Math & Science Newsletter

Check Out What We Are Learning!

We are starting a new unit! Unit 3- Multiplication and Division!

Most IMPORTANT Goal of this Unit!

The student will understand the concepts of multiplication & division and have automaticity in basic facts through 10s.

Enduring Understandings of this Unit!

  • Multiplication and division share attributes of: groups of equal size, a specific number of groups and a total number of objects. The unknown is what determines the operation.

  • Multiplication is counting groups of equal size and determining how many there are in all.

  • Division is separating a given quantity to determine the number of groups possible or the number of objects in each group.

  • Models can be used to solve problems, to determine operations, and for mathematical representation.

  • Division facts can be determined by thinking about the related multiplication fact

Essential Questions of this Unit!

  • How are multiplication and addition related?

  • How are multiplication and division related?

  • How are division and subtraction related?

  • Why is an array an accurate model of multiplication or division?

  • How can the same array represent both multiplication and division?

  • What happens to the quantity when you use multiplication or division?

  • How do you decide which operation to use in solving a problem?

  • What multiplication or division method do you use?

  • What patterns can you find in multiplication or division?

  • How can models be used to give meaning to equations?

  • How can we represent a given problem?

  • What is the relationship between numbers in a fact family?

  • What strategy can be used to solve this problem?

  • How can you improve the efficiency of your strategy?

  • How can you use known facts to derive unknown facts?

  • How can we solve problems mentally? What strategies help us with this?

  • How are problem-solving strategies alike and different?

I can statements we are currently working on:

  • combine equal groups of objects.

  • use objects to build arrays.

  • use arrays to find the total number of objects

Big picture

I Can statements for the next few weeks:

  • use repeated addition to represent a multiplication fact.

  • use equal-sized groups to represent a multiplication fact.

  • use arrays to represent a multiplication fact.

  • use an area model to represent a multiplication fact.

  • use a number line to represent a multiplication fact.

  • use skip counting to represent a multiplication fact.

  • represent multiplication facts in a variety of ways.

We are working on Food Chains in Science!

Enduring Understandings of this Unit!

  • Energy that moves through a food chain originally comes from the Sun.

  • Plants get their energy from the Sun, and animals get their energy from plants and other organisms.

  • Removal of an organism from a food chain can affect other organisms.


Essential Questions of this Unit!

  • Where does the energy from a food chain come from?

  • How does energy flow through a food chain?

  • What happens to a food chain in an ecosystem if an organism is removed?

  • How do nutrients move through the ecosystem?

  • Where do we find organization in our world?

  • How does matter and energy flow through an ecosystem?

I can statements of this unit!

  • I can identify the flow of energy in a food chain

  • I can describe the flow of energy in a food chain

  • I can predict how changes in a food chain affect the ecosystem