Question 3.1:
What is multiplication and division?
Facts 0, 1, 2, 5, 10 ONLY
Students need to be fluent with these Foundational Facts first in order to build strategies with other facts later.
see Third Grade FLUENCY section
see Third Grade FLUENCY section
suggested 2-3 weeks
Teacher Tips:
Students must begin to work with multiplication and division at or near the very start of the year to allow time for understanding and fluency to develop. Students will be building on second grade skills of patterns, skip counting, and repeated addition to help build their multiplication knowledge.
This essential question is based on conceptual understanding, so students will use manipulatives, drawings, etc. Note that different representations for multiplication (i.e. arrays, equal groups. number line, equations) should be taught concurrently so students can readily see connections, as opposed to teaching one representation, then the next, etc.
Students should understand the two different types of division (and show representations of each), but are not expected to know the specific names "partitive and measurement".
Although this module deals mainly with the developing the meaning and representations of multiplication (3OA1), context should be used as often as possible. As as result, 3.OA.3 (word problems with multiplication and division) is also being worked on during this module.
Begin with foundational facts 0, 1, 2, 5, 10 FACTS ONLY the first 4 -6 weeks. Build on foundational facts next using facts 3, 4, 8, 6, 9, 7 AFTER covering compelling question 2.
∎Students will be able to represent and solve problems using multiplication and division by using models (arrays, equal groups, etc.), make sense of problems, and persevere in solving them. (3.OA.1, 3.OA.2, 3.OA.3, MP1, MP4)
I can interpret the multiplication symbol as “groups of”. (3.OA.1)
I can write an expression to represent a set of objects in a group. (3.OA.1)
I can interpret division as splitting evenly or making equal groups of an amount. (3.OA.2)
I can write an expression to represent a number of objects shared equally. (3.OA.2)
I can use multiplication and division to solve real world problems in situations involving equal groups, arrays and measurement quantities. (3.OA.3)
∎ Major Content ⊡ Supporting Content 🌕 Additional Content
Math Vocabulary in Spanish and English
Area Model Array Commutative Property (Intro) Dividend Division Divisor Equation/ Expression
Equal groups Factor(s) Groups of Multiplication Products Quotient Repeated Addition Sets Unknown
3rd grade number talk guide printable & 3rd grade number talks
Choose which strategy students need to practice. You may find that they need many, so start with one for a week or so, then move onto another. You are looking for efficient strategies, not mastery of all strategies. Students may find they prefer one strategy over another or change strategies for different problems. The goal is that they are flexibly using efficient strategies and are able to reason about numbers to fluently compute.
Addition Strategies (Main focus is place value understanding)
Make Ten Two addends quick ten Decompose to make ten
Use/Bridge Ten Bridge ten Math Flips
Break apart by place value teen numbers Math Flips math flips add/subt 1 and 10 2-digit
Chunking (break apart one number) Multiples of ten
Doubles/near Within 20
Subtraction Strategies
Removal within 100 Math Flips No regrouping
Ready Teacher Toolbox Lesson 4: Understand the Meaning of Multiplication -Sessions 1-3
Assessment Tasks 3.OA.1 Frayer Model Assessment Proficiency Rubrics 3.OA.1 IAR sample questions
Math in Practice 3.OA.1, 2, 3, 4, & 9 Module 1 FLUENCY 3.OA.7 Module 3 (x2,10,5,1,&0) Math in Practice lesson slides & Essential Question Guide MIP Resource folder
Open Middle tasks Printable activities & Centers Nearpod Math lessons
Prior knowledge/Just in Time support & Enrichment RTTB Lesson 4 Arranging Desks
Ready Teacher Toolbox Lesson 10: Understand the Meaning of Division-Sessions 1-3
Assessment Tasks 3.OA.2 Frayer Model Assessment Proficiency Rubrics 3.OA.2 IAR sample questions
Math in Practice 3.OA.1, 2, 3, 4, & 9 Module 1 FLUENCY 3.OA.7 Module 3 (x2,10,5,1,&0)
Math in Practice lesson slides & Essential Question Guide MIP Resource folder
Open Middle tasks Printable activities & Centers Nearpod Math lessons
Prior knowledge/Just in Time support & Enrichment RTTB Lesson 10 Party Bags
Ready Teacher Toolbox Lesson 5: Multiply with 0, 1, 2, 5, & 10 -Sessions 1-4
Assessment Tasks 3.OA.3 Frayer Model Assessment Proficiency Rubrics 3.OA.3 IAR sample questions
Math in Practice 3.OA.1, 2, 3, 4, & 9 Module 1 FLUENCY 3.OA.7 Module 3 (x2,10,5,1,&0)
Math in Practice lesson slides & Essential Question Guide MIP Resource folder
Open Middle tasks Printable activities & Centers Nearpod Math lessons
Prior knowledge/Just in Time support & Enrichment RTTB Lesson 5 Shopping Spree
“Closure in a lesson does not mean to pack up and move on. Rather, it is a cognitive activity that helps students focus on what was learned and whether it made sense and had meaning.” How the Brain Learns Mathematics (2007) P. 104
There are many ways to wrap up and reflect the day's activities but this step is often overlooked or rushed. Purposely plan and allow time for students to have closure each day (even if it means setting a timer or daily alarm so you don't run out of time).
Ideas for closure activities
These are activities to give students mixed, spaced practice based on the big ideas for 3rd grade math.
These resource sheets are intended to reinforce procedures and concepts. They should not be used as a source of direct instruction or whole-group practice. Please select pages carefully based on your students' needs.
You may have students work on these with a partner, independently with an answer key to self-check (tip: use sheet protectors), or as a journal response. It is not necessary to have students complete a page every day- the intent is to have opportunities to spiral concepts for mixed practice, not do "busy" work.
*these are reviewing 2nd grade skills to start the year