2015-2016 Curriculum Blueprint
Grade: 3
Course: Mathematics
Topic 2 – Multiplication Facts: Use Patterns
Flexible Time
Line
7 days
Topic Overview
Students focus on interpreting the meaning of multiplication and division, as well as use patterns to begin to build fluency with multiplication facts. Please
review Table 2: Common Multiplication and Division Situations (Page 89) for examples of the various meanings of multiplication and division, and to ensure
students opportunities with all types of multiplication and division problems.
Vertical Progression
2nd Grade
 Students skip count by 2, 5, 10, and 100
4th Grade
 Students interpret a multiplication problem as a comparison. Ex: 35 = 5x7 therefore 35 is 5 times as many as 7.
 Students perform multi-digit multiplication
Learning Goal
Essential Question
Students will determine multiplication facts using patterns.
How can unknown multiplication facts be found using patterns?
Topic 2 Scale
Textbook Correlation
Recommended Instructional Sequence
Essential Vocabulary
*Be selective in choosing problems aligned to the standards
Step 1: Problem-Based Learning “Solve and Share”
 multiples
within the topic. Lessons and problems used for instruction
Problem-Based Learning Lesson Flow Map
and assessment should be determined through collaborative
Conceptual understanding is developed when mathematics is
unit planning.
introduced in the context of solving a real problem in which
ideas related to the new content are embedded. Conceptual
Topic 2: Multiplication Facts: Use Patterns
understanding results because the process of solving a problem
Lesson 2-1: 2 and 5 as factors
requires students to connect their prior knowledge with the new
Lesson 2-2: 9 as a Factor
concept or procedure (Charles, R., Bay-Williams, J., et al., 2016).
Lesson 2-4: Multiply by 10
Lesson 2-5: Multiplication Facts: 0,1,2,5,9,and 10
Each lesson in the book begins with a Solve and Share. See the
Lesson 2-6 Math Practices and Problem Solving: Model with
links below for additional tasks to be used as needed:
Math
Math Formative Assessment System (MFAS) Tasks by Standard
*Lesson 2-3: Not aligned to Math Florida Standards. May be
Illustrative Mathematics Tasks by Standard
addressed if there is extra time or as an extension.
Step 2: “Visual Learning Bridge”
Enhance student learning by connecting student thinking and
solutions from the Solve and Share to the new ideas of the
lesson through the use of the worked-out problem in the
textbook.
Deconstructed Standards
*Multiplication is the focus of this unit for the standards listed below
MAFS.3.OA.1.1 (DOK 2) Interpret products of whole numbers, eg., interpret 5 x 7 as the total number 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 x 7.
 Find the product of multiple groups of objects.
 Interpret products of multiple groups of objects.
MAFS.3.OA.1.3 (DOK 2) Use multiplication and division within 100 to solve word problems in situations 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.
 Multiply and divide within 100.
 Solve word problems in situations involving equal groups, arrays, and measurement quantities.
 Represent a word problem using a picture, an equation with a symbol for the unknown number, or in other ways.
MAFS.3.OA.2.5 (DOK 2) Apply properties of operations as strategies to multiply and divide. Examples: If 6 x 4 = 24 is known, then 4 x 6 = 24 is also known.
(Commutative property of multiplication.) 3 x 5 x 2 can be found by 3 x 5 = 15, then 15 x 2 = 30, or by 5 x 2 = 10, then 3 x 10 = 30. (Associative property of
multiplication.) Knowing that 8 x 5 = 40 and 8 x 2 = 16, one can find 8 x 7 as 8 x (5 +2) = (8 x 5) + (8 x 2) = 40 + 16 = 56 (Distributive property.)
 Multiply and divide within 100.
 Explain how the properties of operations work. (Topic 3)
 Apply properties of operations as strategies to multiply and divide. (Topic 3)
MAFS.3.OA.4.9 (DOK 3) Identify arithmetic patterns (including patterns in the addition table or multiplication table) and explain them using properties of
operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends.
 Identify arithmetic patterns such as even and odd numbers, patterns in an addition table, patterns in a multiplication table, and patterns regarding
multiples and sums.
 Explain rules for a pattern using properties of operations. (Topic 3)
 Explain relationships between the numbers in a pattern.
Math Practice Standard(s)
Link to Mathematical Practice Standards Rubric
MAFS.K12.MP.4.1 Model with mathematics.
MAFS.K12.MP.7.1 Look for and make use of structure.
Additional Resources & Links
Higher Order Questions & Writing Connections
Georgia Units
Link to Webb’s DOK Guide
Unit 3
* Higher order questions should be utilized to foster a deep, conceptual
 Skip Counting Patterns
understanding of the topic. Encouraging students to express their
 Take the Easy Way Out
mathematical thinking in writing helps them solidify their learning.
EngageNY – Module 3
Topic E Analysis of Patterns and Problem Solving Including Units of 0 and 1
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
How can we use patterns to solve problems?
What patterns do you notice?
EngageNY Math Studio Talk: Common Core Instruction for 3.OA
This video addresses representing and solving problems involving multiplication
and division, the properties of multiplication, and the relationship between
multiplication and division to help students multiply and divide within 100.
* YouTube must already be opened on your browser before clicking the link.
Common Multiplication and Division Situations
Table 2 (page 89) – Common Core State Standards for Mathematics
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
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Compare and contrast the patterns you notice in two different
problems.
How do you determine which math operation(s) are needed to
solve a problem?
Write a word problem to represent the expression.
Create a situation expression that matches the word problem.
www.pearsonrealize.com
Home-School Connection Page
Reteaching Pages
Marzano Proficiency Scales Bank
Math Formative Assessment System (MFAS) Tasks by Standard
CPALMS - MFAS includes tasks and rubrics that the teacher can implement with
their students.
Illustrative Mathematics Tasks by Standard
The site illustrates standards with impeccably crafted tasks, videos, lesson plans,
and curriculum modules.
Common Core Flip Books: Provides additional information and sample problems
for every standard
FSA Test Item Specifications
Spiral Review
*Consistent review of previously learned standards allows students multiple opportunities to master and build fluency with mathematical concepts and
procedures.
www.pearsonrealize.com
Daily Review 2-1 through 2-6