# Math & Science Newsletter

## Check Out What We Are Learning!

## We are starting a new unit! Unit 3- Multiplication and Division!

## Most IMPORTANT Goal of this Unit!

## 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.

## We are working on Food Chains in Science!

## 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