3.OA.4 - About the Math, Learning Targets, and Rigor

Grade 3 Multiplication and Division

3.OA.A.4

Full Standard

Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = ? ÷ 3, 6 × 6 = ?

Measurement Topic

This standard is reported on the report card in these quarters as follows:

**3rd Grade Students Learning 3rd Grade Standards**
Quarter 1	Quarter 2	Quarter 3	Quarter 4
		Report Card Measurement Topic: Demonstrates understanding of multiplication. Report Card Measurement Topic: Demonstrates understanding of division.

Learning Target

Determine the unknown number in multiplication and division problems such as in the following examples: 8 x 9 = ?, 8 x ? = 48, ? x 3 = 27, 28 ÷ 7 = ?, ? ÷ 6 = 3, and 35 ÷ ? = 7.

About the Math

Determine the unknown number in multiplication and division problems such as in the following examples: 8 x 9 = ?, 8 x ? = 48, ? x 3 = 27, 28 ÷ 7 = ?, ? ÷ 6 = 3, and 35 ÷ ? = 7.

It is critical that students can connect an equation to a problem or situation. They should connect equations with unknowns to problems as well. Students need to apply their understanding of multiplication and division to identify an unknown in an equation. Students need to see the relationship between multiplication and division. Students must see the solution to an equation on both sides of the equal sign so 7 =63 ÷ ? Students should be comfortable with the unknown number in an equation being in any position. 8 x n = 24, 4 = 32 ÷ n, 4 x 3 = n.

Essential vocabulary for this standard includes unknown, product, quotient, unknown, multiplication, product, factor, and quotient .

Progression of Standard within Grade 3

This progression informs how to develop the standard within the grade level. This progression is provided by HCPSS Elementary Mathematics.

Progression Throughout Year
Quarter 1	Quarter 2	Quarter 3	Quarter 4
.	Determine the unknown number in multiplication and division problems such as in the following examples: 8 x 9 = ?, 8 x ? = 48, ? x 3 = 27, 28 ÷ 7 = ?, ? ÷ 6 = 3, and 35 ÷ ? = 7.	Determine the unknown number in multiplication and division problems related to area such as in the following examples: 8 x 9 = ?, 8 x ? = 48, ? x 3 = 27, 28 ÷ 7 = ?, ? ÷ 6 = 3, and 35 ÷ ? = 7.	Reinforce through work with problem solving.

Progression of this Standard Across Grades

This progression is informed by the Achieve the Core Coherence Map Links to an external site.. Information is not the complete standard.

Progression Across Grades
Grade 2	Grade 4
This concept is not taught prior to grade 3.	Area and perimeter of rectangles in real world and mathematical problems (4.MD.3)

TASKS

These tasks can be used with small group or whole group instruction.

Write four equations with n, where n would solve all of them. (ie. 4 x n= 8, 10 = 5 x n, n x 6 = 12, 16 = n x 8.
Alesia has 32 cupcakes to sell at the bake sale. What are possible package arrangements that she could make? Write an equation for each arrangement.
The classroom has 30 desks. How many different ways could you arrange the desks?
Explain to a friend how you found n in the equation 4 x n = 40.
There are 50 ants on the ant hill. If there are 5 groups of 4 red ants, how many possible equal groups of black ants are there?
40 = 8 x n What does n equal? Represent this equation to show how you found the answer.
3 x n = 24 and 4 x n = 24 Determine the missing factor in each equation. Use what you know about multiplication to explain why the second unknown factor must be less than the first unknown factor.

Slide-Based Tasks

These links are HCPSS created instructional tasks. These tasks are provided in Google slides. These tasks should be used for inspiration and resources, but instruction should start with students having the opportunity to engage with the math first (often involving physical and/or visual models) followed by discussion and explicit instruction to ensure student understanding.

Module 12 • Perimeter and Understanding Area and Basic Facts (3s)

Additional Tasks

These links provide instructional ideas connected to this standard.

Finding the Unknown in a Division Equation Links to an external site. (Illustrative Math)
What Comes First, the Chicken or the Egg? Links to an external site. (Georgia Department of Education, pages 94-97)
Field Day Blunder Links to an external site. (Georgia Department of Education, pages 158-161)

Tasks From Print Resources

These publications have been provided for each school. They are typically stored in team closets or the media center. Check with your team leader if you cannot find them.

Print Resources
Book Title	Grade	Pages
Teaching Student-Centered Mathematics	K-3	84 (The Broken Multiplication Key, Activity 3.6) 84 (The Broken Division Key, Activity 3.7) 112 (Calculator 2 x Facts, Activity 4.17) 113 (Clock Facts, Activity 4.18) 114 (Pattens in the Nines Facts, Activity 4.19) 118 (Sort Them as You Do Them, Activity 4.22)
Nimble with Numbers	3-4	115-127
Fundamentals	3	36 (Multiplication Mania)
Groundworks: Reasoning with Numbers	3	56 - 63 88-104
Hands on Standards	3-4	26-27 (Lesson 6) 28-29 (Lesson 7) 34-35 (Lesson 10)
Problem-Driven Math	3	73-75
Brain-Compatible Activities for Mathematics	2-3	51-53
Connections	3	16-19 (Pattern Blocks Times Tables) 20-23 (Rainbow 100)
SuperSource (Pattern Blocks)	K-2	34-37
Math In Practice Teaching Third-Grade Math	3	Module 1