MULTIPLICATION & DIVISION

Susane Tardif
EdTech 506
Unit of Instruction
September 11, 2016

1. UNIT GOALS

Third Grade students will understand the meanings of multiplication and

division of whole numbers through the use of representations, such as equalsized groups, arrays, area models and number lines for multiplication, and
repeated subtraction, partitioning and sharing for division. They use
properties of addition and multiplication (identity, zero, commutative,
associative & distributive) to multiply whole numbers and apply increasingly
sophisticated strategies to solve contextual problems. Through their work with
multiple strategies, students relate multiplication and division as inverse
operations. By the end of the unit the students should fluently multiply and
divide within 100.

2. RELATE GOALS TO CURRICULUM

Westada School District - 3rd Grade Math Concept Map

RT4: Multiplication and Division Computation
PSa) Use models (number line, arrays, ratio table) to demonstrate an
understanding of multiplication of whole numbers up to 10 x 10, and
a whole number by multiples of 10 including contextual situations
PSb) Use models to demonstrate an understanding of division of
Numbers related to the 10 x 10 multiplication facts
PSc) Fluently multiply and divide within 100 (1 digit facts from memory
by the end of 3rd grade)
PSd) Apply properties of operations as strategies to multiply and divide
(students need not use formal terms for these properties)

3. STUDENT CHARACTERISTICS
This unit is intended for third grade students attending elementary schools in
the Westada School District. A variety of diferent students are placed in
classrooms. Students will vary in cognitive abilities (extra resource to gifted),
afected students vary from low motivation to high, physical abilities will vary
among students, along with students from many diferent socially economic
levels.

4. PREREQUISITES
Students prerequisite skills must be:
- Understanding and fluent in addition and subtraction number sense
- Understanding place value
- Basic computer knowledge
- Ability to work in small groups and independently

5. CLASSROOM ORGANIZATION
Students will be working in a variety of diferent learning situations.
- Whole group learning will take place in the classroom for
demonstrations and discussions.
- Small group/pairs learning will be done with desks pulled together or
with whiteboards on the floor for small discussions and problem solving.
- Independent work will be done at the students desks for testing or to
reach individual goals.

6. UNIT INTRODUCTION
The students will be questioned as a whole group as to what is multiplication
and division. They will be asked to give diferent types of examples, such as
using numbers, drawings, objects, and students. The teacher will have some
examples set aside for students to describe how they can be multiplication
and division problems.

7. MATERIALS AND RESOURCES

Paper, pencils, whiteboards, markers, manipulatives to use when students

are solving problems.
Overhead projector onto promethean board display projects, videos,
lessons, games
Computer for instruction, games, practice

8. VISUALS

1. Multiplication Table Showing the students the diferent patterns of

numbers in multiplication.
2. Daily Learning Goals This is placed on the wall showing the students
their goals in every subject.
3. Vocabulary Words Words, definitions, and examples will be placed on
the wall for students to use as a reference. (multiplication, factor,
product, tables, multiples, division, dividend, divisor, quotient,
remainder, divisible, twice, properties (associative, commutative,
distributive), arrays, repeated)
4. Multiplication Examples Students and teacher will make diferent types
of multiplication examples to display and challenge the class to figure
out.
5. Division Examples - Students and teacher will make diferent types of
Division examples to display and challenge the class to figure out.
6. Word problems will be practiced daily. Students will display diferent
ways to solve the problems.
7. Manipulatives items to help students show how to solve multiplication
and division problems
8. Overheard Projector students will be able to show the class work they
have completed. Showing the class examples, videos, or projects
created.

9. ASSESSMENTS

Formative Assessments:
1. Teacher observation of students participation and/or focus on
assignments.

2. A variety of diferent Exit Tickets (examples: show an array for a 4x2,

make a
table using divided by 4, show the multiples of 8).
3. Quizes mini tests will be given to check if students are understanding
and
retaining information. This will be done when most teacher
observations
are positive.
Summative Assessments:
1. A written summative assessment will be given at the end of unit one.
Using repeated addition, arrays, stories, tables to solve multiplying
by
2, 5, 10, 0, 1, and 9
2. A written summative assessment will be given at the end of unit two.
Using repeated addition, arrays, stories, tables to solve multiplying
by
3, 4, 6, 7, and 8
3. A written summative assessment will be given at the end of unit three.
Using repeated subtraction, arrays, stories, tables to solve dividing
by
1,2, 3, 4, 5, 6, 7, 8, 9, and 10

10.

GOAL OUTCOMES

Assessments will show that students can comprehend and use strategies they
learned in their multiplication and division studies. They will be able to show
that they can solve problems using a variety of diferent solutions.
* Adapted from Unit Plan at http://edtech.tennessee.edu/~bobannon/unit_plans.html