3.NBT.3 - About the Math, Learning Targets, and Rigor

Grade 3 Multiplication and Division

3.NBT.A.3

Full Standard

Multiply one-digit whole numbers by multiples of 10 in the range 10–90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations.

 

Measurement Topic

This standard is reported on the report card in these quarters as follows:

3rd Grade Students Learning 3rd Grade Standards
Quarter 1 Quarter 2 Quarter 3 Quarter 4

 

Report Card Measurement Topic: Demonstrates understanding of multiplication.

 

 

Learning Targets

  • Multiply one-digit numbers by 10.
  • Explain how multiplication with multiples of 10 is related to basic facts. (e.g. 4 x 5 = 20, 4 x 5 tens = 20 tens, so 4 x 50 = 200).
  • Use place value and properties to multiply multiples of 10 (e.g., 9 x 80 = 9 x (8 x 10) = (9 x 8) x 10; or 9 x 80 = (9 x 50) + (9 x 30).

 

About the Math

  • Multiply one-digit numbers by 10.

base ten blocks 4 x 10Multiplying numbers by 10 is a foundational understanding for multiplying by multiples of ten. First, students should understand that 4 x 10 is the same as 4 tens or 40. This should be transferred to other digits times 10. This understanding is critical as multiplying by 10 is more than simply adding a zero.

  • Explain how multiplication with multiples of 10 is related to basic facts. (e.g. 4 x 5 = 20, 4 x 5 tens = 20 tens, so 4 x 50 = 200).
  • Use place value and properties to multiply multiples of 10 (e.g., 9 x 80 = 9 x (8 x 10) = (9 x 8) x 10; or 9 x 80 = (9 x 50) + (9 x 30).

Students must show evidence of understanding with the first learning target before working with this learning target. Here, students look for patterns between basic facts and related multiplication situations. Students should understand that 5 x 3 is 15 and so 5 x 30 or 3 tens is 15 tens which are 150. Avoid introducing the traditional multi-digit algorithm for this standard. Instead, emphasize multiplying the factors and adding a zero. Talk about why the 0 is there. Multiply 3 x 10, 20, 30, 40, etc and 3 x 1, 2, 3, 4. Discuss the patterns and similarities. Have students build models of 3 x 10, 20, 30, etc to develop an understanding of what is happening mathematically. Encourage students to multiply these numbers mentally as often as possible and use a tool such as a calculator or multiplication chart to check for accuracy. 

 

Progression of Standard within Grade 3

This progression informs how to develop the standard within the grade level. This progression is provided by HCPSS Elementary Mathematics.

Progression Throughout Year
Quarter 1 Quarter 2 Quarter 3 Quarter 4

 

  • Model multiplication with multiples of 10 using base ten models and drawings.
  • Explain how multiplication with multiples of 10 are related to basic facts. (e.g. 4 x 5 = 20, 4 x 5 tens = 20 tens, so 4 x 50 = 200).
  • Use place value and properties to multiply multiples of 10 (e.g., 9 x 80 = 9 x (8 x 10) = (9 x 8) x 10; or 9 x 80 = (9 x 50) + (9 x 30).

 

Progression of this Standard Across Grades

This progression is informed by the Achieve the Core Coherence Map Links to an external site.. Information is not the complete standard.

Progression Across Grades
Grade 2 Grade 4
Understanding of place value and bundling. (2.NBT.A.1) Multiplication with multi-digit factors  (4.NBT.5)

 

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