Unit 3.7 Division Unit 3.8 Fractions Unit 3.9 Area Measurement - BidNet

SFUSD Math Core Curriculum 2015-2016

Grade 3 Homework

Unit 3.7 Division Unit 3.8 Fractions Unit 3.9 Area Measurement

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SFUSD Math Core Curriculum 2015-2016

Unit 3.7 Division Homework

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Third Grade Family Letter

Unit 7: Division

Third graders spend a lot of time with multiplication and division strategies within 100. The foundational work they do to understand multiplication and division in 3r d grade will set them up for fractions through the end of elementary school and ratios through middle school into high school.

Multiplication can be seen as repeated addition, or adding many groups of the same size. Similarly, division can be seen as repeated subtraction, or subtracting the same number over and over. Here, is 20 ? 5 shown with two different models of repeated subtraction.

How many times can you take 5 away from 20? This solution was found by circling groups of five over and over. You can take 5 aways from 20 exactly 4 times.

This number line shows a repeated subtraction model of 20 ? 5. We jump backward from 20 over and over in groups of 5. It takes 4 jumps to do this.

Repeated subtraction is very closely related to grouping or quotative division. These problems ask, how many groups are there? As third and fourth graders get more sophisticated, they will move from repeated subtraction to grouping or quotative division. To use the example above, they will stop asking, "how many times can I take 5 away from 20?" They might start to ask, "how many groups of 5 are in 20?"

The second major kind of division problem is a sharing or partitive division problem. These problems ask, "how many are in each group? This is different than the repeated subtraction model above because it starts with the number of groups instead of the size of the group. A sharing division problem might sound like:

3 friends want to share 18 stickers. If they share equally, how many will each friend get?

There are many ways to solve a sharing division problem. For example, a student might start with 18 manipulatives, such as cubes, and take turns sliding them into 3 different piles. We can see that each of the 3 friends can have 6 stickers.

Family Letter 3.7 Division

SFUSD

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Arrays Third graders continue to work with arrays, which they

have used in earlier units to make sense of multiplication. Now, they use arrays to see the relationship between multiplication and division. For example, students use this familiar model to help them reason that they can divide 10 into 2 equal group of 5 or into 5 equal groups of 2.

Students will also work with arrays by finding all possible combinations. For example, what are all of the possible arrays I can make with 30 cubes?

Creating story problems is good practice for students as they try to make sense of

what multiplication and division are actually asking in the real world. During this unit, students write situations that might match any given number sentence.

For example, write a situation that might go with the number sentence 60 ? ? = 3 or 3 x ? = 60.

Our class shared 60 pencils evenly, and we all got three pencils. How many students are in our class?

After lunch, we have three recess periods, one for kindergarten and 1s t grade, one for 2n d and 3r d grade, and one for 4t h and 5t h grade. The three recesses take one whole hour. How long is each recess?

Understanding Fluency in Math

You may have noticed that the multiplication your child is doing looks and feels different than the timed tests and flash cards that many adults experienced years ago when we were children. Research has shown that memorization is not a successful tool for helping students learn and understand ideas. While speed should never be associated with being smart in math, you are likely to see that your child is getting more flexible with manipulating

numbers, and the many ways of putting them together and pulling them apart.

Activities You Can Do to Support Math at Home

Helping Your Child with Homework

The Standards for Mathematical Practice describe the ways students behave as they learn

math. While the mathematics content changes from grade to grade, these standards are

the same for kindergarten through high school. Mathematical Practice Standard 7 says: Look for and make use of structure.

One of the biggest ideas students will learn in third grade is that addition and multiplication are closely related, and that subtraction and division are closely related. All of the visual models they build help them learn that structure and understand it.

These are some questions that will support your child with making sense of structure:

What do you notice about the relationship between these situations? Does the structure change or stay the same? How do you know? Can you show me where this number is in your drawing? (or) What part of the situation does this

number represent?

Family Letter 3.7 Division

SFUSD

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Name _____________________________ Date: __________________ Math Homework (3.7 Entry Task)

How could you divide 16 cookies among four friends?

Draw a picture and find the product. 6 x 8

A bag of pennies can be divided into five groups of ten. How much money is in the bag?

A vegetable garden is six feet long and four feet wide. What is the perimeter of the garden?

3.7 Entry Task HW SFUSD

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Name _____________________________ Date: __________________ Math Homework (3.7 LS1 Day 1)

How could you explain the operation symbols for addition (+) and multiplication (x) ?

A third grade class is going on a field trip to the movie theater! The teacher needs to collect $5 from each student to pay for the tickets. If there are 20 students in the class, how much money will the teacher need to collect?

The movie starts at 1:40 and ends at 2:15. How long is the movie?

The movie theater sold 342 tickets on Saturday and 289 tickets on Sunday. How many fewer tickets were sold on Sunday than Saturday?

3.7 LS1 Day 1 HW SFUSD

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Name _____________________________ Date: __________________

Math Homework (3.7 LS1 Day 2) You are making bags of candy for a birthday party. You have 30 pieces of candy and you want to put 3 pieces of candy into each bag. How many bags will you be able to make? How do you know?

If you have ten bags and 30 pieces of candy will you have enough to put 3 pieces in each bag? How do you know?

You have 8 bags and 7 pieces of candy in each bag. How many pieces of candy do you have total?

Use the chart to determine a total amount of all kinds of candy. Explain how you found your answer.

Candy

Pieces

Starbursts

48

Chocolate Bars 12

Gummy Bears 64

Laffy Taffy

14

3.7 LS1 Day 2 HW SFUSD

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Name _____________________________ Date: __________________ Math Homework (3.7 LS1 Day 3)

Show two ways to represent the following: 28 students divided into groups of four

Estimate: 226 + 474 Find an exact sum: 226 + 474 Is your estimate reasonable? Why? Draw a line to break apart this array into two arrays. Write a multiplication equation to represent each part of the array.

A football field is 100 yards long and 53 yards wide. If you walked around the perimeter of the field one time how far would you walk?

3.7 LS1 Day 3 HW SFUSD

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