3rd Grade Task: Math Family Night
3rd Grade Task: Math Family Night
- Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship...
- Multiply one-digit whole numbers by multiples of 10 in the range 10-90 (e.g., 9 x 80, 5 x 60) using strategies based on place value and properties...
- Interpret products of whole numbers, e.g., interpret 5 x 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a...
- Interpret whole-number quotients of whole numbers, e.g., interpret 56 / 8 as the number of objects in each share when 56 objects are partitioned...
- Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g.,...
- Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number...
- Apply properties of operations as strategies to multiply and divide.2 Examples: If 6 x 4 = 24 is known, then 4 x 6 = 24 is also known. (Commutative...
- Understand division as an unknown-factor problem. For example, find 32 / 8 by finding the number that makes 32 when multiplied by 8.
- Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 x 5 =...
- Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity....
- Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations....
- GLE 0306.1.2
- Apply and adapt a variety of appropriate strategies to problem solving, including estimation, and reasonableness of the solution.
- GLE 0306.2.2
- Develop understanding of multiplication and related division facts through multiple strategies and representations.
- GLE 0306.2.3
- Relate multiplication and division as inverse operations.
- GLE 0306.2.4
- Solve multiplication and division problems using various representations.
- GLE 0306.3.1
- Develop meaning for and apply the commutative, associative, and distributive properties using various representations.
- GLE 0306.3.2
- Develop understanding that a letter or a symbol can represent an unknown quantity in a simple mathematical expression/equation.
- SPI 0306.1.5
- Represent problems mathematically using diagrams, numbers, and symbolic expressions.
- SPI 0306.2.5
- Identify various representations of multiplication and division.
- SPI 0306.2.6
- Recall basic multiplication facts through 10 times10 and the related division facts.
- SPI 0306.2.7
- Compute multiplication problems that involve multiples of ten using basic number facts.
- SPI 0306.2.8
- Solve problems that involve the inverse relationship between multiplication and division.
- SPI 0306.3.2
- Express mathematical relationships using number sentences/equations.
- SPI 0306.3.3
- Find the missing values in simple multiplication and division equations.
- Multiply one-digit whole numbers by multiples of 10 in the range 10-90 (e.g., 9 x 80, 5 x 60) using strategies based on place value and properties of...
- Interpret the factors and products in whole number multiplication equations.
- Interpret the dividend, divisor, and quotient in whole number division equations.
- Multiply and divide within 100 to solve contextual problems, with unknowns in all positions, in situations involving equal groups, arrays, and measurement...
- Determine the unknown whole number in a multiplication or division equation relating three whole numbers within 100.
- Understand division as an unknown-factor problem.
- Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 x 5 = 40, one...
- Solve two-step contextual problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity....
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Essential and guiding questions:
- How are these strategies similar and different?
- One student startedwith determining the number of tables for each class. Does this strategy work for the other two classes? Explain your thinking.
- What does each number represent in your equation?
- When do you use multiplication to solve a problem?
- What is the relationship between multiplication and division?
Blooms taxonomy level: