This is the first part of 4 in learning a third grade math using common core standards.  Third grade puts a lot of emphasis on multiplication and division.   This first part of third grade math will focus on memorization of multiplication facts.  When students can quickly recall their facts they can solve more complex problems with ease. 

Week 1 
Review second grade math including addition and subtraction with regrouping.  Review repeated addition. 

Week 2- 
Learn multiplication facts for 10's, 2's and 5's.  
  - Students will complete memorization practice. 
  -  Students will use a 100's chart to find patterns.  
  -  Students will practice skip counting to help find answers. 
  -  Students will learn how to use arrays to find answers to multiplication questions. 
  - Students will answer word problems using multiplication. 

Week 3- 
Learn multiplication facts for 3's, 4's and 9's. 
  - Students will complete memorization practice. 
 -  Students will use a 100's chart to find patterns.  
  -  Students will continue to use arrays to find answers to multiplication questions. 
  -  Students will learn how to use a part part whole chart to find answers to multiplication questions. 
  - Students will answer word problems using multiplication. 

Week 4- 
Learn multiplication facts for 6's, 7's and 11's.  
 - Students will complete memorization practice. 
  - Students will complete memorization practice. 
 -  Students will use a 100's chart to find patterns.  
 -  Students will continue to use  arrays to find answers to multiplication questions. 
 -  Students will continue to use a part part whole chart to find answers to multiplication questions. 
-  Students will learn about factors and use them to solve multiplication equations. 
  - Students will answer word problems using multiplication. 

Week 5- 
Learn multiplication facts for 1's, 8's and 12's.  
- Students will complete memorization practice. 
  - Students will complete memorization practice. 
 -  Students will use a 100's chart to find patterns.  
 -  Students will continue to use arrays to find answers to multiplication questions. 
 -  Students will continue to use a part part whole chart to find answers to multiplication questions. 
-  Students will learn about factors and use them to solve multiplication equations. 
  - Students will answer word problems using multiplication. 

Week 6-7
Multiplication Mix.  Using all of the facts we have learned students will continue to practice all of their facts playing games and engaging with numbers.   
- This week students will take a small assessment to monitor their progress. 

Week 8
We will focus on geometry.  
- Students will divide shapes into equal parts. 
- Students will work on fractions of a whole number to get ready for division. 
- Students will find the characteristics of geometric shapes. 

Each Week Students Will:
Receive 3 interactive video lessons.  These lessons will encourage students to pause the video and complete different tasks.  They will then check their work.   Video lessons will include videos, songs, and games.  Some lessons will also use Nearpod slides. 

Students will also post in at least 2 discussion board posts each week.  Where they will be asked to complete a math problem and explain their thinking on their answer.  Students will use a video upload for this part of the course. 

Students will be asked to comment on someone else's post at least once a week to engage with other learners.   Learning from our peers is one of the best ways for students to build an understanding.  There will be some games played in the discussion boards for participation and communication with peers. 

Students will submit homework activities to the teacher during the week for feedback. 

Students will practice fact fluency in multiplication and graph their progress.   

Please have access to a printer to print materials, and access to some type of counter.  This could be coins, blocks, buttons or a math manipulative counter such as unifix cubes, base ten blocks, or pattern blocks. 


Students will be exposed to the following standards:  (Some of these standards run year long and will not be mastered during the first 8 weeks) 

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.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.
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.
CCSS.MATH.CONTENT.3.OA.D.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.
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.
CCSS.MATH.CONTENT.3.G.A.1
Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.