Multiplication Galaxy

Ages 7–10 · 6 minutes · Math

Out of this world multiplication!

In this intermediate multiplication lesson, students will review and practice:

- Multiplication with products between 20 and 40
- Use equal groups, number lines and skip counting to represent multiplication problems

Part of

Learn to Multiply

Standards alignment

Common Core State Standards

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.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.B.5 — Apply properties of operations as strategies to multiply and divide.
2.NBT.A.2 — Count within 1000; skip-count by 5s, 10s, and 100s.

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.
MA19.3.7 — Use strategies based on properties and patterns of multiplication to demonstrate fluency with multiplication and division within 100.
MA19.3.7a — Fluently determine all products obtained by multiplying two one-digit numbers.
MA19.3.12 — Use concrete materials and pictorial models based on place value and properties of operations to find the product of a one-digit whole number by a multiple of ten (from 10 to 90).
MA19.3.5 — Develop and apply properties of operations as strategies to multiply and divide.

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.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.NBT.3 — Multiply one-digit whole numbers by multiples of 10 in the range 10-90 (e.g., 9 x 80, 10 x 60) using strategies based on place value and properties of operations.
3.OA.5 — Make, test, support, draw conclusions and justify conjectures about properties of operations as strategies to multiply and divide. (Students need not use formal terms for these properties.) • Commutative property of multiplication: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. • Associative property of multiplication: 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. • Distributive property: Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. • Inverse property (relationship) of multiplication and division.

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.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.NBT.A.3 — Multiply one-digit whole numbers by multiples of 10 in the range 10—90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations.
3.OA.B.5 — Apply properties of operations as strategies to multiply and divide. Properties include commutative and associative properties of multiplication and the distributive property. (Students do not need to use the formal terms for these properties.)
2.NBT.A.2 — Count within 1000; skip-count by 5s, 10s, and 100s.

Arkansas

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.3 — Apply properties of operations as strategies to multiply and divide. • Properties include: Distributive, Commutative, and Associative Properties of Multiplication
3.CAR.4 — Use strategies to multiply one-digit numbers by multiples of 10 ranging from 10-90; strategies are based on place value and properties of operations (e.g., 9 ∙ 80, 5 ∙ 60).

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.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.NBT.A.2 — Count within 1000; skip-count by 2s, 5s, 10s, and 100s.
3.OA.B.5 — Apply properties of operations as strategies to multiply and divide.
MP8 — Look for and express regularity in repeated reasoning.

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.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.NBT.A.2 — Count within 1000; skip-count by 5s, 10s, and 100s.
3.OA.B.5 — Apply properties of operations as strategies to multiply and divide. (Students need not use formal terms for these properties.) Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.)
3.NBT.A.3 — Multiply one-digit whole numbers by multiples of 10 in the range 10–90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations.

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.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.NBT.A.3 — Multiply one-digit whole numbers by multiples of 10 in the range 10—90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations.
3.OA.B.5 — Apply properties of operations as strategies to multiply and divide.

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.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.NBT.A.3 — Multiply one-digit whole numbers by multiples of 10 in the range 10—90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations.
3.OA.B.5 — Apply properties of operations as strategies to multiply and divide.
MP8 — Look for and express regularity in repeated reasoning.

Florida

MA.3.NSO.2.2 — Explore multiplication of two whole numbers with products from 0 to 144, and related division facts.
MA.3.NSO.2.3 — Multiply a one-digit whole number by a multiple of 10, up to 90, or a multiple of 100, up to 900, with procedural reliability.
MA.3.NSO.2.4 — Multiply two whole numbers from 0 to 12 and divide using related facts with procedural reliability.
MA.3.AR.1.1 — Apply the distributive property to multiply a one-digit number and two-digit number. Apply properties of multiplication to find a product of one-digit whole numbers.
MA.3.AR.3.2 — Determine whether a whole number from 1 to 144 is a multiple of a given one-digit number.

Georgia

3.PAR.3.2 — Represent single digit multiplication and division facts using a variety of strategies. Explain the relationship between multiplication and division.
3.PAR.3 — Use part-whole strategies to solve real-life, mathematical problems involving multiplication and division with whole numbers within 100.
3.PAR.3.1 — Describe, extend, and create numeric patterns related to multiplication. Make predictions related to the patterns.
3.PAR.3.5 — Use place value reasoning and properties of operations to multiply one-digit whole numbers by multiples of 10, in the range 10-90.

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.
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.NBT.A.2 — Count within 1000; skip-count by 5s, 10s, and 100s.
3.OA.B.5 — Apply properties of operations as strategies to multiply and divide.
3.NBT.A.3 — Multiply one-digit whole numbers by multiples of 10 in the range 10—90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and 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.C.7 — Demonstrate fluency for multiplication within 100.
3.OA.B.5 — Apply the properties of operations to multiply and divide.
3.NBT.A.3 — Multiply one-digit whole numbers by multiples of ten in the range 10 – 90 using understanding of place value and properties of operations.

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.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.NBT.A.3 — Multiply one-digit whole numbers by multiples of 10 in the range 10—90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations.
3.OA.B.5 — Apply properties of operations as strategies to multiply and divide.

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.6 — Demonstrate fluency with mastery of multiplication facts and corresponding division facts of 0 to 10.
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)
PS.8 — Look for and express regularity in repeated reasoning.

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.B.5 — Use properties of operations as strategies to multiply and divide. For example, if 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.)
SMP8 — Look for and express regularity in repeated reasoning.
3.NBT.A.3 — Use place value and properties of operations to multiply onedigit whole numbers by multiples of 10 in the range 10–90. For example, 9 × 80, 5 × 60.

Kansas

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.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.5 — Apply properties of operations as strategies to multiply and divide. Examples: If 6 ⋅ 4 = 24 is known, then 4 ⋅ 6 = 24 is also known. (Commutative property of multiplication.) 3 ⋅ 5 ⋅ 2 can be found by 3 ⋅ 5 = 15, then 15 ⋅ 2 = 30 , or by 5 ⋅ 2 = 10 , then 3 ⋅ 10 = 30 . (Associative property of multiplication.) Knowing that 8 ⋅ 5 = 40 and 8 ⋅ 2 = 16 , one can find 8 ⋅ 7 as 8 ⋅ (5 + 2) = (8 ⋅ 5) + (8 ⋅ 2) = 40 + 16 = 56. (Distributive property.) Students need not use formal terms for these properties.
3.NBT.3 — Multiply one-digit whole numbers by multiples of 10 in the range 10 to 90 (e.g. 9 ⋅ 80, 5 ⋅ 60) using strategies based on place value and properties of operations.

Kentucky

KY.3.OA.1 — Interpret and demonstrate products of whole numbers.
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.NBT.3 — Multiply one-digit whole numbers by multiples of 10 in the range of 10–90 using strategies based on place value and properties of operations.
KY.3.OA.5 — Apply properties of operations as strategies to multiply and divide.

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.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.NBT.A.3 — Multiply one-digit whole numbers by multiples of 10 in the range 10—90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations.
3.OA.B.5 — Apply properties of operations as strategies to multiply and divide.
MP8 — Look for and express regularity in repeated reasoning.

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.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.B.5 — Apply properties of operations as strategies to multiply. Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.)
3.NBT.A.3 — Multiply one-digit whole numbers by multiples of 10 in the range 10-90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations.

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.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.B.5 — Apply properties of operations as strategies to multiply and divide.
3.NBT.A.3 — Multiply one-digit whole numbers by multiples of 10 in the range 10—90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations.

Massachusetts

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.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.B.5 — Apply properties of operations to multiply. For example: When multiplying numbers order does not matter. If 6  4 = 24 is known, then 4  6 = 24 is also known (Commutative property of multiplication); The product 3  5  2 can be found by 3  5 = 15 then 15  2 = 30, or by 5  2 = 10 then 3  10 = 30 (Associative property of multiplication); When multiplying two numbers either number can be decomposed and multiplied; one can find 8 x 7 by knowing that 7 = 5 + 2 and that 8  5 = 40 and 8  2 = 16, resulting in 8  (5 + 2) = (8  5) + (8  2) = 40 + 16 = 56 (Distributive property); When a number is multiplied by 1 the result is the same number (Identity property of 1 for multiplication).
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.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.B.5 — Apply properties of operations as strategies to multiply and divide.
3.NBT.A.3 — Multiply one-digit whole numbers by multiples of 10 in the range 10—90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations.

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.
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.

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.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.
3.OA.5 — Apply properties of operations as strategies to multiply and divide. Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.)
3.NBT.3 — Multiply one-digit whole numbers by multiples of 10 in the range 10–90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations.

Missouri

3.RA.A.1 — Interpret products of whole numbers.
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.B.6 — Apply properties of operations as strategies to multiply and divide.

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.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.NBT.A.2 — Count within 1000; skip-count by 5s, 10s, and 100s.
3.OA.B.5 — Apply properties of operations as strategies to multiply and divide.

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.
3.A.1.g — Fluently multiply and divide within 100 using strategies based on understanding and properties of operations.
3.A.1 — Operations and Algebraic Thinking: Students will extend understanding of multiplication and apply operational properties to solve problems.
3.A.1.h — Multiply one-digit whole numbers by multiples of 10 in the range of 10 to 90 using strategies based on place value and properties of operations.

Nevada

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.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.B.5 — Apply properties of operations as strategies to multiply and divide.
3.NBT.A.3 — Multiply one-digit whole numbers by multiples of 10 in the range 10—90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations.

New Hampshire

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.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.B.5 — Apply properties of operations as strategies to multiply and divide.
2.NBT.A.2 — Count within 1000; skip-count by 5s, 10s, and 100s.
MP8 — Look for and express regularity in repeated reasoning.

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.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.B.5 — Apply properties of operations as strategies to multiply and divide. Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3× 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.)
2.NBT.A.2 — Count within 1000; skip-count by 5s, 10s, and 100s.
3.NBT.A.3 — Multiply one-digit whole numbers by multiples of 10 in the range 10–90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations.

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.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.NBT.A.2 — Count within 1000; skip-count by 5s, 10s, and 100s.
3.OA.B.5 — Apply properties of operations as strategies to multiply and divide.

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.5 — Apply properties of operations as strategies to multiply and divide.
NY-3.OA.7.b — Know from memory all products of two one-digit numbers.
NY-2.NBT.2 — Count within 1000; skip-count by 5s, 10s, and 100s.

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.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.
NC.3.NBT.3 — Use concrete and pictorial models, based on place value and the properties of operations, to find the product of a one-digit whole number by a multiple of 10 in the range 10–90.
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.
3.AR.OA.2 — Apply the properties of operations to solve multiplication and division equations and justify thinking.
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.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.5 — Apply properties of operations as strategies to multiply and divide. For example, if 6 × 4 = 24 is known, then 4 × 6 = 24 is also known (Commutative Property of Multiplication); 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30 (Associative Property of Multiplication); knowing that 8 × 5 = 4 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56 (Distributive Property). Students need not use formal terms for these properties.
3.NBT.3 — Multiply one-digit whole numbers by multiples of 10 in the range 10-90, e.g., 9 × 80, 5 × 60 using strategies based on place value and properties of operations.

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).
3.N.2.2 — Demonstrate fluency with multiplication facts using factors up to 10.

Oregon

3.OA.A.1 — Represent and interpret multiplication of two factors as repeated addition of equal groups.
3.OA.B.5 — Apply properties of operations as strategies to multiply and divide.
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.
2.NBT.A.2 — Count within 1000; skip-count by 5's, 10's, and 100's.
3.NBT.A.3 — Find the product of one-digit whole numbers by multiples of 10 in the range 10-90, such as 9 x 80. Students use a range of 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.2.2.3.A.3 — Demonstrate multiplication and division fluency.
CC.2.2.2.A.3 — Work with equal groups of objects to gain foundations for multiplication.
CC.2.2.3.A.2 — Understand properties of multiplication and the relationship between multiplication and division.

Rhode Island

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.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.B.5 — Apply properties of operations to multiply. For example, when multiplying numbers order does not matter. If 6 x 4 = 24 is known, then 4 x 6 = 24 is also known (Commutative property of multiplication); The product 3 x 5 x 2 can be found by 3 x 5 = 15 then 15 x 2 = 30, or by 5 x 2 = 10 then 3 x 10 = 30 (Associative property of multiplication); When multiplying two numbers either number can be decomposed and multiplied; one can find 8 x 7 by knowing that 7 = 5 + 2 and that 8 x 5 = 40 and 8 x 2 = 16, resulting in 8 (5 + 2) = (8 x 5) + (8 x 2) = 40 + 16 = 56 (Distributive property); When a number is multiplied by 1 the result is the same number (Identity property of 1 for multiplication).
3.NBT.A.3 — Multiply one-digit whole numbers by multiples of 10 in the range 10—90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations.

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.7 — Demonstrate fluency with basic multiplication and related division facts of products and dividends through 100.
3.NSBT.3 — Multiply one-digit whole numbers by multiples of 10 in the range 10 - 90, using knowledge of place value and properties of operations.
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.

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.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.NBT.A.3 — Multiply one-digit whole numbers by multiples of 10 in the range 10—90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations.
3.OA.B.5 — Apply properties of operations as strategies to multiply and divide.

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.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.
3.NBT.A.3 — Multiply one-digit whole numbers by multiples of 10 in the range 10–90 (e.g., 9 x 80, 5 x 60) using strategies based on place value and properties of operations.
3.OA.B.5 — Apply properties of operations as strategies to multiply and divide. (Students need not use formal terms for these properties.) Examples: If 6 x 4 = 24 is known, then 4 x 6 = 24 is also known (commutative property of multiplication). 3 x 5 x 2 can be solved by (3 x 5) x 2 or 3 x (5 x 2) (associative property of multiplication). One way to find 8 x 7 is by using 8 x (5 + 2) = (8 x 5) + (8 x 2). By knowing that 8 x 5 = 40 and 8 x 2 = 16, then 8 x 7 = 40 + 16 = 56 (distributive property of multiplication over addition).

Texas

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;
3.4D — determine the total number of objects when equally-sized groups of objects are combined or arranged in arrays up to 10 by 10;
3.4F — recall facts to multiply up to 10 by 10 with automaticity and recall the corresponding division facts;
4.4B — determine products of a number and 10 or 100 using properties of operations and place value understandings;

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.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.5 — Apply properties of operations as strategies to multiply and divide. For example: If 6 x 4 = 24 is known, then 4 x 6 = 24 is also known (commutative property of multiplication). 3 x 5 x 2 can be found by 3 x 5 = 15, then 15 x 2 = 30, or by 5 x 2 = 10, then 3 x 10 = 30 (associative property of multiplication). Knowing that 8 x 5 = 40 and 8 x 2 = 16, one can find 8 x 7 as 8 x (5 + 2) = (8 x 5) + (8 x 2) = 40 + 16 = 56 (distributive property). (Third grade students may, but need not, use formal terms for these properties.)
3.NBT.3 — Multiply one-digit whole numbers by multiples of 10 in the range 10–90 (for example, 9 x 80 and 5 x 60) using strategies based on place value and properties of operations.

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.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.B.5 — Apply properties of operations as strategies to multiply and divide.
3.NBT.A.3 — Multiply one-digit whole numbers by multiples of 10 in the range 10—90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations.

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.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.2f — Recall with automaticity the multiplication facts through 10 × 10 and the corresponding division facts.
3.CE.2c — Apply strategies (e.g., place value, the properties of multiplication and/or addition) when multiplying and dividing whole numbers.

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.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.NBT.A.2 — Count within 1000; skip-count by 5s, 10s, and 100s.
3.OA.B.5 — Apply properties of operations as strategies to multiply and divide.

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.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.NBT.A.3 — Multiply one-digit whole numbers by multiples of 10 in the range 10—90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations.
3.OA.B.5 — Apply properties of operations as strategies to multiply and divide.
MP8 — Look for and express regularity in repeated reasoning.

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.3.7 — 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.3.5 — Apply properties of operations as strategies to multiply and divide (e.g., if 6 x 4 = 24 is known, then 4 x 6 = 24 is also known: Commutative Property of Multiplication; 3 x 5 x 2 can be found by 3 x 5 = 15, then 15 x 2 = 30, or by 5 x 2 = 10, then 3 x 10 = 30: Associative Property of Multiplication; knowing that 8 x 5 = 40 and 8 x 2 = 16, one can find 8 x 7 as 8 x (5 + 2) = (8 x 5) + (8 x 2) = 40 + 16 = 56: Distributive Property). Instructional Note: Students should focus on conceptual understanding not use formal terms for these properties.

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.B.4 — Apply properties of operations as strategies to multiply and divide. Student use of the formal terms for these properties is not necessary.
M.2.NBT.A.2 — Count within 1,000; skip-count by fives, tens, and hundreds.

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.C.7 — Fluently multiply and divide with factors 1 - 10 using mental strategies. By end of Grade 3, know automatically all products of one-digit factors based on strategies.
3.OA.B.5 — Apply properties of multiplication as strategies to multiply and divide. (Students need not use formal terms for these properties.)
3.OA.C — Multiply and divide within 100.