Download Grade: Third Lesson 3: Split Numbers to Multiply Week: 6

Grade: Third
Lesson 3: Split Numbers to Multiply
Standard: 3.OA.B.5
Apply properties of operations
as strategies to multiply and
divide. 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.)
Essential Question
What do the numbers in a
multiplication problem represent? How
does understanding these numbers help
us interpret and represent multiplication
equations?
Big Idea
Making sense of the meaning of
multiplication and products of whole
numbers is critical and lays the
foundation for students as they learn
more complex mathematical concepts.
EdTools
Instructional Task: Insect
Collection
Journal Task
Grace showed two different ways to
use the distributive property to find
the product of 14 x 9. What might
they have been?
Vocabulary
array
factor
multiplication
multiply
product
times
equal groups
repeated addition
Math Practices: 1, 2, 4, 7, 8
This standard references properties of multiplication. While students DO NOT need to not use the
formal terms of these properties, students should understand that properties are rules about how numbers
work. They need to flexibly and fluently apply each of them. Students represent expressions using
various objects, pictures, words and symbols in order to develop their understanding of properties. They
multiply by 1 and 0 and divide by 1. They change the order of numbers to determine that the order of
numbers does not make a difference in multiplication (but does make a difference in division). Given
three factors, they investigate changing the order of how they multiply the numbers to determine that
changing the order does not change the product. They also decompose numbers to build fluency with
multiplication.
Edutools:
Journal Task
Sage says the product of 4x5x6 is
less than the product of 6x5x4. Is
Sage correct?
Number Talks
http://www.edutoolbox.org/rasp/525?route=tntools/list/grade/819/955/3
http://www.edutoolbox.org/rasp/524?route=tntools/list/grade/819/955/3
K-5 Math:
http://www.k-5mathteachingresources.com/support-files/turn-your-array.pdf
Week: 6
Learning Targets

Students must
understand the
inverse relationship
between
multiplication and
division.
 Students must be able
to generalize the
properties of
operations to find
efficient solutions.
Strategies:
 Decomposing
Numbers
 Turn Around Rule
Books by Sherry Parrish:
http://www.k-5mathteachingresources.com/support-files/decompose-a-factor-ver.1.pdf
Third Grade Classroom pp.316-323
Student Thinking & Number Talks in
the 3-5 Classroom pp.157-286
Activities
http://www.readtennessee.org/m
ath/teachers/k3_common_core_math_standard
s/third_grade/operations_algebra
ic_thinking/3oab5/3oab5_lesson
_plan.aspx
Illustrative Math:
https://www.illustrativemathematics.org/content-standards/3/OA/B/5
Games
Decompose a Factor - Version 1 Printable
Center
Decompose a Factor - Version 2 Printable
Center
Books
Marilyn Burns:
Amanda Bean's Amazing
Dream
The Best of Times
http://www.mathnook.com/math/ccss/3.OA.
How Much, How Many ... Is
B.5.php
1000?
Making Cents
Math Potatoes
1001 Bugs to Spot
Additional Support
https://learnzillion.com/r
esources/72372-applyproperties-of-operationsas-strategies-to-multiplyand-divide-3-oa-b-5
https://www.opened.com/
search?standard=3.OA.5
https://www.khanacadem
y.org/commoncore/grade
-3-OA
https://www.teachingcha
nnel.org/videos/multiplic
ation-division-in-the-core
Contributors: Quinena Bell, Kimberly Osburne, Christa Campbell, Misty Dobbs, Sia Phillips, Caleb Jones, Stephanie Turner
Name: ______________________________________
When you multiply a digit by the factor 2, the
product will always be a (n) _____ number.
962
Round to the nearest hundred.
_______
7 x 8 = ___
7 x 80 = ____
7 x 800 = ____
Date:_________________________________________
9,046 – 787 = ___
9,146 + 378 = _____
962
Round to the nearest ten
4 x 4 = ___
_______
(4 x 2) + (4 x 2) = ___
Shade ½ of the whole.
Write the number 16, 542 in expanded form.
1 whole
AUTHOR: HANNELORE DICKERSON
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