2013-2014 Curriculum Blueprint
Grade:
3
Course: Math
Approximate Time:
10 days
Unit 4: Developing Strategies for Multiplication and Division
Learning Goal
Students will understand and apply the properties of operations to multiply and divide.
Link to Properties of Operations Learning Scale and Multiplication and Division Learning Scale
Essential Question(s)
How are multiplication and division related?
How can you use the properties of operations to help you multiply and divide?
Focus Standards
Some standards may be revisited several times during the course; others may be only partially
addressed in different units, depending on the focus. The text of the standards written in black font
denote this focus. Text which is deemphasized with gray font will not be addressed in this unit, but
will be addressed in subsequent units. (adapted from the Charles A. Dana Center)
Bullets are the deconstructed standards These should be used to develop concise learning statements/daily
objectives/scales. Test Item Specifications
MAFS.3.OA.2.5 (DOK 2) 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.)

Multiply and divide within 100.

Explain how the properties of operations work.

Apply properties of operations as strategies to multiply and divide.
Unit Overview
Students develop a conceptual understanding of the relationship between multiplication
and division through the application of the properties (Distributive Property, Commutative
Property of Multiplication, and Associative property of Multiplication). These properties are
used as strategies for multiplication and division as students move toward developing
fluency.
Vertical Progression:
http://www.turnonccmath.net/ K-8 Learning Trajectories (This could be used to determine
remediation needs or enrichment opportunities)
2nd Grade

Students find the total numbers of groups using arrays as repeated addition.

Students pair objects to determine if the number is odd or even.

Students skip count by 2, 5, 10, and 100.
4th Grade

Students interpret a multiplication problem as a comparison. Ex: 35 = 5x7 therefore 35 is
5 times as many as 7.

Students perform multi-digit multiplication.
Resources
Be selective in choosing problems aligned to the
standards within each lesson. The unit sequence 
should be determined through collaborative unit 
MAFS.3.OA.3.7 (DOK 1) Fluently multiply and divide within 100, using strategies such as the relationship between planning.

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.
Textbook Correlation

3.6 Model with Arrays (use to introduce the

Know from memory all products of two one-digit numbers.

commutative property of multiplication)

Fluently multiply and divide within 100.


Analyze a multiplication or division problem in order to choose an appropriate strategy to fluently multiply 4.5 Distributive Property

4.11 Multiplication Properties
or divide within 100.
Mathematical Practice Standards
Link to Mathematical Practice Standards Rubric
MAFS.K12.MP.2.1 Reason abstractly and quantitatively.
MAFS.K12.MP.5.1 Use appropriate tools strategically.
MAFS.K12.MP.7.1 Look for and make use of structure.
MAFS.K12.MP.8.1 Look for and express regularity in repeated reasoning.
(additional lessons need to be pulled from
supplemental resources)
Supplemental Resources
These resources may provide students with
experiences aligned to the full intent of the


Essential Vocabulary
arrays
associative property of multiplication
commutative property of multiplication
distributive property
equations
partial products
partition division
strategy
Higher Order Questions/Stems
How can we use arrays to help develop
an understanding of the commutative
property?
How does understanding the
distributive property help us multiply
Revised 8/18/2014 pg. 1
2013-2014 Curriculum Blueprint
Grade:
3
Course: Math
Approximate Time:
10 days
Unit 4: Developing Strategies for Multiplication and Division
standards. It is important to access many of
these resources during the planning process.


Georgia Unit 2

Using arrays to demonstrate Commutative

Property p. 70-76

Applying properties of operations as
strategies to multiply and divide. P. 94-97

Applying Strategies P. 116-120, P. 133-139

Distributive Properties P. 121-126


Culminating Task P. 152-155
Engage NY Module 3 Properties and Strategies


3rd Grade Common Core Flip Book Provides
additional information and sample problems for
every standard
large numbers?
How would you explain that strategy to
someone who didn’t understand?
What strategies can be used to solve
multiplication problems?
What strategies can be used to solve
real division problems?
Writing Connections
Explain and illustrate two strategies to
solve the problem.
Describe a strategy you would use to
solve ______________.
Explain in your own words the
distributive property and how it can
help you understand multiplication and
division.
Math Formative Assessments (Type standard in
Writing Template Tasks These template
“keywords” to find formative
tasks are designed from the Mathematical
assessments/activities aligned to the specific
Practice Standards. When filled in, these
standard)
templates become teaching tasks that create
Florida Interim Assessment Item Bank and Test opportunities for teaching literacy skills in
mathematics.
Platform
Link to Problem Solving Rubric
Link to Webb’s DOK Guide
Revised 8/18/2014 pg. 2