- 3.OA.A.1— Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each.For example, describe a context in which a total number of objects can be expressed as 5 × 7.
Operations and Algebraic Thinking
3.OA.A.1— Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each.For example, describe a context in which a total number of objects can be expressed as 5 × 7.
- 3.OA.A.2— Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each.For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8.
Operations and Algebraic Thinking
3.OA.A.2— Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each.For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8.
- 3.OA.B.5— Apply properties of operations as strategies to multiply and divide.Students need not use formal terms for these properties.Example: Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.)Example: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication.)
Operations and Algebraic Thinking
3.OA.B.5— Apply properties of operations as strategies to multiply and divide.Students need not use formal terms for these properties.Example: Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.)Example: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication.)
- 3.OA.B.6— Understand division as an unknown-factor problem.For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8.
Operations and Algebraic Thinking
3.OA.B.6— Understand division as an unknown-factor problem.For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8.
- 3.OA.C.7— Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.
Operations and Algebraic Thinking
3.OA.C.7— Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.
GlueMotion is the perfect Mac tool for time-lapse photographers. The application allows you to batch edit, deflicker and assemble sequences of images into time-lapse movies. Multiplication Worksheet For Grade 3 With Pictures. Multiplication is part of our daily life. Even if you go for buying groceries you have to use simple multiplication like if you buy 5 kg of sugar and the cost of 1 kg sugar is 2$ that cost of 5 kg sugar is 10$ i.e. For example, if you want to practice adding 1, 2, and 3, click on the 1 bubble, the 2 bubble, and the 3 bubble. Finally, set the countdown to however many seconds you want and see how many problems you can correctly answer, or, set an attainment goal, and see how long it takes you to reach your goal! 3-Digit by 1-Digit Multiplication (A) Use the grid to help you multiply each pair of factors. 5 9 1 8 1 8 2 1 3 5 6 1 × 3 × 6 × 9 × 6 2 0 3 9 4 1 4 6 2 5 6 3. Multiplication using tables. The development of fundamental knowledge pertaining to multiplication as repeated addition is helpful in writing multiplication tables. A multiplication table is a structured list of numbers in which each number is the product of a constant multiplicand and multipliers from 1 to 10. The multiplication tables are.
When you have a math problem that involves more than one operation—for example, addition and subtraction, or subtraction and Super resize 1 2 3. multiplication—which do you do first?
Example #1: 6 – 3 x 2 = ?
- Do you do the subtraction first (6 – 3 = 3) and then the multiplication (3 x 2 = 6)?
- Or do you start with the multiplication (3 x 2 = 6) and then subtract (6 – 6 = 0)?
PEMDAS
Gluemotion 1 3 3 Multiplication Worksheet
In cases like these, we follow the order of operations. The order in which operations should be done is abbreviated as PEMDAS:
- Parentheses
- Exponents
- Multiplication and Division (from left to right)
- Addition and Subtraction (from left to right)
(One way to memorize this is to think of the phrase Please Excuse My Dear Aunt Sally.)
- In the above example, we're dealing with multiplication and subtraction. Multiplication comes a step before Subtraction, so first we multiply 3 x 2, and then subtract the sum from 6, leaving 0.
Example #2: 30 ÷ 5 x 2 + 1 = ?
- There are no Parentheses.
- There are no Exponents.
- We start with the Multiplication and Division, working from left to right.
NOTE: Even though Multiplication comes before Division in PEMDAS, the two are done in the same step, from left to right. Addition and Subtraction are also done in the same step. - 30 ÷ 5 = 6, leaving us with 6 x 2 + 1 = ?
- 6 x 2 = 12, leaving us with 12 + 1 = ?
- We then do the Addition: 12 + 1 = 13
Note that if we'd done the multiplication before the division, we'd have ended up with the wrong answer:
- 5 x 2 = 10, leaving 30 ÷ 10 + 1 = ?
- 30 ÷ 10 = 3, leaving 3 + 1 = ?
- 3 + 1 = 4(off by 9!)
Hazel 4 4 4. One last example for advanced students, using all six operations:
Example #3: 5 + (4 – 2)2 x 3 ÷ 6 – 1 = ?
- Start with the Parentheses: 4 – 2 = 2. (Even though subtraction is usually done in the last step, because it's in parentheses, we do this first.) That leaves 5 + 22 x 3 ÷ 6 – 1 = ?
- Then Exponents: 22 = 4. We now have 5 + 4 x 3 ÷ 6 – 1= ?
- Then Multiplication and Division, starting from the left: 4 x 3 = 12, leaving us with 5 + 12 ÷ 6 – 1 = ?
- Then moving to the right: 12 ÷ 6 = 2, making the problem 5 + 2 – 1 = ?
- Then Addition and Subtraction, starting from the left: 5 + 2 = 7, leaving 7 – 1 = ?
- Finally, moving to the right: 7 – 1 = 6
(For more practice, try our Operation Order game!)
Gluemotion 1 3 3 Multiplication Sheets
| Decimal Equivalents of Common Fractions | Numbers and Formulas |
