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Product Description

Choose Which Operation

It includes 72 word problems in all.

There are 4 problems on each page and 18 pages in all.

There is one of each operation on each page - Addition, Subtraction, Multiplication, and Division.

Each problem guides students through the strategies for choosing whether you are looking for the number that is larger than the parts (addition or multiplication) or if you know the larger number (subtraction or division).

Each problem includes a space for drawing a picture of the problem (PPW, bar graph, pictorial).

Each problem guides students to determine if they are looking at equal parts (multiplication or division) or if the numbers are different values (addition or subtraction).

Please see THUMBNAIL for a visual.

Intended Usage:

At the first of third grade, these problems can be used to teach choosing the operation and the basic configuration of all problem-solving situations including multiplication and division. For RTI and intervention, they can be used at any time to re-teach these concepts to further the problem solving skills of struggling students.

Also, the problems are carefully worded to have variable unknowns: Result Unknown, Change Unknown, and Start Unknown. PPW and Comparison problems are included. In Division there are problems where you know how many groups and others where you know how many are in each group.

Students first read the problem and know the question.

Then they circle whether they are “looking for the number that is larger than the parts” or “know the number larger than the parts”.

They draw a picture or diagram of their problem.

They circle whether the problem has numbers of “different values” or if the numbers have “equal parts”. They choose the operation and solve the problem. Please see thumbnails.

At the end of the left to right sequence, a space is provided for the students to select the operation and solve the problem.

Common Core Operations and Algebraic Thinking standards stress developing an understanding of multiplication and division and strategies for multiplication and division within 100. TEKS Standards stress the development of processing skills.

CCSS:

3.OA.1: Interpret products of whole numbers, e.g., interpret 5 x 7 as the total number of objects in 5 groups of 7 objects each.

3.OA.2: Interpret whole-number quotients of whole numbers

3.OA.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.

3.OA.4: Determine the unknown whole number in a multiplication or division equation relating three whole numbers.

3.OA.5: Apply properties of operations as strategies to multiply and divide.

3.OA.6: Understand division as an unknown-factor problem.

3.OA.7: Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division.

3.MP.8: Look for and express regularity in repeated reasoning. Common multiplication and division situations include: Unknown Product, Group Size Unknown, and Number of Groups Unknown.

TEKS Standards

3.4(A) solve with fluency one-step and two-step problems involving addition and subtraction within 1,000 using strategies based on place value, properties of operations, and the relationship between addition and subtraction;

3.4(D) determine the total number of objects when equally sized groups of objects are combined or arranged in arrays up to 10 by 10;

3.4(E) represent multiplication facts by using a variety of approaches such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line, and skip counting;

3.4(F) recall facts to multiply up to 10 by 10 with automaticity and recall the corresponding division facts;

3.4(H) determine the number of objects in each group when a set of objects is partitioned into equal shares or a set of objects is shared equally;

3.4(J) determine a quotient using the relationship between multiplication and division; and

3.4(K) solve one-step and two-step problems involving multiplication and division within 100 using strategies based on objects; pictorial models, including arrays, area models, and equal groups; properties of operations; or recall of facts.

It includes 72 word problems in all.

There are 4 problems on each page and 18 pages in all.

There is one of each operation on each page - Addition, Subtraction, Multiplication, and Division.

Each problem guides students through the strategies for choosing whether you are looking for the number that is larger than the parts (addition or multiplication) or if you know the larger number (subtraction or division).

Each problem includes a space for drawing a picture of the problem (PPW, bar graph, pictorial).

Each problem guides students to determine if they are looking at equal parts (multiplication or division) or if the numbers are different values (addition or subtraction).

Please see THUMBNAIL for a visual.

Intended Usage:

At the first of third grade, these problems can be used to teach choosing the operation and the basic configuration of all problem-solving situations including multiplication and division. For RTI and intervention, they can be used at any time to re-teach these concepts to further the problem solving skills of struggling students.

Also, the problems are carefully worded to have variable unknowns: Result Unknown, Change Unknown, and Start Unknown. PPW and Comparison problems are included. In Division there are problems where you know how many groups and others where you know how many are in each group.

Students first read the problem and know the question.

Then they circle whether they are “looking for the number that is larger than the parts” or “know the number larger than the parts”.

They draw a picture or diagram of their problem.

They circle whether the problem has numbers of “different values” or if the numbers have “equal parts”. They choose the operation and solve the problem. Please see thumbnails.

At the end of the left to right sequence, a space is provided for the students to select the operation and solve the problem.

Common Core Operations and Algebraic Thinking standards stress developing an understanding of multiplication and division and strategies for multiplication and division within 100. TEKS Standards stress the development of processing skills.

CCSS:

3.OA.1: Interpret products of whole numbers, e.g., interpret 5 x 7 as the total number of objects in 5 groups of 7 objects each.

3.OA.2: Interpret whole-number quotients of whole numbers

3.OA.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.

3.OA.4: Determine the unknown whole number in a multiplication or division equation relating three whole numbers.

3.OA.5: Apply properties of operations as strategies to multiply and divide.

3.OA.6: Understand division as an unknown-factor problem.

3.OA.7: Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division.

3.MP.8: Look for and express regularity in repeated reasoning. Common multiplication and division situations include: Unknown Product, Group Size Unknown, and Number of Groups Unknown.

TEKS Standards

3.4(A) solve with fluency one-step and two-step problems involving addition and subtraction within 1,000 using strategies based on place value, properties of operations, and the relationship between addition and subtraction;

3.4(D) determine the total number of objects when equally sized groups of objects are combined or arranged in arrays up to 10 by 10;

3.4(E) represent multiplication facts by using a variety of approaches such as repeated addition, equal-sized groups, arrays, area models, equal jumps on a number line, and skip counting;

3.4(F) recall facts to multiply up to 10 by 10 with automaticity and recall the corresponding division facts;

3.4(H) determine the number of objects in each group when a set of objects is partitioned into equal shares or a set of objects is shared equally;

3.4(J) determine a quotient using the relationship between multiplication and division; and

3.4(K) solve one-step and two-step problems involving multiplication and division within 100 using strategies based on objects; pictorial models, including arrays, area models, and equal groups; properties of operations; or recall of facts.

Total Pages

18-20

Answer Key

Included

Teaching Duration

1 month

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