Six illustrated word problems that walk 3rd grade students from single-step equal groups to two-step equations with a letter for the unknown. Maya's 4 rows of 6 muffins open the page, Coach Rivera splits 35 cones across 5 stations, and Leo cuts a 48-inch ribbon into 8-inch pieces. The final two problems each demand a Step A equation and a Step B solution, matching Common Core 3.OA.8. Worked equations for all six appear in the answer key.
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.'”
Problems 1 to 4: muffin rows, cone stations, ribbon lengths, and carrot seeds all sit within 100 and each requires an equation with a symbol for the unknown.
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.³”
Problems 5 and 6, where (3 × 8) + 6 = s and (40 − 4) ÷ 6 = j are built in labeled Step A and Step B stages.
Students write and solve an equation with a symbol for the unknown for Maya's bake-sale muffins (4 rows of 6) and Coach Rivera's 35 soccer cones shared over 5 practice stations.
Leo cuts 48 inches of craft ribbon into 8-inch pieces, and a science club plants 9 carrot seeds in each of 7 raised beds. Both problems again ask for the equation before the answer.
Caleb buys 3 packs of 8 stickers and then gets 6 more; Mrs. Jenkins keeps 4 of 40 juice boxes and divides the rest among 6 picnic tables. Each problem is split into Step A (write the equation with s or j) and Step B (show the work).
Modeled lesson
Solve problem 1 together and insist on the full equation line, 4 × 6 = m, rather than a bare 24. The habit pays off when problem 5 needs (3 × 8) + 6 = s.
Independent work
Set Parts 1 and 2 solo, then stop the class before Part 3. The callout tells students to use a letter such as n, and it is worth reading aloud together.
Assessment evidence
Collect Step A separately from Step B on problems 5 and 6. A correct answer with no equation reveals a student who cannot yet represent two-step problems.
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