Unit Plan Overview

Unit: Multiplication and Division

Stage 1- Desired Results
Connections to Context:
In second grade, the students
started learning their basic multiplication
and division facts. In this third grade unit
the students will learn their multiplication
and division facts more firmly. They will
learn a different way to display
multiplication facts.
Stream Field wants to provide all
learners with opportunities to acquire the
knowledge, skills, and experiences
necessary to build meaningful and
productive lives (Forest Hills Public
Schools, 2014).
(How does this fit with students experiences,
the school goals, and the larger societal issues?)

Established Goals
Michigan State Standards for Mathematics:
3.OA.1 Interpret products of whole
numbers, e.g., interpret 5 x 7 as the total
number of objects in 5 groups of 7 objects
each. For example, describe a context in
which a total number of objects can be
expressed as 5 x 7.
3.OA.2 Interpret whole-number quotients
of whole numbers, e.g., interpret
56 8 as the number of objects in each
share when 56 objects are partitioned
equally into 8 shares, or as a number of
shares when 56 objects are partitioned into
equal shares of 8 objects each. For example,
describe a context in which a number of
shares or a number of groups can be
expressed as 56 8.
3.OA.4 Determine the unknown whole

Transfer
Students will be able to independently use their learning to
Use their math skills in their everyday lives.
Identify several strategies of how to multiply and divide
Generate a multiplication problem through an array.
Describe how multiplication and division are related (fact families).
(What kinds of long-term independent accomplishments are desired?)

Meaning
UNDERSTANDINGS
ESSENTIAL QUESTIONS
Students will understand that
Students will keep considering
Multiplication and division are both in each others
How can I visually represent the multiplication problem?
fact families.
What is the fact family for this equation?
Creating an array can help them visualize the
Am I doing equal grouping or equal sharing?
multiplication problem.
Equal grouping and equal sharing are different and
they will understand the difference.
(What thought-provoking questions will foster inquiry, meaning Multiplication equations can be turned-around like
making and transfer?)
addition equations can.
Multiplication and division are related.
(What specically do you want students to understand?
What inferences should they make?)

Acquisition of Knowledge, Skill and Values/Commitments/Dispositions

Cognitive Objectives
Physical Development Objectives
Socio-emotional Objectives
Recall basic multiplication
Communicate with a partner.
facts. [R]
Use multiplication table to
help find the answer to a basic (What discrete skills and processes should (What values and commitments and
students be able to use?)
attitudes should students acquire or
multiplication fact. [Ap]
wrestle with?)
Fill out multiplication table
using rules. [U]
Generate an array for any basic
multiplication fact. [C]
Infer a basic multiplication fact
from an array. [An]
Discover arrays in real life
objects. [Ap]

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum

number in a multiplication or division

equation relating three whole numbers. For
example, determine the unknown number
that makes the equation true in each of the
equations 8 ? = 48, 5 = 3, 6 6 = ?.
3.OA.5 Apply properties of operations as
strategies to multiply and divide. Examples:
If 6 4 = 24 is known, then 4 6 = 24 is also
known. (Commutative property of
multiplication.) 3 5 2 can be found by 3
5 = 15, then 15 2 = 30, or by 5 2 = 10,
then 3 10 = 30. (Associative property of
multiplication.) Knowing that 8 5 = 40
and 8 2 = 16, one can find 8 7 as 8 (5 +
2) = (8 5) + (8 2) = 40 + 16 = 56.
(Distributive property.)
3.OA.7 Fluently multiply and divide within
100, using strategies such as the
relationship between multiplication and
division (e.g., knowing that 8 5 = 40, one
knows 40 5 = 8) or properties of
operations. By the end of Grade 3, know
from memory all products of two one-digit
numbers.
Michigan State Standards for Social Studies:
3.E1.0.2 Identify incentives (e.g., sales, tax
breaks) that influence economic decisions
people make in Michigan.

Define equal sharing and equal

grouping. [R]
Demonstrate equal sharing
and equal grouping
multiplication problems
through counters. [Ap]
Generate a multiplication fact
from a story problem. [C]
Compose an equal sharing or
equal grouping story problem.
[C]
Change multiplication facts
into division facts and vice
versa. [Ap]
Generate multiplication and
division fact families from two
whole numbers. [C]
Identify the answers to
multiplication and division
problems. [R]
Compute basic division facts.
[Ap]
Relate division and
multiplication problems [An]

(What facts and basic concepts should

students know and be
able to recall?)

Michigan State Standards for English

Language Arts:
L.RP.03.05 respond to and retell what a
speaker said, paraphrasing and explaining
the main idea, and then extend their
response by connecting and relating it to
personal experiences.
(What content standards and program- or
mission-related goal(s) will the unit address?
What habits of mind and cross-disciplinary
Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum

goal(s)- for example 21st century skills, core

competencies- will this unit address?
Include source and identifying number)

Evaluative Criteria
In Lesson 1: Answering the PowerPoint
problems verbally. The fist 4.
In Lesson 2: Multiplication quiz. Use iPads
to take pictures of arrays around the school.
Fist 4.
In Lesson 3: Partner worksheet about equal
sharing and equal grouping. Fist 4. Creating
their own word problem to share with a
partner.
In Lesson 4: Multiplication quiz. Answers to
PowerPoint questions. Fist 4. Answers to
Forest Hills Foods Shopping List
worksheet.
In Lesson 5: Answers to PowerPoint
questions. Fist 4. Math Journal pages.
(What criteria will be used in each assessment to
evaluate attainment of the desired results?)
(Regardless of the format of the assessment,
what qualities are most important?)

Stage 2- Evidence
Students will show their learning by
PERFORMANCE TASK(S):
Students will take a pre-assessment test about the material they will learn in this unit.
Students will participate in PowerPoints by answering questions from the PowerPoint.
Students will take a couple basic multiplication fact quizzes.
Students will use iPads to take pictures of arrays around the school.
Students will work together to do a worksheet about equal sharing and equal grouping.
Students will work in their groups to do a worksheet about a shopping trip to Forest Hills Foods.
Students will take a test on their updated knowledge about multiplication and division.
(How will students demonstrate their understanding- meaning-making and transfer- through complex performance?)

OTHER EVIDENCE:

(What other evidence will you collect to determine whether Stage 1 goals were achieved?

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum

Stage 3- Learning Plan

Pre-assessment- due: November 5, 2014
(What pre-assessments will you use to check students prior knowledge, skill levels, and potential misconceptions?)
(Toward which goal does each
Learning Events
learning event build?)
Acquisition
Meaning
Transfer

Student success at transfer, meaning, and acquisition depends upon their participation in
these learning events
Lesson 1:
Making a multiplication table.
The PowerPoint.
Card game.
Defining multiplication
I can statements.
Fist 4.
Lesson 2:
Taking pictures of arrays with the iPads.
The PowerPoint.
Defining array.
I can statements.
Fist 4.
Lesson 3:
Using counters to show problems.
The PowerPoint.
Write their own story problem.
Defining array.
I can statements.
Fist 4.
Lesson 4:
Multiplication quiz.
The PowerPoint.
Forest Hills Foods shopping activity.
I can statements.
Fist 4.
Lesson 5:
Multiplication quiz.
Defining division.
The PowerPoint.
I can statements.
Fist 4.

Progress Monitoring
(How will you monitor students progress
toward acquisition, meaning, and transfer
during lesson events?)

(How will students monitor their

own progress toward acquisition,
meaning, and transfer?)

(What are potential rough spots and

student misunderstandings?)

(How will students get the feedback they

need?)

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum

(Have you included multiple means of representation, multiple means of action and
expression, and multiple means of engagement?)
(Are all three types of goals (acquisition, meaning, and transfer) addressed in the learning
plan?)
(Does the learning plan reflect principles of learning and best practices?)
(Is there tight alignment with Stages 1 and 2?)

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum