Grade 3 - Unit 3 - Masters of Multiplication and Division - Sy 17-18

3rd Grade Math Unit 3 Plan Masters of Multiplication and Division - 17-18
Contents
3rd Grade Math Unit 3 Plan Masters of Multiplication and Division - 17-18.............................................................................................................1
Focus and Coherence............................................................................................................................................................................................................................ 2
Unit ___ Formative Assessment Grid..................................................................................................................................................................................................... 6
Unit 3 Aims Calendar............................................................................................................................................................................................................................. 7
Trajectory 1: 3.OA.B.5 Apply properties of operations as strategies to multiply and divide and 3.NBT.A3 Multiply one-digit whole
numbers by multiples of 10.................................................................................................................................................................................................... 7
Trajectory 2: 3.OA.D9 Arithmetic Patterns in Addition and Multiplication Tables.........................................................................................................................11
Trajectory 3: 3.OA.A4, 3.OA.B6, and 3.OA.C7 Relationship between multiplication and division and fluency................................................................................13
Trajectory 4: 3.OA.D8 Order of operations, 2-step word problems, and reasonableness................................................................................................................14
Unit ___ Detailed Daily Lesson Guides................................................................................................................................................................................................ 17
Trajectory 1 Lesson Guides: (Insert Trajectory Title and Standard Code).........................................................................................................................................17
Trajectory 2: 3.OA.D9 Arithmetic Patterns in Addition and Multiplication Tables.........................................................................................................................45
Trajectory 3 Lesson Guides: (Insert Trajectory Title and Standard Code).........................................................................................................................................55
Trajectory 4 Lesson Guides: 3.OA.D8: Order of operations and 2-step word problems...................................................................................................................70
1
Focus and Coherence
Instructional 25
Days
Non-
Instructional
Days
Standards Content Focus SMPs
SMP.4: Model with
3.OA.A Represent and solve problems involving multiplication and Mathematics
division Students will use
3.OA.A1 Interpret products of whole numbers* models like equal
3.OA.A2 Interpret quotients of whole numbers* groups pictures
3.OA.A3 Use multiplication and division within 100 to solve word problems in and arrays to help
situations involving equal groups, arrays, and measurement quantities.* them understand
the properties of
3.OA.A4 Determine the unknown whole number in a multiplication or division
operations,
equation relating three whole numbers.* relationship
*All these standards are repeated from unit 2 between
3.OA.B Understand properties of multiplication and the relationship multiplication and
between multiplication and division. division, and to
3.OA.B5 Apply properties of operations as strategies to multiply and divide. solve 2-step word
3.OA.B6 Understand division as an unknown-factor problem. problems
3.OA.C Multiply and divide within 100 SMP3: Construct

3.OA.C7 Fluently multiply and divide within 100, using strategies such as the viable arguments and
relationship between multiplication and division (e.g., knowing that 8 5 = 40, critique the reasoning
one knows 40 5 = 8) or properties of operations. of others
This will be the
3.OA.D Solve problems involving the four operations, and identify and focus of the last
explain patterns in arithmetic. lesson in the
3.OA.D8 Solve two-step word problems using the four operations. Represent trajectory 1 when
these problems using equations with a letter standing for the unknown quantity. students engage
Assess the reasonableness of answers using mental computation and estimation in error analysis
strategies including rounding related to the
3.OA.D9 Identify arithmetic patterns (including patterns in the addition table or properties of
multiplication table), and explain them using properties of operations. operations
3.NBT.A: Use place value understanding and properties of operations to Students will use
2
perform multi-digit arithmetic this SMP in
3.NBT.A3 Multiply one-digit whole numbers by multiples of 10 in the range 10-90 trajectory 4 when
(e.g., 9 80, 5 60) using strategies based on place value and properties of they assess the
operations. reasonableness of
answers.
SMP 7: Look for and

make use of structure
Much of the work
students do in unit
3 has to do with
noticing and
applying patterns
to solve problems
In trajectory 1,
students will use
place value
patterns to learn
to multiply
multiples of 10
(3.NBT.A3)
Trajectory 2 will
focus heavily on
patterns in the
multiplication and
addition table
which will support
students
understanding of
the properties of
multiplication
Focus and Focus
Coherence In unit 3, students will build upon the strong conceptual understanding of multiplication that they built in
What is the clear unit 2 to strengthen their multiplication and division fluency and also develop more complex skills like
and explicit understanding the properties of multiplication, solving 2-step word problems, and writing equations with an
purpose for the
instruction in this unknown. All standards (with the exception of 3.NBT.A3) taught in this unit are considered the major work of
unit? How does it 3rd grade. In trajectory 1, students will develop an understanding of the properties of multiplication including
connect to the the commutative, associate, and distributive properties, which will support them in developing their fluency
major work of the (i.e. if students know that 2 x 7 =14, they also know that 7 x 2 = 14). Their learning about the properties of
3
grade? multiplication will also support their understanding of multiplying multiples of 10 (i.e. 7 x 70 = 7 x 7 x 10 =
490) and how to break apart large multiplication facts to make them easier to solve. In trajectory 2,
students will connect learning about properties to identify patterns in multiplication and addition tables.
Trajectory 3 will focus on the relationship between multiplication and division. In this trajectory, students
will make connections between the product and dividend and factors and divisor/quotient. They will learn
how to write division equations as missing factor multiplication problems and will solve problems with
unknowns written in all places of both multiplication and division equations. They will end the unit focused
on 2-step word problems in trajectory 4. To solve 2-stpe problems, students will create models and analyze
the reasonableness of answers based on estimation and rounding strategies they learned in unit 1.
Coherence
In 1st and 2nd grade, students have developed an understanding of the inverse relationship between
addition and subtraction which will support their understanding of the inverse relationship between
multiplication and division which is solidified in this unit. Skip-counting and array work in grade 2 as well as
the conceptual work with multiplication and division that students did in unit 2 lay the groundwork for the
multiplication and division skills developed within this unit.
The skills and understandings in unit 3 are crucial for preparing students to excel in algebra. In this unit,
students are introduced to grouping symbols, or parenthesis, which are used extensively in algebra. They
are also introduced to formal algebraic language by using letters to represent unknown quantities in
multiplication and division equations and in 1 and 2-step word problems. Knowledge of the properties of
operations will also be vital to students success as they learn to add, subtract, multiply, and divide larger
quantities as well as fractions in grade 4 and beyond.
Culminating PARCC Released Items:

Rigor
End of unit task See Resources section of Formative Assessment Grading Guidance and Analysis Document for PARCC
High level rigor released items. INSERT LINK HERE
question stems /
examples
Writing prompts
that assess
synthesized
mastery
Vocabulary Grade-Specific Vocabulary Common Vocabulary
What is the Tier 3 Factors: The numbers that are multiplied in a multiplication Property: a rule that can be proven to be
vocabulary true
students need to equation; they represent the number of groups or size of
master the content each group.
of this unit? Include Product: The answer to a multiplication problem; the total in Area: the space within a shape measured in
normed definitions. all the groups. square units.
Properties of operations: A set of rules that are true a
particular operation. We have learned about the properties
4
of multiplication, including the commutative property,
associative property, and distributive property.
Commutative property: A property of multiplication which
states that factors can be multiplied in any order to produce
the same product.
Multiplication table: A commonly used visual to organize
the products of factors from 0-12.
Multiples of 10: groups of ten (10, 20, 30, 40, 50, etc.)
Grouping symbols: Symbols that show to solve a part of an
equation first or separately
Associative property: A property of multiplication which
states that factors in a multiplication equation can be
grouped in any way to produce the same
Distributive property: A property of multiplication which
states that we can break apart a larger multiplication fact
into two smaller facts and then add those products together.
Key Resources Engage NY Grade 3 Module 1 https://www.engageny.org/resource/grade-3-mathematics-module-1

Informal Engage NY Grade 3 Module 3 https://www.engageny.org/resource/grade-3-mathematics-module-3
bibliography of key
resources used to
inform the planning
and materials in the
unit.
5
Unit ___ Formative Assessment Grid
See Formative Assessment Grading Guidance and Analysis Document:
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6
Unit 3 Aims Calendar
Trajectory 1: 3.OA.B.5 Apply properties of operations as strategies to multiply and divide and 3.NBT.A3
Multiply one-digit whole numbers by multiples of 10.
(insert trajectory description)
Day
Standard
Objective
Assessment
3.01
3.OA.B5
SWBAT show and explain the Commutative Property of Multiplication through equal groups pictures, arrays, and equations.
1. Use the array to write two different multiplication facts.
_______ = _______ _______

_______
= _______ _______
2. Karen says, If I know 3 8 = 24, then I know the answer to 8 3. Explain why this is true.
[CUT]
7
3.02
[CUT]
3.OA.B5
3.OA.D9
[Cut this lesson}
SWBAT relate the commutative property to the multiplication table.
[CUT]
What do you notice about the highlighted row and column of the multiplication table? Explain a pattern you see using properties
of operations.
3.03
8
3.NBT.A3
SWBAT multiply multiples of 10 using the place value chart.
A small plane has 20 rows of seats. Each row has 4 seats. Find the total number of seats on the plane.
3.04
3.OA.B5
3.NBT.A3
SWBAT interpret grouping symbols.
SWBAT use the associative property to multiply multiples of 10.
Place grouping symbols in the equations below to show how to find the related fact. Then solve.
a. 4 20 = 4 (2 10) b. 3 30 = 3 (3 10)
= (4 2) 10 = (3 3) 10
= ______ 10 = _____ 10
= ______ = _____
3.05
3.OA.B5
SWBAT use the associative property of multiplication to break apart and solve large multiplication facts.
Use the associative property to solve the problem 18 x 3. Show your work, and explain your strategy.
3.06
3.OA.B5
SWBAT model the distributive property using counters and equations.
9
Write an equation to represent the picture below. Then, show how you can break apart the multiplication fact into two smaller
facts using the distributive property.
3.07
3.OA.B5
SWBAT model the Distributive Property of Multiplication using arrays.
10
Show how to solve the problem 6x3 by completing the array model below.
6 x 3 = ____
______ 3 = ______
(4 3) = _____
(2 3) = _____
3.08
(4 3) + (2 3) = _________+ _________
3.OA.B5
6 3 = _________ + _________
SWBAT model the Distributive Property of Multiplication using area models.
9 13 = 9 (______+______)
= (______ ______) + (____________)
11
= ______ + ______
= ______
Area: ______ square units
3.09
3.OA.B5
SWBAT analyze errors related to the properties of operations.
FA #1
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12
Trajectory 2: 3.OA.D9 Arithmetic Patterns in Addition and Multiplication Tables
Da Standa Objective Assessment
y rd
[CU [CUT] [CUT] [CUT]
T] 3.OA.D9 SWBAT complete an In which of these patterns is the next number an odd number?
3.10 addition pattern.
A 2, 4, 6, 8, . . .
B 7, 12, 17, 22, . . .
C 18, 15, 12, 9, . . .
D 24, 20, 16, 12, . . .
3.11 3.OA.D9 SWBAT analyze patterns

in an addition table.
(a) In each column and each row of the table, even and odd numbers alternate. Explain why.
(b) Explain why the diagonal, from top left to bottom right, contains the even numbers 2, 4, 6, 8, and 10.
13
3.12 3.OA.D9 SWBAT complete a Students are filling bags with popcorn. It takes 5 scoops of popcorn to fill a total of 4
multiplication pattern. bags. The chart below shows how many scoops of popcorn are needed to fill
different numbers of bags.
Part A
How many bags can be filled with 30 scoops of popcorn?
Part B
Jyona said she solved part A by using addition, but Aniyah said she solved the problem using multiplication.
Explain why both girls are correct.
3.13 3.OA.D9 SWBAT analyze patterns https://dcprep.sharepoint.com/AllOrg/_layouts/15/WopiFrame.aspx?
in a multiplication table. sourcedoc={cf6b9364-76b6-49bc-a2e2-
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14
Trajectory 3: 3.OA.A4, 3.OA.B6, and 3.OA.C7 Relationship between multiplication and division and fluency
y rd
3.14 3.OA.C7 SWBAT identify equivalent Decide if each equation is true or false. Check
multiplication and division True or False for each equation.
expressions.
3.15 3.OA.A4 SWBAT rewrite division A division fact is shown below:

equations as unknown
factor multiplication 72 8 = n
equations.
Which of these shows a related fact?
A 8 n = 72
B 8 + n = 72
C 8 72 = n
D 72 8 = n
E 72 + 8 = n
3.16 3.OA.B6 SWBAT write and solve Write an equation using the letter x to represent the unknown for each of the
multiplication and division following word problems.
equations to represent 1- Cade has 4 boxes. He puts 9 model cars in each box. What is the total number of
step word problems using
model cars Cade put in these boxes?
a symbol for the
unknown.
Bill has 32 cherry tomatoes. He puts an equal number of cherry tomatoes in each of
8 salads.
How many cherry tomatoes does Bill put in each salad?
15
3.17 3.OA.A4 SWBAT write a Mr. Strand waters his rose bushes for a total of 15 minutes. He waters each rose
multiplication and division bush for 3 minutes. How many rose bushes does Mr. Strand water? Represent the
equation to represent a problem using multiplication and division sentences and a letter for the unknown.
word problem. Then, solve the problem.
_____ _____ = _____
_____ _____ = _____
3.18 3.OA.A4 SWBAT solve FA #3

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multiplication and division sourcedoc={cf6b9364-76b6-49bc-a2e2-
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in all places.
Trajectory 4: 3.OA.D8 Order of operations, 2-step word problems, and reasonableness
y rd
3.19 3.OA.D8 SWBAT understand the Solve the following problems using your knowledge of the order of operations:
order of operations. 1. 24 4 x 3
2. 8 + 32 8
3.20 3.OA.D8 SWBAT draw models to

Part A
solve 2-step word
problems. Ms. Krauser had some eggs at home, but she had to go to the store to get some
more for the brunch she was hosting. If she bought 24 eggs at the store and had
36 eggs for brunch, how many eggs did she have before she went to the store?
Part B
Ms. Krauser uses the eggs she had before she went shopping and 12 of the new
eggs to make omelets for her guests. If she uses 3 eggs for each omelet, how
many omelets can she make?
16
3.21 3.OA.D8 SWBAT draw models to
solve 2-step word Pablo goes to a stamp show where he can share, buy, and sell stamps. Part A: Before
problems. leaving for the stamp show, Pablos brother gave him 35 stamps. When he counted
all the stamps, he had 632 stamps. Write an equation to show the total number of
stamps Pablo had before his brother gave him more stamps. Use to represent the
number of stamps Pablo started with. Part B: What is the total number of stamps
Pablo started with (before his brother gave him more stamps? Part C: The second
day, Pablo buys 6 packages of car stamps. Each package has 6 car stamps. Pablo
shares these car stamps equally among himself and 3 friends. What is the total
number of car stamps that Pablo and each of his 3 friends receive?
3.22 3.OA.D8 SWBAT write and solve There were 54 apples set aside as a snack for 3 classes of students. The teachers
equations with unknowns divided up the apples and placed equal amounts on 9 separate trays. If each of the
to represent 2-step word 3 classes received the same number of trays, how many apples did each class get?
problems. Write an equation to represent this problem using A to represent the number of
apples each class gets.
3.23 3.OA.D8 SWBAT check answers for The Rogers family drove a total of 482 miles on Saturday and Sunday. They drove
reasonableness by 225 miles on Saturday. Mrs. Rogers says that means they drove 337 miles on
working backwards using Sunday. Use rounding to explain why her answer is or is not reasonable.
the real world context.
3.24 3.OA.D8 SWBAT explain why an FA #4

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rounding.
3.25 FLEX DAY
17
18
Unit ___ Detailed Daily Lesson Guides
Trajectory 1 Lesson Guides: (Insert Trajectory Title and Standard Code)
Day: 1 Standard(s) and Focus SMP(s): 3.OA.B5 SMP.4 Objectives: SWBAT show and explain the
Commutative Property of Multiplication through
equal groups, arrays, and equations.
Key Points: Vocabulary: Assessment:
The commutative property Commutative property: A 1. Use the array to write two different
states that factors can be property of multiplication which multiplication facts.
multiplied in any order to states that factors can be
produce the same product. multiplied in any order to produce
We can model the the same product.
commutative property with Factors: The numbers that are
equal groups and arrays. multiplied in a multiplication
equation; they represent the
number of groups or size of each _______ = _______ _______
group.
Product: The answer to a
multiplication problem; the total _______2.
= _______ _______
Karen says, If I know 3 8 = 24, then I know
in all the groups. the answer to 8 3. Explain why this is true.
Representations/Tools/Resources: Number Stories:
Fact family worksheet The number line below shows the fact 3 + 4 =
7.
19
Part A
Use the number line below to show the fact 4
+3
Part B
Explain why the sums are the same for 3 + 4
and 4 + 3.
Fluency Suggestions and Resources
Fact family worksheet
Methodology
20
Concrete (students model commutative property with counters)
Exploration: Ms. T and Mr. Townsley went to the grocery store. Ms. T bought 4 bogs of apples with 5 apples in each bag. Mr.
Townsley went to a different store that sold apples in bags of 4. He bought 5 bags of them. How many apples does Ms. T
buy? How many apples does Mr. Townsley buy? Show your thinking by modeling with counters.
Students model the following scenarios using equal groups pictures and write the equation to match each scenario.
3 buckets with 6 shells in each; 6 buckets with 3 shells in each
4 backpacks with 3 notebooks in each; 3 backpacks with 4 notebooks in each
2 dogs with 4 legs each; 4 birds with 2 legs each
Emphasize how we still need to model these situations differently but end up with the same product (i.e. We cant draw
the same picture for both scenarios because the number of groups and size of the group are different depending on the
scenario, but we get the same product!)
Pictorial (students see the commutative property with arrays)
Show the following arrays to students and have them write the equation to represent it using the rows as the first factor.
Then, have them write another equation using the columns as the first factor (i.e. 2 x 4 to show 2 rows with 4 gingerbread
men in each row; then 4 x 2 to show 4 columns with 2 gingerbread men in each column). Flip the array to show how rows
and columns in an array are interchangeable and make connection to commutative property (Just like we can change the rows
and columns in arrays, we can switch the order of our factors in a multiplication equation and get the same product).
Connect to real world examples - This is why the products from the real-world examples are the same, even though our equal groups pictures were different.
When I bought 4 bags of 5 apples, we can think of that as 4 x 5. When Mr. Townsley bought 5 bags of 4 apples, we thought of it as 5 x 4. The products are
the same!
21
Abstract (students write related multiplication facts using the commutative property to help them find the
product)
If I know 3 x 7 = 21, what other multiplication fact do I know? (students write 7 x 3 =21)
If I know 4 x 6 = 24, what other multiplication fact do I know? (students write 6 x 4 = 24)
If I know 5 x 7 = 35, what other multiplication fact do I now? (students write 7 x 5 = 35)
Ask students: How can the commutative property help us as we memorize our multiplication fact? (If I know one fact, I
also know another one; If I know my 1-5s facts, I also know my 6 10s facts!)
22
Day: 2 Standard(s) and Focus SMP(s): 3.OA.B5; Objectives: SWBAT relate the commutative property to the
SMP.4 multiplication table.
23
Products in the Multiplication table: A What do you notice about the highlighted row and column of the
multiplication table repeat commonly used visual to multiplication table? Explain a pattern you see using properties of
because of the organize the products of operations.
commutative property; factors from 0-12.
each product is listed for [Repeated vocabulary]
each factor. Commutative property:
The commutative property A property of
helps us memorize our multiplication which states
multiplication facts. that factors can be
multiplied in any order to
produce the same
product.

Ms. Englender wanted to buy boxes of Girl Scout cookies. She had two options: boxes
with 6 cookies each or boxes with 8 cookies each.
Ms. Englender bought 6 boxes of Chocolate Chip cookies with 8 cookies in each box.
Fluency Suggestions and Resources Then, she bought 8 boxes of Peanut Butter cookies with 6 cookies in each box.
Fact family worksheet Will Ms. Englender have more chocolate chip cookies or more peanut butter cookies?
Explain your answer.
Methodology
24
Exploration:
Launch: Introduce students to the multiplication table and show how the gray numbers at the top and left represent the
factors.
Give students 1 minute to fill in as many products as they can (students should have built fluency with 1s,
2s, and 5s so you can point out this strategy to them before they solve.
Pause students after 1 minute. Showcase a students work with facts filled in for 2s but not 6s. Call
students attention to the product of 2 x 6 and ask if they can find another box that we can fill in based on
that fact? (Call student up to fill in product for 6 x 2). May choose to continue with 2 x 7, 2 x 8, etc.)
Then, give students 2 more minutes to fill in the rest of the facts they know based on the commutative
property.
1 2 3 4 5 6 7 8 9 10
1 2 3
2 4 8 16
3 18
4 20
5 50
6 12
7
8
9
10
Guided Practice
Explain why the numbers highlighted in (green perhaps decide on one pair) are the same using what you know about the properties of operations.
25
Show-call student work and have students give feedback based on math writing checklist and adequately explaining the
commutative property.
Exemplar response: The products highlighted in the multiplication table are the same because they are the products of
the same factors. One number represents the product of 5 x 4 and the other represents the product of 4 x 5. Both
products are 20 because the factors are the same. We know that the product is the same no matter the order of the two
factors.
[Note: students dont need to explicitly name the property but they could include the definition in their response: The
commutative property states that the products will be the same no matter the order of the factors.}
Independent Practice
Explain why the products highlighted in the table do not repeat anywhere else in the table.
Exemplar response: The products highlighted in the table do not repeat anywhere in the table because they
have the same factors. The other products repeat because of the commutative property. For example, 18 has
to be in the 3s column and the 6s column because 3 x 6 is 18 and 6 x 3 is 18. Since the factors for all the
products highlighted in yellow are the same, there is no reason for them to repeat.
Note: This problem will probably be difficult for most students. Be sure to aggressive monitor. If high-level students arent
26
getting it, interrupt practice with the following questions to scaffold:
o What are the factors of 1? What are the factors for the product 4? What are the factors for the product 9? What are the
factors for the product 16? What do you notice about all of these factors? So why do these products not repeat?
27
Day: 3 Standard(s) and Focus SMP(s): 3.NBT.A3; Objectives: SWBAT multiply multiples of 10 using the place value
SMP.4 chart.
We can use our Multiples of 10: groups A small plane has 20 rows of seats. Each row has 4 seats. Find the total number of
knowledge of place of ten (10, 20, 30, 40, 50, seats on the plane.
value and 0-9 facts to etc.)
multiply multiples of [Repeated vocabulary]
10. Factors: The numbers
We can visualize that are multiplied in a
creating an array in the multiplication equation;
tens place to help us they represent the
multiply multiples of number of groups or size
10. of each group.
multiplication problem;
the total in all the groups.
Engage NY module 3 topic F lesson 19 The number line below shows the fact 3 x 5 = 15
(https://www.engageny.org/resource/grade-3-
mathematics-module-3-topic-f-lesson-19 )

tens ones tens ones
Part A
Use the number line below to show the fact 5 x 3 = 15.
28
2 5 ones = _______ ones 2 5 tens = _______ tens
2 5 = _______ 2 50 = _______
Part B
Explain how the two number lines above demonstrate the
commutative property of multiplication.
Methodology
Pictorial Learning
tens ones
Project a place value chart with tens and ones.
Write the expression 2 x 4 on the board and have students model with 2 rows of 5 ones in their place value
chart and solve to write 2 x 4 = 8
Ask students how many ones we have now (8 ones)
Project or draw the place value chart shown below. Compare the two charts.
Ask: What do you notice about the number of dots? (The number of dots is exactly the same in both
charts. The only thing that changes is where they are placed. The dots moved over to the tens place.) 2 4 ones = _______ ones
tens ones
Lets figure out the equation that this chart represents Because we still have a total of ten dots, what 2 4 = _______
change do you think we will make in our equations? (The value of each disc will change from ones to tens.)
Have students write the equations to represent 2nd chart (2 x 40 = 80) Write your equations now.
Have student repeat process above for 3 x 6 and 3 x 60 and 4 x 3 and 4 x 30
Also give example: 2 x 5 = 10 and 2 x 50 = 100. Be sure students notice that they still need to add a 0 to 10
to make the correct value for 2 x 50.
Ask students: What pattern do you notice between your answers for the first equation and 2 nd equation? 2 4 tens = _______ tens
(They have the same digits but the place value is moved over and the 2 nd product has a 0 in the ones place) 2 40 = _______
Ask: what do all of these examples show us? (We can use what we know about multiplying ones to help us
multiply tens. If we know that 2 x 4 is 8, we can figure out 2 x 40 because the values just move to the tens
place.
Mixed Practice:
Students engage in mixed practice with place value chart and just equations (i.e. 40 x 5, 3 x 30, etc.)
29
Also include 2-3 word problems in classwork. See sample problems below.
A bus can carry 40 passengers. How many passengers can 6 buses carry?
Each classroom has 30 desks. What is the total number of desks in 8 classrooms?
30
Day: 4 Standard(s) and Focus SMP(s): 3.OA.B5; SMP.7 Objectives: SWBAT interpret grouping symbols.
SWBAT use the associative property to multiply
multiples of 10.
We can use the associative Grouping symbols: Symbols 1. Place grouping symbols in the equations below to show
property to make solving that show to solve a part of an how to find the related fact. Then solve.
equations with multiples of 10 equation first or separately
easier by breaking apart the Associative property: A 4 20 = 4 2 10
multiple of 10 into a 10s property of multiplication which
multiplication fact and states that factors in a = 4 2 10
reordering the factors. multiplication equation can be
grouped in any way to produce = ______ 10
the same product.
[Repeated vocabulary] = _____
Factors: The numbers that are
multiplied in a multiplication 2. Show how to break down the fact 60 x 3
equation; they represent the using the associative property. Then,
number of groups or size of each solve.
group.
multiplication problem; the total
in all the groups.
Mr. Crain, Ms. T, and, Ms. Krauser each bought 70
donuts from a bakery. How many donuts did all three
math teachers buy?
31
Methodology
Modeling:
Note: The focus of this lesson and the following lessons is not for students to memorize the names of
the different multiplication properties. The names are introduced just to make the concepts easier to
talk about, but as long as students can say that when you have a multiplication expression you can
compute the multiplication in any sequence, that is enough.
Yesterday, we learned how to use the place value chart to help us multiply multiples, or groups, of 10. Today,
we are going to talk about a new property of multiplication the associative property and see how it help us
multiply multiples of 10.
Write the expression 2 x 40 on the board
Think aloud: I know that 40 is a multiple of 10 because it is a number that I skip-count when I count by
10s.
To make 2 x 40 a little easier to solve, I can replace the 40 in the expression with the expression (4 x 10).
Rewrite the whole expression as 2 x (4 x 10). Notice how I use these symbols (point to parenthesis)
when I rewrite my expression. These symbols show that these numbers and symbol are grouped
together. Since it is grouped together, I need to do that operation first before doing any other
operations.
However, the associative property tells me that I can move around my grouping symbols in a
multiplication expression. That means, I could rewrite my expression like this: Write (2 x 4) x 10.
The associative property states that I can group factors in any way in a multiplication expression. If
there were addition or subtraction symbols in my equation, I couldnt do this kind of moving around,
but because this equation only involves multiplication, I can move around my grouping symbols and
multiply any of the factors first.
If I group my factors like this, the expression is easier to solve. What is 2 x 4? (8). And what is 8 x 10?
(80).
The associative property can help me make expressions involving multiples of 10 easier to solve by
turning problems into 10s multiplication facts.
Guided Practice
Students do the same process with the following equations: 30 x 4, 40 x 4, 50 x 2
Break apart the multiple of 10 into a 10s multiplication fact 2 30 = 2 (3 10)
3 30 = 3 (3 10)
Regroup the factors to make it easier to solve
Independent Practice = (2 3) 10
= 3 3 10
Students place grouping symbols in the equations to the right = ______ 10
Then solve 2 problems without equations as scaffolds (2 x 60); (30 x 5) = ______ 10
= ______ 32
= ______
33
Day: 5 Standard(s) and Focus SMP(s): 3.OA.B5; SMP.4 Objectives: SWBAT use the associative property of
multiplication to break apart and solve large
multiplication facts.
We can break apart large [Repeated vocabulary] Use the associative property to solve the problem 18 x 3. Show
factors in multiplication Grouping symbols: Symbols your work, and explain your strategy.
equations into smaller facts that show to solve a part of an
and then use the associative equation first or separately
property to group them so Associative property: A
they are easier to solve. property of multiplication which
states that factors in a
multiplication equation can be
grouped in any way to produce
the same product.
multiplied in a multiplication
number of groups or size of each
group.
in all the groups.
Michael got a summer job selling ice cream making $5 an hour.
He worked 2 hours each day and 3 days a week. How much
money did Michael make?

Multiplying multiples of 10
Methodology
34
Modeling
Yesterday, we learned how to break apart equations involving multiples of 10 using the associative property
Today, we are going to use the associative property to help us solve more tricky equations.
Write 16 3. I havent memorized my 16 facts yet, so I dont know how to solve
this problem in my head, but I think we can use the associative property like we did
yesterday to break apart this big factor 16 how could we break it apart? (students
say 8 x 2 or 4 x 4).
Now, we can rewrite our equation like this (8 x 2) x 3. Can you see an easier way
to group these factors (students say 8 x (2 x 3) If students say (8 x 3) x 2, model
how this would become 18 x 2, which is just as tricky to solve as 16 x 3.
Students solve 8 x (2 x 3) to get 6 x 8 = 48
Guided Practice
Students try the process above with 15 x 3
(5 x 3) x 3 = 5 x (3 x 3) = 5 x 9 = 45
Questioning should be around how to group the factors to make the problem easier
to solve (Sometimes, the way students group factors will not actually make the
problem easier)
Also try: 35 x 2
(7 x 5) x 2 = 7 x (5 x 2) = 70
14 x 3
(7 x 2) x 3 = 7 x (2 x 3) = 42
Students practice breaking apart large factors and using the associative property
to solve the following problems:
12 x 3
4 x 18
15 x 2
35
Day: 6 Standard(s) and Focus SMP(s): 3.OA.B5; SMP.4 Objectives: SWBAT model the Distributive Property
of Multiplication using counters and equations.
Key Points: Vocabulary: Assessment: Write an equation to represent the

The distributive property states
Distributive property: A picture below. Then, show how you can break apart
that we can break apart a larger
property of multiplication which the multiplication fact into two smaller facts using
multiplication fact into two smaller
states that we can break apart a the distributive property.
facts and then add those products
larger multiplication fact into two
together. smaller facts and then add those
The distributive property is products together.
different than the associative [Repeated vocabulary]
property because we break apartGrouping symbols: Symbols
one of our factors using addition
that show to solve a part of an
rather than multiplication. equation first or separately.
multiplied in a multiplication
group.
in all the groups.
Gregory wants to sort his baseball cards in an organized way. He
begins by putting his cards into an array of 4 rows by 9 columns.
Next, he repeated this array twice more. He wrote the equation
that represents his number of baseball cards as:
36
Methodology
Start with concrete learning.
Present the following word problems to students and have them model using counters.
There are 3 bins of markers in Dartmouth and 4 bins of markers in Cornell. If each bin has 8 markers in it, how many
markers are there in Dartmouth and Cornell combined?
o Students should create 3 groups of 8 and then 4 groups of 8.
o Ask students: what multiplication facts do you see in this problem? (3 x 8 and 4
x 8)
o Do you see a larger multiplication fact in this problem? (Yes! I see 7 x 8)
o Where / how do you see 7 x 8 in this problem? (I see 7 bins of markers with 8
markers in each bin)
o Show students how you can break apart the 7 in 7 x 8 into 3 and 4 as follows:
(3 + 4) x 8 and then break it apart into 2 smaller equations (3 x 8) + (4 x 8) =
56
o How could this be helpful? (Like we learned yesterday, we could break apart
larger multiplication facts into smaller ones that we know!)
o Ask students: how is this different from the way we broke apart equations
yesterday? (Yesterday we used smaller multiplication facts to break apart
larger factors. Today, we used addition facts. For example, in this problem, we
broke apart the 7 into 3 and 4. Then, we multiplied each number by 8 and
37
added those products. Yesterday, we were just multiplying. Today, we were
multiplying and adding
o Introduce the definition of the distributive property. The distributive
property states that we can break apart a larger fact into 2 smaller facts and
then add those products.
Mr. Townsley teaches 2 guided reading groups who are reading weird school and 4
guided reading groups who are reading Big Nate. If each of his groups has 5
students, how many students does Mr. Townsley teach in guided reading?
o Students model 2 groups of 5 and 4 groups of 5
o Ask students: What multiplication facts do you see in the problem? (2 x 5
and 4 x 5)
o Do you see a larger multiplication fact in this problem? (Yes! I see 6 x 5!)
o Where/ how do you see 6 x 5 in this problem? (I see 6 guided reading
groups with 5 students in each group)
o Have the students model equation as (2 + 4) x 5 = (2 x 5) + (4 x 5) = 10 +
20 = 30
Ms. T buys 3 packs of blue notebooks and 5 packs of red notebooks. If each pack
of notebooks contains 8 notebooks, how many notebooks does she have?
o Students model 3 groups of 8 with counters then 5 groups of 8.
o Ask students: what multiplication facts do you see in this problem? (3 x 8
and 5 x 8)
o Do you see a larger multiplication fact in this problem? (Yes! I see 8 x 8)
o Where/how do you see 8 x 8 in this problem? (I see 8 packs of notebooks
with 8 notebooks in each pack)
o Have the students model equation as (3 + 5) x 8 = (3 x 8) + (5 x 8) = 24 +
40 = 64
o Point out how we could solve the problem even if we didnt know what 8 x 8
by breaking apart the equation into smaller facts
Move to Pictorial Learning

o Example 1:
38
o Ask students: how many groups of shapes do you see? (4) How many shapes are in each group (4). Write that as a
multiplication fact (4 x 4)
o Ask students: what types of shapes do you see? (stars and hearts). Circle both groups.
o Use what you know about the distributive property to show how we can break apart the 4 x 4 into different facts based
on how the shapes are grouped.
o Exemplar response: 4 x 4 = (3 + 1) x 4 = (3 x 4) + (1 x 4) = 16
o Say: So we can see that 4 groups of 4 shapes is the same as 3 groups of 4 shapes plus 1 group of 4 shapes.
o Example 2:
o Students write an equation to represent the total number of shapes, trees, shapes
o Tell students there are 5 groups of shapes (total) with 4 shapes in each group.
Write a multiplication equation to represent the total number of shapes. (Students
write 5 x 4 to match). Now how many groups of circles do you see? (3) How many
groups of rectangles do you see? (2). Circle both groups of shapes.
o Now use what you know about the distributive property to show how you could
break apart 5 x 4.
o So we can see that 5 groups of 4 shapes is the same as 3 groups of 4 shapes plus 2 groups of 4 shapes.
o Example 3:
o T
e
l
l
students there are 4 groups of

39
trees with 5 trees in each group. Tell students to write an equation to represent the total number of trees (4 x
5).
o Ask students: Do you notice two different types of tree? (Yes some trees have more leaves (pine trees) and
the others are taller and skinnier (palm trees)). Circle both groups.
o Use what you know about the distributive property to show how we can break apart the 4 x 5 into different
facts based on how the trees are grouped.
o So we can see that 4 groups of 5 trees is the same as 2 groups of 5 trees plus 2 groups of 5 trees.
of Multiplication using arrays.
We can use an array to show how [Repeated Vocabulary] Show how to solve the problem 6x3 by completing
to break apart a multiplication fact Distributive property: A the array model below.
using the distributive property. property of multiplication which 6 x 3 = ____
states that we can break apart a
smaller facts and then add those
(4 3) = _____
products together.
Grouping symbols: Symbols
equation first or separately.
multiplied in a multiplication (2 3) = _____
group. (4 3) + (2 3) = _________+ _________
6 3 = _________ + _________ 40
______ 3 = ______
in all the groups.
Representations/Tools/Resources:
Number Stories:
Dylan used the break apart and distribute strategy to solve a
multiplication problem. Look at his work below, write the
multiplication problem Dylan solved, and complete the number
Fluency Suggestions and Resources bond.
Dylans work:
(5 4) + (1 4) =
20 + 4 = 24 54
_______ _______ = _______
41
Methodology
Present the following problem to students:
A guitar has 6 strings. How many strings are there on 3 guitars?
Present the following array to students as a way to solve and have them copy onto whiteboards:
Have students write a multiplication equation to match the array.

Tell students to make a dotted line below the first row to show just one guitar.
(Project exemplar below)
Tell students: Now write an equation to show how the array is broken apart: (2 + 1) x 6.
Ask students: What equation can we use the represent the top part of our array? (1 x 6 = 6)
Ask students: What equation can we use to represent the bottom part of our array? (2 x 6 = 12)
Students write two equations as shown below:
16=6
2 6 = 12
Write (1 x 6) + (2 x 6) = 3 x 6 and ask students: Why is this equation true? (Because we can break
apart the 3 in 3 x 6 into 2 and 1 like this: (2 + 1) x 6 and then add the products of the smaller facts.
Point out how the grouping symbols in equation above show how we can
solve both parts of the equation separately. (i.e. First, I solve 1 x 6. Next, I
solve 2 x 6. Last, I add 6 + 12. The grouping symbols help me figure out
the steps I take as I solve this problem.
Students solve equation to get 18
Guided Practice: Students engage in mixed practice writing equations using the distributive property to
represent arrays or drawing arrays to represent the distributive property.
Sample GP 1:
42
Exemplar Expression:
8x3
(4 + 4) x 3
(4 x 3) + (4 x 3)
12 + 12 = 24
Sample GP 2: Use an array to show how you might break apart the expression 7 x 4 to make it easier to solve.
7 x 4 = (5 + 2) x 4
Independent practice: Students engage in problems similar to guided practice. See sample problems below.
Sample IP 1:
Write an equation that shows how to use the distributive property to find the total number of objects in the array below:
Sample IP 2:
Show an array to represent the equation below and how to break it apart using the distributive property:
9 x 4 = (5 x 4) + (4 x 4)
43
44
of Multiplication using area models.
We can visualize a large Area: the amount of space within
multiplication fact using an area
a shape, measured in square
model. units.
Just like I can break apart a large
[Repeated vocabulary]
multiplication fact into two smaller
Distributive property: A
facts and add their products, I can
property of multiplication which
decompose a large rectangle into
two smaller rectangles and thenlarger multiplication fact into two 9 13 = 9 (______+______)
add their areas to find the total
area. products together. = (______ ______) + (____________)
Grouping symbols: Symbols = ______ + ______
equation first or separately. = ______
multiplied in a multiplication Area: ______ square units
group.
in all the groups.
Draw an array to represent the equation 12 x 4.
Then, show how you could break that fact apart
using the distributive property.

45
Methodology
Exploration: Julian wants to find the area of a rectangle that is 15 x 4. Show how he could break apart the rectangle to make
it easier to find the area.
Provide students with area tiles and/or graph paper for solving
May choose to let students work in partners for this task
In discussion, students should show how to break apart the 15 into 10 and 5 and then find areas of a 10 x 4 rectangle
and a 5 x 4 rectangle. This would be the easiest way to decompose the rectangle since students are familiar with their
10s and 5s facts
Guided practice:
Mixed practice with concrete models, visual problems, and word problems
Concrete models: Students build rectangles using area tiles and show how to break apart (i.e. build a
rectangle that is 13 inches long and 3 inches wide).
Visual problems:
6 inches
5 inches
3 inches
Word problem: Ms. Ts window measures 14 x 5. Show how she could find the area of the
window using the distributive property.
Ask: How did you break apart your rectangle? What are the areas of the smaller rectangles? What is the
area of the larger rectangle?
Ask: Why are we adding the areas? Usually we multiply to find area! (We multiplied to find each smaller area, but
these two areas are being put together to make the whole area, so we need to add the products.)
46
Day: 9 Standard(s) and Focus SMP(s): 3.OA.B5; SMP.7 Objectives: SWBAT analyze errors related to the
properties of operations.
When we analyze a persons error, Properties of operations: A set FA #1
we need to think about how to of rules that are true a particular
solve the problem correctly and operation. We have learned
then figure out what mistake the about the properties of
person made. multiplication, including the
commutative property,
associative property, and
distributive property.
Distributive property: A
products together.
Associative property: A
states that factors in a
multiplication equation can be
grouped in any way to produce
the same product.
Commutative property: A
states that factors can be
multiplied in any order to produce
the same product.

Math Writing Checklist Ms. Woolworth gave her students the following multiplication fact:
o Restates the question 12 x 6. Jamal says he cant solve the problem because he doesnt
know his 12s facts. Show and explain why Jamal is incorrect and how
o Answers ALL PARTS of the question he could use the properties of operations to solve the problem.
47
o Includes precise math vocabulary words
o Explains your thinking clearly
Explains your understanding step-by-step
Complete sentences
Often uses the phrase: I know because ____________
Re-read and ask yourself: Does my answer make
sense?

48
Methodology
Students should engage in these problems number stories style. See the protocol below for each problem:
Launch (1 min)
Problem-solving (7 min)
Discussion/ sharing (5 min)
Students can give feedback based on content or math writing checklist (see above)
Sample problem for commutative property.
Anthony says he know that 6 x 7 is 13 because the commutative property says you can multiply and add in any order to get the same answer. Explain his incorrect reasoning
.
Exemplar response: Anthonys reasoning is incorrect because he is confused about the operation. The commutative property is true for multiplication and for addition, but
that does not mean you can add to solve a multiplication problem. To find the answer to 6 x 7, Anthony could solve it with an equal groups picture. If he draws 6 groups of 7,
the total will be 42. If he knows 6 x 7 is 42, he also knows that 7 x 6 is 42 according to the commutative property.
Sample problem for associative property.

[Note: Be sure to stick with this problem until everyone understands this concept it is KEY]
Dreon found the value of 12 x 5. The steps he followed are shown.
Step 1: First, he grouped the 12 into 6 x 2 and said that 12 5 is the same as (6 x 2) x 5.
Step 2: Dreon then said ( 6 x 2 ) x 5 is the same as 30+10 because 6 x 5 is 30 and 2 x 5 is 10 and you have to add the products.
Part A: Which part of Dreons reasoning is correct and which part is incorrect?
Part B: Explain how Dreon should correct the incorrect part of his reasoning and find the correct value.
Exemplar response: Part A: Step 1 is correct but step 2 is incorrect.

Part B: Dreon is confused between the associative property and the distributive property. He should correct his reasoning by using his equation in step 1. He can regroup
the factors according to the associative property to make the problem 6 x (2 x 5) = 6 x 10 = 60.
Sample problem for distributive property:

Jamar wants to find the area of the entire rectangle shown below.
49
Jamar thinks that he can find the solution by writing the following equation:
(5 + 2) x 3 = (5 x 3) x (2 + 3)
Identify Jamars error and find the correct solution for Jamars equation.
Exemplar response: Jamars error is that he uses the incorrect operation in 2 places. Instead of multiplying (5 x 3) x (2 + 3),
he needs to write the equation as (5 x 3) + (2 x 3) since the distributive property states that we can break apart a large
multiplication fact into 2 smaller facts and then add their products.
50
Trajectory 2: 3.OA.D9 Arithmetic Patterns in Addition and Multiplication Tables
Day:1 Standard(s) and Focus SMP(s): 3.OA.D9; SMP.7 Objectives: SWBAT complete an addition or
0 subtraction pattern.

To identify a pattern, we need to think Pattern: A repeating In which of these patterns is the next number an odd number?
about whether numbers are increasing or arrangement of shapes, colors, or
numbers. A 2, 4, 6, 8, . . .
decreasing from left to right and by how
much.
B 7, 12, 17, 22, . . .
C 18, 15, 12, 9, . . .
D 24, 20, 16, 12, . . .
Henrys garden has 9 rows of squash plants. Each row has 8

squash plants. There is also 1 row with
8 watermelon plants. How many squash and watermelon plants
does Henry have in all?

Review even and odd. Students identify whether 1, 2, or 3 digit
numbers are even or odd
51
52
Methodology
Note: Before lesson, it will be important to review even and odd. Students need practice identifying whether 1, 2, or 3 digit
numbers are even or odd.
Exploration:
Show students the following sequences of numbers and have them figure out the next number in the pattern:
4, 8, 12, _____
202, 200, 198, _____
Ask students: How did you figure out the next number in the sequence? Are the numbers increasing or decreasing? How do
you know? How much do the numbers increase/decrease?
Debrief how students identified the next or previous number in the pattern. Discussion should produce the following
steps/strategies:
1. Look at the numbers from left right
2. Ask yourself: Are the numbers increasing or decreasing?
3. Count ON or count BACK to figure out HOW the numbers are increasing or decreasing.
Guided/Independent Practice:
Students engage in mixed practice identifying the next number in a sequence, creating their own pattern to match a
rule, or noticing patterns in a sequence (see sample problems below)
Sample Problem #1:

Kenny wrote a number pattern using the rule add 4. Which of these could be Kennys pattern?
A 3, 7, 11, 15
B 4, 6, 8, 10
C 16, 24, 32, 40
D 22, 18, 14, 10
Sample Problem #2:

The first row in a pattern of tiles had 5 tiles. Each row after the first had 2 more tiles than the row before it, as
shown below.
53
Select 2 statements that are true about the number of tiles in any row.
A It is divisible by 10.
B It is an even number.
C It is divisible by 2.
D It is a multiple of 3.
E It is an odd number
[Note: Problem above is intentionally made as select 2 since students need in class practice with multiple select problems.
These types of problems are common on PARCC. In 3 rd and 4th grade, PARCC tells students how many answers to select.
54
Day: Standard(s) and Focus SMP(s): 3.OA.D9; SMP.7 Objectives: SWBAT use knowledge of repeated addition and
11 multiplication to explain and complete a pattern.

We can think of a repeated addition Multiple: numbers you count Students are filling bags with popcorn. It takes 5 scoops of
pattern as a multiplication pattern when you skip count or popcorn to fill a total of 4 bags. The chart below shows how
multiply by a certain number. many scoops of popcorn are needed to fill different
because repeatedly adding a number is
like counting groups of a number. numbers of bags.
We can decide if a certain number will
be a part of a pattern by thinking about
whether it is a multiple of the number
we are repeatedly adding or
multiplying by.
Part A
How many bags can be filled with 30 scoops of popcorn?
Part B
Jyona said she solved part A by using addition, but Aniyah said she solved the
problem using multiplication. Explain why both girls are correct.
Tony made a number pattern, shown below:
55
65, 60, 55, 50, ...
(a) What could be the rule for Tony's pattern?
(b) Use the rule from Tony's pattern to complete the new
number pattern shown below.
_______, 101, 96, _______

Methodology
Exploration: Students look at the following patterns and fill in the missing numbers:
3, 6, 9, _____
4, 8, 12, _____
5, 10, 15, ____
6, 12, 18, ____
Ask students: How did you find the missing number?

Some students may have added, but others might notice the multiplication pattern.
Ask students: How could you find the 40th number in the patterns above? (Some students might say, we would write
out 40 numbers. Then you say, That would take so long! Whats another way? Multiply by 40!). This should push
students to notice not only the pattern as a repeated addition pattern but also a multiplication pattern.
Say: We can think of these patterns as addition or as multiplication patterns. The numbers we have listed are examples
of MULTIPLES. Multiples are numbers you get when you multiply by a certain number. Skip-counting is one way of
listing multiples of a number. For example, the first set of numbers are MULTIPLES of 3. We could have found the
56
pattern by multiplying by 3. 3 x 1 = 3, 3 x 2 = 6, 3 x 3 = 9, and we can multiply 3 x 4 = 12 to find the missing number.
Make a connection to fact families here. These are the numbers that are at the top of all of our multiplication fact family
triangles. We also could have found and continued the pattern by skip-counting by 3s.
The next set of numbers are multiples of 4. We could have multiplied each whole number by 4 or added 4 to the
pervious number to find the next number.
The next set of numbers are multiples of ____ (students say 5). What multiplication equation could we have used to find
the missing number? (5 x 4)
The last set of numbers are multiples of _____ (students say 6). What multiplication equation could we have used to find
the missing number? (6 x 4)
Number stories-style guided practice:

Launch: 2 min
Problem-solving: 5-7 min.
Debrief: 5 min.
Problem #1: Ms. T bought whiteboard markers in packages of 8. She counted her markers out loud saying: 8, 16, 24, 32If
Ms. T keeps counting her whiteboard markers according to the pattern above, will she ever count 42 markers? Explain why /
why not?
Exemplar: Ms. T will never count 42 markers because 42 is not a multiple of 8. If she keeps skip-counting, she
wills say 40, 48 and skip over 42 because you dont say 42 when you skip-count or multiply by 8.
In discussion, emphasize language of MULTIPLE since this is new vocabulary for students. Also be sure
students understand you could have continued the pattern by adding 8 or multiplying by 8.
Problem #2: Mr. Crain is skip-counting pencils. He says 7, 14, 21, 28, .
Part A: How are his pencils grouped?
Part B: Will Mr. Crain ever say the number 42 if he continues to skip-count the pencils this way? Explain why or why not.
Exemplar: Part A: His pencils are grouped in packs of 7. Part B: Yes, Mr. Crain will say 42 because 42 is a
multiple of 7. If he keeps counting, he will say 35, 42. 6 packages of pencils will make a total of 42 pencils
since they are grouped in packs of 7 and 6 x 7 = 42
Problem #3: Sally Student saw the following pattern 3, 6, 9, ___. She wanted to find the next number, and she knew she
could use either addition or multiplication to find it. Sally likes multiplication, so she said 9 x 3 is 27, so the next number would
be 27. Is Sally correct?
Exemplar response: Sally Student is incorrect. The next number in the pattern should be 12 because the numbers in the
pattern are multiples of 3 not 9. She should multiply 3 x 4 to get 12 not 3 x 9.
57
Day:1 Standard(s) and Focus SMP(s): 3.OA.D9; SMP.7 Objectives: SWBAT connect their knowledge of even
2 and odd to patterns in an addition and multiplication
table.
Key Points: Vocabulary:

We can notice even and odd patterns in Even: numbers that are multiples
the addition and multiplication chart and of 2 and are also divisible by 2.
Odd: numbers that are not
explain why these happen.
multiples of 2 and are not
To prove a math rule, you need to explain why
divisible by 2.
it is true. To disprove a rule someone thinks is
Sum: the answer to an addition
true, you only need one counter-example.
problem; the total when two or
more numbers are added
together.
Product: the answer to a
multiplication problem; the total (a) In each column and each row of the table, even and odd
in all of the groups. numbers alternate. Explain why.
Counter-example: a math
example that proves a rule (b) Explain why the diagonal, from top left to bottom right,
someone thinks is true false. contains the even numbers 2, 4, 6, 8, and 10.
https://learnzillion.com/lesson_plans/5460-identify-patterns-on-an-
addition-chart Noah is thinking of a number. The clues for the
https://learnzillion.com/lesson_plans/8456-identify-patterns-on-a- number are shown below.
multiplication-chart
58
It is an even number.
It is a multiple of 3.
It is greater than 15.
What could Noahs number be? Explain why your

number matches the clues above.
Review even and odd. Students identify whether 1, 2, or 3 digit
numbers are even or odd
Methodology
Teacher think aloud: Model thinking through the following problem using an addition chart:
Part A: Julia says that even + even = even. Do you agree or disagree with her? Prove your thinking using the addition chart.
Show students how to use an addition chart addends are represented along the edges and the sum is
shown where the two numbers connect
Think aloud about the problem: I know that Julia thinks that if you add an even number to another even
number, the sum will also be even. To decide if I agree or disagree with her, I am going to use my chart.
Lets look for some examples of adding an even number to an even number in the addition chart. The first
example I see is 2 + 2 = 4. This example confirms that even + even = even. Lets look for the next
example. I see that 2 + 4 = 6. Does this example confirm that Julia is correct? (yes 2 and 4 are even and
so is 6).
With your partner, find the rest of the examples where 2 even numbers are added together. Shade in the sums.
Students work in partners to shade in remaining sums of even addends. Ask: What do you notice? (all of these sums
are even!)
Key point: So we have a lot of examples where an even + even = even, but in order to really show that this rule
even + even = even is true, we need to explain the reason WHY the sum is even if we add two even numbers
together.
Lets think about what we learned in 2 nd grade about even numbers! In 2nd grade, we proved that evens were even
by thinking about PAIRS. For all even numbers, our ones have a PAIR or can be made into groups of 2.
Lets think about our example 2 + 4 = 6. Lets draw these numbers in pairs. Students show 2 and 4 as groups of 2
as shown below.
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2 is an even number, which means it can be split equally into groups of 2. So can 4 since its even. When we add an
even number, it is like adding groups of 2, so our sum will also be even because adding an even to an even is just
like adding a pair.
Students complete parts B and C in partners as guided practice, using the addition table and writing addition facts and
visual models to show that Andrew is incorrect and Shanae is correct.
Guided Practice
Part B: Andrew says that odd + odd = odd. Do you agree or disagree with him? Prove your thinking using the addition chart.
Exemplar response: I disagree with Andrew because I know that odd + odd = even. You can see this pattern if
you look at the facts below:
1+3=4
3+5=8
7 + 3 = 10
I also know that odd + odd = odd because I can draw a visual model. Odd numbers are numbers that cant
be split into groups of 2. If you try to split an odd number into pairs, there will always be one left over. If you
add two odd numbers, there will be two left over, which will make a pair, so the sum will be even.
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Part C: Shanae says that odd + even = odd. Do you agree or disagree with her? Prove your thinking using the addition
chart.
Exemplar response: I agree with Shanae because if I add an odd and even number, the sum is odd. The
example below proves that Shanae is correct:
4+5=9
2+3=5
7 + 4 = 11
o Key point: We only need one non-exemplar to prove a math rule is not true.
Application: students apply what they have learned through model and guided practice to the multiplication table by solving
the following problem:
Susie wants to know what happens when you multiply even x even, odd x odd, and even x odd. Use the multiplication table to
complete the rules below:
Think aloud/Model:
Even x even = ______________
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I know that even x even = even because if I have an even number, any amount of groups of that number will
also be even. For example, if I have 2 x 4, Im just drawing 4 twice, which would also be equal pairs (see
visual above).
Guided practice:
Odd x odd = ______________
I know that odd x odd = odd. An odd number of groups of an odd number will always result in one being left
over. See my visual below.
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Even x odd = _____________
Exemplar: I know that even x odd = even. I know this because any number of groups of an even number
will always be even since Im just drawing that number multiple times. An even number of groups of an odd
number will mean that any leftovers have a pair. See my visual below.
Day: Standard(s) and Focus SMP(s): 3.OA.D9; SMP.7 Objectives: SWBAT use their knowledge of
13 multiplication properties to analyze patterns in a
multiplication table.

We can notice the identity property by Identity property: The rule that
looking at products in the multiplication states that any factor multiplied Formative Assessment #2
by 1 is equal to itself.
chart; any factor x 1 is equal to itself.
We can notice the commutative property Commutative property: The
by noticing when products re-appear in the commutative property states that
multiplication table and seeing that they we can multiply factors in a
have the same factors. multiplication expression in any
order to get the same product.
We can notice the distributive property by
looking at the sums of products in the Distributive property: The
multiplication chart. distributive property states that
we can break apart a large
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multiplication fact into 2 smaller
facts and then add those products
together.

https://learnzillion.com/lesson_plans/8456-identify-patterns-on-a-
multiplication-chart James found out that he needs 3 tickets to ride the
carousel at the state fair. He made a chart to show
how many tickets he would need if he wanted to ride
Fluency Suggestions and Resources the carousel many times. His chart is shown below:
Numb 1 2 3 4 5
er of
rides
Numb 3 6 9 12 15
er of
tickets
Use Jamess chart to predict how many tickets he

would need if he wants to ride the carousel 20 times.
64
Methodology
Weve already spent some time looking at the multiplication chart in relation to the commutative property and even and odd
products. Today, we are going to take some time to think about 2 different multiplication patterns.
Guided Discourse (Identity Property)

Take a look at the multiplication table below:
What do you notice about the highlighted row and column? (I notice that they both say 1,2, 3, 4, etc.; I notice
that they are the same as the factors in the row on top and the column on the left; I notice that the numbers
are the same in both the column and the row.)
Why do you think these numbers repeat or are the same? (Because the numbers are being multiplied by 1)
The name of the property that explains this pattern is the identity property. Any time a factor is multiplied by
1, the product is itself. We already know that 1 x 2 is 2 because 1 group of 2 is just 2. We know that 1 x 12 is
12 because 1 group of 12 makes a total of 12. What is 1 x 1,344 (1,344). Any factor times 1 is itself. We just
noticed that pattern in the multiplication table.
Guided Discourse (Commutative Property)
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Explain why the numbers highlighted in (green perhaps decide on one pair) are the same using what you know about the properties of operations.
Show-call student work and have students give feedback based on math writing checklist and adequately explaining the
commutative property.
Exemplar response: The products highlighted in the multiplication table are the same because they are the products of
the same factors. One number represents the product of 5 x 4 and the other represents the product of 4 x 5. Both
products are 20 because the factors are the same. We know that the product is the same no matter the order of the
two factors.
[Note: students dont need to explicitly name the property but they could include the definition in their response: The
commutative property states that the products will be the same no matter the order of the factors.}
Partner Problem-Solving (Distributive Property):

Show students a multiplication chart with the products of 9 x 3 (27) highlighted and the product of 9 x 2
highlighted (18). Students work in partners to answer the following task:
Explain why the sum of the highlighted products is equal to the product of 9 x 5.
Exemplar response: (9 x 3) + (9 x 2) = (9 x 5) because of the distributive property. We can break apart the
factor 5 in 9 x 5 into 3 and 2 to make the equation (9 x 3) + (9 x 2). 27 + 18 = 45.
If students are stuck during problem-solving or when students are finished solving, show a visual model to
connect to previous learning about distributive property.
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Poster Project (Extend learning connected to distributive property)
o Students shade in product of 5 x 6 (30) and 5 x 3 (15).
o Students discuss: Why do these products also add to the product of 9 x 5 (45). (We could break apart 9
in 9 x 5 into 6 and 3 and then multiply by 5 (i.e. (6 + 3) x 5).
o Students show this using visual model on a poster (see examples below)
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68
Trajectory 3 Lesson Guides: 3.OA.A4, 3.OA.B6, and 3.OA.C7 Relationship between multiplication and division
and fluency
Day: Standard(s) and Focus SMP(s): 3OA.C7; SMP.4 Objectives: SWBAT identify equivalent
14 multiplication and division expressions.

An equation is true if the values on either Equivalent: equal or the same as Decide if each equation is true or false. Check True
side of the equal sign are the same. or False for each equation.
Melani has 24 yellow stickers, 16 red stickers, and 8

green stickers. She puts 8 stickers in each box. How
many boxes does she need? Write your answer in the
space below.
69
Methodology
Explanation/Model:
Review the meaning of the equal sign. The equal sign shows that two numbers or expressions have the same
value. In first and second grade, you solved problems that looked like this:
3 + 4 = 8 -1.
How can we figure out if this equation is true? Turn and talk. (Evaluate both sides and figure out if they have the
same value).
Lets try it out! What is the value of 3 + 4 (7). Write the value underneath that side of the equation. What is
the value of 8 1? (7).
Write 7 = 7. So is this true or false? Why? (True 7 is the same value as 7)
Lets try a different equation:
4+5=9+2
Give students 20-30 seconds to think and then have them turn and talk: Is this equation true or false? How do
you know? (It is false because 4 + 5 = 9 and 9 + 2 = 11. Both sides of the equation do not have the same value.
9 is a different value than 11).
Today, we are going to work on the same skill but using multiplication and division equations.
Lets try one together:
5 x 4 = 10 x 2.
First, lets evaluate 5 x 4. What is that value? (20).
Now, lets evaluate 10 x 2. What is that value? (20).
Are the values on either side of our equation equal? (yes!). So we know our equation is true.
Lets try a different equation:
5 x 3 = 15 5.
First, lets solve 5 x 3. What is that value? (15).
Now, lets solve 15 5. What is that value? (3).
Are the values on either side of our equation equal? (no!) So is our equation true? (no its false!)
Anticipated misconception: Students might think that the equation is true because 5 x 3 = 15. Be sure to point
out that we need to solve through both sides to find the value of each expression. 5 x 3 = 15 is a different
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equation than 5 x 3 = 15 3. The first equation is true. The second is false.
If no student has anticipated misconception above, teacher can ask follow-up error analysis: Sally Student says that the
equation is true because 5 x 3 = 15. Explain why she is incorrect. (Sally Student is incorrect because you need to see if
both sides of the equation are equal. 5 x 3 = 15, but 15 3 = 5, so both sides of the equation are not equal. Sally forgot
that she had to evaluate both expressions.)
Guided and independent practice should look similar to the model above. Students solve through both sides of equations
to see if the values are equal. May choose to put in some examples with addition and subtraction to be sure students are
paying attention to the operation. See sample problems below:
Sample problem 1:
4 x 2 = 40 5
Sample problem 2:
5 x 6 = 30 3
Sample problem 3:
20 5 = 5 x 3
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Day: Standard(s) and Focus SMP(s): 3.OA.A4; SMP.3 Objectives: SWBAT rewrite division equations as
15 unknown factor multiplication equations using a symbol
for the unknown.
We can rewrite division Unknown factor A division fact is shown below:
equations as unknown factor multiplication equation: a
multiplication equations multiplication equation with 72 8 = n
because multiplication and numbers to represent the
division are inverse operations. product and one of the factors Which of these shows a related fact?
The product is like the dividend and a symbol or letter to
because they both represent the represent the unknown factor. A 8 n = 72
total in all the groups. [repeated vocabulary]
The divisor and quotient are like Factor: The number of groups B 8 + n = 72
the factors because they or size of each group in a
represent the size of the group C 8 72 = n
situation involving equal
or the number of groups.
We can use a letter or symbol to groups; Numbers that are
multiplied to obtain a product D 72 8 = n
represent the unknown in a
multiplication or division Product: The total in all the
E 72 + 8 = n
equation. groups; the answer to a
multiplication problem
Quotient the answer to a
division problem which
represents either the number of
groups or size of each group
Dividend the total in all the
groups
Divisor the number of groups
or size of each group
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Decide if the equations are true or false. Explain your answer.
a. 34 = 7 x 5
b. 3x6=9x2
c. 2 x (3 x 4) = 8 x 3
d. 4 x (10 + 2) = 40 + 2

Methodology
Do Now
Mixed fact families this will help students connect the 4 number sentences to later learning with unknowns.
Project the following scenario:
A classroom has tables that seat a total of 24 students. Four students are seated at each table. How many tables are in the classroom?
Ask students to write the division equation (without solving) that represents the scenario: (24 4 = ?)
Tell students to draw an equal groups picture to represent the scenario, putting 4 students at each table until you get to 24. Ask students: (How many
tables did you draw? (6)
Ask students: What multiplication equation matches this scenario? How many groups do you see? (6) How many students in each group (4).
Write the multiplication equation: 6 x 4 = 24.
Tell students: I can represent this scenario using multiplication OR division. It just depends on where I place the unknown in my equation. In division,
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I know the quotient represents the size of the groups or the number of groups (in this case, it was the number of groups, or tables that the students
were sitting at). In multiplication, I know that the factors represent the number of groups or the size of the group.
Show students a fact family with 24 as the dividend and 4 as the divisor. Show students how the didend in division is like the product because it
represents the total and the factors are like the divisor and quotient (see visual in representations section). Then show students how you could
represent the problem above using the following unknown factor equation:
4 x ? = 24
The unknown is still the number of groups, but we showed it in a multiplication equation. We call this an unknown factor equation.
In both of my equations above (24 4 = _______; 4 x _____ = 24), I used a blank to represent the unknown (or the number that we are trying to
figure out), but I could also use a symbol or letter like this:
Model the equations as: 24 4 = T (for tables) 4 x T= 24 and 24 4 = ;4x = 24),
Students look at the following situations. They should first write the division equation (without solving) with the quotient as the unknown. Second, write the
known numbers in a fact family triangle and discuss what the unknown represents (the number of groups or size of the group). Third, write an unknown
factor equation using multiplication. The emphasis should not be on solving but rather understanding what the unknown is (size of the group or number of
groups) and writing the equations (both division and unknown factor).
Scenario 1: The baker packs 36 bran muffins in boxes of 4. Draw and label a tape diagram to find the number of boxes he
packs.
Scenario 2: The waitress arranges 32 glasses into 4 equal rows. How many glasses are in each row?
Scenario 3: Janet paid $28 for 4 notebooks. Each notebook costs the same amount. What is the cost of 2 notebooks?
Students engage in similar problems for independent practice, writing division and unknown factor equations to represent
scenarios where the number of groups or size of the group is unknown.
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Day: Standard(s) and Focus SMP(s): 3.OA.B6; SMP.3 Objectives: SWBAT interpret the unknown in a
16 multiplication or division equation.

The unknown can be located anywhere in No new vocabulary Write a number story to match the equation below:
an equation.
Unknown: information that is not 72 = 9
Each time we see an unknown, we should known; usually in math, a quantity
think about what it represents and what that we need to solve for
Factor: The number of groups or
the other numbers in the equation
size of each group in a situation
represent.
involving equal groups; Numbers that
are multiplied to obtain a product
Product: The total in all the groups;
the answer to a multiplication
problem
Quotient the answer to a division
problem which represents either the
group
Dividend the total in all the groups
Divisor the number of groups or
size of each group
Jonathan says he can solve the problem below using
multiplication:
Ms. Alves puts 21 papers in 7 piles. How many papers are in each
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pile?
Show/explain what he means and how he could have
solved the problem.
Methodology
The format of this lesson is number-stories style. Students engage in the following:
2 min: launch
5-8 min: problem-solving
5 min: debrief
Problem #1:
Isabel's dad was taking everyone out to eat for her birthday. He paid sixty-three dollars for everyone. Each meal cost $9. Her dad wrote the division number
sentence below to represent the situation.
$63 = $9
Part A
What does represent?

Part B
What is the value of ?
Scaffolded questions: What information does the number story tell us? What parts of the equation do we know? What does
the dividend / 63 represent? What does the quotient/ 9 represent?
*Note: May want to re-introduce fact family triangle for yesterday and have students use it to plug in the numbers they know
and represent the unknown within the triangle.
Exemplar response: Part A: The represents the number of people who went out to dinner for Isabels birthday or the number
of meals that Isabels father bought. (*Note: It is not enough for students to just write the quotient or the number of groups.
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They need to understand what the unknown represents within the context of the problem. Part B: The value of is 7.
Model:
Problem #2:
Write a story problem to match the equation 7 x T = 42.
Scaffolded questions: What do you want your story problem to be about? What do
we know in the equation? What does the 7 or 42 represent? What could your missing factor represent?
Exemplar response: There were 7 equal groups of students playing on the field. If there are a total of 42 students and each
group of students on the field, how many were in each group? OR Jared had 42 pokemon cards. If he puts them into 7 equal
piles, how many cards are in each pile.
*Note: be sure students mention that their groups are EQUAL or have the SAME AMOUNT as they are writing the problems.
Problem #3:
Which two story problems can be represented using the number sentence 24 n = 8?
A. Tom has 24 pencils and wants to share them equally with some friends. Each friend got 8 pencils. How many friends did Tom share his pencils with?
(Assume he did not keep any for himself)
B. Maya had 24 baskets. She put 8 rocks in each basket. How many rocks did Maya have?
D. Jan planted 24 rows of corn. Each row had 8 corn plants in it. How many corn plants did she plant?
E. Alice spent $24 on new books. Each book cost $8. How many books did Alice buy?
F. Pedro saw 8 kinds of birds. He saw 24 robins and some crows. How many crows did Pedro see?
Scaffolded questions: What does the dividend represent? What does the quotient represent? What is the total / dividend in
this situation? What is the size of the group? What is unknown?
Exemplar response: There were 7 equal groups of students playing on the field. If there are a total of 42 students on the field,
how many were in each group? OR Jared had 42 pokemon cards. If he puts them into 7 equal piles, how many cards are in
each pile?
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Day: Standard(s) and Focus SMP(s): 3.OA.A4; SMP.3 Objectives: SWBAT write an equation with an
17 unknown to represent 1-step multiplication and
division word problems.
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There are many different No new vocabulary Write an equation using the letter x to represent the
equations we can use to represent
Unknown: information that is not unknown for each of the following word problems.
a multiplication or division story.
known; usually in math, a Cade has 4 boxes. He puts 9 model cars in each box.
Some equations are easier to quantity that we need to solve for What is the total number of model cars Cade put in
solve than others.
Factor: The number of groups or these boxes?
involving equal groups; Numbers Bill has 32 cherry tomatoes. He puts an equal
that are multiplied to obtain a number of cherry tomatoes in each of 8 salads. How
product many cherry tomatoes does Bill put in each salad?
Product: The total in all the
groups; the answer to a
groups
Tehya and Kenneth are trying to figure out which number could
be placed in the box to make this equation true.
Tehya insists that 12 is the only number that will make this
equation true.
Kenneth insists that 3 is the only number that will make this
equation true.
Who is right? Why? Draw a picture to support your idea.
79
Methodology
Today, our goal is to use symbols or letters to represent the unknown in a multiplication or division problem. Just like we learned yesterday, the unknown is
just the thing that we are trying to figure out or the thing that we do not know in a problem. In multiplication and division, we know that the unknown is
either the total, the number of groups, or the size of the group. Lets take a look at the following scenario:
Thad sees 7 beetles when he weeds his garden. Each beetle has 6 legs. How many legs are there on all 7 beetles?
Ask students: What is the unknown in this equation? Is it the number of groups, size of the group, or total? (total).
Show this in a fact family triangle.
Lets write an equation using the letter L to represent the total number of legs on all of the beetles. Model writing 7 x 7
= L.
Ask: Could you write a division equation to represent this equation? Students turn and talk. Show how you could also
represent the problem as L 7 = 7 to represent the total legs on all the beetles divided by 7 beetles would tell you that
each beetle has 7 legs or the total legs on all the beetles divided by 7 legs on each beetle tells you that there are 7
beetles.
Ask: Could you write an equation like this to represent this situation? Show: 7 L = 7. (students turn and talk They
should realize this doesnt make sense because we dont want to divide the number of beetles or the number of legs by
the total number of legs. The total number of legs has to be the number being divided because that is what is split
equally between the beetles). The fact family triangle should help them realize this.
Students use whiteboards to practice writing equations to represent the following scenarios (mix up whether students use a
symbol or a letter to represent the unknown)
Henry spends 24 minutes practicing 6 different basketball drills. He spends the same amount of time on each drill. How much
time does Henry spend on each drill?
Scaffolded questions: Do we know the total? Do we know the size of the group or number of groups? What is unknown?
How can we represent the unknown?
Exemplar responses: 24 6 = ?; 24 ? = 6; 6 x ? = 24; ? x 6 = 24.
Be sure to discuss at least one non-exemplar (i.e. 6 x 24 or 6 24)
May want to engage students in discussion of which equation would be easiest to solve. For most students, it will
probably be easiest to solve 24 6 = ? or one of the unknown factor multiplication problems
Jessica has 8 pieces of yarn for a project. Each piece of yarn is 6 centimeters long. What is the total length of the yarn?
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Exemplar responses: 8 x 6 = Y; 6 x 8 = Y; Y 6 = 8; Y 8 = 6
Be sure to discuss at least one non-exemplar (i.e. 8 Y = 6)
May want to engage students in discussion of which equation would be easiest to solve. Multiplication equations are
probably easiest to solve.
Ginny measures 6 milliliters of water into each beaker. She pours a total of 54 milliliters. How many beakers does Ginny use?
Exemplar responses: 6 x * = 54; * x 6 = 54; 54 6 = *; 54 * = 6
Be sure to discuss at least one non-emplar (i.e. 54 x 6 or 6 54)
May want to engage students in discussion of which equation would be easiest to solve. 54 6 = * or unknown factor
multiplication problem would probably be easiest to solve.
Day: Standard(s) and Focus SMP(s): 3.OA.A4; SMP.3 Objectives: SWBAT solve multiplication and division
18
word problems with unknowns in all places.
We can rewrite equations with No new vocabulary Formative assessment #3
unknowns to make them easier to Unknown: information that is not
solve by thinking about the known; usually in math, a
relationship between the numbers quantity that we need to solve for
and what each number
Factor: The number of groups or
represents.
involving equal groups; Numbers
that are multiplied to obtain a
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product
Product: The total in all the
groups; the answer to a
groups

Sharon solved the problem 32 8 = 4.
Sharons teacher Ms. Cash asked Sharon to check her work so

Sharon wrote the equation:
4 8 = 32.
Describe in the space below why Sharons equation is incorrect.

What is another equation that Sharon could write to check her
work?

Methodology
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Explanation/Modeling
Show students the following equation:
42 x = 7
Think aloud about how that equation might be tricky to solve. Show students how you can put these numbers
into a fact family triangle and think through what each number represents:
42 is the quotient, or total in all the groups. X is the divisor. 7 is the quotient.
Using the triangle visual, have students rewrite the equation to make it easier to solve (i.e. 7 x X = 42 or 42
7 = X).
Ask students: how could you solve this equation? (some students might already have the fact 7 x 6 = 42
memorized; some might need to draw groups of 7 until they get to 42 or some might draw 7 groups and split
the 42 equally)
Show students the following equation:
4=T5
Think aloud about what makes this equation tricky (the quotient is on the left side; Im not used to solving
division equations with a missing dividend)
T is the divisor. Even though it doesnt come first in the equation, it is still the number being divided. 5 is the
divisor and 4 is the quotient).
Using the triangle visual, have students rewrite the equation to make it easier to solve (i.e. 4 x 5 = T or 5 x 4
= T)
Ask students: how could you solve this equation? (some students might already have the fact 4 x 5 = 20
memorized; some might need to draw 4 groups of 5, others might skip count.)
Students should complete similar problems for guided and independent practice. Be sure to mix up some equations to
have the product or quotient on the left. See sample problems below.
Sample problem #1: 30 = 6 x A
Sample problem #2: 40 * = 8
Sample problem #3: 4 = 24
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Trajectory 4 Lesson Guides: 3.OA.D8: Order of operations and 2-step word problems
Day: Standard(s) and Focus SMP(s): SMP.4; SMP.6 Objectives: SWBAT understand the order of
19 operations.

Mathematicians read problems Grouping symbols: Symbols Solve the following problems using your knowledge
from left to right. that tell us to do a particular of the order of operations:
Mathematicians have agreed to operation first or separately 1. 24 4 x 3
follow a set of rules called the Order of operations: A set of
2. 8 + 32 8
order of operations when solving rules mathematicians have
equations. This set of rules tells agreed to follow that tell us how
us that we need to evaluate parts to evaluate an expression as we
of the expression with grouping move from left to right
symbols first and that we multiply GEMA: A made up word to help
or divide BEFORE we add or us remember the order of
subtract. operations.
If division comes before Evaluate: To find the value of
multiplication from left to right, we
divide first. If multiplication
comes before division from left to
right, we multiply first.
If subtraction comes before
addition from left to right, we
subtract first. If addition comes
before subtraction from left to
right, we add first.
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Number Stories:
http://leafandstemlearning.com/2015/07/why-i-will-never-use-pemdas-
Part A
to-teach-html/
This is how order of operations work should be shown: Ms. Fields wanted to get some stickers for her guided
reading group. She already had some sheets of
stickers, but she bought 12 more sheets of stickers
at the store. If she ends up with 30 sheets of
stickers, how many sheets of stickers did she have to
start?
Note: It is important for students to work vertically to show that the Part B
value of the expression stays the same rather than creating various If there are 6 students in Ms. Fields guided reading
equals signs (see note from PARCC below): group and she gives the same amount of stickers to
each student, how many sheets of stickers will each
student get?
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Fact Family worksheet
Methodology
Mini-Exploration:
Give the same problem to each side of the room: 20 6 + 8
Whisper to one side that they like subtraction best so they always subtract first
Whisper to the other side that they like addition best so they always add first.
First side should get 22. 2nd side should get 6.
Talk about how they got different answers and ask why this could be a problem.
Explanation/model:
Just like our exploration showed us, sometimes we need to decide on rules to follow in math to make sure
everyone is arriving at the same answer.
Today, we going to learn about a new rule that mathematicians decided upon a long time ago to help make
sure that they were all evaluating expressions the same way and could talk to each other about math without
getting confused. It is called the order of operations. It tells us how to work through a problem from left to
right and which operations to perform first.
Sometimes, an expression asks us to perform more than one operation. We have learned about 4 major
operations: addition, subtraction, multiplication, and division. One operation we have not learned about is
called exponents. Youll learn about those in 6th grade. For example, we might have the expression 12 + 4
4. What operations does this expression ask us to use? (addition and division).
We have also learned about grouping symbols. Remember, grouping symbols tell us to do that operation first,
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or separately. In the expression (2 + 4) x 3, what expression is inside the grouping symbols? (2 + 4)
Mathematicians decided a long time ago that they would evaluate expressions like this:
First, they would evaluate any parts of the expression with grouping symbols
Next, they would evaluate any parts of the expression with exponents (we dont have to worry about those in
3rd grade)
Then, they would evaluate any parts of the expression with multiplicative operations. This includes
multiplication AND division (whichever one comes first in the expression, they perform first if multiplication
comes first, they do that; if division comes first they do that)
Last, they would evaluate any parts of the expression with additive operations. This includes addition AND
subtraction (whichever one comes first in the expression, they perform first if addition comes first, they do
that; if division comes first they do that).
The biggest thing we need to remember is that even if addition or subtraction comes first in our expression as
we read it from left to right, we will do the multiplication or division part first.
We can remember this by thinking about a made-up word called GEMA. G stands for grouping symbols, E
stands for exponents, M stands for multiplication/division and A stands for addition/subtraction
Model solving the following problems according to GEMA:
334+
o Im going to remember to read my problem from left to right
o Subtraction comes first, so Ill do that first. 33 4 = 29
o Addition comes next, so Ill do that next. 29 + 2 = 31
o Show students how you would have gotten a different answer if you did 4 + 2 first because 33 6
= 27 (which is different from 31)
Create thinking chart with students to guide questioning and student thinking:
1. Are there any groups?

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2. What type of operations are there? (multiplicative and / or additive)
3. For the multiplicative operations, which one comes first? (the one on the left)
4. For the additive operations, which one comes first? (the one on the left)
12 3 2
o What comes first? (division). So Ill do 12 3 first. 12 3 = 4
o What comes next? (multiplication). So Ill do 4 x 2 next. That equals 8.
o Show students how you would have gotten a different answer if you did 3 x 2 first because 12
6 = 2 (which is different from 8)
5 + 12 2
o What comes first? (addition). Should I do that first? (No! The order of operations says to multiply
or divide first)
o So that means I need to do 12 2 first. 12 2 = 6.
o Now what should I do? (Solve 5 + 6); 5 + 6 = 11.
o Show students how you would have gotten 17 2 if you had added first. Any time you get an
equation you cant solve, its a good indicator that you have made a mistake with the order of
operations.
Students should solve similar problems for guided and independent practice. Be sure to provide problems where they would
be able to get an incorrect answer if they did not solve according to the order of operations. See sample problems below:
Note: Practice problems are not focused on grouping symbols today, since using order of operations with grouping symbols is not required until 5 th grade. We only use
grouping symbols in the context of properties in 3rd grade.
Sample problem #1: 10 + 2 x 4 (Correct: 18; incorrect: 48)
Sample problem #2: 55 + 3 (correct: 23; incorrect: 17)
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Sample problem #3: 205 2 (correct: 8; incorrect: 2)
Sample problem #4 (error analysis):

Jonathan, Jaedyn, and Ava all solved the problems below. Identify one student who made an error when they were solving and explain the error on the lines below:
Note: This problem hits on common misconception student have around always wanting to add first even if subtraction comes to the left.
Exemplar response: Jaedyn made an error because she added 3 + 5 first when she should have done 13-3 first. The order of operations tells us that we should evaluate
expressions from left to right for additive operations. If subtraction comes first from left to right, we need to do that first. So Jadeyn should have solved 13 3 to get 10 and
then added 10 + 5 to get 15.
89
Day: Standard(s) and Focus SMP(s): 3.OA.D8; SMP.4 Objectives: SWBAT draw models to solve 2-step
20 word problems.
Mathematicians read word Visualize: to make a picture in Pearl buys 125 stickers. She gives 53 stickers to her little sister.
problems carefully and more than your head as you read something Pearl then puts 9 stickers on each page of her album. If she uses
once. RDW: A process we use for
all of her remaining stickers, on how many pages does Pearl put
Mathematicians visualize what is solving word problems; it
happening in the problem. involves reading the problem stickers?
Drawing a model helps us carefully, drawing and labeling a
understand which operation(s) to model to represent the problem,
use when solving a word problem. and writing our answer as a
Bar models and number bonds are sentence.
helpful models for addition and
subtraction.
Equal groups pictures and arrays
are helpful models for
multiplication and division.
Karas playlist has three songs:
Steps to take as I solve a word problem: Each Day (4 minutes)
1. Retell the problem without numbers. Best Friends (3 minutes)
2. Make a plan. (To find ______, I need to ________ and then This Weekend (2 minutes)
__________) How many times can Kara listen to her entire playlist during a 54-
3. Model to solve. minute car ride?
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Methodology
Explanation/Modeling
Joe had $173 in the bank. He earns the same amount of money each week for 7 weeks and puts this money in the bank. Now, Joe has $208 in the bank.
How much money does Joe earn each week?
o Remind students of the 2RDW process read the problem (twice), draw and label model a model to represent the problem, write your
answer as a sentence.
o Model following that process for this problem.
o Model reading the problem 2 times and thinking through what is happening
o To help myself figure out what is happening in this problem, I can retell what is happening in the problem without numbers.
o Think aloud: Theres this guy. He started with some money. He then worked and earned the same amount every week. He put that in the
bank and now he has a different amount of money. We need to find out the amount of money he earns each week.
o Before I make my model to solve, now Im going to make a plan.
o To find how much money he earned each week, first we need to find out the total amount of money he put in the bank. Then split it equally
among the weeks.
o Now I can draw a model to help me solve this problem.
o I know that the total amount of money Joe had was 208 and he started with 173. I can easily put that into a bar model or a number bond.
The whole is 208 and the part is 173. What does the missing part represent? (the amount of money Joe saved)
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o To find the missing part, I know that I can subtract. 208 173 = 35.
o After youve done some calculations and found an answer, its a good idea to stop and think about what it means.
Lets put this number back into our real world context (SMP 2). What does the 35 represent? What did we just
find? (The amount he saved.) Now lets review what we are trying to find. (The amount he saved each week.
o 35 tells me the total amount he saved, but thats not what Im trying to figure out Im trying to figure out how much money he saved each
week. This time, I dont think I need a visual model because I already know the equation Im going to use. I know this is division because I
know the total and I know that he saves the same amount each week. So I can solve 35 (label as total save) 7 (label weeks) to figure out
how much he saved each week. 35 7 = 5 (label dollars per week).
o Also see alternate model below:
Guided Practice
Mrs. Portillos cat weighs 6 kilograms. Her dog weighs 22 kilograms more than her cat. What is the total weight of her cat and dog?
o Read problem 2 times
o Ask: What is happening (students retell with no numbers): Theres a cat that weighs a certain amount and a dog
that weighs more than the cat. We need to find the total weight of both.
o Ask: whats your plan? (To find the total weight of the cat and dog, I need to find the weight of the dog and then
add it to the weight of the cat.)
o Students make a model (see exemplar below):
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o How much do both the cat and the dog weigh together? (34 kg)
o Anticipated misconception: Students might think that this is a 1-step problem if they do not read carefully and
say the answer is 28.
o Recommended model: Bar model to show how much the dog weighs. Addition equation to show how much the
dog and cat weigh (28 + 6)
A roller skating team has 10 members. Each team member has 2 skates. Each skate has 4 wheels. What is the total number of
skate wheels that the team has?
o Questions to ask: How many skates does the team have? (20 skates) How many wheels on each skate? (4
wheels)
o Anticipated misconception: Students might not be sure how to draw this problem.
o Recommended model: Equal groups picture to show first part of the problem. 10 groups of 2 = 20 for first part.
Multiplication equation for second part of the problem (20 x 4 = 80 wheels).
Independent practice
Rose has 6 pieces of yarn that are each 9 centimeters long. Sasha gives Rose a piece of yarn. Now, Rose has a total of 81 centimeters of yarn. What is the
length of the yarn that Sasha gives Rose?
A bake sale had 3 cakes for sale. Each cake was cut into 6 slices. Each slice was sold for $5. What is the total amount earned for the sale of all three cakes?
93
94
Day: Standard(s) and Focus SMP(s): 3.OA.D8; SMP.4 Objectives: SWBAT draw models to solve 2-step
21 word problems.
*Note: This is a repeated objective to allow for small
group instruction.
Mathematicians read word [no new vocabulary]
Part A
problems carefully and think about Visualize: to make a picture in
the information that is known and your head as you read something Ms. Krauser had some eggs at home, but she had to
unknown. RDW: A process we use for go to the store to get some more for the brunch she
Mathematicians think through the solving word problems; it was hosting. If she bought 24 eggs at the store and
model that works best for them involves reading the problem
had 36 eggs for brunch, how many eggs did she
and the model that works best for carefully, drawing and labeling a
the problem they are solving. model to represent the problem, have before she went to the store?
and writing our answer as a Part B
sentence.
Ms. Krauser uses the eggs she had before she went
shopping and 12 of the new eggs to make omelets
for her guests. If she uses 3 eggs for each omelet,
how many omelets can she make?

Ms. T has a box of special pens. She bought 7 new
packs of pens with 6 pens in each pack. 16 of the
new pens are purple and the rest are pink or green.
Part A
How many of the new pens are pink or green?
Part B
If Ms. T already had 23 pens, how many special pens
does she have now?
95
96
Methodology
Note: The lesson format for today is number-stories, which should provide teachers with time to pull small groups of students who are struggling with
visualizing, making models, or choosing the correct operation to work through the problems together.
Note: Some students may have strong enough fluency to not need picture models but rather be able to solve each step with an equation. That is fine as long
as they are using the correct equations and are able to explain why they chose each operation.
Launch: 2 min
Problem-solving: 5-7 minutes
Debrief: 5 minutes
Problem #1:
Rob bought 56 packs of cups, with 10 cups in each pack. There are 8 tables and Rob will put the same number of cups on each table. How many cups will be
on each table?
Problem #2:
Tanners beaker had 45 milliliters of water in it at first. After each of his friends poured in 8 milliliters, the
beaker contained 93 milliliters. How many friends poured water into Tanners beaker?
97
Problem #3:
Cora weighs 4 new, identical pencils and a ruler. The total weight of these items is 55 grams. She weighs the ruler by itself and it weighs 19 grams. How
much does each pencil weigh?
Day: Standard(s) and Focus SMP(s): 3.OA.D8; SMP.4 Objectives: SWBAT write and solve equations with
22 unknowns to represent 2-step word problems.
98
We can use a letter or symbol to Unknown: the information that is There were 54 apples set aside as a snack for 3
represent an unknown. not known; something we need to classes of students. The teachers divided up the
We can combine 2 equations we solve for. apples and placed equal amounts on 9 separate
use to solve a problem by using Grouping symbols Symbols that trays. If each of the 3 classes received the same
grouping symbols. show to solve a part of an number of trays, how many apples did each class
equation first or separately get? Write an equation to represent this problem
using A to represent the number of apples each class
gets.
Number Stories:
There are 4 boxes with 6 binders in each one. Three brothers
share the binders. How many binders does each brother get?

99
Methodology
Tell students that today, we will continue to build our skills with 2-step word problems. But today we will be using symbols and letters to represent the
unknowns.
Students should have whiteboards so you can see and notice errors at each step in the problem-solving process.
Read the following problem with students:
The sign below shows information about hayrides at the orchard.
Hayrides
Adult ticket . . . . . . . . . $7
Child ticket . . . . . . . . . $4
Leaves every 15 minutes starting at 11:00.
Part A
Lenas family buys 2 adult tickets and 2 child tickets for the hayride. How much does it cost Lenas family to go on the hayride?
Now that we have read the problem once, lets read it again. We know that good mathematicians read problems
carefully and more than once; they also make a picture in their head about what is happening in the problem.
After 2nd read, ask students: What is happening in this problem? (Students retell without numbers): Lenas family is
buying tickets for the hayride. Adult tickets cost a different amount than child tickets. We need to figure out how much
money they spend on the tickets)
Ask students: What is your plan? (To find the total they spend, first, we need to figure out how much the adult tickets
cost and how much the child tickets cost. Then, we need to add the cost of the child tickets and the cost of the adult
tickets to find the total cost of the tickets).
Our next step is to make our model! Draw a model to represent this problem. As you draw, use a letter to represent
the unknown, or the total cost of the tickets.
Circulate and pull different models students draw. Some examples are below:
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Our last step is to represent this problem with an equation. Use your model to write an equation using the letter from your model to represent the
unknown.
Circulate and notice students equations. Exemplar responses:
o Exemplar #1: 7 + 7 + 4 + 4 = c
o Exemplar #2: (2 7) + (2 4) = p
o Exemplar #3: 2 (7 + 4) = n. (*Few students will probably have this but depending on pacing, teacher can show this equation so students
can connect to their knowledge of distributive property from trajectory 1)
If students have 3 equations (i.e. They have 2 x 7 and 2 x 4 and 14 + 8 written separately), show how they can put them together as reflected in
exemplar 2 above to make 1 equation to represent the unknown)
Our last step is to solve the problem and write an answer in words. Students use models / equations to solve the problem and write the following
solution sentence: It costs Lenas family $22 to go on the hayride.
At the end, review the steps students took to solve the problem: 1. Read the problem carefully. Think about what information is known and
unknown. 2. Draw and label a model to represent the problem. 3. Write an equation to represent the unknown. 4. Solve and write a sentence with
our answer.
Depending on pacing and how students did with part A, either have them walk through part B together or solve independently:
Part B
Lenas mom pays for the tickets with $5 bills. She receives $3 in change. How many $5 bills does Lenas mom use to pay for the hayride?
Guided/independent practice.
Students follow 2RDW process to write equations to represent the unknown and to solve for the unknown.
Depending upon student performance, might choose to pull a small group for more guided practice or release students to solve independently.
Be sure students are conscious of order of operations (i.e. They use grouping symbols if the addition needs to come first as in sample problem 1.)
Sample problem 1
Lena picked 17 apples, and her brother picked 19. Lenas mom has a pie recipe that requires 9 apples. How many pies can Mom make with the apples
that Lena and her brother picked?
Exemplar response: (17 + 19) 9 = P
Sample problem 2:
Lenas dad gives the cashier $30 to pay for 6 liters of apple cider. The cashier gives him $6 in change. How much does each liter of apple cider cost?
101
Exemplar response: (30 6) 6
Sample problem 3:
Identify the expression which best represents the unknown in the problem below.
The apple orchard has 152 apple trees. There are 88 trees with red apples. The rest of the trees have green apples. How many more trees have red
apples than green apples?
a. 15288
b. 152+ 88
c. 88+ ( 15288 )
d. 88 ( 15288 )
D. Exemplar response: 88 (152 88) = M
Anticipated misconception/good point for discussion is A (It cant be A because that would just tell us how many trees have green apples!)
102
Day: Standard(s) and Focus SMP(s): 3.OA.D8; SMP.4 Objectives: SWBAT check answers for reasonableness by
23 working backwards using the real world context.

When I re-read the problem, I can Reasonable: Makes sense The total amount of rain that fell in New York City in two years
plug in my answer to see if it Inverse: The operation that was 282 centimeters. In the first year, 185 centimeters of rain fell.
makes sense. reverses (or undoes) the effect of
Part A
One way to check if my answer is another operation.
How many more centimeters of rain fell in the first year than in
reasonable, is to work the problem
backward using the real world context, to the second year?
see if I get back to where I started. Part B
Explain why your answer is reasonable.
Exemplar response: My answer of 88 is reasonable because if 88
more inches of rain fell in the first year than in the second year,
that means 97 inches of rain fell in the second year because 185-
88 = 97. If 97 inches of rain fell in the 2 nd year and 185 fell in the
1st year, that means a total of 282 inches of rain fell, which makes
sense since it says in the problem that 282 inches of rain fell in
those 2 years.

Orlando buys a box of 18 fruit snacks. Each box comes with an
equal number of strawberry-, cherry-, and grape-flavored snacks.
He eats all of the grape-flavored snacks. How many fruit snacks
does he have left?
103
Rounding numbers to nearest 10 and 100.
Methodology
Explanation/Modeling:
We are getting so good at using the RDW process to solve word problems. We will continue doing that today but also review a skill we learned at the
beginning of the year: Thinking about the reasonableness of our answers.
Lets solve this problem together:
Leanne needs 128 tiles for an art project. She has 56 tiles. If tiles are sold in boxes of 8, how many more boxes of tiles does Leanne need to buy?
Read the problem twice. Ask: What is known? What is unknown?
Students draw model to solve first part of the problem (preferably a bar model) and figure out how many tiles Leanne needs by solving 128 56 = 72.
Students then figure out how many boxes she will need by solving (72 8 = 9) for 2 nd part of the problem. Some students may need to draw equal
groups picture if they are not yet fluent with their 8s.
104
Now, lets write our answer sentence: Leann needs to buy 9 more boxes of tiles.
Now that we have our answer, lets go back to our problem and check our work:
o I found that she needs 9 boxes of tiles. Each box has 8 tiles in it, so 9 boxes of 8 tiles each is 9 x 8, which is 72 tiles. She started with 56 tiles.
72 tiles and 56 tiles together make 128 tiles, which is the number she needs, so my answer is correct.
o When we have our answer, we can go back to the problem and work backwards like I just showed to see if our answer makes sense.
The rest of the problems should be completed number-stories style so that students get at-bats explaining why their answers are reasonable and assessing
the reasonableness of peers answers:
Launch: 1 min
Problem-solving: 5-7 min
Explaining/assessing reasonableness by working backwards in real-world context: 3-5 min
Problem 1: Kami scored a total of 21 points during her basketball game. She made 6 two-point shots, and the rest were three-point shots. How many three-
point shots did Kami make?
Read problem 2 times together. Ask: what information is known? What information is unknown?
Students draw model to show how many points Kami scored with 2-point shots (6 x 2 = 12)
Students draw model to show how many points Kami scored with 3-pointers (21 12 = 9)
Students draw model to show how many 3-point shots Kami scored (9 3 = 3)
Re-read problem together and work backwards from answer (i.e. I found that she made 3 three-point shots. Thats 9
points. We also know she made 6 two-pointers, which is 12 points. 9 points and 12 points makes 21 points, which is
the correct number of points.)
Problem 2: Twenty-seven pears are packed in bags of 3. Five bags of pears are sold. How many bags of pears are left?
Student draw model to show 27 3 = 9.
Students draw model to show 9 5 = 4.
Re-read problem together. 27 pears are packaged in bags of 3. We said there were 9 bags of pears. 9 x 3 = 27, so 9
bags makes sense. Then it said 5 bags of pears were sold. We said 4 bags were left. 5 sold + 4 left = 9 bags, so our
answer makes sense.
Possibly pull student work that is incorrect and plug in answer to see that that answer is not reasonable it doesnt
make sense within the context of the problem (i.e If a student did 27 3 = 24 and 24 5 = 19)
Problem 3: The teacher has 30 apple slices and 20 pear slices. Five children equally share all of the fruit slices. How many fruit slices does each child
get?
105
Students draw model to show 30 + 20 = 50
Students draw model to show 50 5 = 10.
Re-read problem together. The teacher has 30 apple slices and 20 pear slices. That made a total of 50. 5 children
share the fruit slices. We said each child got 10 slices. I know 10 x 5 = 50, so our answer makes sense.
Possibly pull student work that is incorrect and plug in answer to see that that answer is not reasonable it doesnt
make sense within the context of the problem (i.e If a student did 30 20 = 10 and 10 5 = 2)
106
Day: Standard(s) and Focus SMP(s): 3.OA.D8; SMP.4 Objectives: SWBAT explain an answer to a 2-step
24 problem is reasonable using estimation and
rounding.

I can round the values in my Reasonable: Makes sense Formative Assessment #4
problem to Rounding: Finding a number that
add/subtract/multiply/divide them a given number is closest to
quickly to see if my answer is based on place value.
reasonable.
Number Stories:
Eudora buys 21 meters of ribbon. She cuts the ribbon so that
each piece measures 3 meters in length.
Part A
Write an equation with an unknown to represent how many
Rounding numbers to the nearest 10 and 100. pieces of ribbon Eudora has. Then solve.
Part B
If Eudora needs a total of 12 pieces of the shorter ribbon, how
many more pieces of the shorter ribbon does she need?
107
Methodology
Explanation/modeling:
Yesterday, we practiced working backwards from our answer within the context of the problem to see if our answers
made sense, or were reasonable. Today, we are going to use the rounding skills we built in unit 1 to help us explain if
our answer is reasonable.
Project the following problem: Gwen pours 236 milliliters of water into Ravis beaker. Henry pours 189 milliliters of
water into Ravis beaker. Ravis beaker now contains 800 milliliters of water. How much water was in Ravis beaker to
begin with?
Read the problem 2 times and ask: what information is known? What information is unknown?
Draw model to show 3-part bar model: 236 as one part, 189 as one part, ? as one part and total labeled as 800mL.
Students solve to find the missing part they could first add 236 + 189 and then subtract from 800 or write 2
subtraction sentences (800-236 = 564; 564 189 = 375)
Be sure students know they cant subtract both numbers in 1 subtraction sentence (i.e. 800 236 189 set up
vertically). This only works for addition.
Once students have gotten to answer 375, think aloud about how to use rounding to check if the answer is reasonable.
If I go back to our problem, I know that Gwen poured 236 mL of water into the beaker. Rounded to the nearest hundred,
that is about 200 mL. Then, Henry poured 189 mL. that is also about 200 mL. We said Ravis beaker had 375 mL of
water already in it. What is 375 rounded to the nearest 100? (400). If I add 200 + 200 + 400, I get 800 which is how
much water his beaker had, so I know my answer makes sense!
Rest of the lesson should be run number-stories style:

Launch: 1 min
Problem-solving: 5-7 min
Explaining/assessing reasonableness by rounding values: 3-5 min
Problem 1: Maude hung 3 pictures on her wall. Each picture measures 8 inches by 10 inches. What is the total area of the wall covered by the pictures?
Read problem 2 times. Ask: what information is known? What information is unknown?
Students should draw 3 rectangles to represent 3 pictures and label each picture 8 x 10 = 80.
Students can either add 80 + 80 + 80 to get total area of 240 or multiply 3 x 80 = 240.
To check work, students can round area of each picture to 100 and then add 100 + 100 + 100 to get 300. Note that answer is close to 240.
Problem 2: An orange weighs 198 grams. A kiwi weighs 85 grams less than the orange. What is the total weight of the fruit?
Read problem 2 times together. Ask: What information is known? What information is unknown?
108
Students draw model to show how much the kiwi weights (198 85 = 133)
Students draw model to show how much kiwi and orange weigh (198 + 113 = 311)
To check work, students can round 198 to 200. And 85 to 100. That means the kiwi is about 100 grams and the orange is about 200 grams. 200 +
100 is 300, which is close to our answer of 311.
Problem 3: Mr. Cullen needs 91 carpet squares. He has 49 carpet squares. If the squares are sold in boxes of 6, how many more boxes of carpet squares does
Mr. Cullen need to buy?
Students draw model to show how many carpet squares Mr. Cullen needs (91 49 = 42)
Students draw model to show how many boxes of carpet squares he needs (42 6 = 7)
To check work, students can use combination of inverse and rounding. 7 x 6 = 42. 42 rounds to 40 and 49 rounds to 50. 50 + 40 = 90, which is very
close to 91.
109

Grade 3 - Unit 3 - Masters of Multiplication and Division - Sy 17-18

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Grade 3 - Unit 3 - Masters of Multiplication and Division - Sy 17-18

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3rd Grade Math Unit 3 Plan Masters of Multiplication and Division - 17-18

3.OA.C Multiply and divide within 100 SMP3: Construct

SMP 7: Look for and

Culminating PARCC Released Items:

Key Resources Engage NY Grade 3 Module 1 https://www.engageny.org/resource/grade-3-mathematics-module-1

1. Use the array to write two different multiplication facts.

_______ = _______ _______

[Cut this lesson}

SWBAT relate the commutative property to the multiplication table.

SWBAT multiply multiples of 10 using the place value chart.

SWBAT interpret grouping symbols.

SWBAT use the associative property to multiply multiples of 10.

SWBAT model the Distributive Property of Multiplication using arrays.

SWBAT analyze errors related to the properties of operations.

B 7, 12, 17, 22, . . .

C 18, 15, 12, 9, . . .

D 24, 20, 16, 12, . . .

3.11 3.OA.D9 SWBAT analyze patterns

3.15 3.OA.A4 SWBAT rewrite division A division fact is shown below:

3.18 3.OA.A4 SWBAT solve FA #3

3.20 3.OA.D8 SWBAT draw models to

3.24 3.OA.D8 SWBAT explain why an FA #4

Fluency Suggestions and Resources

Fact family worksheet

Representations/Tools/Resources: Number Stories:

Fluency Suggestions and Resources

Fluency Suggestions and Resources

Key Points: Vocabulary: Assessment: Write an equation to represent the

Move to Pictorial Learning

students there are 4 groups of

_______ _______ = _______

Have students write a multiplication equation to match the array.

Fluency Suggestions and Resources

Representations/Tools/Resources: Number Stories:

Fluency Suggestions and Resources

Sample problem for commutative property.

Sample problem for associative property.

Exemplar response: Part A: Step 1 is correct but step 2 is incorrect.

Sample problem for distributive property:

Key Points: Vocabulary: Assessment:

C 18, 15, 12, 9, . . .

D 24, 20, 16, 12, . . .

Representations/Tools/Resources: Number Stories:

Henrys garden has 9 rows of squash plants. Each row has 8

Fluency Suggestions and Resources

Sample Problem #1:

C 16, 24, 32, 40

D 22, 18, 14, 10

Sample Problem #2:

Key Points: Vocabulary: Assessment:

Tony made a number pattern, shown below:

(a) What could be the rule for Tony's pattern?

_______, 101, 96, _______

Fluency Suggestions and Resources

6, 12, 18, ____

Ask students: How did you find the missing number?

Number stories-style guided practice:

Key Points: Vocabulary:

It is greater than 15.

What could Noahs number be? Explain why your

Key Points: Vocabulary: Assessment:

Representations/Tools/Resources: Number Stories:

Use Jamess chart to predict how many tickets he

___ = _ _____

___ _ = _____

_, 101, 96, _