
3rd GRADE NUMBER ACTIVITIES: OPERATIONS AND ALGEBRAIC THINKING
Represent and solve problems involving multiplication and division
3.OA.1
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
context in which a total number of objects can be expressed as 5 x 7.
Possible Activities:
Equal Groups
Relate Addition and Multiplication
Building Arrays
Array Picture Cards
3.OA.2
Interpret wholenumber 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.
Possible Activities:
Sharing or Grouping?
3.OA.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.
Possible Activities: 
Math Read Aloud Task Cards: 
Good teaching is more a giving of right questions than a giving of right answers. ~ Josef Albers 
3.OA.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 =?
Possible Activities:
Missing Numbers: Multiplication
Missing Numbers: Division
Understand properties of multiplication and the relationship between multiplication and division
3.OA.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).
Possible Activities:
Turn Your Array
Decompose a Factor (ver. 1)
Decompose a Factor (ver. 2)
3.OA.6
Understand division as an unknownfactor problem. For example, find 32 ÷
8 by finding the number that makes 32 when
multiplied by 8.
Possible Activities:
Division as Unknown Factor Problems
Multiplication/Division Number Stories
Multiply and divide within 100
3.OA.7 Fluently multiply
and divide within 100, using strategies such as the relationship between
multiplication and division (e.g., knowing that 8x5=40, one knows
40÷5=8) or properties of operations. By the end of Grade 3, know from
memory all products of two onedigit numbers.
Possible Activities:
Multiplication Bump (x2  x10)
Multiplication Four in a Row
Multiples Game
Multiples Look, Say, Cover, Write, Check
Multiply It!
Domino Multiplication
Multiplication Grid
Multiplication Grid (blank)
Who Has? (x2 and x5)
Who Has? (x2 and x10)
Who Has? (x3 and x5)
Who Has? (x3 and x7)
Who Has? (x4 and x6)
Who Has? (x4 and x10)
Who Has? (x6 and x8)
Who Has? (x7 and x9)
Division Bump
Division Race
Six Sticks
Division Spin
Division Squares
Solve problems involving the four operations, and identify and explain patterns in arithmetic
3.OA.8 Solve
twostep 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.
Possible Activities: 
3.OA.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.
3rd GRADE NUMBER ACTIVITIES: NUMBER AND OPERATIONS IN BASE TEN
Use place value understanding and properties of operations to perform multidigit arithmetic
3.NBT.1 Use place value understanding to round whole numbers to the nearest 10 or 100.
3.NBT.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.
Possible Activities:
Close to Zero ver. 2
3 Digit Addition Split
Doubling to 1000
Add the Difference
3.NBT.3 Multiply onedigit whole numbers by multiples of 10 in the
range 1090 (e.g., 9x80, 5x60) using strategies based on place value
and properties of operations.
Possible Activities:
Multiples of Ten Multiply
Multiply by Multiples of 10 Problems
3rd GRADE NUMBER ACTIVITIES: NUMBER AND OPERATIONS  FRACTIONS
Develop understanding of fractions as numbers
3.NF.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.
3.NF.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.
Possible Activities:
Fraction Strips
Make Your Own Fraction Strips
Number Line Roll
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.
Possible Activities:
Fraction Number Lines
3.NF.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.
Possible Activities:
Pizza for Dinner
Build a Hexagon
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.
Possible Activities:
Exploring Equivalent Fractions
Creating Equivalent Fractions
Cuisenaire Equivalent Fractions
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
Make ONE
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.
Possible Activities:
Who Ate More?
Compare and Order