Georgia 3.PAR.3.2
The Standard
Represent single digit multiplication and division facts using a variety of strategies. Explain the relationship between multiplication and division.
Georgia's K-12 Mathematics Standards · Use part-whole strategies to solve real-life, mathematical problems involving multiplication and division with whole numbers within 100.
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students show facts with arrays, equal groups, number lines, or broken-apart facts. They connect each product to related quotients and explain how multiplication helps solve division.
What Mastery Looks Like
- A student can show 7 × 6 with an array, equal groups, number line jumps, or smaller known facts. The student can use 7 × 6 = 42 to explain why 42 ÷ 7 = 6.
Common Misconceptions
- Students may switch the divisor and dividend, treating 24 ÷ 6 and 6 ÷ 24 as the same. They may also memorize facts without seeing that a division equation can name a missing factor.
How to Assess It
- Give this exit ticket: Show 8 × 6 in two ways, then write two related division equations and explain how one quotient is known.
Lesson moves
Ways to Teach It
Give students 24 counters and cups to build equal groups in two ways, then record matching multiplication and division equations.
Ask, "How can 7 × 8 help you solve 56 ÷ 7?" Students write an equation and explain their reasoning.
Play Fact Family Match with cards showing products, factors, multiplication equations, and division equations that students group into related sets.
Have students plan equal snack bags for 32 crackers, testing different numbers of bags and recording each multiplication and division equation.
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Printable 3.PAR.3.2 Worksheet
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