By the end of this section, students will be able to create and solve mathematical operations in multiple scenarios using a variety of strategies, and will be able to explain their strategies, including the properties of multiplication.

suggested 5-6 weeks

Teacher Tips:  

• The work continues from question 1. Students will continue to develop their multiplication and division fact mastery.  Students will continue to build on second grade skills of patterns, skip counting, and repeated addition to help build their multiplication knowledge.

• Students learned foundational facts:  0, 1, 2, 3, 5,10 in compelling question 1.  Now they will: Build on foundational facts next using facts 4, 8, 6, 9, 7  AFTER covering compelling question 2.

• Students should know the properties of multiplication and apply the properties as strategies. 

sample pretest

Essential Learning Outcomes (ELO)

∎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, 3.OA.4, MP1, MP4)

∎Students will be able to model, reason abstractly, quantitatively, understand and apply properties of multiplication and division. (3.OA.5, 3.OA.6,MP1, MP6, MP7)

∎Students will be able to accurately model and solve multiplication and division problems within 100. (3.OA.7, MP1, MP4, MP6, MP7)

∎ Students will be able to solve problems involving the four operations, identify and explain patterns in arithmetic, and justify their thinking and critique the thinking of others. (3.OA.8, 3.OA.9, MP1, MP5, MP3, MP7, MP8)

🌕Students will be able to multiply one-digit whole numbers by multiples of 10 in the range from 10-90. (3.NBT.3, MP2) 

Learning targets

• I can use strategies to fluently multiply and divide within 100 (3.OA.7) (Expectation is that by the end of third grade, students know their multiplication and division facts)

• I can use multiplication and division to solve real world problems  using a drawing and an equation with a symbol for the unknown number to represent the problem. (3.OA.3)

• I can find unknown numbers in multiplication and division equations in all three positions (start unknown, change unknown and result unknown). (3.OA.4)

• I can solve multiplication problems using the properties of operations (Associative, Commutative and Distributive). (Formal terms are not required for student knowledge) (3.OA.5)

• I can apply the relationship between multiplication and division using properties of operations. (3.OA.5)

• I can apply the relationship between multiplication and division to find unknowns. (3.OA.6)

• I can apply all four operations  to real world situations in both one and two step word problems. (3.OA.8)

• I can write an equation with a letter representing the unknown quantity. (3.OA.8)

• I can justify my thinking and assess the reasonableness of my answer using mental math and estimation strategies. (3.OA.8)

• I can justify my thinking and assess the reasonableness of my answer using properties of operations. (3.OA.9)

• I can identify patterns in an addition or multiplication table. (3.OA.9)

• I can multiply one digit whole numbers by multiples of 10 in the range 10­-90 using place value, using place value strategies and/or the properties of operations. (3.NBT.3)

∎ Major Content           ⊡ Supporting Content           🌕 Additional Content

Computational Number Talks/Strings (minimum 3 days a week) to work on computational strategies.

3rd grade number talk guide printable & 3rd grade number talks 

Add/Subt within 1000  &  Mult/Div Strategies within 100

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.

Subtraction Strategies  

Removal     2 & 3-digit

Adjust to create easier problem   Adjust subtrahend

Keep constant distance/difference   3-digit numbers

Multiplication Strategies  (main focus)

using doubles  math flips x4,6,8 doubles       math flips x3/x6   

use x10 math flips multiples of ten 

MUST DO/Core Resources:  

Ready Teacher Toolbox        Lesson 11: Understand How Multiplication and Division are Connected  -Sessions 1-3

Assessment Tasks  3.OA.6    Frayer Model Assessment        Proficiency Rubrics    3.OA.6              IAR sample questions

CAN DO/Additional Resources:

Math in Practice  3.OA.6 Module 1,2     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 11  Arranging Desks

Interactive manipulatives

MUST DO/Core Resources:  

Ready Teacher Toolbox        Lesson 17: Solve One-Step Word Problems Using Multiplication & Division -Sessions 1-5

Assessment Tasks  3.OA.3         Frayer Model Assessment        Proficiency Rubrics  3.OA.3                   IAR sample questions

CAN DO/Additional Resources:

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      

Word problems are difficult for many students.  The goal is to support students engaging in the context of the problem and going beyond looking for keywords and numbers.  Here is a resource that will support applying close reading with math:    Numberless Word Problems             Multiplication and Division Problem Types   (equal groups & arrays)

Open Middle tasks Printable activities & Centers                 Nearpod Math lessons

Prior knowledge/Just in Time support     &     Enrichment RTTB   Lesson 17   Race Training

Interactive manipulatives

MUST DO/Core Resources:  

Ready Teacher Toolbox         Lesson 13: Understand Patterns -Sessions 1-3

Assessment Tasks  3.OA.9    Frayer Model Assessment        Proficiency Rubrics    3.OA.9                IAR sample questions

CAN DO/Additional Resources:

Math in Practice      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 13  Push Up Challenge

Interactive manipulatives

Prior knowledge

2.OA.4   Array Jeopardy      Making Different Sized Squares      Array Practice

Nearpod Math lessons

Enrichment

• Inside Mathematics Problem Solving- leveled problems

These are activities to give students mixed, spaced practice based on the big ideas for 3rd grade math.

Fractions & Geometry (2nd)

• students can use geometry vocabulary cards  to build shapes using anglegs, geoboards, or other manipulatives

• Guess My Polygon 

• Partitioning Squares

• MLC Math at Home problem solving & games

Solve Two-step Problems (3rd  Q3))

• Task cards 3.OA.8

• IAR practice 

Spiral Practice

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.

Addition/Subtraction multi-digit