o f e s s o r Level : Mod: P e t e ’ s T h i n k 2 8 INDEX • A fridge was stacked with drink cans. There were 3 rows of 6 cans • Write how many cans of drink are in the fridge using ‘rows of’ B u b b l e M a t h e m a t i c s Rows of Cans 6 3 3 rows of 6 = 18 • Hand out and complete the worksheet © Professor Pete's Classroom. All rights reserved.

P r o f e s s o r P e t e ’ s T h i n k B u b b l e M a t h e m a t i c s Level: Level 2 : Mod: 8 INDEX Lesson 3 Using Blocks ACMNA 031: Recognise and represent multiplication as… arrays, representing array problems with available materials and explaining reasoning (Acara, 2010 to present) (c) Professor Pete's Classroom, 2018. All rights reserved.

P r o f e s s o r Level : Mod: 2 8 INDEX P e t e ’ s T h i n k B u b b l e M a t h e m a t i c s Using Blocks • Put out 3 groups of 4 blocks • How many blocks altogether? • Write it as ‘groups of’ I can arrange these same blocks in rows to make an array! • Have the students show the 3 groups of 4 blocks and write the number sentence 1 2 4 4 groups of 4 = 12 © Professor Pete's Classroom. All rights reserved. 3 4

P r o f e s s o r Level : Mod: 2 8 INDEX P e t e ’ s T h i n k B u b b l e M a t h e m a t i c s Using Blocks • Arrange the blocks in rows ‘Groups of’ or • Write it as ‘rows of’ • ‘rows of’, the number Write the matching is the same! addition number sentence • Have them arrange the blocks to make rows and write the number sentence • Draw students’ attention to the fact that the number of blocks remains the same. It is just their arrangement that changes 4 3 4 4 4 3 groups of 4 = 12 3 rows of 4 = 12 4 + 4 = 12 © Professor Pete's Classroom. All rights reserved.

P r o f e s s o r Level : Mod: 2 8 INDEX P e t e ’ s T h i n k B u b b l e 2 Using Blocks • Put out 7 groups of 2 blocks • How many blocks altogether? • Write it as ‘groups of’ • Write it as ‘rows of’ • Write the matching addition number sentence • Have the students show the 7 groups of 2 blocks and write the number sentence • Have them arrange the blocks to make rows and write the number sentence M a t h e m a t i c s 2 1 2 2 7 6 4 2 3 2 5 7 2 7 groups of 2 = 14 7 rows of 2 = 14 2 + 2 + 2 + 2 = 14 © Professor Pete's Classroom. All rights reserved. 2 2

P r o f e s s o r Level : Mod: 2 8 INDEX P e t e ’ s T h i n k B u b b l e M a t h e m a t i c s Turnarounds • This chocolate bar had I can turn this on 10 rows of 2 pieces its side! Will the • How many pieces of chocolate are in the bar? number of pieces • Write how many pieces of chocolate as ‘rows of’ and as of chocolate the matching addition change? number sentence • Write the rows of you can see now. • Write the matching addition number sentence • Discuss the turnaround story • Note that though the addition number sentences are different, the number of pieces is the same 2 10 10 rows of 2 = 20 2 rows of 10 = 20 2 + 2+ 2+ 2 = 20 10 + 10 = 20 © Professor Pete's Classroom. All rights reserved.

P r o f e s s o r Level : Mod: 2 8 INDEX P e t e ’ s T h i n k B u b b l e 3 5 Using Blocks • Put out 5 rows of 3 blocks • Write it as ‘rows of’ and the matching addition number sentence • Turn the array around • Write the new ‘rows of’ and addition number sentences • Have the students put out their own blocks to show the story • Have them write what they see as they go M a t h e m a t i c s 3 5 5 rows of 3 = 15 3 rows of 5 = 15 I can see all these number sentences in this one array! 3 + 3+ 3 = 15 5 + 5 = 15 © Professor Pete's Classroom. All rights reserved.

P r o f e s s o r Level : Mod: 2 8 INDEX P e t e ’ s T h i n k B u b b l e M a t h e m a t i c s Using Blocks • Put out 6 rows of 4 blocks • Write it as ‘groups of’ and the matching addition number sentence • Turn the array around • Write the new ‘rows of’ and addition number sentences • Have the students put out their own blocks to show the story • Have them write what they see as they go 4 6 6 rows of 4 = 24 4 rows of 6 = 24 4 + 4 + 4 + 4 = 24 6 + 6 + 6 = 24 © Professor Pete's Classroom. All rights reserved.

P r o f e s s o r Level : Mod: 2 8 INDEX P e t e ’ s T h i n k B u b b l e Using Blocks • Put out 7 rows of 3 blocks • Write it as ‘groups of’ and the matching addition number sentence • Turn the array around • Write the new ‘rows of’ and addition number sentences M a t h e m a t i c s 3 7 7 rows of 3 = 21 3 rows of 7 = 21 3 + 3 + 3 + 3 = 21 7 + 7 = 21 © Professor Pete's Classroom. All rights reserved.

P r o f e s s o r Level : Mod: 2 8 INDEX P e t e ’ s T h i n k B u b b l e M a t h e m a t i c s Missing Number Sentence • Write the missing ‘rows of’ number sentences 6 3 • Hand out and complete the worksheet 3 6 6 rows of 3 = 18 3 rows of 6 = 18 3 + 3 + 3 + 3 = 18 6 + 6 = 18 © Professor Pete's Classroom. All rights reserved.

P r o f e s s o r P e t e ’ s T h i n k B u b b l e M a t h e m a t i c s Level: Level 2 : Mod: 8 INDEX Lesson 4: The Multiplication Sign ACMNA 031 : Recognise and represent multiplication as repeated addition, groups and arrays (Acara, 2010 to present) (c) Professor Pete's Classroom, 2018. All rights reserved.

P r o f e s s o r Level : Mod: P e t e ’ s 2 8 T h i n k B u b b l e M a t h e m a t i c s The Multiplication Sign 5 INDEX • A gardener planted rows of lettuce • She planted 4 rows of 5 lettuce • Write how many lettuce were planted as ‘rows of’ • Now write this using the I can write ‘rows of’ multiplication sign 4 a shorter way – ‘x' • Teach students the correct word ‘multiplication’, rather than ‘times’ at this stage 4 rows of 5 = 20 4 x 5 = 20 © Professor Pete's Classroom. All rights reserved.

P r o f e s s o r Level : Mod: P e t e ’ s 2 8 INDEX T h i n k M a t h e m a t i c s The Multiplication Sign • A car yard placed cars in rows • He placed 6 rows of 3 cars • Write how many cars as a ‘rows of’ and then as a multiplication number sentence • Write the ‘rows of’ number sentence • Write the multiplication number sentence B u b b l e 3 6 6 rows of 3 = 18 6 x 3 = 18 © Professor Pete's Classroom. All rights reserved.

P r o f e s s o r Level : Mod: P e t e ’ s 2 8 INDEX T h i n k B u b b l e M a t h e m a t i c s The Multiplication Sign 5 • A gardener planted rows of cauliflowers • He planted 3 rows of 5 cauliflowers • Write how many cauliflower were planted as multiplication 3 3 x 5 = 15 • Skip the rows of step and go straight to the multiplication sign © Professor Pete's Classroom. All rights reserved.

P r o f e s s o r Level : Mod: 2 8 INDEX • P e t e ’ s T h i n k B u b b l e M a t h e m a t i c s The Multiplication Sign 4 Children were playing memory card game • They laid out 6 rows of 4 cards • Write a multiplication number sentence for how many cards were in the game 6 6 x 4 = 24 • Write the multiplication number sentence © Professor Pete's Classroom. All rights reserved.

P r o f e s s o r Level : Mod: 2 8 INDEX P e t e ’ s T h i n k B u b b l e Using Blocks • Put out 6 rows of 2 blocks • Write it as matching multiplication and addition number sentences • Turn the array around • Write the new multiplication and addition number sentences • Have the students put out their own blocks to show the story • Have them write what they see as they go M a t h e m a t i c s 2 6 x 2 = 12 2 x 6 = 12 6 2 + 2 + 2 + 2 = 12 6 + 6 = 12 © Professor Pete's Classroom. All rights reserved.

P r o f e s s o r Level : Mod: 2 8 INDEX P e t e ’ s T h i n k B u b b l e M a t h e m a t i c s Using Blocks 43 • Put out 3 rows of 4 blocks • Write it as matching multiplication and addition number sentences • Turn the array around • Write the new multiplication and addition number sentences 34 3 x 4 = 12 4 x 3 = 12 4 + 4 = 12 3 + 3 + 3 = 12 © Professor Pete's Classroom. All rights reserved.

P r o f e s s o r Level : Mod: 2 8 INDEX P e t e ’ s T h i n k B u b b l e Using Blocks • Put out 7 rows of 3 blocks • Write it as matching multiplication and addition number sentences • Turn the array around • Write the new multiplication and addition number sentences M a t h e m a t i c s 3 7 x 3 = 21 3 x 7 = 21 7 3 + 3 + 3 + 3 = 21 7 + 7 = 21 © Professor Pete's Classroom. All rights reserved.

P r o f e s s o r Level : Mod: P e t e ’ s T h i n k B u b b l e M a t h e m a t i c s Making Matches 2 8 INDEX • Write the answers that match the array 3 A 6 x 3 = 18 B 6 + 6 = 18 6 C 9 + 9 = 18 D 3 + 3 + 3 + 3 = 18

P r o f e s s o r Level : Mod: P e t e ’ s B u b b l e M a t h e m a t i c s Making Matches 2 8 INDEX • Write the answers that match the array 4 5 T h i n k A 4 x 5 B 5 x 4 C 5+5+4+4 D 4+4+4+4

P r o f e s s o r Level : Mod: P e t e ’ s B u b b l e M a t h e m a t i c s Making Matches 2 8 INDEX • Write the answers that match the array 2 2 T h i n k A 2 x 2 x 2 B 2+2 C 2 x 2 D 4+4

P r o f e s s o r Level : Mod: P e t e ’ s T h i n k B u b b l e M a t h e m a t i c s Making Matches 2 8 INDEX • Write the answers that match the array 5 2 A 5+5+5 B 2+2 C 5 x 2 D 5+5

P r o f e s s o r Level : Mod: P e t e ’ s T h i n k B u b b l e M a t h e m a t i c s Making Matches 2 8 INDEX • Which arrays match the number sentence A 3 5 • Hand out and complete the worksheet 3 + 3 + 3 = 15 B 3 3 C 3 5