
Unit 3
MAFS.3.OA.2.5  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.) (DOK 2)
MAFS.3.NBT.1.3  Multiply onedigit whole numbers by multiples of 10 in the range 10–90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations. (DOK 1) MAFS.OA.4.9  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. (DOK 3)
MAFS.3.OA.3.7  Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two onedigit numbers. (DOK 1)
Unit 2
 MAFS.3.OA.1.1 Interpret products of whole numbers, e.g., interpret 5 × 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 × 7. (DOK 1)
Strategies for Multiplication
 Equal Groups
 Repeated Additon
 Arrays
 MAFS.3.OA.1.2  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. (DOK 1)
 MAFS.3.OA.1.4  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 × ? = 48, 5 = [] ÷ 3, 6 × 6 = ?. (DOK 1) MAFS.3.OA.2.6  Understand division as an unknownfactor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8. (DOK 2)
Unit 1

MAFS.3.NBT.1.1  Use place value understanding to round whole numbers to the nearest 10 or 100. (DOK 1)

MAFS.3.NBT.1.2  Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. (DOK 1)
 Strategies for Addition
 Break apart strategy. You break apart each addend by its place value. Then add the numbers by their place value.
 Open Number Line: You make an open number line and start at one number and add up the other number using a number line.
 Place Value Model: You make the addends by drawing place value rods. The add by putting together the models.
 Standard Algorithm: The way you learned how to add when you were a child.

Learn Zillion Rounding Numbers
Study Jams Estimate Whole Numbers
Rounding to the Nearest Ten You Tube
PBS Kids Estimation Contraption
NBT.1.2 – Students will fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.