Standard

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. (See Table 2)

Student language:

• "I can use what I know about multiplication and division to solve word problems."

Explanation

About the Math, Learning Targets, and Rigor

This standard references various strategies that can be used to solve word problems involving multiplication & division. Students should use a variety of representations for creating and solving one-step word problems, such as: If you divide 4 packs of 9 brownies among 6 people, how many brownies does each person receive? (4 x 9 = 36, 36 ÷ 6 = 6). See the Table 2 for examples of a variety of problem solving contexts, in which students need to find the product, the group size, or the number of groups.

Students in third grade students should use a variety of pictures, such as stars, boxes, flowers to represent unknown numbers (variables). Letters are also introduced to represent unknowns in third grade.

Resources

Videos

• Instructional Video (4:45 - 13:50)
• Khan Academy
  • scroll to 3.OA.3, click on a skill, watch videos on left side in each skill
• Learn Zillion
  • Videos

EngageNY Lessons

Extra Practice

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

Released Assessment Questions

PARCC

3.OA.3-1

Use multiplication within 100 (both factors less than or equal to 10) to solve word problems in situations involving equal groups, arrays, or area, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.

• All products come from the harder three quadrants of the times table (a × b where a > 5 and/or b > 5).
• 75% of tasks involve multiplying to find the total number (equal groups, arrays); 25% involve multiplying to find the area.
• For more information see CCSS Table 2, Common multiplication and division situations, p. 89 and the OA Progression.

3.OA.3-2

Use multiplication within 100 (both factors less than or equal to 10) to solve word problems in situations involving measurement quantities other than area, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.

• All products come from the harder three quadrants of the times table (a × b where a > 5 and/or b > 5).
• Tasks involve multiplying to find a total measure (other than area).
• For more information see CCSS Table 2, Common multiplication and division situations, p. 89 and the OA Progression.

3.OA.3-3

Use division within 100 (quotients related to products having both factors less than or equal to 10) to solve word problems in situations involving equal groups, arrays, or area, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.

• All quotients are related to products from the harder three quadrants of the times table (a × b where a > 5 and/or b > 5).
• Tasks using this Evidence Statement will be created equally among the following:
  • dividing to find the number in each equal group or in each equal row/column of an array;
  • dividing to find the number of equal groups or the number of equal rows/columns of an array; and
  • dividing an area by a side length to find an unknown side length.
• For more information see CCSS Table 2, Common multiplication and division situations p. 89 and the OA Progression.

3.OA.3-4

Use division within 100 (quotients related to products having both factors less than or equal to 10) to solve word problems in situations involving measurement quantities other than area, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.

• All quotients are related to products from the harder three quadrants of the times table (a × b where a > 5 and/or b > 5).
• Half the tasks involve finding the number of equal pieces and half involve finding the measure of each piece.
• For more information see CCSS Table 2, Common multiplication and division situations, p. 89 and the OA Progression.

Performance Indicators: 3.OA.3-1, 3.OA.3-2, 3.OA.3-3, 3.OA.3-4

Level 5: Exceeds Expectations

• Uses multiplication and division within 100 to solve word problems involving equal groups, arrays, area, and measurement quantities other than area. Both factors are greater than 5 and less than or equal to 10.
• Identifies multiple contexts given a numerical expression involving multiplication and division.

Level 4: Meets Expectations

• Uses multiplication and division within 100 to solve word problems involving equal groups and arrays. One factor is greater than or equal to 5.