Florida B.E.S.T. MA.3.AR.3.2

Math3rd GradeIdentify numerical patterns, including multiplicative patterns.

The Standard

Determine whether a whole number from 1 to 144 is a multiple of a given one-digit number.

Florida B.E.S.T. Standards for Mathematics

Teacher's field guide

What Students Need to Do: Students decide whether a number can be arranged into equal groups of a stated size with none left over. They show their reasoning with multiplication, division, skip-counting, or an array.
What Mastery Looks Like: A student can classify numbers accurately and explain each decision. For example, the student knows 72 is a multiple of 8 because 8 × 9 = 72, while 74 is not.
Common Misconceptions: Students may reverse factor and multiple, saying 8 is a multiple of 72. They may stop at 10 times a number and miss larger products. Some accept a division result with a remainder or rely only on the last digit.
How to Assess It: Give this exit ticket: Circle every multiple of 6 in 42, 55, 72, 91, and 114. Prove one choice with an equation.

Lesson moves

Give pairs 72 counters and number cards, then have them test whether each number can form equal groups of a chosen size.
Ask students to explain two different ways to prove that 96 is a multiple of 8.
Play Multiple Match by pairing factor cards from 1 to 9 with matching product cards from 1 to 144.
Plan snack bags using 48 crackers, then decide which group sizes from 1 to 9 leave no crackers remaining.

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