Understand the Meaning

of Multiplication
Dear Family, 4
This week your child is exploring the meaning
of multiplication.
Multiplication can involve working with equal groups of objects. For example:

3 groups of 5 flowers is 15 flowers in all.
The product tells
Multiply: 3 3 5 5 15
how many in all.

The first factor tells The second factor tells

how many groups. how many in each group.

Your child is also using arrays to show multiplication. An array is a set of objects
arranged in equal rows and equal columns.

4 rows of 6 apples is 24 apples in all. Use the multiplication equation 4 3 6 5 24.
Invite your child to share what he or she knows about the meaning of multiplication
by doing the following activity together.

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 ACTIVITY  Multiplication
Do this activity with your child to explore the meaning of multiplication.

Materials 30 pennies or other small items, 4 to 6 small cups

• Ask your child to show 4 3 5 by putting pennies in cups.

• Using the pennies in the cups, complete this sentence:

groups of pennies equals pennies in all.

• Next, ask your child to remove the pennies from the first
cup and arrange them in a row to begin an array.

• Have your child create the second, third, and fourth

rows of the array with the pennies from the other
three cups, as shown.

• Using the array, ask your child to multiply to find the total.

3 5
how many rows how many in each row total

• Repeat this activity for equal groups of other sizes, such as 5 3 3, 2 3 4, or 3 3 6.

As your child becomes more familiar with the idea of multiplication, point
out examples of multiplication in real life; for example, 3 groups of 2 socks
shows 3 3 2 5 6.

Answers:
4 groups of 5 pennies equals 20 pennies in all.
Array:

4 3 5 5 20

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LESSON 4 SESSION 1 

Explore the Meaning of Multiplication

What is going on when you multiply Learning Target
• Interpret products of
numbers? whole numbers, e.g., interpret 5 3 7
as the total number of objects in
5 groups of 7 objects each.
SMP  1, 2, 3, 4, 5, 6
Model It
Complete the problems below.

1 You can add to find the total number of objects in different groups.
When the groups are equal, you can also multiply to find the total.
Draw a picture of 3 equal groups of 2 balloons.

2 Write an addition equation to represent the total your picture shows.

3 Complete the sentence to describe the equal groups in your

picture. Then use the same numbers to complete the
multiplication equation.
groups of is in all. DISCUSS IT
• How is your addition
equation like your
3 5 partner’s addition
equation?
• I think the 3 in problem 3
means . . .

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LESSON 4  EXPLORE SESSION 1 

Model It
Complete the problems below.

4 You can model multiplication with equal groups. Circle

the tennis balls to show 3 equal groups of 4 tennis balls.

5 Use the picture of equal groups above to show what the

multiplication equation means. Fill in the blanks.
The 5 means  .
3 is a factor that tells 12 is a product or result. It

how many  . 3 3 4 5 12 tells how many  .

The 3 means . 4 is a factor that tells how many

are  .
When you see 3 3 4 5 12, you say: Three times four equals 12.

6 You can also model multiplication with an array.

DISCUSS IT
Fill in the blanks.
• Compare how you
Column completed problems 5
and 6 with your partner.
Are your answers
Row
the same?
• I think you can write a
multiplication equation to
find the total when . . .

rows with columns is in all.

3 5

7 REFLECT
Look at the way the chairs in your classroom are set up.
Could they show a multiplication problem or not? Explain.

94 Lesson 4  Understand the Meaning of Multiplication ©Curriculum Associates, LLC  Copying is not permitted.
Name: LESSON 4  SESSION 1

Prepare for Multiplication

1 Think about what you know about multiplication. Fill in each box.
Use words, numbers, and pictures. Show as many ideas as you can.

My Definition My Illustrations

multiply
Examples Non-Examples

2 Explain how you can write a multiplication equation for the picture.

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LESSON 4  SESSION 1

Solve.

3 Draw a picture of 4 equal groups of 3 buttons.

4 Write an addition equation to represent the total your picture shows.

5 Complete the sentence to describe the equal groups in your picture. Then use
the same numbers to complete the multiplication equation.
groups of is in all.

3 5

96 Lesson 4  Understand the Meaning of Multiplication ©Curriculum Associates, LLC  Copying is not permitted.
LESSON 4 SESSION 2 

Develop Understanding of Multiplication Models

Model It: Equal Groups and Arrays

Try these two problems.

1 Show what the expression 4 3 5 means by using

equal groups.
a. Draw equal groups.

b. Use words to describe your drawing of 4 3 5.

c. Write the product. 4 3 5 5

2 Show what the expression 4 3 5 means by using an array.

a. Draw an array.

DISCUSS IT
• How did you and your
partner know how many
equal groups to draw in
problem 1?
b. Use words to describe your drawing of 4 3 5.
• I think equal groups and
arrays both show
c. Write the product. 4 3 5 5 multiplication because . . .

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LESSON 4  DEVELOP SESSION 2 

Model It: Square Tiles

Use square tiles to model multiplication.

3 You can push the tiles in an array 4 Draw a rectangle made

together to make a rectangle. up of square tiles that
Write the multiplication equation shows 5 3 3 5 15.
the rectangle below shows.
DISCUSS IT
• How can you use words
instead of a drawing to
describe 5 3 3?
• I think rectangles with
square tiles show
multiplication because . . .

Connect It
Complete the problems below.

5 How can words and drawings of equal groups, arrays, or

square tiles all be used to describe what a multiplication
problem means?

6 Use any model to show and find 4 3 7. Write a complete

multiplication equation and explain what each number
in the equation tells you.

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Name: LESSON 4  SESSION 2

Practice Using Multiplication Models

Study how the Example represents a multiplication equation with equal
groups. Then solve problems 1–9.

Example
Draw a picture and use words for the multiplication equation 2 3 6 5 12.

There are 2 groups of 6 ladybugs, or 12 ladybugs in all.

Use the picture below to answer problems 1–4.

1 How many equal groups are there?

2 How many ladybugs are in each group?

3 How many ladybugs are there altogether?

4 Write a multiplication equation that matches the picture.

3 5

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LESSON 4  SESSION 2

Use the picture at the right to solve problems 5–7.

5 The basketball cart has 3 shelves. There is already

1 basketball on each shelf. Draw the rest of the
basketballs to create an array to show the
expression 3 3 5.

6 Look at your picture of the basketballs on the cart.

Think about the basketballs as an array.

How many rows are in the array?

How many basketballs are in each row?
How many basketballs are on the cart?

7 Fill in the blanks to represent the array of basketballs with a

multiplication equation.
3 5

8 Which of the following shows 3 3 6?

A 3 1 3 1 3 1 3 1 3
B 3 groups of 6

9 John says his drawing shows 4 3 6. Is John correct? Explain.

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LESSON 4 SESSION 3 

Refine Ideas About the Meaning of Multiplication

Apply it
Complete these problems on your own.

1 EXPLAIN
Travis drew the picture below to show 4 3 6.

What did he do wrong?

2 CREATE
Write a story problem that could be solved using the
multiplication equation 9 3 4 5 36.

3 ANALYZE
Amelia draws the array at the right to show
3 3 2 5 6.
How will Amelia’s array change if she wants to
show 4 3 2 5 8.

If Amelia draws one more triangle on each row of the original PAIR/SHARE
array, what multiplication equation would this show? Discuss your solutions for
these three problems with
a partner.

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LESSON 4  REFINE SESSION 3 

Use what you have learned to complete problem 4.

4 Tucker wants to use pennies to show 5 3 8. Show what Tucker

can do.

Part A  Draw a model to show the 5 3 8 pennies. Explain what

each number means.

Part B  Write a story problem about Tucker’s pennies that can be solved using
the model you drew in Part A. Tell how many pennies Tucker has in all.

5 MATH JOURNAL
Write a story problem for 3 3 4 and solve it. Then write the complete
multiplication equation and explain what each number means.

102 Lesson 4  Understand the Meaning of Multiplication ©Curriculum Associates, LLC  Copying is not permitted.