Curriculum / Math / 3rd Grade / Unit 2: Multiplication and Division, Part 1 / Lesson 2
Math
Unit 2
3rd Grade
Lesson 2 of 21
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Lesson Notes
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Identify and create situations involving arrays and describe these situations using the language and notation of multiplication.
The core standards covered in this lesson
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.
The foundational standards covered in this lesson
2.NBT.A.2 — Count within 1000; skip-count by 5s, 10s, and 100s.
2.OA.C.3 — Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends.
2.OA.C.4 — Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.
The essential concepts students need to demonstrate or understand to achieve the lesson objective
Suggestions for teachers to help them teach this lesson
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Tasks designed to teach criteria for success of the lesson, and guidance to help draw out student understanding
25-30 minutes
Jordan's mom is making cookies. Here's what they look like when they come out of the oven:
Jordan said that he could write a multiplication equation to represent the number of cookies. Do you agree or disagree? Explain.
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Grade 3 Mathematics > Module 1 > Topic A > Lesson 2 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..
Arrange the following groups into an array. Then write a multiplication equation that represents that array.
Ms. Piatt puts her students’ desks into an array. There are 6 rows of desks with 2 desks in each row.
a. Draw an array to represent the desks in Ms. Piatt’s room.
b. Write a multiplication equation to represent the number of desks in Ms. Piatt’s room.
15-20 minutes
Problem Set
A task that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
5-10 minutes
Use the following array to answer the questions below.
a. There are 3 rows of buttons. How many buttons are in each row?
b. Write a multiplication equation to describe the array.
Nita collects baseball cards. She puts her baseball cards in 2 rows of 5.
a. Draw an array to show how she arranged her baseball cards.
b. Write a multiplication equation to describe the array you drew in Part (a).
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.
Extra Practice Problems
Help students strengthen their application and fluency skills with daily word problem practice and content-aligned fluency activities.
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Identify and create situations involving unknown group size and find group size in situations.
Topic A: The Meaning of Multiplication and Division
Identify and create situations involving equal groups and describe these situations using the language and notation of multiplication.
Standards
3.OA.A.1
3.OA.A.13.OA.A.23.OA.A.3
Identify and create situations involving an unknown number of groups and find the number of groups in situations.
Relate multiplication and division and understand that division can represent situations of unknown group size or an unknown number of groups.
3.OA.A.13.OA.A.23.OA.A.33.OA.B.6
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Topic B: Multiplication and Division by 2, 5, and 10
Build fluency with multiplication facts using units of 2, 5, and 10.
3.OA.A.13.OA.C.7
Demonstrate the commutativity of multiplication.
3.OA.B.5
Build fluency with division facts using units of 2, 5, and 10.
3.OA.A.23.OA.B.63.OA.C.7
Solve one-step word problems involving multiplication and division using units of 2, 5, and 10.
Topic C: Multiplication and Division by 3 and 4
Build fluency with multiplication and division facts using units of 3.
3.OA.A.13.OA.A.23.OA.B.53.OA.B.63.OA.C.7
Build fluency with multiplication and division facts using units of 4.
Solve one-step word problems involving multiplication and division using units of 3 and 4.
Topic D: More Complex Multiplication and Division Problems
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.
3.OA.A.43.OA.C.73.OA.D.8
Solve one-step word problems involving multiplication and division and write problem contexts to match expressions and equations.
Solve two-step word problems involving multiplication and division.
3.OA.D.8
Solve two-step word problems involving all four operations.
Topic E: Scaled Picture and Bar Graphs
Create scaled picture graphs where the scale is provided.
3.MD.B.3
Create scaled picture graphs where the scale must be determined.
Create scaled bar graphs where the scale is provided.
Create scaled bar graphs where the scale must be determined.
Solve one- and two-step word problems using information presented in scaled picture and bar graphs.
3.MD.B.33.OA.D.8
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