Unit 2

Multiplication and Division with Factors of 2, 3, 4, 5, and 10 (see Unit 4 factors 6,7,8,and 9)
Unit Summary
Students explore the concepts of multiplication and division, beginning in the context of equal group and array problems, moving to skip-counting
and repeated addition, and ending with more complex and/or abstract problems.

Learning target I can use my understanding of multiplication and the relationship between multiplication and division to represent, interpret, and
of unit solve word problems involving multiplication and division.

Essential understandings Overarching essential questions

Multiplication and division problems with whole numbers can be solved by • Which situations the operations of multiplication and division are
using drawings as well as equations. appropriate choices to solve problems?
How can multiplication and division be represented and interpreted?

Multiplication and division have an inverse relationship and can be used to
solve problems and check answers.
• Why does understanding the properties of multiplication and addition
help with the understanding of computational procedures for
multiplication and division, including mental strategies and estimation
strategies, invented algorithms, or general written methods that are
variations of the standard algorithms?

Summative 1. A farmer has 20 apple trees that he needs to plant in his orchard. He wants to plant the trees in rows. Each row will
Assessment have an equal number of trees.

Describe what a. Draw a picture or diagram to show two different ways he can plant the trees.
students will do b. Write a number sentence that could be used to find the number of rows for each picture.
and produce to c. If he has one extra apple tree in his orchard and he still wants the trees planted in equal rows, how would this
develop evidence change the way he plants the trees in his orchard?
that will be d. Draw a picture to show how the orchard would look with the extra apple tree.
evaluated using the e. Write a number sentence that could be used to find the number of rows for this picture.
scoring criteria
2. There were 56 birdhouses at school. Today, 4 classes made more birdhouses. Each class made 8 birdhouses. How many total
birdhouses are there now?

3. Mr. Dent had 32 markers in his classroom. He buys new boxes of markers that have 9 markers in each box. Now, he has 86
markers. How many new boxes did he buy?

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 4. Jayson had 274 postcards in his collection. He wanted to give Sam some of his postcards. Jayson gave Sam 8 postcards from
each set below:

• Arts
• Sports
• Schools • Parks
• Beaches • Sunsets

How many postcards does Jayson have left?

4. Sheldon is baking 2-inch cookies. He has 3 trays that are the same size. On one tray, he makes 5 rows with 4 cookies in each
row. He cannot fit any more cookies on the tray. He fills the second tray completely and only part of the third tray.

How many cookies could Sheldon have made?

Explain your answer using numbers, words, and/or pictures

Evidence of student learning

Criteria for assessment
Concept investigate addition and multiplication table in search of patterns.
use properties of operations (e.g., commutative and distributive properties) as strategies to multiply and divide.
Multiplication and
Division use the distributive property as a strategy to work with products of numbers they know to solve products they do not know. For
example, to find the product of 7 × 8, students might decompose 7 into 5 and 2 and then multiply 5 × 8 and 2 × 8 to arrive at
40 +16, or 56.

Problem solving / use concrete objects, pictures, or drawings to help them conceptualize and solve problems such as these: “Jim purchased 5
modeling packages of muffins. Each package contained 3 muffins. How many muffins did Jim purchase?” or “Describe another situation
where there would be 5 groups of 3 or 5 x 3.”
represent mathematical situations in multiple ways such as using sets of counters, number lines to skip count and relate to
multiplication and arrays/area models in solving problems involving multiplication and division.
consider the available tools (including drawings or estimation) when solving a mathematical problem and decide when particular
tools might be helpful. For instance, they may use square tiles or graph paper to find all the possible rectangles that have a
given perimeter.

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Communicate construct arguments using objects, pictures, or drawing.
reasoning
explain and discuss why the patterns found in addition and multiplication tables make sense and how they are related to
properties of operations (e.g., why is the multiplication table symmetric about its diagonal from the upper left to the lower
right?)
recognize that a number represents a specific quantity.
specify units of measure and to state the meaning of the symbols they choose. For instance, when calculating the area of a
rectangle they record the answer in square units.
calculate efficiently and accurately.
Prior Knowledge At end of Grade 2, Students should be able to

• Explain that the three digits of a three-digit number represent amounts of hundreds, tens, and ones.(2.NBT.1)

• Use concrete objects to determine whether a group of up to 20 objects is even or odd. (2.OA.3)

• Write an equation to express an even number as a sum of two equal addends. (2.OA.3)

• Use concrete and pictorial representations and repeated addition, determine the total number of objects in a
rectangular array with up to 5 rows and up to 5 columns. (2.OA.4)

• Write an equation to express the total number of objects in a rectangular array with up to 5 rows and up to 5 columns
as a sum of equal addends. (2.OA.3)

• Fluently add and subtract within 100, using strategies based on place value, properties of operations, and/or the
relationship between addition and subtraction. (2.OA.1)
Prior to this unit, students in Grade 2
Students used drawings, 10 frames, number lines to solve problems. 10 frames built their understanding of groups of 5s and 10s.
Manipulatives and drawings were used to develop a deep understanding of composing and decomposing numbers. In Grade 2 they
counted collections (up to 20 objects) and then arranged those into arrays and wrote matching addition sentences.

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 Progression of learning
See Prior Knowledge
I can use my
solve two-step understanding of
use the
relationship
word problems multiplication and
Use properties of involving the the relationship
interpret factors develop between
four operations
as the size of multiplication multiplication and multiplication between
and identify
the group or the and division relationship and division to multiplication and
recognize between patterns using
number of groups facts by solve division
division in two multiplication and word problems as
the properties division to
and represent studying
different division to solve of operations represent, interpret,
multiplication patterns and an unknown
situations
with the array to relationships in problems factor problem and solve word
equal sharing
show the
and determining
multiplication I can represent a problems involving
relationship facts two-step word multiplication and
how many groups I can represent a I can explain and
among all the problem with
numbers involved multiplication or represent the division.
models, pictures,
I can recall basic division word problem commutative
and equations.
I can use division facts quickly. with models, property
to determine the drawings, and I can write an
I can represent I can use
size of each group equations. I can explain the equation using a
multiplication with strategies to
when the number relationship letter for the
equal groups and recall facts when
of groups is known between unknown number.
arrays. needed. I can solve word multiplication and
I can use division problems with division. I can determine if
I can represent
to determine the multiplication or a solution to a
multiplication as
number of groups division. I can use two-step problem
equal jumps on a
when the size of multiplication to is reasonable.
number line.
each group is find an unknown
I can relate I can use estimation
known. What patterns in a division I can describe
repeated addition or related facts to
can be used to equation. patterns in
to representations determine if answers
I can represent find certain addition and
of multiplication. division with are reasonable. I can use division
multiplication multiplication
models and facts? to find an charts.
I can write an
drawings. unknown in a
equation for a I can determine the
multiplication I can explain that
multiplication I can write an unknown number in
equation a factor can be
situation. 3.OA.7 multiplication and
equation for a decomposed and
division situation. division problems the partial
I can represent
multiplication with What strategies products can be
I can describe how put back
an area model partitive and can be used to
solve real-world together.
measurement How are
division are multiplication and division
How can I relate different. division related? problems?
what I know about How can knowing
skip counting to the properties of
multiply? How are 3.OA.5 operations help in
3.OA.3
subtraction and 3.OA.6 solving problems?
3.OA.4
division related?

3.OA.1 3.OA.8
3.OA.2 3.OA.9

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Learning Intention 1 interpret factors as the size of the group or the number of groups and represent multiplication with the array to show the
relationship among all the numbers involved (factor x factor = product).
Standard 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.
Common Formative 1. Create 3 different multiplications arrays that represent 30.
Assessment
2. Which model for multiplication do you like best?

3. The product is 48. What could the factors be?

4. Explain the relationship between a factor and product. What happens to the product when one of the factors increases? (Ex.
when 3 x 7 becomes 3 x 8.
5. Write a multiplication sentence for the array below:
What are the factors/
What is the product?
XXXXXX
XXXXXX
XXXXXX
XXXXXX

Learning Intention recognize division in two different situations equal sharing (e.g., how many are in each group?), and determining how many groups
2 (e.g., how many groups can you make?).
Standard 3.OA.2 Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when
56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8
objects each.

Common Formative 1. I have 24 total marshmallows divided into more than one bag. Each bag has the same amount. How many bags could I have?
Assessment How many would be in each bag?

2. How many ways can I share 36 equally?

3. Explain the relationship between multiplication and division? Use models, drawings, and/or examples to support your answer.

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 4. Think of an example in life when 42 ÷ 6 would be used with the sharing method of division (42 into 6 equal groups) and when it
would be used with the measurement method (42 divided into groups of 6). Note: students do not need to know the vocabulary of
sharing and measurement methods, but should be exposed to both.

5. If the quotient is 6, what could your possible one-digit dividend and one-digit divisor be? List 3 different possibilities.

6. How many people could share 32 M&M’s equally? Explain all possibilities.How many groups of 6 are in 24? Use the hearts and
write an equation to show how you found your answer.

There are _________ groups of 3 in 18? Use the triangles to show how you found your answer.

Learning Intention develop multiplication and division facts by studying patterns and relationships in multiplication facts and relating multiplication
3 and division, record the patterns after using arrays, drawings, hundreds chart, manipulatives, etc. and justify my reasoning.
Standard 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. By the end of Grade 3, know from memory all
products of two one-digit numbers.

Common Formative 1. Sean is have difficulty when multiplying by 9. Kevin tells him if he knows x10 facts, you can quickly solve x9 facts. Do you
Assessment agree with Kevin? Why or why not? Use models, equations and/or drawings to support your answer.

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 2. Explain how x2 facts relate to x4 facts. How do x4 facts help you solve x8 facts?
3. Tara knows strategies for x2, x3, x4, x5, x6, x8, x9, and x10. She asked when she would learn strategies for x7 facts and was
told she knew her x7 facts already. Explain how that is.
4. Heather’s teacher told her that if she knows her x10 facts then she also knows her x5 facts. Heather doesn’t understand how.
Explain the relationship between the 10’s and 5’s facts.
4. Explain a strategy for multiplying by 3.
5. How does knowing your x5 and x2 facts help you to learn your x7 facts?Match the multiplication and division equations that
relate to each other.
5x6= 50 ÷ 10 =
2x8= 30 ÷ 5 =
10 x 5 = 24 ÷ 2 =
12 x 2 = 16 ÷ 2 =

6. Choose three related problems below and solve them

4 x 12 = _____
3 x 12 = _____
48 ÷ 12 = _____
24 ÷ 6 = _____
12 ÷ 3 = _____
48 ÷ 16 = _____
24 ÷ 8 = _____

How are your three problems related?

Learning Intention Use properties of multiplication and relationship between multiplication and division to solve problems
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Standard 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

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

Common Formative 1. Write a word problem that the number sentence 72 ÷ 9 could be used to solve. Note: This is a way to increase rigor but is not
Assessment required for demonstrating proficiency with this standard.
2. Write a word problem with the product of 35. Note: This is a way to increase rigor but is not required for demonstrating
proficiency with this standard.
3. We need 52 juice boxes for our class party. Juice boxes come in packs of 6 or 8. How many packs of each do you need to
have enough for each student?
4. Jim purchased 5 packages of muffins. Each package contained 3 muffins. Describe another situation where there would be 5
groups of 3 or 5 x 3.
5. The monkey keeper at the zoo needs 7 apples a day to help feed the monkeys. She has 50 apples at the start of the week.
Will she have enough apples for the entire 7 day week ? Explain your reasoning.
6. Lisa has 30 shoes and says that she owns 12 pairs. Explain why she is correct or incorrect.
7. Write four equations with n, where n would solve all of them. (ie. 4 x n= 8, 10 = 5 x n, n x 6 = 12, 16 = n x 8.
8. Alesia has 32 cupcakes to sell at the bake sale. What are possible package arrangements that she could make? Write an
equation for each arrangement.
9. The classroom has 30 desks. How many different ways could you arrange the desks?
10. Explain to a friend how you found n in the equation 4 x n = 40.
11. There are 50 ants on the ant hill. If there are 5 groups of 4 red ants, how many possible equal groups of black ants are
there?
Learning Intention use the relationship between multiplication and division to solve division word problems as an unknown factor problem
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Standard 3.OA.5 Apply properties of operations as strategies to multiply and divide.
3.OA.6 Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when
multiplied by 8.

Common Formative 1. Eric says he has more donuts because his mom bought six boxes of four donuts each. Samantha says that she has more
Assessment donuts because her mom bought four boxes, each with six donuts. Who is correct? Explain your thinking.
2. Melissa needs to solve 24 x 4 in her head. What strategy should she use?
3. Danielle is trying to multiply a strand of numbers (6 x 3 x 5) in her head but is having trouble keeping them organized in
her head. Describe a strategy that she can use to solve the problem.
4. Malcolm multiplied 3 numbers together and got 24. What 3 numbers could he have multiplied? What strategy did you
use to figure the numbers out?
5. Solve 8 x 7 using the distributive property. Could you distribute a different factor or distribute the same factor a
different way?

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 6. Rachel says that if you know 4 x 6 = 24, then you know what n equals in 24 ÷ n = 6. Why is she correct?
7. Jahyden was sharing his candy with his friends. He shared 32 pieces of candy. How many friends could he have shared
the candy with?
8. Danielle has 48 lollipops to share with her friends. If she has 6 friends, how many lollipops would each friend get? If she
has 8 friends, how many lollipops would each friend get? Why does the number of lollipops change based on the number
of her friends?
9. Explain how you can use multiplication to solve a division problem. Use models, drawings and/or examples to support your
answer.
10. Use the numbers 5, 6, and 30 to write a multiplication story. Write a related division story
11. To earn some money, three friends opened a lemonade stand. At the end of the day, they had earned a total of $54.00.
Draw and explain how much money each child earned. What are the different combinations of bills each child could
receive? Draw and explain your answers. How many glasses of lemonade did they sell?
Learning Intention solve two-step word problems involving the four operations and identify patterns using the properties of operations
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Standard 3.OA.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.
3.OA.9 Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using
properties of operations.

Common Formative 1. About how many days have you been in school? Tell how you estimated and what mathematical operations you used.
Assessment
2. Ben has two cats. Each cat eats one can of wet cat food per day. Cat food is sold with 24 cans in a case. Ben wants to
buy enough cat food for two weeks. If he buys one case is this enough cat food? Explain your answer.

3. The answer is 42. What is the question?

4. There are 61 third-grade students in Amy’s school. 19 of the them are in the library. How many are left in their
classrooms? If each classroom holds about 20 students, how many classrooms are likely being used?

5. Andrea had some markers. When she puts them in groups of 3, there was 1 left over. When she put them in groups of 4,
there were 3 left over. If she had fewer than 20 markers, how many could she have had?

6. What patterns do you notice on an addition table?

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 7. What patterns do you notice on a multiplication table?
8. Describe the relationship between multiplying by 2 and multiplying by 4.
9. John says that when you multiply any number by an an even number, you will always get an even product. Explain why
John is or is not correct.

10. Malik said when you multiply two odd numbers, the product is always odd. He used 3 x 7 and 7 x 7 to support his
statement. Is he correct?

Resources Tools for NC Teachers

Match Fish Tank Multiplication and Division Part 1

Georgia Unit 2 Multiplication and Division

SCUSD Unit 2 Multiplication and Division

Utah Curriculum Resources

Reflection

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