The purpose of this activity is for students to write equations that represent the number of objects in the rows or columns of an array. In a previous lesson, students matched arrays to expressions. In this activity, they write their own equations and describe how each equal addend represents the number of counters in each row or each column.

• Invite previously identified students to share their equations and ask others to decide how many rows and columns each student’s array could have.

If students represent the crops using one row or multiple rows with 1 in each, consider asking:

• “¿Cómo se muestra en tu representación la forma en la que se siembran los cultivos?” // “How does your representation show how to plant the crops?”
• “¿Cómo podrías organizar los cultivos para que haya al menos 2 filas?” // “How could you arrange the crops so there are at least 2 rows?”

• Invite 2–3 previously identified students to share how they arranged 16 carrot seeds. Select the student who arranged in 4 rows of 4 carrots seeds last.
• If no student arranged the carrots seeds in 4 rows, arrange counters to show 4 rows of 4 counters.
• “¿Qué ecuación con sumandos iguales representa el arreglo?” // “What equation would represent the array using equal addends?” ()
• “¿Los sumandos representan el número de semillas de zanahoria que hay en cada fila o en cada columna?” // “Do the addends represent the number of carrot seeds in each row or in each column?” (It could represent both.)
• “¿Pueden encontrar otra ecuación que muestre el número que hay en cada fila o en cada columna?” // “Can you find another equation that shows the number in each row or each column?” (No, since there are the same number of rows and columns, there is only one equation.)