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STUDENT AND TEACHER EDITION

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2020–21 SY

Standards Mastery through Critical ThinkingHelp Students Rise to the Challenge

Hands-on activities using math manipulatives

Critical thinking integrated into every activity

Varied assessment items and question formats

Robust Instructional Management Platform designed to support data-informed instruction and promote student mastery of content

LEVEL

3SAMPLEAvailable in Spanish

Call us at 844-452-4341 to implement ThinkUp! in your classroom. Learn more at mentoringminds.com/think-up.

Traitsof CriticalThinking

ThinkUp! Math addresses 100% of the CCSS and introduces the 9 Traits of Critical Thinking™ that support students as

they learn, practice, and master CCSS concepts.

Units organized by focus standard include hundreds of engaging activities and interventions to support instruction, reinforcement, and re-teaching.

Rigorous, standards-aligned content embeds critical thinking and problem-solving skills into lessons, placing an emphasis on mathematical processes as well as the final solution.

Hands-on activities using manipulatives and pictorial representations connect mathematics to the everyday lives of students.

The Teacher Edition provides vocabulary activities to develop students’ math literacy and strengthen their communication skills.

Instruction for 100% of the CCSS equips teachers with in-depth knowledge of the standards.

Digital-only and Bundle purchases include access to our new comprehensive K–12 platform that addresses every step in the learning journey—bringing the ThinkUp! Standards Mastery System fully into the digital realm and weaving the 9 Traits of Critical Thinking™ into every aspect of instruction.

We are pleased to introduce ThinkUp! Math Teacher and Student Editions. We have developed this product to support your instruction of the Math CCSS. This sample version offers you the opportunity to review the content and develop an understanding of what this resource provides for you and your students.

This sample contains the following content from ThinkUp! Math, Level 3:

Table of Contents Teacher Edition Unit 1 Teacher Edition Unit 1 Student Edition

The final content may contain slight changes or revisions that are not yet reflected in this sample version.

Table of ContentsAccess the Pre-Assessments on the Mentoring Minds website.

Unit 1 Interpret Products of Whole Numbers3.OA.A.1 ......................................................................................................................................................1

Unit 2 Interpret Whole-Number Quotients3.OA.A.2 ......................................................................................................................................................13

Unit 3 Solve Word Problems: Multiplication and Division3.OA.A.3 ......................................................................................................................................................26

Unit 4 Find the Unknown in Multiplication and Division Equations3.OA.A.4 ......................................................................................................................................................37

Unit 5 Apply Properties of Operations: Multiplication and Division3.OA.B.5 ......................................................................................................................................................50

Unit 6 Understand Division as Finding an Unknown Factor3.OA.B.6 ......................................................................................................................................................63

Unit 7 Use Strategies to Multiply and Divide3.OA.C.7 ......................................................................................................................................................76

Unit 8 Solve Word Problems: Two-Step, Using the Four Operations3.OA.D.8 ......................................................................................................................................................88

Unit 9 Identify and Explain Arithmetic Patterns3.OA.D.9 ......................................................................................................................................................101

Unit 10 Use Place Value to Round Numbers3.NBT.A.1 ......................................................................................................................................................113

Unit 11 Add or Subtract Within 10003.NBT.A.2 ......................................................................................................................................................125

Unit 12 Multiply One-Digit Numbers by Multiples of 103.NBT.A.3 ......................................................................................................................................................137

Unit 13 Understand the Meaning of Fractions3.NF.A.1 ......................................................................................................................................................149

Unit 14 Understand and Represent Fractions on a Number Line3.NF.A.2 ......................................................................................................................................................162

Unit 15 Understand and Generate Equivalent Fractions3.NF.A.3abc ......................................................................................................................................................173

Unit 16 Compare Fractions3.NF.A.3d ......................................................................................................................................................186

Unit 17 Tell Time and Measure Time Intervals in Minutes3.MD.A.1 ......................................................................................................................................................197

Unit 18 Estimate and Measure Liquid Volume and Mass3.MD.A.2 ......................................................................................................................................................210

Unit 19 Draw Picture and Bar Graphs3.MD.B.3 ......................................................................................................................................................222

Unit 20 Generate Measurement Data and Create Line Plots3.MD.B.4 ......................................................................................................................................................233

Unit 21 Understand Area Measurement3.MD.C.5 ......................................................................................................................................................246

Unit 22 Measure Area by Counting Unit Squares3.MD.C.6 ......................................................................................................................................................258

Unit 23 Relate Area to Multiplication and Addition3.MD.C.7 ......................................................................................................................................................270

Unit 24 Solve Problems with Perimeter3.MD.D.8 ......................................................................................................................................................283

Unit 25 Classify Two-Dimensional Shapes3.G.A.1 ......................................................................................................................................................294

Unit 26 Partition Shapes into Equal Areas3.G.A.2 ......................................................................................................................................................307

Teacher Resources

Important Uses 321

Standards for Mathematical Practice 322

Hess Cognitive Rigor Matrix 323

Bloom's Taxonomy/Revised Bloom's Taxonomy 324

Glossary 326

Grade 3 Mathematics Chart 331

TEACHER EDITION TEACHER EDITION

UNIT 1

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Common Core State Standards for Mathematical Practice Addressed in This Unit��

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Name: _________________________________

Unit 1 – Standard CCSS 3.OA.A.1

Unit 1:Interpret Products of Whole NumbersLEARNING TARGETS• I can identify the total number of objects in a given number of equal groups.

• I can use multiplication to find the products of whole numbers.

• I can interpret an expression such as 5 × 7 as 5 groups of 7.

• I can use pictures, words, numbers, and equations to solve problem situationsrequiring multiplication.

Focus for 9 Traits of Critical Thinking™Adapt: I adjust my actions and strategies to accomplish tasks.

When you adapt, you think flexibly about mathematics. When you adapt, you trydifferent strategies or use a variety of tools to solve problems.

In this unit you will represent multiplication facts in different ways. Why is it goodto know more than one way to represent multiplication?

Examine: I use a variety of methods to explore and to analyze.

When you examine, you use your senses to collect information, organize theinformation, and form conclusions. When you examine, you analyze informationand look for patterns and relationships.

In this unit you will determine which multiplication fact is represented. What canyou examine to determine which fact is represented by a model?

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STUDENT EDITIONTEACHER EDITION

UNIT 1

Pre-AssessmentIn order to inform instruction, the teacher may assign the pre-assessment for the unit. The unit pre-assessment providesteachers with information on student mastery of prerequisite skills to the unit concept. This information will help teachersdetermine concepts that may need review as part of the unit instruction for the whole group and/or for additional instruction withintervention groups. The focus remains on effective instruction of the unit concept.

Focus for 9 Traits of Critical Thinking™The 9 Traits of Critical Thinking include adapt, collaborate, communicate, create, examine, inquire, link, reflect, and strive.These traits foster high-quality thinkers. In each unit of the student edition, two critical thinking traits are selected as focus traits.These traits are identified in the content to reinforce student use in the context of mathematics. The labeling of the focus traitsalso assists students in recognizing specific mathematical tasks, problems, and events in which the application of a focus trait isneeded to complete the activity. The educator should note that each activity in the teacher edition is correlated to traits that areaddressed during student participation. However, implementation of the activities in the student and teacher editions is notlimited to the identified traits since multiple critical thinking traits may be successfully integrated into an instructional plan.

The two focus traits selected for this unit are adapt and examine. Examples of tasks in which students make use of these focustraits are identified and marked with the appropriate icons. It is suggested that the teacher review the following information oneach trait and incorporate the appropriate question prompts into instruction.

Adapt – I adjust my actions and strategies to accomplish tasks.

Engagement indicators for the critical thinking trait adapt include the following.

• Students approach a problem in more than one way.• Students examine options and alternatives to find solutions to a problem.Strategies to facilitate the adapt trait include the following. The teacher—

• guides students to view and solve a problem from new or different perspectives.• designs activities or scenarios that require students to practice flexibility and shift or change their thinking.Questioning prompts to develop the adapt trait include the following.

• What might you do if you review your answer and determine it is not reasonable?• How does ________ help you see this concept from a different perspective?

Examine – I use a variety of methods to explore and to analyze.

Engagement indicators for the critical thinking trait examine include the following.

• Students willingly ask a range of essential questions and employ multiple methods to explore the unknown.• Students reflect on strategies used, self-assess for effectiveness, and determine next steps to produce desired

outcomes.Strategies to facilitate the examine trait include the following. The teacher—

• encourages students to generate and frame thoughtful questions for analyzing a topic (emphasizing quality,not quantity).

• creates opportunities for students to reflect using online boards and debates to challenge assumptions or tooffer different perspectives.

Questioning prompts to develop the examine trait include the following.

• What are some common errors you have observed in ________?• How are ________ and ________ alike? How are they different?

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TEACHER EDITION

UNIT 1

Concept Exploration 10–15 min

Students work in pairs to complete the Concept Exploration activity on page 2 in the student edition. Afterward, students sharetheir responses with the class. The teacher compiles all the ideas into a class list. The teacher displays real-world examples ofarrays (e.g., desks in rows, date squares on calendars, egg cartons, muffin tins, floor and ceiling tiles, ice cube trays, coincollecting albums). As the teacher displays each real-world array, students outline and shade a replica of the array on centimetergrid paper. Students identify the multiplication fact associated with each array and record it below the shaded grid paper array.Then, in small groups, students brainstorm other examples of arrays in everyday life. Students name the objects, sketchpictures, and write the corresponding multiplication facts.(C.T. Traits: Examine, Inquire, Collaborate, DOK: 2, RBT: Apply)

Formative Assessment 5–10 min

The teacher displays various pictorial representations of multiplication. Some pictures correctly illustrate arrays and others donot. Students record either example or non-example on dry erase boards. Then, the teacher instructs students to draw an arrayto correctly illustrate an example of a given multiplication fact.(C.T. Traits: Examine, Reflect, DOK: 2, RBT: Analyze)

Connect to the Student Edition: Concept Exploration, page 2

The teacher and students discuss the following.

How did you use the critical thinking trait adapt in this activity?

How did you use the critical thinking trait examine in this activity?

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Concept Exploration

Name: _________________________________

Standard CCSS 3.OA.A.1 – Unit 1

Complete this activity with a partner. Player 1 rolls a number cube marked 2 through 7.That player names something that comes in sets of the number rolled and records it in thebox for the number. For example, if a 4 is rolled, the player might say wheels on a car.The other player then rolls the number cube and states a sentence that gives the totalnumber of things. So, if player 2 rolls 3, that player would state that there are 12 wheelson 3 cars. Play continues until a player cannot think of something to match the numberrolled. The other player wins the game if he or she is the last to be able to name a set ofthings for the number.

Things that come in 2s Things that come in 3s Things that come in 4s

Things that come in 5s Things that come in 6s Things that come in 7s

How did you use the critical thinking trait adapt in this activity?

How did you use the critical thinking trait examine in this activity?

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UNIT 1

Vocabulary MasteryThe following are essential vocabulary terms for this unit.

area model factor multiply

array multiplication product

Activity: Word Study Map 10–15 min

Students complete Word Study Maps using a unit vocabulary word.

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The teacher collects and displays students’ Word Study Maps and allows students to provide constructive feedback orsuggestions for the graphic organizers.��,�%.-��*((/)%��.!��2�(%)!��!"'!�.��) !,-.�) �

Connect to the Student Edition: Vocabulary Mastery, page 3

Literature ConnectionThese literature titles provide additional connections that support the focus standard of the unit. The books may be used as partof an introductory activity, an instructional activity, or a reflection/closure activity to enhance or extend unit concepts. Books maybe placed in the classroom library or in a math center for student access.

�7��**��!.�*"��+**&3��/'.%+'%��.%*)��.*,%!- – Loreen Leedy��7��,*/�'!� – Claudia Mills�(�) ��!�)6-��(�4%)#��,!�(��.$!(�.%��'��.*,3 – Cindy Neuschwander�,�.%��%0!-��,,%0! – Elinor J. Pinczes�%2��%))!,��% – Inga Moore

�$!��!,-$!36-5 �%'&��$*�*'�.!��/'.%+'%��.%*)��**& – Jerry Pallotta�**��)3��)#�,**��$%)#-�.*��*��/'.%+'3%)# – Stuart J. Murphy�1*�*"��0!,3.$%)# – Lily Toy Hong

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Name: _________________________________

Unit 1 – Standard CCSS 3.OA.A.1 Vocabulary Mastery

area model factor multiply

array multiplication product

Multiplication can be represented in different ways. In each box, use numbers or picturesto illustrate the equation.

Array

4 × 5 = 20

Area Model

3 × 7 = 21

Equal Groups

2 × 8 = 16

Repeated Addition

4 × 9 = 36

Skip Counting on a Number Line

3 × 5 = 15

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UNIT 1

Concept DevelopmentActivity 1 20–30 min

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Activity 2 20–30 min

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Grandpa has 3 horses . Each horse ate 7 desks . How can I find the total number of desks the horses ate? ��1��

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(C.T. Traits: Adapt, Communicate, Examine, Link, DOK: 2, RBT: Understand)

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Concept Development

Name: _________________________________


Multiplication is a way to combine equal groups. Different ways to represent 3 × 5 = 15are shown.

Repeated Addition

Add 5 three times.

5 + 5 + 5 = 15

Number Line

Make 3 jumps of 5.

Array

Show 3 rows of 5.

Skip Counting

Count by 5 three times.

5, 10, 15

Equal Groups

Show 3 groups of 5.

Area Model

Draw a rectangle that is 3 units wide and5 units long.

Try It!

How can a number line be used to show repeated addition?

Represent 3 × 4 = 12 in one of the waysshown in this column.

1. Represent 2 × 3 = 6 in one of the waysshown in this column.

2.

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UNIT 1


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(C.T. Traits: Adapt, Examine, Link, DOK: 2, RBT: Understand)


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Connect to the Student Edition: �"!��#'��)��"# �!'��#��

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What is another picture you might sketch to help you model the multiplication expression?

How are repeated addition and the number line similar?

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TEACHER EDITION

UNIT 1

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Name: _________________________________

Unit 1 – Standard CCSS 3.OA.A.1 Concept Application

Which equation shows the total numberof oranges Marsha sees?

What mistake does Eduardo make?

Ms. Eck places plates of hot dogs on thetable. Which set of plates shows 3 × 3?

1.

A.

B.

C.

D.

Marsha sees 7 boxes of oranges at thegrocery store. Each box has 7 oranges,as shown in the picture.

2.

7 × 9 = 63A.

7 × 8 = 56B.

7 × 7 = 49C.

6 × 8 = 48D.

Jimmy buys several small cartons ofeggs. To find the total number of eggs,he multiplies 3 × 6. Which of thefollowing describes the eggs Jimmypurchases?

3.

Three cartons with 6 eggs in eachcarton makes a total of 18 eggs.

A.

Six cartons placed into 3 groupsresults in 2 eggs in each group.

B.

Two cartons of 6 eggs makes a totalof 12 eggs.

C.

Three cartons of 18 eggs are equal toa total of 54 eggs.

D.

Eduardo draws this picture to model themultiplication equation 4 × 8 = 32.

4.

Eduardo should have used a numberline to show the problem.

A.

Eduardo should have made 8 groupsof 5 stars.

B.

Eduardo should have made eachgroup contain 8 stars.

C.

Eduardo should have used an arrayto show the problem.

D.

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Concept Practice

Name: _________________________________


Which equation shows the total numberof crayons in Ms. Campo’s boxes?

Connie collects ladybugs for scienceclass. She places an equal number ofladybugs in each of her collection boxes.Which set of boxes shows 4 × 6?

1.

A.

B.

C.

D.

Mario places an equal number ofbaseball cards into each of 7 bags. Tofind the total number of baseball cardsin all the bags, Mario multiplies 7 × 8.Which of the following describes Mario’sbaseball cards?

2.

Seven bags with 7 cards in each bagmakes a total of 49 cards.

A.

Seven bags with 8 cards in each bagmakes a total of 56 cards.

B.

Eight bags with 7 cards in each bagmakes a total of 56 cards.

C.

Eight bags with 8 cards in each bagmakes a total of 64 cards.

D.

Ms. Campo has 5 boxes of crayons.Each box holds 9 crayons.

3.

9 − 5 = 4A.

5 + 9 = 14B.

5 × 8 = 40C.

5 × 9 = 45D.

Select all models that correctlyrepresent the expression 3 × 10.

4.

A.

B.

C.

D.

E.

6 Illegal to Copy

Name: _________________________________

Unit 1 – Standard CCSS 3.OA.A.1 Motivation Station

Up, Up, and ArrayPlay "Up, Up, and Array" with one or two friends. Each group needs one game board, twodice, and a different color of crayon for each player. Player 1 rolls the dice and colors in anarray showing the product of the two numbers. For example, if player 1 rolls a 3 and a 5,he or she colors 3 rows with 5 in each row and writes the product 15 on the colored array.Player 2 plays and the game continues. A player must pass if there is no room to color anarray for the two numbers rolled. The game is over when all players pass during a round.The player with the most squares colored is the winner.

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STUDENT EDITIONSTUDENT EDITION

UNIT 1

Concept CheckTest-Taking Tips�$!�/!��$!-� %.�0..!.�/$!�"*''*2%)#�/!./�/�&%)#�/%+.�2%/$�./0 !)/.�

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8 Illegal to Copy

Name: _________________________________

Unit 1 – Standard CCSS 3.OA.A.1 Concept Check

Which equation shows how many booksare on all the shelves?

Check Yes or No to show whether eachchoice could describe Kendrick’s coinboxes.

Yes No

A. 3 boxes with 8 coins ineach box

B. 4 boxes with 9 coins ineach box

C. 5 boxes with 7 coins ineach box

D. 6 boxes with 6 coins ineach box

E. 9 boxes with 4 coins ineach box

Kendra buys boxes of gingerbreadcookies. There are an equal number ofgingerbread cookies in each box. Whichset of boxes shows 3 × 6?

1.

A.

B.

C.

D.

Sophie has 8 plastic boxes with anequal number of beads in each box. Tofind the total number of beads in all theboxes, Sophie multiplies 8 and 9. Whichof the following describes Sophie’sbeads?

2.

Eight plastic boxes with 8 beads ineach box makes a total of 64 beads.

A.

Eight plastic boxes with 9 beads ineach box makes a total of 72 beads.

B.

Nine plastic boxes with 8 beads ineach box makes a total of 72 beads.

C.

Nine beads and 8 boxes makes atotal of 17.

D.

There are 4 shelves. Each shelf holds7 books.

3.

4 + 7 = 11A.

7 × 3 = 21B.

4 × 7 = 28C.

7 × 7 = 49D.

Kendrick places 36 coins into plasticcoin boxes. He places an equal numberof coins in each box.

4.

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Concept Check

Name: _________________________________


What mistake did Sam make?

Write a multiplication equation that represents Mayra’s stamp array.

Answer:____________________________________

Explain how Keiston can find the total number of pennies on each page.

Sam drew this picture to show the multiplication equation 5 × 6 = 30.5.

Mayra arranges her stamp collection on her desk. She has 3 rows with 7 stamps in eachrow. In the space provided, draw a picture to show how many stamps are on Mayra’sdesk.

6.

Keiston collects pennies. Each page of his coin book contains 6 rows of penniesarranged like the row shown here.

7.

10 Illegal to Copy

STUDENT EDITION

Name: _________________________________


Math Challenge

Write a multiplication word problem about this picture.

Reflection on My Learning

Read the analogy.

Add is to sum in the same way that multiply is to product.

Tell why this is true.

Reflection on Critical Thinking

During this unit, you made use of many critical thinking traits. Which of the 9 criticalthinking traits did you use most often? Explain how you used this critical thinking trait.

8 Illegal to Copy

UNIT 1


The teacher informally assesses students’ responses to probing questions.

• How are multiplication and addition related?

• What is the meaning of the multiplication “times” sign?

• How can skip counting help you multiply?(C.T. Traits: Communicate, Examine, Reflect, DOK: 2, RBT: Analyze)

Reflect on My Learning 10–15 min

Students respond to Reflect on My Learning on page 8 in the student edition.

Read the analogy.

Add is to sum in the same way that multiply is to product.

Tell why this is true.(C.T. Traits: Examine, Inquire, Link, Reflect, DOK: 3, RBT: Analyze)

Connect to the Student Edition: Reflection on My Learning and Reflection on Critical Thinking, page 8

Students respond to the Reflection on Critical Thinking in the student edition.

During this unit, you made use of many critical thinking traits. Which of the 9 critical thinking traits did you use most often?Explain how you used this critical thinking trait.

Extending Student ThinkingThe Math Challenge in the student edition provides opportunities for students to explore and use the math concept to solve non-routine problems. For students in need of additional challenge, an extension activity is provided to enhance learning and toprovide ideas for student investigations.

Activity time is variable

Students independently investigate items that are packaged in multiples (e.g., pens, pencils, tennis balls, kitchen sponges,packages of soda, packages of paper towels). Students may take actual photographs or use a variety of catalogs, newspaper ormagazine advertisements, or online resources to locate pictures. Students create electronic slide shows or posters to illustratethe items they find and present their products to the class.(C.T. Traits: Communicate, Examine, Inquire, DOK: 3, RBT: Create)

Connect to the Student Edition: Math Challenge, page 8

Home ConnectionThe teacher might share the following activities on a class Web page or class newsletter to create learning opportunities forstudents and their families.

• Practice skip counting by 2s, 3s, 4s, 5s, and 10s.• Look at 4 pairs of shoes and show that 4 groups of 2 shoes equal 8 shoes. Challenge your child to find other equal groups of

things, such as flowers in vases, eggs in egg cartons, or apples in bowls.• Discuss the meanings of the words “double” and “triple.”

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NOTES

UNIT 1

Teacher ReflectionWhat materials/activities were effective?

What were the most common errors/misconceptions?

What concepts should be emphasized in instruction?

How did the activities strengthen student use of the critical thinking traits?

10 Illegal to Copy

TEACHER EDITION

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NOTES

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