Students will use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends. (Common Core Math Standard: 2.OA.C.4)

Students will 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. (Common Core Math Standard: 3.OA.A.1)

Students will 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. (Common Core Math Standard: 3.OA.A.2)

Students will 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. (Common Core Math Standard: 3.OA.A.3)

Students will 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 = ? (Common Core Math Standard: 3.OA.A.4)

Students will 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.) (Common Core Math Standard: 3.OA.B.5)

Students will understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8. (Common Core Math Standard: 3.OA.B.6)

Students will work on fluently multiplying and dividing within 100 using units of 0, 1, 2, 3, 4, 5, & 10, 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. (Common Core Math Standard: 3.OA.C.7)

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Homework
頻率: 可根據要求提供
回饋: 可根據要求提供
細節: How to complete Pear Deck homework:
   1. Students need a Google or Microsoft Office 365 account to join a Pear Deck Session.
   2. The student clicks on the link posted in the classroom. 
   3. Now, the student is in the Student View, where they can see the presentation slides and respond to interactive questions.

Students should know how to add and subtract. 
Students should be able to read independently.