Judith Spitzli

515-402-8600

Judith Spitzli

515-402-8600

**Iowa Core Mathematics Documents**

- Iowa Core Mathematics (pdf)
- Iowa Core Mathematics (doc)
- Iowa Core Mathematics with DOK (pdf)
- Iowa Core Mathematics with DOK (doc)

**Iowa Core Mathematics Support** - Resources to support Iowa Core Mathematics.

- 3.OA.A.1 Interpret products of whole numbers, e.g., interpret 5 × 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 × 7.* - 3.OA.A.2 Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 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 8 objects each.
*For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8.* - 3.OA.A.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.
^{1} - 3.OA.A.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 × ? = 48, 5 = _ ÷ 3, 6 × 6 = ?*

- 3.OA.B.5 Apply properties of operations as strategies to multiply and divide.
^{2}*Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.)* - 3.OA.B.6 Understand division as an unknown-factor problem.
*For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8.*

- 3.OA.C.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.

- 3.OA.D.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 rounding.
^{3} - 3.OA.D.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.*

^{1} See Glossary, Table 2.

^{2} Students need not use formal terms for these properties.

^{3} This standard is limited to problems posed with whole numbers and having whole-number answers; students should know how to perform operations in the conventional order when there are no parentheses to specify a particular order.

Printed from the **Iowa Department of Education** website on April 20, 2014 at 1:04pm.