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Grade 3 Mathematics Module 3, Topic F: Multiplication of Single-Digit Factors and Multiples of 10

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Grade 3 Mathematics Module 3, Topic F: Multiplication of Single-Digit Factors and Multiples of 10


Content Source:

Type: Lesson/Unit Plan


In Topic F, students multiply by multiples of 10. To solve a fact like 2 × 30, they first model the basic fact 2 × 3 on the place value chart. Place value understanding helps them to notice that the product shifts one place value to the left when multiplied by 10:  2 × 3 tens can be found by simply locating the same basic fact in the tens column.

In the subsequent lesson, place value understanding becomes more abstract as students model place value strategies using the associative property [2 × 30 = 2 × (3 × 10) = (2 × 3) × 10]. The final lesson focuses on solving two-step word problems involving multiples of 10 and equations with unknown quantities.  As in Lesson 18, students estimate to assess the reasonableness of their solutions

Content Standard(s):
MA2019 (2019)
Grade: 3
12. Use concrete materials and pictorial models based on place value and properties of operations to find the product of a one-digit whole number by a multiple of ten (from 10 to 90).
Unpacked Content
Evidence Of Student Attainment:
  • Efficiently use strategies based on place value and properties of operations to multiply one-digit numbers by multiples of 10 (from 10-90) and justify their answers.
Teacher Vocabulary:
  • Multiply
  • One-digit
  • Multiple of ten
  • Place value
  • Properties of operations
  • Product
Students know:
  • a variety of strategies or tools to find products (skip counting, properties of operations, concrete materials, number lines, arrays, etc.).
Students are able to:
  • Find the product of a 1-digit factor and multiple of 10 (from 10 to 90).
  • Use concrete materials and pictorial models to find the product.
  • Use properties of operations to find the product.
  • Justify products.
Students understand that:
  • A one-digit number multiplied by ten gives a multiple of ten. Ex: 6 x 10 = 60 is the same as that number of ones (60) or that number of tens (6 tens).
  • Adding a zero to the product of two non-zero whole numbers does not demonstrate the relationship between the product and its place value.
Diverse Learning Needs:
Essential Skills:
Learning Objectives:
M.3.12.1: Model place value by multiplying vertically.
M.3.12.2: Model properties of operations by multiplying horizontally.
M.3.12.3: Recall basic multiplication facts.
M.3.12.4: Recall multiplication as repeated addition.
M.3.12.5: Apply properties of operations as strategies to add.

Prior Knowledge Skills:
  • Identify place value for ones, tens and hundreds.
  • Recall basic multiplication facts.
  • Recognize properties of operations.
  • Demonstrate that multiplication is the same as repeated addition.

Alabama Alternate Achievement Standards
AAS Standard:
M.AAS.3.10 Using vocalization, sign language, augmentative communication, or assistive technology use concrete materials and pictorial models to model whole numbers.

Tags: associative property, equation, multiples, multiply, onedigit, operations, place value, product, properties, ten
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There are three lessons in this topic.

This resource is free for teachers to access and use. All resources required for the lessons are available to print from the site.

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Author: Hannah Bradley