Grade 3 - Math
2016-17 Unit 3
Title
Suggested Time Frame
Unit 3 – Multiplication and Division
*CISD Safety Net Standards: 3.4FK
Big Ideas/Enduring Understandings
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Guiding Questions
Explore the relationship between multiplication and addition.
Explore the relationship between patterns in multiplication and division.
Explore the real-world relationships using number pairs in a table and
verbal descriptions.
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2nd and 3rd Six Weeks
Suggested Duration: 25 days
How are multiplication and addition related?
How can an array model be used to represent multiplication?
How can multiplication be used in daily life?
How are multiplication and division related?
How can multiplication and division improve your life?
How can finding patterns in numbers help in solving problems?
What is the relationship between the data in the table?
Vertical Alignment
*TEKS one level below*
*TEKS one level below*
TEA MATH K-3 Vertical Alignment Document
Sample Assessment Question
3.4F
(Not tested on STAAR 2016)
3.4K
STAAR 2016 # 19
STAAR 2016 # 37
The resources included here provide teaching examples and/or meaningful learning experiences to address the District Curriculum. In order to address the TEKS to the proper
depth and complexity, teachers are encouraged to use resources to the degree that they are congruent with the TEKS and research-based best practices. Teaching using only the
suggested resources does not guarantee student mastery of all standards. Teachers must use professional judgment to select among these and/or other resources to teach the
district curriculum. Some resources are protected by copyright. A username and password is required to view the copyrighted material. District Specificity/Examples TEKS
clarifying examples are a product of the Austin Area Math Supervisors TEKS Clarifying Documents.
Grade 3 Math- Unit 3
Updated October 5, 2016
Page 1 of 9
Grade 3 - Math
2016-17 Unit 3
Ongoing TEKS
3.01 Mathematical process standards. 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;
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Focus is on application
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Students should assess which tool to apply rather
than trying only one or all
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Students should evaluate the effectiveness of
representations to ensure they are communicating
mathematical ideas clearly
Students are expected to use appropriate
mathematical vocabulary and phrasing when
communicating ideas
Students are expected to form conjectures based on
patterns or sets of examples and non-examples
(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;
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(F) analyze mathematical relationships to connect and communicate mathematical ideas; and
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(G) display, explain, and justify mathematical ideas and arguments using precise mathematical
language in written or oral communication
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Grade 3 Math- Unit 3
Updated October 5, 2016
Precise mathematical language is expected.
Page 2 of 9
Grade 3 - Math
2016-17 Unit 3
Knowledge and Skills
with Student
Expectations
District Specificity/ Examples
Resources
Vocabulary
Resources listed and categorized to
indicate suggested uses. Any
additional resources must be
aligned with the TEKS.
HMH Go Math:
Module 6,7,8,9,14
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Array
Columns
Equal-sized
Groups
Factor
Multiplication
Product
Rows
Area Models
Multiplication
Facts
Number Line
Repeated
Addition
Skip Counting
Division Fact
Multiplication
Fact
Algorithm
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Properties:
Brain pop Jr. Repeated
Addition
Multiplication---10 days
MAT.3.04 Number and
operations. The
student applies
mathematical process
standards to develop
and use strategies and
methods for whole
number computations
in order to solve
problems with
efficiency and accuracy.
The student is expected
to:
3.04D determine the
total number of
objects when
equally-sized groups
of objects are
combined or
arranged in arrays
up to 10 by 10
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3.04D
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Students must use repeated addition to find the total objects represented in equally
sized groups. They must arrange groups in arrays to develop the meaning of
multiplication.
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4 X 3 can be represented as follows:
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3+3+3+3
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Grade 3 Math- Unit 3
Updated October 5, 2016
Commutative
Associative
Distributive
Region 11 Livebinder
http://illuminations.nct
m.org/
All About Multiplication
Arrays
Product Game
Amanda Bean’s Amazing
Dream
CPALMS Website
BrainPop
Brain Pop Jr. Arrays
Page 3 of 9
3.04E Represent
multiplication facts by
using a variety of
approaches, such as
repeated addition,
equal- size groups,
arrays, area models,
equal jumps on a
number line and skip
counting.
Grade 3 - Math
2016-17 Unit 3
3.04E
Students must apply multiplication in multiple scenarios and not just in a single
familiar scenario. There needs to be a bigger emphasis on using the number line
as a model for multiplication.
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Strip Diagrams
Quotient
Equations
Expression
Number
Sentence/
Equation
Unknown
Number
3+3+3+3
*CISD Safety Net*
3.04F Recall facts to
multiply up to 10 by 10
with automaticity and
recall the corresponding
division facts
Grade 3 Math- Unit 3
Updated October 5, 2016
3.04F
Students need to know the facts. They must connect the multiplication with
division.
Page 4 of 9
Grade 3 - Math
2016-17 Unit 3
3.04G Use strategies
and algorithms,
including the
standard algorithm,
to multiply a twodigit number by a
one-digit number.
Strategies may
include mental
math, partial
products, and the
commutative,
associative, and
distributive
properties.
3.04G
Students must use multiple strategies to multiply up to two-digit by one-digit
problems, including the standard algorithm. In order to use partial products
students must understand expanded notation.
*CISD Safety Net*
3.4K Solve one-step
3.4K
and two-step problems
involving
multiplication and
division within 100
using strategies
based on objects;
Students must apply multiplication and division knowledge into problem solving
situations. Students must use mathematical process standards with automaticity.
This includes understanding the problem, using various skills and strategies, and
choosing the most efficient strategy to solve the problem.
Grade 3 Math- Unit 3
Updated October 5, 2016
Page 5 of 9
Grade 3 - Math
2016-17 Unit 3
pictorial models,
including arrays, area
models and equal
groups; properties of
operations; or recall of
fact
3.05 Algebraic
reasoning. The student
applies mathematical
process standards to
analyze and create
patterns and
relationships. The
student is expected to:
3.05B Represent and
solve one- and twostep multiplication
and division
problems within 100
using arrays, strip
diagrams, and
equations.
Grade 3 Math- Unit 3
Updated October 5, 2016
3.05B
Students must demonstrate and represent multiplication and division situations.
They must be able to take an abstract multiplication or division problem and relate
it to a concrete representation of the problem.
Page 6 of 9
Grade 3 - Math
2016-17 Unit 3
3.05C Describe a
multiplication
expression as a
comparison such as
3x24 represents 3 times
as much as 24.
3.05D Determine the
unknown whole number
in a multiplication or
division equation
relating three whole
numbers when the
Grade 3 Math- Unit 3
Updated October 5, 2016
3.05C
Students need to understand and apply the multiplication expressions like twice
and __ times as much. They must relate language to multiplication situations and
apply multiplication in everyday situations.
3.05D
Students must understand the Fact Families and the reciprocal relationship
between multiplication and division. Students must be able to apply operation
properties to solving for a missing number.
72 ÷ __ = 9
Page 7 of 9
Grade 3 - Math
2016-17 Unit 3
unknown is either a
missing factor or
product.
Division---10 days
MAT.3.04 Number and
operations. The student
applies mathematical
process standards to
develop and use
strategies and methods
for whole number
computations in order
to solve problems with
efficiency and accuracy.
The student is expected
to:
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3.04I Determine if a
number is even or
odd using divisibility
rules
3.04J Determine a
quotient using the
Grade 3 Math- Unit 3
Updated October 5, 2016
Quotient
Dividend
Divisor
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Divisor Equal
Groups
Equal Shares
Repeated
Subtraction
Divisibility
Rules
Even
Odd
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Multiplication:
3.04H
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Student will understand division as partitioning into equal groups. Grouping and
fair sharing is the focus. Students have to understand the meaning of division and
develop their own models, not just apply a model.
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3.04H Determine the
number of objects in
each group when a
set of objects is
partitioned into
equal shares or a set
of objects is shared
equally.
Division:
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HMH Go Math:
Module 10,11,12,13,14
Region 11 Livebinder
http://illuminations.nct
m.org/
Product
Factor
3.04I
Students must understand partitioning a number into 2 equal groups. This will
lead to the understanding of the divisibility rule for 2.
3.04J
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Arrays
Equations
Strip Diagrams
Number
Sentence/
Equations
Page 8 of 9
relationship between
multiplication and
division
*CISD Safety Net*
3.4K Solve one-step
and two-step
problems involving
multiplication and
division within 100
using strategies
based on objects;
pictorial models,
including arrays, area
models and equal
groups; properties of
operations; or recall of
facts
Grade 3 Math- Unit 3
Updated October 5, 2016
Students must understand the relationship between multiplication and division the fact family relationship.
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Grade 3 - Math
2016-17 Unit 3
Unknown
Number
Understanding of the triangular flash card will aid in this process.
3.4K
Students must apply multiplication and division knowledge into problem solving
situations. Students must use mathematical process standards with automaticity.
This includes understanding the problem, using various skills and strategies, and
choosing the most efficient strategy to solve the problem.
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