# Grade 3: Module 1 – Parent Letter What`s It All About? In this first

```Grade 3: Module 1 – Parent Letter
In this first module, students review addition and arrays and then begin to work
with multiplication facts. The focus is on solving problems with the factors 2-5
and 10. The students then extend their work into division and its relationship to
multiplication. This module will last for approximately 25 days.
New or Recently Introduced Terms:











Fact: 3 x 1 = 3, 3 × 2 = 6, 3 x 3 = 9
Factors: numbers that are multiplied together
o 2+2+2+2
Multiplication/multiply: an operation showing how many times a number is added to
itself
o 5 × 3 =15 is the same as 5 + 5 + 5 =15
Size of groups: factor in a multiplication problem that refers to how many in a
group
Number of groups: factor in a multiplication problem that refers to the total equal
groups
Array: a set of numbers or objects that follow a specific pattern
o an array with 3 rows and 4 columns
Commutative Property: the order property; the order in which you multiply
numbers does not change the sum of those numbers
o rotate a rectangular array 90 degrees to demonstrate that factors in a
multiplication sentence can switch places
3 x 4 = 12
4 x 3 = 12
Rotate: turn an array 90 degrees
Equation: a number statement showing that 2 expressions are equal
o 3 × 4 = 12
Distributive Property: break apart a larger number into 2 parts to make the
multiplication easier; multiply each of the 2 parts by the other factor
o 12 × 3 = (10 × 3) + (2 × 3)

Divide/division: partitioning, or breaking, a total into equal groups to show how
many equal groups add up to a specific number
o 15 ÷ 5 = 3
Dividend: the total being divided
o In 12 ÷ 3 = 4, the dividend is 12.
Parentheses: ( ) used around a fact or numbers within an equation
o (3 x 4) + (2 x 4) = 12 + 8 = 20
Quotient: the answer when one number is divided by another

Unknown: the “missing” factor or quantity in multiplication or division

Tape Diagram: a method for modeling problems



14

Number Bond: a method for showing a whole number divided into 2 parts
Topic A:
Students will understand equal groups of as multiplication, relate multiplication to
the array model, and interpret the meaning of factors.

Write multiplication sentences from equal groups.

Relate multiplication to the array model.
o

3 (number of groups) x 4 (size of the group) = 12
Interpret the meaning of factors.
Number of groups: _6_ Size of each group: _3_
6 x _3_= _18_
There are _18_ candies altogether.
Topic B:
Students explore division as an unknown factor problem.

Understand the meaning of the unknown as the size of the group in division.

Understand the meaning of the unknown as the number of groups in division.

Interpret the unknown in division using the array model.
o Rick puts 15 tennis balls into cans. Each can holds 3 balls. Use an array to model the
problem.
Topic C:
Students begin to build fluency with facts of 2 and 3 using the array model and
familiar skip-counting strategies.

Practice related facts by skip-counting objects in array models.

Find related multiplication facts by adding and subtracting equal groups in
array models.
o For example, 5 rows of 2 + 2 rows of 2 are easier to multiply than
7 rows of 2.
o Also, 20 rows of 2 are easier to multiply than 18 rows of 2; so the
students multiply 20 x 2 then subtract 2 rows of 2.
 Model the distributive property with arrays to decompose units as a
strategy to multiply.
Mid-Module Assessment:
 Read word problems involving multiplication/division, draw arrays to help solve the
problem, and write number sentences showing the solution.
 Explain the use of Distributive Property.
Topic D:
Students solve two kinds of division situations—partitive (group size unknown) and
measurement (number of groups unknown)—using factors of 2 and 3. The tape diagram is
introduced as a tool to help students recognize and distinguish between types of division.
o
Rosie puts 2 lemon slices in each cup of iced tea. She uses a total of 8 slices.
How many cups of iced tea does Rosie make?
Tape diagram for
measurement situation
o
Ms. Alves puts 21 papers in 7 piles. How many papers are in each pile?
Tape diagram for
partition situation
Topic E:
Students are introduced to multiplication by 4 through skip-counting objects in
array models. Students revisit the commutative property, this time using both
arrays and tape diagrams. They also examine the distributive property in greater
depth.

Skip-Count objects in models to build fluency with multiplication facts using
units of 4.

Relate arrays to tape diagrams to model the commutative property of
multiplication.

Use the distributive property as a strategy to find related multiplication
facts.

Model the relationship between multiplication and division.
Topic F:
Students model relationships between factors and decompose, or break apart,
numbers as they further explore the relationship between multiplication and
division. For example, students decompose 28 ÷ 4 as (20 ÷ 4) + (8 ÷ 4) = 5 + 2 = 7.
Students apply the tools, representations, and concepts they have learned to
problem-solving with multi-step word problems using all four operations.

Apply the distributive property to decompose units.

Solve two-step word problems involving multiplication and division.
**End-of-Module Assessment:
 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.
 Fluently multiply and divide within 100, using strategies such as the relationship between
multiplication and division.
o Knowing that 8 x 5 = 40, one knows 40 ÷ 5 = 8.
 Determine the unknown whole number in a multiplication or division equation relating three
whole numbers.
o 8 × ___ = 48
o 5 = ___ ÷ 3
o 6 × 6 = ___
```

20 cards

19 cards

35 cards

15 cards

14 cards