Math 3 - Multiplication and Division Unit Plan by Gibion Makiwa

January 2019

Overview: Unit 1: Multiplication and Division:

In this unit, students develop an understanding of the meanings of multiplication and division of whole numbers through activities and problems involv-
ing equal-sized groups, arrays, and area models. Multiplication is finding an unknown product. Division is finding an unknown factor. For equal-sized
group situations, division can require finding the unknown number of groups or the unknown group size. Students use properties of operations to
calculate products of whole numbers, using increasingly sophisticated strategies based on these properties to solve multiplication and division problems
involving single-digit factors. Students will also create and solve their own problems using a variety of strategies. By comparing a variety of solution
strategies, students learn the relationship between multiplication and division.

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.

Stage 1 – Desired Results

Cross curricular Competencies
How will this unit promote the CCC?

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 . . .

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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

Stage 3 – Learning Plan

What teaching and learning experiences will you use to:
• achieve the desired results identified in Stage 1?
• equip students to complete the assessment tasks identified in Stage 2?
Where are your students headed? Where have they been? How will you make sure the students know where they are going? What experiences
do the learners bring to the unit? How have the interests of the learners been ascertained? Have the learners been part of the pre-planning in any
way? What individual needs do you anticipate will need to be addressed? Learning environment: Where can this learning best occur? How can the
physical environment be arranged to enhance learning?
Prior understandings
This unit builds on:
Grade 1, Number SLO 1 – Say the number sequence 0 to 100
continued . . .

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

Learner involvement and Learning Environment:

At the beginning of the unit, I will make available books that help students realize that there is multiplication and division in everyday life. I will
also put charts on the classroom walls to help students visualize and remember what they are learning.
In order to keep my students engaged throughout the unit, I will involve them in activities like reading literature based on Mathematics. They
will have a chance to work individually, as a group and/or as a class. Working in groups will help my students improve their communication and
collaboration skills. Well directed group and whole class discussions will help students gain interest in the topic being discussed. Each group will get
a chance to share solutions with the whole class. This encourages dialogue among students.
How will you engage students at the beginning of the unit? (motivational set)
Pre-assessment:
The first part of the unit is mostly a review of what students learned in December. The first lesson will be a review of what I expect students to know
already – skip counting. Students will then get a chance to practice the material before they answer a few questions as part of formative assessment.
continued . . .

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Objective:
To activate and evaluate prior learning.
Assessment for Learning:
Can students skip count in 2s, 3s, 4s, and 5s?
What events will help students experience and explore the enduring understandings and essential questions in the unit? How will
you equip them with needed skills and knowledge?
Lesson # Title Lesson Activities
1 Skip Counting and • Skip Counting
Thinking in Groups • Group work
• Reading ”What Comes in
2s, 3s, and 4s?” by Suzanne
Aker
• Number line
2 Introducing the Problem of the day, Read-
Concept of Multi- ing “Amanda Bean’s
plication Amazing Dream: A Math-
ematical Story” by Cindy
Neuschwander, Comparing
skip counting, adding, and
multiplication, Interpret-
ing a Diagram/Picture or
Sets of Manipulatives as
Multiplication
Resources/ Materials Assessment
What Comes in 2s, 3s, and Practice problems
4s? by Suzanne Aker, il- Is the student able to solve
lustrated by Bernie Kar- the problems using, skip
lin., Manipulatives counting, repeated addi-
tion, and other (multipli-
cation)
Manipulatives, Journals Problem of the day,
Observation, Paper-and-
Pencil Task, Discussions
6
Accommodation/
Modification/ Exten-
sion
Provide manipulatives,
Skip counting - start
with lower numbers. Stu-
dents who are ahead can
skip count using larger
numbers.
Provide lots of exam-
ples. Provide manipu-
latives, Multiplication -
start with lower num-
bers. Students who are
ahead can start multiply-
ing larger numbers.
continued . . .
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

NO SCHOOL 1 NO SCHOOL 2 NO SCHOOL 3 NO SCHOOL 4 5

6 Lesson #1. 7 Lesson #2. 8 Lesson #3. 9 Lesson #4. 10 11 12

Skip Counting and Introducing the Concept Introducing the
Introducing Arrays
Thinking in Groups of Multiplication Multiplication Symbol

13 Lesson #5. 14 Lesson #6. 15 Lesson #7. 16 Lesson #8. 17 18 19

Review/Test On Equal Sharing Equal Grouping
Arrays and Division Division/Introducing the Division/Equal Grouping
Multiplication
Division Symbol Problems

20 Lesson #9. 21 Lesson #10. 22 Lesson #11. 23 Lesson #12. 24 25 26

Investigating Division as Array cards, Triangular
Writing Problems Flashcards and Fact Test On Division
Repeated Subtraction...
Families...

27 Lesson #13. 28 Lesson #14. 29 Lesson #15. 30 Lesson #1. 31

Project: Planning for a Unit Test on MEASUREMENT
Project Presentations Multiplication and
wedding Longer or Shorter?
Division
 Assessment Tool Overview
Assessment Tool Outcomes Brief Description % FOR AS OF
Title
Daily Problems/ 3N.11, 3N.12 Students will solve daily problems to help them review what 25 X X X
Quizzes they learned up to a specific date. These quizzes will mostly be
used for formative assessment, but a few of them will be used
for summative assessment. These quizzes will help students self-
evaluate and ask questions regarding their learning.
Student-teacher In- 3N.11, 3N.12 These will be conducted as required to identify areas where each X
terviews student needs help with
Self- and peer- 3N.11, 3N.12 There will be a self-assessment checklist so that students can X X
assessment self-rate their understanding of each day?s big ideas.
AS: Students will go through the process of gathering informa-
tion and reflecting on their own learning.
Ongoing Observa- 3N.11, 3N.12 Through ongoing observations, I will be able to understand my X
tion students’ learning and development. Through my observation
and analysis I will be able to identify areas where my instruc-
tion needs to be adjusted.
FOR: The teacher will identify where students are having chal-
lenges and adjust instruction to help them learn better.
Discussion 3N.11, 3N.12 Students discussions will be guided by questions that are inten- X
tionally designed to make them learn and show that they have
learned something. There will be individual and group discus-
sions throughout my lessons.
FOR: Discussions with students will help me to gauge my stu-
dents? understanding of certain concepts so that I can adjust
my instruction where appropriate. Through these discussions I
will be able to identify any misconceptions and address them
immediately.
continued . . .
Project 3N.11, 3N.12 In the project, students will cover all SLOs in the unit when 30 X X X
they assume the role of a wedding planner. I assume students
will apply what they have learned in the unit in a funny and
engaging way.
FOR: The teacher will walk around to identify where students
are having challenges and assist them. Feedback will be provided
immediately.
OF: Students will be informed that their work will be graded.
AS: Students will go through the process of gathering informa-
tion and reflecting on their own learning.
Section Test 3N.11, 3N.12 The section test will cover all outcomes discussed in the sec- 25 X
tion. There will be a variety of questions including binary choice
(True/False) matching, multiple choice, short answer and long
answer questions
OF: Student will submit their answer sheets for grading.
Unit Test 3N.11, 3N.12 The unit test will cover all outcomes discussed in the unit. There 30 X
will be a variety of questions including binary choice (True/False)
matching, multiple choice, short answer and long answer ques-
tions (Gareis & Grant, 2015). The teacher will provide a rubric
for the unit test when the unit is introduced. This will help stu-
dents to know what skills will be tested in the unit test. The
teacher will constantly remind students of the contents of the
rubric throughout the unit.
OF: Student will submit their answer sheets for grading.
Teacher Resources, Student Resources and Possible literature
Teacher Resources:
Texts and POS:

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

2. Math Makes Sense 3

3. Math to the Max 3

Student Resources:
1. Khan Academy https://www.khanacademy.org/math/cc-third-grade-math/cc-3rd-mult-div-topic

2 Learn Alberta. Mathematics Glossary http://www.learnalberta.ca/content/memg/1 A/index.html

3 National Library of Virtual Manipulatives. http://nlvm.usu.edu/en/nav/vlibrary.html

4 Open-Up Resources. https://im.openupresources.org/8/students/index.html

5 Prodigy https://www.prodigygame.com/

6 Mathletics http://ca.mathletics.com/

Khan Academy https://www.khanacademy.org/math/cc-third-grade-math/cc-3rd-mult-div-topic