SPED Math Curriculum: 3rd Grade Unit 1: Multiplication

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  1. A whole year of leveled, differentiated, and made for your special education students. This bundle includes all of the Common Core Math Standards broken down into three levels. I used the Ohio Extended Standards to drive the themes and topics worked on thought each unit. Each Unit IncludesPre and Po
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Description

Teaching math in a low incidence special education classroom can be so tricky! However I challenge you go to beyond patterns and counting and expose your students to a modified version of the Common Core State Standards. This Unit is the first of a year long curriculum and begins with Multiplication.

This Unit has been updated with the NEW Ohio Extended Standards. These standards are broken down by grade level NOT grade band! More Units and grade levels to come!

The students will get the opportunity to learn multiplication skills at three different levels.

Skills included (OA stands for Ohio Academic- The Ohio Extended Standards is aligned to the Common Core State Standards just broken down into three levels! It is amazing and I urge you to look them up via google to learn more about modifying curriculum based on CCSS).

3.OA.1a Represent products of whole numbers up to 10 × 10 using arrays, area models, or physical objects (whole numbers 0 through 10).

3.OA.1b Represent products with factors of 1s, 2s, 3s, 4s, 5s, and 10s using arrays, area models, or physical objects (whole numbers 1 through 10).

3.OA.1c Represent products with factors of 1s, 2s, and 5s using arrays, area models, or physical objects (whole numbers 1 through 10).

3.OA.3a Solve word problems with products of whole numbers using arrays, area models, or other physical representations (whole numbers factors of 0 through 10).

3.OA.3b Solve word problems with products of whole numbers 1s, 2s, 3s, 4s, 5s, and 10s using arrays, area models, or other physical objects (products not exceeding 100).

3.OA.3c Represent word problems with products of whole number factors of 1s, 2s, and 5s using arrays, area models or other physical representations (whole numbers 1 through 10).

3.OA.4a When given a physical or visual model representing a multiplication fact (whole number factors of 0 through 10 with products not exceeding 100) and a set of 3 answer choices, identify the unknown whole number.

3.OA.4b When given a physical or visual model representing a multiplication fact (whole number factors of 1s, 2s, 3s, 4s, 5s, and 10s with products not exceeding 100) and a set of 3 answer choices, identify the unknown whole number.

3.OA.4c Match a provided physical or visual model to one of three provided multiplication number sentences.

3.OA.5a Physically or visually solve multiplication or division number sentences (whole number factors of 0 through 10 with products not exceeding 100) using the commutative properties

3.OA.5b Physically or visually solve multiplication number sentences (whole number factors of 1s, 2s, 3s, 4s, 5s, and 10s with products not exceeding 100) using the commutative property.

3.OA.5c Physically or visually match multiplication number sentences using the commutative property

3.OA.7a Fluently know all products (whole number factors of 0 through 10) and their respective division problems.

3.OA.7b Fluently know all products for whole number factors of 1s, 2s, 3s, 4s, 5s, and 10s with products not exceeding 100.

3.OA.7c Solve multiplication number sentences for multiples of 1s, 2s, and 5s (whole numbers 1 through 10) using arrays, area models, or other physical representations

3.OA.9a Identify and explain arithmetic patterns in a number chart or addition and multiplication tables.

3.OA.9b Identify arithmetic patterns in a number chart, or addition and multiplication tables.

3.OA.9c Use odd or even numbers to identify/make a pattern using repeated addition within a 100s chart.

Each Level comes with a workbook with hands on activities, writing, cutting, sorting, etc interactive task box centers, a pre/post test, and data sheet to track progress on the above standards. Everything is black and white print and go with the exception of the centers which are in color and meant to be laminated for reuse.

If you have any questions on the first unit of my math curriculum please send me an e-mail to superheroesinsped@gmail.com

**NOTE: I will not be bundling the 3rd grade math curriculum until I have the majority of it completed. If you purchase and leave feedback this unit as well as future units I will reward you with a 10 dollar credit to my store (the same value of future bundle savings)

Thank you for your purchase! Please share your students working on these skills in the classroom using the hashtag #superheromath

XOXO

Julia

Total Pages
300 pages
Answer Key
Included
Teaching Duration
1 month
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Standards

to see state-specific standards (only available in the US).
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.
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.)
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 = ?.
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.
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.

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