Standard #: MAFS.3.OA.1.3 (Archived Standard)

Students are asked to model a multiplication and a division problem that involve measurement quantities with multiplication and division equations and then solve each problem.

Students are asked to model an equal groups and an array problem in which the number of groups is unknown with multiplication or division equations and then solve each problem.

Students are asked to model an equal groups and an array problem in which the product is unknown with multiplication or division equations and then solve each problem.

Students are asked to model an equal groups and an array problem in which the group size is unknown with multiplication or division equations and then solve each problem.

Through the use of a theatrical performance the students will use math counter manipulatives to make equal groups, demonstrating understanding of the concept of division.

This lesson is a hands-on activity that includes multiplication using arrays. The lesson also serves as a great transition from repeated addition to multiplication.

This lesson builds upon student knowledge of arrays to using the Van de Walle 100-Dot Matrix model to solve multiplication problems involving rows and columns.

This introductory lesson uses word problems to help students make connections between arrays and multiplication with single and two-digit factors within 100.

In this lesson, students will learn to use the structure of array frames to build familiarity and fluency with the array as a tool. Students will explore multiplication by solving several multiplication word problems involving rows and columns situations using the array as a representation.

In this MEA, third graders will be required to rank musical instrument lesson packages based on the length, frequency, and quality of the lessons. Part of the task involves students figuring out the elapsed time of the lessons based on their start and stop times. They will also need to figure out the total weekly cost of the lessons based on the number of lessons offered per week.

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.

The 3rd grade chess club members will make two wish lists on how to spend $75 on chess related materials. Then they have to make two new wish lists on how to spend $750 on chess related materials.

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.

In this lesson, students will look at different carnival rides and will determine which ride will make the most profit by looking at factors such as number of tickets per ride, the cost per ticket, the length of the ride, the number of hours the ride is open and the cost to operate the ride. Students will need to use different operations in order to solve the tasks and will be required to do multi-steps.

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.

This 3rd grade MEA asks students to work as a team to figure out which candidate is the best possible choice for the 8th grade boys' basketball coach. They will have to analyze data, decide on a procedure, and create a ranking system to choose the best candidate. They are also given multiplication and division problems based on the data.

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.

This task involves having students look at three different fish tank sizes and determine, using a data list, which fish will fit in these fish tanks based on their size. They will also need to look at other characteristics to determine how to group the fish together. Students will have to either multiply, divide or add repeatedly in order to find different solutions on how to place the fish in each tank size.

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. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx

In this lesson, students will use pictures in arrays and groups to write multiplication story problems, write an equation, solve the problem, and identify the factors and products.

Students will solve multiplication and division word problems by drawing arrays and writing the related equation.

This lesson allows students to use everyday objects to understand equal groups by representing a total number of objects using rectangular arrays and repeated addition equations. The lesson uses "The Doorbell Rang" by Pat Hutchins to engage students during the lesson and to make a connection by using literacy in mathematics. This lesson will provide a foundation for the conceptual understanding of division by creating equal groups using arrays and repeated addition.

In this MEA, students will rank pets from most family friendly to least family friendly by considering data such as purchase price, cost to feed, cleanliness, etc. as well as notes regarding the physical description of the pet. In the twist, students will be given information on additional pets as well as information on cleanliness and life expectancy. Students may need to make trade-offs in regards to cost to adopt, feed, and house along with life expectancy, ease of clean up, etc.

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.

This is an introductory lesson to explore the use of arrays to solve multiplication problems. Students build arrays and save the arrays in a class Multiplication Chart. They learn to use arrays to find products and factors, and by placing them in the Multiplication Chart, they learn how to read the chart. They learn how to write equations to represent situations that are modeled with arrays. An overall theme is the organization of the multiplication chart and how it includes arrays within.

The definition of the Zero Property of Multiplication will be analyzed, modeled and practiced.   

In this lesson students will model partitive division through the real-world activity of a pet store owner.

Students work together to create arrays to represent given numbers.

In this lesson, students will understand the concept of arrays and will be able to create/draw an array for multiplication sentences. Engaging center game is used to help students with concrete visual representation of multiplication sentences.

In this lesson students will use Cheerios to solve multiplication equations relating 3 whole numbers from word problems that include missing factors ranging from one through ten. Students will also argue the validity of multiplication equations that include missing factors and products with corresponding word problems.

In this lesson, the students will work in independently or in small groups to write equations to represent situations as well as their own math riddles around the concepts of multiplication. The teacher will use the book, The Grapes of Math by Greg Tang, to support this lesson.

In this hands-on math exploration, students will use knowledge of estimation and multiplication to develop strategies for estimating how many seeds are in a medium-sized pumpkin.

In this lesson students will be creating, describing, and analyzing arrays as they relate to multiplication. In addition, they will be working on hands on activities that allow them to justify their answers and prove their reasoning.

In this lesson, students will learn that in some word problems too much information is given. They will learn to identify what information is needed to solve a single digit multiplication problem and what is "additional information" or way too much! With this information, they will represent their answers using arrays and explain their thinking. This is a good lesson to use after students have become comfortable with multiplication and prior to introducing multi-step problems.

Both of the questions are solved by the division problem 12÷3 but what happens to the ribbon is different in each case. The problem can be solved with a drawing of a tape diagram or number line. For problem 1, the line must be divided into 3 equal parts. The second problem can be solved by successive subtraction of 3 feet to see how many times it fits in 12.

The first of these is a multiplication problem involving equal-sized groups. The next two reflect the two related division problems, namely, "How many groups?" and "How many in each group?"

In this task, the students are not asked to find an answer, but are asked to analyze the problems and explain their thinking. In the process, they are faced with varying ways of thinking about multiplication.

The purpose of this task is for students to solve problems involving the four operations and draw a scaled bar graph to represent a data set with several categories.

Students can practice answering mathematics questions on a variety of topics. With an account, students can save their work and send it to their teacher when complete.

This narrative is from the introductory lesson in Maryann Wickett, Susan Ohanian, and Marilyn Burns's book, Teaching Arithmetic: Lessons for Introducing Division, Grades 3–4 (Math Solutions Publications,2002). This book is a revision of Math By All Means, Unit Division, Grades 3–4." (from Math Solutions Professional Development)

Use a picture and understanding of multiplication to solve a division word problem. Watch out for unnecessary information.

Both of the questions are solved by the division problem 12÷3 but what happens to the ribbon is different in each case. The problem can be solved with a drawing of a tape diagram or number line. For problem 1, the line must be divided into 3 equal parts. The second problem can be solved by successive subtraction of 3 feet to see how many times it fits in 12.

The first of these is a multiplication problem involving equal-sized groups. The next two reflect the two related division problems, namely, "How many groups?" and "How many in each group?"

In this task, the students are not asked to find an answer, but are asked to analyze the problems and explain their thinking. In the process, they are faced with varying ways of thinking about multiplication.

The purpose of this task is for students to solve problems involving the four operations and draw a scaled bar graph to represent a data set with several categories.

Students can practice answering mathematics questions on a variety of topics. With an account, students can save their work and send it to their teacher when complete.

Use a picture and understanding of multiplication to solve a division word problem. Watch out for unnecessary information.

Both of the questions are solved by the division problem 12÷3 but what happens to the ribbon is different in each case. The problem can be solved with a drawing of a tape diagram or number line. For problem 1, the line must be divided into 3 equal parts. The second problem can be solved by successive subtraction of 3 feet to see how many times it fits in 12.

The first of these is a multiplication problem involving equal-sized groups. The next two reflect the two related division problems, namely, "How many groups?" and "How many in each group?"

In this task, the students are not asked to find an answer, but are asked to analyze the problems and explain their thinking. In the process, they are faced with varying ways of thinking about multiplication.

The purpose of this task is for students to solve problems involving the four operations and draw a scaled bar graph to represent a data set with several categories.