Hueneme Elementary School District
Grade 3 Math Unit Outline of Study
Unit 3 – Relationships Between Multiplication and Division
(Approximate Length: 30 days)
Overview
In this unit students will explore the relationship between multiplication and division. The goal is that students recognize
that any division problem can be solved using multiplication. Students will also be able to solve real-world problems
involving joining equal groups, and separating equal groups using multiplication and division. This unit is a continuation of
Unit 2 which focused on the relationship between addition and multiplication, including building arrays and repeated
addition. Patterns in addition develop the foundation for multiplication, while multiplication is critical to the future progress
of mathematical students.
Emphasized Mathematical Practices
MP. 1. Make sense of problems and persevere in solving them.
MP. 4 Model with mathematics.
MP. 6 Attend to precision.
MP. 7 Look for and make use of structure.
MP. 8 Look for and express regularity in repeated reasoning.
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Hueneme Elementary School District
Grade 3 Math Unit Outline of Study
Unit 3 – Relationships Between Multiplication and Division
(Approximate Length: 30 days)
Priority Standards
(Taught, assessed, and re-taught if necessary.)
Operations and Algebraic Thinking 3.OA.
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.
3.OA.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.
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.
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, 6 X
6 = ?.
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Hueneme Elementary School District
Grade 3 Math Unit Outline of Study
Unit 3 – Relationships Between Multiplication and Division
(Approximate Length: 30 days)
Understand properties of multiplication and the relationship between multiplication and division.
3.OA.5. Apply properties of operations as strategies to multiply and divide.2 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.)
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.
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 knows 40 / 5 = 8) or properties of operations. By the end of Grade 3, know
from memory all products of two one-digit numbers.
Supporting Standards
These are the standards that will be taught in conjunction with the Essential Standards - they will not be commonly
assessed (although some requirements from some may appear on rubrics.
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.
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Hueneme Elementary School District
Grade 3 Math Unit Outline of Study
Unit 3 – Relationships Between Multiplication and Division
(Approximate Length: 30 days)
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.
Measurement and Data 3.MD.
Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of
objects.
3.MD.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.
3.MD.2. Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg),
and liters (l).6 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.
Represent and interpret data.
3.MD.3. Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve oneand 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.
3.MD.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.
Number and Operations in Base Ten 3.NBT.
3.NBT.3. Multiply one-digit whole numbers by multiples of 10 in the range 10–90 (e.g., 9 × 80, 5 × 60)
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Hueneme Elementary School District
Grade 3 Math Unit Outline of Study
Unit 3 – Relationships Between Multiplication and Division
(Approximate Length: 30 days)
Enduring Understandings and Essential Questions for Content Standards
Enduring Understandings are those concepts we want students to remember ten years from now. They are the
important concepts underlying the content. The goal is that after instruction, students should be able to independently
answer the Essential Question with a grade-appropriate version of the Enduring Understanding. Activities should be
designed to allow the student to discover the Enduring Understanding
Essential Questions are questions based on the Enduring Understandings that we use to guide or drive instruction and
assessment.
 Basic facts and algorithms for operations with rational numbers use notions of equivalence to transform
calculations into simpler ones.
● How are multiplication and division related?
● What patterns of multiplication can we discover by studying a times table chart?
● What strategies are there to help learn and memorize multiplication facts?
 The same number sentence (e.g. 12-4 = 8) can be associated with different concrete or real-world
situations, AND different number sentences can be associated with the same concrete or real-world
situation.
● What strategies can help you solve real world multiplication and division problems?
● How can you use multiplication facts to solve unknown factor problems?
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Hueneme Elementary School District
Grade 3 Math Unit Outline of Study
Unit 3 – Relationships Between Multiplication and Division
(Approximate Length: 30 days)
Chapter 1 of 3
Approximate Length: 10 days
Multiplication
KEY Pre-requisite knowledge or skills that should assessed prior to teaching this chapter:

Basic Understanding of Multiplication Facts (see Unit 2)

Understanding of Multiplication Tools : Calculators and Multiplication Fact Grids
Enduring Understandings and Essential Questions addressed in this chapter:

Basic facts and algorithms for operations with rational numbers use notions of equivalence to transform
calculations into simpler ones.

The same number sentence (e.g. 12-4 = 8) can be associated with different concrete or real-world situations, AND
different number sentences can be associated with the same concrete or real-world situation.
Emphasized Mathematical Practices:
MP. 1. Make sense of problems and persevere in solving them.
MP. 4 Model with mathematics.
MP. 6 Attend to precision.
MP. 7 Look for and make use of structure.
MP. 8 Look for and express regularity in repeated reasoning.
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Hueneme Elementary School District
Grade 3 Math Unit Outline of Study
Unit 3 – Relationships Between Multiplication and Division
(Approximate Length: 30 days)
Learning Objectives
Criteria for Success
“What is good enough?”
Essential Questions
Type(s) of assessments
recommended (SR/SCR/PT)
Interpret and describe a
given multiplication
problem as the total
number of objects in a
group by the number of
groups. (OA.1)
Given a multiplication problem
using digits 1-10, students will
be able to use a multiplication
strategy to solve the problem.
What patterns of multiplication
can we discover by studying a
times table chart?
What strategies are there to help
learn and memorize multiplication
facts?
Short Constructed Response
Apply commutative
property of operations as a
strategy to multiply. (OA.5)
Students will demonstrate
knowledge of the commutative
property by modeling a series
of fact families and how they
relate to each other.
What strategies are there to help
learn and memorize multiplication
facts?
Short Response
Short Constructed Response
Use multiplication to solve
real world situations using
equal groups, arrays, and
measurement quantities;
i.e. drawings, equations,
variables, and symbols.
(OA.3)
Given a word problem, students
will be able to identify the
quantities needed to solve a
problem, and apply a
multiplication strategy to solve
the problem, including
eliminating nonessential parts.
How can you apply multiplication
knowledge to real life situations?
Short Constructed Response
How can you determine what
information is essential to solving
the problem?
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Hueneme Elementary School District
Grade 3 Math Unit Outline of Study
Unit 3 – Relationships Between Multiplication and Division
(Approximate Length: 30 days)
Resources:
* EDM Skills Links (BlueBook) pages 29, 38, 39, 41, 42, 48, 53, 58, 60, 68, 75, 80, 91, 94, 101
* EDM Lessons: 4.1, 4.2, 4.5, 4.6, 4.7, 7.1, 7.2, 7.3, 7.5, 7.6, 7.8, 9.2, 9.3, 9.4, 9.5, 9.9, 9.11, 9.12 9,
* EDM Games and Projects: Baseball Multiplication, Multiplication Bingo, Top-It: Multiplication,
Beat the Computer: Multiplication
Chapter 2 of 3
Approximate Length: 10 days
Division
KEY Pre-requisite knowledge or skills that should assessed prior to teaching this chapter:

Basic Understanding of Multiplication Facts (see Unit 2)

Understanding of Multiplication Tools : Calculators and Multiplication Fact Grids
Enduring Understandings and Essential Questions addressed in this chapter:

Basic facts and algorithms for operations with rational numbers use notions of equivalence to transform
calculations into simpler ones.
(For example: The same number sentence (e.g. 12-4 = 8) can be associated with different concrete or real-world
situations, AND different number sentences can be associated with the same concrete or real-world situation.)
8
Hueneme Elementary School District
Grade 3 Math Unit Outline of Study
Unit 3 – Relationships Between Multiplication and Division
(Approximate Length: 30 days)
Emphasized Mathematical Practices:
MP. 1. Make sense of problems and persevere in solving them.
MP. 4 Model with mathematics.
MP. 6 Attend to precision.
MP. 7 Look for and make use of structure.
MP. 8 Look for and express regularity in repeated reasoning.
Learning Objectives
Criteria for Success
“What is good enough?”
Essential Questions
Type(s) of assessments
recommended (SR/SCR/PT)
Interpret whole-number
quotients with no
remainders. (3.OA.2)
Students will demonstrate
division concepts by
modeling, arrays, and
grouping.
How are multiplication and
Selected Response
division related?
Short Constructed Response
How can you use multiplication
facts to solve unknown factor
problems?
Apply properties of
operations as strategies
to multiply and divide.
(Commutative,
Associative, and
Distributive
property.)(3.OA.5)
Given a number sentence,
students will apply
appropriate properties to
find a solution or rewrite the
sentence
How do the properties help us
solve multiplication and
division problems?
Short Constructed Response
Extended Response
Rich Task
Understand division as
an unknown-factor
Using unknowns and
variables, students will be
able to solve an unknown in
How can you use your
knowledge of multiplication
and division to solve an
Selected Response
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Hueneme Elementary School District
Grade 3 Math Unit Outline of Study
Unit 3 – Relationships Between Multiplication and Division
(Approximate Length: 30 days)
problem. (3.OA.6)
different positions in a given
equation.
unknown factor?
Use division within 100
to solve word problems
in situations involving
equal groups, arrays,
and measurement
quantities. (3.OA.3)
Given a word problem,
students will be able to
identify the quantities
needed to solve a problem,
and apply a division
strategy to solve the
problem, including
eliminating non- essential
parts.
How can you apply knowledge
of division to real life
situations?
Short Constructed Response
Extended Response
How can you determine what
information is essential to
solving the problem?
Resources:



EDM Skills Links (BlueBook) pages 39, 53, 58, 68, 73, 91, 101.
EDM Lessons: 4.3, 4.4, 4.6, 7.6, 9.7, 9.8
EDM Games and Projects: Baseball Multiplication, Multiplication Bingo, Top-It: Multiplication,
Beat the Computer: Multiplication
Chapter 3 of 3
Approximate Length: 10 days
Real-Word Problems (Mult/Div)
KEY Pre-requisite knowledge or skills that should assessed prior to teaching this chapter:

Knowledge and skill sets established in Chapter 1 and 2, including multiplication and division strategies, modeling
with arrays, drawings, or number models.
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Hueneme Elementary School District
Grade 3 Math Unit Outline of Study
Unit 3 – Relationships Between Multiplication and Division
(Approximate Length: 30 days)
Enduring Understandings and Essential Questions addressed in this chapter:

Basic facts and algorithms for operations with rational numbers use notions of equivalence to transform
calculations into simpler ones.

The same number sentence (e.g. 12-4 = 8) can be associated with different concrete or real-world situations, AND
different number sentences can be associated with the same concrete or real-world situation.

How are multiplication and division related?

What strategies can help you solve real world multiplication and division problems?
Emphasized Mathematical Practices:
MP. 1. Make sense of problems and persevere in solving them.
MP. 6 Attend to precision.
MP. 7 Look for and make use of structure
11
Hueneme Elementary School District
Grade 3 Math Unit Outline of Study
Unit 3 – Relationships Between Multiplication and Division
(Approximate Length: 30 days)
Learning Objectives
Criteria for Success
“What is good enough?”
Essential Questions
Type(s) of assessments
recommended (SR/SCR/PT)
Students will fluently and
accurately multiply and
divide from 1 to 100.
(3.OA.7)
Given basic division and
multiplication problems, students
will be able to use a strategy to
solve the problem.
How can you use patterning, skip
counting, basic facts, missing
factors, decomposing and square
numbers to understand multiplication
and division.
Selected Response
Short Constructed Response
Solve two-step word
problems using variables and
assess the reasonableness
using estimation, rounding,
and mental computation.
(3.OA.8)
Students will demonstrate a
reasonableness of answers using
estimation and rounding.
How can you use estimation to
adjust your answer for better
accuracy and precision.
Short Constructed Response
Extended Response
Rich Task
Students will apply concepts
of multiplication and division
in real life applications.
Students will explain their
thinking, show their work by using
at least one representation, and
verify that their answer is
reasonable.
What strategies can help you solve
real world multiplication and division
problems?
Performance Task
Resources:
 EDM Skills Links (BlueBook) pages 32, 33, 75, 80, 95, 99, 100.
 EDM Lessons: 4.5, 4.8, 4.9, 7.3, 7.7, 7.9, 9.1, 9.7, 9.8, 9.9, 9.10
 EDM Games and Projects: Baseball Multiplication, Multiplication Bingo, Top-It: Multiplication,
Beat the Computer: Multiplication, CA Project 8
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