Multiplication

and Division Unit

A. Peterson

Big idea: Multiplication, or repeated addition, and division, or repeated subtraction and regrouping, can
make real-life situations more efficient and easier when solving problems.

Relevance: Multiplication and division are important for students to learn because it is a skill that they
will use every day for academic, professional, and personal reasons. This skill is used in the Kentwood
community in many ways, but particularly when people divide their time between different tasks and
responsibilities. This unit will serve to help students apply and extend their existing smartnesses that
include completing processes, visualization, and connecting ideas to create a better understanding. As
students understand multiplication and division they will be able to go through the process of finding
products and dividends and visualizing those product to make problem solving more efficient and
effective throughout their professional and personal lives.

Lesson Outline
Day 1
Date: 10/26/15
Todays Learning
Target:

Day 2
Date: 10/27/15
Todays Learning
Target:

Day 3
Date: 10/28/15
Todays Learning
Target:

Day 4
Date: 10/29/15
Todays Learning
Target:

Day 5
Date: 10/30/15
Todays Learning
Target:

Multiply by 2-digit
numbers, with or without
regrouping and estimate
products

Multiply by 2 digit
numbers, with or without
regrouping and estimate
products

Students will be able to

find out if their
multiplication answer is
reasonable by rounding
the factors and finding an
estimated product.

Students will be able to

divide with regrouping
using concrete models.

Students will be able to

divide up to a 3-digit
number by a 1-digit
number with regrouping,
and with or without
remainders and estimate
quotients

4.NBT.A.1
4.NBT.B.6
Instructional
Practices/Format:
Using place value
discs, model division
with and without
regrouping on the
elmo.
Students receive
manipulatives,
follow along with
teacher using elmo for
pages 96-99,
recording their work
with the manipultives
using the standard
long division
algorithm.
Move on to page 100
without concrete
discs, modeling only
algorithm.
Circulate to find
misunderstandings,
referring back to

4.NBT.B.6

4.NBT.B.5

4.NBT.B.5
4.OA.A.2
Instructional
Instructional
Practices/Format:
Practices/Format:
Warm up with mental Based on formative
math multiplication.
assessment, review
Page 86 in hardcover. is needed.
Go through page
Students are
together. Students
separated into groups
work in spirals and
of four based on their
teacher models on
exit ticket. (Mixed
elmo.
level in each group
Students do page 87
with at least one
with table partner.
student that showed
Teacher circulates.
understanding).
Check together.
Students each have a
Do page 88-89
whiteboard, marker,
together (model on
eraser. Each group
elmo).
has a leader cup.
Hand out exit slip
First person in each
with two
group has the cup on
multiplication
their desk, everyone
problems with 10
does each problem.
minutes left.
The person with the
cup explains their
thinking and calls on

4.NBT.B.5

Instructional
Practices/Format:
Review multiplication
of two 2-digit
numbers.
Review rounding.
Practice problems on
the board.
Combine the two-
round both numbers,
then multiply using
same methods as
before.
Release students into
partners to work on
pg. 93-94, odd
numbers only to get to
different types of
problems.
Discuss on carpet,
visit strategies,
students share
examples of work if
time.

Instructional
Practices/Format:
Review vocabulary,
introduce remainders.
Warm up with
multiplication facts
and their division
counterparts (4 x 6=
24, so 24/6= 4, etc.)
Model division with
and without
remainders. Use
format that the
curriculum uses,
modeling concretely
with discs and
accompanied with
abstract algorithm.
Model problems on
the board, release
students to go ahead if
they feel ready, others
follow along on the
board, asking

Formative
Assessment:
Collect exit slips
Criteria:
Shows understanding
of process.

Teaching Notes:

people who have

questions or concerns
about their thinking.
Cup rotates to the
next person and group
goes on to the next
problem. Groups
move at their own
rate. Teacher
circulates
Formative
Assessment:
Anecdotal records and
student thumbs
up/down survey
Criteria:
Participates in group
activity

Teaching Notes:
Model cup passing
process and its
purpose

manipulatives, Note
common mistakes and
take advantage of
teachable moments.
Exit slip with 10
minutes left- 2
division problems,
one without
regrouping, one with
Assessment:
Exit slip

Formative
Assessment:
Exit slip

Criteria:

Criteria:
Shows understanding
of place value, the
long division process
(div. mult. Sub.), and
accurate division
Teaching Notes:
Make anchor chart to
show division process.
Refer to fact families
to help with accuracy

Teaching Notes:

questions for
clarification
Students work with
partners on softcover
pages 55-56.
Draw sticks for
students to show
work on board and
reflect on thinking.

Assessment:
Exit slip

Criteria:
Follows abstract
algorithm (divide,
multiply, then
subtract, repeat)
Teaching Notes:


Day 6
Date: 11/2/15
Todays Learning Target:

Day 7
Date: 11/3/15
Todays Learning Target:

Day 8
Date: 11/4/15
Todays Learning Target:

Day 9
Date: 11/5/15
Todays Learning Target:

Students will be able to fill in the

missing parts of the abstract i.e.
digits in the quotient and
remainders using strategies from
previous lessons.

Students will be able to connect

multiplication with division by
using multiplication to estimate
quotients.

Students will be able to apply

what they learned in
multiplication and division
throughout the unit to solving
real-world problems.

Students will be able to apply

what they learned in
multiplication and division
throughout the unit to solving
real-world problems.

4.OA.A.2

4.OA.A.2

Instructional
Practices/Format:
Model example of word
problem on overhead using
concrete manipulatives.
Fake dollar bills.
Work on pages 109-110. Put
into groups based on exit
slips from Lets Practice.
Students work in groups.
Take advantage of teachable
moments. Highlight common
misunderstandings.

Instructional
Practices/Format:

4.NBT.B.6

4.NBT.B.5
4.NBT.B.6
Instructional
Instructional
Practices/Format:
Practices/Format:
Review previous lesson.
Explicitly show connection
Model using discs and only between division and
algorithm. Show with
multiplication. Show factor
remainders.
families in triangles. Do the
Students work on 55 and 56 first few on page 106
in their softcovers with
together, release into partner
table partners.
work. Students work on loose
Teacher pulls small group paper to turn in Lets
based on results of
Practice as exit slip
previous days exit slip.
Exit slip with two division
problems, one with a
remainder but no
regrouping, one with no
remainder but with
regrouping
Formative Assessment:
Assessment:
Exit slip
Lets Practice

Criteria:
Shows understanding of
place value, the long division
process (div. mult. Sub.),
accurate division, and
remainders
Teaching Notes:
Refer to anchor chart

Criteria:
Shows understanding of
division

Teaching Notes:
Refer to anchor charts

Model and work through pg. 111113 together using bar models,
prompting students, and
underlining important info.
Complete worksheet of word
problems (to be added to their
math spirals) and create a word
problem of their choice that
involves multiplying 2 or 3-digit
numbers. Problems on the
worksheet.
Discuss and analyze strategies.

Assessment:
With 5 minutes left, students
write reflection on activity
with guiding prompts.
What was your favorite part
of the work today? What was
the most challenging? Any
questions that youre still
wondering about?
Criteria:
Turns in response

Assessment:

Teaching Notes:

Teaching Notes:

Collect written work (worksheets

and student-written word
problems)

Criteria: