3.OA.1.Interpret products of whole numbers, e.g., interpret 5 ├ù 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 ├ù 7.
3.OA.2. Interpret whole-number quotients of whole numbers, e.g., interpret 56 ├À 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of
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 unknown number to represent the problem
3.OA.4. Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 x ? = 48..
3.OA.5. Apply properties of operations as strategies to multiply and divide. Examples: If 6 ├ù 4 = 24 is known, then 4 ├ù 6 = 24 is also known. (Commutative property of multiplication.) 3 ├ù 5 ├ù 2 can be found by 3 ├ù 5 = 15, then 15 ├ù 2 = 30, or by 5 ├
3.OA.7.Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 ├ù 5 = 40, one knows 40 ├À 5 = 8) or properties of operations. By the end of Grade 3, know from memory all
3.OA.8. Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rou
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 de