UNIT PLAN. Grade Level: 5 Unit #: 3 Multiplication and Division Computations Time: 5 lessons, 6 days
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1 UNIT PLAN Grade Level: 5 Unit #: 3 Unit Name Multiplication and Division Computations Time: 5 lessons, 6 days Big Idea/Theme: processes of multiplication and division are used to solve problems. Culminating Assessment: Students will design and perform a song, skit, or poem which includes the following: Identification of divisor, dividend, and quotient. Appropriate use of inverse operations. Correct steps for division. Students will complete student checklist labeled, Dramatic Division Demos. Materials: Dramatic Division Demos Checklist (attached) Dramatic Division Demos Rubric (attached) Unit Understanding(s) Students will understand that There is a relationship between the divisor, dividend, and quotient. A variety of strategies can be used to solve division problems. Connections between new mathematical ideas and related concepts that have been previously taught can be generated. Unit Essential Question(s): Why can t the remainder be more than your divisor? What does it mean to divide? How are division and subtraction related? How does changing the divisor affect the quotient? What are the steps to division? What elements make up a division problem? How can an operation(s) to solve a word problem be identified? How can I apply multiplication properties to solve problems?
2 Students will know / Students will be able to Identify key words to look for in a word problem to determine if multiplication or division is used. Recall multiplication and division facts with ease. Label the parts of a division problem. Apply steps to solve a long division problem. Check for correct answers using inverse operations. Use estimation to check for reasonable answers. Recall basic division facts. Estimate and determine the reasonableness of the quotient. Connect experiences with concrete models to symbolic representations (numbers only). Gain computational fluency. Recall and understand the meaning of dividend, divisor, and quotient. Explain and use the relationship between dividend and the numerator of a fraction and the divisor and denominator of a fraction. Standard Vocabulary Algorithm Dividend Divisibility rules Divisor Inverse relationship Quotient Relationship Remainder MOOTB Vocabulary Analyze Estimate Factor Pattern Product Represent South Carolina Academic Standards: Apply an algorithm to divide whole numbers fluently Understand the relationship among the divisor, dividend, and quotient Analyze information to solve increasingly more sophisticated problems Construct arguments that lead to conclusions about general mathematical properties and relationships Explain and justify answers based on mathematical properties, structures, and relationships Use correct, clear, and complete oral and written mathematical language to pose questions, communicate ideas, and extend problem situations Generalize connections between new mathematical ideas and related concepts and subjects that have been previously considered Use flexibility in mathematical representations Recognize the limitations of various forms of mathematical representations.
3 Interim Assessment (formative) Exit Slips Graphic Organizers Individual and Group Activities and Work Journals Quizzes Section Tests ActiVotes White boards Checklists Rubrics Movement-Stand up if, sit down if, etc. Key Criteria (to meet the standard/rubric)
4 Comments Presentation Number Sense Process Knowledge Dramatic Division Demo Rubric King/Queen Actor/Actress Understudy Stage Crew - I know the parts of a division problem. -I can identify the dividend, divisor, and quotient. - I use the steps for solving division problems, and can explain why I solve it correctly. -I recognize that operations are connected, and use the inverse operation to check my answer. - I know the parts of a division problem. - I know the parts of a division problem, but sometimes I make careless mistakes. - I use the steps for solving division problems, but sometimes my explanations aren t thorough. I also may have careless mistakes. -I recognize that I can check my answer, but I am not sure of why operations are connected. - I am confused by the parts of a division problem. - Sometimes I mislabel the parts of a division problem. - I skip steps for solving division problems, and I can t explain how I get my answer. -I don t always use the inverse operation to check my answer. - I do not know the parts of a division problem. - I mix up the dividend, divisor, and quotient. - I do not know the steps of a division problem, and can t explain how to solve these problems. -I don t use the inverse operation to check my answer. -My presentation is well thought out, organized, and creative. It is evident that I practiced before I performed. -Others can learn from my -My presentation is thought out, organized, and creative. However, my presentation shows that more preparation was needed. -Others may learn from my -My presentation needs more thought, organization, and creativity. I could have been more prepared for my -Others probably didn t learn from my -My presentation is not well thought out, organized, or creative. It is evident that I am not prepared. -Others may be confused by my
5 Materials MOOTB Values and Variables Lessons A and Dramatic Division Demos Checklist (attached) Dramatic Division Demos Rubric (attached) To access the Gap Lessons for this unit, go under the O drive: *District 2 Lesson Plans for Math *5 th Grade Math *Unit 3 Multiplication and Division Computations Intro. To Division Gap Lesson Interpreting Remainders Gap Lesson Divisibility Rules Gap Lesson Distributive Property Gap Lesson
6 Dramatic Division Demos Checklist Parts of division problem are properly labeled as divisor, dividend, and quotient. Steps for solving division problems are explained and demonstrated while solving a problem. Inverse operation steps are explained and demonstrated to justify your answer. My project is well thought out, organized, and shows creativity.
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