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UNIT PLAN TEMPLATE

Title of Unit Multiplication and division Grade Level 4


Curriculum Area(s) Mathematics Time Frame 3 Weeks
Developed by Rebecca Greig

IDENTIFY DESIRED RESULTS


Programs of Study Foundations
What program foundations form the emphasis of the unit? What big ideas from the program of studies will you include?

NUMBER
 Apply the properties of 0 and 1 for multiplication and the property of 1 for division
 Describe and apply mental mathematics strategies to determine basic multiplication facts to 9 x 9 and related division facts
 Demonstrate an understanding of multiplication (2- or 3-digit by 1-digit) to solve problems by:
o Using personal strategies for multiplication with and without concrete materials
o Using arrays to represent multiplication
o Connecting concrete representations to symbolic representations
o Estimating products
o Applying the distributive property
 Demonstrate an understanding of division (1-digit divisor and up to 2-digit dividend) to solve problems by:
o Using personal strategies for dividing with and without concrete materials
o Estimating quotients
o Relating division to multiplication

Essential Question
What is the big, overarching question guiding your unit plan?

How can we multiply and divide up to two-digit and three-digit numbers?


Unit Plan Outcomes
What are the program of studies general outcomes and specific competencies to be covered in your unit?
What will students understand, be able to do, be able to apply?

Students will be able to understand multiplication and division. They will be able to use mental mathematics strategies for multiplication facts up to 9 x 9
and they will have the skills to solve 2- or 3-digit by 1-digit problems. Students will also be able to do division facts related up to 9 x 9 and gain the skills to
divide using 1-digit divisors and up to 2-digit dividends.

Adapted from Wiggins, Grant & J. McTighe (1998)


UNIT PLAN RESOURCES
What resources will you require? Will there be guest speakers/field trips to plan for?
Will you need particular resources/materials/technologies?
We will utilize YouTube to compare our work on whiteboards with. We will need markers and whiteboards, but most work can be done on
paper if these are not available. Manipulatives, dice, coloured markers, and Chromebooks will be used in some rotations.

UNIT PLAN SUMMATIVE ASSESSMENT


What will you accept as evidence that learning has occurred at the conclusion of this unit?
There will be a summative assessment of learning through an activity
where the students correct my answers on a ‘test’ that I do myself. When
What is the summative performance assessment for the unit?
they can correct my answers and explain what I did wrong on different
questions, that will show their understanding of the topic.
The summative assessment will show how well the students can multiply
What is the goal of your summative performance assessment
and divide. They will be showing their understanding by correcting my
as framed within the outcomes and competencies? What do
incorrect answers and leaving the correct answers. With the incorrect
you hope to learn?
answers, they correct my answers.
This assessment will show where student strengths and weaknesses are.
How will this assessment inform student learning and your If some extra multiplication and division lessons are necessary, then we
practice? will incorporate those, and if they are exhibiting a solid understanding of
the unit, then they will progress onto the next unit.

LESSON PLAN SEQUENCE/OUTCOMES


For each lesson in the unit, consider the primary topic/activities, outcome and assessment. Does each lesson build on the next?
Consider the following questions as you plan your sequence of lessons:
What events will help students engage with, explore, explain, elaborate on and evaluate the big idea in the unit?
How will you help guide students to reflect, rethink and refine their work/ideas/understandings?
How will you help students to exhibit and self-evaluate their developing skills/knowledge/understandings?

How will you assess whether


What is the primary objective of learning has occurred in each
Lesson # What are the primary activities in this lesson?
this lesson in your own words? lesson? How will you employ
formative assessment?
Adapted from Wiggins, Grant & J. McTighe (1998)
New Math Rotations:
Hands on: Bingo multiplication with the dice. The bingo squares will all have different sums that dice could result in, and the students will roll
their dice, find that sum, and mark it off on their bingo sheet, trying to get a ‘Bingo’.
Hands on (alternate): Surf’s Up Dividing Game. Students take turns spinning the spinner, then dividing the number by the pre-determined
number for that sheet. The player who spun will cover the quotient on their side, and their partner will check their answer. If the spinner’s
answer is wrong, their turn ends, and it becomes the other player’s turn. This continues until all quotients are covered.
Technology: On the Chromebooks, students will play on Prodigy and Khan Academy with the multiplication and division questions.
Technology (Alternate): From the CD game downloaded on the smartboard, the group will work together to progress through the game. Can
also be used as a full-class to review. In addition to the multiplication and division game, there is also a word problem game that they can
work through near the end of the unit to review word problems.
Ms. Greig: Making and then using number lines for skip counting (with specific students). Practice questions using manipulatives and
whiteboards or word problems with other students.
1. Introduction to what multiplication First, we will have a quick review of what it means to Formative assessment will be
is and kicking it math- some multiply. We will also briefly go over Kicking It applied during the group activity
practice review questions. multiplication, so the students remember what to do as the students share their
and can start this at the beginning of each math block. If answers and discuss where they
there is time, we will start with some practice went right, or wrong. Regarding
questions. Kicking It Math, students will
2. Kicking It Math To start the multiplication classes—almost always, until progress through the sheets and
near the end of the multiplication unit. Students go into belt levels when they get so
partners and say the math facts on the belt they’re on. If many answers and sheets right.
they get one wrong, they repeat it 3 times before they If they don’t move on, they just
can go on to the next one (partner can see the side with get to do more practice and there
the answers). Once each student goes through their is no harm done and no
belt’s facts, the class will do a quick ‘review’ on paper summative grade for this aspect.
where they answer the fact questions correlating to
their belt. When they answer all correctly (up to two
lines can be missing or wrong) they can move on to the
next sheet for next time. Every 4 sheets is one belt, but
black belt is two.
3. Practicing with questions through a Students will use their whiteboards to solve problems
variety of different questions and accompanying Khan academy and YouTube videos
formats from Khan academy, (repeated throughout unit on varying days). Back-to-
YouTube up to 9 x 9, followed by 2- back questions as a time filler (on whiteboard, each
digit and 3-digit problems. (Can person writes one digit, I give the multiplication sum
alternate with morning math and they have to guess the other person’s digit).
energizers and “Fancy Math”).

Adapted from Wiggins, Grant & J. McTighe (1998)


4. Morning math energizers. Different thought-provoking questions to practice and
think about multiplication (repeated throughout unit on
varying days). Will use Nrich Maths- “All the digits”.
Repeated through both multiplication and division.
5. “Fancy Math” I will give the students a number and they will have to
write down as many different ways they can think of to
get that number (sequences with addition, subtraction,
multiplication, and/or division); (repeated throughout
unit on varying days). Repeated throughout
multiplication and division.
6. Introducing 2-digit numbers What are the steps we need to take to work through a
multiplied by 1-digit numbers. multi-digit multiplication problem? How is this
different from a single-digit problem? We will work
through various strategies (magic box, skip counting,
using variables, writing it on the whiteboard using the
algorithm, etc.) on different days so the students don’t
mix up the different parts of different strategies (using
practice questions and math energizers throughout,
especially Khan Academy video).
7. Introducing 3-digit numbers How is this different from a 2-digit multiplication
multiplied by 1-digit numbers. question? What do we have to do differently? What
strategies can we still use? (Using practice questions
and math energizers throughout).
8. Talking about fact families. We now know that 3x4=12, 4x3=12 so what do we
think 12/3=? And 12/4? Fact families all have the same
groups of numbers, so if we know how to solve when
we multiply, then we have all the numbers we need for
when we practice dividing.
9. Introduction to what division is We will have a discussion and whiteboards to practice
and reviewing division facts our review questions for up to 25/5 where the students
correlating up to 5 x 5. can share their answers and we can discuss different
strategies (likely 2-3 classes).
10. Practicing with questions through a Students will use their whiteboards to solve problems
variety of different questions and accompanying Khan academy and YouTube videos
formats from Khan academy, (repeated throughout unit on varying days). We will
YouTube up to 81/9, followed by 2- have manipulatives available, but students can also
digit dividends by 1-digit divisors. draw visuals to assist them. These are some of the

Adapted from Wiggins, Grant & J. McTighe (1998)


(Can alternate with morning math strategies that we will discuss and share with each
energizers and “Fancy Math”). other.
11. Morning math energizers. Different thought-provoking questions to practice and
think about division (repeated throughout unit on
varying days). Will use Nrich Maths- “The Pied Piper of
Hamelin.” Repeated through both division and
multiplication.
12. “Fancy Math” I will give the students a number and they will have to
write down as many different ways they can think of to
get that number (sequences with addition, subtraction,
multiplication, and/or division); (repeated throughout
unit on varying days). Repeated throughout
multiplication and division.
13. Introducing dividing 2-digit What are the steps we need to take to work through a
dividend by 1-digit divisor. multi-digit division problem? How is this different from
a single-digit problem? We will work through various
strategies on different days and use practice questions
and math energizers throughout (especially Khan
Academy videos).
14. Word problems with multiplication We will practice deducting multiplication and division
and division. questions from word problems and solve them. The
students will also write their own word problems and
solve each other’s. They can also play the CD game that
correlates to word problems and tie it back to addition
and subtraction as well.
15. Summative assessment of I will have a pre-completed “test” by me. The students This will allow me to see how
multiplication and division. will go through my ‘test’ and tell me where I went well the students understand
wrong with which questions. If there is a question that I multiplication and division. By
get wrong, the students will show me how I should have being able to find my mistakes
done it. and correct them, they will be
showing me their knowledge on
the unit.

Adapted from Wiggins, Grant & J. McTighe (1998)