Curriculum / Math / 3rd Grade / Unit 3: Multiplication and Division, Part 2 / Lesson 11
Math
Unit 3
3rd Grade
Lesson 11 of 23
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Solve one- and two-step word problems involving units up to 7.
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
Up until this point in the year, students have been writing separate equations to represent each step in a two-step word problem. Now that students know the role of parentheses, they can start to write a single equation to represent two-step problems, though it’s not the expectation that they do so for all problems. The Progressions state, "more difficult problems may require two steps of representation and solution rather than one" (OA Progression, p. 28). Thus, it is left to the teacher to decide what "more difficult" means for your students. As some general guidance, it seems reasonable to expect every student to be able to write an equation for all one-step problems and for two-step problems where the unknown is isolated on one side of the equal sign in the equation without needing to manipulate it by the end of the year. For example, see #42 on the New York State Testing Program Grade 3 Common Core Mathematics Test Released Questions May 2016. Since students are expected to do so on the Post-Unit Assessment, this skill is built gradually over the course of Lesson 11, 16, 19, and 20 to prepare students for that.
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Tasks designed to teach criteria for success of the lesson, and guidance to help draw out student understanding
Lakshmi runs 7 laps around the track at school. It takes him 6 minutes to run each lap. How much time does it take Lakshmi to run all 7 laps?
a. Write an equation to represent the situation, using a letter to represent the unknown quantity.
b. What is the solution?
Joe had $178 in the bank. He earned the same amount of money each week for 7 weeks and put this money in the bank. Now, Joe has $234 in the bank. How much money did Joe earn each week?
Grade 3 Mathematics > Module 3 > Topic E > Lesson 18 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..
Problem Set
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A task that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
Six friends equally share 54 peanut butter cups.
The Jones family goes to the movies. Each of the seven family members buys a movie ticket for $4 and popcorn for $4. How much does the Jones family spend all together?
An example response to the Target Task at the level of detail expected of the students.
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.
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Lesson 10
Lesson 12
Topic A: Introduction to The Properties of Operations
Study commutativity to find known facts of 6, 7, 8, and 9.
3.OA.B.5 3.OA.D.9
Understand the zero and identity properties of multiplication.
3.OA.A.4 3.OA.B.5 3.OA.C.7 3.OA.D.9
Understand the role of parentheses and apply to solving problems.
3.OA.B.5 3.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.4 3.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.5 3.OA.C.7 3.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.
3.OA.A.3 3.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.
Solve one- and two-step word problems involving units up to 9.
Topic D: Multiplication and Division by Values Greater than 10
Multiply one-digit whole numbers by multiples of 10.
3.NBT.A.3 3.OA.A.4 3.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.3 3.OA.D.8
Identify patterns in single or multiple rows/columns of the multiplication table.
3.OA.C.7 3.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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