A three-section 3rd grade math worksheet that runs from equal groups to two-step equations, built on the Common Core Operations and Algebraic Thinking standards. Students read a diagram of 4 baskets holding 6 apples each, chase six missing numbers such as 7 × ______ = 42, and finish with sticker and collector-card story problems. Worked answers for every section sit in the answer key, including both acceptable equations for each picture.
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. For example, describe a context in which a total number of objects can be expressed as 5 x 7.”
Section 1, question 1: the 4 baskets of 6 apples become 4 × 6 = 24.
3.OA.2
“Interpret whole-number quotients of whole numbers, e.g., interpret 568 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8.”
Leo's problem in Section 3, where 28 cards are shared equally onto 4 binder pages.
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.'”
Both Section 3 stories: 5 packs of 8 stickers and 28 cards across 4 pages, each solved with a letter for the unknown.
3.OA.4
“Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 x ? = 48, 5 = _ ÷ 3, 6 x 6 = ?.”
The six missing-number equations in Section 2, from 7 × ______ = 42 through 9 × ______ = 81.
3.OA.5
“Apply properties of operations as strategies to multiply and divide.² Examples: If 6 x 4 = 24 is known, then 4 x 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 x 5 = 15, then 15 x 2 = 30, or by 5 x 2 = 10, then 3 x 10 = 30. (Associative property of multiplication.) Knowing that 8 x 5 = 40 and 8 x 2 = 16, one can find 8 x 7 as 8 × (5 + 2) = (8×5) + (8 × 2) = 40 + 16 = 56. (Distributive property.)”
Question 7 in Section 2, where the fact family for 4, 9, and 36 turns on writing 9 × 4 after 4 × 9.
3.OA.6
“Understand division as an unknown-factor problem. For example, find 32÷8 by finding the number that makes 32 when multiplied by 8.”
Section 2 items such as 36 ÷ ______ = 9 and ______ ÷ 6 = 7, which are solved by finding the unknown factor.
3.OA.7
“Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.”
Every equation on the page stays within 100, from 4 × 6 in Section 1 to 9 × 9 = 81 in Section 2.
Students study 4 baskets of 6 apples and a counter array with 3 rows of 8, then record the groups, the multiplication equation, and the related division equation for each picture.
Six equations each hide one number: 7 × ______ = 42, 36 ÷ ______ = 9, ______ × 8 = 64, 45 ÷ 5, ______ ÷ 6 = 7, and 9 × ______ = 81. Question 7 then asks for the full fact family of 4, 9, and 36.
Maya buys 5 packs of 8 stickers and Leo sorts 28 collector cards onto 4 binder pages. For each story, students write an equation with a letter for the unknown before they solve.
Unit review
Set the whole sheet after your equal-groups and arrays lessons. It touches all seven 3.OA standards in one pass, so it shows you the unit in miniature.
Small group
Pull students who mix up rows and columns and work the 3-by-8 counter array together. Have them trace a row with a finger before writing 3 × 8.
Homework
Send it home mid-unit. The answer key spells out both acceptable equations for each picture, so families can check without guessing what you wanted.
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