MTSS MATH UNIT PLAN

Circle the Tier Level: Tier 1Tier 2: Pull Out or Push In

Tier 3: Pull Out

Time: 50 minutes 5x/week

Core Standard: Represent and solve problems involving multiplication and division.
Interpret products of whole numbers, e.g., interpret 5 7 as the total number of objects in
5 groups of 7 objects each.
Interpret whole-number quotients of whole numbers, e.g., interpret 56 8 as the number
of objects in each share when 56 objects are partitioned equally into 8 shares, or as a
number of shares when 56 objects are partitioned into equal shares of 8 objects each.
Use multiplication and division within 100 to solve word problems in situations involving
equal groups, arrays, and measurement quantities, e.g., by using drawings and equations
with a symbol for the unknown number to represent the problem.
Mathematics Practice(s): Model with mathematics; Use appropriate tools strategically; Look for
and make use of structure; and make sense of problems and persevere in solving them.
IEP Goal(s): By June 12, 2015, when given math numbers, operations, and algebra problems
representing the scope of 4th grade level for math computation, students will be able to correctly
answer 15/16 correct problems (75th percentile) in 2 out of 3 trials as measured by curriculumbased measurements.
By June 12, 2015, when given multiplication problems, students will be able to correctly
represent situations using different models of multiplication with 90% accuracy on 2 out of 3
trials.
Lesson 1: Understanding Multiplication
Objectives: Students will interpret products of whole numbers as the total number of objects in a
number of groups of a number of objects. (eg. 5 X 7 means five groups of seven objects)
Students will use grouping model and repeated addition model to compute multiplication
problems.
Vocab: Multiplication, product, groups of objects, repeated addition.
C1: Use crayons to create 3 groups of 4 crayons. Find the total number of crayons and identify
that as the product.
C2: Add three crayons to the total 4 times to get a total of 12 crayons. Identify that we added 3
crayons at a time, 4 different times to get a total of 12 crayons.
R1: Provide student with a blank white piece of paper to draw a picture of 4 groups of crayons
with 3 crayons in each group. Students must circle the product.
R2: The students will draw a picture of 3 crayons plus 3 crayons plus 3 crayons plus 3 crayons.
Their picture will have groups of three added together 4 times to equal 12 crayons total.

A1: Students will write the number sentence that is represented in their picture and the crayons.
The students will write the number of groups of the number of crayons equals the total. 4 X 3 =
12.
A2: The students will write the number sentence that represents the number of times they added
the repeated number. 4 X 3 = 12.
Lesson 2: More Multiplication Strategies
Objectives: Students will use arrays and jumps on a timeline to compute multiplication
problems.
Vocab: Multiplication, product, number line, jumps, array
C1: Students will take the squares and line them up 5 in each row. The students will create 4
rows that represents the problem 4 X 5.
C2: Students will use a number line to make 4 equal jumps on the number line to land on 20.
The students jumps will be 5 numbers each.
R1: Students will draw the picture of their arrays on their paper. Their picture should have 5 dots
in each row and 4 rows to equal 20 dots total.
R2: Students will draw a number line on their paper that goes from 0-20. The will draw their
jumps of 5, 4 times to land on 20 on the number line.
A1: Students will write the number sentence that the picture represents, 4 X 5 = 20. They will
also label each side of their picture to be 4 rows and 5 columns.
A2: Students will write a number sentence that the number line jumps represents. The number of
jumps times the size of the jumps equals the number they landed on. 4 jumps of 5 equals 20. 4 X
5 = 20.
Lesson 3: Applying Strategies
Objectives: Students will apply one of the four multiplication strategies in order to solve
multiplication problems and word problems.
Vocab: Multiplication, product, repeated addition, array, number line, groups of objects
C: Students will set up the problem using the number line, array, grouping of objects, or
repeated addition. Students will solve the problem using manipulatives.
R: Students will draw a picture of the model of multiplication on a piece of paper.
A: Students will write the number representation of the problem. Students will share with their
classmates their strategy.