Chapter 3
Name
Tile Designs
Thao is making tile designs in art class. She arranges the tiles
in groups. Solve these problems using equal groups, arrays, and
properties of multiplication.
The picture graph shows how many
tiles of each color Thao has. Use
the graph to answer the questions.
Thao's Tiles
Color
Number of Tiles
Red
Blue
Green
Yellow
Key: Each
= 3 tiles.
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1. Thao uses blue tiles to make a design. How many tiles does
she have? Write a multiplication sentence. Draw a number line
to skip count.
2. Thao wants to arrange the tiles in equal rows. Draw a picture to
show the multiplication sentence.
Grade 3 • Chapter 3 • Performance Task • 11
3. How many other ways can Thao arrange the blue tiles? Use
numbers, words, and arrays to show the ways.
5. Look at the groups you circled. Write two multiplication sentences to
show the Commutative Property of Multiplication.
12 • Grade 3 • Chapter 3 • Performance Task
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4. Thao uses the green and yellow tiles to make a design. Write two
multiplication sentences to show how many tiles she has of each
color. Draw how many tiles there are in all. Then draw circles around
the tiles to make sets of equal groups.
Chapter 3
Understand Multiplication
Tile Designs
COMMON CORE STANDARDS
CC.3.OA.3Use 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.
CC.3.OA.5 Apply properties of operations as strategies to multiply and divide.
CC.3.OA.8Solve 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.
PURPOSE
To assess the ability to use multiplication to find the products of whole numbers
TIME
25–30 minutes
GROUPING
Individuals
MATERIALS
• Performance Task, paper, pencil
• Counters (optional)
PREPARATION HINTS
• Review representing equal groups with counters.
• Review using models to solve equal groups problems.
IMPLEMENTATION NOTES
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• R ead the task aloud to students and make sure that all students have a clear understanding of
the task.
• Students may use manipulatives to complete the task.
• Allow students as much paper as they need to complete the task.
• Allow as much time as students need to complete the task.
• Students must complete the task individually, without collaboration.
• Collect all student work when the task is complete.
TASK SUMMARY
Students solve multiplication word problems. They use strategies such as number lines, drawing equal
groups, and arrays to solve problems.
Grade 3 • Chapter 3 • Performance Task • 13
REPRESENTATION
In this task teachers can…
• Provide options for language, mathematical expressions, and symbols by pre-teaching
vocabulary and symbols in ways that promote connection to students’ prior knowledge.
• P rovide multiple means of representation by presenting concepts with physical models and
manipulatives.
ACTION and EXPRESSION
In this task teachers can…
• Provide options for physical action by offering counters for students to use as they construct
arrays.
ENGAGEMENT
In this task, teachers can…
• Reduce distractions by involving students in whole class discussions of the task.
• Help students meet goals and objectives by prompting them to restate the goal of the task.
EXPECTED STUDENT OUTCOMES
• Complete the task within the time allowed
• Reflect engagement in a productive struggle
• Multiply whole numbers using strategies and properties of multiplication
SCORING
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Use the associated Rubric to evaluate each student’s work.
14 • Grade 3 • Chapter 3 • Performance Task
Performance Task Rubric
TILE DESIGNS
A level 4 response
• Indicates that the student has made sense of the task, modeled
accurately and persevered
• Shows the ability to solve problems accurately by drawing equal groups
and arrays
• Demonstrates an understanding of multiplication strategies and their
application in solving problems
• Shows the ability to accurately apply properties of multiplication to
solve problems
• Addresses all aspects of the task using sound mathematical procedures
A level 3 response
• Indicates that the student has made sense of the task, modeled
accurately and persevered
• Shows the ability to solve problems accurately by drawing equal groups
and arrays
• Demonstrates an understanding of multiplication strategies and their
application in solving problems
• Shows the ability to accurately apply properties of multiplication to
solve problems
• Addresses most or all aspects of the task, but may make minor errors
derived from correct procedures
A level 2 response
• Shows that the student has made sense of at least some elements of
the task
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• Shows evidence of understanding basic concepts of multiplication
• Indicates an incomplete understanding of how to use multiplication
strategies to solve problems
A level 1 response
• Shows little evidence that the student has made sense of the problems
of the task
• Reflects a lack of understanding of multiplication as equal groups and
properties of multiplication
• Shows little evidence of adequately addressing the elements of the task
• Shows little evidence of applying strategies to the task
Grade 3 • Chapter 3 • Performance Task • 15
Sample Level 4 Response
15A • Grade 3 • Chapter 3 • Performance Task
Sample Level 3 Response
Grade 3 • Chapter 3 • Performance Task • 15B
Sample Level 2 Response
15C • Grade 3 • Chapter 3 • Performance Task
Sample Level 1 Response
Grade 3 • Chapter 3 • Performance Task • 15D