Unit

 2:  Multiplication  and  Division  

Week  1  

Monday   Tuesday   Wednesday   Thursday   Friday  

Unit  pre-­‐test   Introduction  to  the  unit   LO:  SWBAT  use  place   LO:  SWBAT  multiply   LO:  SWBAT  multiply  
value  connections  to   using  concrete  and   using  the  distributive  
Survey   Vocabulary  introduction   multiply  tens,  hundreds,   pictorial  models.   property,  expanded  form,  
and  thousands.   partial  products,  and  
    mental  math  
   
ET/Quiz:   ET/Quiz:   ET/Quiz  

Niles  has  10  boxes  that   At  a  soccer  tournament,   Geonna  makes  $1,942  
each  contain  16  cans.  How   there  were  6  games  being   each  month.  How  much  
many  cans  does  Niles   played  at  noon.    If  there   money  does  Geonna  make  
have?   were  15  kids  on  each   in  6  months?  
team,  how  many  kids  
Answer:  160  cans   were  in  the  tournament  at   Answer:  $11,652  
noon?  
Isis  makes  $100  each    
week  from  babysitting.  If   Answer:  90  kids  
she  babysits  for  23  weeks,    
how  much  money  will  she    
 
earn?    
   
Answer:  $2,300    
Misconceptions:  
Misconceptions:   Misconceptions:  
There  are  several  
Students  tend  to  treat   Using  incorrect  strategy  to   opportunities  to  make  
“round”  and  “estimate”  as   solve,  i.e.  addition.   mistakes  when  
synonyms.    
computing.  Reinforce  the  
 
  importance  of  math  facts.  
 

 
 Week  2  

LO:  SWBAT  multiply  using  the   LO:  SWBAT  use  problem    LO:  SWBAT  multiply  3-­‐ LO:  SWBAT  use  strategies   LO:  SWBAT  investigate  
distributive  property,  expanded   solving  strategies  to  solve   digit  and  4-­‐digit  numbers   to  multiply  by  tens.   and  use  area  models  and  
form,  partial  products,  and   multi-­‐step  multiplication   with  regrouping.   partial  products.  
mental  math.   word  problems.    
   
     
   
ET/Quiz:   ET/Quiz:   ET/Quiz:   ET/Quiz:  
ET/Quiz:  
A  restaurant  owner      
bought  5  tables  that  each   Carter  spends  $856  per  
month  on  rent.  How  much   The  model  below    
seat  2  people  and  5  tables  
does  Carter  spend  on  rent   represents  130.  Write  an  
 that  each  seat  4  people.   equation  to  represent  the   Theo  is  serving  tacos  to  
How  many  people  can  fit   in  five  months?  
array.   his  guests  for  a  big  party.  
  at  the  tables  he  bought?  
Answer:  $4,280   There  are  12  taco  shells  in  
  Answer:  30  people   each  box.  If  he  has  58  
  boxes  of  taco  shells,  how  
    many  shells  does  he  have?  
 
    Answer:  696  taco  shells  
 
     
 
       
 
 
    Answer:  13  x  10  =  130    
   
   
  or  10  x  13  =  130  
     
     
 
     
Misconceptions:   Misconceptions:   Misconceptions:  
Misconceptions:  
Misconceptions:  
Review  place  value  to  ensure   Students  not  understand   Utilize  place  value  blocks  
Students  have  difficulty  
students  are  correctly   Errors  with  regrouping   to  solidify  concept.  
what  the  problem  is   recognizing  the  difference  
representing  each  number   and  the  role  place  value  
asking  of  them  and   between  the  tens  and  
correctly  in  the  equation.   plays  in  multiplication    
solving  to  arrive  to  an   ones  place  and  don’t  
answer  that  does  not     represent  it  as  such  when  
answer  the  question   computing.  
 

 
 Week  3  

LO:  SWBAT  investigate  and  use   LO:  SWBAT  multiply   LO:  SWBAT  multiply   LO:  SWBAT  investigate   Tri-­‐Weekly  Assessment  
area  models  and  partial   using  regrouping  and   using  regrouping  and   and  interpret  remainders.  
products.   problem-­‐solving   problem-­‐solving    
strategies.   strategies.    
 
     
 
     
 
ET/Quiz:   ET/Quiz:   ET/Quiz:   ET/Quiz:  

       

   

Penny  is  preparing  for  a   Mr.  Bartlett  needs  to  

5k  race.  She  jogged  for  48   figure  out  how  many  
 
buses   he  needs  to  take  
minutes  every  Saturday  
for  23  weeks.  How  many   107  fourth  graders  on  a  
 
minutes  did  she  jog  in  all?   field  trip.    If  30  students  
  can  fit  on  a  bus,  how  many  
Answer:  1,104  minutes   buses  does  he  need?  
   
    Answer:  4  buses  
 
 
Misconceptions:   Misconceptions:  
Misconceptions:   Misconceptions:  
Students  often  confuse  the   Misunderstanding  what  
Students  can  have  difficulty   Students  often  confuse  the  
strategies  and  do  not  use   the  questions  are  asking  
adjusting  to  the  idea  that  there   strategies  and  do  not  use  
one  consistently  or   students  to  solve  for.  
are  several  partial  products   one  consistently  or  
correctly.   Make  sure  strategies  to  
within  the  area  model.  Use   correctly.  
break  down  the  question  
colors  to  break  apart  the  area    
  are  being  utilized.  
model  and  label  each  partial  
product  with  its  two  factors.    
   

 
 Week  4  

LO:  SWBAT  investigate  and   LO:  SWBAT  represent   Flex  Day   LO:  SWBAT  represent   LO:  SWBAT  use  strategies  
interpret  remainders.   quotients  using  arrays,   quotients  using  arrays,   and  algorithms  to  divide.  
area  models,  and     area  models,  and  
  equations.   equations.    
 
       

ET/Quiz:   ET/Quiz:   ET/Quiz:   ET/Quiz:  

    Write  two  possible    

division  equations  that  
Isaac  wanted  to  evenly    
match  the  model  below.  
divide  marbles  between  
Stephanie’s  class  used  
himself  and  3  friends.  If  he  
192  cookies  to  model  the  
had  802  marbles,  about  
moon  phases.  If  each  
how  many  would  each  of  
student  used  8  cookies,  
them  get?  
how  many  students  are  in  
Answer:  About  200   Stephanie’s  class?  
marbles  
Answer:  24  students  
     
  Answer:  132  ÷  12  =  11  
 
 
  Or  132  ÷  11  =  12    
 
     
   
 
Misconceptions:   Misconceptions:  
Misconceptions:   Misconceptions:  
A  strong  foundation  in   Many  students  have  
Students  make  errors  in   A  strong  foundation  in  
fact  families  will  help   difficulty  maintaining  
computations.  Reiterate  the   fact  families  will  help  
students  connect  why  an   place  value  while  dividing  
importance  of  checking  work   students  connect  why  an  
array,  which  they   and  often  get  confused.  
using  the  inverse  operation,   array,  which  they  
associate  with   Utilize  graph  paper  to  
multiplication.   associate  with  
multiplication,  can  also  be   keep  students  organized.  
multiplication,  can  also  be   used  for  division.  
used  for  division.    
 
 
 
 Week  5  

LO:  SWBAT  use  strategies  and   LO:  SWBAT  use  strategies   LO:  SWBAT  represent   LO:  SWBAT  represent   LO:  SWBAT  represent  
algorithms  to  divide.   and  algorithms  to  divide.   multi-­‐step  problems  using   multi-­‐step  problems  using   multi-­‐step  problems  
strip  diagrams  and   strip  diagrams  and   using  strip  diagrams  and  
    equations.   equations.   equations.  

         
 
ET/Quiz:   ET/Quiz:   ET/Quiz:   ET/Quiz:  
ET/Quiz:  
    Ripley  has  30  bottles  of   Write  an  equation  to  
Write  an  equation  to  
Demarcus  drank  476  fluid   **   determine  how  to  find  x  in   paint  that  each  have  2   solve  the  following  
the  strip  diagram  below.   ounces  of  paint  in  them.   problem.  Represent  the  
ounces  of  water  last  week.  
  He  also  has  6  tubes  of   number  of  leftover  slices  
What  is  the  average  amount  of  
paint  with  4  ounces  of   with  s.  Charlie  bought  8  
water  in  fluid  ounces  that  he  
  paint  in  each.  Write  an   pizzas  for  his  party.  Each  
drank  each  day?  
equation  to  show  how  to   pizza  had  8  slices.  13  
   
Answer:  68  fluid  ounces   find  the  total  number  of   people  ate  4  slices  each.  
  ounces  of  paint  he  has  in   How  many  slices  were  
Answer:  25  ÷  5  =  x  
    all.  Use  p  to  represent  the   leftover?  
    total  number  of  ounces  of  
    paint.Answer:(2  x  30)+(6   Answer:  12  slices  
     
x  4)  =  p  
    (8  x  8)  –  (13  x  4)  =  s  
      Misconceptions:  
Misconceptions:   Misconceptions:  
Misconceptions:   Misconceptions:  
Students  incorrectly  put  
Students  incorrectly  put   Students  incorrectly  put  
Many  students  have  difficulty   Many  students  have   the  numbers  into  the  
the  numbers  into  the   the  numbers  into  the  
maintaining  place  value  while   difficulty  maintaining   diagram,  for  example  
diagram,  for  example  
dividing.  Use  graph  paper.   place  value  while  dividing.   diagram,  for  example   confusing  a  part  for  a  
confusing  a  part  for  a   confusing  a  part  for  a  
Use  graph  paper   whole.  Students  needs  to  
whole.  Students  needs  to   whole.  Students  needs  to  
associate  numbers  and  
associate  numbers  and   associate  numbers  and  
their  relationship  with  
their  relationship  with   their  relationship  with  
each  other  to  the  diagram,  
each  other  to  the  diagram,   each  other  to  the  diagram,  
for  example,  the  smaller  
for  example,  the  smaller   for  example,  the  smaller  
number  is  the  smaller  box.  
number  is  the  smaller  box.   number  is  the  smaller  
The  larger  number  
The  larger  number   box.  The  larger  number  
absorbs  or  represents  all  
absorbs  or  represents  all   absorbs  or  represents  all  
of  the  smaller  boxes.  
of  the  smaller  boxes.   of  the  smaller  boxes.  
 
 
   Week  6  

LO:  SWBAT  represent   LO:  SWBAT  generate  a   Flex  Day   Flex  Day   Unit  Test  
problems  using  an  input-­‐ number  pattern  that  
output  table.   follows  a  given  rule.       Survey  

           

     

ET/Quiz:   ET/Quiz:    

     

What  is  the  rule  for   Last  weekend,  Alexa    

determining  y  in  the  table   earned  $9  an  hour  for  
 
below?   babysitting.  Make  an  
input-­‐output  table,  then    
write  an  expression  to  
show  how  much  money    
Alexa  earned  in  6  hours.  

Answer:  Alexa  earned  $54  

because  6  x  9  =  54.  Input-­‐
 
output  tables  may  vary.  
Answer:  The  rule  is  to  
 
multiply  the  input  by  5  to  
determine  the  output.    
  Misconceptions:  
Misconceptions:  
Students  do  not  know  how  
Students  may  accidentally   to  multiply.    
examine  how  the  y-­‐values  are  
increasing  down  the  output   Students  do  not  know  how  
column,  rather  than  how  the   to  divide.  
x-­‐values  are  being  
manipulated  into  the  y-­‐values    
across  rows,  when  trying  to  
 
determine  the  rule.