Description

Students can solve for the total amount of windows in the building using multiplication facts that they know. Even thought there is a "constraint" blocking several of the buildings, students can use the outer rows and columns to solve. This is a great idea to start lesson, or get students thinking about multiplication facts and arrays. Students can share their thinking to the class or with partners before beginning future related activities.

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Array with Constraint

Name: Array with Constraint
Brand: Carly Bressler's Store
SKU: 4438254
Availability: InStock

Carly Bressler's Store

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Highlights

Digital downloads

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Grades

2nd - 4th

Subjects

Algebra, Basic Operations, Math

Standards

CCSS3.OA.A.1

CCSS3.OA.A.3

CCSS3.OA.A.4

Description

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Questions & Answers

Standards

to see state-specific standards (only available in the US).

CCSS3.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.

CCSS3.OA.A.3

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.

CCSS3.OA.A.4

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 = ?.