Sequence of Lessons: Unit 3, Multiplication and Division

Carly Lagerstrom
Date: 10/26 Lesson 3.1 Whats My Rule?
Objective: To review Whats My Rule? problems, solve addition, subtraction, multiplication and
division problems.
Description: Students discuss problems in which one quantity depends on another. This will be
demonstrated showing the Whats my Rule? for pairs of numbers.
Students who have been recognized as gifted will be given the unit 3 test during this lesson to
pretest them and see how much extension work they should be given.
Materials:
Math Journal p. 53-55
Math Masters p. 72, 407
Notes from Visualization:
Formative Assessment:
Date: 10/27 Lesson 3.2 Multiplication Facts
Objective: To review strategies for solving multiplication facts; to help students maintain automaticity with multiplication facts; and to introduce prime and composite numbers.
Description: Students will find factors and multiples of numbers, cut out Multiplication/Division
Fact Triangles.
Materials:
Math Journal p. 56, 57
Activity Sheets 1-4
Student Reference Book (SRB) p. 8, 178A, 178B
Math Masters p. 75, 408
Paper Clips
Plastic Bags
Scissors
Calculator
Notes from Visualization:
Formative Assessment: Go around the room making notes of about how many fact triangles
students have in their try again pile.
Date: 10/28 Lesson 3.3 Multiplication Facts Practice
Objective: To introduce the 50-fact test; provide practice with multiplication facts.
Description: Students will rename a fraction as an equivalent fraction and as a percent, solve
multiplication facts, identify and use patterns in the Multiplication/Division Facts Table.
Materials:
Math Journal p. 58, 59
Math Masters p. 78, 410
Colored Pencils
Notes from Visualization:
Formative Assessment: Give students work time for math boxes 3.3 and check them off as the
exit ticket.
Date: 10/29 Lesson 3.4 More Multiplication Facts Practice
Objective: To give a 50-facts test and record the results; provide practice with multiplication facts

Description: Students will rename a fraction as an equivalent fraction and percent, solve multiplication facts, use data to create a line graph, find the median and mode of a data set.
Materials:
Math Masters p. 81, 82, 411, 414, 415
Math Journal p. 60
Chart Paper
Calculator
Colored Pencils
Notes from Visualization:
Formative Assessment: 50 multiplication facts test
Date: 11/2 Lesson 3.5 Multiplication and Division (Group Task - Multiplication Mix Up) Allow
students who like to sit on the rug during math lessons to group together rather than make them
move.
Objective: To guide exploration of the relationship between multiplication and division; practice
with division facts
Description: Students will use multiplication facts to generate related division facts and apply
facts to solve problems, write multiplication and division number sentences.
Materials:
Math Journal p. 61, 62
SRB p. 178A and 178B
Math Masters p. 85, 408
Fact Triangles
Notes from Visualization:
Formative Assessment: Exit ticket: Students must turn in their puzzle piece with the strategy
they used to solve the problem.
Date: 11/4 Lesson 3.7 Finding Air Distances
Objective: To provide practice measuring length and using a map scale.
Description: Students will solve multiplication problems, use a map scale, measure to the nearest half inch. Measure the shortest distances between international locations on a globe, use a
scale to convert measurements to air distances.
Materials:
Math Journal p. 64, 65
Math Masters p. 88
Classroom World Map
Globes
Cloth Tape Measure
Calculator
Notes from Visualization:
Formative Assessment: Check Journal page 64, question 4 to see how students reasoned with
solving the problem.
Date: 11/5 Lesson 3.8 A Guide for Solving Number Stories
Objective: To introduce a simplified approach solving number stories; practice solving number
stories.
Description: Explain strategies for solving addition and subtraction number stories, use a table
of air distance data, write number models to represent addition and subtraction number stories.
Learn the four step approach that can be used to solve number stories.

Materials:
Math Journal p. 66-68
SRB p. 175
Math Masters p. 91, 388, 422
Notes from Visualization:
Formative Assessment:
Date: 11/6 Lesson 3.9 True or False Number Sentences
Objective: Review the meanings of number sentences and practice determining whether number sentences are true or false.
Description: Compare whole numbers, add, subtract, divide and multiply to solve expressions,
students will use conventional notation to write number sentences and determine whether they
are true or false.
Materials:
Math Journal p. 69, 70
Math Masters p. 94 Pass out page 95 for ELL support to Amy
Notes from Visualization:
Formative Assessment:
Date: 11/9 Lesson 3.10 Parentheses in Number Sentences
Objective: To review the use of parentheses in number sentences.
Description: Go over number sentences that involve more than one operation and determine
whether number sentences containing parentheses are true or false; students will learn to insert
parentheses in sentences to make them true. The instruction and first activity will allow for ELL
support because it is repetitive in the use of true/false. It also involves computation ELLs will be
able to do on their own so they will be able to retain the meanings of true and false.
Materials:
Math Journal p. 71, 72
Math Masters p. 97
Notes from Visualization:
Formative Assessment: Check students math journal page 71 parts 1 & 2
Date: 11/10 Lesson 3.11 Open Sentences
Objective: To introduce vocabulary and notation for open sentences; to practice solving open
sentences.
Description: Students will add, subtract, multiply and divide to solve open sentences, use a
guess-and-check strategy to make reasonable estimates for for open sentences. Identify the
solution to an open sentence and determine whether number sentences are true or false. Have
students work in pairs to do problems 1-4 on journal page 73 as a way to find out strategies one
another would use.
Materials:
Math Journal p. 73-76
Math Masters p. 99, 388, 424, 425 page 101 as enrichment
Calculator
Notes from Visualization:
Formative Assessment:
Date: 11/13 Lesson 3.12 Math Test
Objective: To assess students progress on mathematical content through the end of unit 3

Description:
Materials:
Notes from Visualization:
Formative Assessment:

Assessment:
I will keep track of individual student growth by keeping a checklist of the formative assessments noted throughout my plan. These are the areas that hit the key concepts of that lesson to
make sure they are ready to continue. There are also some resources Everyday Math provides
for closing in on specific concepts and checking them off for each student. I have made sure
that the lessons focus in on specific concepts so I will know what students learn each day from
my formative assessments and observation.
In order to prepare my students for their summative assessment, we will do a review in class
then send home another review activity. This gives them two days to reflect on what they
learned before taking the test. In order to make sure they are prepared, I will make sure they
know their math facts and how to apply them as well as factors in general to different contexts.
Number sentences will also be important and I will make sure to formatively assess and observe
their knowledge here. Marking number sentences as true or false will be emphasized as well as
adding parentheses which I believe is a new skill for them this year. Generating number sentences in terms of writing out an addition or subtraction problem as a number model. This
should be something they are able to understand because it is a review from unit two as well as
some other concepts on the assessment.

Multiplication Mix Up
CCSSM: 4.0A.A.1 Interpret a multiplication equation as a comparison, e.g., interpret
35=5x7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.
4.NBT.B.5 Multiply a whole number of up to four digits by a one-digit whole number, and
multiply two-digit numbers, using strategies based on place value and the properties of
operations. Illustrate and explain the calculation by using equations, rectangular arrays,
and/or area models.
Curriculum & Lesson: Everyday Math-3.5
Multiple Mathematical Capabilities: Students will be able to read and analyze story problems and solve them using multiple strategies. Multiplication knowledge will be used to
solve.
Launch: (5 minutes)
Recap previous days and review how to solve multiplication problems (Fact box for the
number 18... i.e. 3 groups of 6, an array of 2 x 9, 6 groups of 3, simply 2 x 9, etc.)
Explore: (20 minutes)
Materials Needed:
1. Role cards (4)
2. Clue cards of multiplication story problem (4)
3. Puzzle pieces to show individual solutions (4)
4. Task card
Task Card-Separate copy is available
1. Each person in the group gets a role card.
2. Each person in the group gets a clue card. ONLY YOU look at your own clue card.
Each clue card has a piece of the multiplication problem.
3. Each person in the group needs a puzzle piece to show their way of solving the problem.
4. Work together as a group to solve the story problem.
5. You should have 4 DIFFERENT ways to solve the story problem.

Suggested Norms:
-Groups of 4

-Voices at a Level 2
-Everybody participates
-Every person in group shares their ideas
-Every person in group listens to others in group
-We only talk to people in our own group
-Only ask the teacher if no one in your group can solve the problem
Suggested Roles:
- Guide: Makes sure everyone understands the task.
- Time Keeper: Makes sure everyone participates and keeps track of time.
- Resource Manager: Makes sure everyone has the supplies, organizes and cleans
up, calls teacher over when finished.
- Reporter: Gives updates on teams progress, makes sure everyone is recording
their strategy. Shares results when finished.
Wrap up: (5 minutes)
Group reporters share the different ways they came up with the same answer to the
problems
Share how the groups worked together to come up with four different ways
Was this an easy task to do within a group?
Could you have come up with more ways to solve the problem?
Is there a strategy you have questions about?
Are there any strategies you might like better than the one you used?
Group and Individual Accountability
The group needs to come up with the same solution to the problem but each individual
student needs to come up with a different way to solve the problem. The individual ways
to solve are written on their own puzzle piece but all the pieces fit together to show they
all come to the same solution.
Suggest Support Interventions:
-If students finish early, they can come up with another way to solve the problem on the
back of their puzzle piece.
-The students may color and decorate their puzzle pieces.
-The students will be working in groups as a means of support if they are struggling to
come up with a way to solve the problem.
-Go over group work norms at the beginning of lesson (See above norms)
-Roles (see above)

Task Card for Multiplication Mix

Up
1. Each person in the group gets a
role card.
2. Each person in the group gets a
clue card. ONLY YOU look at your
own clue card. Each clue card has
a piece of the multiplication problem.
3. Each person in the group needs
a puzzle piece to show their way of
solving the problem.
4. Work together as a group to
solve the story problem.
5. You should have 4 DIFFERENT
ways to solve the story problem.

Facilitator

Questioner

-Gets the team off to quick start

-Asks questions about the groups ac-

-Makes sure everyone understands the

tivity and individual contributions:

information on the task card.

Could you explain that?

-Organizes the team so they can com-

What is an example of ----?

plete the task

Whats another way we could ---?

-Keeps track of time

-Encourages participation

-Substitutes for absent roles

-Enforces use of norms

Who knows how to start?

I cant get it yet can someone help?

Remember, no talking outside the

team.

We need to keep moving so we can

We need to work on listening

Lets find a way to work this out.

to each member of the team.

Recorder / Reporter

Resource Monitor

-Gives update statements on teams

-Collects supplies for the team

progress

-Calls the teacher over for a team

- Makes sure each member of the team

question

records the data

-Cares for and returns supplies

- Organizes and introduces report

-Organizes clean up

We need to keep moving so we can

I think we need more information

Ill introduce the report, then

here.

Did everyone get that in your notes?

Ill call the teacher over

We need to clean up. Can you
while I?
Do we all have the same question?

(A) Sharon is 54
inches tall.

(A) A tree in her

backyard is 5 times as
tall as she is.

(A) What is the dif(A) The floor of her

ference, in inches, betreehouse is at a
tween the top of the
height that is twice as
tree and the floor of
tall as she is.
the treehouse?
(B) Mr. Diazs class
is taking a field trip (B) There are 23 stuto the science muse- dents in the class.
um.
(B) How much will
(B) A student admisthe student tickets
sion ticket is $8.
cost?

(C) The ferry can

(C) A ferryboat
makes four trips to an hold 88 people.
island each day.
(C) The ferry is full
on each trip.

(C) How many passengers are carried by

the ferry each day?

(D) Julian counted (D) The bridge is 7

the number of times miles long.
he crossed the bridge.
(D) He crossed the
bridge 34 times.

(D) How many miles

in all did Julian drive
crossing the bridge?

(E) Brenda plans to

(E) Brendas vegplant peppers in the
etable garden has 13
first 2 rows and the
rows with 8 plants in
last 2 rows of the
each row.
garden.
(E) The rest of the
rows will be tomatoes.

(E) How many tomato plants will Brenda

plant?

(F) The seats in Sections A and B of the (F) Section A has 8

stadium are all taken rows of 14 seats each.
for the last show.

(F) Section B has 6

rows of 16 seats
each.

(F) How many people are seated in Sections A and B for the
last show?