Grade 3, CCS: Algebra for students with Autism

“Operations and Algebraic Thinking” For Students with Autism - Grade 3

This educational resource pack enhanced with : color coding, audio links and visual images. Students on the spectrum need a multi-media approach including: visual images, an auditory reinforcement, a tactile involvement and key words presented in different contexts 3 - 5 times.

Here is a link to our teaching strategies for students with autism: https://www.teacherspayteachers.com/Product/Autism-Spectrum-Educational-Treatments-1023424

The instructor will require a RULER, SCISSORS, GLUE, and COLORED PENCILS for students.

Follow the Order of Operations for these problems: P E M D A S or the sentence: "Please Excuse My Dear Aunt Sally"

Here is a link: https://www.teacherspayteachers.com/Product/Grades-3-6-Orders-of-Operations-or-PEMDAS-3988127

Worksheet 1: CCSS.MATH.CONTENT.3.OA.A.1 Represent and solve problems involving multiplication and division.

Worksheet 2: CCSS.MATH.CONTENT.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.

Worksheet 3: CCSS.MATH.CONTENT.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

Worksheet 4:CCSS.MATH.CONTENT.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 = ?

Worksheet 5: Understand properties of multiplication and the relationship between multiplication and division. CSS.MATH.CONTENT.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.) Worksheet 6: CCSS.MATH.CONTENT.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.

Worksheet 7: Multiply and divide within 100. CCSS.MATH.CONTENT.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. Solve problems involving the four operations, and identify and explain patterns in arithmetic. Worksheet 8: CCSS.MATH.CONTENT.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 Worksheet 9: CCSS.MATH.CONTENT.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.

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I wish to dedicate this to all my students past and present. Photo credits go to Dreamstime. Sincerely, Mrs. Cheryl Lynn Peele

Here is a link to our teaching strategies for students with autism: https://www.teacherspayteachers.com/Product/Autism-Spectrum-Educational-Treatments-1023424

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