DLI 3rd grade guide
Canyons School District
Instructional Supports Department
2 = 10, then 3 × 10 = 30. (Associative property of multiplication.) Knowing that8×5=40and8×2=16,onecan fnd8×7as8×(5+2)=(8×5)+(8× 2) = 40 + 16 = 56. (Distributive property.) ● Understand division as an unknown-factor problem. For example, fnd 32 ÷ 8 by fnding the number that makes 32 when multiplied by 8. ● Fluently multiply 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
● Fluently multiply 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. ● Maintain mastery of Term 1 skills and standards.
Fluently multiply two one-digit numbers within 100
3.OA.7
● Fluently 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.
Fluently divide two one-digit numbers within 100
3.OA.7
● N/A
● Solve two-step word
problems using addition and subtraction. 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.
Solve two-step word problems using addition and subtraction
3.OA.8&9
● N/A
● Solve two-step word problems using the
Solve two-step word problems using
multiplication and division. Represent these problems
Made with FlippingBook Annual report