The highlighted evidence outcomes are the priority for all students, serving as the essential concepts and skills. It is recommended that the remaining evidence outcomes listed be addressed as time allows, representing the full breadth of the curriculum.

Students Can (Evidence Outcomes):

3.OA.A. Operations & Algebraic Thinking: Represent and solve problems involving multiplication and division.

• Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7. (CCSS: 3.OA.A.1)

• 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. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8. (CCSS: 3.OA.A.2)

• Use multiplication and division within 100 to solve word problems 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. (see Appendix: Table 2) (CCSS: 3.OA.A.3)

• Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = __ ÷ 3, 6 × 6 = ? (CCSS: 3.OA.A.4)

3.OA.B. Operations & Algebraic Thinking: Apply properties of multiplication and the relationship between multiplication and division.

• Apply properties of operations as strategies to multiply and divide. (Students need not use formal terms for these properties.) Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.) (CCSS: 3.OA.B.5)

• Interpret division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8. (CCSS: 3.OA.B.6)

3.OA.C. Operations & Algebraic Thinking: Multiply and divide within 100.

• Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers. (CCSS: 3.OA.C.7)

3.OA.D. Operations & Algebraic Thinking: Solve problems involving the four operations, and identify and explain patterns in arithmetic.

• Identify arithmetic patterns (including patterns in the multiplication table) and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends. (CCSS: 3.OA.D.9)

Assessments:

• Topics 1-2 Assessment (PDF), Topic 3 Assessment (PDF), Topic 4 Assessment (PDF), Topic 5 Assessment (PDF)

• Additional Assessment Tasks

Instructional Resources & Notes:

• enVision Mathematics Topics 1-5

• Additional enVision Mathematics Resources

  • Let's Investigate! Packing Plans (TE) (supports Lessons 1-4, 1-5)

  • Let's Investigate! Glorps (TE) (supports Lessons 2-1, 2-2, 2-3, 2-4)

  • Let's Investigate! Splitting Arrays (TE) (supports Lessons 3-2, 3-3, 3-4)

  • Let's Investigate! Share the Cards (TE) (supports Lessons 4-2, 4-3)

  • Let's Investigate! Building Cubbies (TE) (supports Lessons 5-4, 5-5)

  • 3-Act Math Recording Sheets (Topic 1, Topic 3, Topic 5)

  • 3rd Grade Number and Operations Routines

• Supplemental Lesson Resources: Topic 1, Topic 2, Topic 3, Topic 4, Topic 5

• enVision Mathematics Family Engagement - 3rd Grade

• Additional Math Games: Multiplication & Division Within 100 (additional materials and preparation may be required)

• Notes: 

  • Topic 1 should not be assessed for mastery; the concepts of multiplication and division will be further developed in Topics 2-5. Topics 1-2 should be assessed together. 

Topic 1 Readiness Resources:

• Prior to Topic 1, spend up to three days briefly reviewing number sense, addition, and place value before starting with multiplication. Since number sense, addition, and place value are reinforced later in Topics 8 and 9, this serves as an opportunity to review assumed prior knowledge from 2nd Grade before starting the year with brand new concepts. Activities and tasks may include:

  • Ramp-Up to 3rd Grade Games (reinforcing addition and subtraction within 100 from 2nd Grade)

  • Illustrative Mathematics Tasks (choose as appropriate): Toll Bridge Puzzle, Regrouping, Classroom Supplies, One, Ten, and One Hundred More and Less, Looking at Numbers Every Which Way, Delayed Gratification

  • Additional 3-Act Math Tasks (choose as appropriate): The Whopper Jar, It All Adds Up, Baseball Gumballs 

  • Math Diagnosis and Intervention System, Booklet C: Computation with Whole Numbers in Grades K-3 (choose as appropriate): Lessons C6, C7, C8, C18, C19, C20, C32, C33