Computation and Estimation
Addition, Subtraction, Multiplication, and Division Facts
Add, Subtract, Multiply, and Divide
Complete the Addition, Subtraction, Multiplication, or Division Sentence
Solve for the Variable
Estimate Sums
Estimate Products
Estimate Quotients
Solve Inequalities Using Estimation
Multiplication
Division
Properties of Operations
Problem Solving
MCC3.OA.1. I can interpret products of whole numbers, e.g., interpret 5 x 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 by expressed as 5 x 7.
MCC3.OA.2. I can 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.
MCC3.OA.3. I can use multiplication and division within 100 to solve word problems in situation 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.
MCC3.OA.4. I can determine the unknown whole number in a multiplication or division equation relating three whole numbers.
For example, determining the unknown number that makes the equation true in each of the equations 8 x ? = 48, 5 = ☐ ÷ 3, 6 x 6 = ?.
MCC3.OA.5. I can apply properties of operations as strategies to multiply and divide.
Examples: If 6 x 4 = 24 is known, the 4 x 6 = 24 is also known. (Commutative property of multiplication.) 3 x 5 x 2 can be found by 3 x 5 = 15, then
15 x 2 = 30, or by 5 x 2 = 10, then 3 x 10 = 30. (Associative property of multiplication.) Knowing that 8 x 5 = 40 and 8 x 2 = 16, one can find 8 x 7 as
8 x (5 + 2) = (8 x 5) + (8 x 2) = 40 + 16 = 56. (Distributive property.)
MCC3.OA.6. I can understand division as an unknown-factor problem.
For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8.
MCC3.OA.7. I can fluently multiply and divide within 100 by using strategies such as the relationship between multiplication and division (e.g., knowing that 8 x 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.
MCC3.OA.8. I can solve two-step word problems using the four operations. I can represent these problems using equations with a letter standing for the unknown quantity. I can assess the reasonableness of answers using mental computation and estimation strategies including rounding.
MCC3.OA.9. I can identify arithmetic patterns (including patterns in the addition table or multiplication table) and explain them using properties of operations.
For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends.
Addition, Subtraction, Multiplication, and Division Facts
Add, Subtract, Multiply, and Divide
Complete the Addition, Subtraction, Multiplication, or Division Sentence
Solve for the Variable
Estimate Sums
Estimate Products
Estimate Quotients
Solve Inequalities Using Estimation
Multiplication
Division
Properties of Operations
Problem Solving
MCC3.OA.1. I can interpret products of whole numbers, e.g., interpret 5 x 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 by expressed as 5 x 7.
MCC3.OA.2. I can 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.
MCC3.OA.3. I can use multiplication and division within 100 to solve word problems in situation 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.
MCC3.OA.4. I can determine the unknown whole number in a multiplication or division equation relating three whole numbers.
For example, determining the unknown number that makes the equation true in each of the equations 8 x ? = 48, 5 = ☐ ÷ 3, 6 x 6 = ?.
MCC3.OA.5. I can apply properties of operations as strategies to multiply and divide.
Examples: If 6 x 4 = 24 is known, the 4 x 6 = 24 is also known. (Commutative property of multiplication.) 3 x 5 x 2 can be found by 3 x 5 = 15, then
15 x 2 = 30, or by 5 x 2 = 10, then 3 x 10 = 30. (Associative property of multiplication.) Knowing that 8 x 5 = 40 and 8 x 2 = 16, one can find 8 x 7 as
8 x (5 + 2) = (8 x 5) + (8 x 2) = 40 + 16 = 56. (Distributive property.)
MCC3.OA.6. I can understand division as an unknown-factor problem.
For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8.
MCC3.OA.7. I can fluently multiply and divide within 100 by using strategies such as the relationship between multiplication and division (e.g., knowing that 8 x 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.
MCC3.OA.8. I can solve two-step word problems using the four operations. I can represent these problems using equations with a letter standing for the unknown quantity. I can assess the reasonableness of answers using mental computation and estimation strategies including rounding.
MCC3.OA.9. I can identify arithmetic patterns (including patterns in the addition table or multiplication table) and explain them using properties of operations.
For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends.