Math- Second 9 weeks 

MA.3.AT.2: Solve real-world problems involving whole number multiplication and division within 100 in situations involving equal groups, arrays, and measurement quantities (e.g., by using drawings and equations with a symbol for the unknown number to represent the problem).

MA.3.AT.4: Interpret a multiplication equation as equal groups (e.g., interpret 5 ? 7 as the total number of objects in 5 groups of 7 objects each). Represent verbal statements of equal groups as multiplication equations.

MA.3.AT.5: Determine the unknown whole number in a multiplication or division equation relating three whole numbers.

MA.3.AT.6: Create, extend, and give an appropriate rule for number patterns using multiplication within 1000.

MA.3.C.2: Represent the concept of multiplication of whole numbers with the following models

MA.3.C.3: Represent the concept of division of whole numbers with the following models

MA.3.C.4: Interpret whole-number quotients of whole numbers (e.g., interpret 56 ? 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each).

MA.3.C.5: Multiply and divide within 100 using strategies, such as the relationship between multiplication and division (e.g., knowing that 8 x 5 = 40, one knows 40 ? 5 = 8), or properties of operations.

MA.3.C.6: Demonstrate fluency with multiplication facts and corresponding division facts of 0 to 10.

MA.3.AT.3: Solve two-step real-world problems using the four operations of addition, subtraction, multiplication and division (e.g., by using drawings and equations with a symbol for the unknown number to represent the problem).

MA.3.DA.1: Create scaled picture graphs, scaled bar graphs, and frequency tables to represent a data set - including data collected through observations, surveys, and experiments - with several categories. Solve one- and two-step "how many more? and "how many less? problems regarding the data and make predictions based on the data.

MA.3.M.3: Tell and write time to the nearest minute from analog clocks, using a.m. and p.m., and measure time intervals in minutes. Solve real-world problems involving addition and subtraction of time intervals in minutes.

MA.3.PS.1: Make sense of problems and persevere in solving them.

MA.3.PS.2: Reason abstractly and quantitatively.

MA.3.PS.3: Construct viable arguments and critique the reasoning of others.

MA.3.PS.4: Model with mathematics.

MA.3.PS.5: Use appropriate tools strategically.

MA.3.PS.6: Attend to precision.

MA.3.PS.7: Look for and make use of structure.

MA.3.PS.8: Look for and express regularity in repeated reasoning.

Student objectives written as I can statements.

• I can demonstrate products of whole numbers.

• I can decide when to multiply and divide in word problems. 

• I can represent multiplication and division word problems using drawings and equations with unknowns in all positions. 

• I can solve word problems involving equal groups, arrays, and measurement quantities using drawings and equations.

• I can explain and apply the commutative, associative, and distributive properties of multiplication. 

• I can decompose, regroup, and reorder factors to make it easier to multiply. 

• I can explain how the multiplication properties may or may not relate to division. 

• I can identify the numbers of steps to solve a word problem. 

• I can identify the strategy/strategies for solving word problems. 

• I can determine when to multiply and divide in word problems. 

• I can represent multiplication and division word problems using drawings and equations with unknowns in all positions. 

• I can solve word problems involving equal groups, arrays, and measurement quantities using drawings and equations.

• I can explain and apply the commutative, associative, and distributive properties of multiplication. 

• I can decompose, regroup, and reorder factors to make it easier to multiply. 

•  I can explain how the multiplication properties may or may not relate to division.

• I can demonstrate whole-number quotients of whole numbers. 

•  I can determine when to multiply and divide in word problems. 

•  I can represent multiplication and division word problems using drawings and equations with unknowns in all positions. 

•  I can solve word problems involving equal groups, arrays, and measurement quantities using drawings and equations.

• I can determine the unknown whole number in a multiplication or division problems. 

•  I can explain the relationship between multiplication and division. 

•  I can turn a division problem into a multiplication problem with an unknown factor. 

• I can determine when to multiply and divide in word problems. 

•  I can represent multiplication and division word problems using drawings and equations with unknowns in all positions. 

•  I can solve word problems involving equal groups, arrays, and measurement quantities using drawings and equations. 

• I can multiply any two numbers with a product within 100 by choosing the correct strategies. 

• I can instantly recall my multiplication facts. 

• I can divide any two numbers with a quotient within 100 by choosing the correct strategies.

•  I can tell and write time to the nearest minute. 

•  I can measure time intervals in minutes.

• I can solve word problems involving addition and subtraction of time intervals in minutes using a number line diagram.

• I can solve real world problems involving perimeters of polygons. 

•  I can find the perimeter when given the side lengths. 

•  I can find an unknown side length given the perimeter. 

•  I can find rectangles with the same perimeter and different areas or with the same area and different perimeters. 

• I can define a unit square. 

•  I can define area as the measurement of space with a lane figure and explain why area is measured in square units. 

•  I can measure the area of a shape or a flat surface. 

•  I can use unit squares to measure the area of a shape. 

•  I can use multiplication and addition to find the area of a shape. 

•  I can find the area of rectangles using a variety of methods. 

•  I can find the area of a rectangle by tiling it, and show that the area is the same as would be found by multiplying the side lengths. 

•  I can multiply side lengths to find areas of rectangles when solving real world problems. 

•  I can represent whole-number products as rectangular areas.

• I can use area models to represent the distributive property. 

• I can find area of irregular figures by finding the area of each part and add them together.

•  I can apply this technique to solve real world problems. 

• I can use tiles to show the area of a rectangle.

enVision Math Topic 4 (Meaning of Multiplication)

                           Topic 5 (Multiplication Facts: Use Patterns)

                           Topic 6 (Multiplication Facts: Use Known Facts)

                           Topic 7 (Meanings of Division)

                           Topic 8 (Division Facts)

                           Topic 12 (Time)

Multiplication Fact Practice

http://www.oswego.org/ocsd-web/games/mathmagician/cathymath.html

Multiplication and Division Lessons and Activities

http://www.k-5mathteachingresources.com/3rd-grade-number-activities.html

Properties of Multiplication

http://www.math-play.com/math-basketball-properties-of-multiplication/math-basketball-properties-of-multiplication.html

Measurement and Data Lessons Activities

http://www.k-5mathteachingresources.com/3rd-grade-measurement-and-data.html

Reading a Clock

http://www.commoncoresheets.com/Time.php

Time Games

http://www.maths-games.org/time-games.html

You Tube Elapsed Time

https://www.youtube.com/watch?v=daq6nOPRNT8

IXL

Moby Max

hoodamath.com

mutiplication.com

Prodigy-  https://prodigygame.com/play/