Equal Groups- Multiplication and Division (3rd grade)

Tuesday, January 3, 2012 - 20:53
Teacher Name: 
Dana Speakman
Number Sense, Properties, and Operations
Estimated Time Frame: 
23 days Feb. 1- March 2
Colorado Academic Standards Reference System Number (MA.GR.7.S.2.1): 
MA. GR.3.S. 1.3
Key Understandings, which include CSS factors of Relevance, Application, and the Nature of the subject.: 
Students will understand how multiplication and division can help solve problems in daily life, such as purchasing food or creating teams.
Students will use multiplication and division to make decisions to solve real life problems.
Essential or Inquiry Questions: 
How are multiplication and division related.
How can multiplication and division facts be used to find a related fact.
How does multiplication and division relate to addition and subtraction.
Please list your learning goals for this unit.: 
Represent and solve problems using multiplication and division.
Use multiplication and division to solve word problems involving equal groups, arrays, and measurement.
Apply properties of multiplication and the relationship between multiplication and division.
At the end of this unit the students will know . . .?: 
how to skip count and how it relates to addition and multiplication
multiplication and division notation
doubling one factor in multiplication doubles the product
how to break an array into parts to find the product
At the end of this unit, the students will be able to....?: 
Use multiplication by combining groups
Write and solve multiplication and division problems in context
Identify the number of groups, the number in each group, and the product of multiplication situation
use and understand multiplication and division notation
skip count by 2,3,4,5,6, and 10
describe and compare multiples of numbers
use multiplication combinations to determine product of more difficult combinations
use arrays to model multiplication situations to find factors of 2 digit numbers up to 50
use arrays to identify the characteristics of numbers, such as prime and square numbers
use arrays to find product by skip counting by one of its dimensions
use division to split a quantity into equal parts
use inverse relationship between multiplication and division to solve problems
How do you plan to communicate the learning goal to your students?: 
post learning goal on board during lesson so students can put it in their math journal to refer to as neededId
What are the key requirements in the CSS evidence outcomes? ie... Will the student be required to show, apply, understand?: 
demonstrate an understanding of multiplication and division involving groups of equal groups
interpret and use multiplication and division notation
solve multiplication combinations and related division problems by using skip counting or know multiplication combinations
Task Overview: 
Solving problems about our picturs and counting around the class
What student products and performances will provide evidence of desired understanding?: 
1. Students will choose items to illustrate from a class list of "Things that come in groups" and write sentences describing the number of groups, the number in each group, and the product and write multiplication equations for illustrations 2. illustrate a multiplication situation that shows a number of equal size groups 3. identify the number of groups, the number in each group, and the product in this situation 4. write a multiplication equation and represent the problem 5. skip count by 3 and 6
How will you insure students are both self-reflecting and self-assessing during the unit or course of instruction?: 
timely feedback after assessments, small group discussions leading to whole class discussion, progress monitoring, use rubrics to assess meeting benchmarks