**Common Core State Standard:**Use place value understanding and properties of operations to perform multi-digit arithmetic.

**Specific Objectives:**Using base-10 blocks and calculators, students will determine how multiplication and division are interrelated through building, drawing, and explaining.

**Vocabulary Terms**

**:**

**Division**(to divide): sharing or grouping a number into equal parts.

**Dividend**: The number being divided.

**Divisor**: A number that will divide the dividend exactly.

**Quotient**: The result of division.

**Multiplication**(to multiply): A mathematical operation where a number is added to itself a number of times.

**Factor**: A whole number that multiplies with another number to make a third number.

**Product**: The result when two numbers are multiplied.

**Materials needed by Teacher:**Paper for drawings, base-10 blocks, placemats, colored pencils, mini basketball and net.

**Materials needed by Student:**Paper for drawings, base-10 blocks, placemats, colored pencils, and calculators.

**Procedure:**

**Plan A**

- Introduce
multiplication and division with literature connection (
*5 min***.**). - Discuss
prior knowledge by having students share what they know about
multiplication and division. (
*5 min.*) - Have students find a partner; pass out base-10
blocks, placemats, and calculators. (
*5 min.*) - Use the overhead to model how to build, draw,
and solve multiplication and division questions. Explain each step to students. (
*10 min.*) - Provide questions for students: 11 × 4, 17 × 22,
23 × 34, 18 ÷ 3, 32 ÷ 4. Have each student draw their own replica of what they
built with the base-10 blocks. Have students explain their process after they
complete each question. (
*15 min.*) - Assess students by observing and collecting their drawings, and asking questions for understanding during the activity. Have them check answers using calculators.
- Review this concept by playing “Basketball Math”. Split the class into two teams. Set two desks up with the base-10 blocks and placemats.
- Call the first two-team members to the desks.
Give them a multiplication or division problem and have them build. The first
one with the correct answer is invited to the free throw line to take a shot
for a point. The team with the most points at the end wins. (
*20 min.*) - Encourage students to practice the concept by teaching someone at home.

**Plan B**

- To extend to a higher level of thinking, give students division questions where the quotient has a remainder.
- Have students build, draw, and explain their answers
to the question. Have them check their answers with a calculator. (
*15 min.*) - Have students create their own definition of a
remainder based on their observations. (
*5 min.*) - Play “Basketball Math.” (
*20 min.*)

**Plan C**

- To simplify, show students how multiplication is
actually repeated addition and how division is grouping a number into equal
parts. Use graphic organizers on the whiteboard for a visual. (
*10 min.*) - Ask multiplication and division questions using
single digits. Have students build, draw, and explain their answers to the
question. Have them check their answers with a calculator. (
*15 min.*) - Play "Basketball Math." (
*20 min.*)