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Fluently multiply and divide within 20.
Clarifications:

Essential Understandings 

*Fluency means: accurately, efficiency (using a reasonable number of steps and time) and flexibility (using a variety of strategies) Taken from: Number Talks by Sherry Parrish

Concrete:

  • Use arrays to show equal groups of manipulatives.
  • Use repeated addition/skip counting to find the total number of objects within an array up to 20.
  • Use manipulatives to divide a given number up to 20 equally into a number of groups or groups of an equal number.
    twelve apples divided equally into three baskets

    twelve apples with three apples in each basket
Representation:
  • Use pictures/drawings to represent arrays showing equal groups.
  • Write an equation to express the total number of objects as a sum of equal addends (repeated addition).
  • Use pictures/drawings to divide a given number up to 20 equally into a number of groups or groups of an equal number.

Access Point #: MAFS.3.OA.3.AP.7a (Archived Access Point)
Access Point Standards

Visit the specific benchmark webpage to find related instructional resources.

  • MAFS.3.OA.3.7: Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.
Access Point Information
Number:
MAFS.3.OA.3.AP.7a
Category:
Access Points
Cluster:
Multiply and divide within 100. (Major Cluster) : 

Clusters should not be sorted from Major to Supporting and then taught in that order. To do so would strip the coherence of the mathematical ideas and miss the opportunity to enhance the major work of the grade with the supporting clusters.

Access Point Courses
  • Grade Three Mathematics (#5012050): The benchmarks in this course are mastery goals that students are expected to attain by the end of the year. To build mastery, students will continue to review and apply earlier grade-level benchmarks and expectations.
  • Access Mathematics Grade 3 (#7712040): Access Courses:

    Access courses are for students with the most significant cognitive disabilities. Access courses are designed to provide students access to grade-level general curriculum. Access points are alternate academic achievement standards included in access courses that target the salient content of Florida’s standards. Access points are intentionally designed to academically challenge students with the most significant cognitive disabilities. 

  • Grade 3 Accelerated Mathematics (#5012055): In grade 3 accelerated, instructional time will emphasize five areas: (1) extending understanding of place value in multi-digit whole numbers; (2) adding and subtracting multi-digit whole numbers, including using a standard algorithm; (3) building an understanding of multiplication and division, the relationship between them and the connection to area of rectangles; (4) developing an understanding of fractions and (5) extending geometric reasoning to lines, angles and attributes of quadrilaterals.

    Curricular content for all subjects must integrate critical-thinking, problem-solving, and workforce-literacy skills; communication, reading, and writing skills; mathematics skills; collaboration skills; contextual and applied-learning skills; technology-literacy skills; information and media-literacy skills; and civic-engagement skills.

  • Foundational Skills in Mathematics 3-5 (#5012015):

    This course supports students who need additional instruction in foundational mathematics skills as it relates to core instruction. Instruction will use explicit, systematic, and sequential approaches to mathematics instruction addressing all domains including number sense & operations, fractions, algebraic reasoning, geometric reasoning, measurement and data analysis & probability. Teachers will use the listed standards that correspond to each students’ needs. 

    Effective instruction matches instruction to the need of the students in the group and provides multiple opportunities to practice the skill and receive feedback. The additional time allotted for this course is in addition to core instruction. The intervention includes materials and strategies designed to supplement core instruction.