Curriculum / Math / 3rd Grade / Unit 2: Multiplication and Division, Part 1 / Lesson 3
Math
Unit 2
3rd Grade
Lesson 3 of 21
Jump To
Lesson Notes
There was an error generating your document. Please refresh the page and try again.
Generating your document. This may take a few seconds.
Are you sure you want to delete this note? This action cannot be undone.
Identify and create situations involving unknown group size and find group size in situations.
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.
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.
The essential concepts students need to demonstrate or understand to achieve the lesson objective
Suggestions for teachers to help them teach this lesson
Unlock features to optimize your prep time, plan engaging lessons, and monitor student progress.
Tasks designed to teach criteria for success of the lesson, and guidance to help draw out student understanding
25-30 minutes
Split 18 counters equally into two groups.
a. Write a multiplication equation to represent this situation.
b. How many counters do you have in each group?
Upgrade to Fishtank Plus to view Sample Response.
a. The pet store owner has 30 dog treats and feeds the same amount of treats to each of the dogs below.
i. Write a multiplication equation to represent this problem.
ii. How many treats does he feed to each dog?
b. Mr. Peddie is arranging 20 chairs into 4 rows in the gymnasium for the spring performance.
ii. How many chairs does he put in each row?
a. Draw a picture or write a story to represent the following multiplication situation.
$$5\ \times $$ ____ $$=10$$
b. Find the number that makes the equation true. Rewrite the equation with the solution.
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
Malik has 15 candies. He splits them into 3 equal groups to make goodie bags. Draw the number of candies in each group.
Which expression can be used to find the number of candies in each group in Problem 1?
Draw a picture to show 4 × ______ = 8. Then, fill in the blank to make a true multiplication equation.
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.
Next
Identify and create situations involving an unknown number of groups and find the number of groups 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
Identify and create situations involving arrays and describe these situations using the language and notation of multiplication.
3.OA.A.13.OA.A.23.OA.A.3
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
Create a free account to access thousands of lesson plans.
Already have an account? Sign In
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
See all of the features of Fishtank in action and begin the conversation about adoption.
Learn more about Fishtank Learning School Adoption.
Yes
No
We've got you covered with rigorous, relevant, and adaptable math lesson plans for free