Grade 3, Module 3

Core Focus
Working with twos and fours multiplication facts, and using them to solve problems
Reading and writing times (to the nearest minute, before and past the hour) with
analog and digital clocks
Measuring elapsed time and solving problems involving elapsed time

Multiplication
Since Grade 1, students have been practicing doubles facts in addition, so twos
multiplication facts are a familiar concept. If they already know 3 + 3, then 2 3
or double 3 should be easy.
Introducing the Twos Multiplication Facts

3.1

What do you see in this picture?

I see double 6.

What multiplication number sentences could you write for this picture of eggs?
What
do you see
in this picture?
In this
lesson,
students
use the doubles strategy to multiply by 2.
Write two related equations to match.

Mastery of multiplication/division
facts
is the goal in
Grade
3. Strategies provide exible

=
and ecient ways to solve problems and extend mental math skills beyond the facts.
How did you gure out the product?

Strategies go beyond
basic facts and extend to larger numbers. Knowing that 2 3
What are some other problems you could solve by doubling?
is 6, for example, means students can extend twos facts to solve problems such as
I have used doubling with addition.
2 30 is 60, or double 30 is 60.
Mentally solving problems
such
34factfollows
by pulling
apart the tens and ones
Step Up
1.
Write aas
twos2number
and its turnaround
for each picture.
into 30 + 4, and thena.thinking (2 30)b. + (2 4), so 2 c. 34 = 60 + 8 = 68.

3.4
56

Introducing the Fours Multiplication Facts

ORIGO Education.

Fours facts build on twos facts. Since twos facts are solved by doubling, then the fours
facts relate to double double.

ORIGO Stepping Stones 3 3.1

How can you gure out the total number of jelly beans without counting each one?

Two bags of 6
is double 6, so
4 bags of 6 is
double, double 6.

Connect twos facts to familiar

situations. E.g. two hands
show 2 5 = 10 (double 5
is 10); an egg carton shows
2 6 = 12 (double 6 is 12),
and two weeks on a
calendar show 2 7 = 14.
Extend to fours facts by
asking, How many days
are there in 4 weeks?
Practice the twos and fours
doubling facts. E.g. ask,
What is 4 7? When they
answer 28, ask your child
to explain the doubling
strategy. E.g. I know that
double 7 is 14 and double 14
is 28, so 4 7 is 28.
Glossary
Arrays model 2 rows of 8
are I6 and, turned vertically,
8 rows of 2 are I6. These are
turnaround facts.

2 8 = 16
8 2 = 16

Students look for patterns to

develop algebraic thinking
and reasoning. Double 6
ones is I2 ones, so double
6 tens (60) is I2 tens, or I20.

What number sentence can you write to describe your thinking?

Use the same thinking to gure out

how many cookies are on this tray.
Write a number sentence to match.

Double 6 is ___.
What other numbers could you multiply by 4 using this strategy?

In this lesson, students use the pattern of doubling to learn how to

eciently multiply by four, i.e. doubling and then doubling again.

a.

1. Write the missing products.

b.

Double 60 is ___.

1
Double

Step Up

Double

ORIGO Education.

Ideas for Home

Grade 3, Module 3

Time

Ideas for Home

In earlier grades, students read times on the hour and half hour on analog and
digital clocks, as well as reading times on an analog clock such as 2:05 and 4:35
by skip counting by 5s.
Although digital clocks are easier to read, analog clocks show the key ideas and
conventions of time in a clearer way.
3.8

Relating Analog and Digital Times

What time is showing on the analog clock?

What are some dierent ways to say the time?
32 minutes past 10.

Ten thirty-two.

Write numbers on the digital clock to show the same time.

What do the numbers on the right side of the colon tell you?

In this lesson, students compare and write times shown on analog

Up clocks.
1. Draw lines to connect clocks that show the same time.
andStep
digital

In Grade 3, students extend to reading and writing times to the nearest minute
on both analog and digital clocks, reading and writing times before/past the hour,
and working with elapsed time.
Measuring Time Intervals in Minutes

Carters phone records the length of each call

that is made
8:20or received. 151:00
35
How could you gure out the total amount of
time he spent talking to Carmen and Wesley?
70

4:38

6:24Calls
0utgoing
Felix

Paige
1 5Stones
min 3 3.8
ORIGO Stepping

I started at 46 then
counted on 4 to make 50.
Then I added 13 more.

+4

+13

46

50

Isabelle

8 min

Carmen

1 7 min

Wesley

46 min

I started at 42 then
counted back 10, then
counted back 5 more.

10

32

Ask questions that encourage

your child to read the channel
guide on the television and
compare program lengths.
E.g. say, How much longer
is _____ than ____?, If
_______ starts at 6:00 and
lasts 90 minutes, what time
does it end?
Talk about time often during
daily activities. E.g. Its 7:55.
We must leave for school at
8:30. Can you gure out how
much time until then? or
The bus will come at 2:30.
See how my watch says
2:24. So how many more
minutes is it until the bus
arrives?

63

How much longer did Carter spend talking

to Felix than to Paige? How do you know?

27

42 min

ORIGO Education.

3.11

Look online or in a
newspaper for movie
schedules. Ask your child
to look up a favorite movie
and use the time between
showings to estimate the
movies running time.
Read the TV guide in the
newspaper or on the guide
channel. Notice how long the
programs are and what time
they start and end.

What do the numbers on the left side of the colon tell you?

Everyday experience and

practice are important for
learning to read, write, and
make sense of time.

42

What are some other call lengths you can add or subtract?

Steplesson,
Up
1.students
Draw jumpssolve
on the number
line to
gureproblems
out the number
of minutes.
In this
elapsed
time
and
compare
strategies using the number line.
a.

Bus Departs

minutes
The number line is a perfect
model to show
b.
elapsed time because,
when
53 min
18 minstretched out
horizontally, the analog clock
face is
minutes
a number line.

Bus Arrives

76

ORIGO Stepping Stones 3 3.11

The trip is

Glossary
Elapsed time is the time
that passes while some
event is occurring.

ORIGO Education.

ORIGO Education.

18 min + 26 min

10

minutes long.

11

12