Unit Plan 10 (Grade 3 Math): Multiplication & Division Facts—2s, 5s, 10s
Build early fluency with 2s, 5s, and 10s by spotting patterns on the hundreds chart, skip counting, and using place-value structure; connect multiplication and division through fact families, arrays, and number lines.
Focus: Build early fact fluency for 2s, 5s, and 10s using patterns on the hundreds chart, skip counting, and place-value structure; connect multiplication and division with fact families.
Grade Level: 3
Subject Area: Mathematics (Operations & Algebraic Thinking)
Total Unit Duration: 5 sessions (one week), 45–60 minutes per session
I. Introduction
Students leverage structure to make facts make sense—not just memorize. They explore skip-count patterns (2s, 5s, 10s), notice end-digit and tens patterns, and relate multiplication to division through fact families, arrays, and number lines. Strategy talks emphasize why a strategy works (e.g., 2s as doubling).
Essential Questions
- How can patterns on a hundreds chart help me learn facts for 2s, 5s, and 10s?
- How are multiplication and division connected in a fact family?
- Which strategy (skip count, doubling, using tens/zeros, arrays) is most efficient for a given fact?
II. Objectives and Standards
Learning Objectives — Students will be able to:
- Identify, describe, and use skip-count patterns for 2s, 5s, and 10s on a hundreds chart and number line.
- Explain why 10s facts end in 0 and 5s facts end in 0 or 5 using place value and structure.
- Compute targeted facts (2s, 5s, 10s) with increasing accuracy and efficiency, using arrays, equal groups, or number line jumps.
- Build and use fact families to connect multiplication and division; write related equations with an unknown.
- Critique and select strategies (e.g., doubling, using ten-groups, near-fact reasoning) for fluency.
Standards Alignment — CCSS Grade 3
- 3.OA.7: Fluently multiply and divide within 100, using strategies such as properties of operations and the relationship between multiplication and division.
- 3.OA.9: Identify arithmetic patterns (including patterns in the addition or multiplication tables) and explain them using properties of operations.
- Mathematical Practices: MP.7 (Look for and make use of structure) emphasized.
Success Criteria — Student Language
- I can skip count by 2s, 5s, 10s and show the pattern on a hundreds chart or number line.
- I can explain why 10s end in 0 and 5s end in 0 or 5 using place value.
- I can write a fact family that shows how multiplication and division are connected.