Task Teacher Guide

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Students will demonstrate the concepts and skills that they have developed through these contexts and learning experiences. 

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The purpose of this assessment is for students to demonstrate their understanding of the following big ideas. 

• Multiplication can be understood as repeated equal groups;
• The first factor can be understood as the number of groups and the second factor as the size of the groups;
• A positive integer multiplied by a negative integer has a product that is negative;
• A negative integer multiplied by a negative integer has a product that is positive;
• Quotative division is when the total quota is known (the dividend), and the number per group or the rate (the divisor) is known;
• Quotative division reveals the number of copies or iterations of a rate that can be derived from the overall quota (the dividend);
• Partitive division is when the total quota is known (the dividend), and the number of parts or groups (the divisor) is known;
• Partitive division reveals a rate;
• In partitive division, the dividend and the divisor often have different units;
• A negative number divided by a negative number has a quotient that is positive.
• A negative number divided by a positive number has a quotient that is negative;
• A positive number divided by a negative number has a quotient that is negative.

The independent assessment will allow students to demonstrate concepts and skills related to the following learning goals: 

• I will describe situations involving the multiplication and division of integers.
• I will justify and model the behaviour of multiplying and dividing integers.
• I will solve problems involving the multiplication and division of integers.

Students might write and/or model their task independently. Students can also be interviewed by their teacher. 

An alternative assessment opportunity should be offered if this tool will not successfully capture what the student knows, understands or can do.

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Math Talk

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In today’s math talk, students will work with multiplication and both types of division. We will once again leverage the context of dropping temperature. Students are encouraged to model and solve.

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[accordion-item title=”Visual Math Talk Prompt #1 “]

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[accordion-item title=”Visual Math Talk Prompt #2″]

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[accordion-item title=”Visual Math Talk Prompt #3″]

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[accordion-item title=”Visual Math Talk Prompt #3″]

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Assessment

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[accordion-item title=”Assessment: Multiplying and Dividing Integers”]

Login/Join to access one (1) additional Math Talk Prompt as well as the Teacher Guide, downloadable slide decks and printable handouts for this lesson and all problem-based units.

We suggest collecting this reflection as an additional opportunity to engage in the formative assessment process to inform next steps for individual students as well as how the whole class will proceed.

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Resources and Downloads

Explore The Entire Unit of Study

This Make Math Moments Task was designed to spark curiosity for a multi-day unit of study with built in purposeful practice, and extensions to elicit and emerge mathematical models and strategies.

Click the links at the top of this task to head to the other related lessons created for this unit of study.