Teacher: Shirin Manjra Unit: Multiplication/Division Grade: 4/5

B2. Operations
Overall Expectations: use knowledge of numbers and operations to solve mathematical problems encountered in
What will students learn? everyday life

Specific Expectations:

Grade 4:
B2.1
use the properties of operations, and the relationships between addition, subtraction, multiplication,
and division, to solve problems involving whole numbers, including those requiring more than one
operation, and check calculations
B2.2
recall and demonstrate multiplication facts for 1 × 1 to 10 × 10, and related division facts
B2.5
represent and solve problems involving the multiplication of two- or three-digit whole numbers by
one-digit whole numbers and by 10, 100, and 1000, using appropriate tools, including arrays
B2.6
represent and solve problems involving the division of two- or three-digit whole numbers by one-digit
whole numbers, expressing any remainder as a fraction when appropriate, using appropriate tools,
including arrays
Grade 5:
B2.1
use the properties of operations, and the relationships between operations, to solve problems
involving whole numbers and decimal numbers, including those requiring more than one operation,
and check calculations
B2.2
recall and demonstrate multiplication facts from 0 × 0 to 12 × 12, and related division facts
B2.6
represent and solve problems involving the multiplication of two-digit whole numbers by two-digit
whole numbers using the area model and using algorithms, and make connections between the two
methods
B2.7
represent and solve problems involving the division of three-digit whole numbers by two-digit whole
numbers using the area model and using algorithms, and make connections between the two
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 methods, while expressing any remainder appropriately

By the end of this Unit students will be able to:

LEARNING GOALS Grade 4:
What must students know or be able to do at -can use a strategy to solve a multiplication problem (standard algorithm, box area)
the end of the unit? -can use a strategy to solve a division problem

Grade 5:
-Can use a strategy to solve a multiplication problem (standard algorithm, box area)

SUCCESS CRITERIA
How will I know the students have attained
the learning goals?

-recall and demonstrate multiplication facts of 2, 5, and 10, and related division facts
Links to Prior Knowledge: -represent multiplication of numbers up to 10 × 10 and division up to 100 ÷ 10, using a variety of tools
What must the students know before and drawings, including arrays
beginning this unit?

In regard to formative assessment, there are many opportunities in this lesson for the teacher to ask
Culminating the students questions and discuss key concepts with the entire class, as well as by walking around
Task: and checking in while students are working in groups, partners, or individually. The teacher could
How will students demonstrate their learning have a checklist where they take note if they have heard every student speak at some point during
at the end of the unit? the entire class, and make notes of relevant, descriptive comments when possible.

Finally, students could be asked to reflect on their learning in their math journals or on exit-slips,
describing what they learned during the lesson and any further questions they might have
Assessment  Conference  Observation  Quiz / Test
Groupings:  Whole Class Strategies:  Essay/Report  Peer Assessment  Response Journal
 Small Group  Exhibition/Demonstration  Performance Task  Self Assessment
 Pairs  Interview Portfolio  Learning Log
 Triads  Oral Questions
 Individuals
Recording  Anecdotal Record  Checklist  Rating Scale  Rubric
Devices:

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 Anticipation Guide Fair Test Learning Centres Read Along Think Aloud
Teaching/Learning Brainstorming Field Trip Learning Contract Read Aloud Think/Pair/Share
Strategies Buddy System Guest Learning Log Reader's Theatre Word Sort
Case Study Guided Reading Lecture Reading response Word Wall
Chanting Guided Writing Manipulatives Research
Choral Reading Homework Map Making Response Journal
Classifying Improvisation Model Making Role Playing
Cloze Independent Reading Note Making Shared Reading
Cooperative Learning Independent Study Peer Practice Simulation
Conferencing Inquiry Peer Teaching Sketching
Discussion Interview Problem Solving Story Mapping
Journal writing Puppetry Tableau

Other Strategies:

Students will have the opportunity to work with manipulatives as needed and can use their notebooks
Accommodations: to work out equations.
How can I meet the special needs of the Students can explain their thought process to other students in partner or group discussion and
students? potentially with the whole class.
Students who need more of a challenge could also extend themselves by working with more
advanced numbers.
Students may also take work home to complete.

Resources: CD Rom Database Desktop Publishing Excursion

Fiction Multimedia Non-Fiction Human
Internet Manipulatives Media Word Processing

Additional Resources:

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 LESSONS: What lessons will be taught? What activities / challenges / tasks will students explore?

Expectations:
Lesson 1 We are learning to…

 compare whole numbers up to and including 10,000 in various contexts

 use mental math strategies to multiply whole numbers by 10, 100, and 1000, and explain the strategies used
 represent and solve problems involving the multiplication of two- or three-digit whole numbers by 10, 100 and 1000,
using appropriate tools, including arrays
I am able to…

 solve multiplication problems by showing my thinking and the strategies that I used
 identify and explain patterns that exist when multiplying two- and three-digit numbers by 10, 100, and 1000

Assessment:

Description:
Minds on

Multiplication Review:
Let’s brainstorm: how might we solve the question 13 × 10? What strategies could we use?
In your notebook or using another method, try to use objects, images, numbers, diagrams, or words to show your thinking.
Action

Say: Our number system is full of many patterns that can help us learn how numbers work. Multiplication especially has
many patterns!
In this learning activity, we are going to explore some patterns when multiplying numbers by 10, 100 and 1000 to help us
build our mental math skills!

Multiplying by 10
Ask: Examine the following chart that shows whole numbers multiplied by 10. Can you identify any patterns?
Question Representation Answer

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 4 × 10 = 40

10 × 10 = 100

12 × 10 = 120

25 × 10 = 250

86 × 10 = 860

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 112 × 10 = 1120

Say/Ask: Now let’s examine the same questions but using a place value chart. Is the pattern any easier to identify?

- Do this for every question form above.

What’s The Pattern?

Say: When we multiply whole number by 10, the place value shifts one position to the left. This happens because when we
multiply by 10, we are increasing the value by a factor of 10.

Multiplying by 100
Say: Next, let’s examine what happens when we multiply whole numbers by 100. In a notebook or using another method of
your choice, find the missing values:
5 × 100 = 500
17 × 100 = 1700
43 × 100 = ?
61 × 100 = 6100
123 × 100 = ?
456 × 100 = 45,600

Ask: Explain the strategy you used solve for the missing answers. Do you notice a pattern when the numbers are multiplied
by 100?

Say: When we multiply a whole number by 100, each place value shifts two positions to the left.

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 Use the place value chart to show example (17x100)

Multiplying by 1000
Choose 4 different two- or three-digit numbers and using a strategy of your choice, multiply them by 1000. Compare the
answers. What do you notice? Is there a pattern?
Consider using a place value table, like the one modelled in the multiplying by 10 and multiplying by 100 sections, to help
you compare your answers and identify any patterns.

Practice
Independently or with a partner if able, take turns making up two- or three-digit numbers. You can decide by rolling a die,
pulling cards, or using paper numbers from 1 to 9.
If you choose an odd number (1, 3, 5, 7, 9), make up a 3-digit number. If you choose an even number (2, 4, 6, 8), make up a
2-digit number.
Once you have your number:

 multiply it by 10 and record the answer

 multiply it by 100 and record the answer
 multiply it by 1,000 and record the answer
Practice this a few times until you feel comfortable multiplying 2-or 3-digit numbers by 10, 100, and 1,000.

Consolidation

Did you know? Rabbits can have several litters of babies each year? This is because rabbits have a short gestation period of
about 25 to 28 days.
Consider the following scenarios. Record your thinking in a notebook or using another method of your choice. Be sure to
record a math sentence for each question. Represent your calculations using an array or another method of your choice.

1. If 10 rabbits each give birth to 12 babies, how many babies are born in total?
2. If 100 rabbits each give birth to 11 babies, how many babies are born in total?
3. If 1000 rabbits each give birth to 14 babies, how many babies are born in total?

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 Expectations:
Lesson 2 Grade 4
We are learning to…

 solve two-digit by one-digit multiplication problems using a variety of tools and strategies.

I able to…

 solve a multiplication problem using more than one of these strategies:

-  Repeated Addition/Skip Counting Example:

15x3=15+15+15=45

 Array/Area Model Example:

15 x 3

 Standard Algorithm Example:

15
x3
45

Grade 5:
We are learning to …

 solve 2-digit by 2-digit multiplication problems using the area model and algorithms.

I am able to…

 solve 2-digit by 2-digit multiplication problems:

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 -Area model
-standard Algorithm

Minds On:

What’s the answer? How do you know?

2x4=
4x4=
6x4=

Minds on teacher-annotation of possible student responses:

2 x 4 = 4 + 4 = 8 (repeated addition)
This could also be demonstrated on a number line to show skip counting.

4 x 4 is equal to 4 groups of 4 This could also be shown using an array.

6 x 4 = 2 x 4 + 4 x 4 = 24 (partial products) This could also be shown using an array.

Repeated addition, array, and partial products are strategies that will help students solve the during problem.

Action:

Grade 4: During the biggest snowstorm of the year, 15 cm of snow fell in the city in one day. The city usually gets three times
as much snow as this during the entire winter. How much snow does the city usually get during the entire winter? Show your
work and explain your thinking.

Grade 5: 24 students in the Grade 5 class each pledge to raise $25 for the Terry Fox Walk. The class will receive an extra
recess if they reach $1 000. If every student meets their goal, will the Grade 5 class get an extra recess? Show your work
and explain your thinking.

Repeated Addition/Skip Counting

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 In repeated addition, or in skip counting, students may represent three groups of 45 and add them together with regrouping.
This may be represented with concrete materials, drawings, number lines or addition algorithms. Make connections between
the addition sentences and the multiplication sentence and the idea that multiplication is combining groups of the same
quantity. This could be annotated on an open number line to demonstrate skip counting (an early strategy for multiplication).

Array

Using an array, students represent the 3 groups of 15 as an array (3 rows of 15). To find out how many are in total, students
might then count, add, or use multiples. One strategy to highlight is if students break 15 into 10 and 5, and multiply each one
by 3 as a more efficient way to find the total. This connects to the next strategy, partial products and ultimately the standard
algorithm.

This is an area model if students represent the array in a rectangular grid. They are then finding the area of the 15 x 3
rectangle.

Partial Products

In partial products, instead of adding groups of 15, students will use friendly numbers to multiply (e.g., 2, 5, 10) and then add
the products. This can be demonstrated using an open array, which is different from an array because it doesn’t need to be
to scale.

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 The steps of this strategy can be repeated with any numbers, leading to students’ understanding of standard algorithms. This
leads to the next strategy, the standard algorithm.

Alternate and Standard Algorithm

In the alternate and standard algorithms, students are also multiplying each part (e.g., ones and tens) by the other number
and then adding the partial products. The alternate algorithm clearly shows how each product is derived and connected to
partial products. In the standard algorithm the notation is shorter and more efficient.

It is important to make connections between the steps in the standard algorithm and the numbers in partial products and
array/area model. Making these connections explicit will help students understand and remember the process of the
standard algorithm and the conceptual understanding behind it.

Consolidation:

Grade 4: Reggie saves $18 each month from his allowance. How much money will Reggie have after 5 months if he saves
the same amount each month? Solve using two strategies from the highlights and summary.

(Answer: 5 x 18 = $90)

Grade 5: The Grade 5 class really wants to earn the extra recess. If the 24 students each pledge to raise $45 instead, will
they reach $1 000? Solve using two strategies from the highlights and summary.

(Answer: 24 x 45 = 1 080, yes they will reach their $1 000 goal).

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 Expectations:
Lesson 3
We are learning to solve three-digit by one-digit multiplication problems using a variety of tools and strategies.

We can solve a multiplication problem using a variety of tools and strategies:

 Repeated Addition
 Open Area Model
 Standard Algorithm

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 Minds On:

What’s the answer? How do you know?

2 x 17 =
4 x 17 =
6 x 17 =

Minds on teacher annotation of possible student responses:

2 x 17 = 17 + 17 = 34
(repeated addition)

4 x 17 = 2 x 2 x 17 = 2 x 34 = 68
(doubling)
6 x 17 = 2 x 17 + 4 x 17 = 34 + 68 = 102 (partial products)
or array, alternate algorithm, standard algorithm

Action

Grade 4:
During recess Layla runs around the school field six times. If the distance around the school field is 275 metres, how far has
she run in total? Show your work and explain your thinking.

Grade 5:
Yvonne makes $15 babysitting her little sister after school once a week. How much money will she make in one year? Show
your work and explain your thinking. (Note: 1 year is 52 weeks)

Consolidation

These strategies are very similar to the ones presented in the previous lesson on 2-digit by 1-digit multiplication. This will
allow students to practice and solidify their understanding of these strategies while also applying them to this more complex
3-digit by 1-digit problem.

Description:

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 Expectations:
Lesson 4
Grade 4: we are learning to solve 3 digits by 1 digit multiplication problems using the area model and algorithms.
Grade 5: We are learning to solve 2-digit by 2-digit multiplication problems using the area model and algorithms.

Assessment:

Description:

Expectations:
Lesson 5
We are learning to see relationships between multiplication and division.
We are learning to divide whole numbers by 10

Assessment:

Description:

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 Day 2 Tuesday, April 11, 2023

Entry
8:30-8:45

Homeroom
8:45-9:05

Language – send Chelsea and Ariya to Ms Burton

Discuss with students the elements of a story (setting, characters, problem, events, solution).
Read the book, Ruby has a worry, to them one time through. Then, read it again, stopping to
1 collect the necessary information. Ask them to take out their story maps and apply what they
9:05 – 9:45 learned to their plans. Try to discourage them from changing their stories to match the one we
read. (Maira and Zekiah are ready to start writing their stories, though Zekiah may want to add
more boxes.)
French – Go to Ms Thomson’s class to cover her planning time. Take the students out to play
2 (weather permitting)
9:45 – 10:25

Gym (PT)
3
10:25 – 11:05

Nutrition Break 1
11:05 – 11:45
Math – send Kyla and Monica to Mrs Kang
Students are to start their unit on Multiplication. Teach students different strategies to complete
4 multiplication questions. Use examples such as Arrays, standard algorithm, number line,
11:45 – 12:25 grouping. P

5
12:25 – 1:05

Nutrition Break 2 Duty: 11:05-11:25 – Field #3 and basketball court

1:05 – 1:45

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 Science – Ms Sandhu’s Grade 4s to join
Discuss “Cause and Consequence” using the poster and reviewing the picture of the hockey
6 player. Ask students to give responses to fill in the cause and consequence of the player scoring
1:45 – 2:25
the goal. Then, read the article together. Have students highlight important facts. Then, using the
cause and consequence sheet, find the events to match the information. If there is time at the end,
they can play Blooket, or a game of your choosing.
7
2:25 – 3:05

Dismissal
3:05-3:15

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 Day 3 Tuesday, April 11, 2023

Entry
8:30-8:45

Homeroom
8:45-9:05

Language – send Chelsea and Ariya to Ms Burton

1 Students will continue to work on their story’s from yesterday. They will be adding to their story
maps. Once they are done their maps, they may start writing their stories.
9:05 – 9:45

French (PT)
2
9:45 – 10:25

Music (PT)
3
10:25 – 11:05

Nutrition Break 1
11:05 – 11:45
Math –
Students are continuing to learn their multiplication strategies. They will be completing the
4 worksheet provided, making sure they are all completed. Ariya and Kyla will require counters.
11:45 – 12:25
Music- Go to Ms Thomson’s class to cover her planning time. Take the students out to play
5 (weather permitting)
12:25 – 1:05
Nutrition Break 2 Duty: 11:05-11:25 – Field #3 and basketball court
1:05 – 1:45
Art
Students are learning about water and their relationship to water. They have started using
6 watercolors to find different techniques. Some students have started their sketches for their final
1:45 – 2:25
project and are ready to paint. Encourage others to finish their final sketch/outline.

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 7
2:25 – 3:05

Dismissal
3:05-3:15

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