Can use group structure and stress or rhythmic counting to determine total and is beginning to efficiently count using ‘easy’ composite units (2s, 5s and 10s), using group structure and stress or rhythmic counting to determine total.
Is beginning to identify 10x patterns. The groups and their elements still need to be modeled to support calculations however, using for example grouped counters (e.g. counters within a circle) or sticks of Unifix cubes.

Uses arrays to make, model and explore equal groups (rows or columns) and determine totals.
Group structure still needs to be modeled e.g. Cuisenaire rods.

Understanding multiplication requires that a student understands the principles of unitising (the making and counting of composite units of equal size). These activities help build an understanding of multiplication based on the process of unitising. From here, students can begin to meaningfully make representations of multiplication expressions and build fluency around the quantities so expressed.

‘Fluency with basic multiplication facts allows for ease of computation, especially mental computation, and therefore aids in the ability to reason numerically in every number-related area.  Although calculators and tedious counting are available for students who do not have command of the facts, reliance on these methods for simple number combinations is a serious handicap to mathematical growth’ (p 167, Elementary and Middle School Mathematics)

Double Dice Multi (Arrays) instruction sheet

10 by 10 Array

Bingo Card (x1, x2 and x3)

Spinners (x1, x2 and x3)

Bingo Card (x2, x3 and x4)

Spinners (x2, x3 and x4)

Bingo Card (x3, x4 and x5)

Spinners (x3, x4 and x5)