Transfer:
Standards for Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics. 5. Use appropriate tools strategically.
6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning.

Established Goals:
3.OA.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the drawings and equations with a symbol for the unknown number to represent the problem.

3.OA.9 Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends.

3.NBT.3 Multiple one-digit whole numbers by multiples of 10 in the range 10-90 (e.g., 9X80, 5X60) using strategies based on place value and properties of operations.

Student I Can Statements:

I can identify and describe arithmetic patterns in number charts, addition tables, and multiplication tables.

I can explain arithmetic patterns using properties of operations.

I can multiply one-digit numbers by 10.

I can determine when to multiply in word problems.

I can represent multiplication word problems using drawings, and equations with unknowns in all positions.

Prerequisite Standards:
2.OA.3 Determine whether a group of objects (up to 20) has an add or even numbers of members, e.g., by pairing objects or counting them by 2s,

Big Ideas:

Patterns, Relations, and Functions
Relationships can be described and generalizations made for mathematical situations that have numbers or objects that repeat in predictable ways. For some relationships, mathematical expressions and equations can be used to describe how members of one set are related to members of a second set.

Practices, Processes, and Proficiencies
Mathematics content and practices can be applied to solve problems.

Essential Questions:

What patterns can be used to find certain multiplication facts?

How is multiplying with multiples of 10 similar to multiplying one-digit numbers?

How can finding patterns help you learn basic facts?

How can seeing patterns help you with knowing when an answer is reasonable?

Students will know...

There are are patterns in the products for multiplication facts with factors of 2 and 5.

There are patterns in the products for multiplication facts with a factor of 9.

There are patterns in the products for multiplication fact with factors of 0 and 1.

There are patterns in the products for multiplication facts with factors of 2, 5, AND 9.

Patterns can be used to find products involving factors of 10.

Basic facts and place value patterns can be used to find products when one factor is a multiple of 10.

Sometimes the answer to one problem/question is needed to find the answer to another problem/question.

## Topic Five: Multiplication Facts: Use Patterns

Pacing (Duration of Unit):## Desired Results

Transfer:Standards for Mathematical Practices

1. Make sense of problems and persevere in solving them.2. Reason abstractly quantitatively.3. Construct viable arguments and critique the reasoning of others.

4. Model with mathematics.

5. Use appropriate tools strategically.6. Attend to precision.

7. Look for and make use of structure.8. Look for and express regularity in repeated reasoning.Established Goals:3.OA.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the drawings and equations with a symbol for the unknown number to represent the problem.

3.OA.9 Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends.

3.NBT.3 Multiple one-digit whole numbers by multiples of 10 in the range 10-90 (e.g., 9X80, 5X60) using strategies based on place value and properties of operations.

Student I Can Statements:

Prerequisite Standards:2.OA.3 Determine whether a group of objects (up to 20) has an add or even numbers of members, e.g., by pairing objects or counting them by 2s,

Big Ideas:Patterns, Relations, and FunctionsRelationships can be described and generalizations made for mathematical situations that have numbers or objects that repeat in predictable ways. For some relationships, mathematical expressions and equations can be used to describe how members of one set are related to members of a second set.

Practices, Processes, and ProficienciesMathematics content and practices can be applied to solve problems.

Essential Questions:Students will know...Vocabulary:multiples

Students will be skilled at...## Assessment Evidence

## Learning Plan

Centers:

Interactive 100 Chart

Teacher Resources: