**Represent and solve problems involving multiplication and division.**

*Math.3.OA.A.1*: Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. *For example, describe a context in which a total number of objects can be expressed as 5 × 7*.

Activity | Page |
---|---|

Multiplication with Modeling | 35 |

Multiplying by 2 and 4 | 36 |

Multiplying by 0, 1, 2, and 4 | 37 |

Multiplying by 5 and 10 | 38 |

Multiplying by 9 | 40 |

Multiplying by 3, 6, and 9 | 41 |

Multiplying by 8 | 42 |

Multiplying by 2, 4, and 8 | 43 |

Multiplying by 7 | 44 |

Multiplication Tables | 45 |

Square Numbers | 46 |

Multiplication Review | 48 |

Multiplication and Division | 54 |

Using Number Lines | 56 |

Inverse Operations | 57 |

Which Order? | 58 |

Missing Numbers | 60 |

Operations Review | 61 |

Calculator-Multiplication and Division | 65 |

**Represent and solve problems involving multiplication and division.**

*Math.3.OA.A.4*: Determine the unknown whole number in a multiplication or division equation relating three whole numbers. *For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = _ ÷ 3, 6 × 6 = ?*

Activity | Page |
---|---|

Multiplying by 2 and 4 | 36 |

Multiplying by 5 and 10 | 38 |

Multiplying by 3 and 6 | 39 |

Multiplying by 9 | 40 |

Multiplying by 3, 6, and 9 | 41 |

Multiplying by 8 | 42 |

Multiplying by 2, 4, and 8 | 43 |

Multiplying by 7 | 44 |

Multiplication Tables | 45 |

Multiplication Review | 48 |

Inverse Operations | 57 |

Missing Numbers | 60 |

Operations Review | 61 |

Calculator-Multiplication and Division | 65 |

**Represent and solve problems involving multiplication and division.**

*Math.3.OA.A.2*: Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. *For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8*.

Activity | Page |
---|---|

Sharing | 49 |

Division as Repeated Subtraction | 50 |

Division | 51 |

Multiplication and Division | 54 |

Division Review | 55 |

Using Number Lines | 56 |

Inverse Operations | 57 |

Which Order? | 58 |

Missing Numbers | 60 |

Operations Review | 61 |

Calculator-Multiplication and Division | 65 |

**Represent and solve problems involving multiplication and division.**

*Math.3.OA.A.3*: Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.

Activity | Page |
---|---|

Division as Repeated Subtraction | 50 |

Multiplication and Division | 54 |

Division Review | 55 |

Calculator-Multiplication and Division | 65 |

Guided Problem Solving | 129 |

Problem Solving | 130 |

**Understand properties of multiplication and the relationship between multiplication and division.**

*Math.3.OA.B.5*: Apply properties of operations as strategies to multiply and divide. *Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.)*

Activity | Page |
---|---|

Multiplying by 0, 1, 2, and 4 | 37 |

Multiplying by 3 and 6 | 39 |

Multiplication and Division | 54 |

Inverse Operations | 57 |

Which Order? | 58 |

Missing Numbers | 60 |

Operations Review | 61 |

**Understand properties of multiplication and the relationship between multiplication and division.**

*Math.3.OA.B.6*: Understand division as an unknown-factor problem. *For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8*.

Activity | Page |
---|---|

Sharing | 49 |

Division | 51 |

Multiplication and Division | 54 |

Division Review | 55 |

Using Number Lines | 56 |

Inverse Operations | 57 |

Bingo! | 59 |

Missing Numbers | 60 |

Operations Review | 61 |

Calculator-Multiplication and Division | 65 |

**Multiply and divide within 100.**

*Math.3.OA.C.7*: Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.

Activity | Page |
---|---|

Multiplication with Modeling | 35 |

Multiplying by 2 and 4 | 36 |

Multiplying by 0, 1, 2, and 4 | 37 |

Multiplying by 5 and 10 | 38 |

Multiplying by 3 and 6 | 39 |

Multiplying by 9 | 40 |

Multiplying by 3, 6, and 9 | 41 |

Multiplying by 8 | 42 |

Multiplying by 2, 4, and 8 | 43 |

Multiplying by 7 | 44 |

Multiplication Tables | 45 |

Square Numbers | 46 |

Multiplication Review | 48 |

Multiplication and Division | 54 |

Using Number Lines | 56 |

Inverse Operations | 57 |

Which Order? | 58 |

Bingo! | 59 |

Missing Numbers | 60 |

Operations Review | 61 |

**Solve problems involving the four operations, and identify and explain patterns in arithmetic.**

*Math.3.OA.D.9*: Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. *For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends*.

Activity | Page |
---|---|

Counting by Tens | 10 |

Counting by Hundreds | 11 |

Counting Forward and Backward | 12 |

Patterns | 13 |

Multiples | 47 |

Rules for Patterns | 62 |

**Solve problems involving the four operations, and identify and explain patterns in arithmetic.**

*Math.3.OA.D.8*: Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.(This standard is limited to problems posed with whole numbers and having whole-number answers; students should know how to perform operations in the conventional order when there are no parentheses to specify a particular order).

Activity | Page |
---|---|

Guided Problem Solving | 129 |

**Use place value understanding and properties of operations to perform multi-digit arithmetic.4**

*Math.3.NBT.A.3*: Multiply one-digit whole numbers by multiples of 10 in the range 10–90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations.

Activity | Page |
---|---|

Counting by Tens | 10 |

Multiplying by 5 and 10 | 38 |

Multiplication Tables | 45 |

**Use place value understanding and properties of operations to perform multi-digit arithmetic.4**

*Math.3.NBT.A.2*: Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.

Activity | Page |
---|---|

Counting by Hundreds | 11 |

Expanding 3-Digit Numbers | 14 |

Expanding 4-Digit Numbers | 15 |

Looking for Ten When Adding | 18 |

Adding with Regrouping to 99 | 19 |

Adding Three or More Numbers | 20 |

Adding 3-Digit Numbers with Regrouping | 21 |

Mental Math | 22 |

Addition Review | 23 |

Rounding Numbers | 24 |

Subtraction | 26 |

Subtraction Patterns | 27 |

2-Digit Subtraction to 50 | 28 |

2-Digit Subtraction to 99 | 29 |

Subtraction with Regrouping | 30 |

Subtraction with 3-Digit Numbers | 31 |

Subtraction Strategies | 32 |

Checking Subtraction by Adding | 33 |

Subtraction Review | 34 |

Using Number Lines | 56 |

Inverse Operations | 57 |

Which Order? | 58 |

Bingo! | 59 |

Missing Numbers | 60 |

Operations Review | 61 |

Calculator â€“ Place Value | 63 |

Calculator â€“ Addition and Subtraction | 64 |

Money â€“ Coins | 84 |

Money â€“ Bills | 85 |

Money â€“ Addition and Subtraction | 86 |

Money â€“ Rounding | 88 |

**Use place value understanding and properties of operations to perform multi-digit arithmetic.4**

*Math.3.NBT.A.1*: Use place value understanding to round whole numbers to the nearest 10 or 100.

Activity | Page |
---|---|

Adding with Regrouping to 99 | 19 |

Rounding Numbers | 24 |

Estimating | 25 |

Money â€“ Rounding | 88 |

Money â€“ Estimating | 89 |

**Develop understanding of fractions as numbers.**

*Math.3.NF.A.1*: Understand a fraction 1/*b* as the quantity formed by 1 part when *a* whole is partitioned into *b* equal parts; understand a fraction *a*/*b* as the quantity formed by a parts of size 1/*b*.

Activity | Page |
---|---|

Fraction Names | 66 |

Naming Fractions | 67 |

Comparing Fractions | 68 |

Fractions of a Collection | 69 |

Equivalent Fractions | 70 |

Fractions Review | 71 |

Hundredths | 72 |

Fractions to Decimals | 76 |

Decimals and Fractions | 77 |

Less Than and Greater Than | 78 |

Decimals Review | 82 |

**Develop understanding of fractions as numbers.**

*Math.3.NF.A.2*: Understand a fraction as a number on the number line; represent fractions on a number line diagram.

Activity | Page |
---|---|

Comparing Fractions | 68 |

Counting Forward and Backward with Decimals | 74 |

Decimals and Fractions | 77 |

Less Than and Greater Than | 78 |

Decimals Review | 82 |

**Develop understanding of fractions as numbers.**

*Math.3.NF.A.3*: Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.

Activity | Page |
---|---|

Comparing Fractions | 68 |

Equivalent Fractions | 70 |

Fractions Review | 71 |

Hundredths | 72 |

Tenths | 73 |

Less Than and Greater Than | 78 |

**Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.**

*Math.3.MD.A.1*: Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram.

Activity | Page |
---|---|

Digital and Analog Time | 110 |

Calendars | 111 |

Timelines and Timetables | 112 |

**Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.**

*Math.3.MD.A.2*: Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l).(Excludes compound units such as cm3 and finding the geometric volume of a container) Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem.(Excludes multiplicative comparison problems (problems involving notions of "times as much").

Activity | Page |
---|---|

Capacity in Liters | 120 |

Capacity - Formal | 121 |

Cubic Inches | 122 |

Cubic Centimeters | 123 |

**Represent and interpret data.**

*Math.3.MD.B.4*: Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units— whole numbers, halves, or quarters.

Activity | Page |
---|---|

Length in Inches | 113 |

Length in Inches and Feet | 115 |

Perimeter | 118 |

**Represent and interpret data.**

*Math.3.MD.B.3*: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. *For example, draw a bar graph in which each square in the bar graph might represent 5 pets*.

Activity | Page |
---|---|

Picture Graphs | 126 |

Reading Tables | 127 |

Bar Graphs | 128 |

**Geometric measurement: understand concepts of area and relate area to multiplication and to addition.**

*Math.3.MD.C.7*: Relate area to the operations of multiplication and addition.

Activity | Page |
---|---|

Area | 119 |

**Geometric measurement: understand concepts of area and relate area to multiplication and to addition.**

*Math.3.MD.C.6*: Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).

Activity | Page |
---|---|

Area | 119 |

**Geometric measurement: understand concepts of area and relate area to multiplication and to addition.**

*Math.3.MD.C.5*: Recognize area as an attribute of plane figures and understand concepts of area measurement.

Activity | Page |
---|---|

Area | 119 |

**Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures.**

*Math.3.MD.D.8*: Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters.

Activity | Page |
---|---|

Perimeter | 118 |

**Reason with shapes and their attributes.**

*Math.3.G.A.1*: Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.

Activity | Page |
---|---|

Two-Dimensional Shapes | 91 |

Pentagons and Octagons | 92 |

Trapezoids and Parallelograms | 93 |

Shape Designs | 94 |

Regular and Irregular Shapes | 95 |

Common Core State Standards and Expectations© Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.