Quarter 3

Unit 3

This unit's main focus is multiplication and division and solving problems with units 6-9, and multiples of 10. The students will know the relationship between multiplication and division. They will be able to use manipulatives and pictures to solve a variety of problems. Knowing their facts fluently is an ongoing skill. Story problems are used for multiplication and division throughout the unit.

Vocabulary:

 Array, Associative Property, Commutative Property, Distributive Property, Dividend, Divisor, Factor, Product, Quotient.

By the end of this unit, students should be able to...

• Interpret products of whole numbers as a total number of objects in a number of groups.
• Explain what division means and how it relates to equal shares.
• Interpret quotients as the number of shares or the number of groups when a set of objects is divided equally.
• Solve word problems in situations involving equal groups, arrays, and measurement quantities.
• Represent a word problem using a picture, an equation with a symbol for the unknown number, or in other ways.
• Determine which operation (multiplication or division) is needed to determine the unknown number.
• Solve to find the unknown whole number in a multiplication or division equation.
• Explain how the properties of operations work.
• Apply properties of operations as strategies to multiply and divide.
• Use multiplication to solve division problems.
• Explain how multiplication and division are related operations.

Unit 4 

In this unit students explore area as an attribute of two-dimensional figures and relate it to their prior understandings of multiplication.  Students will find the area of quaderlaterials and use the distributive property to decompose rectilinear shapes.  Students will also find the perimeter of shapes.

Vocabulary:

• Area (the amount of two-dimensional space in a bounded region) 
• Area model (a model for multiplication that relates rectangular arrays to area)
• Square unit (a unit of area—specifically square centimeters, inches, feet, and meters)
• Tile (to cover a region without gaps or overlaps) 
• Unit square (e.g., given a length unit, it is a 1 unit by 1 unit square) 
• Whole number (an integer, i.e., a number without fractions)
• perimeter (the outside measurement of a shape)

By the end of this unit, students should be able to...

• Finding the side lengths of a rectangle in units and multiply the lengths to determine the area.
• Using the technique of decomposing rectilinear figures to find the area of each rectangle in order to determine the area of the entire rectilinear figure.
• Finding the perimeter when given the length of sides.
• Finding the perimeter when there is an unknown side length.
• Designing, Creating, Drawing, Modeling, etc. rectangles with the same perimeter and different areas and/or rectangles with the same area and different perimeters.
• Describing, analyze, and compare properties of two­ dimensional shapes