G5+Math+Unit+7

** Unit 7: How Many People? How Many Teams? **  // Multiplication and Division // Students will work to find different methods of creating equivalents by multiplying and dividing and creating pictorial representations of the work. || ** INVESTIGATION 2 ** The students will have to solve a story problem in which they have to select an appropriate strategy, and explain the steps using clear and concise notations. || ** INVESTIGATION 3 **
 * Grade 5 **  ** Curriculum Map **
 * **Enduring Understanding** || It is possible to create equivalent expressions using division and multiplication || You can use more than one strategy to solve the same multiplication problem. || It is possible to represent a division problem with a picture or a diagram. || Practice makes perfect ||
 * ** Essential Question ** || How can we create equivalent expressions using division and multiplication? || How will you know which strategy is best for you to use when solving 2 and 3 digit multiplication problems? || Can pictures or diagrams accurately represent division problems? || Is it necessary to practice a strategy to perfect ones ability? ||
 * **Performance Task** || ** INVESTIGATION 1 **
 * Equivalence in Multiplication and Division **
 * Reviewing Multiplication Strategies **
 * Division Strategies and Notation **

Students will create a story poster in which they solve and create a representation of a division problem. || ** INVESTIGATION 4 ** The students will be given a set of data in which they must solve a variety of problems using a range of strategies. || Students use prior knowledge to practice finding equivalents || **__Utilizing a variety of multiplication strategies.__** Students practice using a variety of strategies to solve multiplication problems. || **__Creating visual representations of division problems__** Students refine various strategies and use what they know about || **__ Computational Fluency __** (pg 11) || Students will be given a multiplication problem in which they must solve utilizing whichever strategy works best for them. They must explain the purpose of all the steps taken.
 * Using the Operations **
 * **Efs Standards** |||||||| C ~ The dynamics of system & Change; H ~ Multiple Perspectives ||
 * **Common Core State Standards** || MP8; 5.OA.2; 5.NF.2; MP3; || MP8; 5.NBT.5 || MP5; MP6; 5.NBT.5; 5.NBT.6 || MP5; MP6; 5.NBT.5; 5.NBT.6 ||
 * **Learning outcomes** || **__Representing Equivalence in Multiplication__**
 * Students refine various strategies and use what they know about to apply various operations ** ||
 * **Time Frame** || 4 Days || 4 Days || 7 Days || 5 Days ||
 * **Assessments** || Students will have to solve a story problem in which they must solve the problem, show a representation and explain the relationship between the equivalent equations.

(M 25) || Students will be given a division problem in which they must solve, present a representation and explain the solution and the representation selected.

(M 29) || The students will have to solve two math problems, in which they must use their understanding of multiplication and division strategies to solve. In addition they must use clear and concise notations when explaining how the solved the problems. (M31 – M32) || MP1- Make sense of problems and persevere in solving them. MP2- Reason abstractly and quantitatively. ** MP3 ** Construct viable arguments and critique the reasoning of others ** MP4 ** Model with mathematics.
 * MP5 ** Use appropriate tools strategically. ** MP6 ** Attend to precision.
 * MP7 ** Look for and make use of structure. ** MP8 ** Look for and express regularity in repeated reasoning.