Sample Unit of Focus Lessons: Multiplication and Division
Grade: Elementary
Monday
Tuesday
Wednesday
Thursday
Friday
Using words and
symbols to describe
functions
Using words and
symbols to describe
rules for functions
Finding factors of
numbers
Finding multiples of
numbers
Identifying square
numbers
Identifying patterns in
the
Multiplication/Division
Facts Table
Apply multiplication and
division facts and
extended facts to solve
problems
Using patterns in the
Multiplication/Division
Facts Table
Finding mean using
concrete models
Comparing the mean
and median
Using multiplication
facts to generate related
division facts
Writing multiplication
and division number
sentences
Playing Division Arrays
Determining whether a
number sentence is true
or false
Evaluating expressions
containing parentheses
Using multiplication
facts to compute fact
extensions
Exploring the meaning
of averages
Writing numbers in
expanded notation
Using multiple methods
to solve 1 and 2 digit
multiplication problems
Inserting parentheses to
make true number
sentences
Solving problems
involving products
where factors are
multiples of 10,100,
1000, and so on
Using exponential
notation to represent
powers of 10
Revisiting the
relationship between
multiplication and
division using Fact
Triangles
Multiplying and dividing
to solve open sentences
Solving equal grouping
division number stories
Using the partial
quotients algorithm
Solving multi-digit
multiplication and
division problems
Estimating whether a
product is in the tens,
hundreds, thousands, or
more
Solving multiplication
and division number
stories
Expressing remainders
Writing number models
to represent
multiplication and
division problems
Interpreting remainders
Using partial products
algorithm to solve
multiplication problems
with 2 digit multipliers
Applying extended
multiplication facts to
long division
Interpreting remainders
in problems
Note: Lessons highlighted in pink illustrate Everyday Math integration from EM Teacher’s Guide
November 2012
Unit Resources
End of Unit Outcomes
At end of this unit students will be able to:
Operations and Algebraic Thinking
(2011 MA Curriculum
Framework for Mathematics)
1.
1
Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5  7 as a statement that 35
is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative
comparisons as multiplication equations.
2.
Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using
drawings and equations with a symbol for the unknown number to represent the problem,
distinguishing multiplicative comparison from additive comparison.1
3.
Solve multi-step word problems posed with whole numbers and having whole-number answers
using the four operations, including problems in which remainders must be interpreted. Represent
these problems using equations with a letter standing for the unknown quantity. Assess the
reasonableness of answers using mental computation and estimation strategies including
rounding.
4.
Find all factor pairs for a whole number in the range 1–100. Recognize that a whole number is a
multiple of each of its factors. Determine whether a given whole number in the range 1–100 is a
multiple of a given one-digit number. Determine whether a given whole number in the range
1–
100 is prime or composite.
5.
Generate a number or shape pattern that follows a given rule. Identify apparent features of the
pattern that were not explicit in the rule itself. For example, given the rule “Add 3” and the starting
number 1, generate terms in the resulting sequence and observe that the terms appear to alternate
between odd and even numbers. Explain informally why the numbers will continue to alternate in
this way.
Number and Operations in Base Ten
5.
Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit
numbers, using strategies based on place value and the properties of operations. Illustrate and
explain the calculation by using equations, rectangular arrays, and/or area models.
MA.5a. Know multiplication facts and related division facts through 12  12.
6.
Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors,
using strategies based on place value, the properties of operations, and/or the relationship
between multiplication and division. Illustrate and explain the calculation by using equations,
rectangular arrays, and/or area models.
See Glossary, Table 2.
Note: Lessons highlighted in pink illustrate Everyday Math integration from EM Teacher’s Guide
November 2012
Mathematical Practices
By the end of this unit, students will be able to:
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.
Sample List of Integrated
Everyday Math Lessons
(From Grade 4 Teacher’s Guide)
For adaptation as focus lessons
in this unit
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3.1 What’s My Rule?
3.2 Multiplication Facts
3.3 Multiplication Facts Practice
3.4 More Multiplication Fact Practice
3.5 Multiplication and Division
3.9 True or False Number Sentences
3.10 Parentheses in Number Sentences
3.11 Open Sentences
5.1 Extended Multiplication Facts
5.2 Multiplication Wrestling
5.4 Estimating Products
5.6 Partial Products Multiplication
5.7 Lattice Multiplication
5.9 Powers of 10
6.2 Strategies for Division
6.3 The Partial Quotients Division Algorithm
6.4 Expressing and Interpreting Remainders
Note: Lessons highlighted in pink illustrate Everyday Math integration from EM Teacher’s Guide
November 2012
Everyday Math Games
For use during Independent
Problem-Solving connected to
this unit
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3.1 Buzz and Bizz Buzz
3.5 Beat the Calculator
5.2 Multiplication Wrestling
6.2 High Number Toss
6.4 Division Dash
Note: Lessons highlighted in pink illustrate Everyday Math integration from EM Teacher’s Guide
November 2012