3OA.A3 Use multiplication and division to solve word problems.

3OA.A2 Interpret whole-number quotients of whole numbers.

3OA.A1 Interpret products of whole numbers.

Related Resources Video explanation and lesson plan (member’s resource) Solving Word ProblemsĪfter students understand the multiplication tables, we can introduce simple word problems and solve them using bar models, e.g. Please refer to previous blog posts for the detailed steps. Properties of Operations for Multiplication and Division We’d also learn how to use the related multiplication facts when dividing. Just as with the easier numbers, we would practice writing related and family facts such asĦ x 8 = 48, 8 x 6 = 48, 48 ÷ 8 = 6, 48 ÷ 6 = 8

In the second case, we’re looking for the number of groups if we want to group the elephants into groups of 6. In the first example below, we’re looking for the number of elephants in each group if all the 42 elephants are divided into 6 equal groups. Practice using the distributive property to derive multiplication from square numbers using dot paper as visualization aids, e.g.Īs with the smaller numbers, we want students to appreciate the difference in the two context that is represented through a division operation. For example, if the student knows 5×5=25, then she can derive 6×5 from 5×5 by using the distributive property (although she doesn’t know the term yet), i.e. For example:Īs numbers become more complex, we develop fluency for square numbers (usually through card games, and fun activities) to add more “anchor” or “landmarks” numbers to the students’ tool-box. Finally, we’ll use the distributive property of multiplication to break up the product into easier “landmark” numbers. 6, 12,18… then, move on to using dot paper to represent the total as dots in arrays of rows and columns. The approach we use for each of these numbers is similar to what we used for the easier numbers in 2 nd grade. Otherwise, it is going to get really confusing. Multiplication tables for 6,7,8 and 9 are usually much more challenging than that for 2,3,4,5, we should ensure that students have mastered the multiplication tables for 2,3,4 and 5 before moving on on 6,7,8 and 9. There is a reason for this spiral approach to span two grades. In third grade, we add the multiplication tables of 6, 7, 8 and 9 to our multiplication tool-belt.

$multiplication chart of 9$

Multiplication tables of 2, 5 and 10 and 3 and 4, are introduced at the 2 nd grade level.

Multiplication chart of 9