Unit 4, Section C

Multiplying Greater Numbers

Grade 3

Practice

1. Problem 1

   ForLesson 12: Multiply Multiples of 10

   Student Task Statement

   1. How many tens are there in 50?

   2. How many tens are there in ? Explain your reasoning.

   3. What is the value of ? Explain your reasoning.

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2. Problem 2

   ForLesson 13: Solve Problems with Equal Groups

   Student Task Statement

   There are 4 lunch tables. There are 12 students at each table. How many students are at the tables? Show your thinking using objects, a drawing, or a diagram.

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3. Problem 3

   ForLesson 14: Ways to Represent Multiplication of Teen Numbers

   Student Task Statement

   1. What do the 60 and 24 in the diagram represent?

      

   2. Explain how to use the diagram to find the value of .

4. Problem 4

   ForLesson 15: Equal Groups, Greater Numbers

   Student Task Statement

   There were 18 days of school in the month. There were 7 hours of school each day. How many hours of school were there during the month?

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5. Problem 5

   ForLesson 16: Multiply Numbers Greater than 20

   Student Task Statement

   Find the value of each expression. Explain or show your reasoning.

6. Problem 6

   ForLesson 17: Use the 4 Operations to Solve Problems

   Student Task Statement

   A rope is 640 inches long. Andre cuts off 5 pieces of rope that are each 16 inches long. How much rope is left?

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7. Problem 7

   Exploration

   Student Task Statement

   Here is Mai’s strategy for finding the value of : “First, I double 21, and that’s 42. Then I double 42, and that’s 84.”

   1. Explain why Mai’s strategy works.

   2. Use Mai’s strategy to find .

8. Problem 8

   Exploration

   Student Task Statement

   1. Make a list of the whole numbers greater than 0 and less than 20 that do not appear in the multiplication table.

      

   2. What do these numbers have in common?

   3. Choose 1 of these numbers and count out that number of objects. Can you make an array out of the objects? Explain your reasoning.

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9. Problem 9

   Exploration

   Student Task Statement

   Look at the 2 different diagrams representing the same multiplication expression:

   

   

   1. What multiplication expression do the 2 diagrams represent?
   2. Can you show a third way to represent the same expression?

   3. What is the value of the expression?
   4. Write a story problem to match the expression.

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