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

Array Picture Cards

**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.Sample Activity:**

**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.**

Sharing Marbles

**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 x?=48, 5 = ?÷3, 6x6 =?**Sample Activity:**Missing Numbers: Division

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

3.OA.B.5 Apply properties of operations as strategies to multiply and divide. Examples: If 6x4=24 is known then 4x6=24 is also known (Commutative property of multiplication.) 3x5x2 can be found by 3x5=15, then 15x2=30, or by 5x2=10, then 3x10=30 (Associative property of multiplication). Knowing that 8x5=40 and 8x2=16, one can find 8x7 as 8 x (5+2) = (8x5) + (8x2) = 40 +16 =56 (Distributive property).

Sample Activities:

Turn Your Array

Decompose a Factor (v. 1)**Also included in **3rd Grade Math Centers**Decompose a Factor (v. 2)**

**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. **

**Multiply and divide within 100**

Multiplication Bump (x2 - x5)

Multiples Game (x2 - x 5)

Multiplication Four in a Row (x1,2,5,10)

I Have ... Who Has? (x2 & x5)

I Have ... Who Has (x2 & x10)

I Have ... Who Has (x3 & x5)

Six Sticks

Division Squares

Multiples Game (x6 - x10)

I Have ... Who Has? (x3 & x7)

**Solve problems involving the four operations, and identify and explain patterns in arithmetic****3.OA.D.8 **S**olve 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.**

**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.**Sample Activities:**

Odd and Even Sums

Odd and Even Products

Patterns in the Multiplication Table

Roll a Rule (v. 2)

Create a Number Pattern (v. 1)

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

Estimating Sums (v. 1)

Estimating Differences (v. 1)

What's the Nearest Ten?

What's the Nearest Hundred?

Estimating Sums (v. 2)

Estimating Differences (v. 2)

**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.**Sample Activities:**

Close to Zero (3 Digit)

3 Digit Addition Split**Also included in** 3rd Grade Math Centers**Doubling to 1000****Add the Difference3 Digit Subtraction Split**

**3.NBT.A.3** Multiply one-digit whole numbers by multiples of 10 in the range 10-90 (e.g., 9x80, 5x60) using strategies based on place value and properties of operations.

Sample Activities:

Multiples of Ten Multiply**Also included in** 3rd Grade Math Centers**M****ultiply One-Digit Numbers by Multiples of 10**

**Develop understanding of fractions as numbers****3.NF.A.1 **Understand a fraction 1/b as a quantity formed by 1 part when a whole is portioned into b equal parts: understand a fraction a/b as the quantity formed by a parts of size 1/b.**Possible Activities:**

Making Fraction Strips (v. 1)

My Fraction Bar Riddle**Math Read Aloud Task Card:**

Picture Pie **Also included in** 3rd Grade Math Centers**Making Fraction Strips (v. 2)****Name the Fraction****Cuisenaire Fractions****Fraction Posters**

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

a. Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and portioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line.**Sample Activity:****Fractions on a Number Line**

b. Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line.

Sample Activity:

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

a. Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line. **Sample Activity: **

Pizza for Dinner

b. Recognize and generate simple equivalent fractions e.g.., ½ = 2/4, 4/6=2/3) Explain why the fractions are equivalent, by using a visual model.

Sample Activities:**Equivalent Fractions Exploration (v. 1)**

Equivalent Fractions Exploration (v. 2)

Build Eight Hexagons

c. Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3=3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram

Sample Activity:

Make One Whole (v. 2)

**d. Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or < and justify the conclusions, e.g., by using a visual fraction model.**