### General Information

**Subject Area:**Mathematics (B.E.S.T.)

**Grade:**3

**Strand:**Algebraic Reasoning

**Date Adopted or Revised:**08/20

**Status:**State Board Approved

Restate a division problem as a missing factor problem using the relationship between multiplication and division.

The equation 56÷7=? can be restated as 7×?=56 to determine the quotient is 8.

*Clarification 2:* Within this benchmark, the symbolic representation of the missing factor uses any symbol or a letter.

Course Number1111 |
Course Title222 |

5012050: | Grade Three Mathematics (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 and beyond (current)) |

7712040: | Access Mathematics Grade 3 (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 - 2022, 2022 and beyond (current)) |

5012055: | Grade 3 Accelerated Mathematics (Specifically in versions: 2019 - 2022, 2022 and beyond (current)) |

5012015: | Foundational Skills in Mathematics 3-5 (Specifically in versions: 2019 - 2022, 2022 and beyond (current)) |

Access Point Number |
Access Point Title |

MA.3.AR.2.AP.1 | Explore division as multiplication with a missing factor using the relationship between multiplication and division. |

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Using Multiplication to Solve Division Problems | Students are asked to solve a division problem using a calculator but without using the division key. |

Changing Division Equations into Multiplication Equations | Students consider a division fact that they are likely to know and are asked to turn it into a multiplication fact. If successful, they are asked to rewrite a basic division fact that they are not likely to know and which has a symbol for the unknown number. |

Multiplication as the Inverse of Division | Students are given a word problem and asked to write an equation for the problem. Then the students are to select a multiplication equation that can also be used to solve the problem. |

Alien Math | Students are told of a visiting alien from a planet where division is not taught, and asked to rewrite four division problems as multiplication problems so the alien can do them. The students are also asked to explain why it might be easier to do the multiplication problems than the given division problem. |

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Spin Beyblades | Students will get to evaluate data and create a process for which bey blade would be the "best" for Mr. Brown's toy store. Data will include customer feedback, price, style and revolutions per minute. Students will apply understanding of division in problem-solving. They will write a letter explaining their procedure using grade-appropriate language conventions. Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom. |

Three is NOT a Crowd! | This lesson will provide students with practical application activities to help them understand how division is simply solving a problem with an unknown factor. This activity includes opportunities for students to use fact families when identifying unknown factors and a tic-tac-toe game to provide whole group practice as well as to be used at a center, or for independent reinforcement of the skills. |

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Fly Me to the Moon: Multiplication & Division | Explore how multiplication can help you solve division problems during this moon-themed, interactive tutorial. |

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Description |

Fly Me to the Moon: Multiplication & Division: | Explore how multiplication can help you solve division problems during this moon-themed, interactive tutorial. |