




Develop understandings of and strategies for multiplication and division w/in 100.
Use place value understanding and properties of operations to perform multidigit arithmetic. (Add and subtract within 1,000)
Represent and solve problems involving multiplication and division.
Understand properties of multiplication and the relationship between multiplication and division.
Multiply and divide within 100.  Math facts speed drill, 30 problems in 2 minutes
Solve problems involving the four operations, and identify and explain patterns in arithmetic.
Collaboration & Communication

Creativity & Innovation

Critical Thinking & Problem Solving

Research & Information Fluency

Social & Emotional Intelligence

3.OA.1   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. 
3.OA.2   Interpret wholenumber 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. 
3.OA.3   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. 
3.OA.4   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 = ?. 
3.OA.5   Apply properties of operations as strategies to multiply and divide.2 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.) 
3.OA.6   Understand division as an unknownfactor problem. For example, find 32 / 8 by finding the number that makes 32 when multiplied by 8. 
3.OA.7   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 onedigit numbers. 
3.OA.8   Solve twostep word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. 
3.OA.9   Identify arithmetic patterns (including patterns in the addition table or 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. 
3.NBT.1   Use place value understanding to round whole numbers to the nearest 10 or 100 
3.NBT.2   Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. 
3.NBT.3   Multiply onedigit whole numbers by multiples of 10 in the range 1090 (e.g., 9 x 80, 5 x 60) using strategies based on place value and properties of operations. 




Vocabulary – Specialized and High Frequency
Algorithm, repeated addition, repeated subtraction, multiply, divide, addend, digit, compare, tens, ones, hundreds, thousand, decompose, doubling, halving, factor, product, multiples, strategies, relationship, models, symbol, unknown, equation, skip count, operation, addition, subtraction, <, >, =, value, sum, difference, equal, commutative property, associative property, distributive property, pattern, round, estimate, array, row, column, quotient, partitioning, equal groups, reasonableness of answers
Misconception Alerts:
An unknown is any missing value in an equation. It has a constant value and is not variable. (true)
A multiple of ten does not mean a zero added to a single digit number. (5x50 is NOT 5x5 with a zero added at the end. A factor of ten is being applied. 5x50 is NOT 25 + 0 It is 25 x10) (true)
That 700 represents 7 hundreds, 0 tens, 0 ones, but also represents: 70 tens or 700 ones. (true)
Although 4x5 and 5x4 have the same product their representations are different and have different meanings in word problems. (5 cars with 4 wheels each looks very different from 4 cars with 5 wheels each!) (true)
Common Core State Standards: Standards for Mathematical Practice
Standard 1: Make sense of problems and persevere in solving them
Standard 2: Reason abstractly and quantitatively
Standard 3: Construct viable arguments and critique the reasoning of others
Standard 4: Model with Mathematics
Standard 5: Use appropriate tools strategically
Standard 6: Attend to precision
Standard 7: Look for and make use of structure
Standard 8: Look for and express regularity in repeated reasoning