3.OA.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.”
Questions 1 and 2 ask students to match 4 circles of 6 dots to 4 × 6 and to read 7 × 3 = 21 as 7 groups of 3.
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 × ? = 48, 5 = _ ÷ 3, 6 × 6 = ?”
Questions 11 to 13 give 6 × ? = 42, ? ÷ 5 = 9 and 56 ÷ ? = 8.
3.OA.5
“Apply properties of operations as strategies to multiply and divide.”
Question 16 splits 7 × 8 into (7 × 5) + (7 × 3), question 17 asks for the associative property, and question 18 for the commutative one.
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.”
Questions 5 to 10 are six facts, including 49 ÷ 7 and 0 × 8.
3.OA.8
“Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.”
Question 23 asks for an equation with the letter a, and question 24 is a two-step sticker problem with Maya's wrong method to explain.
3.OA.9
“Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. For example, observe that 4 times a number is always even, and explain why 4 times a number can be decomposed into two equal addends.”
Question 19 asks why every product in the column for 4 is even, and question 20 asks for the rule in a spider legs table.
