CCSS.Math.Content.3.OA.A.3
The Standard
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.
Common Core State Standards for Mathematics · Operations and Algebraic Thinking
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students decide whether a story calls for multiplication or division. They represent equal groups, arrays, or measured amounts with a drawing and an equation containing a symbol for the unknown.
What Mastery Looks Like
- Students solve equal-group, array, and measurement problems with products or dividends within 100. They use a matching drawing and equation, then explain what the unknown represents.
Common Misconceptions
- Students may multiply whenever they see two numbers, even when division fits the situation. They may confuse the number of groups with the amount in each group. Some write an equation that does not match their drawing.
How to Assess It
- Give this exit ticket: “Twenty-four apples are packed equally into 6 bags. How many apples go in each bag?” Ask for a drawing, equation, and answer.
Lesson moves
Ways to Teach It
Give pairs 24 counters, ask them to build 6 equal groups, sketch the model, and write multiplication and division equations.
Display two stories using 4 and 20, then ask students to explain which quantity is unknown and choose an equation.
Play a story match game where students pair word-problem cards with matching array pictures and equations.
Have students plan snack bags for 28 students, choosing equal group sizes and calculating the number of bags needed.
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Printable 3.OA.A.3 Worksheet
A ready-to-print activity worksheet aligned to CCSS.Math.Content.3.OA.A.3, with an answer key for the teacher on its own page. No account needed.
PDF, US Letter, prints cleanly in black and white.
Download the worksheetLearning progression
Where This Standard Sits
See the whole path on the Operations & Algebraic Thinking progression map.
Before This Standard
If students are struggling here, check these first.
- CCSS.Math.Content.3.OA.A.1
Understanding a product as equal groups is needed to model and solve the target’s equal-group, array, and measurement multiplication problems.
- CCSS.Math.Content.3.OA.A.2
Students must know division as equal sharing or equal groups to represent and solve the division word problems in this standard.
- CCSS.Math.Content.1.OA.D.8
Finding unknowns in addition or subtraction equations supports using symbols for unknowns in multiplication and division word-problem equations.
What This Unlocks
Mastery here sets students up for these next.
- CCSS.Math.Content.3.OA.D.8
Students extend multiplication and division problem models into two-step equations and combine them with addition or subtraction.
- CCSS.Math.Content.4.OA.A.2
Solving equal-group multiplication and division problems supports representing comparison problems with equations and choosing multiplication or division.
- CCSS.Math.Content.4.OA.A.1
Equal-groups and array problem solving gives the multiplication meaning and equation writing needed to express “times as many” comparisons.
- CCSS.Math.Content.3.MD.A.2
Multiplication and division word-problem models with measurement quantities carry over to mass and volume problems in grams, kilograms, and liters.
- CCSS.Math.Content.4.NF.B.4c
Whole-number equal-groups word problems and equations carry over to interpreting a fraction times a whole number in context.
Keep exploring
Related Standards
- CCSS.Math.Content.2.MD.B.5
Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of ...
- CCSS.Math.Content.2.OA.A.1
Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart,...
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