NEISD Elementary Mathematics: Grade 3
Overview: Multiplication and Division Operations with Algebraic Reasoning (8 weeks=39 days)
Processing TEKS
Multiplication and
Division
•During Grade 2, students began to develop
strategies for counting by equal groups. Students
worked with contextual situations to model the
joining of equal groups. They also began working
with division situations as they solved problems
about sharing a variety of objects equally and
making equal-sized groups.
•In grade 3, students will become fluent with their
basic facts through 10 and solve one-step and twostep multiplication problems., which can include
multiplying a two-digit number by a one-digit
number. Students will extend their understanding
of division as they explore the relationship
between multiplication and division. Students will
solve and represent one-step and two-step division
problems within 100.
•Students will extend their understanding in grade
4, by multiplying a two-digit number by a two-digit
number and a four-digit number by a one-digit
number. They will continue their work with
division to include larger numbers and extend it to
include problems that result in a remainder.
The Mathematical Process Standards provide connections to the content
standards across and within the grade levels. Embedding the process
standards provides students the opportunity to have sustained
involvement with larger groups of TEKS, thereby focusing on larger ideas
rather than isolated ideas. Think about the content standards as the
bricks and the process standards the mortar.
3.1 The student uses mathematical processes to acquire and
demonstrate mathematical understanding. The student is expected to:
(A) apply mathematics to problems arising in everyday life, society, and
the workplace;
(B) use a problem-solving model that incorporates analyzing given
information, formulating a plan or strategy, determining a solution,
justifying the solution, and evaluating the problem-solving process
and the reasonableness of the solution;
(C) select tools, including real objects, manipulatives, paper and pencil,
and technology as appropriate, and techniques, including mental
math, estimation, and number sense as appropriate, to solve
problems;
(D) communicate mathematical ideas, reasoning, and their implications
using multiple representations, including symbols, diagrams, graphs,
and language as appropriate;
(E) create and use representations to organize, record, and
communicate mathematical ideas;
(F) analyze mathematical relationships to connect and communicate
mathematical ideas; and
(G) display, explain, and justify mathematical ideas and arguments using
precise mathematical language in written or oral communication.
Each elementary school has access to Texas Go Math! and Investigations. These materials are intended to be resources for mathematical content and instructional
strategy suggestions. The website is a resource that includes: IPG, Workstations, Problem Solving, Number Talks, Assessment Bank, and Technology for each unit of study.
The resources are NOT intended to be all-inclusive. It is the teacher’s responsibility to teach the Texas Essential Knowledge and Skills (TEKS), not the resources.
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NEISD Elementary Mathematics: Grade 3
Big Ideas
Multiplication and Division Operations with Algebraic Reasoning
Learning Targets
Multiplication and
Division
 Multiplication involves counting groups of equal size and determining how many are in all
(multiplicative thinking).
 Multiplication and division are related. Division names a missing factor in terms of the known
factor and the product.
 Models can be used to solve contextual problems for all operations and to figure out what
operation is involved in a problem regardless of the size of the numbers. Models can also be
used to give meaning to number sentences.
 Flexible methods of computation in multiplication and division involve decomposing and
composing numbers in a wide variety of ways.
 Flexible methods for computations require a strong understanding of the operations and the
properties of operations.
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Create various representations (including arrays) to help learn multiplication facts.
Investigate the relationship of the dimensions (rows and columns) to the factors of a given number.
Interpret multiplication as repeated addition or multiples.
Recognize the relationship between skip counting and multiplication.
Understand the commutative, associative, and distributive properties of multiplication.
Understand that division represents sharing equally or forming equal groups.
Apply various strategies to solve multiplication and division problems.
Create number sentences that represent the model.
Recognize that multiplication and division are inverse operations.
 Use divisibility rules to determine is a number is even or odd.