Multiplication and Division, Part 1
Lesson 4
Objective
Identify and create situations involving an unknown number of groups and find the number of groups in situations.
Common Core Standards
Core Standards
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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.
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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.
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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
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- Represent the number of groups and size of groups in a picture.
- Divide a number of objects into groups of a given size in order to find the number of groups.
- Write a multiplication equation to represent a given situation or picture where the unknown is the number of groups, including the number of rows of an array (MP.2).
- Draw a picture to represent a given multiplication equation where the unknown is the number of groups, including the number of rows of an array (MP.2).
Tips for Teachers
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- The following material is needed for today's lesson: Counters
Remote Learning Guidance
If you need to adapt or shorten this lesson for remote learning, we suggest prioritizing Anchor Task 2 (benefits from worked example) and Anchor Task 3 (can be done independently). Find more guidance on adapting our math curriculum for remote learning here.
Anchor Tasks
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Problem 1
Split 18 counters equally into groups of two.
a. How many counters do you have in each group?
b. Write a multiplication equation to represent this situation.
How is this similar to Anchor Task #1 from Lesson 4? How is it different?
Guiding Questions
Problem 2
a. Ms. Holcombe picked the apples below this weekend. She wants to put 2 apples in a bag to give to each of her friends.
i. Write a multiplication equation to represent this problem.
ii. How many bags of apples did Ms. Holcombe fill?
b. A grocery store puts 15 watermelons on display. They arrange them in rows of 5.
i. Write a multiplication equation to represent this problem.
ii. How many rows of watermelon are there?
Guiding Questions
Problem 3
Draw a picture or write a story to represent this multiplication situation. Then find the solution.
___ $$\times 4 = 12$$
Guiding Questions
References
Grade 3 Mathematics > Module 1 > Topic B > Lesson 5 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 & Homework
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- Problem Set Answer Key
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- Homework Answer Key
Discussion of Problem Set
- What was similar about #8 and #9? What was different?
- How did your visual models in #11 and #12 help you to determine the unknown factor? Did anyone use a different strategy to solve?
- Did you “just know” the missing factor for any of the problems? Which one(s)?
- How is your approach to drawing a model to represent a problem with an unknown number of groups different from your approach to drawing a model to represent a problem with an unknown group size?
- How are the multiplication sentences we wrote today different from those we wrote yesterday? What explains this difference?
Target Task
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Problem 1
Split 12 triangles into groups of 6 to find the number of groups.
____ $$\times 6 = 12$$
References
Grade 3 Mathematics > Module 1 > Topic B > Lesson 5 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
Spencer buys 20 strawberries to make smoothies. Each smoothie needs 5 strawberries. How many smoothies can Spencer make? Show or explain your work.
References
Grade 3 Mathematics > Module 1 > Topic B > Lesson 5 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.Mastery Response
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Additional Practice
Unit Practice
With Fishtank Plus you can access our Daily Word Problem Practice and our content-aligned Fluency Activities created to help students strengthen their application and fluency skills.
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