Curriculum Project Overview
Here is an overview of my Curriculum Project, which includes standards addressed,
big ideas and essential questions, enduring understandings and misunderstandings,
suggested technology and tools, as well as an assessment component. Please see
the Curriculum Package tab for specific lesson plans.
Curriculum Title: Multiplication & Division Strategies using MEAs
Grade level: 3rd
Subject(s): English Language Arts, English Language Development, Science,
Technology, Engineering, Art, Mathematics
Curricular Context Summary:
In this unit, students connect their understandings of arrays, skip counting and
repeated addition to multiplication and division by interpreting and representing
products and quotients. Since multiplication is a critical area for Grade 3, students
will build on these concepts throughout the year, working towards fluency by the
end of the year. This unit provides ample time, and should include multiple
experiences, for students to explore the connections among counting tiles, skip
counting the number of tiles in rows or columns, and multiplying the side lengths of
a rectangle to determine area. Students begin developing these concepts by
working with numbers with which they are more familiar, such as 2s, 5s, and 10s, in
addition to numbers that are easily skip counted, such as 3s and 4s. Students
understanding of these connections is critical content at this grade, and must occur
early in the school year, thereby allowing time for understanding and fluency to
develop across future units.
DoDEA's College and Career Ready Standards Addressed:
Mathematics:
Operations and Algebraic [Link]
Represent and solve problems involving multiplication and division.
1. Interpret products of whole numbers, e.g., interpret 5 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 7.
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. Use multiplication and division within 100 to solve word problems in situations
involving equal groups, arrays, and measurement quantities, e.g., by using
drawings and equations with a symbol for the unknown number to represent the
problem.
Understand properties of multiplication and the relationship between
multiplication and division.
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.) Note: 2 Students need not use formal
terms for these properties. Multiply and divide within 100.
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 third grade,
know from memory all products of two one-digit numbers.
Measurement and [Link]
Geometric measurement: understand concepts of area and relate area to
multiplication and to addition.
5. Recognize area as an attribute of plane figures and understand concepts
of area measurement.
a. A square with side length 1 unit, called a unit square, is said to have
one square unit of area, and can be used to measure area.
b. A plane figure which can be covered without gaps or overlaps by n unit
squares is said to have an area of n square units.
6. Measure areas by counting unit squares (square cm., square m., square in.,
square ft., and improvised units).
7. Relate area to the operations of multiplication and addition.
a. Find the area of a rectangle with whole-number side lengths by tiling it,
and show that the area is the same as would be found by multiplying the
side lengths.
Standards for Mathematical Practice
MP.1 Make sense of problems and persevere in solving them.
MP.2 Reason abstractly and quantitatively.
MP.4 Model with mathematics.
MP.6 Attend to precision.
MP.7 Look for and make use of structure.
Big Idea / Concept:
Model-Eliciting Activities/ Multiplication & Division
Enduring Understandings:
Multiplication and division are related operations.
The operations of multiplication and division are related to area.
Real world situations involving equal groups and area can be represented
with multiplication and division equations through models.
What Essential Questions will be considered?
How will modeling with equal groups help us in understanding multiplication
and division situations?
How can we use multiplication to solve division problems?
What are some strategies that can make multiplication and division easier
to understand?
How can understanding the relationship between multiplication and area
assist in problem solving?
Appropriate technologies and tools:
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Counters
Student Journals
Square meter grid paper
Online videos
Worksheets (printed)
White boards
Construction paper
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Chalk
Post-it notes
Graham crackers
Chex cereal
Candy
Butcher paper
Scissors
Rulers
Yard sticks
Meter sticks
Grid paper
Tiles
Crayons/markers
Chart paper
Student Computers with Internet Access
KNOWLEDGE Content
Tools to model multiplication & division problems.
Multiplication and division problem solving strategies.
Multiplication and division are related.
Students will know the RDW ([Link].) Process.
SKILLS Power verbs
Interpreting products of whole numbers as the total number of objects in so
many groups of so many objects.
Interpreting whole-number quotients of whole numbers as the number of
objects in each share or as a number of equal shares.
Demonstrate appropriate strategies to multiply and divide.
Recognizing the appropriate tool(s) to use to model multiplication and
division problems.
Create a model to represent various multiplication and division problems.
Develop collaborative group skills.
DISPOSITIONS Attitude
Multiplication and Division problems can be modeled using various strategies.
Working as a team can lead to new ways of learning.
ASSESSMENTS:
Formative:
Construct an appropriate model of area by designing a playground to
demonstrate understanding of multiplication & division problems.
Use repetitive addition or multiplication to find area.
Students will create their own multiplication or division word problem, then
model their solution.
Students will check their understanding by showing the opposite math fact
related to their answer. For example, if their representation of an area is 7 x
2 = 14, they will show that if they have an area of 14 and one of the sides is
7, they will be able to show that 14 / 7= 2.
Student rubrics will be used to judge students success.
Express appropriate mathematical thinking in relation to multiplication and
division.
Summative
Students will reflect their understanding of daily topics in their math journals.
Students will complete daily exit tickets using the RDW process to model their
understanding of each topic.
Students will play various roles in a small group setting and report their
inquiries to the class.
Students will participate in Constructive Critiquing Dialogue with their peers
through Think-Pair-Share mini sessions.
Objectives from the Six Facets of Understanding & Misconceptions:
Students will be able to
EXPLAIN:
The difference between multiplication and division problems, and how their
model supports their answer.
APPLY:
They will use their knowledge of multiplication and division strategies in a
performance-based, real world context to create a model representation of
area.
INTERPRET:
Students will identify the difference between multiplication and division, as
well as show multiple strategies to solve the same problem.
EMPATHIZE:
Students will respect the viewpoints of their peers by engaging in group work
with students of different backgrounds and experiences.
Students will approach problem-solving with a collaborative effort, taking on
various roles throughout the learning process.
GAIN PERSPECTIVE:
Student will thoughtfully discuss various methods of modeling multiplication
and division problems in their collaborative groups, and be able to explain
how their solutions relate to the big idea.
GAIN SELF-KNOWLEDGE:
Students will reflect on their own understanding of mathematical modeling,
and self-assess their understanding through reasoning and journal reflections.
OVERCOME THE NAVE VIEW THAT
Multiplication and division is the memorization of facts.
Math has only one solution.
All students who conceive the correct answer can explain their mathematical
thinking.
Quantity is better than quality.
Only students that raise their hands know the answers.
All Models are three dimensional objects.
Students that disagree with one another arent empathetic.
If a student cant articulate his/her ideas orally or in written form, he/she
lacks understanding.
