## 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 ## 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.

## 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