Using the State Curriculum: Mathematics, Grade 3

grid paper, hundreds charts, paper, index cards

Multiplication Fact Arrays
This activity allows students to solve basic facts they don't know by splitting arrays into facts they have mastered.

Present students with grid paper.

Model creating an array to show 6 × 8.

Split the array to create two arrays showing 3 × 8 each.

Elicit responses that each array is worth 24. 24 + 24 = 48, so 6 × 8 = 48.

A student splitting 6 × 7 may find it easier to split it into 6 × 2 and 6 × 5 which is absolutely correct.

Model and practice more examples as necessary.

Ask students to illustrate splitting arrays for the following facts: 7 × 7; 6 × 9; 8 × 4; and 9 × 8.

You may choose to allow students to present their split arrays to the class or create them on larger paper and display work in your classroom. Make sure to discuss when two students split a fact differently, why they both end up with the same product. Also, help students see that facts do not have to be split evenly.

Multiplication Patterns

Using hundreds charts, have students highlight or circle multiples for each number 2, 5, and 9, using a different color highlighter for each (yellow for skip counting by 2, green for counting by 5's, etc.). Then, discuss the patterns they see and what it tells them about those facts.

2 – the products are all even numbers; they have colored every other column
5 – all products have a five or zero in the ones place
9 – the tens place of each product increases by one each time, while the ones place decreases by one

Ask students if they notice any numbers that are multiples of more than one of the numbers highlighted. For example, 90 is a multiple of 2, 5, and 9.

Fact Book

This activity allows your mathematicians to become illustrators of math. You can create a class book of multiplication and division basic facts for all students to own and read.

Assign each student a basic fact (you may choose more difficult facts they are having trouble with) and give the students blank paper. Ask students to create illustrations to show their facts. The basic fact must be included as a number sentence at the top of the page. Monitor and help as needed. Allow all students to share their pictures, collect, and publish as a book.

An example of what someone might draw for the fact 12 ÷ 3 = 4:

Match number sentences with pictures

After students have completed Activity 3, line up pictures on the left and number sentences on the right. Students will then match the correct number sentence to the picture.

Flash Cards

Students can make their own flash cards for basic facts in several ways.

1. On index cards, write a multiplication number sentence on one side and one of its inverse division sentences on the reverse side.
2. Show a fact on one side and draw a picture on the opposite side.
3. Create triangle cards with fact families so all possible multiplication and division facts are included.

Have the students created flashcards available for center time or as an end of class fun practice.