Unit 5
Relating Multiplication and Division
Third Grade
5E Lesson Plan Math
Grade Level: Third Grade
Subject Area: Math
Lesson Title: Relating Multiplication and
Unit Number: 5
Lesson Length: 7
Division
days
Lesson Overview
This unit bundles student expectations that address the relationship between multiplication
and division. According to the Texas Education Agency, mathematical process standards
including application, tools and techniques, communication, representations, relationships, and
justifications should be integrated (when applicable) with content knowledge and skills so that
students are prepared to use mathematics in everyday life, society, and the workplace.
Prior to this unit, in Unit 03, students represented multiplication facts through the use of
context. These contextual situations provided real life experiences for students to construct
multiplication models (concrete, pictorial, and area), equal groups, arrays, strip diagrams, and
equations in relevant ways. Students also explored the commutative (if the order of the factors
are changed, the product remains the same), associative (if three or more factors are
multiplied, they can be grouped in any order, and the product will remain the same), and
distributive (if multiplying a number by a sum of numbers, the product will be the same as
multiplying the number by each addend and then adding the products together) properties of
multiplication in order to provide the foundation they need to learn, retain, and apply basic
multiplication facts up to 10 x 10.
During this unit, students use their understandings of multiplication as the framework for
developing an understanding of division. Students use the sharing or partitioning model, as
well as, the repeated subtraction model to connect understandings to division. For the first
time, students are introduced to the divisibility rules and use the divisibility rule of 2 and/or
partitioning into two equal groups to determine if a number is odd and even. Through concrete
and pictorial models of equal groups, arrays, and area models, students explore the
mathematical relationships within and between multiplication and division. Students use
multiplication and division facts, to construe division models (e.g., the product of a
multiplication fact becomes the dividend in its related division fact). This inverse relationship
between multiplication and division provides a mathematical foundation for learning basic facts
families. Various strategies, including the inverse relationship, are applied to solve contextual
one-step multiplication and division problems within 100.
After this unit, in Unit 07, students will revisit multiplication and division. Understanding of
multiplication and division is extended by expanding representations and contextual problem
situations to include multiplication of a two-digit number by a one-digit number and division of
two-digit dividend by a one-digit divisor in one- and two-step problems.
Unit Objectives:
Students will…
 Use their understanding of multiplication as the framework for developing an
understanding of division.
 Use a multiple variety of ways to connect understandings of division; including but not
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Third Grade
limited to sharing model, repeated subtraction.
 Explore mathematical relationships within and between multiplication and division by
using concrete and pictorial models.
 Solve one-step contextual multiplication and division problems within 100.
 Learn basic fact families.
Standards addressed:
TEKS:
3.1A-Apply mathematics to problems arising in everyday life, society, and the
workplace.
3.1C-Select tools, including real objects, manipulatives, paper and pencil, and
technology as appropriate, and techniques, including mental math, estimation, and
number sense as appropriate, to solve problems.
3.1D-Communicate mathematical ideas, reasoning, and their implications using multiple
representations, including symbols, diagrams, graphs, and language as appropriate.
3.1E-Create and use representations to organize, record, and communicate
mathematical ideas.
3.1F-Analyze mathematical relationships to connect and communicate mathematical
ideas.
3.1G-Display, explain, and justify mathematical ideas and arguments using precise
mathematical language in written or oral communication.
3.4 Number and operations. The student applies mathematical process standards to
develop and use strategies and methods for whole number computations in order to
solve problems with efficiency and accuracy. The student is expected to:
3.4F-Recall facts to multiply up to 10 by 10 with automaticity and recall the
corresponding division facts.
3.4G-Use strategies and algorithms, including the standard algorithm, to multiply a twodigit number by a one-digit number. Strategies may include mental math, partial
products, and the commutative, associative, and distributive properties.
3.4H-Determine the number of objects in each group when a set of objects is partitioned
into equal shares or a set of objects is shared equally.
3.4I-Determine if a number is even or odd using divisibility rules.
3.4J-Determine a quotient using the relationship between multiplication and division.
3.4K-Solve one-step and two-step problems involving multiplication and division within
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Third Grade
100 using strategies based on objects; pictorial models, including arrays, area models,
and equal groups; properties of operations; or recall of facts.
3.5 Algebraic reasoning. The student applies mathematical process standards to
analyze and create patterns and relationships. The student is expected to:
3.5D-Determine the unknown whole number in a multiplication or division equation
relating three whole numbers when the unknown is either a missing factor or product.
ELPS:
ELPS.c.1 The ELL uses language learning strategies to develop an awareness of his or her
own learning processes in all content areas. In order for the ELL to meet grade-level learning
expectations across the foundation and enrichment curriculum, all instruction delivered in
English must be linguistically accommodated (communicated, sequenced, and scaffolded)
commensurate with the student's level of English language proficiency. The student is
expected to:
ELPS.c.1A use prior knowledge and experiences to understand meanings in English
ELPS.c.1C use strategic learning techniques such as concept mapping, drawing, memorizing,
comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary
ELPS.c.2D monitor understanding of spoken language during classroom instruction and
interactions and seek clarification as needed
ELPS.c.3C speak using a variety of grammatical structures, sentence lengths, sentence types,
and connecting words with increasing accuracy and ease as more English is acquired
ELPS.c.3D speak using grade-level content area vocabulary in context to internalize new
English words and build academic language proficiency
ELPS.c.3H narrate, describe, and explain with increasing specificity and detail as more
English is acquired
ELPS.c.4H read silently with increasing ease and comprehension for longer periods
ELPS.c.5B write using newly acquired basic vocabulary and content-based grade-level
vocabulary
ELPS.c.5F write using a variety of grade-appropriate sentence lengths, patterns, and
connecting words to combine phrases, clauses, and sentences in increasingly accurate ways
as more English is acquired
ELPS.c.5G narrate, describe, and explain with increasing specificity and detail to fulfill content
area writing needs as more English is acquired.
Misconceptions:
 Some students may think any division equation represents the same type of solution
rather than recognizing the difference in the division problem types that could be
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represented by the same equation (e.g., 12 ÷ 3 = 4 could represent 12 separated into 3
groups with 4 in each group or 12 separated into groups of 3 creating 4 groups).
 Some students may think math facts refer to multiplying or dividing numbers in isolation
rather that recognizing the operation presented within context and being able to apply
multiplication or division facts to the actions within the problem.
Underdeveloped Concepts:
 Some students may be able to describe the commutative property of multiplication out
of context but fail to apply it in order to simplify finding the solution to a contextual
multiplication situation (e.g., the student states that 4 x 12 = 48 with ease, but struggles
to find the product of 12 x 4).
 Although some students may know how to multiply numbers in isolation, when the
operation is presented within context, they are not able to connect multiplication to the
actions within the problem.
Vocabulary:
 Associative property of multiplication – if three or more factors are multiplied, they
can be grouped in any order, and the product will remain the same
 Automaticity – executing the fact with little or no conscious effort
 Commutative property of multiplication – if the order of the factors are changed, the
product will remain the same
 Counting (natural) numbers – the set of positive numbers that begins at one and
increases by increments of one each time {1, 2, 3, ..., n}
 Distributive property of multiplication – if multiplying a number by a sum of numbers,
the product will be the same as multiplying the number by each addend and then
adding the products together
 Dividend – the number that is being divided
 Divisor – the number the dividend is being divided by
 Equation – a mathematical statement composed of equivalent expressions separated
by an equal sign
 Even number – a number divisible by 2
 Expression – a mathematical phrase, with no equal sign, that may contain a
number(s), an unknown(s), and/or an operator(s)
 Fact families – related number sentences using the same set of numbers
 Factor – a number multiplied by another number to find a product
 Odd number – a number not divisible by 2
 Product – the total when two or more factors are multiplied
 Quotient – the size or measure of each group or the number of groups when the
dividend is divided by the divisor
 Whole numbers – the set of counting (natural) numbers and zero {0, 1, 2, 3, ..., n}
Related Vocabulary:
•Area model
•Equation
•Quotative division (measurement division)
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•Array
•Multiples
•Term
•Divisible
•Partitive division
List of Materials:
2-colored counters
Handout: Paint Problem (One per pair or 1 per class on projector)
Color tiles
Handout: Color Tiles(One per student)
Sticky notes
Copy of the Book: The Doorbell Rang by Pat Hutchins
Paper plates
Sentence Strips
Cardstock
Handout: Match that Fact (Copy onto card stock and cut apart and place in baggies). One Per
student.
Construction Paper of Manila paper, (one per student).
Handout: Problem Solving Practice (one per student)
INSTRUCTIONAL SEQUENCE
Phase Engage:
Day 1
Materials:
Book: The Doorbell Rang
Activity: Story Time
Read aloud to the students the book The Doorbell Rang by Pat Hutchins. This book is about
students that have to keep sharing their cookies, bringing up the topic of equal sharing which
is the focus of today’s lesson. After reading discuss the different problems that were faced in
the book.
Questions:
 What does it mean to divide something? Separate equally
 How is dividing like sharing? Because it is equal groups.
 Why do we need to divide? To separate something fairly.
 What would happen if we had made a different number of cookies that are in the
book? The number of cookies each student received would be different.
What’s the teacher doing?
What are the students doing?
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Third Grade

Read the story and ask the
above guided questions


Listen to story
Participate in class discussion
Phase: Explore
Day 1 Cont’d
Activity: Practicing Division
Materials:
Paper plates
Two color counters
Tell the students just like in the book they are going to practice sharing. This helps connect the
lesson with real life examples as well as to the engage.
1. Students will practice Partitive Division. This is when the number of groups is known but the
amounts in each group are not known.
Break the students groups and give each group 3 paper plates and 21 counters. Present
this problem to the students:
Alex has 21 marbles and he needs to share them among himself and two friends. How
many marbles will each friend receive?
Give them the opportunity to work together to solve the problem. Walk around and monitor the
groups as they go about solving problems. If you have the time you could offer a few more
problems solve.
Ask: What did you do to solve this problem? Can you tell me the equation you used to
solve? Answers will vary.
2. Now give the students the opportunity to practice quotative division. This is when the
number of groups is unknown but the amount in each group is known.
Keep the students in their groups and supply 24 counters. Present the following problem:
Danny has 24 marbles. He wants to separate his marbles into groups of three and then
put them into bags. How many bags should Danny buy for his marbles?
Give them the time to solve this problem.
Walk the room to determine understanding. Supply a few more opportunities to solve if the
time permits.
Ask: What did you do to solve this problem and what equation did you use? Answers will
vary.
At this time have the students copy these examples in their journals making sure to label the
first example partitive division and the second example quotative division.
Activity #2
Students will explore the connections between division and even and odd. They will practice
using divisibility rules to decide whether a number is even or odd.
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Give students a random amount of counters. Then have the students separate the counters
into two groups.
 Can you separate all of your counters or is there one left over? Answers will very
depending on number of counters.
 Did the story characters have any left over? Let’s see if their numbers were even or
odd. Bring the book back out and check for even or odd numbers. How do they know?

If they can be separated into two equal groups, then the number is even, and we say it
is divisible by 2 if not the number is odd because it is not divisible by two.

Give another set of objects, can be color tiles, cubes or blocks. Ask the same
questions.
The objective of this activity is that the students see that a number is even if divisible by 2.
Guided Questions:
A number divisible by 2 is an even number, whereas a number not divisible by 2 is an odd
number.
 What patterns exist within and between odd and even numbers? An even number ends
in a number that can be divided by 2.
 What strategies can be used to determine if a number is even or odd? If it can fit into
two groups it is even.
End the day with the use of an exit ticket. Question: How can you tell if a number is even?
They should be able to answer that it will divide by 2 or separate into 2 groups.
What’s the teacher doing?
Breaking the students into pairs.


Distributing the counters and
displaying the handout or make
copies for each pair
What are the student’s doing?


Working with groups to complete
problems
Participate in class discussion using
mathematical language
Asking the guided questions
listed above
Phase Explore
Day 2
Materials:
Handout: Color tiles(one per student)
Color tiles
Activity: Color Tile Cover UP!
Pass out Handout: Color Tiles to each student to use as grid paper, along with a baggie full
of color tiles (note: if color tiles are unavailable you can run off the grid paper on colored paper
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Third Grade
to substitute.)
The students will use the color tiles to create an array on their paper. Then the student will
color in their tiles and write the correct multiplication fact and corresponding division fact.
They need to continue this activity until all of their grid paper is covered.
*Differentiated instruction option:
For more advanced students they can use centimeter grid paper and units to create 2 digit by
1 digit arrays.
For students below grade level, provide them with a dice to create each factor, and then draw
the array for the product.
Guided Questions:



Can you cover the entire sheet of paper if you plan your arrays carefully? Yes all
of the sheet can be covered if I use the right facts.
Which part of the array is the first factor? Rows. The second factor? Columns.
Which part is the product? The total number of tiles colored.
What part of the array becomes the dividend of the division sentence? The total
number of tiles. The divisor? Rows The quotient? Columns.
What’s the teacher doing?
 Monitoring the students as they
create their arrays
 Facilitate discussion about the
relationship between the
multiplication fact they created
and the corresponding division
sentence
 Check for misunderstandings
during activity
Phase Elaborate
What are the students doing?



Completing the array building activity
independently
Working had to cover the entire array
Make connections between the multiplication
and division facts they are creating
Day 2 cont’d
Activity: Whole Group Instruction
Materials:
Sticky Notes
Journals(optional)
The students will participate in a whole group lesson extending their basic skills practice.
They need to practice different strategies for solving their multiplication facts.
For example:
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Doubling:
Draw an array with 8 shapes.
The students need to understand that this is simply doubling 2x2=4 to 2x4=8. If they were to
separate the array down the middle if would be 2x2.
Decomposing or Partitioning:
This is the strategy of taking difficult facts and breaking them down to known facts.
For example:
7x9=(2x9)+(5x9)=18+45=63
Patterns:
Take notice of the patterns that some facts make.
Ex. 5s always end in a 5 or a 0.
Multiples of 3 are always in an even/odd pattern.
The 9s have a distinct pattern. Identify it for them.
(Hint: A hundreds chart is a really good visual for patterns if you have time).
Fact Families:
Using the corresponding division or multiplication problem to solve.
Exit ticket:
Have students pick a multiplication fact and write the sentence then describe a strategy they
used to solve the problem on a sticky note.
Guided Questions:

What relationships exist between the operations of multiplication and division?
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



They all use the same numbers in different places in the equation.
What do the product of a multiplication problem and the dividend of a division
problem have in common? They are the same number.
How can the operation of division be used to determine an unknown factor in
multiplication? The factor will be either the divisor or quotient.
How are multiples and skip counting used in both multiplication and division?
You will skip count forward for multiplication and backwards for division.
Why does the commutative property apply to multiplication but not division?
Because the order does not matter in a multiplication equation, but the dividend MUST
come first in a division sentence.
What’s the teacher doing?



Leading class discussion on
strategies to solve multiplication
problems
Asking the above listed guided
questions
Checking exit tickets to
determine mastery of topic
What are the students doing?


Participate in class discussion
Complete exit tickets independently
Phase Elaborate Cont’d
Day 3
Activity:
Students will create a four part foldable project that includes all components of the unit.
Array
Number Line
Fact Family
Example of Using
Distributive Property
Materials:
Construction paper or manila paper
Guided Questions:


How do all of the strategies on your foldable help you solve multiplication and
division problems? They help organize the facts.
How can properties of operations be used to solve multiplication problems? The
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
associative property helps when I don’t know a factor and distributive factor helps when
a large problem is too big. I can break it down.
How can it be determined if the solution is reasonable? If I estimate the solution it
will be close. (Reference to Unit 2)
Strategies based on objects; pictorial models, including arrays, area models, and equal
groups; properties of operations; or recall of facts can be used to solve multiplication and
division problems (one-step multiplication and division of whole numbers within 100).
What’s the teacher doing?



Facilitating class lesson on
strategies
Monitoring the independent work
Asking the above guided
questions
What are the students doing?


Participating in class discussion
Working independently on assignment
Phase Engage
Day 4
Materials:
Handout: Paint problem (one per class)
Color tiles
Activity: Break students up into pairs and give each group 25 2-colored counters. Give the
students the handout: Paint Problem, or present it on the projector. Allow them to work with
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their partners to come up with a solution.
Guided Questions:






What are you asked to do in this problem? Discover if each array holds the same
number of boxes.
What tools can you use to solve the problem? Counters or drawings.
How can strategies based on objects(manipulatives) help you to solve
multiplication and division problems? They let me see the answer right in front of
me.
How can strategies based on pictorial models (arrays, drawings, etc.) be used to
solve multiplication and division problems? I can sketch out the answer.
What do the product of a multiplication problem and the dividend of a division
problem have in common? They are the same number.
Can you find the related division fact to these two multiplication problems?
Answer: 15 ÷ 3 = 5 or 15 ÷ 5 = 3
What’s the teacher doing?

Providing proper tools

Monitoring class activities
What are the student’s doing?

Work in cooperative groups to solve the
hands-on activity

Participate in class discussion

Copy notes into journal using formal
mathematic language
Phase: Explore
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Third Grade
Day 1 Cont’d
Activity: Class Anchor Chart
Materials:
Math journals
The class will copy an anchor chart for fact families in their journals. Here is a link to a photo
example of an anchor chart for fact families:
http://fivejs.com/teach-math-fact-families-number-bonds/
Then have students practice making fact family triangles. Have them draw triangles in their
journals, and then give them three corresponding numbers such as 2, 4, and 8 in a triangle.
They must now practice writing facts with these three numbers. Four facts in all.
Example:
4
2
8
It is important at this time that they discuss factor, product, divisor, dividend and quotient
again. If these terms are not already on the word wall, they need to be added at this time.
Guided Questions:
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
What do the product of a multiplication problem and the dividend of a division
problem have in common? They are the same number.

How can strategies based on objects/manipulatives be used to solve
multiplication and division problems? They let me put the objects where I want
them.
This activity will conclude day 1.
What’s the teacher doing?




Supply the materials needed to
perform the hands on activity
Monitor engagement and
understanding during activity
Assist with journal note-taking
Provide Sticky-notes for exit
tickets
What are the students doing?



Copy anchor charts into their journal
Add word wall vocabulary to their journals
Participate in class discussion of lesson
Phase Explain
Day 5
Materials:
Journals
Sentence strips
Hanout: Match that Fact(one per student)
Cardstock
Glue
Scissors
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Activity:
Provide students with the following graphic, or create an anchor chart of the graphic for the
students to copy into their Math Journals.
The students will be practicing solving division problems with related multiplication facts. It is
important that they know the relationships between all of the numbers in the equations.
Guided Questions:




How can the product of two non-zero whole numbers be described? When
multiplying two non zero numbers the product will always be larger than both factors.
How can the quotient of two non-zero whole numbers (with the dividend larger
than the divisor) be described? When dividing two non-zero whole numbers (with the
dividend larger than the divisor), the quotient will always be smaller than the dividend
(division of whole numbers within 100).
What relationships exist between the operations of multiplication and division?
Each one “undoes” the other, or is the opposite of the other.
What do the product of a multiplication problem and the dividend of a division
problem have in common? They are the same number. The product becomes the
dividend.
Separate the students into groups and pass out sentence strips to each group. On each
sentence strip write a combination of numbers that can create a fact family. Include 2
numbers to be the factors and then one correct product and one incorrect product.
For instance
4
32
8
44
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The groups must now work together to create the correct fact family, discarding the incorrect
product. When all groups have successfully completed their strips, have them switch with
another group until all strips have been done correctly.
At this time provide students with the handout: Match that Fact. Have them complete the
activity independently. Once they have aligned all of their facts they may paste it on
construction paper for a completed assignment.
What’s the teacher doing?




Asking the above listed guided
questions
Providing students with proper
anchor charts and notes
Monitoring both activities to
ensure understanding
Watch for misunderstandings
What are the students doing?





Complete fact family activity cooperatively
Participate in class discussion
Copy all notes and charts into journals
Complete the Match that Fact activity
independently
Using academic language document in their
journal share what they learned
Phase Elaborate
Day 6
Activity: Today students will practice using Problem Solving Strategies to solve word
problems.
Materials:
Handout: Problem Solving Strategies (one per student)
Please pass out the Handout: Problem Solving Practice to each student.
What’s the teacher doing?

Monitoring Independent Problem
Solving
What are the students doing?

Completing assignment independently
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Phase Evaluate:
Day 7
Activity: Today the students will complete the Performance Assessments.
Performance Assessment 1:
1) Analyze the following real-life problems situations below. For each problem situation:
 Create a sketch of the concrete model used to solve the problem.
 In writing, explain and justify the solution process and strategies used.
 Represent the solution to the problem using a multiplication equation and a related
division equation. In each equation, indicate the position of the unknown from the
problem.
 Explain how the multiplication equation and division equation are alike and how they
are different.
a) Miles had 6 friends attend his birthday party. How could he share 21 cupcakes equally
among his friends and himself?
b) David wanted each of his friends to have a set of 6 football stickers. He had 42 stickers
altogether. How many friends could receive a set of 6 stickers?
c) Bo must memorize 32 spelling words in 4 days. In order to be ready for his test, how many
words will Bo need to memorize each day?
d) Jerry helped the librarian place the same number of library books into 6 different boxes.
When they finished, they had packed 42 books into the boxes. How many library books are in
each box?
2) Richard had a collection of 19 bouncy balls. He said he had an even number of bouncy
balls.
a) Determine if Richard is correct using a divisibility rule.
b) In writing, explain how the divisibility rule was used to determine if a number is odd or even.
Performance Assessment 2:
1) Consider each basic fact problem.
a) Quickly identify the product or quotient for each basic fact presented.
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b) Select one multiplication fact and one division fact. In writing explain the strategy used to
solve the fact and how this strategy helped in quickly finding the product or quotient.
If there is time remaining after P.A’s are complete provide a review for the UNIT 5 exam.
This concludes UNIT 5
What’s the teacher doing?


Provide appropriate performance
assessment to students.
Provide flash cards for
assessment 2
What are the student’s doing?

Complete performance assessments
independently
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Paint Problem (Day 4)
Mr. Micheals is teaching an art class. He lined up boxes of paint in 2 different arrays.
One array had 3 rows of five boxes. The other array had five rows with 3 boxes in each
row. Does each array hold the same number of boxes? Sketch each array and then
write a multiplication sentence for each one.
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Match that Fact! (Day 5)
(Instructions: copy onto cardstock, then cut each strip
apart, add to baggie and have students reassemble.)
START:
the product of 3 & 5
15
the quotient of 21 ÷ 7
3
a factor in the problem 6 x 7 = 42
6
the dividend in the problem 56 ÷ 7 = 8
56
5x8=?
40
8 x ___= 72
9
24 ÷ ___ = 3
8
FINISH!
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Problem Solving Practice
1. Jamie wants to put her stamps in an album to display at school. She
knows that each page of her album will hold 9 stamps. She has 36
stamps from her mom. Please explain using academic language (justify)
how Jamie can determine how many pages she will fill in her album.
___________________________________________________________
___________________________________________________________
___________________________________________________________
2. Alex wants to separate his baseball cards into equal team groups. He has
48 baseball cards in all and 8 different teams. Sketch the equal groups to
show how Alex separated his cards by team.
What division fact helped you solve this problem?_________________
What is the related multiplication fact?____________________
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Problem Solving Practice Cont’d (Day 6)
3. La’Shae has six pentagon shapes from her collection of pattern blocks.
She wants to know how many sides six pentagons have. Draw a table to
show her pattern blocks and the number of each side.
4. Maddie, Jessie, and Reagan are going to share 1 dozen donuts. How
many donuts will each friend receive?
A. 12
B. 8
C. 4
D. 18
5. I am thinking of a number. If you multiply it with 4 and then divide the
product by 2 the quotient is 8. What number am I thinking
of?________________
Justify your answer:_____________________________
6. Eleanor brought home 4 bags of books she bought at a rummage sale.
There are 10 books in each bag. If she wants to put the same number of
books on the five shelves of her bookcase, how many books would fit on
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Unit 5
Relating Multiplication and Division
Third Grade
each shelf?
Draw a picture to prove your work.
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Unit 5
Relating Multiplication and Division
Third Grade
Problem Solving Practice (Day 6) Key
1. Jamie wants to put her stamps in an album to display at school. She
knows that each page of her album will hold 9 stamps. She has 36
stamps from her mom. Please explain how Jamie can determine how
many pages she will fill in her album.
___________________________________________________________
Possible answer: I divided 36 with
9 and got 4 pages for my book.
___________________________________________________________
___________________________________________________________
2. Alex wants to separate his baseball cards into equal team groups. He has
48 baseball cards in all and 8 different teams. Sketch the equal groups to
show how Alex separated his cards by team.
Check students’ drawings.
48÷8=6
What division fact helped you solve this problem?_________________
6 x 8 = 48 or 8 x 6 = 48
What is the related multiplication fact?____________________
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Unit 5
Relating Multiplication and Division
Third Grade
Problem Solving Practice Cont’d
3. La’Shae has six pentagon shapes from her collection of pattern blocks.
She wants to know how many sides six pentagons have. Draw a table to
show her pattern blocks and the number of each side.
Number of 1
Pentagons
2
3
4
5
6
Number of
Sides
10
15
20
25
30
5
4. Maddie, Jessie, and Reagan are going to share 1 dozen donuts. How
many donuts will each friend receive?
A. 12
B. 8
C. 4 
D. 18
5. I am thinking of a number. If you multiply it with 4 and then divide the
product by 2 the quotient is 8. What number am I thinking
of?________________4
Justify your answer:_____________________________ Because 4 x 4 =
16 and 16 ÷ 2 = 8
6. Eleanor brought home 4 bags of books she bought at a rummage sale.
25
Unit 5
Relating Multiplication and Division
Third Grade
There are 10 books in each bag. If she wants to put the same number of
books on the five shelves of her bookcase, how many books would fit on
each shelf?
Draw a picture to prove your work. Drawings should show 8 books on
each shelf.
26
Unit 5
Relating Multiplication and Division
Third Grade
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