Weekly Overview

Weekly Topics

 The focus of this week’s instruction is to deepen students’ understanding of:

  • Multiplication
  • Division
  • Recognizing Patterns
  • Two-Step Word Problems

Materials Needed

  • Student Print Packets for each day
  • End of Week Assessment
  • Orange Crayon for each student

Standards Covered

3.OA.A.3 Multiply and divide within 100 to solve contextual problems, with unknowns in all positions, in situations involving equal groups, arrays, and measurement quantities using strategies based on place value, the properties of operations, and the relationship between multiplication and division (e.g., contexts including computations such as 3 x ? = 24, 6 x 16 = ?, ? ÷ 8 = 3, or 96 ÷ 6 = ?)

3.OA.C.7 Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 x 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of 3rd grade, know from memory all products of two one-digit numbers and related division facts.

3.OA.D.8 Solve two-step contextual problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.


  • Tape Diagrams:  Tape diagrams are also called “bar models” and consist of a simple bar drawing that students make and adjust to fit a word or computation problem.

Example:  A goat produces 5,212 gallons of milk a year. A cow produces 17,279 gallons of milk a year. How much more milk does a goat need to produce to make the same amount of milk as a cow?

Rising Grade 4 week 2

Additional Terms and Symbols

  • Divide/division (partitioning a total into equal groups to show how many equal groups add up to a specific number, e.g., 15 ÷ 5 = 3)
  • Equal groups (with reference to multiplication and division; one factor is the number of objects in a group and the other is a multiplier that indicates the number of groups)
  • Factors (numbers that are multiplied to obtain a product)
  •  Multiplication/multiply (an operation showing how many times a number is added to itself, e.g., 5 × 3 =15)
  • Multiple (specifically with reference to naming multiples of 9 and 10, e.g., 20, 30, 40, etc.)
  • Number of groups (factor in a multiplication problem that refers to the total equal groups)
  • Number bond (model used to show part–part–whole relationships)
  • Number sentence (an equation or inequality for which both expressions are numerical and can be evaluated to a single number, e.g., 21 > 7 × 2, 5 ÷ 5 = 1)
  • Ones, twos, threes, etc. (units of one, two, or three)
  • Product (the answer when one number is multiplied by another)
  • Quotient (the answer when one number is divided by another)
  • Rounding (approximating the value of a given number)
  • Row/column (in reference to rectangular arrays)
  • Size of groups (factor in a multiplication problem that refers to how many in a group
  • Unit (one segment of a partitioned tape diagram)
  • Unknown (the missing factor or quantity in multiplication or division)Unbundling, breaking, renaming, changing, regrouping, trading (e.g., exchanging 1 ten for 10 ones)
  • Value (how much)

Materials List

The following materials list will be used for the entire four weeks: Materials List.

Alternative Video Links

The links in this document are for users who cannot access the links in the lesson plans.