Standard

Multiply one-digit whole numbers by multiples of 10 in the range 10-90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations.

Student language:

• "I can quickly and easily multiply any one digit whole number by 10."

Explanation

About the Math, Learning Targets, and Rigor

This standard extends students’ work in multiplication by having them apply their understanding of place value. This standard expects that students go beyond tricks that hinder understanding such as “just adding zeroes” and explain and reason about their products.

For example, for the problem 4 x 50, students should think of this as 4 groups of 5 tens or 20 tens. Twenty tens equals 200. So, 4 x 50 = 4 x 5 tens = 20 tens = 200. After developing this understanding they begin to recognize the patterns in multiplying by multiples of 10.

Examples

• 8 x 90 = 8 x 9 tens = 72 tens = 720
• 30 x 5 = 5 x 3 tens = 15 tens = 150
• 7 x 60 = 7 x 6 tens = 42 tens = 420

Resources

Videos

• Instructional Video (9:52 - 11:00)
• Khan Academy
  • scroll to 3.NBT.3, click on a skill, watch videos on left side in each skill
• Learn Zillion

EngageNY Lessons

Extra Practice

• North Carolina Tasks
• Illustrative Math Tasks
• Howard County Tasks
  • Click on 3rd grade at bottom, then 3.NBT.3
• Common Core Sheets

Released Assessment Questions

PARCC

3.NBT.3

Multiply one-digit whole numbers by multiples of 10 in the range 10-90 (e.g., 9 x 80, 5 x 60) using strategies based on place value and properties of operations.

• Tasks have no context.

Performance Indicators: 3.NBT.3

Level 5: Exceeds Expectations

• Accurately adds and subtracts within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.
• Multiplies one-digit whole numbers by multiples of 10 in the range 10-90 using strategies based on place value.

Level 4: Meets Expectations

• Accurately adds and subtracts within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.
• Uses repeated addition to multiply one-digit whole numbers by multiples of 10 in the range 10-90 using strategies based on place value and properties of operations.

Integrated Standards

3.Int.1

Given a two-step problem situation with the four operations, round the values in the problem, then use the rounded values to produce an approximate solution.

(Content Scope: 3.OA.8, 3.NBT.1, 3.NBT.2, 3.NBT.3)

• Tasks must be aligned to the first standard and 1 or more of the subsequent standards listed in the content scope.
• Tasks do not require computations beyond the grade 3 expectations.
• Tasks do not require a student to write a single equation with a letter standing for the unknown quantity in a two-step problem, and then solve that equation.
• Tasks may require students to write an equation as part of their work to find a solution, but students are not required to use a letter for the unknown.
• Addition, subtraction, multiplication and division situations in these problems may involve any of the basic situation types with unknowns in various positions (see CCSSM, Table 1,Common addition and subtraction situations, p. 88; CCSSM, Table 2, Common multiplication and division situations, p. 89; and the Progression document for the OA Progression).

3.Int.2

Solve two-step word problems using the four operations requiring a substantial addition, subtraction, or multiplication step, drawing on knowledge and skills articulated in 3.NBT.

(Content Scope: 3.OA.8, 3.NBT.2, and 3.NBT.3)

• Tasks must be aligned to the first standard and 1 or more of the subsequent standards listed in the content scope.
• Tasks do not require a student to write a single equation with a letter standing for the unknown quantity in a two-step problem, and then solve that equation.
• Tasks may require students to write an equation as part of their work to find a solution, but students are not required to use a letter for the unknown.
• Addition, subtraction, multiplication and division situations in these problems may involve any of the basic situation types with unknowns in various positions (see CCSSM, Table 1,Common addition and subtraction situations, p. 88; CCSSM, Table 2, Common multiplication and division situations, p. 89; and the Progression document for the OA Progression). Substantial (def.) – Values should be towards the higher end of the numbers identified in the standards.

3.Int.4

Use information presented in a scaled bar graph to solve a two-step “how many more” or “how many less” problem requiring a substantial addition, subtraction, or multiplication step, drawing on knowledge and skills articulated in 3.NBT.

(Content Scope: 3.MD.3, 3.NBT.2, and 3.NBT.3)

• Tasks must be aligned to the first standard and 1 or more of the subsequent standards listed in the content scope. Substantial (def.) – Values should be towards the higher end of the numbers identified in the standards.

3.Int.5

Add, subtract, or multiply to solve a one-step word problem involving masses or volumes that are given in the same units, where a substantial addition, subtraction, or multiplication step is required drawing on knowledge and skills articulated in 3.NBT, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem.7.

(Content Scope: 3.MD.2, 3.NBT.2, and 3.NBT.3)

• Tasks must be aligned to the first standard and 1 or more of the subsequent standards listed in the content scope. Substantial (def.) – Values should be towards the higher end of the numbers identified in the standards.

Performance Indicators: 3.Int.1, 3.Int.2

Level 5: Exceeds Expectations

Solves two-step unscaffolded word problems using the four operations, including rounding where appropriate, in which the unknown is in a variety of positions. Both values for each operation performed is substantial (towards the upper limits as defined by the standard assessed).

Level 4: Meets Expectations

Solves two-step scaffolded word problems using the four operations in which the unknown is in a variety of positions. One of the values for each operation performed is substantial (towards the upper limits as defined by the standard assessed).

Performance Indicators: 3.Int.3

Level 5: Exceeds Expectations

• Solves real-world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and provides examples of rectangles with the same perimeter and different areas or with the same area and different perimeters. A substantial addition, subtraction, or multiplication step with number values towards the higher end of the acceptable values for each operation.
• Partitions shapes into parts with equal areas and expresses the area as a unit fraction of the whole.

Level 4: Meets Expectations

• Solves mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and provides examples of rectangles with the same area and different perimeters.

Performance Indicators: 3.Int.4

Level 5: Exceeds Expectations

• Completes a scaled picture graph and a scaled bar graph to represent a data set.
• Solves one-and two-step “how many more” and “how many less” problems, requiring a substantial addition, subtraction or multiplication step, using information presented in scaled bar graphs.

Level 4: Meets Expectations

• Completes a scaled picture graph and a scaled bar graph to represent a data set.
• Solves one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs.

Performance Indicators: 3.Int.5

Level 5: Exceeds Expectations

• Using grams, kilograms or liters, measures, estimates and solves multi-step word problems involving liquid volumes and masses of objects using any of the four basic operations. Number values should be towards the higher end of the acceptable values for each operation.
• Uses estimated measurements to compare answers to one-step word problems.
• Evaluates usefulness and accuracy of estimations.

Level 4: Meets Expectations

• Using grams, kilograms or liters, measures and estimates liquid volumes and masses of objects using any of the four basic operations.
• Uses estimated measurements, when indicated, to answer one-step word problems.