Multiplication and Division, Part 2

Lesson 16

Math

Unit 3

3rd Grade

Lesson 16 of 23

Objective


Solve one- and two-step word problems involving units up to 9.

Common Core Standards


Core Standards

  • 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).

Foundational Standards

  • 3.OA.A.1
  • 3.OA.A.2

Criteria for Success


  1. Solve one-step word problems involving multiplication or division with units up to 9, using a tape diagram to represent the problem if necessary (MP.4).
  2. Solve two-step word problems involving all four operations, at least one of which involves multiplication or division with units up to 9, using a tape diagram to represent the problem if necessary (MP.4).
  3. Represent problems with an equation with a letter standing for the unknown quantity.

Tips for Teachers


  • As mentioned in Lesson 11, students will start to write equations to represent select two-step word 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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Anchor Tasks


Problem 1

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? 

Guiding Questions

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References

EngageNY Mathematics Grade 3 Mathematics > Module 1 > Topic D > Lesson 11Concept Development

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

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.

Guiding Questions

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Problem Set


Answer Keys

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Discussion of Problem Set

  • Were there any equations you were able to automatically rule out as incorrect in #1? Which one(s)? 
  • How did you solve #4b? What information did you need to solve? Where in the problem did you find that information? 
  • What made #7a difficult? How did you solve?  
  • How did you solve #7b? What information did you need to solve? Where in the problem did you find that information? 

Target Task


Problem 1

Mrs. Fernandez cut 36 inches of ribbon into 9 equal length strips.

  • Write an equation to represent the length of each strip. Use $$s$$ to represent the unknown.
  • What is the solution?

Problem 2

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? 

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 15

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Lesson 17

Lesson Map

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

Topic A: Introduction to The Properties of Operations

Topic B: Multiplication and Division by 6 and 7

Topic C: Multiplication and Division by 8 and 9

Topic D: Multiplication and Division by Values Greater than 10

Topic E: Two-Step Word Problems and Patterns in Arithmetic

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