# Multiplication and Division, Part 1

Lesson 15

Math

Unit 2

Lesson 15 of 21

## Objective

Solve two-step word problems involving multiplication and division.

## Common Core Standards

### Core Standards

• 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. 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 (Order of Operations).

## Criteria for Success

1. Solve two-step word problems involving multiplication and division (MP.4).
2. Represent word problems using equations with a letter standing for the unknown quantity (see Tips for Teachers) (MP.2).
3. Assess the reasonableness of an answer (MP.1).

## Tips for Teachers

• Similar to Unit 1 Lesson 14, students will eventually be asked to write one equation to represent a two-step word problem but they should not be asked to do so in this lesson or Lesson 16. Instead, they should write separate equations for each step of the problem. This is because students have not yet encountered parentheses, which play an important role in many multi-step equations. Students will be introduced to parentheses in Unit 3, at which point they will represent two-step word problems with a single equation in limited cases.
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25-30 minutes

### Problem 1

a.   Your teacher will read you a series of situations. Explain what new information you get with each one.

• Version 1: Mrs. Powell buys a few boxes with some binders in each box. She plans to give out the binders to some students.
• Version 2: Mrs. Powell buys a few boxes with some binders in each box. She plans to give out the same number of binders to each student.
• Version 3: Mrs. Powell buys a few boxes with some binders in each box. She plans to give out 3 binders to each student.
• Version 4: Mrs. Powell buys a few boxes with the same number of binders in each box. She plans to give out 3 binders to each student.
• Version 5: Mrs. Powell buys a few boxes with 6 binders in each box. She plans to give out 3 binders to each student.
• Version 6: Mrs. Powell buys 4 boxes with 6 binders in each box. She plans to give out 3 binders to each student.

b.   What question do you think this problem is going to ask you to solve? Write the question, then find its answer.

#### Student Response

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#### References

EngageNY Mathematics Grade 3 Mathematics > Module 1 > Topic F > Lesson 21Application Problem

Grade 3 Mathematics > Module 1 > Topic F > Lesson 21 of the New York State Common Core Mathematics Curriculum from EngageNY and Great Minds. © 2015 Great Minds. Licensed by EngageNY of the New York State Education Department under the CC BY-NC-SA 3.0 US license. Accessed Dec. 2, 2016, 5:15 p.m..

Modified by Fishtank Learning, Inc.

### Problem 2

Ten children equally share 40 almonds. How many almonds will 3 of those children get?

#### Student Response

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#### References

EngageNY Mathematics Grade 3 Mathematics > Module 1 > Topic F > Lesson 20Concept Development

Grade 3 Mathematics > Module 1 > Topic F > Lesson 20 of the New York State Common Core Mathematics Curriculum from EngageNY and Great Minds. © 2015 Great Minds. Licensed by EngageNY of the New York State Education Department under the CC BY-NC-SA 3.0 US license. Accessed Dec. 2, 2016, 5:15 p.m..

Modified by Fishtank Learning, Inc.

## Problem Set

15-20 minutes

### Discussion of Problem Set

• How did you solve #5? Was anyone able to solve it in one step? How?Â
• How did you solve #8? What made this problem more challenging than many of the others?Â
• How did you solve #9? What made this problem more challenging than many of the others?Â
• How did you check the reasonableness of your answers to each problem?

5-10 minutes

### Problem 1

Ms. Macklin puts thirty-two pencils into 4 pencil jars. She puts an equal number into each jar.

a.   How many pencils are in each pencil jar?

b.   How many pencils are in 3 pencil jars?

#### Student Response

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### Problem 2

Mr. Bader has 5 pans of brownies, each of which he cuts into 6 pieces. He then puts an equal number of brownie slices onto 3 plates. How many brownie pieces are on each plate?

#### Student Response

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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.

Lesson 14

Lesson 16

## Lesson Map

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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