Math · Unit 2 · Weeks 7–12
Multiplication & Division Facts
The big idea
Your child learns every multiplication fact from ×3 to ×9 with strategies, such as double and one more group for ×3, double-double for ×4 and ten groups minus one group for ×9. After the Quarter 1 review in Week 9, division is taught as sharing and grouping, then tied to multiplication through fact families. The unit ends with × and ÷ word problems and equations with an unknown number.
Standards in plain words
- 3.OA.A.2 Understands a quotient like 56 ÷ 8 as the number in each share when 56 is split into 8 equal shares, or as the number of shares when 56 is split into groups of 8.
- 3.OA.A.3 Uses multiplication and division within 100 to solve word problems about equal groups, arrays and measurements, with drawings and equations that use a symbol for the unknown number.
- 3.OA.A.4 Finds the unknown number in a multiplication or division equation, such as 8 × ? = 48 or 5 = ? ÷ 3.
- 3.OA.B.5 Uses the properties of operations (switching the order of factors, regrouping factors, breaking a factor apart) as strategies to multiply and divide.
- 3.OA.B.6 Understands division as finding an unknown factor: 32 ÷ 8 is the number that makes 32 when multiplied by 8.
- 3.OA.C.7 Multiplies and divides within 100 quickly and accurately using strategies, and by the end of the year knows from memory all products of two one-digit numbers.
What mastery looks like
- Names a strategy for a hard fact, such as 7 × 8 as 5 × 8 plus 2 × 8, instead of guessing a nearby product.
- Models a division like 24 ÷ 4 both as sharing into 4 groups and as making groups of 4.
- Writes the four facts in a family, such as 6 × 7 = 42, 7 × 6 = 42, 42 ÷ 6 = 7 and 42 ÷ 7 = 6.
- Solves equal-groups, sharing and grouping word problems and labels the answer with the right unit (bags, rows, teams).
- Finds the unknown in equations like 6 × ? = 42 and ? ÷ 3 = 7.
Materials
- Counters and small cups or paper plates for sharing
- Flashcards for each table (×3 to ×9)
- Paper triangles for fact-family cards
- Multiplication chart
- Grid paper and two colors of crayon
- Deck of playing cards (aces to 10s)
- Timer
Watch across the unit
Watch for: Adding one more counter instead of one more group, so 7 × 3 becomes 15.
Try: Build the extra group with counters or shade the extra column of the array and count it: it has 7, not 1.
Watch for: Writing division backward, such as 3 ÷ 18 for '18 shared into 3 groups.'
Try: Ask 'What is the total being split?' and write that number first; on a triangle card, the top number is always the one divided.
Watch for: Picking × or ÷ from a clue word, or multiplying whenever two numbers appear.
Try: Before solving, have your child say 'I am finding the total' or 'I know the total,' then sketch the equal groups.
Pacing
Short week: Protect the daily 5-minute fact practice even on days you skip the full lesson, because facts build on each other. Keep Monday's strategy lesson and the Friday quiz, and fold the mixed-facts day into the Friday warm-up.
Flex week: This unit has no flex week. Week 9, the Quarter 1 review, does the same job: use the Week 9 practice set to find the facts and skills that still need work, and move the 'still building' fact cards into a daily review pile for Weeks 10 to 12.
Week by week
| Week | Topic | Check |
|---|---|---|
| Week 7 | Multiplication facts: ×3, ×4, ×6 | Fact fluency check |
| Week 8 | Multiplication facts: ×7, ×8, ×9 | Fact fluency check |
| Week 9 | Quarter 1 review | Quarter 1 cumulative check |
| Week 10 | Division as sharing & grouping | Write division sentences from models |
| Week 11 | Division facts from multiplication | Division fact fluency check |
| Week 12 | × and ÷ word problems & unknown numbers | Unit 2 test |