If the goal is to promote mathematical thinking and help children become flexible problem solvers, then it is important to show students multiple representations of a problem. Because it is important to help students develop both counting-based and collections-based conceptions of number, teachers should be showing students both number line (counting-based) and array (collections-based) models of multiplication. Arrays allow students to develop a deeper and more flexible understanding of multiplication/division, and to fully appreciate the two-dimensionality of the multiplicative process. Because the grids presented in this paper are structured to show the ten-based structure of the number system, and enable various different partitioning possibilities to be shown using different colouring/shading, they provide a basis for students to image or visualise multiplicative processes. Arrays have enormous potential at the senior primary and secondary school levels to help strengthen students' multiplicative thinking. The multi-coloured/shaded grids described provide a practical means of doing this. (Contains 2 figures.)