UbD Template 2.0 (Adapted by R.

Rose 2022)

Stage 1 - Desired Results

UNIVERSAL THEME / GENERALIZATION

ESTABLISHED GOALS / STANDARDS Transfer

By the end of this lesson my
students will have mastered the
ability to find the size of equal
groups using counters to model
division problems.
By the end of this lesson my
students will have mastered the
ability to find the number of equal
groups using counters to model
division problems.
By the end of this lesson my
students will have mastered the
ability to use a number line to model
division problems.
By the end of this lesson my
students will have mastered the
ability to use repeated subtraction to
relate subtraction to division.
Students will be able to independently use their learning to…
Students will be able to independently use their learning to divide equal groups. This will benefit them
in their daily lives by knowing how to divide equal parts of a whole as well as making equal groups from
a whole.
Meaning
UNDERSTANDINGS ESSENTIAL QUESTIONS
A model can be used to express a How can a mathematical equation be
mathematical equation. expressed as a model?
How can items be separated into different
Items can be separated into different equal
equal groups?
groups.
How can you model a division question to
Models can be used to show equal groups. model equal groups?

3.OA.2 Interpret whole-number Equality can be seen.

quotients of whole numbers, e.g., How can you see equality?
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.OA.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.1
Acquisition
Students will know…
Students will know how division relates to
multiplication.
Students will know how to model division with
counters, a bar model or repeated
subtraction.
Students will be skilled at…
Students will be skilled at using models to
explain sharing division.
Students will be skilled at using models to
explain measuring division.
Students will be skilled at modeling division
using equal groups and a bar model.
Students will be skilled at showing the
understanding of using repeated subtraction
and a number line to relate to division.

Stage 2 - Evidence
Evaluative Criteria Assessment Evidence

PERFORMANCE ASSESSMENT (Summative / GRASPS)

Performance Assessment: A company is supplying you with 50 cards. The CEO wants to
know how many cards would be in each deck if you had 2 bags, 5 bags, or 10 bags. Model
each bag to propose each option to the company. Create a model and show the company all
three deck options and then pick your favorite.

G: For the students to model the deck options for the CEO of the company and tell the
company CEO which deck option they prefer as a consumer.
R: The students' role is a consumer test group.
A: The audience is the company CEO.
S: The company CEO wants to know how to package their new cards and they need to know
which deck option will sell the best.
P: The product is the multiple card decks.
OTHER ASSESSMENT EVIDENCE (Formative/Ongoing)

Informal Assessment: check the students workbooks after they complete independent work,
use white board to check understanding

Informal Assessment: Exit Tickets

Stage 3 - Learning Plan

Summary of Key Learning Events and Instruction
Sequence of Lessons

Strategies for Division

Lesson 1 Problem Solving - Model Division
Lesson 2 Size of Equal Groups
Lesson 3 Number of Equal Groups
Lesson 4 Model with Bar Models
Lesson 5 Algebra - Relate Subtraction and Division
Lesson 6 Investigate - Model with Arrays
Lesson 7 Algebra - Relate Multiplication to Division