2013-2014 Curriculum Blueprint
Grade:
3
Course: Math
Approximate Time:
15 days
Unit 3: Exploring Equal Groups as a Foundation for Multiplication and Division
Learning Goal
Students will develop an understanding of the relationship between multiplication and division through
skip counting and repeated addition and subtraction by interpreting and representing products and
quotients in real world word problems.
Unit Overview
Students begin by developing a foundation in multiplication and division concepts by working with
numbers with which they are more familiar (2s, 5s, and 10s) as well as numbers that are easily skip
counted (3s and 4s). Multiplication is a critical area for grade 3, therefore students will build on
these concepts throughout the year, working toward fluency by the end of the year.
Link to Multiplication and Division Learning Scale (This scale will be used multiple times throughout the
year as students work with and develop fluency in multiplication and division. Use indicators represented
in standards below.)
Essential Question(s)
How are multiplication and division related?
How do you determine when to multiply or divide?
Focus Standards
Bullets are the deconstructed standards These should be used to develop concise learning
statements/daily objectives/scales. Test Item Specifications
Vertical Progression
http://www.turnonccmath.net/ K-8 Learning Trajectories (This could be used to determine
remediation needs or enrichment opportunities)
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.
2nd Grade

Students find the total numbers of groups using arrays as repeated addition.

Students pair objects to determine if the number is odd or even.

Students skip count by 2, 5, 10, and 100.
4th Grade
MAFS.3.OA.1.2 (DOK 2) Interpret whole‐number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the 
Students interpret a multiplication problem as a comparison. Ex: 35 = 5x7 therefore 35 is 5 times
number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of
as many as 7.
shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a

Students perform multi-digit multiplication.
context in which a number of shares or a number of groups can be expressed as 56 ÷ 8.
Resources
Essential Vocabulary

Know what the numbers in a division problem represent.
Be selective in choosing problems aligned to 
Multiplication

Explain what division means and how it relates to equal shares.
the standards within each lesson.

Division

Interpret quotients as the number of shares or the number of groups when a set of objects is

Equal shares
divided equally.
Textbook Correlation

Arrays
(Multiplication and Division should be

Repeated Addition
MAFS.3.OA.2.6 (DOK 2) Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by
taught simultaneously so the students see 
Repeated Subtraction
finding the number that makes 32 when multiplied by 8.
the relationship.)

Product

Identify the multiplication problem as related to the division problem.

Quotient

Identify the unknown factor in the related multiplication problem.
3.1, 5.1 Equal Groups

Factor

Recognize multiplication and division as related operations and explain how they are related.
3.2, 5.2 Equal Groups

Use multiplication to solve division problems.
3.3, 5.3 Multiply and Divide by 2
Higher Order Questions/Stems
3.4, 5.5 Repeated addition and subtraction

How would you represent…?
MAFS.3.OA.1.3 (DOK 2) Use multiplication and division within 100 to solve word problems in situations
Draft 07/31/2014 pg. 1
2013-2014 Curriculum Blueprint
Grade:
3
Course: Math
Approximate Time:
15 days
Unit 3: Exploring Equal Groups as a Foundation for Multiplication and Division
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.3.7 (DOK 2) Fluently multiply and divide within 100, using strategies such as the relationship
between multiplication and division (e.g., knowing that 8 x 5 = 40, one knows 40 ÷ 5 = 8) or properties of
operations. By the end of Grade 3, know from memory all products of two one-digit numbers.

Know from memory all products of two one-digit numbers.

Fluently multiply and divide within 100.

Analyze a multiplication or division problem in order to choose an appropriate strategy to
fluently multiply or divide within 100.
Link to Mathematical Practice Standards Rubric
MAFS.K12.MP.1.1 Make sense of problems and persevere in solving them.
MAFS.K12.MP.2.1 Reason abstractly and quantitatively.
MAFS.K12.MP.6.1 Attend to precision.
MAFS.K12.MP.4.1 Model with Mathematics.
3.9, 5.4 Multiply and divide by 5
5.8 Multiplication and Division
5.9 Fact Families



Supplemental Resources

3rd Grade Common Core Flip Book Provides 
additional information and sample problems
for every standard

Task- Analyzing Word Problems Involving
Multiplication

Task- Two Interpretations of Division

Georgia Unit 2
Products of Whole Numbers P. 39-42
Associative Property P. 48-56
Whole Number Quotients P. 64-69
Unknown Factor P.111-115

Math Formative Assessments (Type
standard in “keywords” to find formative
assessments/activities aligned to the
specific standard)
Florida Interim Assessment Item Bank and
Test Platform

What other situation could be represented by…?
How would you explain that strategy to someone
who didn’t understand?
Which is the best strategy to use in this situation?
How do you know your answer is reasonable?
How would you describe what you are trying to
find?
How can I find the total number of objects in equal
groups?
What are you finding when you divide?
Writing Connections
Explain in your own words what multiplication and
division mean.
Explain and illustrate two strategies to solve the
problem.
Develop a detailed plan prior to solving the
problem.
Writing Template Tasks These template tasks are
designed from the Mathematical Practice Standards.
When filled in, these templates become teaching tasks
that create opportunities for teaching literacy skills in
mathematics.
Link to Problem Solving Rubric
Link to Webb’s DOK Guide
Draft 07/31/2014 pg. 2