RDC/U of A Collaborative Middle Years

Unit UbD Planning Template (Year 3)

Part 1 - Logistics

Unit Title:​​ Mental Mathematics Instructional Designer(s): ​Todd Zimmerman

Problem/Issue/Theme: ​Pirates Treasure - Each day questions will Driving Question/ Inquiry Question:
be asked as if a pirate was teaching the students mathematics. The How can mental mathematics enable students to be able to gain a higher
classroom will also be decorated as such. understanding of math?

Curriculum Areas/Topics:​​ Mathematics multiplication, Grade: 5

multiplication tables to 81, and basic division.

Rationale: ​The purpose of this unit is to teach students about Duration:​​ 2 ½ weeks
mental mathematics. By using multiplication in the head they can
process answers faster and remember tips for easy calculations.

Part 2 – Desired Results

Learning Outcomes: (Literacy, Numeracy, subject areas) Cross-curricular competencies:

N.1.3. Apply mental mathematics strategies for multiplication.

- Health - teamwork & cooperation
N.1.4.. Apply mental mathematics strategies and number properties
in order to understand and recall basic multiplication facts
(multiplication tables) to 81 and related division facts.
 RDC/U of A Collaborative Middle Years
Unit UbD Planning Template (Year 3)

N.1.5. Demonstrate, with and without concrete materials, an

understanding of multiplication (2-digit by 2-digit) to solve
problems.

Knowledge: Skills:
What knowledge will students acquire as a result of this unit? What should students be able to do? What behaviors will they
Think: Nouns! Ex: Vocabulary, definitions, facts, formulas, critical exhibit?
details, important events or people, sequence and timelines, etc Think: Verbs! Ex: Thinking skills (compare, infer, analyze, interpret),

Students will be able to use mental mathematics for recall of
numeracy. They will be able to apply new skills gained to recall
numbers and know tricks to obtain the answer quickly, The student
will be able to demonstrate an understanding of multiplication
without the use of tools.
Students will be able to have critical thinking skills through mental
mathematical recall. Students will learn how to use doubling, skip
stepping up or down and solve problems with their head without the use
of whiteboard markers and notes. Students will learn tips and skills for
remembering multiplication.

Part 3 – Assessment Evidence

Performance Task /Culminating Activity

What authentic, relevant task will allow students to show what they've learned during the unit? In the space below, include all elements of
GRASPS, including success criteria (based on learner outcomes). At the bottom of this section, describe the scenario or situation (in
paragraph form) that will require students to apply their knowledge and skills to demonstrate their learning in a real-life situation. Attach
your performance task rubric to your unit plan.
 RDC/U of A Collaborative Middle Years
Unit UbD Planning Template (Year 3)

GRASPS performance task:

Students will play a math game with stations. The stations will all be pirate treasure themed with decorations on the box and questions asked
as if a pirate had been asking the question. If costumes available instructor will have some props as well as gold chocolate coins for the end of
the event. Once every student is done they can gain part of the pirates treasure as well. The pirates question will be stations set up around the
classroom with content from each class. Each station will have 3 questions and students may choose which question they want. The questions
will vary from easy, moderate, to hard. Students will use a sticky note to solve the problem, and they will put the equation and answer in a
box with a cut in the top. Students names will be pre-written on each sticky note and there will be 3 notes per student in case they wish to try
all 3 of the answers.Students that the instructor knows can do harder challenges will be encouraged to do the more difficult task. After the
class instructor will take each box from the stations and evaluate the students work with a checklist whether they got the easy question,
moderate, or hard question. If the student doesn't do well on the task it may be taken for formative assessment e to see where students still
need to work at. Once the student gains the skill the checklist will be updated that they have gained the skill to fix the problem they struggled
on.

Other Evidence:
How will you gather evidence of learning through the unit? List your formative, summative and student self-assessment ideas. These may
include work samples, observations, quizzes, tests, journals or other means for students to demonstrate achievement of outcomes.

​ ormative Assessment:​ Exit cards will be used every few days to see if the students are understanding the content. The exit cards will be used
F
as clues to the map to finding the treasure in the end event.
Summative Assessment:
Self-Assessment:​ N/A
 RDC/U of A Collaborative Middle Years
Unit UbD Planning Template (Year 3)

Part 4 – Learning To plan

What teaching and learning experiences will you used to achieve the learning outcomes in Part 2 and prepare them for the assessment tasks in
Part 3? What will the sequence of instruction be for this unit? In the space below, indicate how you will grab student attention through an
introductory activity (anticipatory set for the unit).

Introductory Activity/Entry Event:

This unit plan will be themed on pirates treasures. As the students enter the classroom a clean pirate ​song​ will be playing getting the students
hyped about the unit. There will be sounds of old sailing ships playing after the song while the students get settled. The unit will be based off
pirates treasure and they will find a lost treasure in the end event.

Lesso Learning Outcome Learning Activities A​​ssessment Resources /

n# (​​C​urriculum/Com (​​I​nstruction) (FOR/OF/AS) Materials
petencies) (Include instructional strategy + what students will be doing) (equipment,
textbooks,
technology,
multimedia,
etc.)
 RDC/U of A Collaborative Middle Years
Unit UbD Planning Template (Year 3)

1. N.1.3.2, N.1.3.3 Task: Student will work on multiplication and division of Zero. Students Formative
will work on various numbers from single digit, multiple digits and basic Assessment
multiplication of 0. As an example students will work with 5x0 which is = through exit
0. They will determine answers to multiplication facts to 81 and related
card
division. The student will work on basic multiplication of mixed numbers.
E.g. 1 x 9, 5 x 8 at various levels to 81. They will also work on division in
a similar matter from 81 down.

Students will try 4 x 4 x 0 which is equal to 4 x 4 = 16 x 0 = 0. With this

concept students will learn that anything multiplied or divided by 0 is
always 0.After they learn 0 they will learn basic multiplication of mixed
numbers to 81 and learn the concept of division. Students will be directed
at the beginning and simple division will be used to introduce them into it
after they learn multiplication.

Dice will be used once the student is comfortable with predetermined

numbers. The student will take 2 dice roll it to find an answer to multiply.
Once they have an answer they will take another dice and determine what
it will divide by.

Assessment
Instructor will use an exit card for understanding seeing if students
understand this process by giving them a short question to solve. Students
will also be given the task to think of multiplication at home when
spending time with family no paperwork given just questions to family
about basic multiplication.
 RDC/U of A Collaborative Middle Years
Unit UbD Planning Template (Year 3)

2​​. N.1.3.1 [C, CN, Describe mental mathematics as a strategy to show basic mathematic Small white
equations. Have students work on skip count of 1 number multiplying by a boards, dry
ME, PS, R, V]
second e.g: if 3 x 7 = 21, then 4 x 7 is equal to 21 + 7 and 5 x 7 is equal to erase markers
21 + 7 + 7. They will also work on skip count down. E.g. 6 x 6 = 36, so 5
for students, and
x 6 is 36 – 6 and 4 x 6 is equal to 36 – 6 - 6
block
Students will use white boards and notes while working with random manipulative.
number connections to learn to skip count. Instructor will guide the
students in learning to skip count using students questions as a guide to
facilitate learning. Once they learn how to skip count up they will choose
random numbers and skip count down. Manipulative may be used for
students that require it.

3. 1.3.1 [C, CN, ME, Students will work on doubling for mental mathematics as an example White boards,
PS, R, V] students will work with 8 x 3 = 24 know what else gets to 24 so 4 x 3 = 12 Markers,
so 12 x 2 is equal to 24. They will also work on recognizing patterns when manipulatives,
multiplying by 9. As an example 6 x 9 think of 10 x 6 = 60 then 60 – 6 =
calculator
54, for 5 x 9 think of 5 x 10 = 50 so 50 – 5 = 55.

Students will work at continuing to recognize patterns in multiplication.

They will be given manipulatives if required and a times table chart may
be used if a student starts to struggle. The students will work at at
doubling to determine what they need to multiple in smaller
multiplications to make larger ones.
 RDC/U of A Collaborative Middle Years
Unit UbD Planning Template (Year 3)

4. 1.3.1 [C, CN, ME, Students will work on repeated doubling if 2 x 6 = 12 so 4 x 6 is equal to Whiteboards,
24. They will also work on Repeated halving as an example for 80/4 think Manipulatives
PS, R, V]
of 80/2 =40 and 30/2 = 15
Students will work with guidance from instructor choosing even numbers
at first for doubling. Manipulative will be used for students that require
concrete materials. The will work in table groups until they reach higher
numbers. Once the students understand the concept they will give a
thumbs up or thumbs sideways for almost there. Once the students
understand the concept we will switch to repeated halving taking a higher
even number and begin halving it. Students will create their own numbers
to see how far they can go before they can no longer cut the number in
half. Teacher will move around the classroom giving guidance. If a
student understands the concept right away and has no trouble the
instructor will get them to work with far higher numbers. During this area
of the unit plan the students will work on connections, visualizations,
problem solving, and reasoning to learn the content.

5. 1.3.1 [C, CN, ME, Students will work on understanding of previous content to make sure Formative Whiteboards,
they have it before moving on to next topic. During this event students assessment Manipulatives
PS, R, V]
will be playing a mental mathematics game with through Kahoot with with the game
predetermined mental mathematics questions. They will work on skip
to check for
count, doubling and halving. If all students get the concept we will move
to the next section on multiplying Zero. If there are a lot of students understandin
struggling with concepts we will continue the game helping each student g.
reach the skill. Students will make connections to previous content from
the last unit covering outcomes N.1 and N.2. They will also deal with
reasoning and communication with their peers.
 RDC/U of A Collaborative Middle Years
Unit UbD Planning Template (Year 3)

6. N.1.4.1[C, CN, ME, Students will determine the product of one factor of a multiple of 10,100 Whiteboards,
or 1000 by annexing a number and adding zero. As an example 3 x 400 Manipulatives
R, V]
think 3 x 4 and adding two zeros to equal 1200.

Students will work on similar problems with annexing the numbers and
adding zeros. Calculators will be used to confirm answers once they have
been done to confirm answer.

7. N.1.4.2 ​[C, CN, Students will learn how to apply halving and doubling to determine a Formative Whiteboards,
given product. As an example 32 x 5 is the same as 16 x 10 which is equal Assessment Manipulatives
ME, R, V]
to 160. Students will work on similar problems dealing with halving and through exit
doubling numbers.
card
Assessment
Instructor will use an exit card for understanding to see if students
understand this process by giving them a short question to solve. Students
will also be given the task to think of multiplication at home when
spending time with family no paperwork given just questions to family
about basic multiplication.

8. N.1.4.3​[C, CN, ME, Students will work on distributive properties by determining a given Whiteboards,
product that involves multiplying factors that are close to multiples of 10. Manipulatives
R, V]
As an example 98 x 7 is equal to 100 x 7 = ( 700) - 2 x 7 = (14) which is
700 – 14 = 686.

Students will work on similar problems using this product method

breaking up numbers to make it simpler to understand. For the students
that struggle the instructor will put them into table groups to help with the
concept. For the students that are advanced higher number sets will be
used. Manipulative may be used by students that request them as well as
calculators to check final answers.
 RDC/U of A Collaborative Middle Years
Unit UbD Planning Template (Year 3)

9. N.1.5.1​​[C, CN, PS, This lesson students will demonstrate with concrete materials an Formative Whiteboards,
understanding of 2 digits by 2 digits to solve mathematical problems. Such assessment Manipulatives
V]
as expanding notation for both factors of 36 x 42 to determine the partial
product (30 + 6) x (40 + 2).

Students will work on this in table groups using whiteboard markers, and
sheets with their notes. They can determine which numbers they work
with as well as teacher guided ones to assist with choice. Students that are
struggling the instructor will assist them as well as other students that
catch on early.

Homework: Students will think of 2 digit by 2 digit math while at home

with family. No worksheets will be given but the student is to think of
problems while spending time with family.

11. N.1.5.3, N.1.5.4 Students will multiply 2 digit factors using base 10 blocks and recording Whiteboards,
[C, CN, PS, V] the process they found to discover it. After the student has tried a few Manipulatives
times with instruction there will be a class discussion on determining the
product of 2 given factors using an area model. After discussion students
will continue to work on problems using their whiteboards and numbers
chosen by students. Instructor will work along students on the whiteboard
to help guide the process of using an area model to solve 2 digit factors.

12. N.1.5.6 N.1.5.7 Students will practice methods of various multiplication and division to Formative Whiteboards,
N.1.5.8 refine their strategies and find what works best for them. There will be a Assessment Manipulatives
[C, CN, PS, V] class activity to let them practice as groups or alone with teacher checking for
 RDC/U of A Collaborative Middle Years
Unit UbD Planning Template (Year 3)

assistance if they need help. They will record their processes on understanding.
whiteboard or loose paper using traditional methods and new methods that Work day to
work best for them. remember
previous
Formative Assessment: Students will work on previous content going over
everything in the unit and seeing if they understand the concepts. Students content.
that have trouble on certain things will work with the content they are
having difficulty with. Instructor will move around the class assisting
students in need. Students that understand the concepts will be encouraged
to work with bigger number systems to challenge themselves or help with
students at their table that may be having difficulty with something.

13. [PS, R ,V , ME, CN, Performance task: Students will play a math game with stations. The Summative Pirate themed
C, V] stations will all be pirate treasure themed with decorations on the box and Assessment: boxes, Sticky
Students will Notes, pencils at
questions asked as if a pirate had been asking the question. If costumes play a math tables,
available instructor will have some props as well as gold chocolate coins station game. manipulatives if
for the end of the event. Once every student is done they can gain part of needed.

the pirates treasure as well. The pirates question will be stations set up
The Questions
around the classroom with content from each class. Each station will have needed
3 questions and students may choose which question they want. The
questions will vary from easy, moderate, to hard. Students will use a
sticky note to solve the problem, and they will put the equation and answer
in a box with a cut in the top. Students names will be pre-written on each
 RDC/U of A Collaborative Middle Years
Unit UbD Planning Template (Year 3)

sticky note and there will be 3 notes per student in case they wish to try all
3 of the answers.Students that the instructor knows can do harder
challenges will be encouraged to do the more difficult task. After the class
instructor will take each box from the stations and evaluate the students
work with a checklist whether they got the easy question, moderate, or
hard question. If the student doesn't do well on the task it may be taken
for formative assessment e to see where students still need to work at.
Once the student gains the skill the checklist will be updated that they
have gained the skill to fix the problem they struggled on.
The competencies gained through this task are problem solving by
learning new ways to solve problems of various types. They will learn
communication by discussing the pirate treasure game after it has been
completed on how they feel the game went. They will decide if they liked
it or not and if similar games could be used in future classes. The students
will work on visualization through the use of manipulatives if the student
needs. It will be recommended to not use them unless the student is
struggling with a question. Manipulatives will be given on instructor's
discretion. In the unit and activity there will be connections to real world
events. Students will learn a little about pirates and how they are known
for their treasure. They will also connect to previous knowledge and
 RDC/U of A Collaborative Middle Years
Unit UbD Planning Template (Year 3)

continue to build on their learning. The task involved will also deal with
reasoning by allowing students to choose the path they want to take. With
the performance task the student can choose the easy way, the medium
rout, or the hard route to solve the answer. They will be encouraged to try
the harder ones first before moving to the easy ones which they can obtain.

Appendix

What resources could you potentially used to enhance the unit and broaden the student experience and understanding about your topic?
Consider audio, visual, technology, literature and community. Use APA formatting for your resources.

Audio Music, ​Clean​ ​sea​ shanties

Visual Manipulative, dice, marbles, Pirate coins

Technology Calculator, kahoot, laptops/chromebooks

Other resources Whiteboard marker, small white boards