Katie Hugus

Comprehensive Unit Format Evidence 3

Introduction
This unit plan includes ten lesson plans, seven whole group (60 minutes) and three small group (20 minutes), over
a course of eight days of instruction for a 3rd grade Math unit, with Language Arts components integrated. A
diagnostic assessment was given the day before instruction began and a summative assessment given the day
after instruction completed. In total, this unit plan covered ten days of 3 rd grade Math (eight instructional days,
two assessment days: diagnostic and summative).
Rationale:
(1a.2) (3c.1) (3c.2) (4a.1)
Key Issues:
There were several issues that influenced the design of this unit. The 3 rd grade math class that this unit was taught
in had changed the week before the unit of instruction began. For the majority of the semester the class had been
split into two blocks: boys and girls. Instruction was oriented towards teaching the separate gender blocks and the
students had established a comfortable confidence in working in class. These blocks were changed into ability
blocks the first week of unit instruction. The block of students that this unit was taught was based largely on
literacy ability. The blocks were split up into the various reading groups that had been implemented in the
Language Arts class. These students were the two middle reading groups. In terms of mathematical ability, the
students were varied on the middle-lower end of mathematical understanding. The student diversity also played a
role in the creation of this unit. There are several students who have behavioral issues and learning disabilities,
which influenced how the class worked together as a team. Time had to be spent focusing on getting students
used to working with each other in this new group and finding the most effective partner groupings.
Unifying Concept (Big Idea):
The selection of the unifying concept of this unit was a fairly complicated process. After meeting with my
cooperating teacher to determine the focus of my unit, she had given me a wide variety of topics she wanted me
to teach that could not be cohesively taught in a unit. While going through all of the material she wanted to be
taught in the unit, I honed in beginning to construct a bridge between multiplication and division. A majority of
the instructional time was spent introducing division and teaching strategies students could use to begin solving
division word problems. I wanted the unit to help provide students with resources to solve word problems and
division problems with increasing confidence and fluency. Overall, this unit was ten days of my cooperating
teachers larger unit of instruction on multiplication and division.
Reasons for Selecting Specific Content:
While creating the lessons for my unit, I had to focus on the types of learners and specific students I had in my
classroom and how I was going to engage them in the content, which I knew would be challenging. To get them
more involved in their understanding of the larger understanding of the unit, I tried to provide a variety of
methods and strategies students could use to solve division problems. Throughout the unit, I asked students to
reflect on which strategies the preferred and which ones they needed more explanation of. I used this to tailor my
instruction using the strategies the needed more help with. I tried to differentiate in ways that helped my
students understand the bigger concept. Using read a-louds, games and movement activities, I was able to
provide students with different approaches to division. Students were able to share their learning with several
different partners, which helped them begin to come together as a cohesive class. There were also opportunities
for students to self-assess their own learning and what they needed more instruction on.
Integrated Content:
The content in this unit was related to Language Arts. The main standard that was integrated into this unit related
to students effectively communicating with others and share their understanding in a variety of ways. A main
focus of this unit was establishing an understanding of multiplication and division, which was necessary to be
communicated with each other. Students had to effectively communicate with the different partners they worked
with throughout the week. Frequently, lessons were ended with a whole class conversation about the overall
concept and the students developing understanding.
Global Awareness:
The content of this unit enhances global awareness through the various examples that were used in the word
problems. All of the situations that I selected for the word problems were culturally relevant examples that
students could relate to. Students were also able to create their own word problems that featured situations of
their choosing. They shared their creations with each other, reflecting on the situations other students in their
class may relate to as well. This unit allowed the diverse learners in the class to engage in communication with

Katie Hugus
Comprehensive Unit Format Evidence 3
each other and experience each others learning styles. Students communicated with each other about the
different strategies they used to solve problems. This allowed them to experience working with others who learn
differently and prefer different strategies.
Integration of Technology:
Technology was integrated into this unit through using an application called EDUCREATION to create word
problems and visualize their solution and explanation. Students really enjoyed working with technology to create
their own multiplication or division word problems and show their working through a new, innovative way.
Students recorded a verbal explanation of how they solved their problems and were able to share them with the
other students in their class. I also used the document camera almost every day to show visuals and student work.
Students loved showing their work on the document camera for their classmates to see.
Standards
(3a.1)
Math Common Core Standards
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 568.
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.
3.OA.7: Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and
division (e.g., knowing that 8 5 = 40, one knows 40 5 = 8) or properties of operations. By the end of Grade 3, know
from memory all products of two one-digit numbers.
3.MD.7 C: Relate area to the operations of multiplication and addition. Use tiling to show in a concrete case that the
area of a rectangle with whole-number side lengths a and b + c is the sum of a b and a c. Use area models to
represent the distributive property in mathematical reasoning.
ELA Common Core Standard:
SL.CC.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grade 3 topics and texts, building on others ideas and expressing their own clearly.
a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and
other information known about the topic to explore ideas under discussion.
b. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care,
speaking one at a time about the topics and texts under discussion).
c. Ask questions to check understanding of information presented, stay on topic, and link their comments to the
remarks of others.
d. Explain their own ideas and understanding in light of the discussion.
Information and Technology Standards:
3.TT.1.3 Use technology tools to present data and information (multimedia, audio and visual recording, online
collaboration tools, etc.).
Title
Introduction to Division and Division Strategies
Essential Understanding (big idea of unit)
(3c.2) (3d.1)
The essential understanding that this unit investigated was understanding the properties of division and beginning to
look into the relationship between multiplication and division. Through the ten lessons that I planned, my students
were able to uncover the difference between multiplication and division word problems. They were also able to
explore several different division strategies that could help them solve various types of division problems. Students
were able to work with and identify different methods to solve division problems that worked for them. During the

Katie Hugus
Comprehensive Unit Format Evidence 3
small group lessons, students were able to look closely at both multiplication and division word problems to
determine what makes them different. Students created their own word problems with their new knowledge about
the components needed to create an effective word problem. Throughout the entire unit, students engaged in
activities with partners and explored a variety of strategies to solve division problems. There were several points
throughout the unit where I gave students the ability to reflect on the strategies they wanted to use and which ones
they felt confident with using. Several students strategy preferences even changed over course of the unit. While
working with various partners and teams over the course of the unit, students were able to develop their speaking
and listening skills while recognizing that different methods work for different individuals. Students were working
towards developing a greater conceptual understanding of multiplication and division, while working on increasing
their procedural fluency. This relates to the overall big idea that students were acquiring different skills and strategies
they could use to help build their understanding of the relationship between multiplication and division.
The 21st century content that is associated with this unit includes: Critical Thinking and Problem Solving, how can I use
different strategies to solve division word problems, Leadership and Responsibility, how can I work effectively with
my partners and classmates.
Knowledge (content) (3c.1) (3d.1)
Key Facts:
Definition of: factor, product, dividend, divisor, quotient, division
Concepts:
How to use division Strategies: equal shares drawing, pictures and area, repeated subtraction
How to fluently solve rote multiplication and division problems
How to find the related multiplication fact from a division problem
Bodies of Knowledge:
How to identify important information in a word problem and solve
How to successfully ideas communicate with classmates
Skills (3d.1)
Remember
Students will be able to identify the components of word problems that are needed to solve.
Students will be able to identify the different ways that rote division problems can we written.
Students will be able to recall multiplication strategies that help them solve problems.
Understand
Students will be able to predict solutions to given word problems.
Students will be able to predict the most efficient division strategy to use when solving a problem.
Students will be able to develop skills to solve rote multiplication and division problems.
Apply
Students will be able to determine what their preferred division strategy is and describe why.
Students will be able to use various division strategies to solve problems.
Students will be able to determine if sample work and a solution are correct and solve correctly.
Students will be able to brainstorm solutions, using division strategies, to a given problem.
Analyze
Students will be able to deconstruct multiplication and division word problems into the most significant
components.
Students will be able to distinguish between multiplication and division problems.
Students will be able to integrate communication and listening skills while working with partners and
communicating with the class.
Students will be able to deconstruct large rectangles into smaller rectangles to find the total area.
Students will be able to label the different numbers in a division and multiplication equation.
Evaluate
Students will be able to check if their partner is successfully completing practice work.
Students will be able to reflect on their conceptual understanding of multiplication and division.
Students will be able to justify why they used a particular strategy to solve a division problem.
Create

Katie Hugus
Comprehensive Unit Format Evidence 3

Students will be able to create word problems using the EDUCREATION application to show a visual solution
and a verbal explanation.
Students will be able to plan and design a successful work problem using given numbers.
Students will generate related multiplication problems based on a given division equation.
Dispositions
Collaboration: Students given multiple opportunities to work with various partners and small groups
throughout the unit, reflecting on their ability to work with others to solve problems.
Respect: Students need to be encouraging of their classmates and help each other be successful; be positive
about all learning experiences.
Perseverance: Students need to work through difficult problems or partnerships that may not be their most
preferred.
Lesson Plan Objectives
(4c.1) (4d.1) (4e.1) (4f.1) (5c.1)
Lesson 1:
Learning Outcomes:
Students will know how to share equally, using division. Students will be able to share a quantity equally
I Can Statement: I can think of division as sharing equally.
Lesson 2:
Learning Outcomes:
Students will know division can be solved using a variety of strategies. Students will be able to solve division problems
using equal sharing, repeated subtraction and circles and stars.
I Can Statement: I can solve division problems using equal sharing, repeated subtraction and circles and stars.
Lesson 3:
Learning Outcomes:
Students will know that division and multiplication problems can be solved using a variety of strategies. Students will
be able to solve multiplication and division problems using various strategies.
I Can Statement: I can solve multiplication and division word problems using a variety of strategies.
Lesson 4/5:
Learning Outcomes:
Students will know how to use the distributive property to find the area of a rectangle. Students will be able to break
apart rectangles into two smaller areas and multiply to find the area of the whole.
I Can Statement: I can use the distributive property to find the area of a rectangle.
Lesson 6:
Learning Outcomes:
Students will know what strategy is the most successful to use when solving division word problems. Students will be
able to solve division word problems using equal shares drawings, repeated subtraction and pictures.
I Can Statement: I can look for structure in division word problems to determine what strategy; equal shares drawing,
repeated subtraction, or pictures, is the most effective to use when finding my solution.
Lesson 7:
Learning Outcomes:
Students will know how to solve division word problems using equal shares drawings, repeated subtraction and
pictures. Students will be able to identify the related multiplication equation for division word problems.

Katie Hugus
Comprehensive Unit Format Evidence 3
I Can Statement: I can identify the related multiplication equation based on a given division word problem.
Lesson 8 (Small Group 1):
Learning Outcomes:
Students will know the difference between division and multiplication word problems. Students will be able to
identify division vs. multiplication word problems and solve.
I Can Statement: I can identify division and multiplication word problems and solve.
Lesson 9 (Small Group 2):
Learning Outcomes:
Students will know how multiplication and division word problems can be created. Students will be able to create
their own multiplication and division word problems.
I Can Statement: I can create division and multiplication word problems by using visuals and manipulatives.
Lesson 10 (Small Group 3):
Learning Outcomes:
Students will know how to create their own multiplication and division word problems. Students will be able to use
Educreation to explain how to solve their word problems.
I Can Statement: I can use Educreation to explain the solution to my word problem.
Attach all lesson plans (with handouts/hard copied lesson materials)
Differentiation:

(2b.3) (2d.1) (4a.2) (4b.1)

During this unit the only specific accommodation that I provided for my students was a read a-loud during the diagnostic and
summative implementation. Three students were read the questions and directions for each question during the assessments. I
incorporated Multiple Entry Points and Universal Design for Learning differentiation in each lesson. Three small group lessons
were lessons were taught throughout this unit. Each group of students during the small group time was taught a differentiated
version of the same lesson based on their learning styles. The groups were based on ability, which allowed the small group lessons
to be differentiated accordingly. This allowed me to meet the various needs of my students and engage all of the types of learners
into my unit.

Universal Design for Learning, Accessing Multiple Entry Points

o Visual: Use of application to show word problem, manipulatives shown on the document camera, inserts into
journals to remember concepts
o Kinesthetic: Moving to talk with partners, using manipulatives to show conceptual understanding
o Auditory: Verbal explanation of solution and review of concept, turn and talk with partners
o Musical: Call and repeat, clap moves to get attention
o Linguistic: Whole and small group instruction, read a-loud, emphasis on partner work
o Spatial: Scoot game allowed students to move around the room while completing division problems.
o Global Awareness: Working with relatable, real-life examples in word problems
Outline of differentiation in each lesson:
Lesson 1:
o Universal Design for Learning
o I will provide the students with several models of the concept and how their work should be completed.
o Students will be able to demonstrate their knowledge using both written and manipulative forms.
o Multiple Entry Points
o Visual: The visual learners will be able to see the same problem in written and visual form.
o Intrapersonal: The intrapersonal learners will be able to work with a partner to talk through their ideas
and reflect on their partners thinking.
o Diverse Learners:
o The literature that is being used is culturally responsive by including various cultures and an example
that students can relate to. The manipulatives being used are also culturally appropriate.

Katie Hugus
Comprehensive Unit Format Evidence 3
o

Partners will be strategically selected before the lesson begins to reduce behavior issues and increase
efficiency while working together. Partners will also be strategically placed around the room to reduce
distraction from the people around them. Students who finish the worksheet early will be asked to
create word problems with the equations on the sheet.

Lesson 2:
o Differentiate:
o Students will be asked to extend their answers into multiplication problems if they finish early. They will
be able to write, draw and explain for their daily practice.
o Universal Design for Learning
o I will provide the students with several models of the concept and how their work should be completed.
o Students will be able to demonstrate their knowledge using both written and manipulative forms.
o Multiple Entry Points
o Visual: The visual learners will be able to see the same problem in written and visual form.
o Intrapersonal: The intrapersonal learners will be able to work with a group to talk through their ideas
and reflect on their groups thinking.
Lesson 3:
o Universal Design for Learning
o I will provide the students with several models of the concept and how their work should be completed.
o Students will be able to demonstrate their knowledge using both written and manipulative forms.
o Multiple Entry Points
o Visual: The visual learners will be able to see the same problem in written and visual form.
o Diverse Learners:
o The word problems are culturally appropriate.
o Students will be asked to use different strategies to solve the division problems if they finish early. They
will be able to write, draw and explain for their daily practice.
Lesson 4/5:
o Differentiate:
o Students will be asked to break apart the factors and write the different ways that they can be
answered. Students who are struggling will be able to follow along on the board to see how the activity
can be completed.
o Universal Design for Learning
o Students will be able to demonstrate their knowledge using both written and manipulative form using
the cubes.
o Students will be able to work with partners to determine how they can find area using multiplication.
o Multiple Entry Points
o Visual: The visual learners will be able to make the connection between the hand flower and the
distributive property.
o Intrapersonal: The intrapersonal learners will be able to work with a partner to communicate their
understanding of the distributive property.
Lesson 6:
o Universal Design for Learning
o I will provide the students with an outline of the strategies to include into their Thoughtful Logs.
o Students will be able to demonstrate their knowledge using both written, manipulative and various
strategic forms.
o Multiple Entry Points
o Visual: The visual learners will be able to see the same problem in written and visual form.
o Intrapersonal: The intrapersonal learners will be able to talk about their thinking to a partner and they
will be able to work on their division problems with a partner.
Lesson 7:
o Universal Design for Learning
o I will provide the students with a model for how to complete the worksheet. Students who are
struggling will be in a small group with me.
o Students will be able to demonstrate their knowledge using both written, manipulative and various
strategic forms.

Katie Hugus
Comprehensive Unit Format Evidence 3
o

Multiple Entry Points

o Visual: The visual learners will be able to see the same problem in written and visual form.
o Intrapersonal: The intrapersonal learners will be able to talk about their thinking to a partner and they
will be able to work on their division problems with a partner. They will be able to talk it out in a small
group with me.
Lesson 8 (Small Group 1):
o Universal Design for Learning
o I will provide the students with models of the concept and how their work should be completed.
o Students will be able to demonstrate their knowledge using both written and manipulative forms.
o Multiple Entry Points
o Visual: The visual learners will be able to see the same problem in written and visual form.
o Intrapersonal: The intrapersonal learners will be able to work with a group to talk through their ideas
and reflect on their groups thinking.
Lesson 9 (Small Group 2):
o Universal Design for Learning
o I will provide the students with models of the concept and how their work should be completed.
o Students will be able to demonstrate their knowledge using both written and manipulative forms.
o Multiple Entry Points
o Visual: The visual learners will be able to see the same problem in written and visual form.
o Intrapersonal: The intrapersonal learners will be able to work with a group to talk through their ideas
and reflect on their groups thinking.
o Diverse Learners:
o The problems are culturally appropriate for the students. They will be able to create their own problem
that is culturally relevant.
Lesson 10 (Small Group 3):
o Universal Design for Learning
o I will provide the students with models of the concept and how their work should be completed.
o Students will be able to demonstrate their knowledge using both written and manipulative forms.
o Multiple Entry Points
o Visual: The visual learners will be able to see the same problem in written and visual form.
o Intrapersonal: The intrapersonal learners will be able to work with a group to talk through their ideas
and reflect on their groups thinking.
o Diverse Learners:
o The problems are culturally appropriate for the students. They will be able to create their own problem
that is culturally relevant.
Assessment:
Formative assessments of lesson plan objectives are included on Form 1.
Diagnostic and Summative assessment unit data is included on Form 2.