Lesson 2

In Twos, Threes, and More

Est. Class Sessions: 3
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Mathematical Standards

3.OA.A
Represent and solve problems involving multiplication and division. (3.OA.A.1, 3.OA.A.3, 3.OA.A.4)
3.OA.B
Understand properties of multiplication and the relationship between multiplication and division. (3.OA.A.5)
3.OA.C
Multiply and divide within 100. (3.OA.C.7)

Standards for Mathematical Practice

MP1.
Make sense of problems and persevere in solving them.
MP2.
Reason quantitatively.
MP6.
Attend to precision.
MP8.
Look for and express regularity in repeated reasoning.

Students make lists of things that come in twos, threes, fours, etc., up to twelves. For example, eyes and bicycle wheels come in twos. Using this list, students write multiplication problems. They then use various strategies to solve and express their solutions.

Content in this Lesson

  • Representing multiplication situations using manipulatives and pictures [E2].
  • Completing open number sentences involving multiplication (e.g., × 4 = 4 + 4 + 4) [E1].
  • Using tools and strategies to solve single-digit multiplication problems [E3].
  • Writing number sentences for multiplication situations [E2].
  • Identifying the important information when solving a problem [MPE1].
  • Creating stories for multiplication sentences [E2].
  • Connecting multiplication and repeated addition [E3].
  • Representing solution strategies [E5, E8, MPE5].
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Materials for Students

Daily Practice and Problems Lesson Homework Assessment

Student Books

 Student Guide
Student Activity Book

Teacher Resources

 Teacher Guide - digital

Supplies for Students

large index cards or blank copy paper

Materials for the Teacher

chart paper for making class lists
tape for hanging class lists
Display of Math Practices (Student Guide) Reference
Unit 3 Assessment Record
Math Facts Class Record

Materials Preparation

Subtraction Flash Cards. Make two-sided copies of the Subtraction Flash Cards on heavier paper or card stock. Have students cut apart the flash cards and store them in an envelope. You may want to provide each student with two sets, one to use at school and one to take home.

Assessment in this Lesson

Assessment Expectation Assessed Math Practices
Expectation Assessed

In Twos, Threes, and More
Check-In: Questions 8–9
Student Guide
Page 56 and the corresponding Feedback Box
Teacher Guide - digital
E3.
Multiply and divide using mental math strategies (e.g., reasoning, repeated addition).
E5.
Represent solution strategies for problems involving the multiplication facts using number sentences and drawings.
MPE1.
Know the problem. I read the problem carefully. I know the questions to answer and what information is important.

Using Multiplication to Count Things in Groups
Student Activity Book
Pages 87–88
E1.
Complete open number sentences involving multiplication (e.g., × 4 = 4 + 4 + 4 and × 4 = 4 × 3; × 4 + 1 = 13).
E2.
Represent multiplication and division problems in stories, drawings, and number sentences.
E3.
Multiply and divide using mental math strategies (e.g., reasoning, repeated addition).
E5.
Represent solution strategies for problems involving the multiplication facts using number sentences and drawings.

DPP Item E Subtraction Flash Cards: Group 3
Teacher Guide - digital
E6.
Use mental math strategies including making tens to solve the subtraction facts in Groups 3 and 4.