Mathematics Grade 3
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)
Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities. For example, use drawings and equations with a symbol for the unknown number to represent the problem.
Analyzing Word Problems Involving Multiplication
The purpose of this task is for students to analyze different contexts in which multiplication is appropriate.
In this game for two players, students solve problems involving whole number and integer addition, subtraction, multiplication, and division.
In this task students are asked to decide how to spend $1,000 on supplies and materials for their classroom; students will have to make choices and be careful not to exceed the budget. Students are asked to decide which supplies will benefit the class the most and will compare their choices with other students' choices.
Factor Trail Game
In this lesson students will practice identifying the integer factors of numbers up to 100.
Gifts from Grandma, Variation 1
The first of these is a multiplication problem involving equal-sized groups. The next two reflect the two related division problems, namely, "How many groups?" and "How many in each group?"
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 Math Module 3: Multiplication & Division w/ Units of 0, 1, 6-9, and Multiples of 10
This 25-day module builds directly on students work with multiplication and division in Module 1. Module 3 extends the study of factors from 2, 3, 4, 5, and 10 to include all units from 0 to 10, as well as multiples of 10 within 100. Similar to the organization of Module 1, the introduction of new factors in Module 3 spreads across topics. This allows students to build fluency with facts involving a particular unit before moving on. The factors are sequenced to facilitate systematic instruction with increasingly sophisticated strategies and patterns.
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.
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)
Two Interpretations of Division
This task asks students two questions: " Maria cuts 12 feet of ribbon into 3 equal pieces so she can share it with her two sisters. How long is each piece?
Maria has 12 feet of ribbon and wants to wrap some gifts. Each gift needs 3 feet of ribbon. How many gifts can she wrap using the ribbon?"
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(USBE) and Utah System of Higher Education
(USHE). Send questions or comments to USBE Specialist -
and see the Mathematics - Elementary website. For
general questions about Utah's Core Standards contact the Director
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