G3 U2 Constructed Response
Name: ________________________________________ Date:_______________
Grade 3 Unit 2 Constructed Response Understanding the Meaning of Multiplication TASK 1: Repeated Addition and Arrays (CCSS: 3.OA.1; SMP: 1, 3, 5, 6, 7)
1. One canoe can fit three people. If there are a total of 9 canoes, how many people can fit in the canoes? a. Explain how this problem can be solved by using repeated addition.
b. Find the number of people that can fit in the canoes using the strategy you described above.
c. Write a multiplication sentence that best describes what is happening in this situtation. Answer: ___________________ 2. a. Visually represent the following situation by drawing an array: There are 7 dessert trays on a table, and each tray has 8 cookies on it.
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Grade 3 Unit 2 Constructed Response Understanding the Meaning of Multiplication b. Find the total number of cookies using your array and write a multiplication sentence to represent the problem.
Answer: _________________________ c. After representing the situation with an array, explain why this is a good model to use in this type of problem.
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Grade 3 Unit 2 Constructed Response Understanding the Meaning of Multiplication 3. George and Lucille have 18 flower seeds that they want to plant in their garden. Using arrays determine all of the different ways that the 18 seeds can be arranged in their garden.
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Grade 3 Unit 2 Constructed Response Understanding the Meaning of Multiplication TASK 2: Associative and Commutative Properties of Multiplication (CCSS: 3.OA.5; SMP: 2, 3, 4, 7, 8)
4. Using a Venn diagram, compare and contrast the Associative and Commutative Properties of Multiplication. Give an example for each property.
5. Examine the numbers below: 6
54
9
a. Write two related multiplication sentences using these numbers. Answer: _____________________ _____________________ Copyright © Swun Math Grade 3 Unit 2 Constructed Response, Page 4
Grade 3 Unit 1 Constructed Response Understanding the Meaning of Multiplication b. Draw two arrays to represent the number sentences you wrote above.
c. What concept or rule helped you solve this problem? How did you use the concept of rule to solve the problem?
6. a. Examine the equation below and fill in the missing numbers.
(5 ×
) × 7 = 5 × (3 ×
)
b. What concept or rule helped you solve this problem? How did you use the concept or rule to solve the problem?
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Grade 3 Unit 1 Constructed Response Understanding the Meaning of Multiplication c. What similarities do you observe in both sides of the equation you completed?
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Grade 3 Unit 1 Constructed Response Understanding the Meaning of Multiplication TASK 3: Distributive Property of Multiplication (CCSS: 3.OA.5; SMP: 1, 2, 4, 5, 7, 8)
7. Explain how the Distributive Property of Multiplication can be used to simplify multiplication equations. How do you use this property?
8. a. Use the Distributive Property to decompose the underlined factor and construct two new multiplication sentences: 11 × 2 = 22
b. Explain a strategy you can use to check that your work is correct.
c. Prove that your work is correct by using the strategy you explained above.
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Grade 3 Unit 1 Constructed Response Understanding the Meaning of Multiplication 9. After a successful fundraiser three hockey teams will be getting new jerseys for the upcoming season. Each team has 9 players and each player with be receiving a practice jersey and a game jersey. For jerseys to be ordered, the coaches need to know how many jerseys they will need total for all the players. a. After reading the situation, explain the meaning of the problem. What information is being given to you? Can you create a starting point to solve the problem?
b. Find the total number of jerseys the coaches have to order for the two teams. Choose a property of multiplication that applies in this situation. Explain your reasoning through illustrations and number sentences.
Answer: ___________________
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Grade 3 Unit 2 Constructed Response Understanding the Meaning of Multiplication TASK 1: Repeated Addition and Arrays (CCSS: 3.OA.1; SMP: 1, 3, 5, 6, 7)
1. One canoe can fit three people. If there are a total of 9 canoes, how many people can fit in the canoes? a. Explain how this problem can be solved by using repeated addition.
b. Find the number of people that can fit in the canoes using the strategy you described above.
c. Write a multiplication sentence that best describes what is happening in this situtation. Answer: ___________________ 2. a. Visually represent the following situation by drawing an array: There are 7 dessert trays on a table, and each tray has 8 cookies on it.
Copyright © Swun Math Grade 3 Unit 2 Constructed Response, Page 1
Grade 3 Unit 2 Constructed Response Understanding the Meaning of Multiplication b. Find the total number of cookies using your array and write a multiplication sentence to represent the problem.
Answer: _________________________ c. After representing the situation with an array, explain why this is a good model to use in this type of problem.
Copyright © Swun Math Grade 3 Unit 2 Constructed Response, Page 2
Grade 3 Unit 2 Constructed Response Understanding the Meaning of Multiplication 3. George and Lucille have 18 flower seeds that they want to plant in their garden. Using arrays determine all of the different ways that the 18 seeds can be arranged in their garden.
Copyright © Swun Math Grade 3 Unit 2 Constructed Response, Page 3
Grade 3 Unit 2 Constructed Response Understanding the Meaning of Multiplication TASK 2: Associative and Commutative Properties of Multiplication (CCSS: 3.OA.5; SMP: 2, 3, 4, 7, 8)
4. Using a Venn diagram, compare and contrast the Associative and Commutative Properties of Multiplication. Give an example for each property.
5. Examine the numbers below: 6
54
9
a. Write two related multiplication sentences using these numbers. Answer: _____________________ _____________________ Copyright © Swun Math Grade 3 Unit 2 Constructed Response, Page 4
Grade 3 Unit 1 Constructed Response Understanding the Meaning of Multiplication b. Draw two arrays to represent the number sentences you wrote above.
c. What concept or rule helped you solve this problem? How did you use the concept of rule to solve the problem?
6. a. Examine the equation below and fill in the missing numbers.
(5 ×
) × 7 = 5 × (3 ×
)
b. What concept or rule helped you solve this problem? How did you use the concept or rule to solve the problem?
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Grade 3 Unit 1 Constructed Response Understanding the Meaning of Multiplication c. What similarities do you observe in both sides of the equation you completed?
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Grade 3 Unit 1 Constructed Response Understanding the Meaning of Multiplication TASK 3: Distributive Property of Multiplication (CCSS: 3.OA.5; SMP: 1, 2, 4, 5, 7, 8)
7. Explain how the Distributive Property of Multiplication can be used to simplify multiplication equations. How do you use this property?
8. a. Use the Distributive Property to decompose the underlined factor and construct two new multiplication sentences: 11 × 2 = 22
b. Explain a strategy you can use to check that your work is correct.
c. Prove that your work is correct by using the strategy you explained above.
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Grade 3 Unit 1 Constructed Response Understanding the Meaning of Multiplication 9. After a successful fundraiser three hockey teams will be getting new jerseys for the upcoming season. Each team has 9 players and each player with be receiving a practice jersey and a game jersey. For jerseys to be ordered, the coaches need to know how many jerseys they will need total for all the players. a. After reading the situation, explain the meaning of the problem. What information is being given to you? Can you create a starting point to solve the problem?
b. Find the total number of jerseys the coaches have to order for the two teams. Choose a property of multiplication that applies in this situation. Explain your reasoning through illustrations and number sentences.
Answer: ___________________
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