2. UbD Stage 1 Template
Title of
Unit
Marvelous Multiplication
Grade
Level 2
Curriculum
Area Mathematics
Time
Frame 3 weeks
Stage 1 – Identify Desired Results
Content Standards:
Georgia Performance Standard:
M2N3- Students will understand multiplication, multiplying numbers, and verify results.
a.) Understand multiplication as repeated addition
b.) Use repeated addition, arrays, and counting by multiples (skip counting) to correctly
multiply 1-digit numbers and construct the multiplication table.
c.) Use the multiplication table (grid) to determine a product of two numbers.
d.) Use repeated subtraction, equal sharing, and forming equal groups to divide large
collections of objects and determine factors of multiplication.
Understandings
Students will understand that:
• Multiplication is simply repeated addition and can be applied to various given
numbers.
• Multiplication tables/ charts can be interpreted and used as a tool to help discover the
product of two numbers, usually from 0- 12.
• Previously acquired knowledge of addition and subtraction can be transferred and
applied for use within multiplication.
• Arrays are a visual way to explain and understand multiplication.
• Skip counting is a tool to develop mental math strategies for multiplication.
• Multiplication is a vital tool for future mathematical success.
• Multiplication can be applied in everyday situations throughout life.
• Multiplication strategies must be internalized for quick recall.
3. • There are multiple strategies for figuring out multiplication problems.
Related Misconceptions:
• Multiplication is a “new” concept, so it is scary and hard to understand.
• Adding numbers multiple times does not give the second number in the equation.
• Multiplication is all about memorization.
• There is only one way to do multiplication.
Essential Questions
Overarching Questions:
• What does math mean to you?
• When and how can we use math in our
daily lives?
• Why is the understanding of math
concepts important for your future?
• How might adults use math?
• If math did not exist what else
wouldn’t be possible?
Topical Questions:
• Why is multiplication important to
learn?
• What would life be like without
multiplication?
• How do mental strategies help us
calculate math faster?
• How is multiplication a stepping-
stone?
• How can we “show” multiplication?
• How is multiplication similar and/or
different from addition and
subtraction?
4. Knowledge and Skills
Knowledge
Students will know:
• How to construct and interpret
arrays.
• Multiplication is repeated
addition.
• Multiplication grids are a tool to
quickly find the product of two
numbers from 0-12.
• The connections between
addition/subtraction and
multiplication.
• The various mental math
strategies that can be used for
multiplication.
• Multiplication is a useful tool in
real life situations.
• Mental math strategies are
important to expanding
knowledge.
Skills
Students will be able to:
• Construct and use arrays to
determine the product of two
numbers.
• Use a multiplication grid to find the
answer of two numbers.
• Develop a math sentence created
through repeated addition.
• Explore ways to use multiplication
in real-life situations.
• Apply their multiplication abilities
through various mental strategies.
• Explain the meaning of
multiplication.
5. 0 1 Score
UbD Stage 1
Scoring Rubric
Completeness
Template
provided is not
complete
Each section of the
template has been
completed with
meaningful entries 1
0 1 2 3 Score
Understandings
Identifies
understandings
that relate to
the standards
but are too
simplistic or
state factual
knowledge.
Identifies targeted
understandings that will
lead to some discovery
but are not at the heart
of the discipline.
Identifies targeted
understandings that are
enduring, based on
transferable, big ideas at
the heart of the discipline.
The targeted
understandings clearly
utilize the six facets of
understanding.
3
0 1 2 Score
EssentialQuestions
The essential
and unit
questions have
right answers
and do not
provoke student
engagement.
The essential and unit
questions serve as
guides, but might not
provoke student
engagement. Includes
some topical and
overarching essential
questions.
Identifies essential questions that are provocative,
arguable, and likely to generate inquiry around the
central ideas. Includes both topical and overarching
essential questions.
2
0 1 2 Score
Knowledge&Skills
Knowledge and
skills are not
identified
Identifies knowledge
and skills.
Shows ability to identify key knowledge and key skills.
2
0 1 2 Score
Grammar/Spelling
Numerous errors found
in grammar, spelling or
usage that distract the
reader.
Required format has not
been used
A few errors found in
grammar, spelling or
usage that distract the
reader.
Most of the formatting
requirements have been
satisfied
No errors found in
grammar, spelling or
usage that distract the
reader.
Required formatting
used
2
Total
Score /10
