Multiplication and Division, Part 1

Lesson 12

Math

Unit 2

3rd Grade

Lesson 12 of 21

Objective


Solve one-step word problems involving multiplication and division using units of 3 and 4.

Common Core Standards


Core Standards

  • 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.

Criteria for Success


  1. Solve one-step word problems involving multiplication or division with units of 3 and 4, using a tape diagram to represent the problem if necessary (MP.4).
  2. Write a word problem to match a given image.  

Tips for Teachers


  • The word problems in today’s Anchor Tasks require a bit more interpretation than the word problems included in Lesson 9. This, combined with students not being as fluent with their 3s and 4s facts as their 2s, 5s, and 10s facts, encourages the use of tape diagrams to represent the problems. The problems in this lesson still involve discrete objects, e.g., sandwiches, markers, and tires, so students can draw one-to-one tape diagrams if they are still counting all quantities (Level 1 strategy) and not yet fluidly skip-counting (Level 2 strategy) to solve. But, if they no longer are counting all quantities to solve, they can draw more abstract tape diagrams, as shown in the Notes sections below. In Lesson 14, the focus will fully be on abstract tape diagrams.
  • The Anchor Tasks in this lesson are all equal groups situations while array word problems are included in the Problem Set and Extra Practice Problems. If students would benefit from additional practice with array problems, you could either change one of the Anchor Tasks or add a fourth one.
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Anchor Tasks

25-30 minutes


Problem 1

Leah made sandwiches for her and her siblings every day during a week. She made 4 sandwiches each day. How many sandwiches did Leah make over the course of the week? 

Guiding Questions

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Student Response

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Problem 2

Jose and his two friends have 24 markers altogether. If they each have the same number of markers, how many markers does Jose have? 

Guiding Questions

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Student Response

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Problem 3

Cora went on a trip with her parents. She was bored at lunch and counted all the tires in the parking lot. If she counted 36 tires on cars, how many cars were in the parking lot? 

Guiding Questions

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Student Response

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References

North Carolina Department of Public Instruction 3.OA TasksRoad Trip, Question #1

3.OA Tasks from the 3-5 Formative Instructional and Assessment Tasks for the Standards in Mathematics, made available by the North Carolina Department of Public Instruction (NCDPI) Elementary Mathematics Consultants and their public school partners under the CC BY-NC-SA 3.0 license. Accessed Oct. 10, 2018, 3:44 p.m..

Problem Set

15-20 minutes


Discussion of Problem Set

  • How did you solve #2? Could you have drawn a tape diagram to represent it even though it was an array problem? Why? 
  • How did you solve #4? Since we don’t yet know how to skip-count by 8, how did you find the total? 
  • How did you solve in #5? How did you know there were groups of 3 even though there is no 3 in the problem? 
  • What problems did you write for #6? Which one was more challenging to write a problem for? 
  • How did you solve #7? Could you have drawn a tape diagram to represent it even though it was an array problem? Why? 
  • How did you solve #9? How did you know there were groups of 4 even though there is no 4 in the problem?

Target Task

5-10 minutes


Problem 1

There are 21 students in Ms. Montanez’s class. She puts the students into teams of 3. How many teams does Ms. Montanez make?

Student Response

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Problem 2

Robbie fills 3 baking sheets with cookies. Each baking sheet has 6 cookies on it. How many cookies does Robbie have altogether?

Student Response

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Problem 3

A florist has 32 roses. He wants to put an equal number of roses into 4 vases. How many roses should he put in each vase?

Student Response

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Additional Practice


The Extra Practice Problems can be used as additional practice for homework, during an intervention block, etc. Daily Word Problems and Fluency Activities are aligned to the content of the unit but not necessarily to the lesson objective, therefore feel free to use them anytime during your school day.

Word Problems and Fluency Activities

Word Problems and Fluency Activities

Help students strengthen their application and fluency skills with daily word problem practice and content-aligned fluency activities.

Next

Determine the unknown whole number in a multiplication or division equation relating three whole numbers, including equations with a letter standing for the unknown quantity.

Lesson 13
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Lesson Map

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Topic A: The Meaning of Multiplication and Division

Topic B: Multiplication and Division by 2, 5, and 10

Topic C: Multiplication and Division by 3 and 4

Topic D: More Complex Multiplication and Division Problems

Topic E: Scaled Picture and Bar Graphs

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