Unit 5 3rd grade cs 2012 2013

Isaac School District, No. 5
Mathematics Curriculum Guide: Third Grade

Unit 5
Equal Groups:
Multiplication and Division Total Session: 26
Big Ideas: Essential Questions:
Students will understand that:
 Multiplication and division is the grouping and ungrouping of objects  How are multiplication and division alike?
using patterns to solve everyday real world problems.
 What happens to the value of a number when you multiply it?
 There is an inverse relationship between multiplication and division.
 How might you use multiplication or division to solve problems in the
real world?

Unit Vocabulary: multiplication, equation, product, multiples, dimension, arrays, square numbers, prime numbers, division

Domain: Operations and Algebraic Thinking (OA)

AZ Math Standards Mathematical Practices
Cluster: Represent and solve problems involving multiplication and division.

Students are expected to:
3.OA.1. Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number 3.MP.1. Make sense of problems and persevere in solving them.
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.MP.4. Model with mathematics.

Connections: 3.0A.3; 3.SL.1; ET03-S1C4-01 3.MP.7. Look for and make use of structure.

Third Grade Underline = Tier 2 words
Investigation Unit 5
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Explanations and Examples
Students recognize multiplication as a means to determine the total number of objects when there are a specific number of groups with the same number of objects in each group.
Multiplication requires students to think in terms of groups of things rather than individual things. Students learn that the multiplication symbol ‘x’ means “groups of” and problems
such as 5 x 7 refer to 5 groups of 7.

To further develop this understanding, students interpret a problem situation requiring multiplication using pictures, objects, words, numbers, and equations. Then, given a
multiplication expression (e.g., 5 x 6) students interpret the expression using a multiplication context. (See Table 2) They should begin to use the terms, factor and product, as they
describe multiplication.

Students may use interactive whiteboards to create digital models.

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3.OA.2. Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as 3.MP.1. Make sense of problems and persevere in solving them.
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 3.MP.4. Model with mathematics.
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.MP.7. Look for and make use of structure.

Connections: 3.OA.3; 3.SL.1; ET03-S1C4-01

Students recognize the operation of division in two different types of situations. One situation requires determining how many groups and the other situation requires sharing
(determining how many in each group). Students should be exposed to appropriate terminology (quotient, dividend, divisor, and factor).

To develop this understanding, students interpret a problem situation requiring division using pictures, objects, words, numbers, and equations. Given a division expression (e.g.,
24 ÷ 6) students interpret the expression in contexts that require both interpretations of division. (See Table 2)

Students may use interactive whiteboards to create digital models.

3.OA.3. Use multiplication and division within 100 to solve word problems in situations 3.MP.1. Make sense of problems and persevere in solving them.
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 3.MP.4. Model with mathematics.
Table 2.)
(Sessions: 2.1) 3.MP.7. Look for and make use of structure.
*Extensions Necessary

Connections: 3.RI.7; ET03-S1C1-01


Students use a variety of representations for creating and solving one-step word problems, i.e., numbers, words, pictures, physical objects, or
equations. They use multiplication and division of whole numbers up to 10 x10. Students explain their thinking, show their work by using at least
one representation, and verify that their answer is reasonable.
Continued on next page

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Word problems may be represented in multiple ways:
 Equations: 3 x 4 = ?, 4 x 3 = ?, 12 ÷ 4 = ? and 12 ÷ 3 = ?
 Array:

 Equal groups

Repeated addition: 4 + 4 + 4 or repeated subtraction
 Three equal jumps forward from 0 on the number line to 12 or three equal jumps backwards from 12 to 0

Examples of division problems:
 Determining the number of objects in each share (partitive division, where the size of the groups is unknown):
o The bag has 92 hair clips, and Laura and her three friends want to share them equally. How many hair clips will each person receive?

 Determining the number of shares (measurement division, where the number of groups is unknown)
Max the monkey loves bananas. Molly, his trainer, has 24 bananas. If she gives Max 4 bananas each day, how many days will the bananas last?
Starting
Investigation Unit 5 Day 1 Day 2 Day 3 Day 4 Day 5 Day 6
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24 PM 20-4= 16-4= 12-4= 8-4= 4-4=
20 16 12 8 4 0 -4-

Solution: The bananas will last for 6 days.
Students may use interactive whiteboards to show work and justify their thinking.


3.OA.4. Determine the unknown whole number in a multiplication or division equation 3.MP.1. Make sense of problems and persevere in solving them.
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.MP.2. Reason abstractly and quantitatively.
(Sessions: 2.3 / 4.1 / 4.2 / 4.3 / 4.4)
*Extensions Necessary 3.MP.6. Attend to precision.
Connections: 3.AO.3; 3.RI.3; 3.SL.1; 3.MP.7. Look for and make use of structure.
ET03-S1C4-01

This standard is strongly connected to 3.AO.3 when students solve problems and determine unknowns in equations. Students should also experience creating story problems for
given equations. When crafting story problems, they should carefully consider the question(s) to be asked and answered to write an appropriate equation. Students may
approach the same story problem differently and write either a multiplication equation or division equation.

Students apply their understanding of the meaning of the equal sign as ”the same as” to interpret an equation with an unknown. When given 4 x ? = 40, they might think:
 4 groups of some number is the same as 40
 4 times some number is the same as 40
 I know that 4 groups of 10 is 40 so the unknown number is 10
 The missing factor is 10 because 4 times 10 equals 40.

Equations in the form of a x b = c and c = a x b should be used interchangeably, with the unknown in different positions.

Examples:
 Solve the equations below:
24 = ? x 6
72 ÷   9
 Rachel has 3 bags. There are 4 marbles in each bag. How many marbles does Rachel have altogether? 3 x 4 = m

Students may use interactive whiteboards to create digital models to explain and justify their thinking.

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Cluster: Understand properties of multiplication and the relationship between multiplication and division.

3.OA.5. Apply properties of operations as strategies to multiply and divide. (Students 3.MP.1. Make sense of problems and persevere in solving them.
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 3.MP.4. Model with mathematics.
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 3.MP.7. Look for and make use of structure.
can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.)
(Sessions:3.1) 3.MP.8. Look for and express regularity in repeated reasoning.
Connections: 3.OA.1; 3.OA.3; 3.RI 4; 3.RI.7; 3.W.2; ET03-S1C4-01
Students represent expressions using various objects, pictures, words and symbols in order to develop their understanding of properties. They multiply by 1 and 0 and divide by
1. They change the order of numbers to determine that the order of numbers does not make a difference in multiplication (but does make a difference in division). Given three
factors, they investigate changing the order of how they multiply the numbers to determine that changing the order does not change the product. They also decompose numbers
to build fluency with multiplication.
Models help build understanding of the commutative property:

Example: 3 x 6 = 6 x 3

In the following diagram it may not be obvious that 3 groups of 6 is the same as 6 groups of 3. A student may need to count to verify this.
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Example: 4 x 3 = 3 x 4
An array explicitly demonstrates the concept of the commutative property.

4 rows of 3 or 4 x 3 3 rows of 4 or 3 x 4

Students are introduced to the distributive property of multiplication over addition as a strategy for using products they know to solve products they don’t know. For example, if
students are asked to find the product of 7 x 8, they might decompose 7 into 5 and 2 and then multiply 5 x 8 and 2 x 8 to arrive at 40 + 16 or 56. Students should learn that they
can decompose either of the factors. It is important to note that the students may record their thinking in different ways.

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5 x 8 = 40 7 x 4 = 28
2 x 8 = 16 7 x 4 = 28
To further develop understanding of properties related to multiplication and 56
56 division, students use different representations and their understanding of the relationship between
multiplication and division to determine if the following types of equations are true or false.
 0 x 7 = 7 x 0 = 0 (Zero Property of Multiplication)
 1 x 9 = 9 x 1 = 9 (Multiplicative Identity Property of 1)
 3 x 6 = 6 x 3 (Commutative Property)
 8 ÷ 2 = 2 ÷ 8 (Students are only to determine that these are not equal)
 2 x 3 x 5 = 6 x 5
 10 x 2 < 5 x 2 x 2
 2 x 3 x 5 = 10 x 3
 0 x 6 > 3 x 0 x 2

3.OA.6. Understand division as an unknown-factor problem. For example, find 32 ÷ 8 3.MP.1. Make sense of problems and persevere in solving them.
by finding the number that makes 32 when multiplied by 8.

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(Sessions: 3.1 / 4.1 / 4.2) 3.MP.7. Look for and make use of structure.
Connections: 3.OA.4; 3.RI.3

Multiplication and division are inverse operations and that understanding can be used to find the unknown. Fact family triangles demonstrate the inverse operations of
multiplication and division by showing the two factors and how those factors relate to the product and/or quotient.

Examples:
 3 x 5 = 15 5 x 3 = 15
 15 ÷ 3 = 5 15 ÷ 5 = 3
15

X or ÷
3 5

Students use their understanding of the meaning of the equal sign as “the same as” to interpret an equation with an unknown. When given 32 ÷ = 4, students may think:
 4 groups of some number is the same as 32
 4 times some number is the same as 32
 I know that 4 groups of 8 is 32 so the unknown number is 8
 The missing factor is 8 because 4 times 8 is 32.

Equations in the form of a ÷ b = c and c = a ÷ b need to be used interchangeably, with the unknown in different positions.

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Cluster: Multiply and divide within 100

3.OA.7. Fluently multiply and divide within 100, using strategies such as the 3.MP.2. Reason abstractly and quantitatively.
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 3.MP.7. Look for and make use of structure.
memory all products of two one-digit numbers.
(Sessions: 4.1 / 4.2) 3.MP.8. Look for and express regularity in repeated reasoning.

Connections: 3.OA.3; 3.OA.5

By studying patterns and relationships in multiplication facts and relating multiplication and division, students build a foundation for fluency with multiplication and division facts.
Students demonstrate fluency with multiplication facts through 10 and the related division facts. Multiplying and dividing fluently refers to knowledge of procedures, knowledge of
when and how to use them appropriately, and skill in performing them flexibly, accurately, and efficiently.
Strategies students may use to attain fluency include:
 Multiplication by zeros and ones
 Doubles (2s facts), Doubling twice (4s), Doubling three times (8s)
 Tens facts (relating to place value, 5 x 10 is 5 tens or 50)
 Five facts (half of tens)
 Skip counting (counting groups of __ and knowing how many groups have been counted)
 Square numbers (ex: 3 x 3)
 Nines (10 groups less one group, e.g., 9 x 3 is 10 groups of 3 minus one group of 3)
 Decomposing into known facts (6 x 7 is 6 x 6 plus one more group of 6)
 Turn-around facts (Commutative Property)
 Fact families (Ex: 6 x 4 = 24; 24 ÷ 6 = 4; 24 ÷ 4 = 6; 4 x 6 = 24)
 Missing factors

General Note: Students should have exposure to multiplication and division problems presented in both vertical and horizontal forms.

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Cluster: Solve problems involving the four operations, and identify and explain patterns in arithmetic.

3.OA.8. Solve two-step word problems using the four operations. Represent these 3.MP.1. Make sense of problems and persevere in solving them.
problems using equations with a letter standing for the unknown quantity. Assess the
reasonableness of answers using mental computation and estimation strategies 3.MP.2. Reason abstractly and quantitatively.
including rounding. (This standard is limited to problems posed with whole numbers
and having whole-number answers; students should know how to perform operations 3.MP.4. Model with mathematics.
in the conventional order when there are no parentheses to specify a particular order
(Order of Operations). 3.MP.5. Use appropriate tools strategically.
*Extensions Necessary to two-step word problems
Connections: 3.OA.4; 3.OA.5; 3.OA.6; 3.OA.7; 3.RI.7

Students should be exposed to multiple problem-solving strategies (using any combination of words, numbers, diagrams, physical objects or symbols) and be able to choose
which ones to use.
Examples:
 Jerry earned 231 points at school last week. This week he earned 79 points. If he uses 60 points to earn free time on a computer, how many points will he have
left?

A student may use the number line above to describe his/her thinking, “231 + 9 = 240 so now I need to add 70 more. 240, 250 (10 more), 260 (20 more), 270, 280,
290, 300, 310 (70 more). Now I need to count back 60. 310, 300 (back 10), 290 (back 20), 280, 270, 260, 250 (back 60).”


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A student writes the equation, 231 + 79 – 60 = m and uses rounding (230 + 80 – 60) to estimate.

A student writes the equation, 231 + 79 – 60 = m and calculates 79-60 = 19 and then calculates 231 + 19 = m.

 The soccer club is going on a trip to the water park. The cost of attending the trip is $63. Included in that price is $13 for lunch and the cost of 2 wristbands, one
for the morning and one for the afternoon. Write an equation representing the cost of the field trip and determine the price of one wristband.

w w 13
63

The above diagram helps the student write the equation, w + w + 13 = 63. Using the diagram, a student might think, “I know that the two wristbands cost $50 ($63-$13)
so one wristband costs $25.” To check for reasonableness, a student might use front end estimation and say 60-10 = 50 and 50 ÷ 2 = 25.

When students solve word problems, they use various estimation skills which include identifying when estimation is appropriate, determining the level of accuracy needed,
selecting the appropriate method of estimation, and verifying solutions or determining the reasonableness of solutions.

Estimation strategies include, but are not limited to:
 using benchmark numbers that are easy to compute
 front-end estimation with adjusting (using the highest place value and estimating from the front end making adjustments to the estimate by taking into account the
remaining amounts)
rounding and adjusting (students round down or round up and then adjust their estimate depending on how much the rounding changed the original values)

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Unit 5 3rd grade cs 2012 2013

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Unit 5 3rd grade cs 2012 2013