THIRD GRADE - usd259 · The app will download or update. 4. To use on an Android* tablet, download the free Lexia Core5 Reading app from the App Store or the Google Play store. *Android

THIRD GRADE

Week of:

MARCH 30TH WICHITA PUBLIC SCHOOLS

2nd, 3rd and 4th Grades

Your child should spend up to 60 minutes over the course of each day on this packet. Consider other family-friendly activities during the day such as:

Write a list of things for which you are grateful.

Draw a picture of your favorite animal and write 3 or more

sentences telling why it is your favorite.

Build a reading fort with a blanket, table, and

chair

Play a board game.

Write a letter or text to a friend to encourage

them.

Go on a walk and talk about nature.

Find 3 things in your house that float

and 3 things that sink.

Learn the words to a new song and create a

dance to go with it. *All activities are optional. Parents/Guardians please practice responsibility, safety, and supervision.

For students with an Individualized Education Program (IEP) who need additional support, Parents/Guardians can refer to the Specialized Instruction and Supports webpage or contact

their child’s IEP manager. Contact the IEP manager by emailing them directly or by contacting the school. The Specialized Instruction and Supports webpage can be accessed by clicking HERE or

by navigating in a web browser to https://www.usd259.org/Page/17540

WICHITA PUBLIC SCHOOLS CONTINUOUS LEARNING HOTLINE AVAILABLE

316-973-4000 MARCH 30 – MAY 21, 2020

MONDAY – FRIDAY 11:00 AM – 1:00 PM ONLY

For Multilingual Education Services (MES) support,

please call (316) 866-8000 (Spanish and Proprio) or (316) 866-8003 (Vietnamese).

The Wichita Public Schools does not discriminate on the basis of race, color, national origin, religion, sex, gender identity, sexual orientation, disability, age, veteran status or other legally protected classifications in its programs and activities.

Dear Parent/Guardian,

Wichita Public Schools is committed to the safety of our students. The following information has

been complied should there be a need for students to access resources from home. Please use the

information below as a guide to accessing our online curricular resources.

Step 1 — access https://portal.usd259.net

Step 2 — enter login information

Step 3 — Choose the Dreambox or Lexia icon

Kindergarten - 5th Grade

Family Information for Remote Learning

If you are using an iPad, please see the additional page for iPad use and directions. Sincerely, Wichita Public Schools

Your child’s password is his/

her birthdate— two digits for

the month, two digits for the

day. (i.e. January 25 would be

0125)

Your child’s login is his/her six

digit student ID. If your child

does not have this memorized,

you can get it from your child’s

teacher or ParentVUE.

Choose the desired icon to access content!

Lexia Core 5 is an online

reading program. All

you need is access to the

internet.

DreamBox Learning is an

online math program. All

you need is access to the

internet.

Lexia Core5 Reading iPad Family Letter https://portal.usd259.net

For INITIAL SET UP & UPDATING:

1. On your iPad, tap the App Store icon to open the App Store.

2. Type "Lexia Core5 Reading" into the Search field, then tap the Search icon or Done. The store will display the Lexia Core5 Reading app icon.

3. If this is the first time you have downloaded the app, tap Get (app is free). If you are updating the app, tap Update. The app will download or update.

4. To use on an Android* tablet, download the free Lexia Core5 Reading app from the App Store or the Google Play store.

*Android support is limited to these devices: Samsung Galaxy Tab S2, Google Pixel C, and Google Nexus 7” (2012 and 2013) and

10”. The app will not work on other devices, including Kindle.

For your CHILD TO ACCESS LEXIA CORE5 READING, follow these directions:

Whether at school or at home, all students must access Lexia Core5 Reading through our portal. Follow these directions:

2. Your child will login with his/her six digit

student ID number.

If your child does not have his/her student ID memorized, you can get it from his/her teacher or ParentVUE.

3. Your child then enters his/her password which his/her birthdate—two digits for the month, two digits for the day.

For example: January 25 would be 0125.

5. This will redirect you to the Lexia Core5 app. This screen will appear and there will be a 5-10 second delay to which it will automatically log the student into Lexia. They can begin working.

Please see the other side for more important information.

4. The portal page now displays picture icons for your child. Choose Lexia Core5.

1. Open a browser and enter:

https://portal.usd259.net

To SET UP AUTOMATIC UPDATES, follow these directions: 1. Select Settings on the iPad's home screen.

2. Select iTunes & App Store from the list on the left.

3. Tap the switch for Updates to enable automatic updates for all of your apps. The switch will be colored green when automatic updates is active.

Lexia® Core5® Reading, is a fun computer-based program that has helped millions of students. The activities in Core5 support and build on our classroom curriculum and focus on developing reading skills in six areas: phonological awareness, phonics, structural analysis, fluency, vocabulary, and comprehension.

It is important that your child works without any help while using Core5. All of the work your child does at home is recorded and reported to school. This way, teachers can see when help is needed and provide additional instruction at school.

Tips for home usage:

Your child begins Core5 at a starting point that fits his or her needs and works in online activities throughout the week.

Online activities include direct instruction and feedback as your child learns new skills.

Progress and performance in the program is reported so teachers can provide help when needed.

Paper-and-pencil activities are also used for practice and may be done in school or brought home.

Achievement certificates may be sent home to celebrate success and to show progress in the program.

DreamBox Learning iPad Family Letter https://portal.usd259.net

For REMOVING EXISTING APP, follow these directions:

DreamBox Learning no longer uses two apps to run the full K-8 program. If you haven't yet, please remove the BLUE DreamBox app.

1. From the iPad home screen, tap and hold the blue DreamBox Math icon until it begins to shake and a small X appears in the top-left corner of the app.

2. Tap the X to delete the app.

For INITIAL SET UP & UPDATING, follow these directions:

1. On your iPad, tap the App Store icon to open the App Store.

2. Type "dreambox math" into the Search field, then tap the Search icon or Done. The store will display the DreamBox Math app icon.

3. If this is the first time you have downloaded the app, tap Get (app is free). If you are updating the app, tap Update. The app will download or update.

For your CHILD TO ACCESS DREAMBOX LEARNING, follow these directions:

Whether at school or at home, all students must access DreamBox Learning through our portal. Follow these directions:

2. Your child will login with his/her six digit

student ID number.

If your child does not have his/her student ID memorized, you can get it from his/her teacher or ParentVUE.

3. Your child then enters his/her password which is his/her birthdate—two digits for the month, two digits for the day.

For example: January 25 would be 0125.

5. You will then be redirected to the app. Choose the app and enjoy the lessons!

Please see the other side for more important information.

4. The portal page now displays picture icons for your child. Choose DreamBox Learning.

1. Open a browser and enter:

https://portal.usd259.net

To SET UP AUTOMATIC UPDATES, follow these directions:

DreamBox Learning is always striving to make your child’s math experiences even better through new app updates. For added convenience, DreamBox Learning recommends you set up automatic updates for our DreamBox Math app.

1. Select Settings on the iPad's home screen.

2. Select iTunes & App Store from the list on the left.

3. Tap the switch for Updates to enable automatic updates for all of your apps. The switch will be colored green when automatic updates is active.

Wichita Public Schools has purchased DreamBox Learning, an online, Intelligent Adaptive Learning ™ program that helps all students achieve more efficient math proficiency. Your child can access DreamBox Learning from any computer, 24 hours a day, 7 days a week by accessing ***At home usage, you must use the https:// portion of the web address - https://portal.usd259.net

Tips for home usage:

For best results, allow for at least 15 to 20 minute sessions.

Encourage completion of every lesson that is started. Mistakes are OK. Your child should not shy away from incorrect answers as the program will find the right lesson to build understanding in mathematics.

Your child should use the tools on the screen. Please do not provide your child with paper/pencil or a calculator. The program is specifically designed to develop thinking and mental math skills.

We know it can be difficult, but please resist the urge to help with answers so your child doesn’t move ahead faster than he or she is ready. DreamBox will adjust and support your child with additional directions, tips, direct instruction and change the lesson for them, if needed.

If you have any questions, please contact DreamBox Client Care by calling them at 877-451-7845 (weekdays 5 a.m. to 5 p.m., Pacific Time), or email [email protected] or your child’s teacher.

3/23/2020 Journeys 2017: Close Readers SE, Grade 3

https://www-k6.thinkcentral.com/content/hsp/reading/journeys2017/na/gr3/close_readers_9780544867338_/index.html 1/4

Background Today the United States Postal Service delivers billions of pieces of mail each year. Many, many people work hard to deliver mail to the right address at top speed. The mail service has come a long way since the early days, as you’ll find out!

Setting a Purpose Read the text to learn about the history of the U.S. mail.

Moving the U.S. Mail

1 Read As you read, look for text evidence.

• Circle the title. Then circle the heading that tells about the text on this page.

• Underline the words that tell who delivered mail in colonial times.

The United States Postal Service

The United States Postal Service has changed over the years. In colonial times, all kinds of people helped deliver mail. Sometimes letters managed to get through. Sometimes they didn’t.

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Copyright © 2017 by Houghton Mifflin Harcourt Publishing Company




• Circle the heading that tells about one section of text on this page.

• Underline a reason mail is now delivered faster.

Getting mail brings pleasure to many, but it has never been easy to deliver. Today the Postal Service makes a sincere effort to deliver all mail. Currently it delivers hundreds of millions of messages daily.

sincere:

Transportation Changes

Having conversations by mail has gotten much faster. Why is this? Transportation has improved. Long ago, people carried mail on foot, horseback, and stagecoaches. Today’s mail is loaded onto trucks and planes.

stagecoaches:

3 Reread and Discuss Reread the page. Why has mail delivery improved so much? Cite text evidence in your discussion.

SHORT RESPONSE Cite Text Evidence How has mail delivery changed from earlier times?

How does this help people? Cite details from the text in your response.

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• Circle the years on the timeline.

• Underline timeline text that tells about the fastest form of mail delivery.

Golden Moments of Mail History

Gold was discovered in California in 1848. People rushed west. The California Gold Rush inspired faster mail delivery. It would be a long time until they could have a reunion with their families, so gold seekers wanted mail from home.

inspired:

Pony Express riders carried mail to California in 1860 and 1861. Their rides could be full of terror. They faced blizzards and bandits. bandits:

By 1869 the Transcontinental Railroad linked railroads in the east with California. The mail moved faster than ever.

Delivery Times New York to San Francisco

1800 1900 2000

Pony Express 13–14 days by train to Missouri, then on horseback

Transcontinental Railroad 7 days

Airplane 6–7 hours

5 Reread Look at the timeline. What two big improvements happened in mail delivery after the Pony Express? Which one is more recent? Cite details from the text in your response.

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6 Read As you read, look for text evidence. Circle a word that helps you understand the meaning of delayed.

Each year around February 14, mail from around the world takes a detour. This mail isn’t slowed by blizzards or bandits—it’s delayed by love! In honor of Valentine’s Day, cards are mailed to the small town of Valentine, Texas. They get the town’s postmark and go on to their final destination.

detour:

destination: Each year, in Valentine, Texas, the school holds a design contest. The city council chooses the loveliest design to be used as that year’s postmark.

7 Reread and Discuss Reread the page. What information can you learn from the caption that you can’t learn from the image of the envelope or the main text? Cite text evidence in your discussion.

SHORT RESPONSE Cite Text Evidence How is the information on this page different from

what you learned on earlier pages? Cite text evidence in your response.

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by Irena Freemanillustrated by Robert Schuster

Copyright © by Houghton Mifflin Harcourt Publishing Company

All rights reserved. No part of this work may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying or recording, or by any information storage and retrieval system, without the prior written permission of the copyright owner unless such copying is expressly permitted by federal copyright law. Requests for permission to make copies of any part of the work should be addressed to Houghton Mifflin Harcourt School Publishers, Attn: Permissions, 6277 Sea Harbor Drive, Orlando, Florida 32887-6777.

Printed in China

ISBN-10: 0-547-25378-8ISBN-13: 978-0-547-25378-7

1 2 3 4 5 6 7 8 0940 18 17 16 15 14 13 12 11

If you have received these materials as examination copies free of charge, Houghton Mifflin Harcourt School Publishers retains title to the materials and they may not be resold. Resale of examination copies is strictly prohibited.

Possession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format.

3_253787RTXE_LR4_3OL_Wind.indd 13_253787RTXE_LR4_3OL_Wind.indd 1 2/4/09 6:00:31 PM2/4/09 6:00:31 PM 3_253787RTXE_LR4_3OL_Wind.indd 23_253787RTXE_LR4_3OL_Wind.indd 2 2/4/09 6:00:33 PM2/4/09 6:00:33 PM

3

It is winter in the north woods. Throughout

the woods, the ground is covered with snow.

The trees are bare. Everything is still.

The only things that look alive are the pine

trees. They are the only green things you can see

in the winter forest.

4

Pine trees are conifers. Conifers

are different from other kinds of trees

because they have cones. There are

many types of conifers. Some are

small and grow to only five feet.

Some are huge, like the giant

redwoods of California. Some

grow in hot, tropical places.

Others grow in very cold

places.

Redwood

Eastern White Pine

Scotch Pine

Conifers can be many different sizes.

5

Eastern White Pine

RedwoodVirginia Pine

Cones are different from the seeds or nuts

other plants have. Each pine tree has two types

of cones. A tree needs both kinds to get new

trees started.

These pine cones are from three different trees.

3_253787RTXE_LR4_3OL_Wind.indd 53_253787RTXE_LR4_3OL_Wind.indd 5 2/4/09 6:00:36 PM2/4/09 6:00:36 PM

Pine trees have hard cones and soft cones.

The hard cones grow at the top of the tree. When

they get bigger, they grow hard, woody scales.

Between these scales is a place for a tiny pine seed

to grow.

The soft cones are smaller than the hard cones.

They grow lower on the tree. The soft cones make

pollen in spring. When the pollen is ready, the

wind blows bits of it away. Then the soft cones die

and fall off the tree.

6

hard cone

soft cone

Hard cones may live on a tree for years. If

some pollen lands between the scales, the cone

can finally begin to make a seed.

The seed does not fall to the ground right

away. Many years may pass. Some cones are

very tight. The seeds stay inside their coverings.

Some pines do not let go of their seeds until heat

from a fire opens them. The pine cone protects

the seed from the heat. This helps pines come

back after a forest fire.

7

A forest fire has burned the woods. Pine trees may grow back first.

Tiny pine trees start to grow from the seeds

on the ground. But it is hard for new pine trees to

grow up. Other plants may cut off the light they

need to grow. They may be in dirt that does not

allow them to absorb enough food. Animals may

kill them. Rabbits and deer like to eat pine bark

and buds. If a new pine can live long enough, it

may grow up to become a big, beautiful tree.

8

Deer and rabbits like to eat small pine trees.

Each spring, pines send up new shoots. These

shoots are called candles. If the weather the year

before was good, there will be many new candles.

If the weather was too cold or too dry, there will

not be as many candles.

9

candles


10

New pine branches and their needles grow

from the buds at the end of the candles. Needles

may not seem like leaves, but they are very thin

leaves that look like green spines. Needles do

the same things for pines that leaves do for other

trees. They store sunlight and turn it into food for

the tree.

Pine Needles

11

In the fall, many trees lose their leaves. Pine

trees do, too. They do not lose all of their needles,

but some needles turn brown and fall off every

year. But pine needles do not rot and dissolve

into the ground like leaves. If you look under a

pine tree, you may find many old, dry clumps of

needles.

Soon the brown needles will fall off this pine tree.

12

Pine trees have many enemies. Diseases

sometimes attack pines. Insects can kill a whole

forest of pine trees. They eat the buds and then

the trees cannot grow. Animals may gnaw off

bark and kill the tree.

Fire is an enemy of pine trees, too. Because

pine trees are made of soft wood, they burn easily

in dry weather.

This brown pine tree is not healthy.


13

People use pine trees for many things. Wood

from pine trees is used for building homes and

furniture. Pine needles can be made into pine oil.

Some kinds of pine trees are used to make paper.

Certain types of pines even make seeds you can

eat.

How many things can you see that are made from pine trees?


14

Many people think pine trees are beautiful.

People who live in cold places often plant a row

of pines near their house to block the winter wind.

In the middle of winter, it is nice to walk through

the green passages.

If you ever get a chance to visit a pine forest,

stand still and listen. You will hear the song of the

wind in the pines.

15

Feature captions

Featurelabels

Featureneedle and leaf shapes

Purpose?

Purpose?

Purpose?

Responding TARGET SKILL Text and Graphic

Features The author of this book used text and graphic features to describe pine trees. Copy the chart below. Complete the chart by writing the purpose of each feature.

Text to World Think about the many ways people use wood products. Write a paragraph that tells what might happen if there were not enough trees to make things from wood. Include a solution to the problem.

Write About It


16

absorbclumpscoveringsdissolvepassages

pollenspinesstorethroughouttropical

TARGET VOCABULARY

TARGET SKILL Text and Graphic Features Tell how words and art work together.

TARGET STRATEGY Question Ask questions before you read, while you read, and after you read.

GENRE Informational text gives factual information about a topic.


3Operations and Algebraic Thinking GRADE 3 • NC DEPARTMENT OF PUBLIC INSTRUCTION - Adapted by USD 259 with Permission

Double Up or Divide by 2?Building Fluency: multiply within 100

Materials: gameboard, spinner (paper clip and pencil),

5 game markers per person- a different item or chip color

per person

Number of Players: 2

Directions: 1. The goal is to be the first person to cover five numbers on the board.

2. The person with the most buttons will go first.

5. If the spinner lands on a line, spin again.

6. The first player to cover five numbers on the board wins the game. Play again!

2 8 l 8 2 0 5

l 2 3 9 l 6 4

l 4 6 6 3

8 2 5 2 0

9 4 6

7

8

l 04

9

l 8

6l 23. Player 1 flicks the spinner. He/She should look at the board and

determine if it is wiser to multiply by 2 or divide by 2. Once a decision has been made, he/she must state the equation aloud. For example, "18 divided by 2 equals 9" and puts his/her marker on 9.

4. If a spot has already been taken or there isn't a number available on the board,that player loses his/her turn.

l 2

l 4

l 6 l 8

4DOUBLE UP! CONTINUED, PAGE 2

Want a bit more of a challenge? Create your own spinner

and numbers. Consider putting numbers like 11, 12, 22, 24,

25 and 50 on the spinner.

In the game board below, be sure to include whole number

answers (no fractions or decimals) that align to the numbers

you chose for your spinner. That means, for your game

board below, you will double the numbers you wrote on the

spinner, as well as divide the even numbers by two. (i.e. 12

is even so you could double it AND divide it by 2 to add both

24 and 6 on the game board below. 11 is odd so you would

just double it for the board below.)

Enjoy!

GRADE 3 • NC DEPARTMENT OF PUBLIC INSTRUCTION - Adapted by USD 259 with Permission

1. 2 × 1 = 23.

2. 2 × 2 = 24.

3. 2 × 3 = 25.

4. 5 × 1 = 26. 40 = ____ x 5

5. 5 × 2 = 27. 30 = ____ x 6

6. 5 × 9 = 28. 25 = ____× 5

7. 2 × 6 = 29. 80 = ____ x 10

8. 2 × 6 = 30. 60 = 6 x ____

9. 1 × 10 = 31. 2 × ____ = 12

10. 2 × 8 = 32. ____ × 7 = 14

11. 3 × 2= 33. ____ × 2 = 16

12. 2 × 2 = 34. 5 × ____ = 40

13. 3 × 5 = 35. ____ × 5 = 45

14. 5 × 8 = 36. ____ × 7 = 35

15. 5 × 2 = 37.

16. 5 × 3 = 38.

17. 2 × 7 = 39.

18. 2 × 8 = 40. 8 = ____ x 4

19. 2 × 9 = 41. 14 = 2 x ____

20. 9 × 2 = 42. 20 = ____ x 5

21. 2 × 5 = 43. 30 = 5 x ____

22. 2 × 6 = 44. 50 = 5 x ____

Lesson 1: 18

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

© 2015 Great Minds. eureka-math.orgG3-M3-TE-1.3.0-06.2015

Goals: Review learning from Module 1 (multiplication/division of 2s, 5s and 10s) - help students make the conneciton to the Commutative Property (factors can be changed, it won't change the product/answer )- work towards multiplication and divsion fluency

This sheet is NOT meant to be filled out with a pencil. It is meant to be practiced with a partner at home. One person will be the teacher (the other side of this sheet), while the other will be the student (this side of the sheet). The paper is to be held up between the two partners. The goal is to have the student provide an answer orally without counting. The student would read the problem aloud: "Five multiplied by three equals fifteen." If the student makes an error, the teacher is to stop him/her and have him/her try again (coaching him/her if needed). Every 4-5 problems, it is the job of the teacher to stop the student and ask which stategy they used or could use to solve it. For example, #5: S: "Five multiplied by two equals ten. T: "What strategy did you use to solve that?" S: "In multiplication, you can change the factors around. 5 x 2 is the same as 2 x 5. Any number multiplied by two is the same as the addition strategy called the Doubles. I have two groups of five or 5 + 5." T: That makes sense - great strategy - okay go on to number 6." Most strategies kids explain are acceptable as long as they work consistently with alike problems. Keep this sheet and use over and over. For fun, now and again allow your child be the teacher and you be the student!

14 2 =

35 7 =

30 5 =

20 5 = ____

10 1 = ____

10 2 = ____

http://creativecommons.org/licenses/by-nc-sa/3.0/deed.en_US



1. 2 × 1 = 23. 14 2 =

2. 2 × 2 = 24. 35 7 =

3. 2 × 3 = 25. 30 5 =

4. 5 × 1 = 26. 40 = ____ x 5

5. 5 × 2 = 27. 30 = ____ x 6

6. 5 × 9 = 28. 25 = ____× 5

7. 2 × 6 = 29. 80 = ____ x 10

8. 2 × 6 = 30. 60 = 6 x ____

9. 1 × 10 = 31. 2 × ____ = 12

10. 2 × 8 = 32. ____ × 7 = 14

11. 3 × 2= 33. ____ × 2 = 16

12. 2 × 2 = 34. 5 × ____ = 40

13. 3 × 5 = 35. ____ × 5 = 45

14. 5 × 8 = 36. ____ × 7 = 35

15. 5 × 2 = 37. 20 5 = ____

16. 5 × 3 = 38. 10 1 = ____

17. 2 × 7 = 39. 10 2 = ____

18. 2 × 8 = 40. 8 = ____ x 4

19. 2 × 9 = 41. 14 = 2 x ____

20. 9 × 2 = 42. 20 = ____ x 5

21. 2 × 5 = 43. 30 = 5 x ____

22. 2 × 6 = 44. 50 = 5 x ____

Lesson 1: 18



At the beginning of 3rd grade, your child learned multiplication and division working with 2s, 5s and 10s. In this module (Module 3), your child was introduced to the other numbers. Sometimes students feel intimated by learning the 6s, 8s or 9s. This partner sheet is to help your child make the connection that he/she knows more than he/she thinks! If the Commutative Property is applied, he/she will know many of the more challenging problems. For instance, if your child knows 5 x 9, becuase they find the "fives" to be easy, then he/she knows one of the "nines" already.... 9 x 5. Students in 3rd grade do not have to name the Commutative Property, but they do have to be able to explain how/why it works. Notice starting at number 23, the problems shift to one of the factors as the unknown or it is represented as a division problem. Students should apply what they know about the relationship between multiplication and divsion to solve these.

Keep this sheet and use over and over. From time to time, let your child be the teacher and you be the student!

This is the teacher side of the sheet.

2

4

5

6

10

45

12

12

7

5

10

16

6

4

15

40

10

15

18

14

16

18

12

10

6

6

8

5

5

8

10

2

8

8

9

5

4

10

5

2

7

10

4

6

If your child makes an error, that is okay! W

e grow mathem

atically when we process through our mistakes. Give your child another chance and coach him

/her if needed. Once he/she arrives at the correct answer and/or explanation, back up three problem

s then start again. This will force your son/duaghter to go over the one he/she just m

issed once more. Thanks for supporting your child! ;o)




Lesson 1 Problem Set NYS COMMON CORE MATHEMATICS CURRICULUM 3•3

Complete the equations.

a. 2 sevens = ________ twos b. 3 × 9 = 10 threes – _______ three

= ________ = _______

c. 3 ________ = 6 threes d. 10 fours – 1 four = _______ × 4

= ________ = ________

e. 10 eights = 8 ________ f. 8 × 4 = 5 fours + _______ fours

= ________ = ________

g. 4 × _______ = 6 × 4 h. _______ fives + 1 five = 6 × 5

= ________ = ________

i. 8 × 5 = ________ × 8 j. 5 threes + 2 threes = _____ × _____

= ________ = ________

k. _______ × 7 = 7 × _______ l. ______ twos + ______ twos = 10 twos

= ________ = _______

14

28

Lesson 1: Study commutativity to find known facts of 6, 7, 8, and 9. 21



7

Choose one above (a, c or e) to demonstrate the Commutative Property by drawing a model (picture). Commutative Property states that you can change the factors around and still arrive at the same product.




Lesson 1 Exit Ticket NYS COMMON CORE MATHEMATICS CURRICULUM 3•3

Name Date

1. Use the array to write two different multiplication facts.

2. Karen says, “If I know 3 × 8 = 24, then I know the answer to 8 × 3.” Explain why this is true.

_______ = _______ × _______

_______ = _______ × _______







Lesson 1 Homework NYS COMMON CORE MATHEMATICS CURRICULUM 3•3

1. Complete the charts below.

a. A tricycle has 3 wheels.

Number of Tricycles 3 5 7

Total Number of Wheels 12

b. A tiger has 4 legs.

Number of Tigers 7 8

Total Number of Legs 20 24

c. A package has 5 erasers.

Number of Packages 6 10

Total Number of Erasers 35 45

2. Write two multiplication facts for each array.

_______ = _______ × _______

_______ = _______ × _______

_______ = _______ × _______

_______ = _______ × _______




d. ______________________________________________________________________

_______________________

_______________________

Make your own chart. Have a family member your own age or oder fill the numbers in. You check their work.




Lesson 1 Homework NYS COMMON CORE MATHEMATICS CURRICULUM 3•3

3. Match the expressions by drawing a line from the one on the left to the one on the right.

3 × 6 7 threes

3 sevens 2 × 10

2 eights 9 × 5

5 × 9 8 × 2

10 twos 6 × 3

4. Complete the equations.

a. 2 sixes = ______ twos d. 4 × _____ = _____ × 4

= _______ = ________

b. _____ × 6 = 6 threes e. 5 twos + 2 twos = _____ × _____

= _______ = _______

c. 4 × 8 = _____ × 4 f. _____ fives + 1 five = 6 × 5

= _______ = _____

12 28




5. Draw two different foods that you buy at the grocery store that represent an array. Draw the food as an array andlabel it with a multiplication problem.




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THIRD GRADE - usd259 · The app will download or update. 4. To use on an Android* tablet, download the free Lexia Core5 Reading app from the App Store or the Google Play store. *Android