Overview

Teacher: Samantha Ulloa

Grade/Course: Third Grade
Title of the Unit of Study: Mathematics: Multiplying and Dividing

Big Idea What 21st Century Themes

The Big Idea is the central concept, provides a real-world context (Addresses 21st Century Themes) will students learn with the
Continues through to final authentic performance task (assessment) Big Idea and Essential
Question?
Career Skills
Students will learn how to multiply with a two-digit number with a single number along with learning Problem Solving
how to do long division. They will also learn how to formulate a problem by reading a word problem. Creativity &
Innovation
Essential/ Messy Question Life Skills
Focuses big idea to what is relevant to the student. Provides provocative questions that foster inquiry, understanding, and transfer of Critical Thinking
learning. (Connects Content Standards & Concepts to 21st Century Themes, & Skills)

How can students use the variety of ways of multiplication and division in real life?
Common Core Standards Addressed
CCSS Clusters | CA Content Standards to be integrated
How do the clusters of standards illuminate the concepts in the Big Idea?
The California Common Core State Standards for Mathematics
are based on three major principles: focus, coherence and rigor.
There are two types of standards the Standards for
Mathematical Practice and Standards for Mathematical
Content- that together define the mathematics students need
to understand, know, and be able to do at each grade level.
Concepts and Skills
What concepts and skills must a student know/have in order to master these
standards and gain enduring understanding of the Big Idea?
Consider order in which to scaffold concepts and skills within the Unit.
Have a great understanding of addition and subtraction
will decrease the possibility of students taking upon bigger
steps that the class will be doing in mathematics such as
multiplication and division.
They must know how to multiply with 1s and 2s by
memorization. We will work together on how to
memorize diving with 1s and 2s as well.
Understand that multiplication is in essence groups of the
same number
Understand that division as a sharing concept that
consists of number and putting them into equal groups
Learning Outcomes of the Unit: End of Unit Assessment: Units Instruction Includes
Students will How will students demonstrate what they know? the use of online
games
Understand that word problems of They will be doing weekly
multiplication and division can involve equal multiplication and division go home with a few
groups or combinations. examinations on finding the answers practice problems in
on their own. which parents can
They will know the relation between adding
interact and help
the same numbers and multiplying the Learn from online games that are them
number times how many it appears. educational and fun
I will provide
Matching numbers with pictures and
YouTube links in
sentences to understand the word problem Through what authentic performance tasks (project) might which students can
aspect. student demonstrate what they have learned or can do, as
a result of this Unit?
watch if they need
additional help
Solving word problems by multiplying and
Students will be using a website that is
dividing up to 100
timed and provides a variety of ways Provide lectures that
to solve the problems. They will be are interactive with
Finding the missing piece such as 5 x ___ =
going at their own pace as it will give the students to make
20
them problems that they have sure every student
demonstrated they know. has a basic
Identify arithmetic patterns in addition and understanding
multiplication tables
How might we solicit student input and engage students in Creating mind maps
co-designing their performance task(s)-project?
during reflection
They will be asked to come up with
their own set of word problems that
they may encounter in real life such as
If I buy 25 watermelons how many
will each of my 4 friends and I get?
Lesson Plans
Balance Teamwork and Individual Work Throughout the Unit of Study:
Leverage collaboration as much as skills and content. Make sure to balance both teams and Independent work so that you are demanding a 21st
century collaborative environment while allowing time to meet students on an individual basis.

Intro Lesson: CCSS Habits of Mind

DOK Level
Purpose: Engage students, spark curiosity, hook and necessitate What teacher actions might encourage students to engage in What levels of Depth Of Knowledge
these Habits of Mind? will the lesson target to demonstrate
student understanding of the Big
Students will be learning how to multiply and divide ELA Capacities Mathematical Practices
Idea, concepts, and skills?
in a variety ways such as using pictures, word Demonstrate Make sense of
problems, simply counting and using some fun independence problems and Level 1: Recall &
internet resources. They will also be working in Build strong persevere in solving Reproduction
groups to help each other which will enhance their content knowledge them. Level 2: Basic Skills &
learning even more. If possible we will also be doing Use technology Model with Concepts
some outside activities that involving counting so and digital media mathematics. Level 3: Strategic Thinking &
that students understand the concept on a fun strategically and Use appropriate Reasoning
aspect. capably tools strategically. Level 4: Extended Thinking
Value evidence Look for and express
regularity in
repeated reasoning.
Student Reflection & Goal Setting:
Student reflection is an essential component. Throughout the Unit, Students reflect on their work and progress. Students set goals for further learning. Goal setting is a great
opportunity for students to personalize learning goals and provides teacher specific targets for differentiated instruction.

3-5 Reflection Activities: CCSS Habits of Mind

DOK Level
Sequence of Tasks, Problems, or Activities What teacher actions might encourage students to engage in What levels of Depth Of Knowledge
Purpose: To develop specific concepts, designed to scaffold, outcome these Habits of Mind? will the lesson target to demonstrate
is a delicate (fragile) understanding. student understanding of the Big
Teacher Actions Idea, concepts, and skills?
Craft Key Questions for each of lessons or set of lessons
Key Question(s) requires students to address a variety of smaller, Have one on one meetings to see if each Level 1: Recall &
more targeted Key Questions to scaffold learning and finding answer student knows the context individually Reproduction
to the Essential Question.
Key Questions provides the vehicle for addressing specific content
Provide fun and education games whether Level 2: Basic Skills &
standards and demonstration of student performance. it is online or using physical cubes Concepts
Walk around the classroom as students Level 3: Strategic Thinking &
Scaffold or differentiate student demonstration of concepts. (Build
depth, flexibility, & try same thing in different ways.) complete the work individually or in groups Reasoning
Provide examples and use a color coding Level 4: Extended Thinking
system so that students can visually where
Students will be given a worksheet that contains a every piece came from
series of questions. They will include:
What aspect of this unit did you feel the most
confident with?
What aspect of this unit did you feel you had the
most difficulty understanding?
What were the more common errors that you
found yourself making?
Now create a mind map where you use your
creativity to summarize this unit,
Co-Design Authentic Performance Task(s ):
Teacher embraces real-world connections and possibilities for differentiated student summative products by providing opportunity for student voice and choice in their end
product. Students write their Essential Question to guide learning outcomes for their end of Unit performance task (Project).
Craft a project that will support your intended outcome.

For this project, students will be doing a Figure me out project where they will be using their skills of multiplication and division
into this. Students will be creating a poster that consists of question that I will provide such as what is my age what is my
birthdate my shoe size numbers of letters in my name and so on. They will need to use a combination of both multiplication
and division to find the answer of these question in number form. An example for what is my age, if they are 8 years old, they will
either write 4 x 2 or 16 / 2. This will help them to see the many ways they are able to answer the question but it is up to time which
set they will like to include. Students will be provided with the materials but this will be a individual project where they will be able
to explore all the possibilities of math that relates to them.
Assessment

Formative Assessment Lesson: CCSS Habits of Mind

Through what authentic performance task(s) will students What teacher actions might encourage students to engage in
demonstrate their skills and understandings? How will this inform these Habits of Mind?
their future learning?
ELA Capacities Mathematical Practices DOK Level
What levels of Depth Of Knowledge
will the lesson target to demonstrate
Students will be doing a formative assessment by Demonstrate Make sense of student understanding of the Big
what I like to call Two roses and One Thorn. At independence problems and Idea, concepts, and skills?

the end of the lesson of either multiplication and Build strong persevere in solving
content knowledge Level 1: Recall &
division, students will be giving brief time to reflect them.
Use technology Reproduction
on what they learned from that day. I will have Model with Level 2: Basic Skills &
students independently write two things they found and digital media mathematics.
strategically and Concepts
interesting, enjoyed and/or understood. They twill Use appropriate Level 3: Strategic Thinking &
write something they were confused about. This capably tools strategically.
Value evidence Reasoning
could also be done by doing mind maps and writing Look for and express Level 4: Extended Thinking
down everything they know or need more help regularity in
with. Once I gather all of the feedback I will review repeated reasoning.
each one and the following day, I will address the
common confusion students had.
Summative Assessment: CCSS Habits of Mind
How will students demonstrate what they know as a result of this What teacher actions might encourage students to engage in
Unit? these Habits of Mind?
DOK Level
Through what authentic performance tasks (project) will student What levels of Depth Of Knowledge
demonstrate what they have learned (concepts, skills, ELA Capacities Mathematical Practices will the lesson target to demonstrate
understandings, Big Idea) and can do? student understanding of the Big
Demonstrate Make sense of Idea, concepts, and skills?
independence problems and
For summative assessments, students will be doing Level 1: Recall &
Build strong persevere in
face to face meet ups during class as a way to see if Reproduction
content knowledge solving them.
students truly understand the lesson they are given. Level 2: Basic Skills &
Use technology Model with
They will be tested to see if they understand Concepts
and digital media mathematics.
multiplication and division separately. Such as for Level 3: Strategic Thinking &
multiplication, I will have students demonstrate four
strategically and Use
Reasoning
capably appropriate
areas of comprehension where they will be given Level 4: Extended Thinking
Value evidence tools
two numbers such as !6 and 4. The four areas will
be to demonstrate the property, in addition written strategically.
format, grouping and arrays. All these four areas are Look for and
related to multiplication and it will be give me the express
opportunity to see face to face in what areas they regularity in
are having trouble with. repeated
reasoning.
 How will you and your students reflect on and
Individual Student Reflection & Peer Reflection: evaluate the performance task (project)?
Things they enjoyed from this
Students reflect on their end product: authentic performance tasks (project)
I like lesson
I wonder What they found difficult at
I now understand first but then later
In the future
understood it well
Have students give feedbacks
For reflections, we will be having group discussions. Students will be divided into small to teachers such as what they
groups where they will explain what they liked and how they think they can see this being wish to see or need better
used in the future. Then they will peer share they ideas to their groups. This gives them explanation
chance to see how other students interpret it lesson and get inspiration for the following Evaluate any tasks, especially
lesson. This will give them a break from individual work, and get to learn from their own the projects to see how well
classmates. they completed the work

1. Adapted from OCDE Integrated Planning Template at http://www.ocde.us/CommonCoreCA/Documents/Unit%20of%20study%20template_print11x17.pdf