https://file.aiquickdraw.com/mathbot/file/17294522347328769b89j.jpg

The prompt in your image is asking to **write and solve equations** that represent arrays or area models, specifically aligned with standard **4.NSO.2.2**, which typically refers to understanding multiplication concepts through visual models.

### Example of how to approach this:

#### Arrays:
- If you are representing an array, it can be visualized as rows and columns. For instance, if you have an array of **3 rows and 4 columns**, the equation would be:
  \[
  3 \times 4 = 12
  \]
  This shows that 3 groups of 4 equals 12.

#### Area Model:
- An area model breaks down multiplication by partitioning a rectangle into smaller areas. For example, if you want to multiply **12 × 15**, you could decompose it:
  \[
  (10 + 2) \times (10 + 5) = (10 \times 10) + (10 \times 5) + (2 \times 10) + (2 \times 5) = 100 + 50 + 20 + 10 = 180
  \]
  This method emphasizes breaking a multiplication problem into smaller, easier pieces.

Would you like to discuss more examples or need further clarification on how to set up an array or area model equation?

Here are some additional related questions:

1. How can you apply an array to solve a multiplication problem?
2. What is the difference between arrays and area models in multiplication?
3. Can arrays be used to solve division problems as well?
4. How would you represent a larger multiplication like 23 × 17 using an area model?
5. Why are arrays and area models useful for understanding multiplication?

**Tip:** Arrays and area models are great visual tools to help conceptualize multiplication, making it easier to understand how numbers combine!

Write and solve equations to represent your arrays or area models.

Learn how to write and solve multiplication equations using arrays and area models. This concept emphasizes understanding multiplication visually, making it accessible to Grade 4 students. Key examples include solving problems using 3 × 4 arrays and breaking down larger numbers like 12 × 15 using area models.

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