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January 2019
Rationale:
The goal of the unit is to help students understand that they encounter multiplication and division on a daily basis, at home and at school. Students
need to understand the concepts of multiplication and division, so that in future they can apply their understanding to a variety of problems to obtain
solutions quickly. Students are familiar with counting. They need to know that many problems in life can be solved quickly by multiplication and
division, rather than counting which takes a very long time. The ability to create and solve problems is a useful skill, both in mathematics and the
world outside school.
Learning Outcomes
What relevant goals will this unit address?
(include all relevant GLO(s) & SLO(s)
General Learning Outcome 3N: Develop number sense
continued . . .
1
Specific Learning Outcome 3N.11 Demonstrate an understanding of multiplication to 5 x 5 by:
• representing and explaining multiplication using equal grouping and arrays
• creating and solving problems in context that involve multiplication
• modelling multiplication using concrete and visual representations, and recording the process symbolically
• relating multiplication to repeated addition
• relating multiplication to division.
Specific Learning Outcome 3N.12: Demonstrate an understanding of division (limited to division related to multiplication facts up to 5 x 5) by:
• representing and explaining division using equal sharing and equal grouping
• creating and solving problems in context that involve equal sharing and equal grouping
• modelling equal sharing and equal grouping using concrete and visual representations, and recording the process symbolically
• relating division to repeated subtraction
• relating division to multiplication.
Enduring Understandings: Essential Questions:
What understandings about the big ideas are desired? (what you want What provocative questions will foster inquiry into the content? (open-
students to understand & be able to use several years from now). What ended questions that stimulate thought and inquiry linked to the content
misunderstandings are predictable? of the enduring understanding)
Students will understand that ... Content specific ...
Big Ideas:
OPERATION MEANINGS & RELATIONSHIPS: The same number sen- • How do we represent and explain multiplication using equal grouping
tence (e.g. 12-4 = 8) can be associated with different concrete or real- and arrays?
world situations, AND different number sentences can be associated with • How do we create and solve problems in context that involve multipli-
the same concrete or real-world situation. cation?
• Some real-world problems involving joining equal groups, separating • How do we model multiplication using concrete and visual representa-
equal groups, comparison, or combinations can be solved using multipli- tions, and record the process symbolically?
cation; others can be solved using division. • How do we relate multiplication to repeated addition?
• Multiplying by x is the inverse of dividing by x. • How do we relate multiplication to division?
• Any division calculation can be solved using multiplication.
• Multiplying two whole numbers greater than one gives a product greater
than either factor.
continued . . .
2
PROPERTIES: For a given set of numbers there are relationships that are • How do we represent and explain division using equal sharing and equal
always true, and these are the rules that govern arithmetic and algebra. grouping?
• Properties of whole numbers apply to certain operations but not others • How do we create and solve problems in context that involve equal
(e.g., The commutative property applies to addition and multiplication sharing and equal grouping?
but not subtraction and division.). • How do we model equal sharing and equal grouping using concrete and
visual representations, and record the process symbolically?
• How do we relate division to repeated subtraction?
• How do we relate division to multiplication?
Cross-curricular: ICT, Science
FNMI, multicultural:
Stage 2 – Assessment Evidence
Performance Task
Through what authentic performance task will students demonstrate the desired understandings, knowledge, and skills? (describes the learning
activity in story form. Typically, the PT describes a scenario or situation that requires students to apply knowledge and skills to demonstrate their
understanding. Describe your performance task scenario below)
By what criteria will performances of understanding be judged?
GRASPS Elements of the Performance Task
G – Goal Project: Planning for a wedding: Students will use what they learned
What should students accomplish by completing this task? in this unit on multiplication and division to plan for a wedding. The task
will involve calculating how many chairs to bring? How many cakes to
order given that each cake will feed 10 people, How many pieces of candy
each child invited will get given that a certain number of candy has been
donated.
R – Role Students will take the role of a wedding planner.
What role (perspective) will your students be taking?
A – Audience Other students, and teacher
Who is the relevant audience?
S – Situation You are a wedding planner. Can you use what you have learned in this
The context or challenge provided to the student. unit to provide the bride and groom with the required numbers.
continued . . .
3
P – Product, Performance The task is to apply multiplication and addition to obtain the required
What product/performance will the student create? quantities for various items that will be used at the wedding.
S – Standards & Criteria for Success A rubric for the task will be provided and explained.
Create the rubric for the Performance Task
Other Evidence Student Self-Assessment
Through what other evidence (work samples, observations, quizzes, tests, How will students reflect upon or self-assess their learning?
journals or other means) will students demonstrate achievement of the
desired results? Formative and summative assessments used throughout
the unit to arrive at the outcomes.
•Daily problems At the end of each class, students will be given an opportunity to self-
•Discussions reflect. Students will also be given an opportunity to create and solve
•Ongoing observations their own problems. This will help students remember concepts taught
•Student self-assessment throughout the unit.
•Math Games
•Tests, and Unit Test
4
Grade 1, Number SLO 9 – Demonstrate an understanding of addition (limited to 1- and 2-digit numerals) with answers to 100 and the corresponding
subtraction by:
Grade 1, Number SLO 10 – Apply mental mathematics strategies for basic addition facts and related subtraction facts to 18.
Grade 1, Patterns SLO 1 – Demonstrate an understanding of repeating patterns (three to five elements) by:
Grade 1, Patterns SLO 2 – Demonstrate an understanding of increasing patterns:
Grade 1, Variables and Equations SLO 4 – Demonstrate and explain the meaning of equality and inequality, concretely and pictorially.
Grade 1, Variables and Equations SLO 5 – Record equalities and inequalities symbolically, using the equal symbol or the not equal symbol.
Upcoming Courses:
This unit provides a background for:
Grade 4, Number SO 4 – Apply the properties of 0 and 1 for multiplication and the property of 1 for division.
Grade 4, Number SO 5 – Describe and apply mental mathematics strategies to determine basic multiplication facts to 9 x 9 and related division
facts.
Grade 4, Number SO 6 – Demonstrate an understanding of multiplication (2- or 3-digit by 1-digit) to solve problems
Grade 4, Number SO 7 – Demonstrate an understanding of division (1-digit divisor and up to 2-digit dividend) to solve problems
5
Objective:
To activate and evaluate prior learning.
6
3 Introducing the Problem of the day, Manipulatives/Materials Problem of the day, Provide manipulatives.
Multiplication Multiplication/Division to Support Students’ Observation, Paper-and- Students might already
Symbol Templates, Assessing Un- Understanding, Cuise- Pencil Task know the symbol. They
derstanding: Performance naire Rods, Egg Cartons, can start multiplying.
Task Multiplication/Division
Templates, Journals
4 Introducing Arrays Today’s problem, Arrays, Manipulatives, Journals Problem of the day, Provide manipulatives to
Commutative Property Observation, Paper-and- show the commutative
of Multiplication, Ar- Pencil Task, Discussions property of multiplica-
rays Game, Assessing tion. Let students show
Understanding: Paper- different strategies of
and-Pencil Task solving multiplication
problems.
5 Arrays and Divi- Today’s problem, Arrays Manipulatives, Journals, Discussions, Problem of Provide manipulatives.
sion and Division, Creating egg carton, calendar, the day, Observation, Provide students who are
Sharing Problems, As- “Amanda Bean’s Amaz- Paper-and-Pencil Task struggling with example
sessing Understanding: ing Dream: A Mathe- items they can use to
Paper-and-Pencil Task, matical Story” by Cindy create problems from.
Reading ”Each Orange Neuschwander, Journals
Had 8 Slices: A Counting
Book” by Paul Giganti, Jr.
6 Review/Test On Review, Test, and Array centimetre grid paper, 2 Test Test should have a variety
Multiplication Game (0 to 5 or 1 to 6) of questions. The question
dice preferably, different language should be appro-
colours (spinners could be priate for the grade level.
used), markers (a different
colour for each player)
continued . . .
7
7 Equal Sharing Di- Problem of the day, Equal “The Doorbell Rang” by Problem of the day, Provide multiplica-
vision/Introducing Sharing and Division - Pat Hutchins, Observation, Paper-and- tion/division grid, ma-
the Division Sym- Read the book The Door- Pencil Task nipulatives or candy for
bol bell Rang by Pat Hutchins, students to practice equal
Acting out the book, As- sharing.
sessing Understanding:
Paper-and-Pencil Task
8 Equal Grouping Today’s problem, Reading “A Remainder of One” by Problem of the day, Provide multiplica-
Division/Equal “A Remainder of One” by Elinor J. Pinczes, illus- Observation, Paper-and- tion/division grid, and
Grouping Problems Elinor J. Pinczes, Equal trated by Bonnie MacK- Pencil Task manipulatives.
Grouping Problems, Creat- ain, Counters
ing equal sharing problems
9 Creating Problems Today’s problem, Creating Manipulatives, Journals Problem of the day, Ob- Creating problems can be
Problems, Assessing Un- servation, Journal Entry a challenge to some stu-
derstanding: Journal En- dents. Students who
try are struggling can solve
problems created by their
peers. Students who are
ahead can create challeng-
ing problems for other stu-
dents at the same level.
10 Investigating Divi- Today’s problem, Inves- Manipulatives, Journals Problem of the day, Provide multiplica-
sion as Repeated tigating Division as Re- Observation, Paper-and- tion/division grid and
Subtraction, Di- peated Subtraction, Divi- Pencil Task manipulatives. Teach
vision and the sion and the Number Line, students how to use a
Number Line, Re- Assessing Understanding: number line.
peated Subtraction Paper-and-Pencil Task
and Division
continued . . .
8
11 Array cards, Tri- Problem of the day, Array Array cards, Journals, Problem of the day, Ob- Provide manipulatives,
angular Flashcards cards, Triangular Flash- Triangular Flashcards, servation, Journal Entry Array cards and Triangu-
and Fact Families, cards and Fact Families, Journal or Poster lar Flashcards.
Using Part- Part- Using Part-Part-Whole for
Whole for Prob- Problem Solving, Open-
lem Solving, Open- ended problems, Assess-
Ended Problems ing Understanding: Jour-
nal Entry or Poster
12 Review/Test On Review, Test, Array Game Manipulatives, Journals Test Provide manipulatives,
Division and blank Triangular
Flashcards
13 Project: Planning Students work on their Project worksheet, Poster Project Provide manipulatives,
for a wedding projects paper, Manipulatives, and blank Triangular
Journals Flashcards
14 Project Presenta- Students present their Computer with Power- Project Presentations Students can present in
tions projects point, Poster paper whatever way they chose -
poster, powerpoint, etc.
15 Review/Unit Test Review, Test, Math Game Review worksheet, Unit Unit Test Provide manipulatives to
on Multiplication Test students who need them.
and Division
9
Grade 3 Multiplication and Division Unit Plan
January 2019
Sunday Monday Tuesday Wednesday Thursday Friday Saturday
1. Alberta Learning (2014). The Alberta Program of Studies : Mathematics K – 9 Edmonton, Alberta: Crown Right of Alberta. https://education.
alberta.ca/media/3115252/2016 k to 9 math pos.pdf
Student Resources:
1. Khan Academy https://www.khanacademy.org/math/cc-third-grade-math/cc-3rd-mult-div-topic
5 Prodigy https://www.prodigygame.com/
6 Mathletics http://ca.mathletics.com/