Glendale Unified School District
Unit 2: Parent Letter
Grade 3
What Your Child Will Learn:
In the second unit students will be reviewing their understanding of place value,
rounding, composing larger units when adding, and decomposing into smaller units when
subtracting. One of the main components in third grade is to build upon the foundation
of multiplicative thinking.
Multiplicative thinking is indicated by a capacity to work flexibly with the concepts, strategies
and representations of multiplication (and division) as they occur in a wide range of contexts.
We will also teach students how to apply knowledge of multiplication and division skills
by teaching them how to find the unknown variable in an equation. They will also build
conceptual knowledge of properties of multiplication and how they apply in real word
situations.
Students will be becoming fluent in their multiplication and division facts.
Computational Fluency:
Computational fluency is described as the ability to compute with accuracy, flexibility
and efficiency. We demonstrate fluency when we estimate solutions, use mental
mathematics, use pencil and paper, and even when we decide to use calculators. Fluency
is not a fixed ability. Rather it grows and develops through ample opportunities to
practice and discuss strategies. It is developed over time.
Students can develop and improve their fluency through exposure, experiences and
discussion. It is acquired through concrete models (blocks), drawing, and then symbols
(numbers).
MORE SPECIFICALLY, CHILDREN WILL LEARN HOW TO:
•
•
•
•
•
•
Multiply and divide real world problems
Determine the unknown in multiplication/division equations
Understand multiplication and division
Identify attributes of shapes
Partition shapes
Memorize their multiplication and division facts
Standards –
Part A: 3.OA.3, 3.OA.4, 3.OA.5, 3.OA.6
Part B: 3.G.1, 3.G.2
Continual: 3.OA.7
Are Arr
e
Th
a/
od l fo ultipli ation
and th dis ibuti p op
us d to
sol
ultipli ation p obl s.
e Di
ve Pro erty This
p op
allo s us to b
ap t
f to s. an
o putation o
ffi i nt.
ill b us d l
in al b a.
Mod l fo
In x
x b o
c
x
8x7=
( x ) + ( x 2) =
+ =
an b
th into ( + ).
s ( x ) + ( x ).
( x )+( x )
+
This is th s
od l ithout
inn squ s. is
onsid d an
“open model.”
Stud nts o f o
a/
od ls
to o in ith p tial p odu ts and th
dis ibuti p op
.
( x )+( x )
+
Division: Think Multiplication Multiplication and division are related. When working with division, it sometimes makes sense to “think multiplication.” 12 ÷ 4 could be thought of as “4 times what equals 12.”
How many groups of 4 are in 12 hearts?
What is 12 ÷ 4?
What times 4 equals 12?
Multiplication: Multiples of 10 3 x 1 = 3 3 x 1 ten = 3 tens 3 10 = 30 3 x 4 = 12 so there are 3 groups of 4 hearts.
3 4 = 12 3 x 4 tens = 12 tens 3 x 40 = 120 Activities at Home
•
•
•
•
Make arrays out of household items (e.g. pennies, beans, blocks)
Select multiplication or division facts to illustrate or write a word problem.
Use grid paper to create congruent shapes
Go on a shape hunt! Look for geometric shapes in your home and community. Create a chart to show your
findings.
Learning Links
• Unknown number: http://www.sheppardsoftware.com/mathgames/matching/MultiplicationX.htm
• Multiplication and division word problems:http://www.thinkingblocks.com/tb_multiplication/multiplication.html
• Division Facts: http://www.mathplayground.com/division01.html
•Division: http://www.arcademics.com/games/demolition/demolition.html
• Solid figures: http://www.harcourtschool.com/activity/solid_figures/