Wilson EDUC 353 Name: Giana Dente Target Grade Level: Grade 3 Factor Problems UbD Lesson Plan

Template Stage 1: Desired Results Date: November 3, 2013 Curriculum Topic: Solving Unknown

Established Goals: 3.OA.B6. Understand properties of multiplication and the relationship between multiplication and division. Understand division as an unknown factor problem. For example, find 32/8 by finding the number that makes 32 when multiplied by 8.

Understandings: Students will understand... That applying equal groupings of objects will be beneficial when discovering what the unknown factor is in a problem How to label each integer in a number sentence by understanding the definitions of each (factor, divisor, etc.) The properties of multiplication and how to apply these properties when finding the relationship between multiplication and division The inverse relationship between multiplication and division That there are many strategies and ways of solving an unknown factor problem How to explain, interpret, and apply their findings of the problem to deeper understand the meaning through cooperative learning, visual strategies, and independent work

Essential Question(s): How can you use multiplication or division to find how many equal groups and numbers are in a group? What strategies can you use to answer an unknown factor problem? How can multiplication properties help find the unknown factor? What is the best way to represent an unknown factor? What number is needed to make number sentences

true? How are the four basic operations similar to each other? How can you use manipulatives and objects of visual aids to interpret an unknown factor in a number sentence? Does multiplying a number by zero have the same effect as adding 0 to a number? Explain. What do you notice about the product of a number 1? What do you notice about the product of a number 0?

Students will know. Students will be able to Factor- numbers being multiplied in a multiplication Recall how to use problem the multiplication properties Multiples- the result when multiplying a number by an (commutative, integer (3x4=12, 12 is the multiple) associative, Divisor- the number you divide by (12/3=4, 3 is the multiplicative divisor) identity, and Product- the answer when two or more numbers are distributive) in order multiplied to solve for the The relationship between multiplication and division unknown factor in a The properties of multiplication (Commutative, problem Associative, Multiplicative Identity, and Distributive Relate a visual property) interpretation of Commutative- when two numbers are multiplied together objects in order to the product stays the same regardless of what order the equally group an numbers are placed in unknown factor

Associative- when three or more numbers are multiplied the product stays the same, the grouping of the factors does not matter Multiplicative Identity- The product of any number and one is that number (7*1=7) Distributive- the sum of two numbers multiplied by a third number is then equal to the sum of each added number times the third number (4(6+3)= 4*6+4*3) Fact families- a group of numbers that are related to each other and those numbers can be combined to create a number of equations such as the relationship of multiplication and division

problem to compare the inverse relationship between multiplication and division Explain how to identify the relationship between multiplication and division when solving an unknown factor problem Identify the multiplication properties that are used when solving a problem. Explain, interpret, and apply their knowledge of fact families.

Stage 2: Assessment Evidence

Performance Tasks: Other Evidence: The goal of this lesson is for students to be able to Focusing on the 6 explain how to apply the multiplication properties in a facets of number sentence in order to solve for an unknown factor. understanding in Therefore, students will be given an entrance slip to see Understanding By what the students can recall about the definitions of the Design by Bloom, multiplication properties (Commutative, Associative, the teacher will Multiplicative Identity, and Distributive). The entrance formatively assess slip given below will take five minutes at most for students on three of students to match which example each property is. these facets (application, When the entrance slips are collected the teacher will interpretation, and then have a brief discussion going over multiplication

and division. In order to find the unknown factor the students must multiply a number to the answer in order to see the relationship between the operations or in inverse of the operation being used. Next there will be a PowerPoint, which will model multiple ways that a number can be put together by making equal groups and using multiplication properties to find an unknown factor. The numbers are color coordinated so the students can visually see how the number can be used in different ways when using different operations. Towards the end the colors will all be one color and the students will be able to actively participate in explaining how to put numbers together in order to solve for the unknown factor. For example, 48__=4 the students will have prior knowledge of the multiplication table and is able to solve the problem. Students may ask themselves, What times 4 is 48, it is important for the students to be thinking critically when solving these problems. After modeling what the students will be doing the students will be given a picture of a house with numbers inside of each window (given below in resources). The roof will represent the house as a total of the quotient or product. There will be blanks where the students must fill in the answer. When the students complete their answers they will participate in an activity with their classmates. The activity is called Scoot for the Unknown Numbers. Each student will be given task cards on their desks. The task cards will have a problem that must be independently worked on and completed. Every desk will have a different task card. Therefore, if there are 25 students in the class then there must be 25 task cards taped to each students desk. The students have five minutes or less to write or draw responses and then the teacher uses a few minutes to sort the indexes. Sorting the indexes into levels of understanding becomes faster and easier for the teachers as they gain more experience (Cox 11). The problems will be given below. The objective is for each student to find the unknown factor by using multiple strategies that were

explanation) to notice if the students truly grasp a deeper meaning of ways that they can determine the unknown factor in a problem. This will be done by the observation of students work when independently working on the worksheet, checking answers with a partner, and then actively participating in Scoot for an Unknown Number.

taught in the PowerPoint. Then the students must fill in their answers on the recording sheet and every time the teacher presses the timer and says, Scoot, the students move onto the next desk. When all of the students have been to every desk their record sheet should be filled with the correct answer to each, or blank if it was not understood. Task cards, are a great tool when using formative assessment, because the teacher will be assessing every student by observation. If the student has a blank box on their record sheet then the teacher will know what to refocus the lesson on. Finally, the students will be given independent work, which will be done for homework. The students will have to complete a factor family chart and bring it into class the next day, where the teacher will check if every student completed it (given below in resources). The teacher will also make anecdotal notes to see what students struggled during this assignment. The students can then share their work with peers next to them by comparing answers.

Stage 3: Learning Plan

Learning Activities: W= Prior to this lesson the students have knowledge of the basic steps of multiplication and division. The students will be focusing on how to interpret, apply, and explain how the multiplication properties can scaffold their new knowledge of finding unknown factors and the relationship between the two operations. Students must be able to explain how each of them found their answer in order for them to truly grasp how to find an unknown factor in a number sentence. This concept will be the foundation for other math lessons throughout the year. The students will become confident with the inverse and relationship of division and multiplication by being given different ways of seeing the relationship through grouping objects, and engaging in an activity.

H= The teacher will provide an explanation of the material by introducing the topic through a PowerPoint presentation and model what the relationship between multiplication and division is using visuals such as objects (given below). The PowerPoint will explain how by using the Commutative property of multiplication when changing the numbers around in a number sentence does not affect the answer because the answer will always be the same. It also focuses on the other multiplication properties and how both are used when finding answers to number sentences. This will allow students to visualize what is being done when the inverse of each operation is used and how the both are related. After the PowerPoint the teacher will have the students work on a worksheet. The worksheet is of a house where the students will fill in the fact families. There will be blanks provided in the spaces that need to be completed. The roof will indicate the divisor or product and then the following answers will be answered by using evidence from the previous PowerPoint on using the inverse operation to find the unknown factor. When the worksheet is complete the students will actively engage in a group activity with the whole class. The activity Scoot for the Unknown Number, will be played. Every student desk will have a task card representing a different problem that needs to be solved. The completion of the game is when all of the students record sheets are filled in. The teacher can use formative assessment to observe what students need extra time on certain areas. Formative assessment gives feedback to teachers and students in ways that influence instruction (Cox 10). E= There will be an abundant amount of ways for the students to solve unknown factor problems. There will be an introduction of prior knowledge of basic multiplication, division, and the multiplication properties. This will allow the students to refer back to their previous lesson in order to apply it to their new objectives. Then the students will be equipped with a PowerPoint where the students can visually see how to solve for an unknown factor as well as know the relationship between multiplication and division. The house worksheet will benefit the students who work well independently. The teacher will be walking around to guide the students in the right direction. The PowerPoint will also be up with the definitions and examples for

students to refer back to when independently working on the worksheet. Next the Scoot game will cater to the students who need to walk around desk to desk and actively works on problems instead of sitting at a desk and solve problems, this will give the bodily kinesthetic learners and ADHD learners structure that is needed in order to focus. The goal is for the students to be thinking about how they are finding the answer by using strategies that they will have to apply when completing their homework. R= There will be ample amount of time for the class to rethink and revise their work. The teacher will be asking essential questions during the worksheet activity that students will be independently working on. The teacher will stop the class every five minutes and ask an essential question to give the students a chance to change their answer if they feel it may be incorrect. Due to its informal and quick questioning it is fine for students to make a mistake and learn from them. All of the students can learn from each others mistakes when answering the questions on the worksheet and that the teacher asks (questions listed above). This will give students an opportunity to gain a new perspective on ways to solve unknown factor problems, and be more aware of common mistakes when solving these problems and learning from their peers. E= Students receive feedback by collaboratively working with their peers when playing the Scoot game. There will be time before the teacher and the students go over the correct answers for students to engage in conversations with their peers about what their answers were and why. As this is going on the teacher will be taking anecdotal notes. These notes will be descriptive and detailed on how the students are communicating with others about their answers. Anecdotal notes are a great tool for teachers to use when informally assessing students. Teachers must observe childrens actions, behaviors, and interactions and listen carefully as they talk (Copley 24). The teacher will also be helping students and monitoring their work as each of them are independently working on the fact family house worksheet. This is where the teacher will be asking students to communicate with each other in pairs on what the unknown factors are. As the pairs are working the teacher will be asking questions for the students to grasp the deeper meaning of what the relation

between multiplication and division are. The students homework will be handed in the next day with revisions from peers as well as the teacher. Attached to the students homework will be a sheet of paper that allows the students to identify what strategies they used, how they interpret those strategies (using definitions), and how to explain ways that they came up with their answers. The students must explain to a pair how they received their final answer by creating equal groupings of objects and making visuals or using examples to help heir peers understand the relationship of multiplication and division. It is important to provide an assortment of manipulatives for students to use to show, explain, and provide their thinking (Cox 12). By explaining in Math is the only true way to grasp the steps in solving the problem. The teacher will finally review the students homework for revisions and positive feedback. T= This lesson is differentiated in ways for all students to understand the material and grasp a deeper meaning. Students who are of different learning and language abilities will respond well to the visual aids presented on the PowerPoint. Then for the students who struggle with math and have trouble concentrating will work best working with a pair on the worksheet as well as receiving help from the teacher walking around and asking essential questions on the topic. These students will also benefit from the Scoot for Unknown Numbers game because it will give them the chance to let their jitters out and find the correct answer by communicating with classmates. The worksheets are differentiated to accommodate to the different types of learners in the classroom. The worksheets are a bit challenging but students must be able to explain and show how each answer was found. This will allow the students who are above grade level to think meta cognitively and deeper their understanding on the topic. The students who are below grade level will work best when being formatively assessed when working with pairs on their answers for the Scoot game. Lastly, the students who are on grade level will have the ability to challenge themselves by explaining different strategies that they used on the independent work, or to follow along with the PowerPoint if they feel that they are falling behind. The teacher will have flexible groupings in the classroom to enrich all of the students learning. While working on the Scoot activity and house worksheet the

students will know which groups they are seated with. The groups change depending upon the evidence found through daily formative assessments and ongoing learning needs/ strengths (Cox-7). The homogenous groups will be based on the independent instruction where students who are ready to work on the content will do so. The other group will be the heterogeneous group of students who would like to work in pairs or groups on the rug or at their desks to learn from each other. This group will combine all of their diverse learning styles to deepen their understanding of the topic, as well as learn from each other. O= The lesson is organized in a sequential order where the students can infer from the previous activity how to continue onto the next one. First, the teacher will open up with a class discussion on what was previously taught. This will happen right after the entrance slips are collected. The discussion will focus on definitions, strategies, prior knowledge of basic multiplication and division, and then how inverse operations can be used in everyday life. Next, the teacher will focus the students attention to the PowerPoint where the teacher will model the ways that the students can solve unknown factor problems. After the teacher models the lesson, the students will be given the fact family worksheet. This worksheet will be given to students who will work with a partner. As the students are working on the worksheet the teacher will be asking essential questions to further the students thinking on the topic. The teacher will constantly be asking the students, Explain to me how you knew that this was the answer? The last in class activity will be a game that the students will participate in. Scoot for Unknown Numbers, will interest the students in the topic. The incentive is for students to complete their record sheet with all of the answers. The teacher will be timing each problem and then for the final problem the teacher will have the students go back to their designated desks and review their answers. The students with the complete record sheet will win the game of Scoot and be able to help the other students who missed some problems. Finally, the teacher will hand out another fact family worksheet (given below), which is different from the one done in class. This one is to be completed at home and attached is a paper that tells the students to apply, explain, and identify how

they find their answers to each problem. By explaining their answers in Math will benefit the students in truly understanding the material. Upon completion of the homework assignment, peer revisions the next day of the homework will take place, as the teacher will be able to summative assess which students need more help by giving a pop quiz. Based on how many students need to touch upon this lesson, the teacher will provide all students with a packet for students to complete at the end of every week. Constant practice with mathematics strategies will only benefit the students. Included are Math games for division and multiplication where the students can find the unknown factors. Students can work on this during lunch on the computer if they need extra practice, or at home on their own. Resources

Itemized Attachments: http://www.fun4thebrain.com/division.html

Worksheets: http://www.superteacherworksheets.com/graphics1920x1 080/1920-mult-factfamilies.jpg http://www.superteacherworksheets.com/graphics1920x1 080/math-multi-factfamilystreet.jpg Citations: Taylor-Cox, Jennifer. Differentiating in Number & Operations and the Other Math Content Standards, PreK-grade 2: A Guide for Ongoing Assessment, Grouping Students, Targeting Instruction, Adjusting Levels of Cognitive Demand. Portsmouth, NH: Heinemann, 2008. Print. Taylor-Cox, Jennifer. "Differentiating Mathematics Instruction So EVERYONE Learns." Glencoe Math. STEM, n.d. Web. Nov.-Dec. 2013. <https://www.mheonline.com/glencoemath/pdf/diffentiat ing_math.pdf>.

Entrance Slips Match the following properties to the correct number sentence. A. Commutative Property (3 x 4) x 2 = 3x (4 x 2) B. Associative Property 7x1=7 C. Multiplicative Identity Property 4 (6+3) = 4 x 6 + 4 x 3 D. Distributive Property 3 x 2 = 6, 2 x 3 = 6

Entrance Slips Match the following properties to the correct number sentence. A. Commutative Property (3 x 4) x 2 = 3x (4 x 2) B. Associative Property 7x1=7 C. Multiplicative Identity Property 4 (6+3) = 4 x 6 + 4 x 3 D. Distributive Property 3 x 2 = 6, 2 x 3 = 6

Task Cards for Scoot for the Unknown Number

9 x ___ = 63

__ x 5= 25

7 x __ = 21

49= __ x 7

24= 3 x ___

___ x 7 =28

Task Cards for Scoot for the Unknown Number

28/ ___= 4

49/___= 7

40/____= 4

21/____=3

8/____= 4

63/____= 7

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** Attached with SuperTeacher worksheet given in Resource section** Name: ______________________ Date: _______________________ Directions: After the completion of the worksheet lists what strategies you used, how you applied those strategies, interpretation of how you solved the problem, and an explanation. You may use pictures of objects, definitions, or any other strategies that led you to the answer. Application-

Interpretation-

Explanation-