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Math: Finalizing Multiplication and Division Fact Strategies (Use a Rule, Build Down and Build Up, Last Facts)

Suggested Time Frame: 16 Instructional Days

        

Focus TEKS

Multiplication and Division

  • Computation
    • 3.4D determine the total number of objects when equally-sized groups of objects are combined or arranged in arrays up to 10 by 10; [arrays representing ones, twos, fours, fives, sixes, eights, nines, tens facts, and last facts: 3 x 3, 3 x 7, 7 x 3, and 7 x 7] – S RC2
    • 3.4F recall facts [zeros, ones, twos, fours, fives, sixes,eights, nines, tens, and last facts: 3 x 3, 3 x 7, 7 x 3, and 7 x 7 facts in this unit] to multiply up to 10 by 10 with automaticity and recall the corresponding division facts;- S RC2
    • 3.4H determine the number of objects in each group when a set of objects is partitioned into equal shares or a set of objects is shared equally; – S RC2
    • 3.4I determine if a number is even or odd using divisibility rules; – S RC1
    • 3.4J determine a quotient using the relationship between multiplication and division; – S RC2
    • 3.5D determine the unknown whole number in a multiplication or division equation [multiplying or dividing with 0,1,2, 4, 5, 6,8, 9, 10 or last facts: 3 x 3, 3 x 7, 7 x 3, and 7 x 7 in this unit] relating three whole numbers when the unknown is either a missing factor or product; – S RC2
  • Problem Solving Including Multiplicative Comparisons
    • 3.4K solve one-step and two-step problems involving multiplication and division within 100 [multiplying or dividing with 0, 1, 2, 4, 5, 6, 8, 9, or 10 and last facts: 3 x 3, 3 x 7, 7 x 3, and 7 x 7 in this unit] using strategies based on objects; pictorial models, including arrays, area models, and equal groups; properties of operations; or recall of facts. – R RC2
    • 3.5C describe a multiplication expression as a comparison such as 3 x 24 represents 3 times as much as 24; – S RC2 [also representations with objects, pictorial models, strip diagrams]
  • Representing
    • 3.4E represent multiplication facts [ones, twos, fours, fives, sixes, eights, nines, and tens facts in this unit] by using a variety of approaches such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line, and skip counting; – S RC2
    • 3.5B represent and solve one- and two-step multiplication and division problems [multiplying or dividing with 0, 1 2, 4, 5, 6, 8, 9, 10, or last facts: 3 x 3, 3 x 7, 7 x 3, and 7 x 7 in this unit] within 100 using arrays, strip diagrams, and equations; – R RC2
    • 3.5E represent real-world relationships using number pairs in a table and verbal descriptions. [relationships related to multiplication or division by 0, 1, 2, 4, 5, 6, 8, 9, 10, or last facts: 3 x 3, 3 x 7, 7 x 3, and 7 x 7 in this unit] – R RC2
Computational Fluency TEKS

Addition and Subtraction

  • 3.4A solve with fluency one-step and two-step problems involving addition and subtraction within 1,000 using strategies based on place value, properties of operations, and the relationship between addition and subtraction; – R RC2
  • 3.4B round to the nearest 10 or 100 or use compatible numbers to estimate solutions to addition and subtraction problems; – S RC2

Counting Coins and Bills

  • 3.4C determine the value of a collection of coins and bills; – S RC4
Spiral Review TEKS

Represent Fractions (Concrete, Pictorial, Number Lines, Strip Diagrams)

  • 3.7A represent fractions of halves, fourths, and eighths as distances from zero on a number line; – S RC1
    • 3.3A represent fractions greater than zero and less than or equal to one with denominators of 2, 3, 4, 6, and 8 using concrete objects and pictorial models, including strip diagrams and number lines; – S RC1
    • 3.3B determine the corresponding fraction greater than zero and less than or equal to one with denominators of 2, 3, 4, 6, and 8 given a specified point on a number line; S RC1

Composing and Decomposing, Unit Fraction, Partitioning, Equal Areas

  • 3.3D compose and decompose a fraction a/b with a numerator greater than zero and less than or equal to b as a sum of parts 1/b; – S RC1
    • 3.3C explain that the unit fraction 1/b represents the quantity formed by one part of a whole that has been partitioned into b equal parts where b is a non-zero whole number; – S RC1
    • 3.6E decompose two congruent two-dimensional figures into parts with equal areas and express the area of each part as a unit fraction of the whole and recognize that equal shares of identical wholes need not have the same shape. – S RC3

Problem Solving with Partitioning

  • 3.3E solve problems involving partitioning an object or a set of objects among two or more recipients using pictorial representations of fractions with denominators of 2, 3, 4, 6, and 8; – S RC1

Measuring Length to nearest 1/2, 1/4, and 1/8 inch (not perimeter)

  • 2.9E determine a solution to a problem involving length, including estimating lengths
  • 3.7A represent fractions of halves, fourths, and eighths as distances from zero on a number line; – S RC1