Third Grade Tips, Strategies, and Websites for Operations and Algebraic Thinking
Standards
Tips/Strategies/Websites
A. 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
(story situation) in which a total number of
objects can be expressed as 5 x 7.
1Tips: Marylin Burns has a book called
Math by all Means Multiplication that has a
lot of great resources for teaching
multiplication.
http://www.amazon.com/Math-All-MeansMultiplication-Grade/dp/0941355047
Strategy: Circles and stars: Give students a
piece of blank paper. Fold it like a hotdog
then a hamburger making a book. On the
cover page they write Circles and Stars by
and their name. That leaves them 7 pages
to play the game. Break the students into
pairs. Each pair will need 1 die or a number
spinner. Student A rolls the die and makes
that many circles on their game one page.
Student B rolls and does the same. On their
second rolls they put that many stars in
each circle. After they each have circles and
stars on game 1 page they total up how
many stars they had. The student with the
most stars wins the game. At the bottom of
the page they write:
3 groups of 2
3 sets of 2
3x2=6
They repeat this 6 more times until their
book is full. (if students can’t make stars
they can just make big dots)
Websites: 1.Teaching model for multiplying
through repeated addition
http://eduplace.com/cgibin/schtemplate.cgi?template=/math/hmm/
models/tm_popup.thtml&grade=3&chapter=
8&lesson=1&title=Model+Multiplication+as+
Repeated+Addition&tm=tmfd0801e
Third Grade Tips, Strategies, and Websites for Operations and Algebraic Thinking
Standards
Tips/Strategies/Websites
3.OA.1 (continued)
2. Multiply by 2’s and 5’s teaching model
http://eduplace.com/cgibin/schtemplate.cgi?template=/math/hmm/
models/tm_popup.thtml&grade=2&chapter=
19&lesson=2&title=Multiply+with+2+and+5&
tm=tmfc1902e
3. Multiply by 3 teacher guide
http://eduplace.com/cgibin/schtemplate.cgi?template=/math/hmm/
models/tm_popup.thtml&grade=3&chapter=
9&lesson=2&title=Multiply+with+3&tm=tmfd
0902e
4. Lesson plan for using a number line to
teach multiplication
http://illuminations.nctm.org/LessonDetail.as
px?ID=L316
5. Intro to multiplication video with the
properties of multiplication after the video is
also a test portion
http://studyjams.scholastic.com/studyjams/j
ams/math/multiplicationdivision/multiplication.htm
6. Array picture cards http://www.k5mathteachingresources.com/supportfiles/arraypicturecards.pdf
Resources: 1. Math journals http://www.k5mathteachingresources.com/3rd-grademath-journals.html
2. Math projects grade 3-6 http://www.k5mathteachingresources.com/mathprojects.html
3. Math vocabulary http://www.k5mathteachingresources.com/mathvocabulary.html
Third Grade Tips, Strategies, and Websites for Operations and Algebraic Thinking
Standards
Tips/Strategies/Websites
3.OA.2 Interpret whole-number quotients of
whole numbers (e.g., interpret 56 ÷ 8 as the
number of objects in each group when 56
objects are partitioned equally into 8
groups). For example, describe a context in
which a number of groups can be
expressed as 56 ÷ 8.
2Strategies: Read the story The Doorbell
Rang by Pat Hutchins to the class. Then
pass out cookie patterns to each group as
well as the recording sheet. Given the
number of people in their groups they must
divide the cookies evenly. They will then cut
out and paste the number of cookies each
person gets in the corresponding squares.
Follow the directions included in the PDF.
Doorbell rang
This lesson comes from Marilyn Burns’
Math by all Means Division.
http://www.amazon.com/Math-All-MeansDivisionGrades/dp/0941355063/ref=sr_1_1?s=book
s&ie=UTF8&qid=1344270715&sr=11&keywords=math+by+all+means+division
Websites: Sharing or grouping
http://www.k5mathteachingresources.com/supportfiles/Sharing-or-Grouping.pdf
2. Video on how to divide using base ten
blocks or grouping
http://www.youtube.com/watch?v=meNk7X4
266o&feature=relmfu
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).
3Strategies: Students should make posters
of key words that help them figure out
whether to divide or multiply in a word
problem. Possible with an example of a
multiplication word problem and a division
word problem being solved with pictures.
Multiplication clues
Product
All together
Each (in problem)
Looking for a whole
Division clues
quotient
Each (in question)
Looking for a part
Word problem with
picture and steps to
solve
Word problem with
picture and steps to
solve
Third Grade Tips, Strategies, and Websites for Operations and Algebraic Thinking
Standards
Tips/Strategies/Websites
3.OA.3 (continued)
Websites: 1. Build arrays http://www.k5mathteachingresources.com/supportfiles/buildingarrays.pdf
2. Number story arrays 1 http://www.k5mathteachingresources.com/supportfiles/number-story-arrays-set1.pdf
3. Number story arrays 2 http://www.k5mathteachingresources.com/supportfiles/x5x10wordproblems.pdf
4. Multiplication word problems
http://www.k5mathteachingresources.com/supportfiles/3rd-gd-multiplication-wordproblems.pdf
5. Sharing Marbles equally http://www.k5mathteachingresources.com/supportfiles/sharingmarbles.pdf
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
following equations: 8 x ? = 48, 5 = � ÷ 3, 6
x6=?
4Strategies: Have students work in groups
to make division/multiplication fact families.
You’ll need precut triangles for each fact
family you want them to make. In each
corner of the triangle is one of the three
numbers needed to complete the family.
Then in the middle are the four number
sentences.
48
6x8=48
8x6=48
48÷6=8
48 ÷8=6
6
8
Third Grade Tips, Strategies, and Websites for Operations and Algebraic Thinking
Standards
Tips/Strategies/Websites
3.OA.4 (continued)
Websites: 1. Missing numbers
http://www.k5mathteachingresources.com/supportfiles/missingnumbersmultiplication.pdf
2. Missing number division http://www.k5mathteachingresources.com/supportfiles/whatisthemissingnumberdivision.pdf
B. 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 6 x 4 = 24 is known, then 4 x 6 = 24 is
also known (commutative property of
multiplication). 3 x 5 x 2 can be found by 3 x
5 = 15, then 15 x 2 = 30, or by 5 x 2 = 10,
then 3 x 10 = 30 (associative property of
multiplication). Knowing that 8 x 5 = 40 and
8 x 2 = 16, one can find 8 x 7 as 8 x (5 + 2)
= (8 x 5) + (8 x 2) = 40 + 16 = 56
(distributive property)
5Strategies: Students can make a property
book. Each page should have a different
property with the definition, an example, and
a picture.
Websites: 1. Math dictionary
http://www.amathsdictionaryforkids.com/
2. Math charts
http://www.amathsdictionaryforkids.com/mat
hsCharts.html
3. Decompose a factor http://www.k5mathteachingresources.com/supportfiles/Decompose-a-Factor.pdf
4. Split a factor http://www.k5mathteachingresources.com/supportfiles/Split-a-Factor.pdf
5. Teacher guide for properties
http://www.purplemath.com/modules/numbp
rop.htm
6. Properties of multiplication
http://www.aaamath.com/pro74bpropertiesmult.html
Third Grade Tips, Strategies, and Websites for Operations and Algebraic Thinking
Standards
Tips/Strategies/Websites
3.OA.6 Understand division as an
unknown-factor problem. For example, find
32 ÷ 8 by finding the number that makes 32
when multiplied by 8.
6Strategies: Students can make rows of 8
tally marks until they reach 32 then they just
count how many rows they have.
Example:
IIIIIIII 8
IIIIIIII 16
IIIIIIII 24
How many rows did
you
IIIIIIII 32
make? 4 so 32÷8=4
Websites: Division machine (for lab or
whole class)
http://www.amblesideprimary.com/amblewe
b/mentalmaths/dividermachine.html
2. Division PowerPoint
http://math.pppst.com/division.html
3. division practice 1-12
http://www.aaamath.com/div39j-divall.html
4. Teacher model relating multiplication to
division using fact families
http://eduplace.com/cgibin/schtemplate.cgi?template=/math/hmm/
models/tm_popup.thtml&grade=4&chapter=
4&lesson=2&title=Relate+Multiplication+and
+Division&tm=tmfe0402e
5. Division word problems http://www.k5mathteachingresources.com/supportfiles/division-as-unknown-factor.pdf
Third Grade Tips, Strategies, and Websites for Operations and Algebraic Thinking
Standards
Tips/Strategies/Websites
C. 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 8 x 5 = 40, one
also knows 40 ÷ 5 = 8) or properties of
operations. By the end of grade 3, know
from memory all products of two one-digit
numbers.
7Tips: multiplication timed tests. Students
should be working on these every day.
There are a lot of minute tests out there or
you could create your own. When a student
learns all of their times tables there could be
some kind of reward.
Multiplication war: Students work with a
partner. They divide the deck of cards in
half (you can take out all the face cards to
make it easier). Each student flips a card
over and the first one to say the product of
the two cards wins the cards. You keep
going until you’re out of cards. Then they
total up how many cards each person has to
determine the winner of war.
Websites: 1. multiplication challenge
http://www.k5mathteachingresources.com/supportfiles/multiplicationchallenge.pdf
2. Great number talk problem http://www.k5mathteachingresources.com/supportfiles/theproductis3oa7.pdf
3. I have who has http://www.k5mathteachingresources.com/supportfiles/ihavewhohas.pdf game pieces x2 and
x 10 http://www.k5mathteachingresources.com/supportfiles/ihavewhohasx10andx2.pdf game
pieces x2 and x 5 http://www.k5mathteachingresources.com/supportfiles/ihavewhohasx5andx2.pdf game pieces
x3 and x 5 http://www.k5mathteachingresources.com/supportfiles/ihavewhohasx3andx5.pdf game pieces
x4 and x 6 http://www.k5mathteachingresources.com/supportfiles/ihavewhohasx4andx6.pdf
Third Grade Tips, Strategies, and Websites for Operations and Algebraic Thinking
Standards
Tips/Strategies/Websites
3.OA.7 (continued)
I have who has game pieces x4 and x 10
http://www.k5mathteachingresources.com/supportfiles/ihavewhohasx4andx10.pdf game
pieces x 3 and x7 http://www.k5mathteachingresources.com/supportfiles/ihavewhohasx7andx3.pdf game pieces
x 8 and x 6 http://www.k5mathteachingresources.com/supportfiles/ihavewhohasx8andx6.pdf game pieces
x9 and x 7 http://www.k5mathteachingresources.com/supportfiles/ihavewhohasx9andx7.pdf
4. Division squares http://www.k5mathteachingresources.com/supportfiles/divisionsquares.pdf
D. Solve problems involving the four
operations, and identify and explain patterns
in arithmetic.
3.OA.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
8Strategies: Introduction to using a
variable- start off by writing an equation with
a box as the missing number (this they
should be use to seeing). Then substitute
the box for a variable.
42 ÷ 7 =
or 42 ÷
= 6 go ahead
and solve for the box then point out that
using a letter instead of a box means the
same thing. 42 ÷ T= 6 so T= 7
Websites: 1. word problem
http://teacher.scholastic.com/maven/zoo/ind
ex.htm
2. PowerPoint word problem
http://math.pppst.com/wordproblems.html
3. 2 step word problems http://www.k5mathteachingresources.com/supportfiles/3rdgrademultistepproblems.pdf
Third Grade Tips, Strategies, and Websites for Operations and Algebraic Thinking
Standards
Tips/Strategies/Websites
3.OA.8 (continued)
4. 2 step word problems 2 http://www.k5mathteachingresources.com/supportfiles/twostepwordproblemssetset2.pdf
5. Word problem bank
http://www.mathplayground.com/wpdatabas
e/wpindex.html
6. Model and solve word problems with
video clip
http://www.mathplayground.com/NewThinki
ngBlocks/thinking_blocks_addition_subtracti
on.html
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
9Websites: 1. Find a pattern
http://www.321know.com/patra10.htm#secti
on2
2. PowerPoint for multiplying expressions
http://math.pppst.com/multiplication.html
3. Function machine
http://teams.lacoe.edu/documentation/classr
ooms/amy/algebra/34/activities/functionmachine/functionmachin
e3_4.html
4. Patterns and algebra game
http://www.mathwire.com/games/algebraga
mes.html
5. Roll a rule http://www.k5mathteachingresources.com/supportfiles/rollarule.pdf
Third Grade Tips, Strategies, and Websites for Operations and Algebraic Thinking
Standards
Tips/Strategies/Websites