Summer Step-Up to Third Grade Math! Multiplication and Division (Third Grade Math Review/Preview)
In this On-going course we will look into third grade math topics that students need to review or a preview of for next year.
Ms. Jamie
Average rating:
5.0
Number of reviews:(57)
What's included
2 live meetings
1 in-class hours per weekClass Experience
US Grade 3
This class is designed for students to review third grade math content standards or preview what they will be learning next year. This class last summer was enjoyed by more than 100 students, many of whom stuck with the class during the school year to learn third grade math! What will be taught? As sections are added the time of the class will be updated each week to label where that class is in regards to this progression. Many sections may be on the same week at the same time but not all sections are in the same place please make sure to check the time of the class listing that you would like to join. More weeks may be added based on demand. Week 1: Addition/Subtraction up to 4 digits Week 2: Multiplication: What is it? (2's, 5's, 10's) Monday/Wednesday 10:00am Week 3: Multiplication: Going Further (3's, 4's, 7's) Week 4: Multiplication: Going Further (1's, 8's, 9's) Tuesday / Thursday 9:30 Week 5: Multiplication to find Area Week 6: Fractions - Using Models, Shapes and Number lines Week 7: Introduction to division- Equal Groups (2's, 1's) Week 8: Division (5's, 10's) Week 9: Division (3's, 4's) Class Format: This class is fast paced and keeps students engaged. First 10 minutes: Warm up for each class students will participate in fact fluency practice in both addition and subtraction. The foundational skill of fact fluency with multiplication and once introduced division builds a instant recall of facts which drives math learning for the rest of primary school. Students who have command of their facts solve harder math problems with ease and are more prepared for algebra. Next 15 Minutes- Introduction of new content. Each week there is independent content that will be covered. Please see the schedule above Final 5 minutes: A game will be played to practice the skill that we learned during the class. Student interaction: This course is highly interactive and requires students to share their answers, and explain their mathematical thinking. Students can do this through writing (in the chat or on paper/whiteboard), or sharing answers aloud, some answers can also be shown on fingers. Students are expected to participate (Please notify me I should know about a child's learning habits that may need to be addressed for participation.) Each week of this course is able to stand on it's own allowing learners to join and leave when they feel that they need to or want to. If a time doesn't work one week and you would like your learner to be transferred to another section please let me know and I can try to accommodate this.
Learning Goals
Represent and solve problems involving multiplication and division.
CCSS.MATH.CONTENT.3.OA.A.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.
CCSS.MATH.CONTENT.3.OA.A.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.
CCSS.MATH.CONTENT.3.OA.A.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.1
CCSS.MATH.CONTENT.3.OA.A.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 = ?
Understand properties of multiplication and the relationship between multiplication and division.
CCSS.MATH.CONTENT.3.OA.B.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.)
CCSS.MATH.CONTENT.3.OA.B.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.
CCSS.MATH.CONTENT.3.OA.C.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 one-digit numbers.
Fractions of shapes:
CCSS.MATH.CONTENT.3.G.A.2
Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape.
Geometric measurement: understand concepts of area and relate area to multiplication and to addition.
CCSS.MATH.CONTENT.3.MD.C.5
Recognize area as an attribute of plane figures and understand concepts of area measurement.
CCSS.MATH.CONTENT.3.MD.C.5.A
A square with side length 1 unit, called "a unit square," is said to have "one square unit" of area, and can be used to measure area.
CCSS.MATH.CONTENT.3.MD.C.5.B
A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units.
CCSS.MATH.CONTENT.3.MD.C.6
Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).
CCSS.MATH.CONTENT.3.MD.C.7
Relate area to the operations of multiplication and addition.
CCSS.MATH.CONTENT.3.MD.C.7.A
Find the area of a rectangle with whole-number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths.
CCSS.MATH.CONTENT.3.MD.C.7.B
Multiply side lengths to find areas of rectangles with whole-number side lengths in the context of solving real world and mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning.
CCSS.MATH.CONTENT.3.MD.C.7.C
Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a and b + c is the sum of a × b and a × c. Use area models to represent the distributive property in mathematical reasoning.
CCSS.MATH.CONTENT.3.MD.C.7.D
Recognize area as additive. Find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts, applying this technique to solve real world problems.
Geometric measurement: recognize perimeter.
CCSS.MATH.CONTENT.3.MD.D.8
Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters.
Other Details
Supply List
Please have a white board and marker or paper and pencil available for students to use during this time. If other materials are needed they will be posted in the classroom.
External Resources
Learners will not need to use any apps or websites beyond the standard Outschool tools.
Teacher expertise and credentials
Bachelor's Degree in Education from Arizona State University
Hello!
My name is Jamie Nelsen, I am currently a reading coach and interventionist at an International School. I have taught students from pre-k (age 4) to 5th grade full time in the classroom, as a homeroom teacher. I am my 9th year of full time teaching, and I have also worked as a substitute teacher in Orlando Florida for 2 years. The past 9 years I have been working in international schools around the world, I have experience with both the Common Core and the British National Curriculum.
I love traveling the world and teaching internationally allows me to do this. I work with students to develop their independence and ability to learn skills by thinking through problems instead of asking for help. I believe that every child needs to be given the skills that they need to be successful, which include learning how to learn so that they can discover their own interests and learn more about it in a powerful, meaningful way, that will encourage lifelong learning!
I recently finished my Master's degree in Educational Technology and I am passionate about technology integration into learning!Reviews
Live Group Class
$40
weekly ($20 per class)2x per week
30 min
Completed by 17 learners
Live video meetings
Ages: 7-9
3-5 learners per class
