We didn’t study arrays when I was at school, but they are a great way of showing the volume and worth of the outcomes of multiplication.
Freya has done some multiplication before – it was through our work in times tables that we uncovered some of her misconceptions early on in the year.
We tentatively revisited the concept as repeated addition initially to see if the work we have done in place value has given her a firmer platform on which to build her new knowledge.
We quickly learnt that while Freya could confidently reproduce the next array in a pattern, when working independently her work had many mistakes, most caused by her layout of the array and her counting in multiples being inaccurate.
As a result, we are going back to the 2, 5 and 10 times tables and number facts before coming back to arrays again.
So good to be able to stop and change direction in line with her individual needs, a strategy not always possible in a classroom.