This document provides lesson plans and materials for teaching students about multiplication and division using units up to 8. The lesson objectives are to interpret unknowns in multiplication and division problems and model and solve word problems involving these operations. The lesson includes activities like skip counting and group counting by various units. It presents sample word problems for students to write equations from word descriptions and solve, using letters to represent unknown values. The lesson concludes with a problem set, student debrief, and exit ticket to assess learning.

1. Multiplication and Division Using
Units up to 8
Module 3: Lesson 11
Objective: Interpret the unknown in multiplication
and division to model and solve problems.

2. Multiply by 8 (7 minutes)
8 x 5 =
Let’s skip count by eights to find the answer. I will raise a finger for
each eight.
8 x 3 =
Let’s skip count up by eightss again.
Let’s see how we can skip-count down to find the answer too. Start
at 40 with 5 fingers, 1 for each eight.
Repeat the process for 8 x 4

3. Multiply by 8 (7 minutes)
Let’s practice multiplying by 8. Be sure to work
left to right across the page

4. Group Counting (4 minutes)
Sixes to 60
Sevens to 70
Nines to 90

5. Decompose the Multiplication Sentence
(4 minutes)
8 x 8 = (5 + ) x 8
Complete this equation
( x 8) + ( x 8)
Complete this equation
Write an addition equation. Below it write your answer.
Continue with the following suggested sequence: 7 x 8, 6 x 8, 9 x 8

6. Concept Development
(35 minutes)
Problem 1: Interpret the unknown in
multiplication.
Asmir buys 8 boxes of 9 candles for his dad’s birthday.
After putting some candles on the cake, there are 28
candles left. How many candles does Asmir use?
Write an equation to find the total number of candles.
Instead of using a question mark, use letter c to
represent the unknown.

7. What does c represent?
Choose a strategy and find the value of c.
Use a complete sentence to tell what c equals
Did we solve the problem?
Solve the second step of the problem, this time using the letter a to
represent the unknown.
Find the value of a. This is a good problem to practice your mental math
strategies. What is the value of a?
Answer the question in a complete sentence.

9. Concept Development
(35 minutes)
Problem 2: Interpret the unknown in division.
The fabric store sells 1 meter of cloth for $8. Maria buys some cloth that
costs a total of $56. She then uses 3 meters to sew a dress. How many
meters of cloth does she have left?
Draw a model to represent the problem. Choose letters to represent the
unknowns.
What is the unknown in this problem?
What will be your first step for solving this problem? Write an equation
using a letter for the unknown. How does the letter you chose relate to
the problem?

10. Concept Development
(35 minutes)
What is the next step for solving? What letter will you use for the
unknown?
Is your letter the same as the one you used for the first step? Why or why
not?
Finish solving, and then answer the question using words.
Does Maria have enough cloth to sew another dress? Why or why not?

11. Problem Set (10 minutes)
Student Debrief (10 minutes)
Exit Ticket (3 minutes)

12. Homework
3-3 Lesson 11
Homework
Is Due Tomorrow!