I-CANyons Parent Toolkit for Third Grade Mathematics
Operations and Algebraic Thinking: I CAN...
StandardUnderstand and represent multiplication.
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Core Standard3.OA.1: Interpret products of whole numbers, e.g., interpret 5 × 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 × 7.
3.OA.3 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. 3.OA.4: Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = _ ÷ 3, 6 × 6 = ? 3.OA.5: Apply properties of operations as strategies to multiply and divide. |
In Other Words...Students will be able to use multiplication and division, where the answer is 0 to 100, to solve word problems in situations involving equal groups, arrays Click Here, and measurement quantities (drawing pictures or using a variable 6 X N = 42 to solve the problem.)
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If MasteredStudents can create their own word problems involving multiplication and division and compile them into a multiplication and division word problem book. Parents or siblings can solve the word problems. Students may include illustrations to show equal groups and sharing. Students should be encouraged to include arrays to illustrate their word problems.
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If Not Yet MasteredWebsites that reinforce and reteach and these skills:
3.OA.1: Click Here 3.OA.3: Click Here 3.OA.4: Click Here 3.OA.5: Click Here |
StandardUnderstand and represent division.
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Core Standard3.OA.2: Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each.
3.OA.3 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. 3.OA.4: Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = _ ÷ 3, 6 × 6 = ? 3.OA.5: Apply properties of operations as strategies to multiply and divide. 3.OA.6: Understand division as an unknown-factor problem. |
In Other Words...Commutative Property of Multiplication: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known.
Associative Property of Multiplication: (3 × 5) × 2 is the same as (2 x 3) x 5. Distributive Property of Multiplication: find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. Understand division as an unknown-factor problem: For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8. |
If MasteredApply properties of multiplication and division using two digit numbers. Explain commutative, associative, distributive, identity, and zero property to a parent or sibling. Write two examples of each property on flashcards. Include the property name on the back of the flashcard. Play a memory matching game to identify the properties.
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If Not Yet MasteredWebsites that reinforce and reteach these skills:
3.OA.2: Click Here 3.OA.3: Click Here 3.OA.4: Click Here 3.OA.5: Click Here 3.OA.6: Click Here |
StandardFluently multiply two one-digit numbers within 100.
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Core Standard3.OA.7 Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division.
By the end of Grade 3, know from memory all products of two one-digit numbers. |
In Other Words...If a student knows that 8 × 5 = 40, the student also knows 40 ÷ 5 = 8. By the end of third grade all students should know their multiplication facts (0-9), by memory.
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If MasteredStudents should expand their learning by memorizing the rest of the multiplication facts (10-12). Students may also extend their learning by applying multiplication principles to two-digit numbers. Students may use partial products (like the distributive property- to find 12 X 12 they can solve (12 X 10) + (12 X 2) or the standard algorithm (2-digit multiplication with regrouping).
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If Not Yet MasteredHelpful websites and activities: Click Here
Fruit Shoot Multiplication and Free Rice Multiplication: Click Here |
StandardFluently divide two one-digit numbers within 100.
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Core Standard 3.OA.7 Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division.
By the end of Grade 3, know from memory all products of two one-digit numbers. |
In Other Words...If a student knows that 8 × 5 = 40, the student also knows 40 ÷ 5 = 8.
By the end of third grade all students should know their multiplication facts (0-9), by memory. |
If MasteredStudents should expand their learning by memorizing the rest of the multiplication facts (10-12). Students may also extend their learning by applying multiplication principles to two-digit numbers. Students may use partial products (like the distributive property- to find 12 X 12 they can solve (12 X 10) + (12 X 2) or the standard algorithm (2-digit multiplication with regrouping).
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If Not Yet MasteredHelpful websites and activities: Click Here
Fruit Splat Multiplication and Free Rice Multiplication: Click Here |
StandardSolve two-step word problems using addition and subtraction.
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Core Standard3.OA.8 Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.
3.OA.9 Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. |
In Other Words...Students learn to solve two-step word problems (to get the final answer you have to solve two problems like adding then dividing or multiplying then subtracting) using the four operations (addition, subtraction, multiplication, and division). Students will learn to represent these problems by using an equation with a letter standing for the unknown quantity (3 + N = 18). Students will learn to judge the reasonableness of their solutions by using mental math, number sense (35 + 79 should not be 1,014 because 40 + 80 is only 120), and estimation strategies, including rounding.
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If MasteredStudents may extend their understanding of two-step problems including all four operations by solving more complex word problems. Two learning activities that challenge the learner are, The Class Trip and The Stamp Collection. These activities can be found on the following website: Click Here.
Click on Third Grade, Operations and Algebraic Thinking, Choice D: Solving problems with the four operations, #8 (see illustrations). This will lead you to the learning activities. |
If Not Yet MasteredThe following websites are great practice in solving problems involving the two operations:
CCSS Math 3.OA.8 Internet resources Click Here Mystery Operations, Krypto, and Calculation Nation are all games that deal with the four operations: Click Here |
StandardSolve two-step word problems using multiplication and division.
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Core Standard3.OA.8 Solve two-step word problems using the four operations.
Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. 3.OA.9 Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. |
In Other Words...Solve word problems using addition, subtraction, multiplication and division. Find and explain patterns in math using and addition or multiplication tables.
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If Mastered3.OA.8 Students may extend their understanding of two-step problems including all four operations by solving more complex word problems. Two learning activities that challenge the learner are, The Class Trip and The Stamp Collection.
These activities can be found on the following website: http://www.illustrativemathematics.org/standards/k8. Click on Third Grade, Operations and Algebraic Thinking, Choice D: Solving problems with the four operations, #8 (see illustrations). This will lead you to the learning activities. 3.OA.9 Click Here Use Bucky the Badger to solve a challenging real-world pattern. They may also challenge their mastery of patterns with the following Illuminations lessons: Chairs Around the Table, Patterns on Charts, Representing and Interpreting Data, and Skin Weight. All of these links are found on the CCSS Math 3.OA.9 link: Click Here. Number line pattern activity: Click Here |
If Not Yet MasteredCCSS Math 3.OA.8 Internet resources Click Here
Mystery Operations, Krypto, and Calculation Nation are all games that deal with the four operations: Click Here CCSS Math 3.OA.9 Internet Activities: Click Here Pattern Games: Click Here. Number line pattern activity: Click Here |
