Children are encouraged to apply what they have learned about equal groups to equal rows in this lesson. Students are going to:
- apply to skip counting and/or repeated addition techniques.
- put their ideas into equations or number sentences.

- How are mathematical representations of relationships made? 
- How are relationships in mathematical contexts described by patterns? 
- How do we represent, compare, quantify, and model numbers using mathematics?

- Equivalent: Equal.

- Equal Groups cards (M-2-4-3_Equal Groups Cards) 
- Array cards (M-2-4-3_Array Cards) 
- number line (M-2-4_Number Line)

- The strategies that students have mastered and the strategies for which they still need more support will be determined in part by observations made during partner time.
- Assess the comprehension of the students while they discuss their strategies in pairs and think aloud.

Direct Instruction, Modeling, Active Participation, and Scaffolding 
W: Present the array cards to the students and assess what understanding they already have of arrays. 
H: Arrange the 4 x 2 dot card and the 4 x 2 array card. Ask students what they have in common and what makes them unique. 
E: To improve their skip counting and repeated addition skills for the multiplication facts, students will play a matching game using both kinds of cards. 
R: Ask students to share their plans and methods with the class to get to the goal number. 
E: Assign students to work in pairs, explaining how they were able to reach their goal numbers. 
T: Add the cards containing the facts you are working on to the deck for students who require a challenge. 
O: This lesson is designed to work with the various basic multiplication fact models that you may see or use. 

"Equal groups have been our focus. We're going to work in equal rows today."

Show an array card (M-2-4-3_Array Cards). The maximum size of an array is 5x5. Ask students, "What is the number of dots? How are you aware?" Present one more array card. Ask, "How many dots are there? How are you aware?" Continue doing this with all of the array cards. Making a note of the equal groups and equations that each card represents as students share their ideas may be helpful.

Present the two sets of cards (M-2-4-3_Equal Groups Cards and M-2-4-3_Array Cards) to the students. Inform them that they and their partner will be engaging in a game. Demonstrate to them how to arrange the cards (like Memory does). Everyone takes turns flipping two cards. Their goal is to match the cards. For instance, four rows of five would match up with four groups of five. Watch the students while they engage in the game. Keep an eye out for students who are counting the dots by one or who are employing inefficient skip counting. Additionally, keep an eye out for students who are starting to memorize facts. Discussing how the 2×2 and 4×1 cards have similar products but different factors can be beneficial if a group encounters them.

Once students appear to grasp the idea, gather them to discuss the lessons they took away from the game. Ask, "What did you notice? Which ones proved more challenging than the others, and how did you resolve them? Which tactic did you employ the most?"

Extension:

Expansion: Students with a deeper comprehension level can match each group of products with a set of numeral cards.

Small Group: Provide number lines (M-2-4_Number Line) to students who struggle with repeated addition techniques or skip counting. Students should first circle the objective number on the number line. Then, they should try different approaches using the numeral cards to see how best they can get there.