Series Math Routines with Kristin Gray: Third Grade: Multiplication Number String: Third Grade

Math.Practice.MP7

Common core State Standards

  • Math:  Math
  • Practice:  Mathematical Practice Standards
  • MP7:  Look for and make use of structure.

    Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 x 8 equals the well remembered 7 x 5 + 7 x 3, in preparation for learning about the distributive property.



    In the expression x2 + 9x + 14, older students can see the 14 as 2 x 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective.


    They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(x – y)2 as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y.

Download Common Core State Standards (PDF 1.2 MB)

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Math.3.OA.B.5

Common core State Standards

  • Math:  Math
  • 3:  Grade 3
  • OA:  Operations & Algebraic Thinking
  • B:  Understand properties of multiplication and the relationship between multiplication and division
  • 5: 
    Apply properties of operations as strategies to multiply and divide. (Students need not use formal terms for these properties.) 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.)

Download Common Core State Standards (PDF 1.2 MB)

Multiplication Number String: Third Grade

Grade 3 / Math / Tch DIY
21 MIN
Math.Practice.MP7 | Math.3.OA.B.5

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A number string is a series of mathematical expressions organized in a way that encourages students to build on their thinking as the string progresses.

Discussion and Supporting Materials

10 Comments

  • Private message to Darchele Scott

Thank you so much.  I was having this number talk conversation with another colleague, and I KNEW I would be able to find videos to support this topic.  Thank you so much for sharing.  Do you have anything you can share for ELLs?  That would be great.  Thank you!!! These videos are GOLDEN!!

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  • Private message to Yesenia Nieto

Thank you for sharing your resources. =)

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  • Private message to Ophelia Miller
The students did a good job explaining their strategies. When teaching multiplication I use the vocabulary.product not answer.
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  • Private message to LIsa Bartlett
I am curious why in this series the teachers always start with the students giving them the answer first. I always thought it was better to de-emphasize the answer and focus on the strategies used first.
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  • Private message to Raymond Kim
I know it was clearly due to space, but when you erased the student's thinking about the problem 9x8 I felt bad for her. I'm glad that you did return to her and let her finish off her last step of "plussing one more 8."
Recommended (1)

School Details

Shields (Richard A.) Elementary School
910 Shields Avenue
Lewes DE 19958
Population: 723

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Kristin Gray
Math / Kindergarten 1 2 3 4 5 / Teacher

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