What is this product?:

The product I have created is a continuation of the Go Math Curriculum for 3rd grade.

This particular product focuses on Chapter 6 Understand Division. Students have gained an understanding of multiplication in Chapter 3-5 and now are continuing the skills they learned with the reciprocal.

In the document you will find 2 pages for each lesson. The first page will be labeled "Guided", this is for you to guide your students through the lesson questions. The second page is labeled "Independent", the questions will be the SAME but with different numbers. This is a great page to see where students might be falling short of the skill being taught. You can also use this page as a formative assessment.

How to use this product in your classroom?:

I use this product through math centers or station rotations. However, you could use this product for extra practice, reinforcement, or even homework.

* I have my class split into 3 groups high (green), middle (blue), and my low (orange).

I first start my teaching with a mini lesson. This is typically 5-10 minutes. I teach the skill to the entire class. Once I have previewed this skill my students break off into their groups.

Rotation 1: 15 minutes

Blue (middle) meets at teacher with their packet

Orange (low) works on previously learned skills in a bucket I have set up

Green (high) works on book work from the lesson

Rotation 2: 15 minutes

Blue (middle) works on book work from the lesson

Orange (low) meets at teacher with their packet

Green (high) works on previously learned skills in a bucket I have set up

Rotation 3: 15 minutes

Blue (middle) works on previously learned skills in a bucket I have set up

Orange (low) works on book work from the lesson

Green (high) meets at teacher with their packet

Ending: 15 minutes

I finish the lesson by having all students come back to their seat and quickly review the new skill that was being taught. This is also a great time to give an exit slip.

What are the common core standards?:

This product covers the following common core standards:

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.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.

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.

Solve problems involving the four operations, and identify and explain patterns in arithmetic.

CCSS.MATH.CONTENT.3.OA.D.8

Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.3