Teacher: Laura DeSantis-Aslanian

Unit Title: Math

Grade / Subject: Grade 3 ICT
Duration of Unit: 2 weeks
Unit Description: In this unit, students will learn the skill of division with simple computation and in word problems. Students are

expected to recognize what information is unknown. Students will explore division problem types and contexts that support them.
They solve problems with groups, arrays and diagrams using counters, learning visuals and games. These activities will build division
concepts and learn to make sense of word problems.
Curriculum
Element
Enduring
Understands of
Unit

Essential
Questions

Curriculum
Element Defined
Enduring
understandings are
based on the big
ideas that have
lasting value beyond
the classroom. For
example, the
students will
understand that

Develop your Unit with evidence of how you will differentiate this element and what digital
resources youll use to do so. Insert links to digital resources.
Students will understand that

Essential questions
help to organize
thinking and
highlight the focus of
a unit. Essential
questions are openended and
provocative, written
in kid friendly
language, designed
to focus instruction
and to uncover the
important ideas of
the content.

How can I use the strategy of acting it out to solve problems with equal groups?
How can I model a division problem to find how many in each group?
How can I use arrays to solve division problems?
How can I use multiplication to divide?
How can I write a set of related multiplication and division facts?

Mathematicians will use division to help find how many in each group or how many equal
groups there are.

Mathematician will use information that already know to find the unknown when
handling a word problem.

Common Core
Standards

Identifying unit goals

and standards helps
to ensure curricular
alignment.

3.OA.A.1
Interpret products of whole numbers, e.g., interpret 5 x 7 as the total number of objects in 5 groups
of 7 objects each. For example, describe a context in which a total number of objects can be
expressed as 5 x 7.
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.
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.
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.

Content

What you want

students to know
and understand
about the unit.
Content should
reflect facts,
concepts,
generalizations and
principles that are
the focus of the unit.
Content is factual
information that
students can explain
to others.

Students will know learn the concept of division using related multiplication facts and
different strategies to show how many in each group.

Students will be able to use their related multiplication facts and other strategies to solve
word problems using division.

Key Term

Assessments

New Vocabulary

Enables students to
demonstrate their
understanding of
new content and
skills. List the
formative and
summative
assessments you
will use to gather
evidence of student
learning. For
example,
demonstrated
proficiency in the
classroom through
participation in
discussion,
presentations and
completed projects,
tests, quizzes and
homework
assignments.
Assessments should
be observable and
measurable; directly
aligned to
standards; varied to
address different

Divide
Dividend
Divisor
Inverse operations
Quotient
Related Facts

Homework Assignments in Go Math homework book.

Show What You Know (Prior knowledge)
Mid-Chapter Review (pre-assessment)
Project: Create three word problems using division /Share and solve each others word problem
Multiplication Timed Sheet
Online Unit Test Assessment
Constructive Response
Performance Assessment Task

Activities

Resources

learning styles.
What activities will
be used to promote
learning? Activities
should stem from
unit goals, standards
and content.
Activities should
hook into the big
ideas and provide
opportunities to
explore big ideas
rethink and revise
work; and evaluate
work through
reflection. Activities
should be tailored to
learning style and
abilities of students.
List all instructional
materials, both print
and digital,
necessary to meet
the goals of this unit
of study. List specific
resources to
accommodate your
visual,

Activities1.
2.
3.
4.
5.
6.
7.
8.

Do sprints to practice related multiplication and division facts.

Solve the module 3 word problems with a partner
Use counters to create array and groups when handling word problems
Solve word problems using a graphic organizer
Listen to the avatar recite word problems and students have to solve problem in a certain amount
of time.
Watch videos from variety of digital resources
Use online games for supplemental practice
Cut out triangles to make related multiplication and division cards

Text: Sports Camp

Google docs
Google forms and spreadsheet
www.aslanquinnweebly.com- for upcoming information to parents about math
www.thinkcentral.com for my assessments
http://www.brainpopjr.com/math/multiplicationanddivision/makingequalgroups
http://www.teachertube.com/video/division-rap-36688
https://www.teachervision.com/division/practiceworksheet/70672.html?detoured=1
www.khanacademy.org (division and multistep word problems)
www.voki.com- create an avatar to recite word problems
www.coolmathgames.com