3.5

3.5 is a knowledge and skills statement. These are the student expectations under it.

• 3.5.A

  represent one- and two-step problems involving addition and subtraction of whole numbers to 1,000 using pictorial models, number lines, and equations

• 3.5.B

  represent and solve one- and two-step multiplication and division problems within 100 using arrays, strip diagrams, and equations

• 3.5.C

  describe a multiplication expression as a comparison such as 3 x 24 represents 3 times as much as 24

• 3.5.D

  determine the unknown whole number in a multiplication or division equation relating three whole numbers when the unknown is either a missing factor or product

• 3.5.E

  represent real-world relationships using number pairs in a table and verbal descriptions

01

What Students Need to Do

Students model and solve one-step and two-step addition, subtraction, multiplication, and division situations. They interpret multiplication comparisons, find unknown values in equations, and describe relationships shown in number tables.

02

What Mastery Looks Like

Students choose a useful model, write matching equations, and solve accurately. They explain multiplication comparisons, find a missing factor or product, and describe the rule shown in a table.

03

Common Misconceptions

Students may choose an operation from a keyword without considering the situation. They may reverse division relationships, confuse factors with products, or treat table pairs as unrelated numbers.

04

How to Assess It

Give this exit ticket: “Four shelves hold 18 books each, and 27 more books arrive. Draw a model, write equations, and find the total.”

1. 01

   Give pairs counters and task cards, then have them build arrays, sketch strip diagrams, and write matching equations.

2. 02

   Ask students to explain in writing why 3 × 24 means three groups of 24, not 24 plus 3.

3. 03

   Play a card match using multiplication equations, division equations, missing values, arrays, and products within 100.

4. 04

   Record daily classroom recycling totals as ordered pairs, organize them in a table, and write a sentence describing the pattern.

• 1.5

  The student applies mathematical process standards to identify and apply number patterns within properties of numbers and operations in order to describe relati...

• 3.8

  The student applies mathematical process standards to solve problems by collecting, organizing, displaying, and interpreting data

• 5.9

  The student applies mathematical process standards to solve problems by collecting, organizing, displaying, and interpreting data

• 4.9

  The student applies mathematical process standards to solve problems by collecting, organizing, displaying, and interpreting data