Download Unit 4 - Livingston County School District

Livingston County Schools
Third Grade Unit 4
Division
Unit Overview
Students realize that division is finding an unknown factor. Students use problem-solving skills like properties of operations to calculate
products of whole numbers. Using increasingly sophisticated strategies, they solve division problems with single-digit factors.
Length of unit: 5 weeks
KY Core Academic Standard
3.OA.2 Interpret wholenumber 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.
Learning Target
I can understand what
the numbers in a
division problem
represent.
K
R
X
S
P
Critical
Vocabulary
Texts/Resources/Activities
MacMillan Math Book
Study Island Resources
Discovery Education
CIITS website
I can explain what
division means and how
it relates to equal
shares.
X
I can interpret quotients
as the number of shares
or the number of groups
when a set of objects is
divided equally.
X
3.0A.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.
I can divide within 100.
X
I can solve word
problems in situations
involving equal groups,
arrays, and measurement
quantities.
I can represent a word
problem using a picture,
an equation with a
symbol for the unknown
number, or in other
ways.
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,
I can divide within 100.
MacMillan Math Book
Study Island Resources
Discovery Education
Cits website
X
X
X
MacMillan Math Book
Study Island Resources
Discovery Education
Cits website
6 X 6 = ?.
I can determine which
operation (multiplication
or division) is needed to
determine the unknown
X
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.)
whole number.
I can solve to find the
unknown whole number
in a division equation.
I can divide within 100.
X
X
Strategy
Math Facts in a Flash
Property
(Associative,
Commutative,
Distributive)
Study IslandOperations and Algebraic
Thinking
(2a, 2d, 2e)
Multiply
Multiplication
Factor
Flash Cards
Brain POP
(Multiplication, Division)
Multiplication/Division
Bingo Game
Product
Array
www.discoveryeducation.com
(Math, Math Monsters)
www.superteacherworksheets.com
www.apples4theteacher.com
www.flocabulary.com
3.OA.6 Understand division as
I can explain how the
properties of operations
work.
I can apply strategies to
multiply.
I can apply strategies to
divide.
I can identify the
X
X
X
X
Divide
Division
Lesson 4-1b
(Deconstruct for Division)
Lesson 5-9
Lesson 4-2a,3,5,6,8
Lesson 5-1b,2,4,5,6
Lesson 6-4a,4b,5,7,8
Lesson 6-2a
an unknown-factor problem.
For example, find 32 ÷ 8 by
finding the number that makes
32 when multiplied by 8.
multiplication problem
related to the division
problem.
I can use multiplication
to solve division
problems.
I can explain how
multiplication and
division are related.
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.
I can know from
memory all products of
two one-digit numbers.
Lesson 6-2b
X
Counters
KY Math Online
(Concepts in Motion)
See Additional Textbook
Resources
Math Facts in a Flash
X
Flash Cards
Playing Cards
Dice
Multiplication/Division
BINGO
X
I can use strategies to
fluently multiply or
divide within 100.
3.OA.8 Solve two-step word
problems using the four
operations. Represent these
problems using equations with
a letter standing for the
X
I can know the order of
operations (without
parentheses).
Covered under 3.OA.5.
This target emphasizes fluency.
Math Facts in a Flash
Study Island-
X
Number and Operations in
Base Ten (3c)
Brain POP
(Order of Operations)
unknown quantity. Assess the
reasonableness of answers
using mental computation and
estimation strategies including
rounding.
I can round numbers to
estimate answers.
X
Lesson 1-8
Brain POP
(Rounding)
Study IslandOperations and Algebraic
Thinking (2g)
Number and Operations in
Base Ten (3a)
I can construct an
equation with a letter
standing for the
unknown quantity.
I can solve two-step
word problems using
the four operations.
I can justify my answer
using various estimation
strategies.
Spiraled Standards: 3.NBT.1
3.nbt.1 3.NBT.2 3.NF.1 3.NF.2A-B
X
Lesson 4-4
X
Lesson 4-7
Lesson 6-6
(Select only two-step problems.)
X
HOT Questions:
3.OA.5 – Create a related fact family for 4 x 6
3.OA.6 – Explain how to use multiplication to solve the division problem, 32 ÷ 8
3.OA.7 – Explain how the problem 8 x 5= 40 and 40 ÷ 5= 8 are related
3.OA.8 – Develop a 2 step word problem using 45 ÷ 5, then explain the strategy
you would use to solve the problem, be sure to tell why you prefer that strategy.
3.O.A.9- 6 times a number is always even and 6 times a number can be
decomposed into two equal addends describe why this is so.