Unit 5- Cube Patterns, Arrays, and Multiples of 10

During this unit, students build on the work they did in Unit 1. Students identify and analyze arithmetic patterns to examine the relationship between multiplication and division, solve multiplication and division problems, consider what it means to multiply a single-digit number by a multiple of 10, and solve multi-step problems. They also learn the remaining multiplication facts. 

This unit is the second of three units in Grade 3 that focus on multiplication and division. Later this year, students solve multiplication and division problems with larger numbers and learn their division facts. In our math class, students spend time discussing problems in depth and are asked to share their reasoning and solutions. It is most important that children accurately and efficiently solve math problems in ways that make sense to them. At home, encourage your child to explain his or her math thinking to you. 

Activities to Try at Home 

Multiplication and Division Problems in Everyday Situations At school, students are solving multiplication and division word problems. Encourage your child to help you solve multiplication and division situations that come up in your daily activities. 

How many legs are on the six dogs we saw in the park? 

How many toes are on eight people? 

I baked a batch of 48 cookies for the bake sale. I need to put them into bags of 6. How many bags can I fill with 6 cookies? Will any be left?

 There are 72 players who will play baseball in teams of 9. How many teams can they make?”

 Learning Multiplication Facts Students are expected to know all of the multiplication facts up to 10 × 10 by the end of Grade 3. They began this work in Unit 1 and will continue to practice the multiplication facts during this unit. You can help your child practice by using the Multiplication Cards they have prepared at school. 

How Did You Solve That? Ask your child to tell you about how he or she is multiplying and dividing. Show that you are interested in these approaches. Because these strategies may be unfamiliar to you, listen carefully to your child’s explanation; you might even try to do a problem or two, using the new procedure. Let your child be the teacher!