Sir_jamesalot wrote:

It seems like the lesson is the method and not the answer.

5 groups of 3 is not the same as 3 groups of 5 even though the total is the same.

That's not how I see it.

You want pedantry? Here's pedantry.

The sheet says the following:

I can use multiplication strategies to help me multiply.

I can use the structure of a word problem to help me solve it.

Nowhere does it say the structure of a word indicates how a problem

*must* be solved. Only that it may be used for help.

1. Use the

**repeated addition strategy** to solve: 5 x 3.

The kid used the requested strategy, and correctly solved 5 x 3 by using the strategy on 3 x 5, which is a legitimate move in mathematics, as 3 x 5 and 5 x 3 are absolutely equal. All the requirements were met, and the solution is true.

2. Draw an

**array** to show and solve: 4 x 6.

The kid drew an array as requested. The array shows 4 x 6. The result is, again, correct.

And before you argue that the array drawn shows 6 x 4 and not 4 x 6, look at the following:

■■■■

■■■■

■■■■

■■■■

■■■■

■■■■

The above shows both 4 x 6 and 6 x 4. Don't believe me?

Just turn your head 90 degrees, and you'll see the absurdity in your assumption.

The kid would've been wrong if the question specifically asked for a 4 by 6 array, but it didn't. Instead, it asked for an array

*showing* 4 x 6.