Sport Times

Sport Times

Ages 7–10 · 8 minutes · Math

Multiplication word problems with sports!

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

- Multiplication word problems with products up to 45
- Use equal groups, arrays, strip diagrams and skip counting to represent multiplication problems
- Fill in the blank factors and spot the error

Part of

Standards alignment

Common Core State Standards

  • 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.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.
  • MP4 — Model with mathematics.
  • 3.OA.A.4 — Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = □ ÷ 3, 6 × 6 = ?.

Alabama

  • MA19.3.3 — Solve word situations using multiplication and division within 100 involving equal groups, arrays, and measurement quantities; represent the situation using models, drawings, and equations with a symbol for the unknown number.
  • 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.
  • MA19.3.4 — Determine the unknown whole number in a multiplication or division equation relating three whole numbers.

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.4 — Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 x ? = 48, 5 = ? ÷ 3, 6 x 6 = ?

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.
  • MP4 — Model with mathematics.

Arkansas

  • 3.CAR.6 — Solve real-world problems using multiplication and division within 100 involving equal groups, arrays, partitive and measurement division.
  • 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.8 — Determine the unknown whole number in a multiplication or division equation relating three whole numbers.

California

  • 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.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.A.4 — Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = _ ÷ 3, 6 × 6 = ?.

Colorado

  • 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.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.

Connecticut

  • 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.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.A.4 — Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = _ ÷ 3, 6 × 6 = ?.

Delaware

  • 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.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.A.4 — Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = _ ÷ 3, 6 × 6 = ?.
  • MP4 — Model with mathematics.

Florida

  • MA.3.AR.1.2 — Solve one- and two-step real-world problems involving any of four operations with whole numbers.
  • MA.3.NSO.2.2 — Explore multiplication of two whole numbers with products from 0 to 144, and related division facts.
  • MA.3.AR.2.2 — Determine and explain whether an equation involving multiplication or division is true or false.
  • MA.3.NSO.2.4 — Multiply two whole numbers from 0 to 12 and divide using related facts with procedural reliability.
  • MA.3.AR.2.3 — Determine the unknown whole number in a multiplication or division equation, relating three whole numbers, with the unknown in any position.

Georgia

  • 3.PAR.3.6 — Solve practical, relevant problems involving multiplication and division within 100 using part-whole strategies, visual representations, and/or concrete models.
  • 3.PAR.3 — Use part-whole strategies to solve real-life, mathematical problems involving multiplication and division with whole numbers within 100.
  • 3.PAR.3.2 — Represent single digit multiplication and division facts using a variety of strategies. Explain the relationship between multiplication and division.
  • 3.PAR.3.7 — Use multiplication and division to solve problems involving whole numbers to 100. Represent these problems using equations with a letter standing for the unknown quantity. Justify solutions.

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.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.A.4 — Determine the unknown whole number in a multiplication or division equation relating three whole numbers.
  • 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.
  • MP4 — Model with mathematics.

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.MP.4 — Model with mathematics.
  • 3.OA.C.7 — Demonstrate fluency for multiplication within 100.
  • 3.MP.3 — Construct viable arguments and critique the reasoning of others.

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.A.4 — Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = \_ ÷ 3, 6 × 6 = ?.
  • 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.
  • MP.4 — Model with mathematics.

Indiana

  • 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.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.

Iowa

  • 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.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.A.4 — Be able to represent a word problem by writing an equation with a symbol for the unknown whole number and determine the unknown whole number in a multiplication or division equation relating to three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × ⎕ = 48, 5 = ⎕ ÷ 3, 6 × 6 = ⎕.
  • 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.

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.
  • MP.4 — Model with mathematics.

Kentucky

  • 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.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.OA.4 — Determine the unknown whole number in a multiplication or division equation relating three whole numbers.

Louisiana

  • 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.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.
  • MP4 — Model with mathematics.

Maine

  • 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.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.A.4 — Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = _ ÷ 3, 6 × 6 = ?

Maryland

  • 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.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.
  • MP4 — Model with mathematics.
  • 3.OA.A.4 — Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = \_ ÷ 3, 6 × 6 = ?.

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.8 — Solve two-step word problems using the four operations for problems posed with whole numbers and having whole number answers. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies, including rounding.

Michigan

  • 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.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.A.4 — Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = _ ÷ 3, 6 × 6 = ?.
  • 3.OA.D.8 — Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.

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.
  • 3.1.2.4 — 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?
  • 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.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.
  • MP4 — Model with mathematics.

Missouri

  • 3.RA.A.1 — Interpret products of whole numbers.
  • 3.RA.A.4 — Use multiplication and division within 100 to solve problems.
  • 3.RA.A.5 — Determine the unknown number in a multiplication or division equation relating three 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.A.3 — Describe in words or drawings a problem that illustrates a multiplication or division situation.

Montana

  • 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.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.
  • MP4 — Model with mathematics.

Nebraska

  • 3.A.1 — Operations and Algebraic Thinking: Students will extend understanding of multiplication and apply operational properties to solve problems.
  • 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.c — Solve and write one-step whole number equations to represent authentic problems using the four operations including equations with an unknown start, unknown change, or unknown result.

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.A.4 — Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = _ ÷ 3, 6 × 6 = ?.

New Hampshire

  • 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.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.
  • MP4 — Model with mathematics.
  • 3.OA.A.4 — Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = _ ÷ 3, 6 × 6 = ?.

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.A.4 — Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = ? ÷ 3, 6 × 6 = ?.

New Mexico

  • 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.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.A.4 — Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = _ ÷ 3, 6 × 6 = ?.

New York

  • NY-3.OA.3 — Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities.
  • MP.4 — Model with mathematics.
  • 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.

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.4 — Use strategies and visual models to solve authentic word problems with multiplication within 100, including unknowns, using grouping models and equations.
  • 3.AR.OA.1 — Using mental strategies, multiply and divide basic facts within 100. Automatically multiply and divide up to 5x5 and 10s facts.

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.4 — Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 ×  = 48; 5 =  ÷ 3; 6 × 6 =  .

Oklahoma

  • 3.N.2 — Solve real-world and mathematical problems using addition, subtraction, multiplication, and division.
  • 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.
  • 3.A.2 — Use number sentences involving multiplication and unknowns to represent and solve real-world and mathematical problems.

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.
  • MP4 — Model with mathematics.
  • 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.

Rhode Island

  • 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.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.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.
  • MP4 — Model with mathematics.
  • 3.OA.D.8 — Solve two-step word problems using the four operations for problems posed with whole numbers and having whole number answers. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies, including rounding.

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.PS.2d — Connect the meaning of mathematical operations to the context of a given situation.
  • 3.ATO.4 — Determine the unknown whole number in a multiplication or division equation relating three whole numbers when the unknown is a missing factor, product, dividend, divisor, or quotient.

South Dakota

  • 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.A.4 — Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = _ ÷ 3, 6 × 6 = ?.

Tennessee

  • 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 = ?).
  • 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.OA.A.4 — Determine the unknown whole number in a multiplication or division equation relating three whole numbers within 100. For example, determine the unknown number that makes the equation true in each of the equations: 8 x ? = 48, 5 = ? ÷ 3, 6 x 6 =?.

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;
  • 3.4K — solve one-step and two-step problems involving multiplication and division within 100 using strategies based on objects; pictorial models, including arrays, area models, and equal groups; properties of operations; or recall of facts.
  • 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;
  • 3.5B — represent and solve one- and two-step multiplication and division problems within 100 using arrays, strip diagrams, and equations;

Utah

  • 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.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.MP.4 — Model with mathematics.

Vermont

  • 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.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.
  • MP4 — Model with mathematics.
  • 3.OA.A.4 — Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = _ ÷ 3, 6 × 6 = ?.

Virginia

  • 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.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.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.A.4 — Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = _ ÷ 3, 6 × 6 = ?.
  • 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.
  • MP4 — Model with mathematics.

Washington, D.C.

  • 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.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.
  • MP4 — Model with mathematics.

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.
  • MHM4 — Model with mathematics.

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.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.
  • 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.

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.A.3 — Solve multiplication and division word problems within 100 using appropriate modeling strategies and equations.
  • 3.OA.A — Represent and solve problems involving multiplication and division.
  • 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.A.4 — Determine the unknown whole number in a multiplication or division equation relating three whole numbers when the unknown is a missing factor, product, dividend, divisor, or quotient. (Students need not know formal terms.)