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Rolling Arrays

Rolling Arrays
View Curriculum Codes   

Engage your students in a dynamic multiplication exploration with our Rolling Arrays activity. Utilising two dice and our Rolling Arrays Grid Page,' students create arrays to grasp multiplication models. This low-prep, exciting game fosters array-building skills, making it an ideal warm-up, rotation, or fast-finisher resource for your classroom.

Suitable for
  • Fast Finishers
  • Relief Teachers
  • Parents
Lesson Structure
  • Individual Activity
  • Rotations / Group Work
  • Class Activity
Curriculum Codes

MA1-1WM old

Describes mathematical situations and methods using everyday and some mathematical language, actions, materials, diagrams and symbols

MA1-6NA old

Uses a range of mental strategies and concrete materials for multiplication and division

MA1-2WM old

Uses objects, diagrams and technology to explore mathematical problems

MA1-3WM old

Supports conclusions by explaining or demonstrating how answers were obtained

MA1-5NA old

Uses a range of strategies and informal recording methods for addition and subtraction involving one- and two-digit numbers

MA1-4NA old

Applies place value, informally, to count, order, read and represent two- and three-digit numbers

MA1-7NA old

Represents and models halves, quarters and eighths

MA1-FG-01 new

Uses the structure of equal groups to solve multiplication problems, and shares or groups to solve division problems

MA1-CSQ-01 new

Uses number bonds and the relationship between addition and subtraction to solve problems involving partitioning

AC9M2N05 9

Multiply and divide by one-digit numbers using repeated addition, equal grouping, arrays, and partitioning to support a variety of calculation strategies

AC9M2N06 9

Use mathematical modelling to solve practical problems involving additive and multiplicative situations, including money transactions; represent situations and choose calculation strategies; interpret and communicate solutions in terms of the situation

AC9M2A03  9

Recall and demonstrate proficiency with multiplication facts for twos; extend and apply facts to develop the related division facts using doubling and halving 

AC9M1N06 9

Use mathematical modelling to solve practical problems involving equal sharing and grouping; represent the situations with diagrams, physical and virtual materials, and use calculation strategies to solve the problem

ACMNA031 8.4

Recognise and represent multiplication as repeated addition, groups and arrays

ACMNA032 8.4

Recognise and represent division as grouping into equal sets and solve simple problems using these representations


Recognise and represent multiplication as repeated addition, groups and arrays


Apply repetition in arithmetic operations, including multiplication as repeated addition and division as repeated subtraction


Recognise and represent division as grouping into equal sets and solve simple problems using these representations


Solve simple addition and subtraction problems using a range of efficient mental and written strategies


Count and order small collections of Australian coins and notes according to their value


Investigate number sequences, initially those increasing and decreasing by twos, threes, fives and ten from any starting point, then moving to other sequences


Recognise and describe one-half as one of two equal parts of a whole


Recognise, model, read, write and order numbers to at least 100. Locate these numbers on a number line



Recording: Direct students to record the array as repeated addition, groups of, rows of, the product of or as a multiplication fact, depending on the focus in your classroom. See the Example page for suggestions.


Partitioning: Students may partition the multiplication facts if they roll a total that do not fit on the grid. For example, if a player rolls a 6 and a 4, they can shade in a 2x4 and a 4x4 array instead of a 6x4 array.

Larger grid: With this modification, players mark their arrays on one grid. One player shades in their arrays with Xs, the other with Os. Alternatively, players can use different colour pencils to tell their arrays apart.

Multiplayer game: Any number of students can play, and the more players you have, the more likely the game will result in a tie. Each player has their own grid. Taking turns, they fill in their arrays. As players lose the ability to shade in a score on their array, they are out. The last person left to be able to shade in an array is the winner.

Single-player game: One player attempts to fill in as many squares of the array as possible before throwing a score that no longer fits on the grid. The player focuses on multiplication skills as well as a good strategy for filling up their grid.

Linked Resources & Worksheets