Unit 1- During this unit students will build an understanding of equal groups and how to represent them using repeated addition & visual models such as pictures & arrays. Students will write multiplication equations with a symbol for the unknown. As students practice these concepts they will study the relationship between factors and products. Students will learn about these concepts within the context of one-step word problems.

Unit 4- The focus of this unit is for students to build a conceptual understanding of multiplication and division. Students will use the properties of multiplication along with multiple strategies including equal groups, arrays, and repeated addition/subtraction to solve and represent multiplication and division problems. Students will apply these strategies to solve and represent one and two step story problems. Throughout the unit students will continue to explore patterns in multiplication as they work with various fact families.

It is the expectation that students memorize all multiplication facts up to (and including) 10 by the end of third grade.

NC Standards For Learning:

NC.3.OA.1- For products of whole numbers with two factors up to and including 10:

• Interpret the factors as representing the number of equal groups and the number of objects in each group.

• Illustrate and explain strategies including arrays, repeated addition, decomposing a factor, and applying the commutative and associative properties.

NC.3.OA.3- Represent, interpret, and solve one-step problems involving multiplication and division

• Solve multiplication word problems with factors up to and including 10. Represent the problem using arrays, pictures, and/or equations with a symbol for the unknown number to represent the problem.

• Solve division word problems with a divisor and quotient up to and including 10. Represent the problem using arrays, pictures, and/or equations with a symbol for the unknown number to represent the problem.

NC.3.OA.2- For whole-number quotients of whole numbers with a one-digit divisor and a one-digit quotient:

• Interpret the divisor and quotient in a division equation as representing the number of equal groups and the number of objects in each group.

• Illustrate and explain strategies including arrays, repeated addition, and decomposing a factor.

NC.3.OA.6- Solve an unknown-factor problem, by using division strategies and/or changing it to a multiplication problem.

NC.3.OA.7- Demonstrate fluency with multiplication and division with factors, quotients and divisors up to and including 10.

• Know from memory all products with factors up to and including 10.

NC.3.OA.9- Interpret patterns of multiplication on a hundreds board and/or a multiplication table.

Activities for Home:

• Practice skip counting by 2's, 3's, 4's, 5's, and 6's while driving in the car or taking a walk!

• Challenge your child to find items that show equal groups around the house: flowers in vases, eggs in egg cartons, shoes in equal rows, apples in bowls, etc.

• Discuss the meaning of the words: double, triple, dozen, half, third, twice

• Have your child help divide a dozen cookies or brownies so they can be shared with family or friends

• Have your child sort objects around the house into equal groups or create an array with food items on their plate!

• Take advantage of displays in stores to point out multiplication. For example, a card of buttons could have three rows of buttons with two buttons in each row. Help your child see how many in all there are (the product).

• Use everyday opportunities such as ordering pizza to help your child think mathematically. Ask questions such as, "If each member of our family eats three pieces of pizza, how many slices do we need to order?"

Multi-Step Word Problem Practice

Unit 1 Student Handouts