Setting up the scenario:

Ohio Department of Education, Grade 3 Model Curriculum for Mathematics

Domain: Operations and Algebraic Thinking
Cluster : Represent and solve problems involving multiplication and division.
Standards:
1. Interpret products of whole numbers, e.g., interpret 5 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 7.
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. 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.
4. Determine the unknown whole number in a multiplication or division equation relating three
whole numbers. For example, determine the unknown number that makes the equation true
in each of the equations 8 ? = 48, 5 = 3, 6 6 = ?.
Student with IEP for Math; goal and sample objective from IEP listed below:
Goal: Taking into consideration the Ohio Department of Education Standards for Mathematics
(listed above), the student will display mastery of the Operations and Algebraic Thinking domain
for grade 3. We will consider the student to have mastered this domain upon successful
completion of each of the following objectives.
Objective 1: When given a multiplication or division problem with whole numbers, the student
will be able to interpret products and quotients as the total number of objects in groups. For
example, for the multiplication problem 4 x 3, the student will be able to interpret this as the total
number of objects in 4 groups of 3 objects each.
This particular student is having considerable difficulty interpreting multiplication and division
problems accurately (see Standards 1 and 2). Through working with the student, we have
noticed that he is better able to interpret these problems correctly when they are read to him
first. It also helps for him to have visual representation to guide the explanation of the problem.
As a result, an interactive learning module has been designed that the student can use both in
school and at home. The module provides the student with guided lessons that read the
material to him, accompanied by visual representations of multiplication and division problems.
Student learning is assessed within the module.