Mathematics Pacing Resource Document
3.AT.6
Standard: 3.AT.6: Create, extend, and give an appropriate rule for number patterns using multiplication within 1000.
Teacher Background Information:
This standard calls for students to examine arithmetic patterns involving multiplication. Arithmetic patterns are patterns that change by the same rate,
such as adding the same number. For example, the series 2, 4, 6, 8, 10 is an arithmetic pattern that increases by 2 between each term.
Example:
Teacher: What pattern do you notice when 2, 4, 6, 8, or 10 are multiplied by any number (even or odd)?
Student: The product will always be an even number.
Teacher: Why?
x
0
1
2
3
4
5
6
7
8
9
0
0
0
0
0
0
0
0
0
0
0
1
0
1
2
3
4
5
6
7
8
9
2
0
2
4
6
8
10
12
14
16
18
3
0
3
6
9
12
15
18
21
24
27
4
0
4
8
12
16
20
24
28
32
36
5
0
5
10
15
20
25
30
35
40
45
6
0
6
12
18
24
30
36
42
48
54
7
0
7
14
21
28
35
42
49
56
63
8
0
8
16
24
32
40
48
56
64
72
9
0
9
18
27
36
45
54
63
72
81
10
0
10
20
30
40
50
60
70
80
90
10
0
10
20
30
40
50
60
70
80
90
100
Indianapolis Public Schools
Curriculum and Instruction
Mathematics Pacing Resource Document
3.AT.6
Standard: 3.AT.6: Create, extend, and give an appropriate rule for number patterns using multiplication within 1000.
Teacher Background Information:
Students need ample opportunities to observe and identify important numerical patterns related to operations. They should build on their previous
experiences with properties related to addition and subtraction. Students investigate addition and multiplication tables in search of patterns and
explain why these patterns make sense mathematically.
Example:
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Any sum of two even numbers is even.
Any sum of two odd numbers is even.
Any sum of an even number and an odd number is odd.
The multiples of 4, 6, 8, and 10 are all even because they can all be decomposed into two equal groups.
The doubles (2 addends the same) in an addition table fall on a diagonal while the doubles (multiples of 2) in a multiplication table fall on
horizontal and vertical lines.
The multiples of any number fall on a horizontal and a vertical line due to the commutative property.
All the multiples of 5 end in a 0 or 5 while all the multiples of 10 end with 0. Every other multiple of 5 is a multiple of 10.
Process Standards to Emphasize with Instruction of 3.AT.6:
3.PS.1: Make sense of problems and persevere in solving them.
3.PS.2: Reason abstractly and quantitatively.
3.PS.3: Construct viable arguments and critique the reasoning of others.
3.PS.6: Attend to precision.
3.PS.7: Look for and make use of structure.
Indianapolis Public Schools
Curriculum and Instruction
Mathematics Pacing Resource Document
3.AT.6
Standard: 3.AT.6: Create, extend, and give an appropriate rule for number patterns using multiplication within 1000.
Lesson Plans/Print Activities:
Web-based Practice:
 Math Expressions – Unit 5

https://www.engageny.org/resource/grade-3-mathematics-module-3topic-e-lesson-16 (Lessons 16-18)
o Reason about and explain arithmetic patterns using units of 0 and
1 as they relate to multiplication and division.
o Identify patterns in multiplication and division facts using the
multiplication table.
o Solve two-step word problems involving all four operations and
assess the reasonableness of solutions.

http://www.readtennessee.org/math/teachers/k3_common_core_math_standards/third_grade/operations_algebraic_thin
king/3oad9.aspx
Examples, Strategies, and Lessons
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https://learnzillion.com/lessonsets/258-identify-and-explain-arithmeticpatterns-using-properties-of-operations
Provides many videos over patterns, including patterns using
multiplication
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https://www.teachervision.com/multiplication/lesson-plan/3033.html
Provides Lesson and Practice for grades 3-5.

http://www.nsa.gov/academia/_files/collected_learning/elementary/patt
erns/repetitive_growing_patterns.pdf
Three Lessons to identify and practice patterns
Indianapolis Public Schools

http://www.beaconlearningcenter.com/WebLessons/Hotel6/defau
lt.htm
Story Problems – Works through patterns

https://www.khanacademy.org/math/cc-fourth-grade-math/cc4th-fact-mult-topic/cc-4th-number-patterns/v/math-patternsexample-1
Math Pattern Video

https://www.khanacademy.org/math/cc-fourth-grade-math/cc4th-fact-mult-topic/cc-4th-number-patterns/v/math-patternsexample-2
Math Pattern Video

http://pbskids.org/cyberchase/math-games/stop-creature/
Stop the Clones – Uses addition, subtraction, multiplication, and
division – students must determine the rule of the patter to stop
the clone

http://www.321know.com/patra10.htm#section2
Growing and Shrinking Patterns

http://pbskids.org/cyberchase/math-games/crack-hackers-safe/
Must determine shape, number, and color to crack the code
Curriculum and Instruction
Mathematics Pacing Resource Document
3.AT.6
Item Bank:
1) The first row in a pattern of tiles had 5 tiles. Each row after the first had 2 more tiles than the row before it, as shown below.
Which statement is true about the number of tiles in any row? (Answer: D)
A)
B)
C)
D)
It is divisible by 10
It is an even number
It is a multiple of 3
It is an odd number
2) Which number does not belong in the pattern below? Explain. (Answer: 43)
6, 12, 18, 24, 36, 43, 48, 54
________________________________________________________________________________
3) John says 7 x 4 is the same as doubling 7 x 2.
Use numbers and/or words to tell why you agree or disagree with John.
_______________________________________________________________________________________
4) Jake said that 5 times an even number always makes an even product. He also said that 5 times an odd number always makes an odd product.
Tell why you agree or disagree with Jake.
Indianapolis Public Schools
Curriculum and Instruction
Mathematics Pacing Resource Document
(Readiness Form II)
(Readiness Form II)
Indianapolis Public Schools
Curriculum and Instruction
Mathematics Pacing Resource Document
Indianapolis Public Schools
Curriculum and Instruction