my homework lesson 7 multiply by 0 and 1

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Arithmetic (all content)

Course: arithmetic (all content)   >   unit 3.

• Multiplication as equal groups
• Intro to multiplication

Basic multiplication

• Multiplication with arrays
• Understand multiplication using groups of objects
• Multiply with arrays
• Worked example: Whole numbers on the number line
• Represent multiplication on the number line
• More ways to multiply
• Ways to represent multiplication

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Video transcript

Identity Property and Zero Property of Multiplication Activities

Teach your child all about multiply by 0 and 1 with amazing educational resources for children. These online multiply by 0 and 1 learning resources break down the topic into smaller parts for better conceptual understanding and grasp. Get started now to make multiply by 0 and 1 practice a smooth, easy and fun process for your child!

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Chapter 7, Lesson 1: Multiplying Monomials

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Curriculum  /  Math  /  3rd Grade  /  Unit 2: Multiplication and Division, Part 1  /  Lesson 1

Multiplication and Division, Part 1

Lesson 1 of 21

Criteria for Success

Tips for teachers, anchor tasks.

Problem Set

Target Task

Additional practice.

Identify and create situations involving equal groups and describe these situations using the language and notation of multiplication.

Common Core Standards

Core standards.

The core standards covered in this lesson

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.

Foundational Standards

The foundational standards covered in this lesson

Number and Operations in Base Ten

2.NBT.A.2 — Count within 1000; skip-count by 5s, 10s, and 100s.

2.OA.C.3 — Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends.

2.OA.C.4 — Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.

The essential concepts students need to demonstrate or understand to achieve the lesson objective

• Understand that equal groups  are groups made up of equal numbers of objects in each group. 
• Understand that multiplication is the operation that tells you the total number of objects when you have a certain number of equal groups and use the multiplication symbol to represent equal groups (MP.2).
• Understand that multiplication cannot be used to represent situations with unequal groups.
• Understand that the way we write a multiplication equation is a convention where the first factor represents the number of groups and the second factor represents the size of the groups (MP.6). 
• Identify the number of groups, the size of each group, and the total number of objects in a context or picture of equal groups. 
• Understand that a factor is the number of groups or size of each group in a multiplication equation and the product is the total number of objects in a multiplication equation. 

Suggestions for teachers to help them teach this lesson

• Students will learn to write factors in the conventional order, namely with the number of groups written as the first factor and the size of the groups as the second factor. But, since "some students bring th[e] interpretation of multiplication equations [where the meaning of the factors is switched] into the classroom, …it is useful to discuss the different interpretations and allow students to use whichever is used in their home" (OA Progression, p. 25), if it comes up. Thus, use the conventional way of writing factors when addressing the whole class, but allow individual students to write them in whatever order they like so long as they are able to explain the meaning of each factor. In Lesson 7, students will learn the commutative property, after which all students will have even more flexibility in the order in which they write their factors.
• In this lesson, finding the product is introduced in the context of writing equations, but efficient methods for finding the product are not discussed until Topics B and C. For now, because images are included with every problem, students can count all (Level 1 strategy) to find the total, or they may see that skip-counting or repeated addition (Level 2 strategies) can be used to find the total. Focus on the meaning of multiplication here, since they will have lots of time to discuss how to compute in later lessons. 
• Choral Counting: Choral counting is simply skip-counting out loud as a whole class. It’s a good routine to use when learning new skip-counting sequences or when you notice many students struggling with a particular skip-counting sequence. You could use a visual to help students with their counting, especially in the beginning, such as a hundreds chart. This also helps students notice patterns in the count sequence. You can involve movement, as well, by having students count on their fingers, do jumping jacks with every count, etc. It might be difficult to catch incorrect counts from students, which could reinforce incorrect counts, so you might transition to the routine below once students seem familiar enough with the count-by to do so.
• If we count by twos around the circle starting with Student A, what number do you think Student Z will say? If you didn’t count to figure that out, how did you solve? 
• If we count around the circle by fives and we go around twice, what will Student X say?
• Why did you choose ____ as an estimate?
• Why didn’t anyone choose ____ as an estimate?
• How did you know what comes next?
• (After a child gets stuck but figures it out): What did you do to figure it out? 
• (If you’ve written the numbers on the board as students counted): What do you notice? What do you wonder?
• As a supplement to the Problem Set, you can teach students the game Circles and Stars  from YouCubed.com. (Since students will only work with factors 2–5 and 10 in this unit, you could either block out the 1 on the dice, tell them to roll again if they encounter that factor, or tell them to treat 1 as 10. Similarly, you’ll need to tell students what to do if they roll double sixes (although 6 with any factor besides itself and 1 is fine)).

Lesson Materials

• Counters (20 per student or small group) — Students could use a common classroom material, such as paperclips, instead.

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Tasks designed to teach criteria for success of the lesson, and guidance to help draw out student understanding

a.   Would you rather have Group A or Group B of Reese’s Pieces? Why?

b.   Would you rather have Group A or Group B of Milk Duds? Why?

Guiding Questions

a.   The $$2$$  groups of $$8$$  Milk Duds in Anchor Task 1 can be represented with the expression " $$2\times8$$ ," which we can read out loud as "two groups of eight," "two times eight," or "two multiplied by eight." We call this a multiplication expression whose factors are $$2$$  and $$8$$ . 

Using your counters, make $$6$$  groups of $$3$$ . Then write a multiplication expression that matches your model. 

b.   The total number of objects in equal groups is called a product . So the product of  $$2\times8$$  is  $$16$$  since that's how many total Milk Duds there are. We can write a multiplication equation to represent this,  $$2\times8 = 16$$ .

What is the product in your model? Then write a multiplication equation that matches your model, including the product of it.

Write a multiplication equation to represent the following picture.

Unlock the answer keys for this lesson's problem set and extra practice problems to save time and support student learning.

Discussion of Problem Set

• Identify the factors and their meanings from each image in #1. 
• What did you notice about the answers to Parts (a) and (b) and Parts (c) and (d) in #1? 
• Which models were correct in #5? How do you know? Which models were incorrect? Why?

A task that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved

For each image below, 

• Determine whether it has equal groups. Explain how you know.
• If it does have equal groups, write a multiplication equation to represent it.

Student Response

The Extra Practice Problems can be used as additional practice for homework, during an intervention block, etc. Daily Word Problems and Fluency Activities are aligned to the content of the unit but not necessarily to the lesson objective, therefore feel free to use them anytime during your school day.

Extra Practice Problems

Answer keys for Problem Sets and Extra Practice Problems are available with a Fishtank Plus subscription.

Word Problems and Fluency Activities

Help students strengthen their application and fluency skills with daily word problem practice and content-aligned fluency activities.

Topic A: The Meaning of Multiplication and Division

Identify and create situations involving arrays and describe these situations using the language and notation of multiplication.

Identify and create situations involving unknown group size and find group size in situations.

3.OA.A.1 3.OA.A.2 3.OA.A.3

Identify and create situations involving an unknown number of groups and find the number of groups in situations.

Relate multiplication and division and understand that division can represent situations of unknown group size or an unknown number of groups.

3.OA.A.1 3.OA.A.2 3.OA.A.3 3.OA.B.6

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Topic B: Multiplication and Division by 2, 5, and 10

Build fluency with multiplication facts using units of 2, 5, and 10.

3.OA.A.1 3.OA.C.7

Demonstrate the commutativity of multiplication.

Build fluency with division facts using units of 2, 5, and 10.

3.OA.A.2 3.OA.B.6 3.OA.C.7

Solve one-step word problems involving multiplication and division using units of 2, 5, and 10.

Topic C: Multiplication and Division by 3 and 4

Build fluency with multiplication and division facts using units of 3.

3.OA.A.1 3.OA.A.2 3.OA.B.5 3.OA.B.6 3.OA.C.7

Build fluency with multiplication and division facts using units of 4.

Solve one-step word problems involving multiplication and division using units of 3 and 4.

Topic D: More Complex Multiplication and Division Problems

Determine the unknown whole number in a multiplication or division equation relating three whole numbers, including equations with a letter standing for the unknown quantity.

3.OA.A.4 3.OA.C.7 3.OA.D.8

Solve one-step word problems involving multiplication and division and write problem contexts to match expressions and equations.

Solve two-step word problems involving multiplication and division.

Solve two-step word problems involving all four operations.

Topic E: Scaled Picture and Bar Graphs

Create scaled picture graphs where the scale is provided.

Create scaled picture graphs where the scale must be determined.

Create scaled bar graphs where the scale is provided.

Create scaled bar graphs where the scale must be determined.

Solve one- and two-step word problems using information presented in scaled picture and bar graphs.

3.MD.B.3 3.OA.D.8

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McGraw Hill My Math Grade 3 Chapter 7 Lesson 1 Answer Key Multiply by 3

All the solutions provided in  McGraw Hill My Math Grade 3 Answer Key PDF Chapter 7 Lesson 1 Multiply by 3 will give you a clear idea of the concepts.

McGraw-Hill My Math Grade 3 Answer Key Chapter 7 Lesson 1 Multiply by 3

Math in My World

Guided Practice

Independent Practice

Draw an array for each. Then write two multiplication sentences.

Draw jumps on the number line to find each product.

Algebra Find the unknown fador. Use the Commutative Property.

Problem Solving

Question 12. There are 9 singers. They each perform 3 songs at the recital. How many songs were performed? Answer: Given that, The total number of singers is 9. They each perform 3 songs at the recital. The number of songs performed is 9 x 3 = 27. Therefore they performed the 27 songs.

Question 13. There are 7 daisies and 7 tulips. Each flower has 3 petals. How many petals are there in all? Answer: Given that, There are 7 daisies and 7 tulips. The total number of flowers are 7 + 7 = 14. Each flower has 3 petals. The number of petals is 14 x 3 = 42. Therefore there are 42 petals.

Question 14. Henry, Jaime, and Kayla each had 3 snacks packed in their lunch boxes. They each ate one snack in the morning. How many snacks are left in all? Answer: The Henry, Jaime, and Kayla each had 3 snacks packed in their lunch boxes. The total number snacks packed is 3 x 3 = 9. They each ate one snack in the morning. They total eaten is 3. Therefore the number of snack they left is 9 – 3 = 6. They lifted 6 snacks.

Question 15. Mathematical PRACTICE Use Algebra Lynn bought some party favors. The price of each party favor was $3. Her total came to $12. How many party favors did Lynn buy? Write a multiplication sentence with a symbol for the unknown. Solve for the unknown. Answer: Given that, The price of each party favor was $3. Her total came to $12. The number of party favors did Lynn buy is $3 x $4 = $12. The Multiplication sentence is $3 x $4 = $12. $4 x $3 = $12. The unknown factor is $4.

HOT Problems

Question 17. Building on the Essential Question How can a number line help you multiply by 3? Answer: The number line help to multiply by 3 is skips of 3 and skips of 4 on the number line to help them to multiply by 3 and 4. Know it is 3 x 4 = 12.

McGraw Hill My Math Grade 3 Chapter 7 Lesson 1 My Homework Answer Key

Algebra Find the unknown factor. Use the Commutative Property.

Write a multiplication sentence with a symbol for the unknown for Exercises 9 and 10. Then solve.

Question 9. A box of popcorn costs S3 at the baseball game. The vendor sells 5 boxes to people in row 22. How much money did the vendor collect for the popcorn? Answer: Given that, A box of popcorn costs is $3 at the baseball game. The vendor sells 5 boxes to people in row 22. The money did the vendor collects for the popcorn is $3 x 5 = $15. Therefore the money they collects for the popcorn is $15.

Question 10. Gloria has a study guide for her math, social studies, and science classes. Each study guide is 7 pages. How many pages of study guides does Gloria have in all? Answer: There are 3 study guides. Each study guide is 7 pages. The number of pages in the study guides is 3 x 7 = 21. Therefore the number of pages that Gloria have in all is 21.

Question 11. Mathematical PRACTICE Make Sense of Problems Meredith feeds her 3 dogs twice a day. How many times does she feed the dogs in 3 days? Answer: Given that, Meredith feeds her 3 dogs twice a day. For 3 dogs equal to 6 times. The number of times that she feed the dogs in 3 days is 3 x 6 = 18. Therefore the number of times does she feeds the dogs for 3 days is 18 times.

Test Practice

Question 12. There are 3 rows of cars in the parking lot. Each row has 5 cars. How many cars are in the parking lot? (A) 18 cars (B) 15 cars (C) 12 cars (D) 9 cars Answer: Given that, There are 3 rows of cars in the parking lot. Each row has 5 cars. The number of cars in the parking lot is 3 x 5 = 15. Option B is the correct answer.

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ALGEBRA • MULTIPLY WITH 1 and 0 Chapter 3 Lesson 7 - 3rd Grade Go Math

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Description

Do you find yourself searching for that perfect resource to accompany your 3rd grade Go Math curriculum? These Algebra Multiply With 1 and 0 activities for chapter 3 lesson 7 are filled with necessary practice to reinforce and enhance your lesson. No need to use your allotted paper supply on practice materials! All google slides are interactive and provide intriguing methods that will help students master math skills presented in the lesson.

Three Google Files included:

Google Slides

• Interactive practice slides allow students to type and click and drag their answers.
• Designed to be interesting and easy for students to manipulate.
• Use in Google Classroom.
• Great for centers, homework, seat work, morning work.
• Engaging practice of skills taught in the lesson.

Google Forms

• Great way to get an extra daily grade!
• Review Quiz measures how well students grasp skills taught. Self-graded in real-time, allowing both you and your students to view answers immediately.
• Individual results give each student’s response that allows you to know which skill needs to be retaught to which student.
• The questions are in Multiple Choice and Type Written format.

Google Slides Teacher Answer Key

• Provides answers to interactive activities

SKILLS ADDRESSED:

• Identity Property of Multiplication
• Zero Property of Multiplication
• Finding Products
• Multiplying With 1 and 0
• Multiplication Facts Practice (2's - 5's) - BONUS

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