Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen

(2002) Steppingstones to Curriculum

Catherine Dean
Unit Plan Overview

Unit: Introduction to Division
Stage 1- Desired Results
Connections to Context:
Common Core Standards
CCSS.MATH.CONTENT.3.OA.A.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.
CCSS.MATH.CONTENT.3.OA.A.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.1
CCSS.MATH.CONTENT.3.OA.A.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 = ?
CCSS.MATH.CONTENT.3.OA.C.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
Transfer
Students will be able to independently use their learning to
Apply their knowledge of multiplication concepts to understand the 3 ways to understand division


(What kinds of long-term independent accomplishments are desired?)
Meaning
UNDERSTANDINGS
Students will understand that
There are multiple ways to understand and solve
division problems
Division is a way of grouping objects into equal
shares
Division is a repeated subtraction problem
Division as the opposite of multiplication
Division and multiplication facts create fact
family triangles
Multiplication facts can be used to solve division
problems



(What specically do you want students to understand?
What inferences should they make?)
ESSENTIAL QUESTIONS
Students will keep considering
Which methods of division can I use to answer the
equation?
Which method of division works best for me?
How can I model this division problem?
What are the connections between division and
multiplication?



(What thought-provoking questions will foster inquiry, meaning-
making and transfer?)

Acquisition of Knowledge, Skill and Values/Commitments/Dispositions
Cognitive Objectives
Students should be able to use
multiple methods to divide
Student should understand the
meaning behind division
Students should be able to
complete math fact tables
including fact families



(What facts and basic concepts should
students know and be
Physical Development Objectives
Complete division problems



(What discrete skills and processes
should students be able to use?)
Socio-emotional Objectives
Understanding the order and
connections in math facts and
how they are seen in life



(What values and commitments and
attitudes should students acquire or
wrestle with?)

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum
two one-digit numbers.
CCSS.MATH.CONTENT.3.OA.B.5 Apply
properties of operations as strategies
to multiply and divide.2 Examples: If 6
4 = 24 is known, then 4 6 = 24 is
also known. (Commutative property of
multiplication.) 3 5 2 can be found
by 3 5 = 15, then 15 2 = 30, or by 5
2 = 10, then 3 10 = 30. (Associative
property of multiplication.) Knowing
that 8 5 = 40 and 8 2 = 16, one can
find 8 7 as 8 (5 + 2) = (8 5) + (8
2) = 40 + 16 = 56. (Distributive
property.)
CCSS.MATH.CONTENT.3.OA.B.6 Understand
division as an unknown-factor
problem. For example, find 32 8 by
finding the number that makes 32
when multiplied by 8.
-Also prepares them for 4
th
grade standards


(How does this fit with students experiences, the
school goals, and the larger societal issues?)

Established Goals
-Allows students to see real-life examples of
division
-Students see the connections between
division and multiplication
- Have access to each of the worksheets
-Be able to model division in three methods
-Answer simple division problems using the
three different methods
-Have an understanding of the concept of
division



(What content standards and program- or mission-
related goal(s) will the unit address?
What habits of mind and cross-disciplinary goal(s)-
for example 21
st
century skills, core competencies-
will this unit address?
able to recall?)

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum
Include source and identifying number)
Stage 2- Evidence
Evaluative Criteria Students will show their learning by

Students will be monitored throughout the
unit, will assess themselves and turn in a
summative worksheet at the end of the unit.

(What criteria will be used in each assessment to
evaluate attainment of the desired results?)
PERFORMANCE TASK(S):
Completing each section of the activities, including modeling, writing math sentences, and solving the division
problem.
Explain activities in small and large group settings


(How will students demonstrate their understanding- meaning-making and transfer- through complex performance?)
(Regardless of the format of the assessment, what
qualities are most important?)
Students becoming comfortable with the
operation of division, and being able to
solve division problems using the method
of their choice.
OTHER EVIDENCE:
A worksheet that has them describe and complete division problems using manipulatives and modeling

(What other evidence will you collect to determine whether Stage 1 goals were achieved?


Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum
Stage 3- Learning Plan

Pre-assessment- due ____X____
Based on the students previous performance in a short introduction to division, informal assessment will be used during the first few introductions and activities of
division. Students already know multiplication facts, which is all that is necessary for division facts.

(What pre-assessments will you use to check students prior knowledge, skill levels, and potential misconceptions?)
(Toward which goal does each
learning event build?)

Acquisition
Large group examples
Small group work
Individual work

Meaning
Small group work

Transfer
Large group examples
Small group work
Individual work


**See Stage 1

Learning Events

Student success at transfer, meaning, and acquisition depends upon their participation in
these learning events

Manipulative discovery
o Students will use manipulatves to gain a visual and physical
understanding of the 3 methods of division
o Students work in a large group, small group, and individually
Notebook activity
o Students will complete problems using their new knowledge of division in
a similar method and format to other problems they have received
o Real-life examples, word problems, large group, small group, and
individual work is covered here
Game
o Students will use their knowledge of division and practice it in a game
they play in small groups
o This will increase verbal communication and will encourage
memorization of math facts
Comprehensive sheet
o Students will be required to complete a sheet that has them complete fact
families and division problems














Progress Monitoring

(How will you monitor students progress
toward acquisition, meaning, and transfer
during lesson events?)
Instructors will assist and monitor
student work in the individual and
group settings


(How will students monitor their
own progress toward acquisition,
meaning, and transfer?)

Students are required to complete
and turn in work, and check each
others work for correctness. Students
will also complete a brief assessment
and a self-reflection for themselves.



(What are potential rough spots and
student misunderstandings?)

Students often forget which operation
to use when they dont know the
answer. Instead of dividing, they may
try adding or subtracting.


(How will students get the feedback they
need?)
Large group work will give students the
answers, and they are required to check
their work


Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum





(Have you included multiple means of representation, multiple means of action and
expression, and multiple means of engagement?)
(Are all three types of goals (acquisition, meaning, and transfer) addressed in the learning
plan?)
(Does the learning plan reflect principles of learning and best practices?)
(Is there tight alignment with Stages 1 and 2?)