Multiplication and Division, Part 1
Lesson 9
Objective
Solve one-step word problems involving multiplication and division using units of 2, 5, and 10.
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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- 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).
- Write a word problem to match a given image.
Tips for Teachers
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Remote Learning Guidance
This lesson does not have any identified priority Anchor Tasks, but students should complete the Problem Set independently rather than skipping the lesson entirely. Find more guidance on adapting our math curriculum for remote learning here.
Anchor Tasks
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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
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
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
Problem Set & Homework
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- Problem Set Answer Key
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- Homework Answer Key
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
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Problem 1
Ms. McCarty has 8 stickers. She puts 2 stickers on each homework paper and has no more left. How many homework papers does she have?
References
Grade 3 Mathematics > Module 1 > Topic D > Lesson 11 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
Jonathan is making lemonade for his lemonade stand. The recipe says you need 2 cups of sugar in each pitcher of lemonade. Jonathan wants to make 10 pitchers of lemonade. How many cups of sugar will he need?
Problem 3
Will has 45 toy trucks. He wants to put an equal amount of trucks into 5 buckets. How many trucks can Will put into each bucket?
References
3.OA.3 - About the Math, Learning Targets, and Rigor is made available by the Howard County Public School System under a CC BY-NC-SA 4.0 license. © 2013-2014 Elementary Mathematics Office Howard County Public School System. Accessed Oct. 10, 2018, 1:21 p.m..
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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