# Array bingo

Stage 1 to 3 – a thinking mathematically context for practise focused using multiplicative thinking to match visual and written representations of arrays.

## Syllabus

Syllabus outcomes and content descriptors from Mathematics K–10 Syllabus (2022) © NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales, 2024.

## Outcomes

- MAO-WM-01
- MA1-RWN-01
- MA1-RWN-02
- MA1-FG-01

- MAO-WM-01
- MA2-MR-01

- MAO-WM-01
- MA3-MR-01

## Collect resources

- a set of array cards (PDF 813 KB)
- someone to play with.

## Array bingo video

Watch Array bingo video (8:15).

[Text over a navy-blue background: Array bingo. Small font text in the lower left-hand corner reads: NSW Mathematics Strategy Professional Learning Team (NSWMS PL team). In the lower right-hand corner is the white waratah of the NSW Government logo.]

### Speaker

Array bingo.

[A title on a white background reads: You will need…

Bullet points below read:

- A set of game cards (with pictures of different partially covered arrays and a description of the quantity they represent)
- someone to play with.

On the right-hand side of the points is an image of a pack of array cards and a pack of descriptive cards.]

### Speaker

You need a set of game cards with pictures of different arrays and a description of the quantity they represent and somebody to play with.

[Text over a navy-blue background: Let’s play!]

### Speaker

Let's play.

[A large white sheet of paper on a blue cardboard.]

### Speaker

Hello there, everybody. Welcome back. I have Holly here with me today. Hi, Holly.

### Holly

Hi.

### Speaker

Holly, we gonna play a game called Array bingo. Have you played bingo before?

### Holly

Yep.

### Speaker

Well, it's a fun game, isn't it? Now we're going to play it with arrays today. And, Holly, this is an example of an array-

[The Speaker lays down a pack of array cards in the middle of the sheet. The array card on top has 2 rows of 5 dots running across. She traces the top row of 5 dots with her finger.]

### Speaker

And we know it's an array because it has the same number of dots in each row. So this has two rows of five.

[She lays down a pack of descriptive card next to the array cards. The descriptive card on top reads 2 fives.]

### Speaker

Or we could call that 2 fives. So to play this game, we need our array cards.

[She picks up the array cards and flips through it.]

So there's quite a few arrays there, as you can see.

[She puts it back and picks up the descriptive cards and flips through it.]

### Speaker

And you need your descriptive cards as well. Now, we gonna put these over here.

[She lays the descriptive cards outside the top left edge of the sheet.

She picks up the array cards.]

### Speaker

And Holly, we're going to actually make our own game boards today using our arrays. So let's do that, shall we?

[The Speaker sets down some array cards on the bottom left corner of the sheet. Holly picks them up.]

### Speaker

So you can make yours over here. And Holly will make a game board of six arrays.

[The Speaker places a row of 2 array cards towards the top right corner of the sheet.]

### Speaker

So how about you make you a one over here-

[She points to the top left corner of the sheet.]

### Speaker

And I'll make my one over here-

[She moves the card pack slightly to the right. Holly places a card in the top left corner of the sheet.]

### Speaker

And you can choose whatever arrays you would like to have on your game board.

[The Speaker places more cards on Holly’s card set.]

### Speaker

I might have ones that have a mixture of a large quantity and a not so large quantity.

[She places another 2 rows of cards below her original row. Holly sets up her rows of cards.]

### Speaker

Oh, I can see there that you got two the same.

[The Speaker points to the cards on Holly’s bottom row. The cards have 5 dots running down and 2 across.]

### Speaker

Interesting. OK. So the ones that we don't use, we'll put those over here for now.

[The Speaker takes the rest of the pack away.]

### Speaker

OK, Holly. So when we turn over a descriptive card-

[The Speaker points to the pack on the edge.]

### Speaker

that matches our array-

[She points to the right card in the middle row of her set. It has 3 dots running across.]

### Speaker

we get to turn our array over. So, Holly, how about you do the honours. Let's turn your one over first-

[Holly picks up a descriptive card. The Speaker points to the space below the descriptive card pack.]

### Speaker

And put it down so everybody can see here.

[Holly puts down a card that reads 3 tens.]

### Holly

3 tens.

### Speaker

OK, do you have an array or do I have an array that matches 3 tens?

### Holly

That one.

[Holly points to the left card on the top row of the Speaker’s set. It has 3 dots running down and 10 across.]

### Speaker

Yeah, I was looking at that one too-

[The Speaker also points to the card.]

### Speaker

cause I can see that I have three rows and now I just want to see that gotta have ten in each row and if I get my eye in I can see that I have five there.

[On the card, she traces the first five dots of the bottom row.]

### Speaker

And then look here, I have another five-

[She traces the last five dots of the bottom row.]

### Speaker

and I know that double five is ten. So yes, 3 tens.

[She turns the 3 x 10 array card over, facing it down.]

### Speaker

Thank you, Holly. That was a great turnover by you. Alright. Can I turn over the next card?

### Holly

Mm hmm.

[The Speaker picks up a descriptive card and lays it over Holly’s one. It says 9 tens.]

### Speaker

Thank you. OK. This one says 9 tens.

### Holly

I was looking at that one.

[Holly points to the left card in the middle row of the Speaker’s set.]

### Speaker

Yeah, you're looking at that one as well. Yeah. What we know is, if there going to be an array with a large amount and it couldn't be this-

[The Speaker points to left card on the bottom row of her set. It has 10 dots running down.]

### Speaker

or it could be that-

[She points to the right card in the middle row of Holly’s set. It has 5 dots running across.]

### Speaker

cause it's definitely not enough dots. So I think you're right. So nine. So we need nine rows.

[The Speaker refers back to her card. She counts the dots running down the card.]

### Speaker

So one, two, three, four, five, six, seven, eight, nine, ten. Oh, that's too many rows. But hang on.

[She counts the dots across the card.]

### Speaker

One, two, three, four, five, six, seven, eight, nine. Hang on. There's nine in each row. But I don't need 10 nines. I need 9 tens. Did you know something, Holly? In this game. You can actually play around with the array if you want to make it match. So if I turn it like this-

[The Speaker turns her card to the right.]

### Speaker

what does that array say now?

[She points to the descriptive card.]

### Holly

9 tens.

### Speaker

Yeah, it does say 9 tens, 'cause, look, I can see that I have nine rows and I have ten in each row. So keep an eye out for that rule. Holly, you can turn some of your arrays if you need to.

[She turns the 9 x 10 array card over, facing it down.]

### Holly

I just wanna turn this one.

[Holly turns the left card in the first row of her set.]

### Speaker

Oh, you're anticipating that you might need to do that one, do you? OK.

[Holly picks up a descriptive card and lays it over pile.]

### Holly

5 tens.

### Speaker

5 tens. Oh, is that why you turn that one around? Ok, Holly, so which one are you thinking?

### Holly

I was thinking that one.

[Holly points to the left card in the first row of her set. It has 5 dots running down and 10 across.]

### Speaker

Yes. And can you see the 5 tens?

[She counts the dots down the card.]

### Holly

Yeah. One, two, three, four, five.

[She counts the dots across the card.]

### Holly

And I can see that it's ten. One, two, three, four, five. One, two, three, four, five.

### Speaker

Oh, so you can see the two, five. So you must have 5 tens. Alright. Well done, Holly.

[She turns the 5 x 10 array card over, facing it down.]

[Text over a navy-blue background: A little while later…

On the game board, Holly’s set only has the top left card facing down. The Speaker’s set has cards in the top row, both lefts of the middle and bottom rows facing down. Holly lays down a descriptive card. It reads 2 threes.]

### Holly

2 threes.

### Speaker

2 threes. You're right, Holly. And look-

[The Speaker points to the right card on the bottom row of her set. It has 3 dots running down and 2 across.]

### Speaker

if I do this-

[She turns the card. It now has 2 dots running down and 3 across.]

### Speaker

it did say 3 twos, but now it says 2 threes. Now, what I noticed when I do that,

[She turns the card.]

it's still the same number of dots. I'm just turning it-

[She turns the card again.]

### Speaker

so it looks different 2 threes. There it is.

[She turns the 2 x 3 array card over, facing it down.]

### Speaker

Holly, I feel like I'm on a really good run at the moment. Alright, my turn?

### Holly

Yep.

[The Speaker picks up a descriptive card and lays it over pile.]

### Speaker

1 five.

### Holly

I have it.

[Holly points to the right card in the middle of her row. It has 5 dots running across. She counts the dots across the card.]

### Holly

One, two, three, four, five.

### Speaker

Yes, I saw that too, 1 five. There's no need to turn that one either.

[She turns the 1 x 5 array card over, facing it down. The Speaker picks up a descriptive card and lays it over pile.]

### Speaker

OK, 5 twos. Oh, yes.

[She point to the cards on the bottom row of Holly’s set. They have 5 dots running down and 2 across.]

### Speaker

Now you have two that have 5 twos, but in bingo, you can only turn over one. So you can turn over one of your 5 twos.

### Holly

Which one? I will do this one.

[Holly turns the right card in the bottom row of her set, facing it down. The Speaker picks up a descriptive card and lays it over pile.]

### Speaker

Yeah, why not. OK. 5 fives. Holly.

### Holly

I think it's that.

[Holly points to the cards on the top row of her set. It has 5 dots running down and 5 across.]

### Speaker

Yeah, I think so too. My eye was drawn to that one as well.

### Holly

Oh, wait I see.

[Holly picks up the card and covers the last column of dots with her finger.]

### Holly

If you put that off, it's just 4 fives.

### Speaker

Oh, I see. So your eyes quickly saw the 4 fives. And then you could see that you had one more.

### Holly

Mm-hm

### Speaker

Yeah, right. To know that it was 5 fives. And look, once again-

[The Speaker takes the card from Holly, placing it back down on the sheet. She traces the dots across and down.]

### Speaker

it's a square number 'cause it has the same number of rows as is the number in each row. So it creates a really square looking array, doesn't it?

### Holly

Yep.

[Holly turns the 5 x 5 array card over, facing it down.]

### Speaker

Cool. Oh, you catching up now, Holly?

[The Speaker picks up a descriptive card and lays it over pile.]

### Holly

So you get that 1 three.

### Speaker

Oh, 1 three! Wow, well done.

[She turns the 1 x 3 array card over, facing it down.]

### Speaker

Alright, Holly. That was a great game of Array bingo. Have fun, everybody.

[Text over a navy-blue background: What’s (some of) the mathematics?

A title on a white background reads: What’s (some of) the mathematics?…

The bullet points below read:

- Games provide us with the opportunity to practice our mathematical skills and understanding.
- We used what we knew about arrays to match cards. For example, turning over ‘3 tens’ meant that we had to find an array that had 3 rows with tens in each row.

Below the points is an image of the game board. Outside the left edge of the sheet is a descriptive card that reads 3 tens. Holly points to an array card that has 3 running down and 10 across.]

### Speaker

Games provide us with the opportunity to practice our mathematical skills and understanding. We used what we knew about arrays to match cards. For example, turning over 3 tens meant that we had to find an array that had three rows with tens in each row.

[A title on a white background reads: What’s (some of) the mathematics?…

The bullet point below reads:

- We used what we knew about the commutative property to strategically rotate our arrays so we could make a match. For example, we could take an array that was structured at 3 twos and rotate it to show 2 threes.

Below the point is a row of images of the game board. The first image shows the Speaker pointing to the card in the bottom right corner which has 3 dots running down and 2 across. The second image shows her turning it to the right. The last image show that the card has now 2 dots running down and 3 across.]

### Speaker

We used what we knew about the commutative property to strategically rotate our arrays so we could make a match. For example, we could take an array that was structured at 3 twos and rotate it to show 2 three.

[A title on a white background reads: What’s (some of) the mathematics?…

The bullet points below read:

- We used our knowledge of spatial patterns to quantify the number of rows. For example, we saw that we had 3 rows.
- We also used our knowledge of part-part-whole relationships to quantify the number of dots in each row. For example, we saw 2 fives inside a row of ten.

Next to the points are 2 images. The top image is an array card with 3 dots running down and 10 across. The first column of dots has a pink outline. There is a pink arrow above the dots running across. The bottom image is the same 3 x 10 array card with a pink outline around the first 5 dots on the bottom row.]

### Speaker

We used our knowledge of spatial patterns to quantify the number of rows. For example, we saw that we had three rows. We also used our knowledge of part-part-whole relationships to quantify the number of dots in each row. For example, we saw 2 fives inside a row of ten.

[Over a grey background, the red waratah of the NSW Government logo appears amongst red, white and blue circles. Text: Copyright State of New South Wales (Department of Education), 2021.]

[End of transcript]

## Instructions

- Each player creates a gameboard using 6 array cards. Set aside the remaining array cards.
- Place the descriptor cards in a pile, face down.
- Turn over a descriptor card. If a player has the matching array card on their gameboard, they may turn the array card over.
- If both players have the matching array card, they can both turn over their cards.
- If neither player has the matching array card, turn over the next descriptor card in the pile.
- Players can use the commutative property to rotate the arrays, so they can make a match. For example, they could take an array that was structured as 3 twos and rotate it to show 2 threes.
- The winner is the first player to turn over all their cards and say ‘bingo!

## Other ways to play

Swap how the piles of cards are used in the game. Make a gameboard from the descriptor cards and turn over the array cards.

## Discuss/reflect

- What arrays did you rotate to make a match?
- Did rotating the arrays change the total number of dots? Why/why not?
- What strategies did you use to determine how many dots there are in the arrays?
- Were there any arrays where you knew how many dots there were? Which ones?

## Collect resources

- a set of array game cards (PDF 602 KB)
- someone to play with.

## Array bingo partially covered arrays

Watch Array bingo partially covered arrays video (11:24).

[Text over a navy-blue background: Partially covered arrays bingo. Small font text in the lower left-hand corner reads: NSW Mathematics Strategy Professional Learning Team (NSWMS PL team). In the lower right-hand corner is the white waratah of the NSW Government logo.]

### Speaker

Partially covered arrays bingo.

[A title on a white background reads: You will need…

Bullet points below read:

- A set of game cards (with pictures of different partially covered arrays and their matching product)
- somebody to play with.

On the right-hand side of the text are two images: on the left side is an image of a pair of hands holding cards with shapes and dots, on the right side is an image of a pair of hands holding with cards with numbers.]

### Speaker

You will need a set of game cards with pictures of different partially covered arrays and their matching product and someone to play with.

[Text over a navy-blue background: Let’s play!]

### Speaker

Let's play.

[A large white sheet of paper on a blue cardboard.]

### Speaker

Hello there mathematicians. Welcome back. I have Sam with me today. Hi, Sam.

### Sam

Hi.

### Speaker

OK so, Sam, look here-

[The speaker lays down an array card with 3 columns of 5 dots running down the side on the sheet.]

### Speaker

I've got an array, and this array is showing me five threes and if I turn it this way Sam…

[She rotates the card to the left.]

### Speaker

..It's showing me...

### Sam

Three fives.

### Speaker

Yes. So, you know, you can play around with arrays and you can also play around with them where we can't see everything, we can't see all the dots and we call those partially hidden arrays.

### Sam

Cool.

### Speaker

Yeah, so here's five threes…

[She rotates the card to the right.]

### Speaker

..Where you can see all of the dots…

[Next to the array card, the speaker lays down a partially hidden array card with 5 dots running down the side and 3 dots running across, and a blue rectangle covering rest of the space.]

### Speaker

..And here's five threes where some of the dots are covered. And look, you can still tell it's five threes, can't you Sam?

### Sam

Mmm hmm.

### Speaker

Yeah, because look, we can see the top row here…

[The speaker traces the 3 dots across the array with her finger.]

### Speaker

..where we can see all of them…

[She point to each of the 5 dots down the array.]

### Speaker

..and the second row where I can see the first dot and then the third row and then the fourth row and then the fifth row and even though they're covered…

[She points to the rectangle.]

### Speaker

..We know they have the same number of dots as the first row because it's an array.

[The speaker traces the 3 dots across the array with her finger.]

### Speaker

So it has to be a rectangular shape, right? So, Sam, today we're going to play a game where we have to now use our imaginations and use what we know about arrays and partially covered arrays to play a form of bingo.

### Sam

OK.

### Speaker

Now, have you played bingo before Sam?

### Sam

Mmm hmm.

### Speaker

You have? OK, so you know the idea of bingo is to try and...

### Sam

Get all the cards on your board.

### Speaker

Yeah, correct so yeah, to try and cross off, or it might be put it on the counter or something like that. So in this version of partially covered arrays bingo,

[The speaker holds up a partially covered arrays card pack and flips through it. She collects the partially covered array card on the sheet and puts it on the pack.]

### Speaker

You'll need your partially covered array cards and we'll put our five threes or our three fives back into the pile…

[She places the pack outside the top left edge of the sheet.]

### Speaker

..And we won't be needing this one…

[She takes away the card with the 3 columns of 5 dots running down.]

### Speaker

..And we also need our product cards…

[She holds up a pack of product cards with numbers and flips through it.]

### Speaker

..And Sam, we're gonna use these product cards to create our own game boards.

[The speaker puts down a 9 product card in the top right hand corner of the sheet. Sam lays down a 10 in the top left corner.]

### Speaker

So let's put this between us and you can make your game board over here, and I'll make mine over here.

[On the right side of the 9, the speaker puts down a 30 card. On the right side of the 10, Sam puts down a 90.]

### Speaker

And you can choose any six numbers.

[Below the first rows of numbers, the speaker and Sam each place 4 more cards, creating 3 rows by 2 columns of cards on each half of the sheet.]

### Speaker

So looks like we're making a three by two array right, aren't we? Three twos, alright that's interesting.

[She points to the two 10 cards on Sam’s set.]

### Speaker

Oh look, ooh, I reckon we're gonna be fighting for one of our partially covered arrays. Unless, I wonder if there's a different way that you could represent 10 as an array?

[Sam picks up an array card from the pile.]

### Speaker

OK, Alright, let's figure it out. Alright Sam. So turn over the first one, let's put it down here so everybody can see.

[Sam lays down a card with 5 dots running down and 5 dots running across below the pile.]

### Speaker

What have you turned over there Sam, how would you describe that array?

### Sam

Five fives.

### Speaker

Five fives, and do you know what five fives is equivalent to?

### Sam

25

### Speaker

25. Is that a known fact for you Sam?

### Sam

Yeah.

### Speaker

Yeah, OK, alright, Oh.

[Sam turns the 25 product card over, facing it down.]

### Speaker

Very nice, OK. Nice, alright, so we'll keep that down there…

[The speaker picks an array card, flips it over and places it over Sam’s.]

### Speaker

..And I'll flip over the next one.

[Her card has 4 dots going down and 5 dots running across.]

### Speaker

OK, so that array is four fives, well because you told me that five fives is 25, then four fives must be 20, oh yes!

[She turns the 20 product card over, facing it down.]

### Speaker

Looky, looky. Nice. OK, Sam.

[Sam picks up an array card from the pile.]

### Sam

Three threes.

[Sam lays down a card with 3 dots running down and 3 dots running across, on the pile.]

### Speaker

Alright, let's put that there so everybody can see, three threes, what's three threes, Sam?

### Sam

Nine.

### Speaker

Known fact for you?

### Sam

Yep.

### Speaker

Yeah, OK, nice. When I think about three threes I like to think about two threes, which we know is six and then one more three, which is nine.

[The speaker turns the 9 product card over, facing it down.]

### Speaker

Thank you, Sam. That was a really nice turnover for you, I really appreciate that.

[The speaker picks up an array card from the pile.]

### Speaker

Alright…

[The speaker lays down a card with 3 dots running down and 2 dots running across.]

### Speaker

OK, now, this one is three twos. And when I think about three twos, I don't know about you, Sam, but I like to think about it as two threes, which I know is double three, which is six. OK, any of us got six?

### Sam

No.

### Speaker

No, OK, alright, your turn.

[Sam picks up an array card from the pile. He lays down a card with 10 dots running down and 6 dots running across.]

### Sam

This one's a big one.

### Speaker

That is a big one. And so we could read it like this or we could read it like that as well, so it's really up to you.

[The speaker turns Sam’s card to the left.]

### Sam

I'm just going to go and assume that's 10.

[Sam counts the number of dots running down the card.]

### Sam

Yep. So it's 60 because its six 10s.

### Speaker

OK, six 10s or 10 sixes, yep, yes they're equivalent, aren't they? OK, and at 60, neither of us have got 60. Alright, here we go...

[The speaker picks up an array card from the pile.

Text over a navy-blue background: A little while later…

On the game board: Sam’s set has 10 and 15 facing up – both are in the middle row. The speaker set has 50 and 5 facing up – both are in the bottom row.

The speaker picks up a card and lays down it down. It’s a card with 5 dots running down and 2 dots across.]

### Speaker

This looks promising. Now, that's five twos or...

### Both

Two fives.

[Sam turns the 10 product card over, facing it down.]

### Speaker

Yes, this time you do get to turn it over. Alright, now you're talking. OK, what about here?

[The speaker picks up an array card from the pile. She puts down a card with 5 dots running across.]

### Sam

Five. Ooh, you've got that.

[Sam turns the 5 product card over, facing it down.]

### Speaker

Yes, one five. Ooh, this is a close game.

[Sam picks up an array card from the pile.]

### Sam

That's a 10 again. Two fives or five twos.

[Sam lays down a card with 5 dots running down and 2 dots running across.]

### Speaker

Yep, no. Not to be. OK, how about this one?

[The speaker picks up an array card from the pile.]

### Sam

Oh! three fives is fifteen.

[The speaker lays down a card with 5 dots running down and 3 dots running across.]

### Speaker

Ooh, Sam well done! OK. So, Sam is our winner so over to you Mathematicians to play your own game of partially covered arrays bingo. Have fun.

[Text over a navy-blue background: Here’s another way to play…

The sheet or game board has been cleared.]

### Speaker

Now, Sam, you know, there is another way that we could have played partially covered array bingo. Should we have a go of that version?

### Sam

OK.

### Speaker

So in this version, instead of making our game board out of the product cards-

[The speaker holds out the product cards, then the array cards.]

### Speaker

We're going to make our game board out of the partially covered arrays. So we'll turn over our product cards here…

[She places the product cards outside the top left edge of the sheet.]

### Speaker

..And let's make our partially covered array bingo board, shall we?

### Sam

Alright.

### Speaker

Alright, I'll make mine over here.

[The speaker and Sam each lay down the array cards. They arrange 3 rows by 2 columns of cards.]

### Speaker

Alright Sam shall we play this version?

### Sam

Sure.

### Speaker

Alright, OK, you do the honours.

[Sam picks up a product card from the pile. He turns it over and puts it below the pile. It’s a 100 card and it’s upside down.]

### Sam

100

### Speaker

OK, so what could 100 be composed of?

[The speaker turns the 100 card the right-side up.]

### Sam

A 10 by 10 array.

[Sam points to a card on the bottom left-hand corner of his set. It has 10 dots running down and 10 dots running across.]

### Speaker

Yes, it could be a 10 by 10, what else could it be composed of?

### Sam

It could be a two by 50.

### Speaker

Yeah it could be two 50s.

### Sam

Four 25s.

### Speaker

Or four 25s. Alright, do what either of us said, yeah that one looks, you're looking at that one.

[Sam picks up the card on the bottom right-hand corner of his set. It has 10 dots running down and 10 dots running across.]

### Sam

I think this one.

### Speaker

Yeah, can you see the 10 10s?

[Sam counts the dots across the card, and down.]

### Sam

They are two, four, six, eight, 10.

### Speaker

Yes, and it looks like a very square looking array as well, so nice Sam. OK, so you can turn that over.

[Sam turns the 10 by 10 array card over, facing it down.]

### Speaker

That's right, OK.

[The speaker picks up a product card from the pile. She turns it over and puts it down on Sam’s card.]

### Speaker

25. OK so, I know that 25, an array could be five fives. This is looking promising,

[The speaker points to the array card on the bottom left-hand of her set. It has 5 dots across down and 5 dots running across.]

### Speaker

Yes it is. Awesome, OK.

[The speaker turns the 5 by 5 array card over, facing it down

Sam picks up a product card from the pile.]

### Sam

10

[Sam drops the card.]

### Speaker

OK, so what could that array look like?

### Sam

It could be this one right here.

[Sam points to the card on the left-side of his middle row. It has 5 dots running down and 2 dots running across.

The speaker moves the 10 product card to the pile.]

### Speaker

It could be. It could be five twos.

### Sam

Or it could be that one right there.

[Sam points to the card on the left-side of his top row. It has 2 dots running down and 5 dots running across.]

### Speaker

Or it could be that one, ooh do you get to turn over both?

### Sam

This one?

### Speaker

No, can only turn over one.

[Sam turns the 5 by 2 array card over, facing it down.

The speaker points to the card on the left-side of her middle row. It has 10 dots running across.]

### Speaker

Ooh look, it could also be one 10. Nice.

[The speaker turns the 10 by 1 array card over, facing it down.]

### Speaker

OK, keep going.

[Sam picks up a product card from the pile.

Text over a navy-blue background: A little while later…

On the game board: Sam’s set has 1 array card facing up in the middle row. It has 10 dots running down and 2 across. The speaker set has 4 cards facing up: both cards in the top row (the one on the left has 3 dots running across, the one on the right has 2 dots running down and 3 across), the right card in the middle row (it has 6 dots running down and 10 running across) and right card in the bottom row (it has 3 dots running down and 2 across.]

### Speaker

OK Sam so, your hope, what, what number are you hoping you're gonna flip over?

### Sam

20

### Speaker

20, OK.

[The speaker picks up an array card from the pile and turns it over. It’s 10.]

### Speaker

10. Nope, OK.

[Sam picks up an array card from the pile.]

### Sam

That looks promising.

[Sam turns it over. It’s 20.]

### Speaker

Oh, and he's done it again.

[Sam turns the 10 by 2 array card over, facing it down.]

### Speaker

Sam, I quite like that version, it makes you think about differently because you got to, you've got to think about what numbers are composed of, right? And you got to think about the product, so you're really using division, aren't you? Yeah, so over to you mathematicians. Have a go at playing that version of the game.

[Text over a navy-blue background: And another way!

The game board has been cleared.

The sheet now has an array card pack and a product card pack in the centre.]

### Speaker

Now, mathematicians, if you want more of a challenge and you'd like to extend the range of numbers that you're working on, you can use our expansion pack…

[The speaker holds out another pack of array cards and product card. She puts down the product card pack and flips though the array card pack.]

### Speaker

..And put in some extra partially covered arrays and their matching products…

[She puts down the array card pack, picks up the product card pack and flips through it.]

### Speaker

..Or we could remove the product cards…

[She takes both packs of product cards away. She rolls 2 dice with 10-sides]

### Speaker

..And roll two 10-sided dice instead.

Over to you, mathematicians.

[Text over a navy-blue background: What’s (some of) the mathematics?]

### Speaker

So, what's some of the mathematics?

[A title on a white background reads: What’s (some of) the mathematics?…

Bullet points below read:

- Games provide us with the opportunity to practice our mathematical skills and understanding.
- We used what we knew about the structure of arrays to imagine the dots hiding in the partially covered arrays. For example, we imagined dots hiding underneath the rectangle in this partially covered array to know there were 5 threes.

Below the points are two images: on the left side is an image of a partially covered array card with 5 dots running down and 3 across. On the right side is an image of 3 columns of 5 dots running down, with a pink thought bubble over it.]

### Speaker

Games provide us with the opportunity to practice our mathematical skills and understanding. We used what we knew about the structure of arrays to imagine the dots hiding in the partially covered arrays.

For example, we imagined dots hiding underneath the rectangle in this partially covered array to know there were five threes.

[A title on a white background reads: What’s (some of) the mathematics?…

Bullet points below read:

- We were also practising making connections between different forms of representations.
- In this game, we made connections between diagrams and numbers. For example, we made connections between an array that showed 5 rows with 5 in each row (a diagram) and the product 25 (a number).

Below the points is an image of the game board with the 2 sets of product cards. Each set has 3 rows of 2 cards. The set on the left has a 25 product card in the bottom right-hand corner, which has been highlighted.

On the bottom left side of the game board is an array card with 5 dots running down and 5 across which has been highlighted.]

### Speaker

We were also practising making connections between different forms of representations.

In this game, we made connections between diagrams and numbers. For example, we made connections between an array that showed five rows with five in each row, a diagram and the product 25, a number.

[A title on a white background reads: What’s (some of) the mathematics?…

Bullet points below read:

- We also used our knowledge of spatial patterns to quantify the number of rows and the number in each row. For example, we saw that we had three rows of two or three twos.

On the right-hand side of the points is an image of an array card with 3 dots running down with 2 dots across. The dots running down has a red outline. There is an arrow above the 2 dots across.]

### Speaker

We also used our knowledge of spatial patterns to quantify the number of rows and the number in each row. For example, we saw that we had three rows of two or three twos.

[A title on a white background reads: What’s (some of) the mathematics?…

The bullet point below reads:

- We also used what we knew about the commutative property to rotate the array. For example, we took an array that was structured as 5 twos and rotated it, so it became 2 fives. We knew that rotating the array wouldn't change the total, the product was still 10.

Below the points are 2 images. The image on the left is an array card with 5 dots running down and 2 across. The image on the right is an array card with 2 dots running down and 5 across.]

### Speaker

We also used what we knew about the commutative property to rotate the array. For example, we took an array that was structured as five twos and rotated it, so it became two fives. We knew that rotating the array wouldn't change the total, the product was still 10.

[A title on a white background reads: What’s (some of) the mathematics?...

The bullet point below reads:

- When we were playing the other way to play, we used what we knew about products having different factors to make a match. For example, turning over a product of 10 meant that the matching array could have been two fives, five twos, one 10 or 10 ones.

Below the point is an image of the game board with the 2 sets of array cards. Each set has 3 rows of 2 cards. On the bottom left side of the game board is 10 product card which has been highlighted.

On the game board, 3 cards have been highlighted: an array card with 2 dots running down and 5 across, another with 5 dots running down and 2 across and a card with 10 dots across.]

### Speaker

When we were playing the other way to play, we used what we knew about products having different factors to make a match.

For example, turning over a product of 10 meant that the matching array could have been two fives, five twos, one 10 or 10 ones.

[Over a grey background, the red waratah of the NSW Government logo appears amongst red, white and blue circles. Text: Copyright State of New South Wales (Department of Education), 2021.]

[End of transcript]

## Instructions

- Each player creates a gameboard using 6 array cards. Set aside the remaining array cards.
- Place the descriptor cards in a pile, face down.
- Turn over a descriptor card. If a player has the matching array card on their gameboard, they may turn the array card over.
- If both players have the matching array card, they can both turn over their matching cards.
- If neither player has the matching array card, turn over the next product card in the pile.
- The winner is the first player to turn over all their cards and say ‘bingo!’

## Other ways to play

- Swap how the piles of cards are used in the game.
- Make a gameboard from the descriptor cards and turn over the array cards.
- Extend the number range by adding in the expansion pack (PDF 438.8 KB) and/or replacing the product cards with 2 x 9-sided dice.

## Discuss/reflect

- What strategies did you use to determine how many dots there are in the partially covered arrays?
- Were there any arrays which were known facts for you? Which ones?
- What strategies did you use for the arrays that weren’t known facts for you?

## Share/submit

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