Unit Description
Students will develop experience with some uses
of multiplication and division, students will work with things that come in
groups, patterns in the multiplication tables using 100 charts, writing and
illustrating multiplication sentences, using multiplication notation, and
working with rectangular arrays. They invent and solve problems about the
number of legs on living creatures. Students become familiar with the
multiplication tables up to the 12’s, with emphasis
on multiples with totals under 50.They also invent their own ways of solving
multiplication and division problems. They practice mathematical processes
that they will be using all year: working with peers, writing and drawing
about their work, and discussing alternative strategies.
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Enduring Understandings
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I can show how to multiply in different ways.
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I can solve problems in my world by using multiplication.
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Mental pictures help me remember facts and ideas.
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I can learn more from working the problem than looking at
the answer.
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Essential Questions
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How can I show how to solve a multiplication problem in
different ways?
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How can multiplication help me?
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Why do mental models help me remember?
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How can working a problem help me better understand the
answer?
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How can I use multiplication to help me with division?
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How can I use division to help me with multiplication?
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GLEs: 4, 5, 6, 7, 8, 9, 13,
15, 16, 18, 37, 42, 43, 44, 45, 46, 47
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Students
will know…
·
Problem solving strategies
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Arrays
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Multiplication
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Division
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Skip counting
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Factors, Multiples, Products
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Hundred chart
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Twice (two times as many)
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Number sense
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Repeated addition
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Fact families
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Dividend, Divisor, Quotient
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Multiplication chart/table
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Remainder
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Equal/equally
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Commutative (order Property of Multiplication)
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Symbols +, =,-, x, and ÷
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Students
will be able to…
·
Determine the appropriate strategy to use when representing
a multiplication problem.
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Apply their knowledge of fact families to solve real life
problems.
·
Relate multiplication to skip counting and repeated
addition.
·
Use strategies to find the missing product or factor in a
multiplication number sentence.
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Locate patterns to solve problems.
·
Show that multiplication and division are related.
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