ps3 Long Range Planning Math

PS3 MATHEMATICS PLAN
Breanne Taylor
January 3 – February 28 2022
SUBTRACTION, DIVISION & MULTIPLICATION.
CONTENT
Grade ¾ Math Plan........................................................................................................ #
Weight of Units…..............................................................................................................#
Unit Timelines…...............................................................................................................#
Unit One: SUBTRACTION.......................................................................................... #

Unit Overview & Rationale….........................................................................................#
Unit Planning Organizer…................................................................................................#
Unit Assessment Plan…...................................................................................................#
Lesson Plans…..................................................................................................................#
Resources…......................................................................................................................#
Unit Two: MULTIPLICATION AND DIVISION...................................................... #

Unit Overview & Rationale….........................................................................................#
Unit Planning Organizer…................................................................................................#
Unit Assessment Plan…...................................................................................................#
Lesson Plans…..................................................................................................................#
Resources…......................................................................................................................#
YEAR PLAN - MATHEMATICS
Year Plan
Grade: ¾ Subject: Math Year: 2022 Teacher: Breanne Furlanich
Report Cards:
Due: March 18
Sent out: March 25
Parent / Teacher Interviews: March 6-7
January February - March
Topic Subtraction Division and Multiplication
INQUIRY 1. To what extent can games help students learn important mathematical concepts?
QUESTION 2. How can incorporating games help students meaningfully engage with mathematical concepts?
3. To what degree is math fun?
General Number: Develop Number Sense Number: Develop Number Sense
Outcomes:
Specific Number 7: describe and apply mental Number 11: demonstrate an understanding of
Outcomes mathematics strategies for subtracting two 2- multiplication to 5x5 (grade 3)
digit numerals (grade 3) Number 12: demonstrate an understanding of division
Number 8? Apply estimation strategies to (grade 3)
predict sums and differences of two 2-digit Number 4: apply the properties of 0 and 1 for
numerals in a problem-solving context multiplication and the property of 1 for division (grade
Number 9: demonstrate an understanding of 4)
addition and subtraction of numbers with Number 5: describe and apply mental mathematic
answers to 1000 (limited to 1-, 2-, and 3-digiti strategies to determine basic multiplication facts to 9x9
numerals) concretely, pictorially and and related division facts (grade 4)
symbolically (grade 3)
Number 6: demonstrate an understanding of
Number 10: apply mental mathematic multiplication (2- or 3- digit by 1-digit) to solve
strategies and number properties in order to problems (grade 4)
understand and recall basic addition facts and
related subtraction facts to 18 (grade 3). Number 7: demonstrate an understanding of division
(1-digit divisor and up to 2-digit dividend) to solve
Number 3: demonstrate an understanding of problems (grade 4)
addition of numbers with answers to 10, 000
and their corresponding subtractions (limited
to 3- and 4- digit numerals) (grade 4)
Activities Bed and Breakfast subtraction Project Arrays
Monster Mash (tennis-ball) manipulative Equal grouping
activity. Solve and create word problems
Review addition Concrete, visual, symbolically,
Flash card mental strategy games Repeated addition/subtraction
Games Daily rich tasks and daily problems.
Visuals
Mental strategies
Teach different personal strategies
throughout.
Resources Teacher Resource for Mental Math Multiplication Math Sheet:

Strategies - https://prodigy-website.cdn.prismic.io/prodigy-
- https://www.learnalberta.ca/ website/d304e2b0-1ff2-4f16-9d57-
content/mepg2/html/ 45c2347bfb94_Multiplications+Chart+
pg2_additionandsubtractionfactsto1 %281%29.pdf
8/pdf/ Teacher Resource: Understanding Distributive
pg2_additionandsubtractionfactsto1 Property
8.pdf
- http://www.solano.edu/
- https://shelleygrayteaching.com/mental-
academic_success_center/forms/math/Basic
math-subtraction-strategies/)
%20Number%20Properties.pdf
- https://www.learnalberta.ca/
using arrays:
content/mepg2/html/
pg2_additionandsubtractionfactsto1 - https://shelleygrayteaching.com/
8/step3.html transforming-basic-multiplication-
understanding/
- https://www.3plearning.com/blog/
mental-math-strategies/ Worksheets:
- Browse Printable 4th Grade Worksheets |
Education.com
Resource for Making 5 or 10 Mental Meth
Strategies: Teaching Multiplication:
- https:// - https://shelleygrayteaching.com/?
missgiraffesclass.blogspot.com/ s=mental+math+multiplication
2016/01/making-10-to-add.html
Game Ideas:
- https://shelleygrayteaching.com/
games-to-reinforce-math-concepts/
- https://www.prodigygame.com/
main-en/blog/classroom-math-
games-for-kids/
- https://www.weareteachers.com/
math-card-games/
Math Facts to 18 Activities:
- https://shelleygrayteaching.com/
salute-a-great-math-fact-card-game/
Maybes:
- https://
www.teacherspayteachers.com/
Product/Math-Project-Based-
Learning-Addition-and-Subtraction-
Within-1000-3rd-Grade-6931030?
st=a5d0944e113fff39c8192c11ac32ce
61
- https://playwithyourmath.com/
- https://www.amazon.ca/Building-
Thinking-Classrooms-Mathematics-
Grades/dp/B08X4FV1H1/
ref=tmm_aud_swatch_0?
_encoding=UTF8&qid=&sr=
- https://www.amazon.ca/cart/smart-
wagon?newItems=C6f42b551-ea44-
4195-b0ed-
34b3cd0d4c54,1&cartObjectKey=A
DZBNXXWTAVW97SG3Z2V
Problem Solving:
- http://aliciaburdess.weebly.com/
uploads/2/4/7/6/24763920/
problem_solving_template_grade_3.
pdf
Assessment Formative: Formative:

and Worksheet booklet Worksheet booklet
Evaluation
Discussions/ Observation Discussions/Observation
Math Journal Math Journal
Summative: Summative:
Concept Checks Concept Checks
Project Project
YEAR SCHEDULE - MATHEMATICS
January
Monday Tuesday Wednesday Thursday Friday
10 11 12 13 14
Lesson #1 Lesson #2 Lesson #3 Lesson #4 Lesson #5
12:40 – 1:10 12:40 – 1:10 12:40 – 1:10 12:40 – 1:10 9:10 – 9:40
1:10 – 1:40 1:10 – 1:40 1:10 – 1:40 1:10 – 1:40 9:40 – 10:15
17 18 19 20 21
12:40 – 1:10 12:40 – 1:10 12:40 – 1:10 12:40 – 1:10 9:10 – 9:40
1:10 – 1:40 1:10 – 1:40 1:10 – 1:40 1:10 – 1:40 9:40 – 10:15
24 25 26 27 28
Lesson #11 Lesson #12 Lesson #13 Lesson #14

Site-Based PD
12:40 – 1:10 12:40 – 1:10 12:40 – 1:10 12:40 – 1:10 Day
1:10 – 1:40 1:10 – 1:40 1:10 – 1:40 1:10 – 1:40
31
Lesson #15
12:40 – 1:10
1:10 – 1:40
February
1 2 3 4
Lesson #16 Lesson #17 Lesson #18 Lesson #19
12:40 – 1:10 12:40 – 1:10 12:40 – 1:10 9:10 – 9:40
1:10 – 1:40 1:10 – 1:40 1:10 – 1:40 9:40 – 10:15
7 8 9 10 11
12:40 – 1:10 12:40 – 1:10 12:40 – 1:10 12:40 – 1:10 9:10 – 9:40
1:10 – 1:40 1:10 – 1:40 1:10 – 1:40 1:10 – 1:40 9:40 – 10:15
14 15 16 17 18
12:40 – 1:10 12:40 – 1:10 12:40 – 1:10 12:40 – 1:10 9:10 – 9:40
1:10 – 1:40 1:10 – 1:40 1:10 – 1:40 9:40 – 10:15
1:10 – 1:40
21 22 23 24 Teachers
Teachers Convention
Convention
28
March
1 2 3 4
UNIT INTRODUCTION &
RATIONALE
RATIONALE:
Purpose: In both parts of this unit, subtraction and multiplication & division, students will be working on their number sense. As
stated within the Program of Studies (p.7), “Number sense is an intuition about numbers – a true sense of numbers includes and
goes beyond the skills of counting, memorizing facts and the situational rote use of algorithms”. Furthermore, number sense is
developed by providing rich mathematical tasks that ultimately allow students to make connections to their own experiences and
their previous learning.
To ensure that students can develop number sense through engagement and curiosity, the units focus primarily on the applicability
of games in developing number sense. Students will discover, through games how mathematics is embedded in our everyday
activities, even in our play (POS p.2). Being able to appreciate and value mathematics is one of the main goals of mathematics
education: the use of games will help fulfill this goal by allowing students to determine to what degree math can be fun. From
personal experience, mathematics within the classroom, if presented ineffectively, can be dehumanizing, unengaging and
irrelevant. When mathematical concepts are not taught in accordance to students’ personal needs and interests existing outside of
the classroom, it can be challenging to find personal meaningful and relevancy in obtaining facts and concepts. Therefore, by
presenting math in a game-like fashion, students will hopefully find math both meaningful and exciting, increasing students’
curiosity of math in their lives.
Throughout the course, students will engage in worksheets and activities that incorporate games to help them identify relevancy
and personal satisfaction of applying math. Alongside a test, students will participate in a project where they either create or
modify a game that applies subtraction, multiplication and division. By personally creating their own mathematical games,
students will be able to engage and persevere in mathematical concepts whilst exhibiting a curiosity for math (POS p.3).
Authentic problem solving: Alongside identifying the applicability of math in everyday play-like scenarios, students additionally
need to be presented with working world scenarios where they can apply math to solve problems. “A key component to
successfully developing numeracy is making connections to backgrounds and experiences” (POS, p.1). By incorporating students’
interests, background and experiences in an assortment of problem-solving scenarios, students are able to recognize the relevancy
and applicability of math within their own personal lives. Students will be exposed to an array of problem-solving situations in
classroom activities, in discussions, and in worksheets to help them develop perseverance of mathematical concepts. “Students
need to explore problem-solving situations in order to develop personal strategies and become mathematically literate” (POS, p.1).
To ensure students feel able to solve issues by applying mathematical concepts problems will be presented in a way that allows
them to experiment with a variety of solutions and strategies that best suit their learning styles and needs.
POS p.6 “students develop their own problem-solving strategies by listening to, discussing and trying different strategies”
Multi-modality Assessment - Concrete, Pictorial and Symbolic Considerations: In these units, students will be provided with
both project and test to ensure they are provided sufficient opportunities to demonstrate their mathematical abilities in various
contexts. By offering a project that allows students to create or modify a game that applies subtraction, multiplication and
division, students will be able to…
Additionally, the use of a test for assessment allows students to demonstrate their mathematical understandings both pictorially
and symbolically. Worksheets provided beforehand will provide students ample opportunities to develop mathematical
understandings both concretely, pictorially and symbolically in order to adequately prepare them for testing.
POS p.1 “ the use of manipulative in a variety of pedagogical approaches, teachers can address the diverse learning styles, cultural
backgrounds and development stages of students”
POS p.1 “students benefit from working with a variety of materials, tools and contexts when constructing meaning about new
mathematical ideas”
Personal Mental Math Strategies: An essential component to developing number sense is developing and applying mental
strategies that
POS p.5 “mental mathematics in a combination of cognitive strategies that enhance flexible thinking and number snse. It is
calculating mentally without the use of enternal memory aids”
Previous Knowledge Considerations:
UNIT PLANNING ORGANIZER

Subject: MATH Grade: 3/4
Unit/Topic: Subtraction
Date and Unit Duration: January 10th – February 18th 2022
1. Unit Overview – Critical Inquiry Question
1. To what extent can games help students learn important mathematical concepts?
2. How can incorporating games help students meaningfully engage with mathematical concepts?
3. To what degree is math fun?
2. General Learning Outcomes for Unit
Number: Develop Number Sense
3. Focusing Questions for Unit (Related Questions)
4. Key Concepts for Unit
Addition
Subtraction
Strategies
Estimation
Sums
5. Specific Learning Outcomes for Unit

Number 7: describe and apply mental mathematics strategies for subtracting two 2-digit numerals (grade 3)
Number 8: Apply estimation strategies to predict sums and differences of two 2-digit numerals in a problem-solving
context
Number 9: demonstrate an understanding of addition and subtraction of numbers with answers to 1000 (limited to 1-,
2-, and 3-digiti numerals) concretely, pictorially and symbolically (grade 3)
Number 10: apply mental mathematic strategies and number properties in order to understand and recall basic addition
facts and related subtraction facts to 18 (grade 3).
Number 3: demonstrate an understanding of addition of numbers with answers to 10, 000 and their corresponding
subtractions (limited to 3- and 4- digit numerals) (grade 4)
LESSON OVERVIEW
PART 1 – SUBTRACTION
NOTE: it may be beneficial to have grade 4 students TEACH grade 3 students about areas they
have not learned thus far – such as 2-digit multiplication.
Lesson #1 of 10 Review of Addition.
Time: 12:40 – 1:40 (1 hour)
Outcome(s) Review – Number 6: describe and apply mental mathematics strategies for adding two 2-digit
numerals (gr.3)
Review – Number 9: demonstrate an understanding of addition of numbers with answers to 1000
(limited to 1-, 2- and 3- digit numerals) (gr.3)
Review – Number 2: demonstrate an understanding of addition of numbers with answers to 10,000
(limited to 3- and 4- digit numerals) (gr.4)
Assessment Observation
Math Journal.
Learning Activity(s) Attention grabber: make a million (addition)
Questions on the board – class activity and discussion: (ranging digits to determine
students current understanding and application).
1) 5 + 6 (my way: show double facts to answer)
2) 7 + 9 (my way: 10 + 7 = 17 – 1).
3) 94 + 13 (my way: show 95 + 13 = ____ -1).
4) 479 + 14 (my way: show line counting)
5) 228 + 715 (my way: show with base tens – on board and physically)
6) 1789 + 2657 (my way: show vertical way; right to left).
pre-assessment for addition:

1) What strategies are they using?
2) Share what they are doing (mental strategies) - Learn from each other (look for
others who did it differently).
3) This is how I did it.
Worksheet – addition.
Added to worksheet: Rich task: Seed Numbers (Credit to Peter Liljedahl).
Find the missing numbers! The rules are:
1) The first 2 numbers add to the third number.
2) The second and third numbers add to the fourth number.
3) The third and fourth numbers add to 100.
4) You may NOT repeat any numbers.
____, ____, ____, ____, 100
Extension: Find as many solutions as you can!
(example 20, 20, 40, 60).
Math Journal: Which math strategy did I like the most? Why?
Print out mental math strategies – magnet – add to whiteboards.

Materials and Resources Printed out math strategies.
Math Journals.
Dice (or a random number generator).
Whiteboard.
Marker.
Pencils
Printed out worksheets.
Lesson #2 of 10 Subtraction
Time: 12:40 – 1:40 (1 hour)
Outcome(s) Number 7: describe and apply mental mathematics strategies for subtracting two 2-digit numerals
(grade 3)
Number 7: demonstrate an understanding of addition and subtraction of numbers with answers to
1000 (limited to 1-, 2- and 3-digit numerals)
Number 3: demonstrate an understanding of addition with answers to 10,000 and their
corresponding subtractions (limited to 3- and 4- digit numerals)
Assessment Worksheet
Observation
Math Journal
Learning Activity(s) Attention grabber: make a million (addition)
 How far away are you from making 1 million (subtraction relationship).
 Do the opposite: make a zero.
Classroom discussion: what is the similarity between addition and subtraction?

(subtraction is the opposite of addition).
Classroom example – go over together (relating addition to subtraction)
I have 5 basketballs. What are 2 addition facts you can write about my basketballs?
What are 2 subtraction facts? Subtraction is the opposite of addition.
- Example 2 + 3 = 5 & 1 + 4 = 5.
- Subtraction facts: 5 – 2 = 3 & 5 – 1 = 4.
Do questions, then share with a partner which strategies you solved. Go over as a class.
Questions: (explain that some of these numbers might be hard to solve since they are so
big – it is okay if we don’t get the right answer right away. Work with partners to see if
you can solve any of the subtraction – next class we will go over some different digits to
help us solve big questions).
1) 95 - 13
2) 56 - 68
3) 480 - 14
4) 715 - 228
5) 2657 - 1789
Go over 5) to show relation between addition. I was having a hard time solving it since it
was such large numbers, so I did a number line with addition to help me.
(show on a number line: 1789 + 1 = 1780. (what could I do next; example: 1780 + 20 =
1800. 1800 + 200 = 2000. 2000 + 600 = 2600. 2600 + 57 = 2657) (add skipped numbers
(1, 20, 200, 600, 57 and add up to 868). Check and show that 2657 – 1789 = 868).
Relative Questions:
 which strategy did you use (how did you solve this question)?
 find someone who did it differently – do both ways work?
 Teacher: this is how I did it.
 Provide a few new questions – have students solve it using a new learnt method.
Game: groups of two - Over the mountain (1-18) (could change numbers) – roll 3 dice
–
1. make addition equations.
2. Make subtraction equations.
3. Provide over the mountain sheet; students check off all the mountain numbers and
write down their equations.
Math journal: have students refer to the game.

- How might I use this game to teach a younger friend/sibling about addition or
subtraction?
Materials and Resources Whiteboard.

Markers.
Mini white boards?
Dice.
Idea generating website: http://kindergartenchaos.com/subtraction-bowling-freebie/
Lesson #3 of 10 Subtraction
Time: 12:40 – 1:40 (1 hour)
Observation
Learning Activity(s) Attention grabber: problem on the board: 45 - 16
Question: How did you solve it? Did anyone show it or solve it differently? What are
some other ways we could solve it?
Go over a few examples together and show different ways to show the answer (number
line, base ten blocks (manipulatives), writing an equation, and using a part-part-whole
chart).
Have students solve one as a group (pair up in groups of 3 – random draw)

149 – 75
Questions:
 how would you show it on a number line?
 How would you show it with base ten blocks?
 How would you show it as an equation?
 How would you show it with a part-part-whole chart?
Worksheet: subtraction.
Group ending activity: Rich Task: task C – break apart one or both numbers to make
the subtraction friendlier
Addition and Subtraction Within 1,000 | Online Resources (corwin.com)
Math journal:
Markers.
Worksheets.
Manipulatives – blocks of 10’s and 1’s.
Addition to worksheet: task_3a_0.pdf (corwin.com)
Lesson #4 of 10 Addition and Subtraction problem-solving.

Time: 12:40 – 1:40 (1 hour)
Number 10: apply mathematical strategies and numbers properties in order to understand and recall
basic addition facts and related subtractions facts to 18.
Observation
Math journal.
Learning Activity(s) Worksheet: subtraction and addition – problem solving.
Let students work on them and go over them as a class – allow students to work in groups
(of 3).
Fast Fact check math game: groups of 2. Players will flip over cards. If they can fast fact
the equation, they get to keep the two cards as points.
Math journal:
Markers.
Print out work sheet.
Cards.
Worksheet addition: task_5a_0.pdf (corwin.com)
Lesson #5 of 10 Concept check
Time: 9:00 – 10:00 (1 hour)
Number 9: Demonstrate an understanding of addition and subtraction of numbers with answers to
1000 (1-, 2-, and 3- digit numerals)
Number 3: demonstrate an understanding of addition of numbers with answers to 10,000 and their
corresponding subtractions (3- and 4-digit numerals)
Concept check
Learning Activity(s) Concept Check:
Indigenous games: Throw Stick

http://mathcentral.uregina.ca/RR/database/RR.09.00/treptau1/game6.html
- Have students play the game
- If enough time, have students work as groups to determine how this game could
be changed to incorporate subtraction
Materials and Resources Concept check.

Cards
Sticks
Miniature rocks.
Lesson #6 of 10 Time: 12:40 – 1:40 (1 hour)
Outcome(s) Number 9: demonstrate an understanding of addition and subtraction of numbers with answers to
1000 (limited to 1-, 2-, and 3-digiti numerals) concretely, pictorially and symbolically (grade 3)
Number 3: demonstrate an understanding of addition of numbers with answers to 10, 000 and their
corresponding subtractions (limited to 3- and 4- digit numerals) (grade 4)
Observation
Math journal
Learning Activity(s) Attention grabber: rich task: Two Darts (Credit to Peter Liljedahl)
Problem: You have two darts that you can throw over and over again. The dart board has
2 rings. One is worth 4 points if you hit it and the other is worth 9 points. How can you
make 26 points? How can you make 19 points? Are there numbers you can’t get?
Review mental math strategies for different digits: ( students can use whatever strategy
they like, but need to show it). (2, 3, and 4 digit).
Game: Create your own digit equation!

Pick three to make number sentences: flip 3 cards. Use them to form a valid number
sentence (8 – 3 = 5) if you can, you get a point.
1. Begin with 3 cards to make 1-digit equations
2. Switch over to using 4 cards to make one 2-digit equation.
3. Switch to using 6 cards to make one 3-digit equation (can use 5 to have 2 and 3-
digit.
4. Switch to using 8 cards to make a 4-digit equation (can use 7 to have a 3- and 4-
digit equation).
Show work on a worksheet.
- Extension: make word problems that represent the equation formed.
Math journal:
Materials and Resources Cards
Whiteboard
Pencils
marker
Lesson #7 of 10 Make your own word problems – spinner subtraction

Time: 12:40 – 1:40 (1 hour)
Number 9: Demonstrate an understanding of addition and subtraction of numbers with answers to
1000 (1-, 2-, and 3- digit numerals)
Observation
Learning Activity(s) Attention grabber: show spinner and create a story as a class (have students group into 3
to make a story together – share with other students).
 First show students three different types of subtraction problems – take-away,
missing part, and comparison.
 Have students choose which they would like to create as groups.
Teacher reminder: create 3 different types of spinners that can be used simultaneously.
- Use 2-digit spinner, 3-digit spinner, 1-digit spinner and even a 4-digit spinner.
Activity:
1. Spin each spinner once and create a subtraction problem. Write in the written
record section on your recording sheet.
2. Write a subtraction story using your numbers. You must write one of each type of
story
Types of stories: take-away, missing part, comparison.
3. Draw a model representing the number from spinner 1 using sticks for 10s and
dots for 1s
4. Write the number you are subtracting (the number from spinner 2) in the 10s and
1s spaces below your model
5. Show how you will trade a 10 for ten 1s (cross off a 10 and add ten more 1s to the
ten-frame) show your subtraction. Record your work in the written record section.
Math journal: task 4a

Materials and Resources Printed out Spinners
Worksheet
Manipulatives (blocks 10 and 1’s)
Cards
Large paper clips
Pencils
Recording sheets printed out
Manipulatives optional.
Purchased spinner game:
2DigitSubtractionwithRegroupingMiniLessonsWorkstationPrintDigital-1 (1).pdf
Lesson #8 of 10 Estimations and differences

Time: 12:40 – 1:40 (1 hour)
Observation
Math journal
Learning Activity(s) Attention grabber – rich task: Pattern Block Estimation (Credit to The Super Source)
Pattern Blocks Problem: Dump a pile of assorted pattern blocks onto the workspace.
Assign each pattern block a value, for example, hexagons are worth 10, trapezoids are
worth 5, etc. Blocks can only be valued up to 50. Write down your values so you don’t
forget! An option is to write the value directly onto the pattern block using a whiteboard
marker.
Explore:
1. What is the value of your pile.
2. How can you make a number between 40 and 50.
3. Estimate who in the room has the greatest value, the least value.
4. Determine who in the room has the greatest value, the least value.
5. Make a picture with the pattern blocks which have a value near 100.
6. How can you change the value of the blocks so that you maximize your pile’s value?
Extension: What is the biggest number you can’t get? What if you had two rings, 3 and 7?
Two rings, 2 and 11? Two rings, 6 and 9? Three rings, 2, 5, and 7?
Worksheet and word problem: estimating sums and differences
Game: Game: Close call: each player deals themselves 4 cards, then determine how to
arrange them so they make two 2-digit numbers that (subtract) as close as possible to (0)
without going into negatives.
- Can flip over extra cards to make 1-, 2-, 3-, and 4- digit subtraction equations.
Math journal:
Materials and Resources Printed out worksheet.

Whiteboard.
Marker.
Pencils.
Lesson #9 of 10 Concept check.

Time: 9:00 – 10:00 (1 hour)
(grade 3)
Number 8? Apply estimation strategies to predict sums and differences of two 2-digit numerals in a
problem-solving context
Assessment Concept check
observation
Learning Activity(s) Attention grabber: Task 4b
CONCEPT CHECK OR TEST OR TEACHER INTERVIEWS.
Game: race to 100 flip a card and subtract its value to your running total. first person to
reach closest to 0 without going into negatives wins).
Need a recording sheet: show example. (go over one together; discuss and show different
methods to use).
More challenging: race to 1,000 or 10,000. Use two cards to create 2-digit subtractor.
Materials and Resources Concept check

Whiteboard
Lesson #10 of 10 Concept check.

Time: 9:00 – 10:00 (1 hour)
(grade 3)
Number 8? Apply estimation strategies to predict sums and differences of two 2-digit numerals in a
problem-solving context
observation
Learning Activity(s) If needed – optional: quick review before concept check.
Concept check OR TEST
Practice creating a game:

Create one together as a class to spur ideas (uno).
Brainstorm with a partner or group: list all the games you play. See which ones include
any math operations. Test to see if it could include another operation.
Work in groups.
- Expectations:
Materials and Resources Concept check

Whiteboard
UNIT PLANNING ORGANIZER
Subject: MATH Grade: 3/4
Unit/Topic: Multiplication & Division
Date and Unit Duration
1. Unit Overview – Critical Inquiry Question

1. To what extent can games help students learn important mathematical concepts?
2. How can incorporating games help students meaningfully engage with mathematical concepts?
3. To what degree is math fun
2. General Learning Outcomes for Unit
Number: Develop Number Sense
3. Focusing Questions for Unit (Related Questions)
4. Key Concepts for Unit
Multiplication
Division
Groupings
Arrays
Estimations
Sums
Quotients
Strategies
5. Specific Learning Outcomes for Unit
Number 11: demonstrate an understanding of multiplication to 5x5 (grade 3)
Number 12: demonstrate an understanding of division (grade 3)
Number 4: apply the properties of 0 and 1 for multiplication and the property of 1 for division (grade 4)
Number 5: describe and apply mental mathematic strategies to determine basic multiplication facts to 9x9 and related
division facts (grade 4)
Number 6: demonstrate an understanding of multiplication (2- or 3- digit by 1-digit) to solve problems (grade 4)
Number 7: demonstrate an understanding of division (1-digit divisor and up to 2-digit dividend) to solve problems
(grade 4)
LESSON OVERVIEW
PART 2 – MULTIPICATION & DIVISION
Worksheet reminder: Provide opportunities to show answers in a variety of ways.
Multiplication and Division | Online Resources (corwin.com)
Lesson #1 of 20 Introduction to Multiplication – Repeated addition and Equal Groupings (multiplying by

1, 2, and 0).
Outcome(s) Number 11: Demonstrate an understanding of multiplication to 5x5
Number 4: Apply the properties of 0 and 1 for multiplication (gr.4)
Observation
Math journal.
Learning Activity(s) Classroom scavenger hunt: in the classroom is various equal groups of things. See if you
can find them all. Write down how many there is of each item.
When you find them, see if there is a way to find the answer without counting each one
individually.
Examples:
 Stacks of books misplaced in equal groupings
 Pencils in tin cans in equal groupings
go over as a class together; discuss how they might have found answers without counting
each item individually.
Explain to students that multiplication is finding the product (value) of equal groupings.
when you multiply, you add a certain number more than once. (Create an anchor chart for
students)
Explain that some strategies that can help students solve multiplication equations are:
1) Making equal groupings
2) Repeating addition
Before activity, go over a few examples of the board or presented on PowerPoint. (have a
worksheet that students can follow along with)
- Work on worksheet.
- While students are going over the examples, discuss what happens when
multiplying by 0, 1, 2 (create an anchor chart for multiplying by 0’s, 1’s, 2’s).
Activity and worksheet: candy multiplication game.

https://www.education.com/download/lesson-plan/candy-multiplication/candy-
multiplication.pdf
- Go over first one together as a class.
- Incorporate word problem worksheet page (also w/ visualizations (pictorially).
- Work with a partner.
Math journal: what is multiplication? What are some strategies I have tried already?
Materials and Resources Worksheet print out.
Multiplication big paper sheet.
Candies
Whiteboard
Smartboard
Computer
Mini whiteboards.
Lesson #2 of 20 Introducing arrays. (multiplying by 2, 5, and 10).
Outcome(s) Number 11: demonstrate an understanding of multiplication to 5x5

Number 5: describe and apply mental mathematic strategies to determine basic multiplication facts
to 9x9 and related division facts (grade 4)
Math journal.
Worksheet.
Learning Activity(s) Review multiplication by 1, 2, and 0
Introduce multiplication: question on the board: “(student name) went to the store to buy
some eggs. They bought an egg carton with eggs arranged in 2 rows of 6 each. How many
eggs did they buy in total?”
- Show example using repeat addition: (6 + 6 = 12)
- Show example of using equal groupings (2 groups of 6)
- Show how to answer question in an array.
Relate back to previous multiplication:

- Example: If I know 1 x 6 = 6. I can double my answer to get 2 x 6.
- Go further: what if I had a special egg carton that had 5 rows of 6 (or 10 rows of
6)
- Answer the question as individuals – discuss as a class.
- Discuss what happens when we multiply by 2, 5, 10.
- Ask what would happen if we multiplied by 1, by 0.
- Make an array for each example (explain an array is an arrangement of objects in
equal rows, similar to grouping).
Work on worksheet.
Game: block out (array capture).

Groups of 2 players.
Instructions: roll 2 dice and draw a rectangle using the numbers rolled as the length and
width on graph paper. Continue until there is no room to draw any more rectangles. Add
the areas of all your rectangles and the highest score wins.
Materials and Resources Dice
Graph paper (for block out game)
Colored pencil or crayon for each player (for block out game)
Worksheets printed off
Whiteboard
Marker.
Lesson #3 of 20 Introduction to number lines (multiplying by 2, 4, 8)

Assessment Math journal
Observation
worksheet
Learning Activity(s) Introduce multiplication: question on the board: “(student name) brought his birthday
leftover cupcakes to class. They gave 2 cupcakes each to 5 of his favorite teachers. How
many cupcakes did they bring to school in total?”
- work as groups – how might you show this as:
o repeated addition
o equal groupings
o an array
o is there any other way you would solve this?
Show how to answer with a number line.

Changed the answer to (4x5 and 8x5) discuss their relation and how to solve with these
numbers.
Worksheet: number lines. (last page – represent (e.g., 5x5) in an many ways as possible.
Math journal:
Game: MULTIPLICATION UNO

Instructions: each students is dealt 7 cards and the remaining cards are placed in the
center. The object of the game is to get rid of all the cards you are dealt. In the remaining
deck, one card is flipped over to begin play. Whoever can match the same number of suit
that is on the first card may play first. After a student plays their card, they must multiply
the number of the previous card and the number on the card they are playing (e.g., if an 8
of hearts is the first card laid down to begin play, one student could play an 8 of spades
and multiply 8x8).
Each numbered card is worth its own value (aces x1) (kings, queens and jacks are
multiply by 10).
King also mean draw 2 – queens are a reversal card – jack are skip-a-turns. Jokers are a a
wild card + draw 4.
- https://shelleygrayteaching.com/games-to-practice-multiplication-facts/
Materials and Resources Cards

Worksheet
whiteboard
Lesson #4 of 20 multiplying by 3, 6 and 7

Assessment Checklist
Observation
worksheet
Learning Activity(s) Concept check:
Introduce multiplication: question on the board: if a classroom has 3 round tables with 4
chairs each, how many chairs are there in the classroom?
Discuss multiplication by 3’s: (create an anchor chart for tricks)
- when you calculate a multiplication fact where one of the factor is a 3, you can
double the other factor and then add one more group*
worksheet (includes 3’s, and the 6’s worksheet and 7’s).

- discuss how we can use what we know to solve what we don’t ’know
- include questions showing what we do know for 3, 6 and 7
- example: danny knows 5 x 7 = 35. How can she use that to find 7 x 4 or 7 x 6?
(use pictures, numbers or words to explain your thinking).
Game: SPIRAL MULTIPLICATION

Spiral multiplication does require at least one or two dice (depending on-level of
difficulty) as well as individual game pieces in addition to your deck of cards
Have students create their own spiral game board with their deck of cards. They may
create the game board in any shape or style similar to a Candyland format or even just a
simple Monopoly style that repeats around. Students place their game pieces at whatever
card is established as “start.” The first player rolls the die and multiplies the number on
the die by whatever number the “start” card is. If the student gets the answer correct, he
moves the number of spaces that are shown on the die. For example, if the “start” card is a
5 and the first player rolls a 3, he must answer 15 and then move 3 spaces around the
board.
Math journal:
Materials and Resources Worksheet
Dice
Whiteboard
cards
Lesson #5 of 20 multiplying by 9
Outcome(s) Number 11: demonstrate an understanding of multiplication to 5X5

Worksheet
Math journal
Learning Activity(s) Attention grabber: 30 Scratch (Credit to John Grant McLoughlin)
Problem: Choose any 4 digits from 1-9. Using those numbers, in any combinations, using
any operations, make all the numbers from 1-30.
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
Extension: How many more numbers above 30 can you make?
9’s trick introduction: (the 9’s trick worksheet 9-A)
- Show other strategies
- Create a question focused on showing how to solve 9’s with various
strategies/ways).
Game: MIND READER

Mind Reader specifically requires three players so that one player can act as the “leader”
and the other two players are the mind readers. Remove all face cards, Jokers, and Aces
and then split the deck in half. The two students playing as the mind readers each take half
of the deck.
The mind readers take 1 card off the top of their deck and hold it next to their forehead for
everyone else to see except for themselves. Because the leader can see both cards, she
multiplies the numbers and says the product out loud. The mind readers must decide what
number they are holding, based on knowing the product and the other mind reader’s card.
For example, suppose that the leader says, “42.” If one mind reader can see that the other
mind reader is holding a 6, she knows that her card has to be a 7. Have students rotate
duties so that each one is able to play the leader, as well as mind readers!
Math journal:
Materials and Resources problem_solving_template_grade_3.pdf (weebly.com)
whiteboard
marker
pencils.
Worksheets.
Cards/dice.
Lesson #6 of 20 (2-digit by 1- digit; estimate products)
Outcome(s)
Assessment
Learning Activity(s) This lesson is primarily for grade 4’s – grade 3 students are encouraged but not
necessarily expected to try it out)
Grade 3’s:
Activity:
GAME: FACT FLIP (or could play sticky match: Low Prep Math Review
Game "Sticky Points" [Hoff Math])
Instructions: remove all of the face cards, Jokers, and Aces so that only the
numbered cards 2-10 are left. Next, divide the deck evenly among all players.
Choose a target number and write it on a piece of paper nearby or whiteboard. This
target number is the number that will be multiplied by each card that students flip.
Grade 4’s:
Begin with estimating products: sometime you do not need to know the exact amount.
You only need to know about how many or how much. As estimate is close to the exact
amount.
Question on the board: e.g., a school bus can hold 64 students. About how many students
can travel on 7 school buses?
To estimate 7 x 64, think: 7 x 60. About 420 students.
Provide 2-3 more examples.
Show how to solve with boxes (solve first what you know)
Show how to chunk larger multiplication questions with base ten blocks (gr.4 p.296)
Video: https://www.youtube.com/watch?v=Qmh8L6JqZe4
Worksheet: solving 2-digit by 1-digit worksheet.
Game for grade 4’s online: pair up in groups of 2 – 2 DIGIT MULTIPLICATION

BASKETBALL
one-digit-by-two-digit-multiplication-game (math-play.com)
Game: Game: fact flip (multiplication from 1-4).

Math journal:
Materials and Resources
Lesson #7 of 20 (3-digit by 1- digit; applying distributive property)
Outcome(s) Number 6: demonstrate an understanding of multiplication (2- or 3- digit by 1-digit) to solve

problems (grade 4)
Worksheet
Learning Activity(s) This lesson is primarily for grade 4’s – grade 3’s are encouraged but not necessarily
expected to try it out)
Grade 3’s:
Game: 101 and out: (groups) dice, paper, pencils. Strategize to count the number at face
value or multiply by it by (10) or its number (e.g., 6x6). (6, 36, 60). Don’t go over 101.
Activity:
Grade 4’s:
Show how to solve with boxes (solve first what you know)
Show how to chunk larger multiplication questions with base ten blocks (gr.4 p.296)
Worksheet: solving 3-digit by 1-digit worksheet.

Activity:
Lesson #8 of 20 Review – jeopardy
Outcome(s) Number 6: demonstrate an understanding of multiplication (2- or 3- digit by 1-digit) to solve

problems (grade 4)
worksheet
Learning Activity(s) Review: multiplication jeopardy
- Fast Facts.
- Arrays
- Equal Groupings
- Repeated Addition
- Word Problems.
- Show 3 strategies of how to solve this question
Activity: build a picture 2- and 3- digit multiplication equations.

Smartboard
Jeopardy created with questions.
Activity worksheets printed off.
Lesson #9 of 20 Concept check and work on math game.
Outcome(s) Number 11: demonstrate an understanding of multiplication to 5x5 (grade 3)

Observation.
Learning Activity(s) Concept check.
Work on class game together. Discuss ways to incorporate multiplication into it.
Work on their game; add multiplication part.
Materials and Resources Concept checks printed out

Materials needed for games.
Lesson #10 of 20 Work on math game.
Outcome(s) Number 11: demonstrate an understanding of multiplication to 5x5 (grade 3)

Assessment
Observation of project (math game)
Learning Activity(s) Work on their game; add multiplication part.
Materials and Resources Materials needed for games.
DIVISION
Lesson #11 of 20
Outcome(s) Number 12: demonstrate an understanding of division (grade 3)

Worksheet
Math journal
Learning Activity(s) Introducing division: school scavenger hunt. Students work together to solve answers.
Have each student carry a pencil and worksheet to record their answers. After a few
minutes, they can see if they came up with the same answer – have students share how
they came to the answer.
Have envelopes with clues inside of them:
1. Mrs. Anderson has 54 math books in her classroom. She wants to equally divide
them into groups of 3. How many books with be in each grouping? (answer = 18)
2. Envelope 18 (leads to playground): there are 72 grade 3 and 4 students that play
on the playground each day. To play a huge game of tag, we need to equally split
the students into 6 different groups. How many students are there in each group
on the playground? (answer = 12)
3. Envelope 12 (leads to gym): there are 99 basketballs in the gym room. We need to
equally split the basketball in groups of 9 for each basketball team. How many
basketballs will go to each basketball team/group? (answer = 11)
4. Envelope 11 (leads to parking lot). There are 52 parking spaces in the parking lot
for teachers. If the parking lot has 4 rows, how many parking spaces are in each
row? (answer = 13).
5. Envelope 13 (leads to library). The school has 64 non-fiction books. 8 different
teachers want to share these books equally. How many books will each teacher
have? (answer = 8)
6. Answer 8 is on the board: Mrs. Furlanich made a batch of 20 cookies that she
wants to split equally amongst her 4 friends. If she gives an equal amount to each
friend, how many cookies does each friend get?
Allow students to work on question – have them explain how they answered the
question (some may have used addition) (option: give out cookies as a great job at
the end).
Explain that with division, we make fair shares. Division can be used to find how many
equal groups there are when you know the size of the groups, just like with our scavenger
hunt.
Worksheet – division with equal groupings.

 Use blocks. Find the number of groups. Write a division sentence for each group
(e.g., divide (equally split) 6 blocks into groups of 2)
 Draw a picture and write a number sentence to solve each problem (e.g., each
classroom has 4 desks. How many classrooms are needed to teach 20 children?
 Use blocks (draw blocks) to make equal groups to divide (e.g., 12 / 4).
 Add 2 word problems.
 Rich task: task_9a_0.pdf (corwin.com)
Math journal:
Materials and Resources Worksheet
Whiteboard
Marker
Cards
Lesson #12 of 20 Think multiplication

Number 4: apply the properties of 0 and 1 for multiplication and the property of 1 for division
(grade 4)
Worksheet
Math journal
Learning Activity(s) Relating multiplication and division using groups: activity: counter groups
Instruction: pair students in groups of 2. Each partner selects 2 cards without looking.
Card 1 tells the number of groups of counters
Card 2 tells the number of counters in each group
Take that many counters and put them in a pile. Write a multiplication sentence to show
how many counters you took.
Switch piles with your partner. Find ways to make equal groups with the counters. Write a
division sentence for each way you find.
Share your multiplication and division sentences. What do the students notice?
Repeat.
- Go over one as a class together before splitting into groups.
Classroom discussion: how is multiplication and division related.
Work on think multiplication worksheet.

1) Write a multiplication and division problem for each picture
2) Make up a multiplication and division problem for each set of numbers
3) Include connecting multiplication and division (Multiplication and Division |
Online Resources (corwin.com))
Game: Gain and loss

Start with a chosen amount (e.g., 15).
Flip a card (black = for e.g., divide) (red = multiply). Highest point total at the end wins.
Math journal:
Materials and Resources Worksheet print out.

Counters
cards
Lesson #13 of 20 Division as sharing and repeated subtraction

observation
Learning Activity(s) Activity: division as sharing.
Split students into groups.
Each student has (for e.g., chocolate eggs or golden coins).
1) Each bag has 15 golden coins. How can you share 15 golden coins equally among
3 other students? (now find a way to share equally among 5 players)
2) What would happen if Mrs. Furlanich gave you 5 extra coins. Could you split it
equally among 4 students? Why or why not? Can you split it among 2 other
students?
3) What would happen if Mrs. Furlanich took a few golden coins away, leaving you
with 8 coins. Now, she wants you to give 2 coins each to your friends. How many
friends will get 2 coins before you run out? (what if instead you had 12 coins.
How many friends would get 2 photos/ 4 photos?)
Explanation: division can be used to find how many are in each group when you know the
number of groups.
Explanation: you can use repeated subtraction to find answers, just like we used repeated
addition with multiplication.
Worksheet: Equal sharing

- Equal grouping
- Repeated subtraction.
- task_9c_0.pdf (corwin.com)
game: WAR
The values should be assigned as follows: Ace = 1, King = 12, Queen = 12, and Jack = 11.
Insert the face cards back into the deck, shuffle and then deal the cards evenly and face
down between the players.
On a "Ready, set, go!" count, each player turns over two cards.
Both players can use any of the four visible cards to try to find a fact family with which
they can then place in sequential order to make a division problem. For example, if Player
One revealed a 5 and a 3, and Player Two turned over a King (12) and a 4, either player
could snatch up the 4, 3, and King to create the division sentences: King ÷ 4 = 3 or King ÷
3 = 4.
The winner of the hand is the first player who is able to recognize and lay out a division
problem. Of course, the other player can check the math first!
Each player should take back his unplayed cards and start an "unused" pile. As the game
continues, each player turns up two new cards and the cards in his unused pile. This
provides more opportunity for players to create division problems. If both players can
create a problem using different cards, they both win the hand.
The game is over when there are no more cards left, or the players are unable to make any
more division problems.
- https://www.thoughtco.com/division-card-games-for-kids-2086552
math journal:
Lesson #14 of 20 Division with arrays

Observation
Math journal
Learning Activity(s) Work together question: there are 12 singers. They will sing on stage in equal rows.
How many singers could be in each row. Use arrays to show the possible ways. (e.g., 2
rows of 6, 6 rows of 2, 4 rows of 3, 3 rows of 4, 1 row of 12, 12 rows of 1)
Worksheet: division 1, 2, 5, 10
1) How many groups can I make?
2) task_9d_0.pdf (corwin.com)
3) Draw an array to show this equation…
4) Divide (various questions)
5) Word problems.
6) Show how to answer the problem with: arrays, repeated subtraction, and
groupings.
Last activity on the work sheet: create an array city

Instructions: Using a grid paper, students starts by spinning a wheel (either make or use
via internet – random number generator) students get a number and then create/design an
array on the grid paper. For example, if a student gets the number 24, they create a
division equation and array that could equal 5 – use 2-digit numbers (e.g., 15 / 3 = 5).
Write equation somewhere in the array. Students make a city of array buildings,
skyscrapers and houses.
Game – IF TIME = GO FISH

The Division Go Fish card game is played almost exactly the same way as the
Multiplication Go Fish card game is played. The difference is that instead of creating a
multiplication problem to give a card’s value, players have to come up with a division
problem.
For example, a player who wants to find a match for his 8 could say "Do you have any 16s
divided by 2s?" or "I’m looking for a card that is a 24 divided by 3."
Deal six cards to each player and place the rest of the deck in the middle as a draw pile.
When the first player says his math sentence, the player who is being asked for the card
has to do the division, come up with the correct answer and hand over any matching cards.
If there are no matches, the first player draws a card from the deck.
When a player runs out of cards or the draw pile is gone, the game is over. The winner is
the player with the most matches.
7) https://www.thoughtco.com/division-card-games-for-kids-2086552
Math Journal:
Materials and Resources Worksheets
Cards
Grid paper
Pencils
Colored pencils.
Lesson #15 of 20 1-DIGIT DIVISER AND UP TO 2-DIGIT DIVIDEND
Outcome(s) demonstrate an understanding of division (1-digit divisor and up to 2-digit

dividend) to solve problems (grade 4)
Worksheet
Math journal
Learning Activity(s) Grade 4’s:
Worksheet:
Division 1-digit divisor and up to 2-digit dividend
Grade 3’s:
Division word problem sheet – work in groups (various rich tasks).
Game: DOMULT DICE DIVISION.
8) https://mathforlove.com/2019/11/damult-dice-division/
math journal:
Lesson #16 of 20 1-DIGIT DIVISER AND UP TO 2-DIGIT DIVIDEND
Outcome(s) demonstrate an understanding of division (1-digit divisor and up to 2-digit

dividend) to solve problems (grade 4)
Worksheet
Math journal
Learning Activity(s) Worksheet:
Division 1-digit divisor and up to 2-digit dividend
grade 3’s
Division word problem sheet – work in groups (various rich tasks).
Game: DIVISION JENGA and accompanying worksheet. (or ROLL AND WRITE)
https://www.weareteachers.com/teaching-division-games-activities/
https://www.weareteachers.com/teaching-division-games-activities/
math journal
Lesson #17 of 20 Work on making game.

(grade 4)
observation
Learning Activity(s) Concept check:
Make a game. Students work on creating their game.

Lesson #18 of 20 Work on making game.

(grade 4)
Math journal
Learning Activity(s) Make a game. Students work on creating their game
Math journal entry:

Lesson #19 of 20 Revise and test out game.

(grade 4)
Math journal
Learning Activity(s) Make a game. Students work on creating their game
Math journal entry:
Lesson #20 of 20 Presentation day – share your game.

(grade 4)
Assessment
Project assessment sheet for making a game; rubric.
Learning Activity(s) Share game.
Celebrate.
GAME IDEAS
Card games and board games:
1. War flip two over instead of 1: either subtract or multiply.
2. Match to make 11 (lay out 3 rows. Try to find 2 cards that subtract to (eleven; could change
numbers – have a new number for each round) remove cards and set aside – replace new cards –
go until you run out of cards or cant make anymore matches (could change it up to meet different
outcomes (ace = 100, king = 1300 for bigger numbers). Could change to multiply or divide.
3. Race to 100 flip a card and subtract its value to your running total (begin with a higher number;
could do that same with dividing?) first person to reach closest to 0 without going into negatives
wins).
4. Flip: if its red, divide by ___, if its black, multiply by ____ (could use for trying different
strategies).
5. Go fish: total of 10: make an array (5x4). Students look for numbers that total 10 (subtract, divide, multiply –
write down which is which). Can keep 5 cards in hand and ask “I have a 10, do you have an ace (0) to make a 10?
(subtract)”
6. Gain and loss: start with a chosen amount (e.g., 15). Flip a card (black = for e.g., divide) (red =
multiply). Highest point total at the end wins.
7. Turnover and multiply: students pair up in 2. One person flips two cards from the deck – first to
multiply them wins and takes both cads. Winner has most cards.
8. I Spy cards: lay out cards on the table, then take turns giving blues (I spy two cards that multiply
to 25).
9. Close call: each player deals themselves 4 cards, then determine how to arrange them so they
make two 2-digit numbers that (subtract) as close as possible to (0) without going into negatives.
9) Could add more cards to get into 10,000 and 1,000 digits
10)Could use 2 cards for multiplication.
10. Pick three to make number sentences: flip 3 cards. Use them to form a valid number sentence (8 –
3 = 5) if you can, you keep the cards
11. FAST FACTS PRACTICE: lay down two cards and add, subtract, multiply or divide them.
12. READ MY MIND: groups of 3 – two students draw a card without looking and holds it up to
their forehead. Third student (different rounds – multiplies, subtracts, divides) and gives the
product (answer). Students must figure out what number each is holding.
Dice games:
1. Farkle
2. Yahtzee
3. Over the mountain (1-18 – could change numbers): play roll 3 dice (e.g., 3, 4, 6 – crosses off 1 (4 – 3
= 1) 2 (6 – 4 = 2) and 3 (6 – 3 = 3). Change to meet needs for division, multiplication, and
subtraction.
4. Roll to 99 (multiplication or division):
Challenge the teacher games. s
Game: READ MY MIND: groups of 3 – two students draw a card without looking and holds it up to their forehead. Third student
(different rounds – multiplies, subtracts, divides) and gives the product (answer). Students must figure out what number each is
holding.
Game: Flip and add one or subtract one!

11) Remove the face cards from the deck – flip a card. If its red, subtract one and say that amount out loud (write on a
worksheet & check with your partner). If it’s black, add one (change numbers periodically). Whoever keeps the most
cards (got calculation right) wins.
PERFORMANCE ASSESSMENT TASK AND
EVALUATION TOOL
CREATING A MATH GAME
During the past few weeks, you have been learning how to add, subtract, multip
and divide. It has been hard but rewarding work. You have put in a lot of practic
and a lot of play! As we have been using math to play games, you were asked to
think of how you might use games to teach all operations: adding, subtracting,
multiplying and dividing.
Now, as experts of all operations, your job is to create a game that includes all
operations. You can work in groups of 3. Your group can either:
1) Modify an already existing game

2) Create a new game
You have the freedom to make any type of game. Some examples are:
 Board Games
 Dice Games
 Card Games
As you work cooperatively with others to make the best math game ever, you will need to do the following:
1) Make a blueprint of your game:
Create a drawing and a brief description of your game.
Describe how it includes addition, subtraction, multiplication and division
Make a list of all the materials you will need to create your game
Get the teacher’s approval before creating your game.
2) Create a player’s manual:

Describe how to play the game to players.
Explain to players how the game includes addition, subtraction, multiplication and division.
Provide a list of mental strategies that could help players answer equations.
3) Test your game out.

Make sure that your game includes all the math operations.
Write in your math journal your process.
4) Share your game with others. At the end of our project, we will go to another class to share with others how to play our game.
RUBRIC: CREATING A MATH GAME GRADE 4
level
BEGINNING ACCEPTABLE PROFICIENT MASTERY
criteria
Use of addition
Use of Subtraction
Use of Divison
Use of
Multiplication
Provides Clear
Instruction
Describes multiple
math strategies.
RUBRIC: CREATING A MATH GAME GRADE 3

level
BEGINNING ACCEPTABLE PROFICIENT MASTERY
criteria
Use of addition
Use of Subtraction
Use of Division
Use of
Multiplication
Provides Clear
Instruction
Describes multiple
math strategies.
ASSESSMENT OVEVIEW
Rube Goldberg Project Science Journal
Title Worksheets
Purpose /
Type Formative Summative Formative

 Pre-Assessment / Diagnostic
 Formative
 Summative
Task
 Process
 Competencies Process Product Process
 Growth / Development
 Product
 Performance Task
 Quiz / Test
Modality Write/Do
 Write Do/Write/Say Write (thinking and reflection)
Learning Outcomes 

Do
Say
Observations and Discussions: do and say
Assessor
 Self Teacher Process: self, team (peers) and teacher. Self
 Peer Product: teacher Teacher
 Teacher
Device
 Anchor / Sample / Exemplar
 Anecdotal Notes
Worksheets Rubric Rating Scale Journal Book Entries – questions provided by teacher to reflect upon.
 Checklist / Rating Scale
Discussions and Observation
 Conversation / Q & A
 Heuristic
 Rubric
 Other
Audience Individual.
 Individual Classroom Individual.
Teacher. Teacher.
 Class / School
 Community / Online
Weighting
Groupings of Learner Outcomes Learning Objectives
4-4-1: students will show growth in acquiring and applying curiosity
4-4-3: students will show growth in acquiring and applying

inventiveness and willingness to consider new ideas
4-4-4: students will show growth in acquiring and applying
perseverance in the search for understandings and for solutions to
problems.
4-3-2: explore and investigate: identify the steps followed in
completing the task and in testing the product
4-3-4: explore and investigate: attempt a variety of strategies and
modify procedures, as needed (troubleshoot problems)
4-3-9: reflect and interpret: identify possible improvements to the
product
4-7-1 design and construct new devices and vehicles that move or
have moving parts
4-7-2 use simple forces to power or propel a device
4-7-3 design and construct new devices and vehicles that employ
energy-storing or energy-consuming components that will cause
motion
4-8-4 recognize the need for control in mechanical devices and apply
control mechanisms where necessary
4-8-5 compare two designs, identifying the relative strengths and
weaknesses of each
4-7-6 identify steps to be used in constructing a device or vehicle, and
work cooperatively with other students to construct the device or
vehicle.
4-8-7 design and construct several different models of a device and
evaluate each model, working cooperatively with other students.

ps3 Long Range Planning Math

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

ps3 Long Range Planning Math

Uploaded by

Copyright:

Available Formats

PS3 MATHEMATICS PLAN

Unit One: SUBTRACTION.......................................................................................... #

Unit Two: MULTIPLICATION AND DIVISION...................................................... #

Grade: ¾ Subject: Math Year: 2022 Teacher: Breanne Furlanich

Parent / Teacher Interviews: March 6-7

January February - March

Topic Subtraction Division and Multiplication

Resources Teacher Resource for Mental Math Multiplication Math Sheet:

Assessment Formative: Formative:

Lesson #11 Lesson #12 Lesson #13 Lesson #14

Previous Knowledge Considerations:

UNIT PLANNING ORGANIZER

Date and Unit Duration: January 10th – February 18th 2022

1. Unit Overview – Critical Inquiry Question

2. General Learning Outcomes for Unit

Number: Develop Number Sense

3. Focusing Questions for Unit (Related Questions)

4. Key Concepts for Unit

5. Specific Learning Outcomes for Unit

pre-assessment for addition:

Print out mental math strategies – magnet – add to whiteboards.

Classroom discussion: what is the similarity between addition and subtraction?

Math journal: have students refer to the game.

Materials and Resources Whiteboard.

Have students solve one as a group (pair up in groups of 3 – random draw)

Lesson #4 of 10 Addition and Subtraction problem-solving.

Indigenous games: Throw Stick

Materials and Resources Concept check.

Lesson #6 of 10 Time: 12:40 – 1:40 (1 hour)

Game: Create your own digit equation!

Lesson #7 of 10 Make your own word problems – spinner subtraction

Math journal: task 4a

Lesson #8 of 10 Estimations and differences

Worksheet and word problem: estimating sums and differences

Materials and Resources Printed out worksheet.

Lesson #9 of 10 Concept check.

CONCEPT CHECK OR TEST OR TEACHER INTERVIEWS.

Materials and Resources Concept check

Lesson #10 of 10 Concept check.

Practice creating a game:

Materials and Resources Concept check

Unit/Topic: Multiplication & Division

Date and Unit Duration

1. Unit Overview – Critical Inquiry Question

2. General Learning Outcomes for Unit

Number: Develop Number Sense

3. Focusing Questions for Unit (Related Questions)

4. Key Concepts for Unit

Lesson #1 of 20 Introduction to Multiplication – Repeated addition and Equal Groupings (multiplying by

Activity and worksheet: candy multiplication game.

Lesson #2 of 20 Introducing arrays. (multiplying by 2, 5, and 10).

Outcome(s) Number 11: demonstrate an understanding of multiplication to 5x5

Relate back to previous multiplication:

Game: block out (array capture).

Lesson #3 of 20 Introduction to number lines (multiplying by 2, 4, 8)

Outcome(s) Number 11: demonstrate an understanding of multiplication to 5x5

Show how to answer with a number line.

Game: MULTIPLICATION UNO

Materials and Resources Cards

Lesson #4 of 20 multiplying by 3, 6 and 7

worksheet (includes 3’s, and the 6’s worksheet and 7’s).

Game: SPIRAL MULTIPLICATION

Outcome(s) Number 11: demonstrate an understanding of multiplication to 5X5