Math3-5
Multiplication with Arrays Practice for Grade 3
By Sarah G.
A six-problem practice page where 3rd graders look at a picture of an array, write a multiplication equation, and then show the same total with a repeated addition sentence. It builds understanding that multiplication and repeated addition describe the same equal groups, and it suits a short math block or independent practice.
Customize for your classroom
Teacher Guide & Tips
- Introduce arrays with a quick whole-class demonstration using counters in equal rows and columns before students start the page, and model one problem aloud as a think-along.
- Discussion question: How can you tell how many rows and columns an array has, and how does that help you write the multiplication equation?
- Scaffold for struggling readers: Have them count each row out loud with a finger or counter, then write the repeated addition sentence first, since it is often more concrete than the equation.
- Extension for advanced students: Ask them to draw their own array for a given equation, such as 5 × 3, and explain why 3 × 5 gives the same total.
- Estimated time: About 20 to 25 minutes for all six problems, with extra time if you add the model step.
Math3-5
Multiplication with Arrays Practice for Grade 3
By Sarah G.
A six-problem practice page where 3rd graders look at a picture of an array, write a multiplication equation, and then show the same total with a repeated addition sentence. It builds understanding that multiplication and repeated addition describe the same equal groups, and it suits a short math block or independent practice.
Customize for your classroom
Teacher Guide & Tips
- Introduce arrays with a quick whole-class demonstration using counters in equal rows and columns before students start the page, and model one problem aloud as a think-along.
- Discussion question: How can you tell how many rows and columns an array has, and how does that help you write the multiplication equation?
- Scaffold for struggling readers: Have them count each row out loud with a finger or counter, then write the repeated addition sentence first, since it is often more concrete than the equation.
- Extension for advanced students: Ask them to draw their own array for a given equation, such as 5 × 3, and explain why 3 × 5 gives the same total.
- Estimated time: About 20 to 25 minutes for all six problems, with extra time if you add the model step.