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Established Goals
Michigan State Standards for Mathematics:
3.OA.1 Interpret products of whole
numbers, e.g., interpret 5 x 7 as the total
number of objects in 5 groups of 7 objects
each. For example, describe a context in
which a total number of objects can be
expressed as 5 x 7.
3.OA.2 Interpret whole-number quotients
of whole numbers, e.g., 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.4 Determine the unknown whole
Transfer
Students will be able to independently use their learning to
Use their math skills in their everyday lives.
Identify several strategies of how to multiply and divide
Generate a multiplication problem through an array.
Describe how multiplication and division are related (fact families).
(What kinds of long-term independent accomplishments are desired?)
Meaning
UNDERSTANDINGS
ESSENTIAL QUESTIONS
Students will understand that
Students will keep considering
Multiplication and division are both in each others
How can I visually represent the multiplication problem?
fact families.
What is the fact family for this equation?
Creating an array can help them visualize the
Am I doing equal grouping or equal sharing?
multiplication problem.
Equal grouping and equal sharing are different and
they will understand the difference.
(What thought-provoking questions will foster inquiry, meaning Multiplication equations can be turned-around like
making and transfer?)
addition equations can.
Multiplication and division are related.
(What specically do you want students to understand?
What inferences should they make?)
Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum
Evaluative Criteria
In Lesson 1: Answering the PowerPoint
problems verbally. The fist 4.
In Lesson 2: Multiplication quiz. Use iPads
to take pictures of arrays around the school.
Fist 4.
In Lesson 3: Partner worksheet about equal
sharing and equal grouping. Fist 4. Creating
their own word problem to share with a
partner.
In Lesson 4: Multiplication quiz. Answers to
PowerPoint questions. Fist 4. Answers to
Forest Hills Foods Shopping List
worksheet.
In Lesson 5: Answers to PowerPoint
questions. Fist 4. Math Journal pages.
(What criteria will be used in each assessment to
evaluate attainment of the desired results?)
(Regardless of the format of the assessment,
what qualities are most important?)
Stage 2- Evidence
Students will show their learning by
PERFORMANCE TASK(S):
Students will take a pre-assessment test about the material they will learn in this unit.
Students will participate in PowerPoints by answering questions from the PowerPoint.
Students will take a couple basic multiplication fact quizzes.
Students will use iPads to take pictures of arrays around the school.
Students will work together to do a worksheet about equal sharing and equal grouping.
Students will work in their groups to do a worksheet about a shopping trip to Forest Hills Foods.
Students will take a test on their updated knowledge about multiplication and division.
(How will students demonstrate their understanding- meaning-making and transfer- through complex performance?)
OTHER EVIDENCE:
(What other evidence will you collect to determine whether Stage 1 goals were achieved?
Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum
Student success at transfer, meaning, and acquisition depends upon their participation in
these learning events
Lesson 1:
Making a multiplication table.
The PowerPoint.
Card game.
Defining multiplication
I can statements.
Fist 4.
Lesson 2:
Taking pictures of arrays with the iPads.
The PowerPoint.
Defining array.
I can statements.
Fist 4.
Lesson 3:
Using counters to show problems.
The PowerPoint.
Write their own story problem.
Defining array.
I can statements.
Fist 4.
Lesson 4:
Multiplication quiz.
The PowerPoint.
Forest Hills Foods shopping activity.
I can statements.
Fist 4.
Lesson 5:
Multiplication quiz.
Defining division.
The PowerPoint.
I can statements.
Fist 4.
Progress Monitoring
(How will you monitor students progress
toward acquisition, meaning, and transfer
during lesson events?)
Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum
(Have you included multiple means of representation, multiple means of action and
expression, and multiple means of engagement?)
(Are all three types of goals (acquisition, meaning, and transfer) addressed in the learning
plan?)
(Does the learning plan reflect principles of learning and best practices?)
(Is there tight alignment with Stages 1 and 2?)
Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum