OA-Multiply+&+Divide+Within+100

3.OA.7.Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 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. || ===‍‍‍‍‍‍**Anchor Standard/Mathematical Practice(s)**=== 2. Reason abstractly and quantitatively. 6. Attend to precision. 8. Look for and express regularity in repeated reasoning. ||
 * ===**Common Core Standard**===
 * Multiply and divide within 100**.
 * 3.OA.7**
 * ===‍‍‍‍‍‍**Information Technology Standard**===

**3.TT.1 Use technology tools and skills to reinforce classroom concepts and activities.**
|| ===‍‍‍‍‍‍**Revised Bloom's Level of thinking**=== Can the student use information in another familiar situation; carry out or use a procedure in a given situation? (Implementing, carrying out, using, executing) ||
 * 3.OA.7 Applying**

‍‍‍‍‍‍**I can...**
3.OA.7 I can use various strategies to fluently multiply and divide within 100.
 * Solve multiplication and division problems within 100 accurately, efficiently, and flexibly.
 * Multiply and divide using a variety of algorithms (e.g., the inverse relationship between multiplication and division, commutative property, arrays)
 * Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division or properties of operations.

‍‍‍‍‍‍**Essential Vocabulary**
Teacher Glossary

Multiply Divide Factor Product Quotient Properties Unknown Strategies Reasonableness <span style="font-family: Arial,sans-serif; font-size: 10pt;">Mental computation ||
 * **3.OA.7** ||
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Operation

‍‍‍‍‍‍**Sample Assessments**

 * 1) **Formal and informal teacher made assessments using RBT question stems.**
 * 2) **District predictive assessments.**
 * 3) **Standardized tests.**
 * 4) **Observations, data collection (student data books), and conferences.**
 * 5) **Scholastic Math Inventory**
 * 6) **Thinkgate.net**

‍‍‍‍‍‍**Differentiation**

 * 1) ** Learning style surveys (student interest and teacher created). **
 * 2) ** Small group settings based on skill levels. **
 * 3) ** Peer tutors. **
 * 4) ** Centers **
 * 5) ** Flexible grouping **
 * 6) ** Learning Contracts **
 * 7) **Choice Boards (making games, websites, peer groups)**

‍‍‍‍‍‍**Intervention:**

 * **Scholastic Math Inventory**
 * **Math Tutors**
 * **One on one direct instruction**
 * **Math based web sites ([|www.multiplication.com], [|www.abcya.com], [|www.ixl.com], [|www.sheppardssoftware.com]www.mrsgoldsclass.com)**
 * **Investigations math site**

‍‍‍‍‍‍**Enrichment:**
 * 1) **Math based web sites ([|www.multiplication.com],[| www.abcya.com], [|www.ixl.com], [|www.sheppardssoftware.com] www.mathplayground.com**
 * 2) **Scholastic Math Inventory**
 * 3) **Group projects (creating games, make flashcards, pose questions)**
 * 4) **Investigations math site**

Envisions Math
Investigations Math Websites Manipulatives (hands-on instruction) playing cards, fast facts sheets, counters, number lines for skip counting, graph paper