Strand: OPERATIONS AND ALGEBRAIC THINKING (3.OA)

Represent and solve problems involving multiplication and division within 100 (Standards 3.OA.1–4 and Standard 3.OA.7). They demonstrate understanding of the properties of multiplication and the relationship between multiplication and division (Standards 3.OA.5–6). Students use the four operations to identify and explain patterns in arithmetic (Standards 3.OA.8–9).

Standard 3.OA.2

Interpret whole-number quotients of whole numbers. For example, interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into eight shares (partitive), or as a number of shares when 56 objects are partitioned into equal shares of eight objects each (quotative).

• Arithmetic Four
In this game for two players, students solve problems involving whole number and integer addition, subtraction, multiplication, and division.
• Factor Trail Game
In this lesson students will practice identifying the integer factors of numbers up to 100.
• Fish Tanks
The purpose of this task is to provide an opportunity for students to demonstrate that they can interpret within a given context the meaning of whole number quotients.
• Grade 3 Math Module 1: Properties of Multiplication & Division & Solving Problems with Units of 2-5
This 25-day module begins the year by building on students' fluency with addition and knowledge of arrays.
• Grade 3 Unit 2: The Relationship Between Multiplication and Division (Georgia Standards)
In this unit, students will begin to understand the concepts of multiplication and division, learn the basic facts of multiplication and their related division facts, apply properties of operations (commutative, associative, and distributive) as strategies to multiply and divide, understand division as an unknown-factor problem. For example, find 32 8 by finding the number that makes 32 when multiplied by 8. Fluently multiply and divide within 100, using strategies such as the patterns and relationships between multiplication and division, understand multiplication and division as inverse operations, solve problems and explain their processes of solving division problems that can also be represented as unknown factor multiplication problems and represent and interpret data.
• Markers in Boxes
The purpose of this task is for students to compare two problems that draw on the same context but represent the two different interpretations of division, namely, the "How many groups?" interpretation and the "How many in each group?" interpretation.
• Operations and Algebraic Thinking (3.OA) - Third Grade Core Guide
The Utah State Board of Education (USBE) and educators around the state of Utah developed these guides for Third Grade Mathematics - Operations and Algebraic Thinking (3.OA)

http://www.uen.org - in partnership with Utah State Board of Education (USBE) and Utah System of Higher Education (USHE).  Send questions or comments to USBE Specialist - Shannon Olson and see the Mathematics - Elementary website. For general questions about Utah's Core Standards contact the Director - Jennifer Throndsen .

These materials have been produced by and for the teachers of the State of Utah. Copies of these materials may be freely reproduced for teacher and classroom use. When distributing these materials, credit should be given to Utah State Board of Education. These materials may not be published, in whole or part, or in any other format, without the written permission of the Utah State Board of Education, 250 East 500 South, PO Box 144200, Salt Lake City, Utah 84114-4200.