Multiplication Vacation!

Ages 7–10 · 9 minutes · Math

Help Troy pack his bags while solving multiplication problems.

In this multiplication lesson, students will learn and practice:

- Multiplying a number by itself (ex: 4x4, 5x5)
- Skip counting to solve larger multiplication problems more efficiently
- Creating equal groups, arrays, and equations

Part of

Learn to Multiply

Standards alignment

Common Core State Standards

3.OA.A.1 — Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 ÷ 7.
3.OA.A.3 — 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.
3.OA.C.7 — Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.
2.OA.C.4 — Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.
3.OA.D.9 — Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends.

Alabama

MA19.3.1 — Illustrate the product of two whole numbers as equal groups by identifying the number of groups and the number in each group and represent as a written expression.
MA19.3.7a — Fluently determine all products obtained by multiplying two one-digit numbers.
MA19.2.4 — Using concrete and pictorial representations and repeated addition, determine the total number of objects in a rectangular array with up to 5 rows and up to 5 columns.
MA19.3.7 — Use strategies based on properties and patterns of multiplication to demonstrate fluency with multiplication and division within 100.
MA19.3.9 — Recognize and explain arithmetic patterns using properties of operations.

Alaska

3.OA.1 — Interpret products of whole numbers (e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each). For example, show objects in rectangular arrays or describe a context in which a total number of objects can be expressed as 5 × 7.
3.OA.3 — Use multiplication and division numbers up to 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).
3.OA.7 — Fluently multiply and divide numbers up to 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 ×5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.
3.OA.9 — Identify arithmetic patterns (including patterns in the addition table or multiplication table) and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends.

Arizona

3.OA.A.1 — Interpret products of whole numbers as the total number of objects in equal groups (e.g., interpret 5 x 7 as the total number of objects in 5 groups of 7 objects each).
3.OA.A.3 * — Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities. See Table 2.
3.OA.C.7 * — Fluently multiply and divide within 100. By the end of Grade 3, know from memory all multiplication products through 10 x 10 and division quotients when both the quotient and divisor are less than or equal to 10.
3.OA.D.9 — Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends.
2.NBT.A.2 — Count within 1000; skip-count by 5s, 10s, and 100s.

Arkansas

3.CAR.6 — Solve real-world problems using multiplication and division within 100 involving equal groups, arrays, partitive and measurement division.
2.CAR.5 — Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.
3.CAR.2 — Use basic fact fluency to multiply and divide whole numbers with mastery by the end of third grade. • Knowing all products with factors up to and including 12 and the corresponding division facts from the products with factors up to and including 12. • Using strategies such as the relationship between multiplication and division (e.g., Knowing that 8 ∙ 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations.
3.CAR.5 — Identify arithmetic patterns including, but not limited to, patterns in an addition or multiplication table, explaining use of properties of operations appropriate to the pattern.

California

3.OA.A.1 — Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.
3.OA.A.3 — 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.
3.OA.C.7 — Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.
3.OA.D.9 — Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends.
2.OA.C.4 — Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.

Colorado

3.OA.A.1 — Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7
3.OA.A.3 — 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 Appendix, Table 2)
3.OA.C.7 — Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.
2.OA.C.4 — Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.
3.OA.D.9 — Identify arithmetic patterns (including patterns in the addition table or multiplication table) and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends.

Connecticut

3.OA.A.1 — Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.
3.OA.A.3 — 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.
3.OA.C.7 — Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.
3.OA.D.9 — Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends.
2.OA.C.4 — Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.

Delaware

3.OA.A.1 — Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.
3.OA.A.3 — 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.
3.OA.C.7 — Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.
3.OA.D.9 — Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends.
2.OA.C.4 — Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.

Florida

MA.3.NSO.2.2 — Explore multiplication of two whole numbers with products from 0 to 144, and related division facts.
MA.2.AR.3.2 — Use repeated addition to find the total number of objects in a collection of equal groups. Represent the total number of objects using rectangular arrays and equations.
MA.3.AR.3.3 — Identify, create and extend numerical patterns.
MA.3.NSO.2.4 — Multiply two whole numbers from 0 to 12 and divide using related facts with procedural reliability.

Georgia

3.PAR.3.2 — Represent single digit multiplication and division facts using a variety of strategies. Explain the relationship between multiplication and division.
2.NR.3 — Work with equal groups to gain foundations for multiplication through real-life, mathematical problems.
3.PAR.3.1 — Describe, extend, and create numeric patterns related to multiplication. Make predictions related to the patterns.
3.PAR.3.6 — Solve practical, relevant problems involving multiplication and division within 100 using part-whole strategies, visual representations, and/or concrete models.

Hawaii

3.OA.A.1 — Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each.
2.OA.C.4 — Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.
3.OA.A.3 — 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.
3.OA.C.7 — Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.
3.OA.D.9 — Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations.

Idaho

3.OA.A.1 — Interpret a product of whole numbers as a grouping of sets, e.g., 5 × 7 as five groups of seven objects each.
3.OA.A.3 — Use multiplication and division within 100 to solve word problems involving equal groups, arrays, and measurements by using visual and symbolic representations, with a symbol for an unknown number.
3.OA.C.7.b — Know from memory all products of two single-digit numbers and related division facts.
3.OA.D.9 — Identify arithmetic patterns (including patterns in the addition table or multiplication table) and explain them using properties of operations.
3.MP.4 — Model with mathematics.

Illinois

3.OA.A.1 — Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.
3.OA.A.3 — 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.
3.OA.C.7 — Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.
3.OA.D.9 — Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends.
2.OA.C.4 — Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.

Indiana

3.CA.3 — Model the concept of multiplication of whole numbers using equal-sized groups, arrays, area models, and equal intervals on a number line. Model the properties of 0 and 1 in multiplication using objects or drawings. (E)
3.CA.5 — Multiply and divide within 100 using strategies such as the relationship between multiplication and division (e.g., knowing that 8 x 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. (E)
3.CA.7 — Solve real-world problems involving whole number multiplication and division within 100 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). (E)
3.CA.8 — Create, extend, and give an appropriate rule for number patterns within 100 (including patterns in the addition table or multiplication table).

Iowa

3.OA.A.1 — Interpret products of whole numbers. For example, interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each; describe a context in which a total number of objects can be expressed as 5 × 7.
3.OA.C.7 — Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division or properties of operations. For example, knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8. By the end of Grade 3, flexibly, efficiently, and accurately find all products of two one-digit numbers. Note: Fluency of this standard is critical by the end of grade level.
3.OA.A.3 — Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, with unknowns in all positions. For example, by using drawings and equations with a symbol for the unknown number to represent the problem. (See Problem Types Table 2 in Appendix A)
3.OA.D.9 — Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends.

Kansas

3.OA.1 — Interpret products of whole numbers, (e.g. interpret 5 ⋅ 7 as the total number of objects in 5 groups of 7 objects each.)
3.OA.3 — 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.)
3.OA.7 — Fluently (efficiently, accurately, and flexibly) multiply and divide with single digit multiplications and related divisions using strategies (e.g. relationship between multiplication and division, doubles, double and double again, half and then double, etc.) or properties of operations.
3.OA.9 — Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends.
2.NBT.2 — Count within 1000; skip-count by 2s, 5s, 10s, and 100s; explain and generalize the patterns.

Kentucky

KY.3.OA.1 — Interpret and demonstrate products of whole numbers.
KY.3.OA.3 — Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays and measurement quantities, by using drawings and equations with a symbol for the unknown number to represent the problem.
KY.3.OA.7 — Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division or properties of operations.
KY.3.OA.9 — Identify arithmetic patterns (including patterns in the addition table or multiplication table) and explain them using properties of operations.
KY.2.OA.4 — Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.

Louisiana

3.OA.A.1 — Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.
3.OA.A.3 — 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.
3.OA.C.7 — Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.
3.OA.D.9 — Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends.

Maine

3.OA.A.1 — Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.
3.OA.A.3 — 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.
3.OA.C.7 — Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.
3.OA.D.9 — Identify arithmetic patterns (including patterns in the addition table or multiplication table) and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends.
2.NBT.A.2 — Count within 1000; skip-count by 5s, 10s, and 100s. Identify patterns in skip counting at any number. (For example, 37, 47, 57 or 328, 428, 528, etc.)

Maryland

3.OA.A.1 — Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.
3.OA.A.3 — 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.
3.OA.C.7 — Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.
3.OA.D.9 — Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends.

Massachusetts

3.OA.A.1 — Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in five groups of seven objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.
3.OA.A.3 — 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.
3.OA.C.7 — Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 × 5 = 8) or properties of operations. By the end of grade 3, know from memory all products of two single-digit numbers and related division facts. For example, the product 4 x 7 = 28 has related division facts 28 ÷ 7 = 4 and 28 ÷ 4 = 7.
3.OA.D.9 — Identify arithmetic patterns (including patterns in the addition table or multiplication table) and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends.
2.NBT.A.2 — Count within 1,000; skip-count by 5s, 10s, and 100s. Identify patterns in skip counting starting at any number.

Michigan

3.OA.A.1 — Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.
3.OA.A.3 — 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.
3.OA.C.7 — Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.
3.OA.D.9 — Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends.
2.OA.C.4 — Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.

Minnesota

3.1.2.3 — Represent multiplication facts by using a variety of approaches, such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line and skip counting. Represent division facts by using a variety of approaches, such as repeated subtraction, equal sharing and forming equal groups. Recognize the relationship between multiplication and division.
2.2.1.1 — Identify, create and describe simple number patterns involving repeated addition or subtraction, skip counting and arrays of objects such as counters or tiles. Use patterns to solve problems in various contexts. For example: Skip count by 5s beginning at 3 to create the pattern 3, 8, 13, 18, … . Another example: Collecting 7 empty milk cartons each day for 5 days will generate the pattern 7, 14, 21, 28, 35, resulting in a total of 35 milk cartons.
3.2.2.2 — Use multiplication and division basic facts to represent a given problem situation using a number sentence. Use number sense and multiplication and division basic facts to find values for the unknowns that make the number sentences true. For example: Find values of the unknowns that make each number sentence true 6 = p ÷ 9 24 = a × b 5 × 8 = 4 × t. Another example: How many math teams are competing if there is a total of 45 students with 5 students on each team? This situation can be represented by 5 × n = 45 or 45/5 = n or 45/n = 5.
3.1.2.4 — Solve real-world and mathematical problems involving multiplication and division, including both "how many in each group" and "how many groups" division problems. For example: You have 27 people and 9 tables. If each table seats the same number of people, how many people will you put at each table? Another example: If you have 27 people and tables that will hold 9 people, how many tables will you need?

Mississippi

3.OA.1 — Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.
3.OA.3 — 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.
3.OA.7 — Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. Know from memory all products of two one-digit numbers; and fully understand the concept when a remainder does not exist under division.
2.OA.4 — Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.
3.OA.9 — Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends.

Missouri

3.RA.A.1 — Interpret products of whole numbers.
2.RA.B.3 — Find the total number of objects arranged in a rectangular array with up to 5 rows and 5 columns, and write an equation to represent the total as a sum of equal addends.
3.RA.C.7 — Multiply and divide with numbers and results within 100 using strategies such as the relationship between multiplication and division or properties of operations. Know all products of two one-digit numbers.
3.RA.E.11 — Identify arithmetic patterns and explain the patterns using properties of operations.
3.RA.A.3 — Describe in words or drawings a problem that illustrates a multiplication or division situation.

Montana

3.OA.A.1 — Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.
3.OA.A.3 — 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.
3.OA.C.7 — Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.
3.OA.D.9 — Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends.
2.OA.C.4 — Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.

Nebraska

3.A.1.f — Use drawings, words, arrays, symbols, repeated addition, equal groups, and number lines to interpret and explain the meaning of multiplication and division and their relationship.
2.N.5.c — Use repeated addition to find the total number of objects arranged in an array no larger than five rows and five columns and write an equation to express the total.
3.A.1 — Operations and Algebraic Thinking: Students will extend understanding of multiplication and apply operational properties to solve problems.
3.A.1.g — Fluently multiply and divide within 100 using strategies based on understanding and properties of operations.

Nevada

3.OA.A.1 — Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.
3.OA.A.3 — 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.
3.OA.C.7 — Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.
3.OA.D.9 — Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends.

New Hampshire

3.OA.A.1 — Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.
3.OA.A.3 — 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.
3.OA.C.7 — Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.
3.OA.D.9 — Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends.
2.OA.C.4 — Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.

New Jersey

3.OA.A.1 — Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe and/or represent a context in which a total number of objects can be expressed as 5 × 7.
3.OA.A.3 — 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.
3.OA.C.7 — Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.
3.OA.D.9 — Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends.
2.OA.C.4 — Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.

New Mexico

3.OA.A.1 — Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.
3.OA.A.3 — 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.
3.OA.C.7 — Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.
3.OA.D.9 — Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends.
2.OA.C.4 — Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.

New York

NY-3.OA.1 — Interpret products of whole numbers.
NY-3.OA.7.a — Fluently solve single-digit multiplication and related divisions, using strategies such as the relationship between multiplication and division or properties of operations.
NY-3.OA.3 — Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities.
NY-3.OA.9 — Identify and extend arithmetic patterns (including patterns in the addition table or multiplication table).

North Carolina

NC.3.OA.1 — For products of whole numbers with two factors up to and including 10: • Interpret the factors as representing the number of equal groups and the number of objects in each group. • Illustrate and explain strategies including arrays, repeated addition, decomposing a factor, and applying the commutative and associative properties.
NC.3.OA.3 — Represent, interpret, and solve one-step problems involving multiplication and division. • Solve multiplication word problems with factors up to and including 10. Represent the problem using arrays, pictures, and/or equations with a symbol for the unknown number to represent the problem. • Solve division word problems with a divisor and quotient up to and including 10. Represent the problem using arrays, pictures, repeated subtraction and/or equations with a symbol for the unknown number to represent the problem.
NC.3.OA.7 — Demonstrate fluency with multiplication and division with factors, quotients and divisors up to and including 10. • Know from memory all products with factors up to and including 10. • Illustrate and explain using the relationship between multiplication and division. • Determine the unknown whole number in a multiplication or division equation relating three whole numbers.
MP.8 — Look for and express regularity in repeated reasoning.

North Dakota

3.AR.OA.1 — Using mental strategies, multiply and divide basic facts within 100. Automatically multiply and divide up to 5x5 and 10s facts.
2.AR.OA.5 — Use repeated addition to find the total number of objects arranged in a rectangular array.
3.AR.OA.4 — Use strategies and visual models to solve authentic word problems with multiplication within 100, including unknowns, using grouping models and equations.

Ohio

3.OA.1 — Interpret products of whole numbers, e.g., interpret 5 x 7 as the total number of objects in 5 groups of 7 objects each. (Note: These standards are written with the convention that a x b means a groups of b objects each; however, because of the commutative property, students may also interpret 5 x 7 as the total number of objects in 7 groups of 5 objects each).
3.OA.3 — 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. Drawings need not show details, but should show the mathematics in the problem.
3.OA.7 — Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division, e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8, or properties of operations. Limit to division without remainders. By the end of Grade 3, know from memory all products of two one-digit numbers.
3.OA.9 — Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends.
2.OA.4 — Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.

Oklahoma

3.N.2.1 — Represent multiplication facts by modeling a variety of approaches (e.g., manipulatives, repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line, skip counting).
2.N.2.6 — Use concrete models and structured arrangements, such as repeated addition, arrays, and ten frames to develop an understanding of multiplication.
3.N.2.2 — Demonstrate fluency with multiplication facts using factors up to 10.
3.A.1.1 — Create, describe, and extend patterns involving addition, subtraction, or multiplication to solve problems in a variety of contexts.

Oregon

3.OA.A.1 — Represent and interpret multiplication of two factors as repeated addition of equal groups.
3.OA.A.3 — Use multiplication and division within 100 to solve problems in authentic contexts involving equal groups, arrays, and/or measurement quantities.
2.OA.C.4 — Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.
3.OA.D.9 — Identify and explain arithmetic patterns using properties of operations, including patterns in the addition table or multiplication table.
3.OA.C.7 — Fluently multiply and divide within 100 using accurate, efficient, and flexible strategies and algorithms based on place value and properties of operations.

Pennsylvania

CC.2.2.3.A.1 — Represent and solve problems involving multiplication and division.
CC.2.2.2.A.3 — Work with equal groups of objects to gain foundations for multiplication.
CC.2.2.3.A.3 — Demonstrate multiplication and division fluency.
CC.2.2.3.A.4 — Solve problems involving the four operations, and identify and explain patterns in arithmetic.

Rhode Island

3.OA.A.1 — Interpret products of whole numbers, e.g., interpret 5 x7 as the total number of objects in five groups of seven objects each. For example, describe a context in which a total number of objects can be expressed as 5 x 7.
3.OA.A.3 — 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.
3.OA.C.7 — Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 x 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of grade 3, know from memory all products of two single- digit numbers and related division facts. For example, the product 4 x 7 = 28 has related division facts 28 ÷ 7 = 4 and 28 ÷ 4 = 7.
3.OA.D.9 — Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends.
2.OA.C.4 — Use addition to find the total number of objects arranged in rectangular arrays with up to five rows and up to five columns; write an equation to express the total as a sum of equal addends.

South Carolina

3.ATO.1 — Use concrete objects, drawings and symbols to represent multiplication facts of two single-digit whole numbers and explain the relationship between the factors (i.e., 0 - 10) and the product.
3.ATO.3 — Solve real-world problems involving equal groups, area/array, and number line models using basic multiplication and related division facts. Represent the problem situation using an equation with a symbol for the unknown.
3.ATO.7 — Demonstrate fluency with basic multiplication and related division facts of products and dividends through 100.
3.ATO.9 — Identify a rule for an arithmetic pattern (e.g., patterns in the addition table or multiplication table).
2.ATO.4 — Use repeated addition to find the total number of objects arranged in a rectangular array with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.

South Dakota

3.OA.A.1 — Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.
3.OA.A.3 — 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.
3.OA.C.7.a — Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations.
3.OA.D.9 — Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends.

Tennessee

3.OA.A.1 — Interpret the factors and products in whole number multiplication equations (e.g., 4 x 7 is 4 groups of 7 objects with a total of 28 objects or 4 strings measuring 7 inches each with a total length of 28 inches).
3.OA.A.3 — Multiply and divide within 100 to solve contextual problems, with the unknown in any positions, in situations involving equal groups, arrays/area, and measurement quantities using strategies based on place value, the properties of operations, and the relationship between multiplication and division (e.g., contexts including computations such as 3 x ? = 24, 6 x 16 = ?, ? ÷ 8 = 3, or 96 ÷ 6 = ?).
2.OA.C.4 — Use repeated addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends. For example, a 3 by 4 array can be expressed as 3 + 3 + 3 + 3 = 12 or 4 + 4 + 4 = 12.
3.OA.C.7 — Fluently multiply and divide within 100, using strategies such as the properties of operations or the relationship between multiplication and division (e.g., knowing that 8 x 5 = 40, one knows 40 ÷ 5 = 8). By the end of 3rd grade, know all products of two one-digit numbers and related division facts.
2.NBT.A.2 — Recognize, describe, extend, and create patterns when counting by ones, twos, fives, tens, and hundreds and use those patterns to predict the next number in the counting sequence up to 1000 through counting. For example: 111, 113, 115, ...; 82, 84, 86, ...; 370, 380, 390. ; 100, 200, 300,…; etc.

Texas

3.4D — determine the total number of objects when equally-sized groups of objects are combined or arranged in arrays up to 10 by 10;
3.4E — represent multiplication facts by using a variety of approaches such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line, and skip counting;
3.5B — represent and solve one- and two-step multiplication and division problems within 100 using arrays, strip diagrams, and equations;
2.6A — model, create, and describe contextual multiplication situations in which equivalent sets of concrete objects are joined; and

Utah

3.OA.1 — Interpret products of whole numbers, such as interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.
3.OA.3 — Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities. For example, use drawings and equations with a symbol for the unknown number to represent the problem.
3.OA.7.a — Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division or properties of operations. (For example, knowing that 8 x 5 = 40, one knows 40 ÷ 5 = 8).
3.OA.9 — Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that four times a number is always even, and explain why four times a number can be decomposed into two equal addends.
2.OA.4 — Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.

Vermont

3.OA.A.1 — Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.
3.OA.A.3 — 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.
3.OA.C.7 — Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.
3.OA.D.9 — Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends.
2.OA.C.4 — Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.

Virginia

3.CE.2a — Represent multiplication and division of whole numbers through 10 × 10, including in a contextual situation, using a variety of approaches and models (e.g., repeated addition/subtraction, equal-sized groups/sharing, arrays, equal jumps on a number line, using multiples to skip count).
3.CE.2 — The student will recall with automaticity multiplication and division facts through 10 × 10; and represent, solve, and justify solutions to single-step contextual problems using multiplication and division with whole numbers. Students will demonstrate the following Knowledge and Skills:
3.CE.2d — Demonstrate fluency with multiplication facts through 10 × 10 by applying reasoning strategies (e.g., doubling, add-a-group, subtract-a-group, near squares, and inverse relationships).
3.CE.2e — Represent, solve, and justify solutions to single-step contextual problems that involve multiplication and division of whole numbers through 10 × 10.

Washington

3.OA.A.1 — Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.
3.OA.A.3 — 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.
3.OA.C.7 — Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.
3.OA.D.9 — Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends.
2.OA.C.4 — Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.

Washington, D.C.

3.OA.A.1 — Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.
3.OA.A.3 — 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.
3.OA.C.7 — Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.
2.OA.C.4 — Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.
3.OA.D.9 — Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends.

West Virginia

M.3.1 — Interpret products of whole numbers, e.g., interpret 5 x 7 as the total number of objects in 5 groups of 7 objects each (e.g., describe context in which a total number of objects can be expressed as 5 x 7).
M.3.3 — 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).
M.3.7 — Fluently (efficiently, flexibly, and accurately) multiply and divide within 100 using strategies such as the relationship between multiplication and division and the properties of operations. By the end of Grade 3, know the multiplication table (facts) within 100 (Os10s) efficiently.
M.2.5 — Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns to describe the arrays; write expressions to describe the array and equations to express the total as a sum of equal addends.
M.3.9 — Identify arithmetic patterns (including patterns in the addition table or multiplication table) and explain those using properties of operations (e.g., observe that 4 times a number is always even and explain why 4 times a number can be decomposed into two equal addends).

Wisconsin

M.3.OA.A.1 — Interpret products of whole numbers, e.g., interpret 5 x 7 as the total number of objects in 5 groups of 7 objects each.
M.3.OA.C.6 — Use multiplicative thinking to multiply and divide within 100. a. Use the meanings of multiplication and division, the relationship between the operations (e.g., knowing that 8 x 5 = 40, one could reason that 40 ÷ 5 = 8), and properties of operations (e.g., the distributive property) to develop and understand strategies to multiply and divide within 100. b. Flexibly and efficiently use strategies, the relationship between the operations, and properties of operations to find products and quotients with multiples of 0, 1, 2, 5, & 10 within 100.
M.3.OA.D.8 — Identify arithmetic patterns (including patterns in the addition table or multiplication table) and explain them using properties of operations.

Wyoming

3.OA.A.1 — Represent the concept of multiplication of whole numbers using models including, but not limited to, equal-sized groups ("groups of"), arrays, area models, repeated addition, and equal "jumps" on a number line.
3.OA.D.9 — Identify arithmetic patterns and explain the relationships using properties of operations.
2.OA.C.4 — Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.