Grade 3 - Module 1: Mathematics Curriculum
Grade 3 - Module 1: Mathematics Curriculum
Grade 3 - Module 1: Mathematics Curriculum
3 Mathematics Curriculum
GRADE
GRADE 3 • MODULE 1
Table of Contents
GRADE 3 • MODULE 1
Properties of Multiplication and Division and Solving
Problems with Units of 2–5 and 10
Module Overview ........................................................................................................ 2
Topic F: Distributive Property and Problem Solving Using Units of 2–5 and 10 ....... 228
Grade 3 • Module 1
Properties of Multiplication and
Division and Solving Problems with
Units of 2–5 and 10
OVERVIEW
This 25-day module begins the year by building on students’ fluency with addition and their knowledge of
arrays. In Topic A, students initially use repeated addition to find the total from a number of equal groups
(2.OA.4). As students notice patterns, they let go of longer addition sentences in favor of more efficient
multiplication facts (3.OA.1). Lessons in Topic A move students’ Grade 2 work with arrays and repeated
addition a step further by developing skip-counting rows as a strategy for multiplication. Arrays become a
cornerstone of the module. Students use the language of multiplication as they understand what factors are
and differentiate between the size of groups and the number of groups within a given context. In this
module, the factors 2, 3, 4, 5, and 10 provide an entry point for moving into more difficult factors in later
modules.
The study of factors links Topics A and B; Topic B extends the study to division. Students understand division
as an unknown factor problem and relate the meaning of unknown factors to either the number or the size of
groups (3.OA.2, 3.OA.6). By the end of Topic B, students are aware of a fundamental connection between
multiplication and division that lays the foundation for the rest of the module.
In Topic C, students use the array model and familiar skip-counting
The Distributive Property
strategies to solidify their understanding of multiplication and practice
related facts of 2 and 3. They become fluent enough with arithmetic 6 × 4 = _____
patterns to add or subtract groups from known products to solve more
complex multiplication problems (3.OA.1). They apply their skills to word
problems using drawings and equations with a symbol to find the unknown
factor (3.OA.3). This culminates in students using arrays to model the (5 × 4) = 20
distributive property as they decompose units to multiply (3.OA.5).
In Topic D, students model, write, and solve partitive and measurement (1 × 4) = 4
division problems with 2 and 3 (3.OA.2). Consistent skip-counting
strategies and the continued use of array models are pathways for (6 × 4) = (5 × 4) + (1 × 4)
students to naturally relate multiplication and division. Modeling = 20 + 4
advances as students use tape diagrams to represent multiplication and
division. A final lesson in this topic solidifies a growing understanding of
the relationship between operations (3.OA.7).
(1 × 4) = _ _____
Module 1: Properties of Multiplication and Division and Solving Problems with
Units of 2–5 and 10 2
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NYS COMMON CORE MATHEMATICS CURRICULUM Module Overview 3•1
1
Limited to factors of 2–5 and 10 and the corresponding dividends in this module.
2
Limited to factors of 2–5 and 10 and the corresponding dividends in this module.
3
The associative property is addressed in Module 3.
4
Limited to factors of 2–5 and 10 and the corresponding dividends in this module.
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NYS COMMON CORE MATHEMATICS CURRICULUM Module Overview 3•1
Solve problems involving the four operations, and identify and explain patterns in
arithmetic.5
3.OA.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. (This
standard is limited to problems posed with whole numbers and having whole-number
answers; students should know how to perform operations in the conventional order when
there are no parentheses to specify a particular order, i.e., Order of Operations.)
Foundational Standards
2.OA.3 Determine whether a group of objects (up to 20) has an odd or even number of members,
e.g., by pairing objects or counting them by 2s; write an equation to express an even number
as a sum of two equal addends.
2.OA.4 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.
2.NBT.2 Count within 1000; skip-count by 5s, 10s, and 100s.
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NYS COMMON CORE MATHEMATICS CURRICULUM Module Overview 3•1
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NYS COMMON CORE MATHEMATICS CURRICULUM Module Overview 3•1
3.OA.3 F Distributive Property and Problem Solving Using Units of 2–5 and 10 4
3.OA.5 Lessons 18–19: Apply the distributive property to decompose units.
3.OA.7
3.OA.8 Lesson 20: Solve two-step word problems involving multiplication and
division, and assess the reasonableness of answers.
3.OA.1
3.OA.2 Lesson 21: Solve two-step word problems involving all four operations, and
3.OA.4 assess the reasonableness of answers.
3.OA.6
End-of-Module Assessment: Topics A–F (assessment ½ day, return ½ day, 2
remediation or further application 1 day)
Terminology
New or Recently Introduced Terms
Array6 (arrangement of objects in rows and columns)
Commutative property/commutative (e.g., rotate a rectangular array 90 degrees to demonstrate
that factors in a multiplication sentence can switch places)
Equal groups (with reference to multiplication and division; one factor is the number of objects in a
group and the other is a multiplier that indicates the number of groups)
Distribute (with reference to the distributive property, e.g., in 12 × 3 = (10 × 3) + (2 × 3) the 3 is the
multiplier for each part of the decomposition)
Divide/division (partitioning a total into equal groups to show how many equal groups add up to a
specific number, e.g., 15 ÷ 5 = 3)
6
Originally introduced in Grade 2, Module 6 but treated as new vocabulary in this module.
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7
Originally introduced in Grade 2, Module 6 but treated as new vocabulary in this module.
8
These are terms and symbols students have used or seen previously.
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NYS COMMON CORE MATHEMATICS CURRICULUM Module Overview 3•1
Sprint A
Pass Sprint A out quickly, face down on student desks with instructions to not look at the problems until the
signal is given. (Some Sprints include words. If necessary, prior to starting the Sprint, quickly review the
words so that reading difficulty does not slow students down.)
T: You will have 60 seconds to do as many problems as you can. I do not expect you to finish all of
them. Just do as many as you can, your personal best. (If some students are likely to finish before
time is up, assign a number to count by on the back.)
T: Take your mark! Get set! THINK!
Students immediately turn papers over and work furiously to finish as many problems as they can in 60
seconds. Time precisely.
T: Stop! Circle the last problem you did. I will read just the answers. If you got it right, call out “Yes!”
If you made a mistake, circle it. Ready?
T: (Energetically, rapid-fire call the first answer.)
S: Yes!
T: (Energetically, rapid-fire call the second answer.)
S: Yes!
Repeat to the end of Sprint A or until no student has a correct answer. If needed, read the count-by answers
in the same way the Sprint answers were read. Each number counted-by on the back is considered a correct
answer.
T: Fantastic! Now, write the number you got correct at the top of your page. This is your personal goal
for Sprint B.
T: How many of you got one right? (All hands should go up.)
T: Keep your hand up until I say the number that is one more than the number you got correct. So, if
you got 14 correct, when I say 15, your hand goes down. Ready?
T: (Continue quickly.) How many got two correct? Three? Four? Five? (Continue until all hands are
down.)
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NYS COMMON CORE MATHEMATICS CURRICULUM Module Overview 3•1
If the class needs more practice with Sprint A, continue with the optional routine presented below.
T: I’ll give you one minute to do more problems on this half of the Sprint. If you finish, stand behind
your chair.
As students work, the student who scored highest on Sprint A might pass out Sprint B.
T: Stop! I will read just the answers. If you got it right, call out “Yes!” If you made a mistake, circle it.
Ready? (Read the answers to the first half again as students stand.)
Movement
To keep the energy and fun going, always do a stretch or a movement game in between Sprints A and B. For
example, the class might do jumping jacks while skip-counting by 5 for about 1 minute. Feeling invigorated,
students take their seats for Sprint B, ready to make every effort to complete more problems this time.
Sprint B
Pass Sprint B out quickly, face down on student desks with instructions not to look at the problems until the
signal is given. (Repeat the procedure for Sprint A up through the show of hands for how many right.)
T: Stand up if you got more correct on the second Sprint than on the first.
S: (Stand.)
T: Keep standing until I say the number that tells how many more you got right on Sprint B. If you got
three more right on Sprint B than you did on Sprint A, when I say three, you sit down. Ready? (Call
out numbers starting with one. Students sit as the number by which they improved is called.
Celebrate the students who improved most with a cheer.)
T: Well done! Now, take a moment to go back and correct your mistakes. Think about what patterns
you noticed in today’s Sprint.
T: How did the patterns help you get better at solving the problems?
T: Rally Robin your thinking with your partner for 1 minute. Go!
Rally Robin is a style of sharing in which partners trade information back and forth, one statement at a time
per person, for about 1 minute. This is an especially valuable part of the routine for students who benefit
from their friends’ support to identify patterns and try new strategies.
Students may take Sprints home.
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NYS COMMON CORE MATHEMATICS CURRICULUM Module Overview 3•1
Modeling with
Interactive Guided Practice Independent Practice
Questioning
The teacher models the Each student has a copy Students are given a problem to solve and possibly a
whole process with of the question. Though designated amount of time to solve it. The teacher
interactive questioning, guided by the teacher, circulates, supports, and thinks about which student
some choral response, they work work to show to support the mathematical
and talk such as “What independently at times objectives of the lesson. When sharing student
did Monique say, and then come together work, students are encouraged to think about the
everyone?” After again. Timing is work with questions such as, “What do you see that
completing the problem, important. Students Jeremy did?” “What is the same about Jeremy’s
students might reflect might hear, “You have 2 3
work and Sara’s work?” “How did Jeremy show 7 of
with a partner on the minutes to do your 3
the students?” “How did Sara show of the
steps they used to solve drawing.” Or, “Put your 7
the problem. “Students, pencils down. Time to students?”
think back on what we work together again.”
did to solve this The Debrief might
problem. What did we include selecting
do first?” Students different student work
might then be given the to share.
same or a similar
problem to solve for
homework.
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NYS COMMON CORE MATHEMATICS CURRICULUM Module Overview 3•1
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NYS COMMON CORE MATHEMATICS CURRICULUM Module Overview 3•1
Scaffolds9
The scaffolds integrated into A Story of Units give alternatives for how students access information as well as
express and demonstrate their learning. Strategically placed margin notes are provided within each lesson
elaborating on the use of specific scaffolds at applicable times. They address many needs presented by
English language learners, students with disabilities, students performing above grade level, and students
performing below grade level. Many of the suggestions are organized by Universal Design for Learning (UDL)
principles and are applicable to more than one population. To read more about the approach to
differentiated instruction in A Story of Units, please refer to “How to Implement A Story of Units.”
9
Students with disabilities may require Braille, large print, audio, or special digital files. Please visit the website,
www.p12.nysed.gov/specialed/aim, for specific information on how to obtain student materials that satisfy the National Instructional
Materials Accessibility Standard (NIMAS) format.
10
A more in-depth preview can be done by searching the Problem Sets rather than the Exit Tickets. Furthermore, this same process
can be used to preview the coherence or flow of any component of the curriculum, such as Fluency Practice or Application Problems.
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NYS COMMON CORE MATHEMATICS CURRICULUM Module Overview 3•1
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NYS COMMON CORE MATHEMATICS CURRICULUM Module Overview 3•1
The first problem of the Problem Set is Write a short sequence of problems on the board that
too challenging. provides a ladder to Problem 1. Direct the class or small group
to complete those first problems to empower them to begin
the Problem Set. Consider labeling these problems “Zero
Problems” since they are done prior to Problem 1.
There is too big of a jump in complexity Provide a problem or set of problems that creates a bridge
between two problems. between the two problems. Label them with the number of
the problem they follow. For example, if the challenging jump
is between Problems 2 and 3, consider labeling the bridging
problems “Extra 2s.”
Students lack fluency or foundational Before beginning the Problem Set, do a quick, engaging
skills necessary for the lesson. fluency exercise, such as a Rapid White Board Exchange,
“Thrilling Drill,” or Sprint. Before beginning any fluency
activity for the first time, assess that students are poised for
success with the easiest problem in the set.
More work is needed at the concrete Provide manipulatives or the opportunity to draw solution
or pictorial level. strategies. Especially in Kindergarten, at times the Problem
Set or pencil and paper aspect might be completely excluded,
allowing students to simply work with materials.
More work is needed at the abstract Hone the Problem Set to reduce the amount of drawing as
level. appropriate for certain students or the whole class.
11
See the Progression Documents “K, Counting and Cardinality” and “K−5, Operations and Algebraic Thinking” pp. 9 and 23,
respectively.
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NYS COMMON CORE MATHEMATICS CURRICULUM Module Overview 3•1
C: “Could Do” problems are for students who work with greater fluency and understanding and can,
therefore, complete more work within a given time frame. Adjust the Exit Ticket and Homework to
reflect the “Must Do” problems or to address scheduling constraints.
D: At times, a particularly tricky problem might be designated as a “Challenge!” problem. This can be
motivating, especially for advanced students. Consider creating the opportunity for students to share
their “Challenge!” solutions with the class at a weekly session or on video.
E: Consider how to best use the vignettes of the Concept Development section of the lesson. Read
through the vignettes, and highlight selected parts to be included in the delivery of instruction so that
students can be independently successful on the assigned task.
F: Pay close attention to the questions chosen for the Student Debrief. Regularly ask students, “What
was the lesson’s learning goal today?” Help them articulate the goal.
Assessment Summary
Type Administered Format Standards Addressed
Mid-Module After Topic C Constructed response with rubric 3.OA.1
Assessment Task 3.OA.2
3.OA.5
3.OA.6
End-of-Module After Topic F Constructed response with rubric 3.OA.1
Assessment Task 3.OA.2
3.OA.3
3.OA.4
3.OA.5
3.OA.6
3.OA.7
3.OA.8
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