Multiplication and Division, Part 1

Lesson 9

Math

Unit 2

3rd Grade

Lesson 9 of 21

Objective


Solve one-step word problems involving multiplication and division using units of 2, 5, and 10.

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 2, 5, or 10, using a tape diagram to represent the problem if necessary (MP.4).
  2. Write a word problem to match a given image (on Problem Set). 

Tips for Teachers


  • Throughout today’s lesson, students might not need to draw a model to solve, but you are encouraged to show students one-to-one tape diagrams to help them. One-to-one tape diagrams are a way to model a problem with a tape diagram where students can draw individual units to represent the quantities, examples of which are in each Anchor Task below. This is a nice scaffold to more abstract tape diagrams since it means that students who are still solving computations by counting the quantities (Level 1 strategy) as opposed to skip-counting (Level 2 strategy) have a method of doing so. Then, students will work towards more abstract tape diagrams in Lesson 12 and especially Lesson 14. 
  • The Anchor Tasks in this lesson are all equal groups situations to highlight the difference between an unknown product, an unknown number of groups, and an unknown size of each group. Array word problems are included in the Problem Set and Homework, but if students would benefit from additional practice with these word problem types you could either change one of the following Anchor Tasks or add a fourth one.
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Anchor Tasks


Problem 1

Mr. Seegers is making teams for field day. He made 10 relay teams with 4 relay runners on each team. How many students are running the relay in total? 

Guiding Questions

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Problem 2

Mr. Ernst is working with a group of 15 students. He splits them into five groups to play a review game. How many students are in each group?

Guiding Questions

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Problem 3

Ms. Glynn decides to put her students into groups of 2 to work on a project together. She has 20 students in her class. How many groups of two did Ms. Glynn make?

Guiding Questions

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Problem Set


Answer Keys

Unlock the answer keys for this lesson's problem set and extra practice problems to save time and support student learning.

Discussion of Problem Set

  • Let’s write equations to represent #1 and #3. What do you notice about the numbers involved in both? What do you wonder? 
  • How did you solve #2? Since we don’t yet know how to skip-count by 7, how did you find the total? 
  • How did you solve #4? Could you have drawn a tape diagram to represent it even though it was an array problem? Why? 
  • What problems did you write for #5? Which one was more challenging to write a problem for? 
  • How did you solve #7? If you didn’t want to draw 50 fish but still wanted to draw a model to help you solve, what could you have drawn? 
  • How did you solve in #9? How did you know there were 2 groups, even though there is no 2 in the problem? 
  • How did you determine the total number of eggs Edward was asked to stock in #10a? If I counted the number of eggs in the 5 cartons in the picture, what could I have done to find the number of eggs in the 10 total cartons? Why is that possible? 
  • What equation did you write for #10b? How did you know that was correct even though we don’t know how to solve it yet?

Target Task


Problem 1

Mr. Coburn has 8 glue sticks. He puts 2 glue sticks at each group table and has no more left. How many group tables does he have?

Problem 2

Jonathan is making smoothies for his friends. The recipe says you need 2 strawberries in each smoothie. Jonathan wants to make 10 smoothies. How many strawberries will he need?

Problem 3

Lue has 45 dog treats. She wants to give an equal number of treats to her 5 dogs. How many treats can Lue give to each dog?

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.

Extra Practice Problems

Answer Keys

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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.

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Lesson 8

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Lesson 10

Lesson Map

A7CB09C2-D12F-4F55-80DB-37298FF0A765

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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