Unit 1- Engage NY Modules 1 & 3
Multiplication and Division
This 25-day module begins
the year by building on students’ fluency of multiplication and division.
In Topic A, students initially use repeated addition to find the total from a number of equal groups. As students notice patterns, they let go of addition sentences in favor of multiplication facts. Arrays become a cornerstone of the module. Students use the language of multiplication as they understand what factors are and differentiate between the size of groups and the number of groups within a given context. In this module, the factors 2, 3, 4, 5, and 10 provide an entry point for moving into more difficult factors in later modules.
Topic B extends the study to division. Students understand division as an unknown factor problem and relate the meaning of unknown factors to either the number or the size of groups. By the end of Topic B, students are aware of a fundamental connection between multiplication and division that lays the foundation for the rest of the unit.
In Topic A, students initially use repeated addition to find the total from a number of equal groups. As students notice patterns, they let go of addition sentences in favor of multiplication facts. Arrays become a cornerstone of the module. Students use the language of multiplication as they understand what factors are and differentiate between the size of groups and the number of groups within a given context. In this module, the factors 2, 3, 4, 5, and 10 provide an entry point for moving into more difficult factors in later modules.
Topic B extends the study to division. Students understand division as an unknown factor problem and relate the meaning of unknown factors to either the number or the size of groups. By the end of Topic B, students are aware of a fundamental connection between multiplication and division that lays the foundation for the rest of the unit.
In Topic C, students use the array model and familiar skip-counting strategies to solidify their understanding of multiplication and practice related facts of 2 and 3. They apply their skills to word problems using drawings and equations with a symbol to find the unknown factor . This culminates in students using arrays to model the distributive property.
Topic D continues to use skip-counting strategies and the continued use of array models are pathways for students to relate multiplication and division. Students will learn to use tape diagrams to represent multiplication and division.
Topic E shifts students from simple understanding to analyzing the relationship between multiplication and division. Practice of both operations is combined, modeling the connection between them. Skip-counting, the distributive property, arrays, number bonds, and tape diagrams are tools for both operations.
Homework
Each night, the students will receive math homework, reflective of what we have learned in class that day. Please assist your child, as need be, and have them show you the strategies we worked on in class. In addition, we welcome any new strategies discovered by our students and we encourage them to share with the class.
How to Help at Home
- Make flashcards of multiplication facts
- Check al homework and see that work is shown
- Have children talk about what they need to do for the problem before they start the work
- Encourage your child to verbalize and show you what we learned in math that day
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