Curriculum / Math / 3rd Grade / Unit 3: Multiplication and Division, Part 2 / Lesson 16
Math
Unit 3
3rd Grade
Lesson 16 of 23
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Lesson Notes
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Solve one- and two-step word problems involving units up to 9.
The core standards covered in this lesson
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.
3.OA.D.8 — Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. This standard is limited to problems posed with whole numbers and having whole-number answers; students should know how to perform operations in the conventional order when there are no parentheses to specify a particular order (Order of Operations).
The foundational 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.
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
The fabric store sells one meter of cloth for $8. Maria buys some cloth that costs a total of $56. How many meters of fabric did she buy?
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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..
On Monday, a local candy shop sold 6 boxes of Turkish delight (also called lokum). Each box contained 9 pieces. On Tuesday, they sold 19 more pieces of Turkish delight than on Monday. How many pieces of Turkish delight did they sell on Tuesday?
a. Write an equation or equations to represent the situation. Use a letter to represent the unknown quantity.
b. What is the solution? Show or explain your work.
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
Mrs. Fernandez cut 36 inches of ribbon into 9 equal length strips.
A chef buys 4 packages of eggs. Each package contains 6 eggs. He will use all the eggs to make omelets. Each omelet has 3 eggs in it. How many omelets can the chef make?
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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Multiply one-digit whole numbers by multiples of 10.
Topic A: Introduction to The Properties of Operations
Study commutativity to find known facts of 6, 7, 8, and 9.
Standards
3.OA.B.53.OA.D.9
Understand the zero and identity properties of multiplication.
3.OA.A.43.OA.B.53.OA.C.73.OA.D.9
Understand the role of parentheses and apply to solving problems.
3.OA.B.53.OA.D.8
Introduce the distributive property of multiplication.
Introduce the associative property of multiplication.
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Topic B: Multiplication and Division by 6 and 7
Build fluency with multiplication and division facts using units of 6.
3.OA.A.43.OA.C.7
Build fluency with multiplication and division facts using units of 7.
Use the associative property as a strategy to multiply by units of 6.
3.OA.B.53.OA.C.73.OA.D.9
Use the distributive property as a strategy to multiply by units of 6.
Use the distributive property as a strategy to multiply by units of 7.
Solve one- and two-step word problems involving units up to 7.
3.OA.A.33.OA.D.8
Topic C: Multiplication and Division by 8 and 9
Build fluency with multiplication and division facts using units of 8 and 9.
Use the associative property as a strategy to multiply by units of 8 and 9.
Use the distributive property as a strategy to multiply by units of 8 and 9.
Use the distributive property as a strategy to multiply by units of 8 and 9, including the subtractive use of the distributive property.
Topic D: Multiplication and Division by Values Greater than 10
3.NBT.A.33.OA.A.43.OA.B.5
Multiply one-digit whole numbers by two-digit whole numbers using the associative and distributive properties.
Topic E: Two-Step Word Problems and Patterns in Arithmetic
Solve two-step word problems involving all four operations.
3.OA.D.8
Solve two-step word problems involving all four operations, including multiplying one-digit whole numbers by multiples of 10.
3.NBT.A.33.OA.D.8
Identify patterns in single or multiple rows/columns of the multiplication table.
3.OA.C.73.OA.D.9
Identify other patterns in the multiplication table.
3.OA.D.9
Identify arithmetic patterns and explain them using properties of operations.
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